|Title||Instructors||Location||Time||Description||Cross listings||Fulfills||Registration notes||Major Concentrations||Major/Minor Requirements Fulfilled|
|HIST 001-001||Making of Modern World||Frederick R. Dickinson||MW 12:00 PM-01:00 PM||How did the world we now live in come to be? Is globalization a recent development or does it have a history of its own? At what point can we say that a world economy emerged and what sort of relations of production and distribution linked it together? When did people start thinking and acting as citizens of nations rather than as subjects of rulers or members of religious or ethnic communities, and what were the consequences? How should we conceptualize the great revolutions (French, American, Russian, Chinese) that would determine the landscapes of modern global politics? This course is designed to help us think about the "making of the modern," not by means of an exhaustive survey but by exploring a range of topics from unusual perspectives: piracy, patriotism, prophecy; global struggles for political and human rights,drivers of war and peace, capitalism, nationalism, socialism, fascism, fundamentalism; communication and culture.||History & Tradition Sector
Cross Cultural Analysis
|Registration also required for Recitation (see below)||https://pennintouchdaemon.apps.upenn.edu/pennInTouchProdDaemon/jsp/fast.do?webService=syllabus&term=2020A&course=HIST001001||World|
|HIST 009-401||Intro Digital Humanities||Whitney A Trettien||MW 02:00 PM-03:30 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.||COML009401, ENGL009401|
|HIST 023-401||Intro To Middle East||Paul M. Cobb||TR 09:00 AM-10:30 AM||NELC102401||History & Tradition Sector
Cross Cultural Analysis
|Objects-Based Learning Course||World||Africa/Middle East, pre-1800|
|HIST 027-401||Ancient Rome||James Ker||MW 12:00 PM-01:00 PM||See primary department (ANCH) for a complete course description.||ANCH027401, CLST027401||History & Tradition Sector
Cross Cultural Analysis
|Course is available to Freshmen and Upperclassmen.
Registration also required for Recitation (see below)
|HIST 031-001||The Ascent of Europe||Walter A Mcdougall||TR 10:30 AM-12:00 PM||HIST 031 will trace the dramatic rise and fall of Europe's global hegemony during the period roughly from 1450 to 1950. Among the major themes we will examine are: states and power, borders and resistance, race and genocide, economies and oppression, ideas and revolution, the building and change of hierarchies of gender and power. Truly, a dramatic story. The objectives of the course are: 1) To serve as an introduction to the study of history for majors and non-majors alike, and to teach the critical analysis of historical sources; 2) to teach substantive knowledge of European history; 3) to provide a foundation for further study of the European past. No previous background in European or World history is required.||History & Tradition Sector||European||Europe|
|HIST 035-401||Modern Biology and Social Implications||John Ceccatti||TR 06:00 PM-07:30 PM||See primary department (STSC) for a complete course description.||STSC135401||Natural Science & Math Sector||Intellectual|
|HIST 047-401||Portraits of Russian Society: Art, Fiction, Drama||D. Brian Kim||TR 12:00 PM-01:30 PM||This course covers 19C Russian cultural and social history. Each week-long unit is organized around a single medium-length text (novella, play, memoir) which opens up a single scene of social historybirth, death, duel, courtship, tsar, and so on. Each of these main texts is accompanied by a set of supplementary materialspaintings, historical readings, cultural-analytical readings, excerpts from other literary works, etc. The object of the course is to understand the social codes and rituals that informed nineteenth-century Russian life, and to apply this knowledge in interpreting literary texts, other cultural objects, and even historical and social documents (letters, memoranda, etc.). We will attempt to understand social history and literary interpretation as separate disciplinesyet also as disciplines that can inform one another. In short: we will read the social history through the text, and read the text against the social history.||REES136401||Humanities & Social Science Sector||Intellectual||Europe|
