|Title||Instructors||Location||Time||Description||Cross listings||Fulfills||Registration notes||Major Concentrations||Major/Minor Requirements Fulfilled|
|HIST 0012-301||First-Year Seminar: Why College? Historical and Contemporary Perspectives||Jonathan L Zimmerman||MW 3:30 PM-4:59 PM||This course will explore controversies and dilemmas surrounding American colleges, from their birth into the present. What is the purpose of “college”? How have these goals and objectives changed, across time and space? What should college do, and for whom? And how can colleges be reformed to meet their diverse purposes and constituencies? Topics of discussion will include affirmative action, “political correctness,” fraternities and sororities, sexual assault and safety, online education, and the recent trend towards “college for all.” For first-year students only.||History & Tradition Sector||American||US|
|HIST 0061-401||First-Year Seminar: Of Horses, Bows and Fermented Milk: The Silk Roads in 10 Objects||Oscar Aguirre Mandujano||MW 3:30 PM-4:59 PM||The empires of the Turkic and Turkish peoples have stretched across much of Eurasia since before the Common Era until the twentieth century. We first hear of them in Chinese chroniclers’ tales of a powerful people in the wilderness. Greek historians, Byzantine writers, and Arab polymaths write about the empires of the steppes. Centuries later, the heirs of the heroes of these empires move south and west, establishing empires and tribal confederations beyond the steppe, in Central Asia, Anatolia, and the Middle East. The Turkic empires seem to appear in the periphery of many civilizations, challenging, and, one could say, enriching their borders. But looking at a map, is really more than a half of Eurasia a periphery? If we flip the map, could we say these historians were writing from the margins of the Turkish empires? This course introduces the student to the history of empire by following the various histories of Turkic and Turkish people through 15 objects. It discusses the questions of periphery, borders, and the divide between agrarian, pastoral, and nomadic societies. The student will learn to derive historical questions and hypothesis through the intensive study of material culture, literature, and historical writing tracing the long and diverse history of the bow, the saddle, dumplings, and fermented milk (among others) across Eurasia.||NELC0460401||History & Tradition Sector
Cross Cultural Analysis
|Africa/Middle East, East/South Asia|
|HIST 0108-001||American Origins||Emma Hart||MW 10:15 AM-11:14 AM||The United States was not inevitable. With that assumption as its starting point, this course surveys North American history from about 1500 to about 1850, with the continent's many peoples and cultures in view. The unpredictable emergence of the U.S. as a nation is a focus, but always in the context of wider developments: global struggles among European empires; conflicts between indigenous peoples and settler-colonists; exploitation of enslaved African labor; evolution of distinctive colonial societies; and, finally, independence movements inspired by a transatlantic revolutionary age.||Cultural Diviserity in the U.S.
History & Tradition Sector
|HIST 0200-001||The Emergence of Modern Europe||Joshua Teplitsky||TR 3:30 PM-4:59 PM||This course examines the period in European history from the Black Death until the French Revolution (roughly 1348 to 1789). During this period of Renaissance, Reformation, and Enlightenment, early modern Europe experienced a series of crises in authority that ushered in the modern world. The course will explore how new discoveries (both geographical and intellectual) challenged existing worldviews; movements of religious reform challenged the authority of the Church and the unity of Europe; and new political doctrines, accompanied by a series of striking rebellions, challenged the foundations of traditional rule.
Our aim will be to excavate the changing social, political, intellectual, and cultural experiences of men and women during this time of renaissance, reformation, enlightenment, and revolution. We will follow the encounter between Europeans and the peoples of the Americas, Africa, and Asia, as well as the “discovery” of new ways to read old books, the “discovery” of new technologies in communications and combat, and the “discovery” of new sciences, arts, and philosophies as they impacted the way Europeans related to the wider world and their place within it.
|History & Tradition Sector
Cross Cultural Analysis
|HIST 0205-001||Europe: From Fall of Rome to Age of Exploration||Ada M Kuskowski||MW 12:00 PM-1:29 PM||This course offers a broad introduction to the history of Europe from around the fourth to sixteenth century CE. We begin with Roman civilization facing a series of crises that led to its eventual fall in the West and the great migrations that resulted in ‘barbarian’ kingdoms. We then explore European history as it developed afterwards through key questions that capture its essence: what was ‘barbarian’ about these kingdoms and what exactly were the ‘dark ages’? How did political power transform throughout the period to produce nascent nation states in the end? What did it mean to be a medieval knight? In what ways were women powerless or powerful? What was city life like as these began to be rebuilt? What roles did faith and knowledge play in this world? What were the first universities like? How did European culture in this period handle difference, and how is this similar or different to modern approaches? How do we even know this history from centuries to over a millennium ago? Students will discover a Europe that is fascinating in its contradictions: both dark and bright, both closed and open, both strikingly different and yet often surprisingly familiar.||History & Tradition Sector
Cross Cultural Analysis
|HIST 0290-601||The Soviet Century, 1917-1991||Out of an obscure, backward empire, the Soviet Union emerged to become the great political laboratory of the twentieth century. This course will trace the roots of the world's first socialist society and its attempts to recast human relations and human nature itself. Topics include the origins of the Revolution of 1917, the role of ideology in state policy and everyday life, the Soviet Union as the center of world communism, the challenge of ethnic diversity, and the reasons for the USSR's sudden implosion at the end of the century.Focusing on politics, society, culture, and their interaction, we will examine the rulers (from Lenin to Gorbachev) as well as the ruled (peasants, workers, and intellectuals; Russians and non-Russians). The course will feature discussions of selected texts, including primary sources in translation.||REES0311601||History & Tradition Sector
Cross Cultural Analysis
|HIST 0300-401||Africa Before 1800||Cheikh Ante Mbacke Babou||TR 9:00 AM-9:59 AM||Survey of major themes and issues in African history before 1800. Topics include: early civilizations, African kingdoms and empires, population movements, the spread of Islam, and the slave trade. Also, emphasis on how historians use archaeology, linguistics, and oral traditions to reconstruct Africa's early history.||AFRC0300401||History & Tradition Sector
Cross Cultural Analysis
|World||Africa/Middle East, pre-1800|
|HIST 0310-401||Warriors, Concubines & Converts: the Ottoman Empire in the Middle East & Europe||Oscar Aguirre Mandujano||MW 1:45 PM-3:14 PM||For almost six hundred years, the Ottomans ruled most of the Balkans and the Middle East. From their bases in Anatolia, Ottoman armies advanced into the Balkans, Syria, Egypt, and Iraq, constantly challenging the borders of neighboring European and Islamicate empires. By the end of the seventeenth century, Constantinople, Jerusalem, Cairo, Baghdad, Sarajevo, Budapest, and nearly Vienna came under Ottoman rule. As the empire expanded into Europe and the Middle East, the balance of imperial power shifted from warriors to converts, concubines, and intellectuals. This course examines the expansion of the Ottoman sultanate from a local principality into a sprawling empire with a sophisticated bureaucracy; it also investigates the social, cultural, and intellectual developments that accompanied the long arc of the empire's rise and fall. By the end of the course, students will be able to identify and discuss major currents of change in the Ottoman Empire and the Middle East. The student will have a better understanding of the roles of power, ideology, diplomacy, and gender in the construction of empire and a refined appreciation for diverse techniques of historical analysis.||NELC0450401||Cross Cultural Analysis
History & Tradition Sector
|Diplomatic, European, World||Africa/Middle East, Europe, pre-1800|