|HIST 051-001||Modern Britain 1700-Present||Alex Nathan Chase-Levenson||TR 01:30 PM-03:00 PM||In this course, we will investigate the extraordinary story of Britain's rise to global predominance and the question of its "decline" in the twentieth century. Our readings and discussions will engage with dominant ideas, social processes, and popular beliefs; we will look at the structure of government and the texture of everyday lives. We will encounter Britons in all corners of the world even as we explore the complexities of metropolitan British history. Big ideas were born there: industrial captialism, political liberalism, and scientific racism. Britain's political system, with its early form of (limited) democracy, gave shape to party politics around the world. We begin in the early eighteenth century--focusing on the agricultural and social changes that accompanied the onset of the Industrial Revolution. We'll examine the rise of the Hanoverian fiscal-military state, and its consolidation and transformation in the course of the Napoleonic Wars. We end in the present day, looking at a Britain which may have lost an Empire, but which retains a strong welfare state, a global cultural presence, and a permanent seat on the UN Security Council. Should we understand its rise and subsequent retraction as a store of an ascent and a decline? We will interrogate that narrative throughout the semester. The course moves roughtly chronologically, but by way of discrete units that provide different perspectives on British politics, economics, and culture.||History & Tradition Sector||https://pennintouchdaemon.apps.upenn.edu/pennInTouchProdDaemon/jsp/fast.do?webService=syllabus&term=2020A&course=HIST051001||European||Europe|
|HIST 060-401||Global Environmental History From Paleolithic To the Present||Marcia Susan Norton
Anne K Berg
|TR 12:00 PM-01:30 PM||This course explores the changing relationships between human beings and the natural world from early history to the present. We will consider the various ways humans across the globe have interacted with and modified the natural world by using fire, domesticating plants and animals, extracting minerals and energy, designing petro-chemicals, splitting atoms and leaving behind wastes of all sorts. Together we consider the impacts, ranging from population expansion to species extinctions and climate change. We examine how human interactions with the natural world relate to broader cultural processes such as religion, colonialism and capitalism, and why it is important to understand the past, even the deep past, in order to rise to the challenges of the present.||ENVS060401||https://pennintouchdaemon.apps.upenn.edu/pennInTouchProdDaemon/jsp/fast.do?webService=syllabus&term=2020A&course=HIST060401||World|
|HIST 071-401||Modern Latin America, 1808-Present||Melissa Teixeira||MW 11:00 AM-12:00 PM||This course examines central themes of Latin American history, from independence to the present. It engages a hemispheric and global approach to understand the economic and social transformations of the region. We will explore the anti-imperial struggles, revolutions, social movements, and global economic crises that have given rise to new national projects for development, or have frustrated the realization of such goals. Taking a historical perspective, we ask: What triggers imperial breakdown? How did slaves navigate the boundary between freedom and bondage? Was the Mexican Revolution revolutionary? How did the Great Depression lead to the rise of state-led development? In what ways have citizens mobilized for equality, a decent standard of living, and cultural inclusion? And what future paths will the region take given uneasy export markets and current political uncertainty?||LALS071401||History & Tradition Sector
Cross Cultural Analysis
|Registration also required for Recitation (see below)||https://pennintouchdaemon.apps.upenn.edu/pennInTouchProdDaemon/jsp/fast.do?webService=syllabus&term=2020A&course=HIST071401||World||Latin America/Caribbean|
|HIST 075-401||Afr Hist Before 1800||Cheikh Ante MBAcke Babou||MW 10:00 AM-11:00 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.||AFRC075401||History & Tradition Sector
Cross Cultural Analysis
|Registration also required for Recitation (see below)||https://pennintouchdaemon.apps.upenn.edu/pennInTouchProdDaemon/jsp/fast.do?webService=syllabus&term=2020A&course=HIST075401||World||Africa/Middle East|
|HIST 078-401||The African Diaspora: Global Dimensions||Roquinaldo Ferreira||MW 05:00 PM-06:30 PM||This class examines the cultural and social ramifications of the African diaspora on a global level. It is divided into two major sections. The first section provides the historical background to the African diaspora by focusing on the forced migration of Africans to Spanish and Portuguese colonies in the Americas. We will then delve into the black experience in French and British colonial spaces. In this section, we will also endeavor to move beyond the Atlantic-centric paradigm in studies of the African diaspora by examining free and unfree migrations of African people across the Indian Ocean to places as far away as India and the Philippines. The second half of the class devotes significant attention to the historical legacy of slavery and colonialism in places like Brazil, Cuba and the United States. In this section, we will discuss such issues as race relations, the struggle for civil rights for African-descent people as well as the emergence and the implementation of affirmative action policies in places like Brazil and the US.||LALS078401, AFRC073401||Cross Cultural Analysis||World||Africa/Middle East, Latin America/Caribbean|
|HIST 089-401||Intro To Modern India||Baishakh Chakrabarti||TR 10:30 AM-12:00 PM||SAST001401||History & Tradition Sector||World||East/South Asia|
|HIST 098-401||Intro To Korean Civ||Ria Chae||MW 11:00 AM-12:00 PM||This gateway course surveys the history of Korea from early times to the present. We will study the establishment of various sociopolitical orders and their characteristics alongside major cultural developments. Covered topics include: state formation and dissolution; the role of ideology and how it changes; religious beliefs and values; agriculture, commerce, and industry; changing family relations; responses to Western imperialism; and Korea's increasing presence in the modern world as well as its future prospects. Students will also be introduced to various interpretive approaches in the historiography. No prior knowledge of Korea or Korean language is presumed.||EALC003401||History & Tradition Sector||Registration also required for Recitation (see below)||World||East/South Asia|
|HIST 108-001||American Origins||Daniel K Richter||MW 11:00 AM-12:00 PM||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.||History & Tradition Sector
Cultural Diversity in the US
|Registration also required for Recitation (see below)||https://pennintouchdaemon.apps.upenn.edu/pennInTouchProdDaemon/jsp/fast.do?webService=syllabus&term=2020A&course=HIST108001||American||pre-1800, US|
|HIST 109-001||Hamilton's America, US History 1775-1800||Sarah L. H. Gronningsater||TR 12:00 PM-01:30 PM||In this course, students will learn about the political, constitutional, and social history of the United States from 1776 (the year the colonies declared their independence from Great Britain) to 1800 (the year Thomas Jefferson won the presidency in a heated partisan election for the presidency). Alexander Hamilton, an influential American statesman during this time, will be our guide to the many events and transformations that occurred during these years. The course is not, however, a biographical course about Hamilton. Topics covered include: the politics of independence, the Revolutionary War, the development of state and national republics, the creation of the U.S. Constitution, the role of ordinary people in the politics of the time period, the problem of slavery in the new nation, Native American power and loss, diplomatic affairs, and the rise of partisan politics.||American||pre-1800, US|
|HIST 121-401||Silver and Gold in the Americas From Pre-History To the Present||Ann C. Farnsworth-Alvear||MW 02:00 PM-03:30 PM||Precious metals have shaped economies and socio-cultural processes in the Americas for thousands of years. Students will work with pre-Columbian gold objects held by the University Museum and be introduced to the long history of indigenous metallurgy. We will also analyze the way gold and silver sent from the "New World" to the "Old World" played a key role in changing economies around the globe. Locally, mining centers were places marked by forced labor, conspicuous consumption, and the destruction of ecosystems. Internationally, gold and silver prices had outsized effects on monetary and trade policies. This course uses case studies to delve into the fascinating history of precious metals and mining in North and South America. We will analyze documents describing the gold objects ransacked by Spanish conquistadors, examine 17th Century proto-industrial silver mining at Potosi, Bolivia, trace the impact and human cost of the huge gold strikes in Minas Gerais, in colonial Brazil, read new work on the California and Yukon moments of "rush", and briefly discuss the role of precious metals in money laundering. An introductory unit focuses on the history of the gold standard in the United States and internationally.||LALS121401||Cross Cultural Analysis||Economic, World||Latin America/Caribbean, pre-1800|