|HIST 0360-401||History of the Middle East Since 1800||Secil Yilmaz||MW 10:15 AM-11:44 AM||A survey of the modern Middle East with special emphasis on the experiences of ordinary men and women as articulated in biographies, novels, and regional case studies. Issues covered include the collapse of empires and the rise of a new state system following WWI, and the roots and consequences of the Palestinian-Israeli conflict, the Iranian revolution and the U.S.-Iraq War. Themes include: the colonial encounter with Europe and the emergence of nationalist movements, the relationship between state and society, economic development and international relations, and religion and cultural identity.||NELC0650401||History & Tradition Sector
Cross Cultural Analysis
|HIST 0400-401||Colonial Latin America||TR 5:15 PM-6:44 PM||The year 1492 was pivotal in the history of the world. It precipitated huge population movements within the Americas and across the Atlantic - a majority of them involuntary as in the case of indigenous and African people who were kidnapped and enslaved. It led to cataclysmic cultural upheavals, including the formation of new cultures in spaces inhabited by people of African, European and indigenous descent. This course explores the processes of destruction and creation in the region known today as Latin America in the period 1400 - 1800. Class readings are primary sources and provide opportunities to learn methods of source analysis in contexts marked by radically asymmetrical power relationships.||AFRC0400401, LALS0400401||History & Tradition Sector
Cross Cultural Analysis
|World||Latin America/Caribbean, pre-1800|
|HIST 0720-401||Ancient Greece||Jeremy James Mcinerney||MW 12:00 PM-12:59 PM||The Greeks enjoy a special place in the construction of western culture and identity, and yet many of us have only the vaguest notion of what their culture was like. A few Greek myths at bedtime when we are kids, maybe a Greek tragedy like Sophokles' Oidipous when we are at school: these are often the only contact we have with the world of the ancient Mediterranean. The story of the Greeks, however, deserves a wider audience, because so much of what we esteem in our own culture derives from them: democracy, epic poetry, lyric poetry, tragedy, history writing, philosophy, aesthetic taste, all of these and many other features of cultural life enter the West from Greece. The oracle of Apollo at Delphi had inscribed over the temple, "Know Thyself." For us, that also means knowing the Greeks. We will cover the period from the Late Bronze Age, c. 1500 BC, down to the time of Alexander the Great, concentrating on the two hundred year interval from 600-400 BC.||ANCH0101401, CLST0101401||History & Tradition Sector
Cross Cultural Analysis
|HIST 0730-401||Introduction to the Ancient Near East||TR 3:30 PM-4:29 PM||The great pyramids and mysterious mummies of Egypt, the fabled Tower of Babel, and the laws of the Babylonian king Hammurabi are some of the things that might come to mind when you think of the ancient Near East. Yet these are only a very few of the many fascinating -- and at time perplexing -- aspects of the civilizations that flourished there c. 3300-300 BCE. This is where writing first developed, where people thought that the gods wrote down what would happen in the future on the lungs and livers of sacrificed sheep, and where people knew how to determine the length of hypotenuse a thousand years before the Greek Pythagoras was born. During this course, we will learn more about these other matters and discover their place in the cultures and civilizations of that area. This is an interdisciplinary survey of the history, society and culture of the ancient Near East, in particular Egypt and Mesopotamia, utilizing extensive readings from ancient texts in translation (including the Epic of Gilgamesh, "one of the great masterpieces of world literature"), but also making use of archaeological and art historical materials. The goal of the course is to gain an appreciation of the various societies of the time, to understand some of their great achievements, to become acquainted with some of the fascinating individuals of the time (such as Hatshepsut, "the women pharaoh," and Akhenaten, "the heretic king"), and to appreciate the rich heritage that they have left us.||ANCH0100401, NELC0001401||History & Tradition Sector
Cross Cultural Analysis
|HIST 0811-401||Faculty-Student Collaborative Action Seminar in Urban University-Community Rltn||Ira Harkavy
Theresa E Simmonds
|This seminar helps students develop their capacity to solve strategic, real-world problems by working collaboratively in the classroom, on campus, and in the West Philadelphia community. Students develop proposals that demonstrate how a Penn undergraduate education might better empower students to produce, not simply "consume," societally-useful knowledge, as well as to function as caring, contributing citizens of a democratic society. Their proposals help contribute to the improvement of education on campus and in the community, as well as to the improvement of university-community relations. Additionally, students provide college access support at Paul Robeson High School for one hour each week.||AFRC1780401, URBS1780401||Cultural Diviserity in the U.S.|
|HIST 0812-401||Perspectives on Urban Poverty||Robert P Fairbanks||M 5:15 PM-8:14 PM||This course provides an interdisciplinary introduction to 20th century urban poverty, and 20th century urban poverty knowledge. In addition to providing an historical overview of American poverty, the course is primarily concerned with the ways in which historical, cultural, political, racial, social, spatial/geographical, and economic forces have either shaped or been left out of contemporary debates on urban poverty. Of great importance, the course will evaluate competing analytic trends in the social sciences and their respective implications in terms of the question of what can be known about urban poverty in the contexts of social policy and practice, academic research, and the broader social imaginary. We will critically analyze a wide body of literature that theorizes and explains urban poverty. Course readings span the disciplines of sociology, anthropology, urban studies, history, and social welfare. Primacy will be granted to critical analysis and deconstruction of course texts, particularly with regard to the ways in which poverty knowledge creates, sustains, and constricts meaningful channels of action in urban poverty policy and practice interventions.||SOCI2944401, URBS4200401||Cultural Diviserity in the U.S.|
|HIST 0816-401||Undergraduate Research Seminar: The 1963 March on Washington||M 1:45 PM-4:44 PM||In this course, students will examine the origins of the March on Washington movement in the 1940s, biographies of the March organizers, and the ways the March has been memorialized over the past six decades. By exploring the dynamics that contributed to the demonstrations, students will delve into primary source documents, read secondary literature, and write their own article-length research papers based on the course material. The course will also examine the ways documentary film footage, photography, music, and media coverage of the March has contributed to understandings and misreadings of this moment in Civil Rights history.||AFRC3455401|
|HIST 0818-401||Sex, Love, and Race in African American Life and History||MW 10:15 AM-11:44 AM||This course discusses the political and social implications of sex, race and personal relationships in U.S. political and social history. In this class, we examine how so-called ‘emotional,’ human experiences such as falling in love, engaging in a sexual relationship, marriage, coming out of the closet, and other deeply personal events over the course of a lifetime are shaped by political, legal and historical forces. This course will examine the history of marriage rights, claims to ethnic and racial identity, activism among multiracial people in the United States, sex education in public schools, and debates about marriage and family rights in the 20th and 21st centuries.||AFRC2545401, GSWS2545401|
|HIST 0819-401||Queer Life in U.S. History||Beans Velocci||TR 1:45 PM-3:14 PM||Queerness has held a variety of meanings and queer life has looked different over the past several centuries of United States history, but it certainly isn’t new. This course traces queer existence—in terms of both gender and sexuality—from the seventeenth century through the present, and foregrounds lived experience, identity formation, community development, and political consciousness. We will attend closely to how race, class, immigration status, and ability shape and are shaped by queer life, and engage with current topics of concern in the field of queer history, like the rural/urban divide, capitalism and neoliberalism, and queer memory.||GSWS2320401|