|HIST 123-001||Economic Hist of Euro I||Thomas M. Safley||TR 10:30 AM-12:00 PM||This course concentrates on the economy of Europe in the Early Modern Period, 1450-1750. It was a time of great transition. Europe developed from an agriculturally-based to an industrially-based economy, with attendant changes in society and culture. From subsistence-level productivity, the European economy expanded to create great surfeits of goods, with attendant changes in consumption and expectation. Europe grew from a regional economic system to become part--some would say the heart--of a global economy, with attendant changes in worldview and identity. Economic intensification, expansion, globalization, and industrialization are our topics, therefore. Beginning with economic organizations and practices, we will consider how these changed over time and influenced society and culture. The course takes as its point of departure the experience of individual, working men and women: peasants and artisans, merchants and landlords, entrepeneurs and financiers. Yet, it argues outward: from the particular to the general, from the individual to the social, from the local to the global. It will suggest ways in which the economy influenced developments or changes that were not in themselves economic, shaped, and deflected economic life and practice.||Humanities & Social Science Sector||https://pennintouchdaemon.apps.upenn.edu/pennInTouchProdDaemon/jsp/fast.do?webService=syllabus&term=2020A&course=HIST123001||Economic, European||Europe, pre-1800|
|HIST 139-401||Jews & Judaism in Antqty||Simcha Gross||TR 10:30 AM-12:00 PM||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.||NELC451401, NELC051401, JWST156401, RELS120401||History & Tradition Sector||Jewish, World||Africa/Middle East, pre-1800|
|HIST 160-001||Strategy,Policy & War||Arthur Waldron||TR 12:00 PM-01:30 PM||Analysis of the political use of force, both in theory and in practice, through analytical readings and study of selected wars. Readings include Sun Zi, Kautilya, Machiavelli, Clauseqitz and other strategists. Case studies vary but may include the Peloponnesian War, the Mongol conquests, the Crusades, the Crimean War, Russo-Japanese War, World War II, Korea, or the Falklands, among others, with focus on initiation, strategic alternatives, decision and termination. Some discussion of the law of war and international attempts to limit it.||Diplomatic, World|
|HIST 161-401||American Capitalism||Walter Licht||MW 01:00 PM-02:00 PM||A broad overview of American economic history will be provided by focusing on the following topics: colonial trade patterns, the growth of the market economy, the political economy of slavery, industrial expansion, segmentation in the labor force and changes in work, technological and organizational innovations, business cycles, the rise of the corporate welfare state, the growth of monopoly capitalism, and current economic problems in historical perspective.||ECON014401||Society Sector||Registration also required for Recitation (see below)||https://pennintouchdaemon.apps.upenn.edu/pennInTouchProdDaemon/jsp/fast.do?webService=syllabus&term=2020A&course=HIST161401||American, Economic||US|
|HIST 162-001||The American West||Robert St.George||MW 01:00 PM-02:00 PM||This course explores the social and cultural history and current views of the many Wests we think we know, In 1872, President Grant established Yellowstone National Park, only the first of many national and state nature reserves in the west. Even while the Parks were widely celebrated, in 1876 Grant allowed miners and land speculators into the Black Hills, or Paha Sapa, land long considered sacred by the Lakota peoples and 'protected' for them as recently as 1868 Treaty of Laramie. From this pairing of events in the 1870s spring the many overlapping themes this course will address: Native peoples, their beliefs and material cultures, pressured by the arrival of scattered industries (gold rushes, silver and copper mining); irregular sources of industrial and banking capital from England, New York, Chicago, and elsewhere; the arrival of the US Army in 1851, then a break removing troops for the Civil War, then their renewed and constant appearance from 1866 on and the making and breaking of other treaties; the irregular scattering of land speculators and dirt farmers, even while the US government insisted the Sioux and Cheyennes, among other peoples, not disturb the passage of planters on the Oregon Trail, even as their hunting grounds were enclosed by the Union Pacific and North Pacific railroads by 1870. Naturalists, hikers, and artists arrived by rail to the western parks: Yellowstone, Yosemite (1890), and the Grand Canyon (1919). By 1900, American tourists went west to see wild West Indian Shows and wonder at the new parks. They ate at restaurants serving western food, wore western ware and cowboy boots, and listened to western music that finally reached its high point when folklorist Hal Cannon founded the National Cowboy Poetry Gathering in Elko, Nevada, in 1984, still active today with offshoots in Durango, Montana, and Texas.||Cultural Diversity in the US||Registration also required for Recitation (see below)||American||US|