|HIST 0824-401||Russia and the West||Siarhei Biareishyk||MW 3:30 PM-4:59 PM||This course will explore the representations of the West in eighteenth- and nineteenth- century Russian literature and philosophy. We will consider the Russian visions of various events and aspects of Western political and social life Revolutions, educational system, public executions, resorts, etc. within the context of Russian intellectual history. We will examine how images of the West reflect Russia's own cultural concerns, anticipations, and biases, as well as aesthetic preoccupations and interests of Russian writers. The discussion will include literary works by Karamzin, Pushkin, Gogol, Dostoevsky, Leskov, and Tolstoy, as well as non-fictional documents, such as travelers' letters, diaries, and historiosophical treatises of Russian Freemasons, Romantic and Positivist thinkers, and Russian social philosophers of the late Nineteenth century. A basic knowledge of nineteenth-century European history is desirable. The class will consist of lectures, discussion, short writing assignments, and two in-class tests.||COML2020401, REES0190401||Humanties & Social Science Sector|
|HIST 0825-401||Portraits of Soviet Society: Literature, Film, Drama||Kevin M F Platt||TR 5:15 PM-6:44 PM||How can art and literature open a window on Russian lives lived over the course of the tumultuous twentieth century? This course adopts a unique approach to questions of cultural and social history. Each week-long unit is organized around a medium-length film, text or set of texts by some of the most important cultural figures of the era (novella, play, memoir, film, short stories) which opens up a single scene of social history: work, village, avant-garde, war, Gulag, and so on. Each cultural work is accompanied by a set of supplementary materials: historical readings, paintings, cultural-analytical readings, excerpts from other literary works, etc. We will read social history through culture and culture through history.||REES0130401||Humanties & Social Science Sector|
|HIST 0850-401||Introduction to Modern India||Ramya Sreenivasan||TR 1:45 PM-3:14 PM||This introductory course will provide an outline of major events and themes in Indian history, from the Mughal Empire in the 16th century to the re-emergence of India as a global player in the 21st century. The course will discuss the following themes: society and economy in Mughal India; global trade between India and the West in the 17th century; the rise of the English East India Company's control over Indian subcontinent in the 18th century; its emergence and transformation of India into a colonial economy; social and religious reform movements in the 19th century; the emergence of elite and popular anti-colonial nationalisms; independence and the partition of the subcontinent; the emergence of the world's largest democracy; the making of an Indian middle class; and the nuclearization of South Asia.||SAST0001401||History & Tradition Sector
Cross Cultural Analysis
|HIST 0851-401||India: Culture and Society||MW 10:15 AM-11:44 AM||What makes India INDIA? Religion and Philosophy? Architectural splendor? Kingdoms? Caste? The position of women? This course will introduce students to India by studying a range of social and cultural institutions that have historically assumed to be definitive India. Through primary texts, novels and historical sociological analysis, we will ask how these institutions have been reproduced and transformed, and assess their significance for contemporary Indian society.||RELS0008401, SAST0008401||Cross Cultural Analysis
Humanties & Social Science Sector
|HIST 0870-401||Introduction to Digital Humanities||Cassandra Hradil
Whitney A Trettien
|MW 3:30 PM-4:59 PM||This course provides an introduction to foundational skills common in digital humanities (DH). It covers a range of new technologies and methods and will empower scholars in literary studies and across humanities disciplines to take advantage of established and emerging digital research tools. Students will learn basic coding techniques that will enable them to work with a range data including literary texts and utilize techniques such as text mining, network analysis, and other computational approaches. See the English Department's website at www.english.upenn.edu for a description of the current offerings.||COML1650401, ENGL1650401||https://coursesintouch.apps.upenn.edu/cpr/jsp/fast.do?webService=syll&t=202330&c=HIST0870401|
|HIST 0876-401||Medicine in History||Amy S Lutz||TR 1:45 PM-2:44 PM||This course surveys the history of medical knowledge and practice from antiquity to the present. No prior background in the history of science or medicine is required. The course has two principal goals: (1)to give students a practical introduction to the fundamental questions and methods of the history of medicine, and (2)to foster a nuanced, critical understanding of medicine's complex role in contemporary society. The couse takes a broadly chronological approach, blending the perspectives of the patient,the physician,and society as a whole--recognizing that medicine has always aspired to "treat" healthy people as well as the sick and infirm. Rather than history "from the top down"or "from the bottom up,"this course sets its sights on history from the inside out. This means, first, that medical knowledge and practice is understood through the personal experiences of patients and caregivers. It also means that lectures and discussions will take the long-discredited knowledge and treatments of the past seriously,on their own terms, rather than judging them by todays's standards. Required readings consist largely of primary sources, from elite medical texts to patient diaries. Short research assignments will encourge students to adopt the perspectives of a range of actors in various historical eras.||HSOC0400401, STSC0400401||History & Tradition Sector|
|HIST 1119-401||History of American Law to 1877||Sarah L H Gronningsater||TR 1:45 PM-3:14 PM||This course is designed to explore major themes and events in early American legal history. Because of the richness of the subject matter and the wealth of sources available, we will be selective in our focus. The course will emphasize several core areas of legal development that run throughout colonial and early national history: 1) the state: including topics such as war and other military or police action, insurrection, revolution, regulation, courts, economic policy, and public health; 2) labor: including race and racially-based slavery, varied forms of servitude and labor coercion, household labor, industrialization, unionization, and market development; 3) property: including property in persons, land, and business, and the role of lawyers in promoting the creation of wealth; 4) private spaces: including family, individual rights, sexuality, gender, and private relations of authority; 5) constitutionalism: various methods of setting norms (rules, principles, values) that create, structure, and define the limits of government power and authority in colonial/imperial, state, and national contexts; 6) democracy and belonging: including questions of citizenship, voting rights, and participation in public life. By placing primary sources within historical context, the course will expose students to the ways that legal change has affected the course of American history and contemporary life. The course will be conducted primarily in lecture format, but I invite student questions and participation. In the end, the central aim of this course is to acquaint students with a keen sense of the ways that law has operated to liberate, constrain, and organize Americans. Ideally, students will come away with sharper critical thinking and reading skills, as well. *This course is a core requirement for the Legal Studies and History Minor (LSHM).*||AFRC1119401||Cultural Diviserity in the U.S.||https://coursesintouch.apps.upenn.edu/cpr/jsp/fast.do?webService=syll&t=202330&c=HIST1119401||American, Intellectual||pre-1800, US|
|HIST 1122-401||Witches, Rebels, and Prophets: People on the Margins in Early America||Kathleen M Brown||TR 10:15 AM-11:14 AM||This course explores the lost worlds of witches, sexual offenders, rebellious enslaved people, rebellious colonists, and Native American leaders from the seventeenth to the nineteenth centuries. Using the life stories of unusual individuals from the past, we try to make sense of their contentious relationships with their societies. By following the careers of the troublemakers, the criminals, the rebels, and other non-conformists, we also learn about the foundations of social order and the impulse to reform that rocked American society during the nineteenth century. The lives of these unique “movers and shakers” help us to understand the issues that Americans debated in the years leading up to the Civil War.||AFRC1122401, GSWS1122401||Cultural Diviserity in the U.S.||American, Gender||pre-1800, US|
|HIST 1127-401||Afro-American History 1550-1876||Mia E Bay||TR 5:15 PM-6:44 PM||This course examines the experiences of Africans and African Americans in colonial America and in the United States to 1865. We will explore a variety of themes through the use of primary and secondary sources. Topics include: the development of racial slavery, labor, identity, gender, religion, education, law, protest, resistance, and abolition.||AFRC1176401||Cultural Diviserity in the U.S.