|HIST 166-401||Arb/Isr Con Lit & Film||Nimrod Ben-Zeev||TR 09:00 AM-10:30 AM||This course will explore the origins, the history and, most importantly, the literary and cinematic art of the struggle that has endured for a century over the region that some call the Holy Land, some call Eretz Israel and others call Palestine. We will also consider religious motivations and interpretations that have inspired many involved in this conflict as well as the political consequences of world wars that contributed so greatly to the reconfiguration of the Middle East after the fall of the Ottoman Empire, and after the revelations of the Holocaust in Western Europe. While we will rely on a textbook for historical grounding. the most significant material we will use to learn this history will be films, novels, and short stories. Can the arts lead us to a different understanding of the lives lived through what seems like unending crisis?||CIMS166401, NELC137401||https://pennintouchdaemon.apps.upenn.edu/pennInTouchProdDaemon/jsp/fast.do?webService=syllabus&term=2020A&course=HIST166401||World||Africa/Middle East|
|HIST 169-401||History of American Law||Sarah B Gordon||TR 03:00 PM-04:30 PM||This course covers the development of legal rules and principles concerning individual and group conduct in the United States since 1877. Such subjects as regulation and deregulation, legal education and the legal profession, and the legal status of women and minorities will be discussed.||AFRC169401||Cultural Diversity in the US||American, Intellectual||US|
|HIST 173-401||Faculty-Student Collaborative Action Seminar in Urban Univ-Comm Relations||Ira Harkavy||W 02:00 PM-05:00 PM||One of the goals of this seminar is to help students develop their capacity to solve strategic, real-world problems by working collaboratively in the classroom, on campus, and in the West Philadelphia community. Research teams help contribute to the improvement of education on campus and in the community, as well as the improvement of university-community relations. Among other responsibilities, students focus their community service on college and career readiness at West Philadelphia High School and Sayre High School. Students are typically engaged in academically based community service learning at the schools for two hours each week.||AFRC078401, URBS178401||Cultural Diversity in the US||An Academically Based Community Serv Course
Benjamin Franklin Seminars
|HIST 177-401||Afro Amer Hist 1876-Pres||Mia E Bay||TR 01:30 PM-03:00 PM||A study of the major events, issues, and personalities in Afro-American history from Reconstruction to the present. It will also examine the different slave experiences and the methods of black resistance and rebellion in the various slave systems.||AFRC177401||History & Tradition Sector
Cultural Diversity in the US
|HIST 179-401||The Rise and Fall of the Spanish Empire||Antonio Feros||TR 10:30 AM-12:00 PM||This course will provide students with a solid knowledge of the history of early modern Spain (1450-1700). Through readings of primary and secondary texts that offer a complex vision of the cultural, religious, intellectual, and economic contexts and processes, students will be able to appreciate the intricacies of Spain's historical evolution. The course focuses on the rise and decline of the Spanish monarchy: the conditions that enabled Spain to become the most powerful monarchy in early modern times, and the conditions that led to its decline. This course also touches upon other important aspects critical to understanding early modern Spain: relationships among Christians, Muslims, and Jews in the Iberian Peninsula; the conquest and colonization of the New World; and early modern debates about Spain's rights to occupy America and the so-called "destruction of the Indies."||LALS179401||History & Tradition Sector||https://pennintouchdaemon.apps.upenn.edu/pennInTouchProdDaemon/jsp/fast.do?webService=syllabus&term=2020A&course=HIST179401||Diplomatic, European, World||Latin America/Caribbean, pre-1800|
|HIST 209-401||Industrial Metropolis||Daniel J Sidorick||T 01:30 PM-04:30 PM||Although we no longer think of most U.S. cities as industrial cities, metropolitan areas today are all products of industrial economies, technologies, and social systems. This course explores the industrialization and deindustrialization of American cities within their evolving global context from the era of European colonization to the present. It includes weekly readings and discussion, regular response papers and walking tours, in- class exercises, and a research paper using primary sources. Themes include energy and ecology, labor and production, inner city and suburban development, globalization, and economic restructuring. Ultimately, the class aims to give students a broad knowledge of 1) the history of industrial capitalism, 2) its effects on cities and regions over the past three centuries, and 3) analytical tools for understanding the past, present, and future of metropolitan economies, geography, and society.||URBS103401||History & Tradition Sector||American||US|