History & Tradition Sector
|HIST 1153-401||Transformations of Urban America: Making the Unequal Metropolis, 1945 to Today||Randall B Cebul||MW 10:15 AM-11:44 AM||The course traces the economic, social, and political history of American cities after World War II. It focuses on how the economic problems of the industrial city were compounded by the racial conflicts of the 1950s and 1960s and the fiscal crises of the 1970s. The last part of the course examines the forces that have led to the revitalization and stark inequality of cities in recent years.||URBS1153401||Cultural Diviserity in the U.S.
|HIST 1155-401||Introduction to Asian American History||Eiichiro Azuma||MW 3:30 PM-4:59 PM||This course will provide an introduction to the history of Asian Pacific Americans, focusing on the wide diversity of migrant experiences, as well as the continuing legacies of Orientalism on American-born APA's. Issues of race, class, gender, and sexuality will also be examined.||ASAM0102401||History & Tradition Sector
Cultural Diviserity in the U.S.
|HIST 1179-001||Precious Lord, Take My Hand: America in the Sixties||TR 3:30 PM-4:59 PM||The Sixties are mythologized in American memory. From social movements to hippies, the Sixties are often portrayed as a decade of unfettered idealism, chaos, and revolution. The Sixties were indeed a dramatic era of conflict and change, but the experiences of Americans who lived during the Sixties were also remarkably diverse and complex in ways that transcend stereotypes of the decade. More than merely a series of conflicts between activists and racists or hawks and doves, the Sixties represented a turning point in American life. The society that emerged in the wake of this profound decade was completely different than anything that had ever existed before. Through a variety of themes—especially gender, race, foreign policy, and consumer culture—this class will move beyond generic Sixties narratives to offer a multi-faceted examination of American life during the Sixties and explore how the decade has shaped the contemporary United States.||https://coursesintouch.apps.upenn.edu/cpr/jsp/fast.do?webService=syll&t=202330&c=HIST1179001|
|HIST 1190-001||American Diplomatic History Since 1776||Walter A Mcdougall||TR 10:15 AM-11:44 AM||Survey course tracing the origins and evolution of the great traditions of U.S. foreign policy, including Exceptionalism, Unilateralism, Manifest Destiny, Wilsonianism, etc., by which Americans have tried to define their place in the world. Three hours of lecture per week, extensive reading, no recitations.||https://coursesintouch.apps.upenn.edu/cpr/jsp/fast.do?webService=syll&t=202330&c=HIST1190001||American, Diplomatic||US|
|HIST 1200-401||Foundations of European Thought: from Rome to the Renaissance||Ann Elizabeth Moyer||TR 10:15 AM-11:44 AM||This course offers an introduction to the world of thought and learning at the heart of European culture, from the Romans through the Renaissance. We begin with the ancient Mediterranean and the formation of Christianity and trace its transformation into European society. Along the way we will examine the rise of universities and institutions for learning, and follow the humanist movement in rediscovering and redefining the ancients in the modern world.||COML1201401||Cross Cultural Analysis
History & Tradition Sector
|https://coursesintouch.apps.upenn.edu/cpr/jsp/fast.do?webService=syll&t=202330&c=HIST1200401||European, Intellectual||Europe, pre-1800|
|HIST 1270-001||World War I||Peter I Holquist||MW 10:15 AM-11:14 AM||This survey course examines the outbreak, conduct, and aftermath of the First World War. The First World War put an end to the world of the 19th century and laid the foundations of the 20th century, the age of destruction and devastation. This course will examine the war in three components: the long-term and immediate causes of the First World War; the war's catastrophic conduct, on the battlefield and on the home front; and the war's devastating aftermath. While we will discuss military operations and certain battles, this course is not a military history of the war; it covers the social, economic, political and diplomatic aspects that contributed to the war's outbreak and made possible its execution over four devastating years. No preliminary knowledge or coursework is required.||https://coursesintouch.apps.upenn.edu/cpr/jsp/fast.do?webService=syll&t=202330&c=HIST1270001||Diplomatic, European||Europe, Global Issues|
|HIST 1280-401||Origins of Nazism: From Democracy to Race War and Genocide||Anne K Berg||MW 12:00 PM-12:59 PM||Where did the Nazis come from? Was the Weimar Republic bound to fail? Did the Treaty of Versailles or the Great Depression catapult the Nazis into power? What was the role of racism, of Anti-Semitism? How did the regime consolidate itself? What was the role of ordinary people? How do we explain the Holocaust and what kind of a war was the Second World War? Grappling with these and more questions, the first half of the course focuses on Germany's first democracy, the Weimar Republic and its vibrant political culture. In the second half, we study on the Nazi regime, how it consolidated its power and remade society based on the concepts of race and struggle. Discussions of race and race-making are crucial throughout the course. In the name of the "racial purity," the Nazi state moved ruthlessly against Germany's Jewish population and cleansed German society of all "undesirable" elements. These ideas and practices didn't originate with the Nazis and they didn't operate in a geopolitical vacuum. Thinking about Nazi racism and genocide in both its particular specifics and in a larger global historical context is the main goal of this course.||GRMN1306401||https://coursesintouch.apps.upenn.edu/cpr/jsp/fast.do?webService=syll&t=202330&c=HIST1280401||European||Europe|
|HIST 1358-401||Histories of Egypt||Eve M Troutt Powell||MW 12:00 PM-1:29 PM||This course will explore Egypt’s impact on the world in several historical eras – the ancient past and its unparalleled legacy; the nineteenth century and nationalism; the twentieth century’s wars, peace and music and the twenty-first centuries lessons in revolution. We will examine European Egyptomania and Orientalism in the 19th century, Afrocentrism’s ambitions for Egypt, and Egypt’s centrality to pan-Arabism and pan-Africanism. And we will explore the history as Egypt’s writers, filmmakers, musicians and poets have imagined it from the nineteenth century to the present.||AFRC1358401, CIMS1358401||World||Africa/Middle East|
|HIST 1361-401||Sex Matters: Politics of Sex in the Modern Middle East||Secil Yilmaz||MW 1:45 PM-3:14 PM||The course concentrates on the history of sexuality as it informed and shaped political and social change in the Middle East, and vice versa, in an engagement with global historical contexts. What does sexuality have to do with power, political rule, and mass movements in the modern Middle East? What can the study of sexuality and body politics teach us about colonialism and state formation over centuries of imperial rules and colonial regimes, as well as in the contemporary context of neoliberal capitalism? What is the relationship between studying LGBTQIA+ movements alongside with feminism and the use of sex and sexuality as an analytical category? This course will investigate selected themes such as modernity, nationalism, and colonization and connect them to harem lives, politics of veiling/unveiling, reproductive rights, race, polygamy, masculinity, and early modern concepts of same-sex desire in connection with modern queer thought and activism to ask questions about the preconceived notions about "Middle Eastern sexualities." The course focuses on discussing on some of the many roles that sex and gender politics have played in social and political change in the Middle East, while thinking about gender, history, and society comparatively and transnationally.||GSWS1361401||Gender, World||Africa/Middle East|
|HIST 1362-401||The Making of Modern Israel and Palestine||Ian Steven Lustick