|HIST 210-401||The City||Nina A Johnson
Michael P Nairn
|M 02:00 PM-05:00 PM||Urbs/Hist 210 will focus on Baltimore and use The Wire as one of its core texts. The course will explore the history and development of the city and its institutions, with a thematic focus on issues such as industrialization and deindustrialization; urban renewal and the role of universities; public education and youth; policing and the criminal justice system; drugs and underground markets; public housing and suburbanization; and Baltimore's so- called renaissance amidst persistent poverty. The seminar will include field trips both in Philadelphia and a concluding all-day trip to Baltimore.||URBS210401||Humanities & Social Science Sector||https://pennintouchdaemon.apps.upenn.edu/pennInTouchProdDaemon/jsp/fast.do?webService=syllabus&term=2020A&course=HIST210401||American||US|
|HIST 230-301||Capitalism and Charity: the Long, Complicated Connection||Thomas M. Safley||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||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||European, Intellectual||Europe, pre-1800, Seminar|
|HIST 231-301||Liberalism in the Twentieth Century||Randall B Cebul||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||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||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||World||Latin America/Caribbean, Seminar|
|HIST 233-402||Taking Off: How Some Economies Get Rich||Melissa Teixeira||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||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||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||World||Latin America/Caribbean, pre-1800, Seminar|
|HIST 233-404||Abolitionism: A Global History||Roquinaldo Ferreira||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||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||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 Nathan Chase-Levenson||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||European, World||Africa/Middle East, Europe, Research, Seminar|
|HIST 241-401||Performing History||Robert St.George||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
|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 306-401||Gunpowder, Art, & Diplomacy: Islamic Empires in the Early Modern World||Oscar Aguirre Mandujano||TR 03:00 PM-04:30 PM||In the sixteenth century, the political landscape of the Middle East, Central Asia, and India changed with the expansion and consolidation of new Islamic empires. Gunpowder had transformed the modes of warfare. Diplomacy followed new rules and forms of legitimation. The widespread use of Persian, Arabic and Turkish languages across the region allowed for an interconnected world of scholars, merchants, and diplomats. And each imperial court, those of the Ottomans, the Safavids, and the Mughals, found innovative and original forms of expression in art and literature. The expansion of these Islamic empires, each of them military giants and behemoths of bureaucracy, marked a new phase in world history. The course is divided in four sections. The first section introduces the student to major debates about the so-called gunpowder empires of the Islamic world as well as to comparative approaches to study them. The second section focuses on the transformations of modes of warfare and military organization. The third section considers the cultural history and artistic production of the imperial courts of the Ottomans, the Mughals, and the Safavids. The fourth and final section investigates the social histories of these empires, their subjects, and the configuration of a world both connected and divided by commerce, expansion, and diplomacy.||NELC306401||Cross Cultural Analysis||Diplomatic, World||Africa/Middle East, East/South Asia, pre-1800|
|HIST 308-401||Renaissance Europe||Ann Elizabeth Moyer||TR 10:30 AM-12:00 PM||This course will examine the cultural and intellectual movement known as the Renaissance, from its origins in fourteenth-century Italy to its diffusion into the rest of Europe in the sixteenth century. We will trace the great changes in the world of learning and letters, the visual arts, and music,along with those taking place in politics, economics, and social organization. We will be reading primary sources as well as modern works.||ITAL308401||European, Intellectual||Europe, pre-1800|