|MW 10:15 AM-11:44 AM||This course analyzes the making of a modern Jewish state in the land of Israel/Palestine and the role of Zionism, Palestinian nationalism, and global politics in that process. Beginning in 19th-century Europe and the Middle East, we will study the ideas, movements, and people that shaped what has come to be known as the Arab-Israeli conflict. Students will explore the impact of international factors on the struggles that resulted from the Zionist project in Israel/Palestine and Arab reactions to it across three periods: imperialism and world wars (1860s-1940s), cold war (late 1940s-1990), and multi-polarity (1990s-present).||PSCI1141401||Diplomatic, World||Africa/Middle East|
|HIST 1382-001||Modern Iran||Firoozeh Kashani-Sabet||TR 1:45 PM-3:14 PM||“Iran” acquired its current appellation through a process of national and international negotiation. To understand its modern history requires a retrospective analysis of international processes, which have guided Iran’s political and cultural transformations in the contemporary period. Iran’s engagement with its neighbors and with other transnational communities, from the nineteenth to the 21st century, has remained a source of conflict and cultural flux, especially along its volatile boundaries. Its past has become embedded in the broad histories of the Middle East and thus cannot be studied in isolation. This course will traverse the history of Iran from the monarchic era to the Islamic Republic. It will offer readings of primary accounts, historical newspapers, archival documents, and unpublished manuscript sources to show the breadth of the Persianate world and the significance of Iran’s involvement in the contemporary Middle East, from social issues to arms build-up.||World||Africa/Middle East|
|HIST 1475-401||History of Brazil: Slavery, Inequality, Development||Melissa Teixeira||MW 1:45 PM-3:14 PM||In the past decade, Brazil has emerged a leading global power. As the world's fifth-largest country, by size and population, and the ninth-largest by GDP, Brazil exerts tremendous influence on international politics and the global economy, seen in its position as an emerging BRIC nation and a regional heavyweight in South America. Brazil is often in the news for its strides in social welfare, leading investments in the Global South, as host of the World Cup and Olympics, and, most recently, for its political instability. It is also a nation of deep contradictions, in which myth of racial democracy -- the longstanding creed that Brazilian society has escaped racial discrimination -- functions alongside pervasive social inequality, state violence, political corruption, and an unforgiving penal system. This course examines six centuries of Brazilian history. It highlights the interplay between global events -- colonialism, slavery and emancipation, capitalism, and democratization -- and the local geographies, popular cultures, and social movements that have shaped this multi-ethnic and expansive nation. In particular, the readings will highlight Brazil's place in Latin America and the Lusophone World, as well as the ways in which Brazil stands as a counterpoint to the United States, especially in terms of the legacy of slavery and race relation. In this lecture, we will also follow the current political and economic crises unfolding in Brazil, at a moment when it has become all the more important to evaluate just how South America's largest nation has shaped and been shaped by global events.||AFRC1475401, LALS1475401||Cross Cultural Analysis||Economic, World||Latin America/Caribbean|
|HIST 1550-401||East Asian Diplomacy||Frederick R Dickinson||MW 12:00 PM-12:59 PM||Home to four of the five most populous states and four of the five largest economies, the Asia/Pacific is arguably the most dynamic region in the twenty-first century. At the same time, Cold War remnants (a divided Korea and China) and major geopolitical shifts (the rise of China and India, decline of the US and Japan) contribute significantly to the volatility of our world. This course will examine the political, economic, and geopolitical dynamism of the region through a survey of relations among the great powers in Asia from the sixteenth century to the present. Special emphasis will be given to regional and global developments from the perspective of the three principal East Asian states--China, Japan and Korea. We will explore the many informal, as well as formal, means of intercourse that have made East Asia what it is today. Graduate students should consult graduate syllabus for graduate reading list, special recitation time and graduate requirements.||EALC1711401, EALC5711401, HIST5550401||https://coursesintouch.apps.upenn.edu/cpr/jsp/fast.do?webService=syll&t=202330&c=HIST1550401||Diplomatic, World||East/South Asia|
|HIST 1593-401||20th Century China: Democracy, Constitutions, and States||Arthur Waldron||TR 10:15 AM-11:44 AM||Since 1900 four types of states have ruled China: dynastic, elective parliamentary, authoritarian nationalist, and communist. We will trace each from its intellectual origins to conclusion. By doing so we will present a solid and wide-ranging narrative of China's past century, introducing newly discovered material, some controversial. Above all we will dig into the issues raised by the century's mixture of regimes. Right now China is a dictatorship but once it was an imperfect democracy. Does this prove that Chinese are somehow incapable of creating democracy? That sadly it is just not in their DNA? Or only that the task is very difficult in a country nearly forty times the size of England and developing rapidly? That without dictatorship the Chinese almost inevitably collapse into chaos? Or only that blood and iron have been used regularly with harsh effectiveness? You will be given a solid grounding in events, and also in how they are interpreted, right up to the present. Readings will be mostly by Chinese authors (translated), everything from primary sources to narrative to fiction. We will also use wartime documentary films. Two lectures per week, regular mid-term and final exams, and a paper on a topic of your own choice. No prerequisites.||EALC1731401||World||East/South Asia|
|HIST 1600-401||Jews and Judaism in Antiquity||Simcha Gross||TR 8:30 AM-9:59 AM||A broad introduction to the history of Jewish civilization from its Biblical beginnings to the Middle Ages, with the main focus on the formative period of classical rabbinic Judaism and on the symbiotic relationship between Judaism, Christianity, and Islam.||JWST1600401, NELC0350401, RELS1600401||History & Tradition Sector
Cross Cultural Analysis
|HIST 1625-401||Era of Revolutions in the Atlantic World||Roquinaldo Ferreira||MW 5:15 PM-6:44 PM||This class examines the global ramifications of the era of Atlantic revolutions from the 1770s through the 1820s. With a particular focus on French Saint Domingue and Latin America, it provides an overview of key events and individuals from the period. Along the way, it assesses the impact of the American and French revolutions on the breakdown of colonial regimes across the Americas. Students will learn how to think critically about citizenship, constitutional power, and independence movements throughout the Atlantic world. Slavery and the transatlantic slave trade were seriously challenged in places such as Haiti, and the class investigates the appropriation and circulation of revolutionary ideas by enslaved people and other subaltern groups.||AFRC1625401, LALS1625401||Diplomatic, World||Latin America/Caribbean, pre-1800|
|HIST 1733-001||Free Speech and Censorship||Sophia A Rosenfeld||MW 1:45 PM-3:14 PM||This course will explore the idea of free speech - its justification, its relationship to various forms of censorship, and its proper limits - as a historical, philosophical, legal, and ultimately, political question. In the first half of the course, we will explore the long history across the West of the regulation of various kinds of ideas and their expression, from malicious gossip to heresies, and read classic arguments for and against censorship, copyright protections, and standards of taste and decency and of truth. In the second part of the seminar, after looking at how the idea of freedom of speech came to seem an existential prerequisite for democracy as well as individual liberty, we will take up the historical and philosophical questions posed by such recent dilemmas as whether or not hate speech deserves the protection of the First Amendment, the distinction between art and pornography from the perspective of freedom of expression, speech during wartime, and the transformative effects of the internet on the circulation and regulation of ideas. We will end the semester by thinking about the globalization of the idea of free speech as a human right and its implications, both positive and negative. Readings will range from Robert Darnton's The Forbidden Best-Sellers of Pre-Revolutionary France, to D. H. Lawrence's Lady Chatterley's Lover, to documents concerning the cartoons of Charlie Hebdo and law review articles about Citizens United v. FEC. We will also make considerable use of local resources, from museums to the library.||Humanties & Social Science Sector||American, European, Intellectual||Global Issues, pre-1800, US|
|HIST 1740-401||Capitalism, Socialism, and Crisis in the 20th Century Americas||Amy C Offner||TR 10:15 AM-11:14 AM||From the crisis of the Great Depression through the 1970s, the United States and Latin America produced remarkable efforts to remake society and political economy. This course analyzes the Cuban and Guatemalan revolutions, as well as social movements that transformed the United States: the black freedom movement, the labor movement, and changing forms of Latinx politics. In all three countries, Americans looked for ways to reform capitalism or build socialism; address entrenched patterns of racism; define and realize democracy; and achieve national independence. They conceived of these challenges in dramatically different ways. Together, we’ll compare national histories and analyze the relationships between national upheavals.||LALS1740401||Cross Cultural Analysis
History & Tradition Sector
|Diplomatic, Economic, World||Latin America/Caribbean, US|
|HIST 2104-401||American Books/Books in America||James N Green
|R 12:00 PM-2:59 PM||This course investigates book histories and the worlds of readers, printers, publishers, and libraries in the Americas, from the colonial period through the nineteenth century. See the English Department's website at www.english.upenn.edu for a description of the current offerings.||ENGL2604401||American||pre-1800, Seminar, US|
|HIST 2154-301||The State of the Union is not Good: The US in Crisis in the 1970s||Randall B Cebul||W 1:45 PM-4:44 PM||Vietnam. Watergate. Deindustrialization. Inflation. Disco. These events and forces only begin to scratch the surface of the social, cultural, political, and economic transformations that remade American life in the 1970s and which, by 1975, forced President Gerald Ford to concede “that the state of the union is not good.” Beyond these familiar topics, this reading seminar will explore a range of developments that are crucial for understanding why the 1970s was perhaps the pivotal decade in making modern American politics, economics, and culture. Topics will include the fate of the Civil Rights movement and the war on crime; the rise and impact of second wave feminism; the rise of the modern conservative coalition (e.g., its religious, economic, and white working-class components); the emergence of the finance economy; the reorientation of organized labor and the remaking of the Democratic Party; the explosion of “therapeutic” cultures of self-help, individualism, and entrepreneurialism; and the rise of the Sunbelt as the nation’s dominant cultural, political, and economic region.||American||Seminar, US|
|HIST 2159-401||The History of Family Separation||R 10:15 AM-1:14 PM||This course examines the socio-legal history of family separation in the United States. From the period of slavery to the present-day, the United States has a long history of separating and remaking families. Black, Indigenous, poor, disabled, and immigrant communities have navigated the precarious nature of family separation and the legal regime of local, state, and federal law that substantiated it. In this course, we will trace how families have navigated domains of family separation and the reasoning that compelled such separation in the first place. Through an intersectional focus that embraces race, class, disability, and gender, we will underline who has endured family separation and how such separation has remade the very definition of family in the United States.||ASAM2159401, GSWS2159401||https://coursesintouch.apps.upenn.edu/cpr/jsp/fast.do?webService=syll&t=202330&c=HIST2159401||American||Seminar, US|
|HIST 2201-401||The City of Rome: From Constantine to the Borgias||Ann Elizabeth Moyer||TR 1:45 PM-3:14 PM||The great city of Rome outlived its empire and its emperors. What happened to the Eternal City after “the fall of the Roman Empire in the West?” In this course, we will follow the story of this great city, its people, its buildings old and new, and its legacy across Italy, Europe, and beyond. Rome rebuilt and reshaped itself through the Middle Ages: home for popes, destination for pilgrims, power broker for Italy. It became a great Renaissance and early modern city, a center of art and architecture, of religion, and of politics. We will be reading a mix of primary sources and modern scholarship. All required texts are in English, though students who take this course for Italian Studies credit may choose to read some works in Italian.||ITAL2201401||Cross Cultural Analysis||https://coursesintouch.apps.upenn.edu/cpr/jsp/fast.do?webService=syll&t=202330&c=HIST2201401||European, Intellectual||Europe, pre-1800, Seminar|
|HIST 2206-401||Neighbors and Strangers: Jews and Christians in Premodern Europe||Joshua Teplitsky||R 10:15 AM-1:14 PM||The history of Christians and Jews—and of Judaism and Christianity—is an entangled one. From antiquity the two groups gained understandings of themselves in relation to the other, and that story defined much of the lives of each throughout the Middle Ages and into the modern period. At times this relationship was a hostile one, but it was also a force for creativity and a basic fact of life. This course approaches the history of relations between Christians and Jews in Medieval and Early Modern Europe (ca. 1000-1800), exploring both the bases of hatred and the possibilities of coexistence. We will look at episodes of crusader violence, mass expulsion, and religious polemic alongside exchanges in taverns, shared child-rearing, and sexual encounters. We will examine sources from both Christians and Jews, recovering voices from across this seeming divide, encountering both the ideals imagined by elites and intellectuals, and the messy—and more interesting!—realities of living side-by-side for centuries. Class meetings will involve dedicated discussion of a combination of primary and secondary sources, and assessment will be based on writing assignments.||JWST2206401||https://coursesintouch.apps.upenn.edu/cpr/jsp/fast.do?webService=syll&t=202330&c=HIST2206401||European, Jewish||Europe, pre-1800, Seminar|
|HIST 2256-401||The Russian Revolutions, 1905-1924: Brave New World?||Peter I Holquist||M 12:00 PM-2:59 PM||Many believe that the 1917 Russian Revolution was the most significant event in the twentieth century, both as a rupture from the past and as a precursor of much that was to come in the twentieth century. The February Revolution of 1917 made the Russian Republic—at one stroke, in the midst of the world war—the world’s most democratic state. The October Revolution of 1917, following it, was the world’s first socialist revolution, and it established the world’s first socialist state—the Soviet Union. Throughout the twentieth century and beyond, people have looked to it with either fear or with hope. It generated great dreams of equality and liberation—and great misery.
This course will examine the causes, course and consequences of this crucial period, for the peoples of the Soviet Union and for the world. In some ways, the term “Russian Revolution” is in fact not entirely correct. First, there was not one Russian Revolution--were a series of overlapping revolutions in this period—labor, rural, nationalist, liberationist. And second, it was a revolution that was not limited to European Russia, but encompassed the entire space of Russian empire (the Caucasus, the Baltics, Poland, Central Asia), and had worldwide and global significance. How do programs for liberation produce both new possibilities and great misery?
|HIST 2355-401||Classic Icons, Cinematic Images: Popular Culture in the Middle East||Firoozeh Kashani-Sabet||T 3:30 PM-6:29 PM||The meaning of culture can sometimes best be understood through a look at its popular traditions and the routines of everyday life. This course will grapple with issues of ethnicity, political conflict, and identity in the Middle East by analyzing the culture produced for and consumed by a wide spectrum of the general public in different countries. Political cartoons, photography, novels, film, music, dance, and other modes of cultural expression will be used to explore the historical roots of the political anxieties and social conventions common to many modern Middle Eastern communities. In this way, we will recast studies of politics through an understanding of identity and culture.||CIMS2355401||World||Africa/Middle East, Seminar|
|HIST 2401-401||Indians, Pirates, Rebels and Runaways: Unofficial Histories of the Colonial Caribbean||Yvonne E Fabella||W 1:45 PM-4:44 PM||This seminar considers the early history of the colonial Caribbean, not from the perspective of European colonizing powers but rather from “below.” Beginning with European-indigenous contact in the fifteenth century, and ending with the massive slave revolt that became the Haitian Revolution (1791-1804), we will focus on the different ways in which indigenous, African, European and creole men and women experienced European colonization in the Caribbean, as agents, victims and resistors of imperial projects. Each week or so, we will examine the experiences of a different social group and their treatment by historians, as well as anthropologists, archaeologists, sociologists, and novelists. Along the way, we will pay special attention to the question of primary sources: how can we recover the perspectives of people who rarely left their own accounts? How can we use documents and material objects—many of which were produced by colonial officials and elites—to access the experiences of the indigenous, the enslaved, and the poor? We will have some help approaching these questions from the knowledgeable staff at the Penn Museum, the Kislak Center for Special Collections, Rare Books and Manuscripts, and the Van Pelt Library.||AFRC2401401, GSWS2401401, LALS2401401||https://coursesintouch.apps.upenn.edu/cpr/jsp/fast.do?webService=syll&t=202330&c=HIST2401401||Diplomatic, World||Latin America/Caribbean, pre-1800|
|HIST 2708-001||War and the Arts||Arthur Waldron||T 1:45 PM-4:44 PM||War, it is often forgotten, is powerfully reflected in the arts. This highly flexible student-driven seminar will examine the phenomenon. Each student will choose a topic and materials for us all to examine and then discuss after an interval of 1-2 weeks. With benefit of discussion they will write a paper 10pp maximum, summing up topic and reactions, as we seek broader understanding.
The material is very rich. Goya (1746-1829) Picasso ( 1881-1973) both dealt with war in ways that scholars have examined, as did John Singer Sargent (1856-1925) whose immense canvas “gassed” (1919) not yet received monographic treatment. Of musicians, Shostakovich (1906-1975) is very promising; sculptor and artist Käthe Kollwitz (1867-1945) is of an inexpressible profundity that takes us to issues of mourning. Novels of Zola (1840-1902) and Proust (1871-1922) are great literature that deals in places with military issues. Students are of course strongly encouraged to choose their own topics.
We will begin with several weeks on Vietnam, our understanding of which has been completely transformed by the pivotally important work of Lien-Hang Thuy Nguyen, Penn Grad and Professor at Columbia, who may join us. For the first two classes we should read a short play, “The Columnist” by David Auburn, about Joseph Alsop (1910-1989) a highly influential writer of the Vietnam era, and relative of the professor. That should get things started. Then dig into “The Centurions” (1960) by Jean Laterguy (1920-2011) an absorbing novel.
|HIST 3150-401||The Wartime Incarceration of Japanese Americans||Eiichiro Azuma||T 1:45 PM-4:44 PM||This research seminar will consist of a review of representative studies on the Japanese American internment, and a discussion of how social scientists and historians have attempted to explain its complex backgrounds and causes. Through the careful reading of academic works, primary source materials, and visualized narratives (film productions), students will learn the basic historiography of internment studies, research methodologies, and the politics of interpretation pertaining to this particular historical subject. Students will also examine how Japanese Americans and others have attempted to reclaim a history of the wartime internment from the realm of “detached” academia in the interest of their lives in the “real” world, and for a goal of “social justice” in general. The class will critically probe the political use of history and memories of selected pasts in both Asian American community and contemporary American society through the controversial issue of the Japanese American internment.||ASAM2100401||Cultural Diviserity in the U.S.||American, Diplomatic||Research, Seminar, US|
|HIST 3158-401||¡Huelga! The Farmworker Movement in the United States||Amy C Offner||R 1:45 PM-4:44 PM||This intensive research seminar invites students to explore the history of farmworkers in the United States during the twentieth century. Research will primarily but not necessarily exclusively focus on the west coast, a region in which many archival sources have been digitized. Students may explore a wide variety of topics, including but not limited to: farmworker unions; the relationship between farmworker mobilizations and other movements in the US and abroad; the experiences of workers from the Philippines and Latin America and the role of US imperial and immigration policies in the lives of farmworkers; farmworkers' confrontations with and participation in systems of racism; the Great Depression in rural communities; the history of gender and family in farmworker communities; the history of environment and health; struggles over citizenship and social rights; counter-mobilizations of growers and the right; religion in farmworker communities; legislative and legal strategies to obtain rights denied agricultural workers in federal law; artistic, musical, and cultural production; or the relationship between consumers and the workers who produced their food.||LALS3158401||American, Economic||Research, Seminar, US|
|HIST 3173-401||Penn Slavery Project Research Seminar||Kathleen M Brown||W 1:45 PM-4:44 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.||AFRC3173401||American||Research, Seminar, US|
|HIST 3202-301||Medieval Justice||Ada M Kuskowski||T 1:45 PM-4:44 PM||What exactly is justice? What is its relationship to law? To what extent is it culturally contingent? How do ideas about justice change over time? This course will examine different theories and representation of justice in European Middle Ages (ca. 500-1500).
We will begin by looking at aspects of dispute resolution in the early middle ages, when there was little centralized government. This was the heyday of feud, ordeal, and the law of talion, when law was largely unwritten and disputes were resolved informally by the community. We will then look at how law professionalized and how ideas of justice changed as formal legal institutions and centralized governments developed. Readings will be drawn from a variety of sources, including the so-called barbarian codes, stories of feud, accounts of crime, charters of rights, lawbooks, and trial records.
|European, Intellectual||Europe, pre-1800, Research, Seminar|
|HIST 3350-401||Religion and Colonial Rule in Africa||Cheikh Ante Mbacke Babou||R 1:45 PM-4:44 PM||This course is designed to introduce students to the religious experiences of Africans and to the politics of culture. We will examine how traditional African religious ideas and practices interacted with Christianity and Islam. We will look specifically at religious expressions among the Yoruba, Southern African independent churches and millenarist movements, and the variety of Muslim organizations that developed during the colonial era. The purpose of this course is threefold. First, to develop in students an awareness of the wide range of meanings of conversion and people's motives in creating and adhering to religious institutions; Second, to examine the political, cultural, and psychological dimensions in the expansion of religious social movements; And third, to investigate the role of religion as counterculture and instrument of resistance to European hegemony. Topics include: Mau Mau and Maji Maji movements in Kenya and Tanzania, Chimurenga in Mozambique, Watchtower churches in Southern Africa, anti-colonial Jihads in Sudan and Somalia and mystical Muslim orders in Senegal.||AFRC3350401||Cross Cultural Analysis||Diplomatic, World||Africa/Middle East, Research, Seminar|
|HIST 3700-401||Abolitionism: A Global History||Roquinaldo Ferreira||CANCELED||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.*||AFRC3700401, LALS3700401||World||Global Issues, Research, Seminar|
|HIST 3703-001||Taking Off: How Some Economies Get Rich||Melissa Teixeira||M 3:30 PM-6:29 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.||Economic, World||Global Issues, Research, Seminar|
|HIST 3910-401||Immigration and the Making of US Law||MW 12:00 PM-1:29 PM||This course examines the legal history of the United States to illuminate one of the most urgent issues of our time: immigration. From the late nineteenth century, immigration to the United States changed the legal landscape of the country by challenging the bounds of national citizenship, “separate but equal,” Congressional powers, home ownership, and an array of other topics. In this course, we will trace how immigrants challenged existing orders of their time through major state and federal supreme court cases, and the subsequent aftermaths of their trials. In addition to considering the key legal issues at stake in these cases, this course compels us to consider the dynamics of race, disability, gender, and labor that define the construction of US law in the context of immigration.||ASAM3110401||https://coursesintouch.apps.upenn.edu/cpr/jsp/fast.do?webService=syll&t=202330&c=HIST3910401||American||US|
|HIST 3922-401||European Thought and Culture in the Age of Revolution||Warren G Breckman||MW 12:00 PM-1:29 PM||Starting with the dual challenges of Enlightenment and Revolution at the close of the eighteenth century, this course examines the emergence of modern European thought and culture in the century from Kant to Nietzsche. Themes to be considered include Romanticism, Utopian Socialism, early Feminism, Marxism, Liberalism, and Aestheticism. Readings include Kant, Hegel, Burke, Marx, Mill, Wollstonecraft, Darwin, Schopenhauer, and Nietzsche.||COML3922401||https://coursesintouch.apps.upenn.edu/cpr/jsp/fast.do?webService=syll&t=202330&c=HIST3922401||European, Intellectual||Europe|
|HIST 4998-301||Senior Honors in History||Benjamin Nathans||M 1:45 PM-4:44 PM||Open to senior honors candidates in history who will write their honors thesis during this seminar.||Perm Needed From Department||Seminar|
|HIST 5550-401||East Asian Diplomacy||Frederick R Dickinson||MW 12:00 PM-12:59 PM||Home to four of the five most populous states and four of the five largest economies, the Asia/Pacific is arguably the most dynamic region in the twenty-first century. At the same time, Cold War remnants (a divided Korea and China) and major geopolitical shifts (the rise of China and India, decline of the US and Japan) contribute significantly to the volatility of our world. This course will examine the political, economic, and geopolitical dynamism of the region through a survey of relations among the great powers in Asia from the sixteenth century to the present. Special emphasis will be given to regional and global developments from the perspective of the three principal East Asian states--China, Japan and Korea. We will explore the many informal, as well as formal, means of intercourse that have made East Asia what it is today. Graduate students should consult graduate syllabus for graduate reading list, special recitation time and graduate requirements.||EALC1711401, EALC5711401, HIST1550401|
|HIST 6230-301||European Thought and Culture from the French Revolution to World War One||Warren G Breckman||W 3:30 PM-6:29 PM||Reading and Discussion course on selected topics in Modern European History.|
|HIST 6600-301||Latin Amer Hist, 1750-2000||Ann C Farnsworth||T 3:30 PM-6:29 PM||Reading and discussion course on selected topics in Latin American and Caribbean history|
|HIST 6700-301||How to teach World History||Anne K Berg||M 3:30 PM-6:29 PM||Reading and discussion course on selected topics in Transregional History|
|HIST 6750-301||Global History in the Age of Slavery||Roquinaldo Ferreira||R 5:15 PM-8:14 PM||Reading and discussion course on selected topics in History of Transregional Race and Slavery|
|HIST 7000-301||Proseminar in History||Eve M Troutt Powell||R 12:00 PM-2:59 PM||Weekly readings, discussions, and writing assignments to develop a global perspective within which to study human events in various regional/cultural milieus, c. 1400 to the present. This course is required for all PhD students, and is taken in the first year of study.|
|HIST 7100-301||Research in American and Afro-American Hist||Mia E Bay||W 5:15 PM-8:14 PM||Research seminar on selected topics in US history.||https://coursesintouch.apps.upenn.edu/cpr/jsp/fast.do?webService=syll&t=202330&c=HIST7100301|