|HIST 311-001||The Tudors||Margo Todd||TR 12:00 PM-01:30 PM||This course examines the history of England from the accession of Henry (VII) Tudor in 1485 to the death of Elizabeth I in 1603, with emphases on the political and personal history of this colorful dynasty, the religious revolution known as the protestant Reformation, the arts and literature known as the English Renaissance, imperial and trade ventures overseas, and aspects of popular culture including the witch craze. Unlike most English histories of the period, we will also look closely at the other realms of the British Isles, Scotland, Wales, and Ireland. Readings consist of a textbook with a British scope, and an array of primary sources, some in book form and others (marked with an asterisk on the syllabus) attached to Blackboard or distributed in class. Books are available at the Penn Book Center, except for biographies associated with film critiques. Most of the films noted in the syllabus will be available on PVN; otherwise, they can be viewed at the library or through Netflix. Assignments in square brackets are optional.||https://pennintouchdaemon.apps.upenn.edu/pennInTouchProdDaemon/jsp/fast.do?webService=syllabus&term=2020A&course=HIST311001||European||Europe, pre-1800|
|HIST 347-401||Gender Hist & Amer Film||Kathy Peiss||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.||CIMS347401, GSWS347401||https://pennintouchdaemon.apps.upenn.edu/pennInTouchProdDaemon/jsp/fast.do?webService=syllabus&term=2020A&course=HIST347401||American, Gender||Seminar, US|
|HIST 349-401||Hist of Sexuality in Us||Kathy Peiss||MW 11:00 AM-12:00 PM||This course introduces students to a relatively new field of inquiry, the history of sexuality in the U.S. It explores the past to consider why sexuality has been so central to American identities, culture, and politics. Primary documents and other readings focus on the history of sexual ideology and regulation; popular culture and changing sexual practices; the emergence of distinct sexual identities and communities; the politics of sexuality; and the relationship between sexual and and other forms of social difference, such as gender, race, ethnicity, age, and class. Topics include many with continuing relevance to contemporary public debate: among them, sexual representation and censorship, sexual violence, adolescent sexuality, the politics of reproduction, gay and lesbian sexualities and sexually transmitted diseases.||GSWS349401||Cultural Diversity in the US||Registration also required for Recitation (see below)||https://pennintouchdaemon.apps.upenn.edu/pennInTouchProdDaemon/jsp/fast.do?webService=syllabus&term=2020A&course=HIST349401||American, Gender||US|
|HIST 356-001||Age of Reagan||Randall B Cebul||MW 02:00 PM-03:30 PM||This course explores significant political and social developments that shaped the final decades of twentieth century U.S. history, an era notable for declining faith in political institutions, ideological and partisan polarization, and a variety of new rights claims by marginalized citizens. Until very recently, scholars have characterized this period as one of conservative political resurgence spurred by its most towering figure, Ronald Reagan, the nation's 40th president. While Reagan is an essential actor in this class, the course will consider a variety of perspectives, developments, and movements across the political spectrum as well as others that defy easy ideological or partisan categorization. In addition to tracing the transformation of the major political parties and ideologies, topics may include the evolution of the post-1960s civil rights movement and the rise of the incarceration crisis; the rise and transformation of the religious right; the AIDS crisis and the LGBTQ movement; the financialization of the global economy and the mortgage crisis of 2008; and the emergence of the concept of the "free market" as an idealized way of reordering not just social and political commitments but society itself.||https://pennintouchdaemon.apps.upenn.edu/pennInTouchProdDaemon/jsp/fast.do?webService=syllabus&term=2020A&course=HIST356001||American||US|
|HIST 367-001||Philadelphia 1700-2000||Richard Scott Hanson||TR 10:30 AM-12:00 PM||Using Philadelphia as a lens, this course will examine the transformation of American cities from the colonial period to the present. Through readings, lectures, and tours, we will consider urbanization and suburbanization, race, class, and ethnicity, economic development, poverty and inequality, housing and neighborhood change, urban institutions, and politics and public policy.||https://pennintouchdaemon.apps.upenn.edu/pennInTouchProdDaemon/jsp/fast.do?webService=syllabus&term=2020A&course=HIST367001||American||US|
|HIST 370-401||N.Africa:Hist,Cultr,Soc||Heather Sharkey||M 02:00 PM-05:00 PM||This interdisciplinary seminar aims to introduce students to the countries of North Africa, with a focus on the Maghreb and Libya (1830-present). It does so while examining the region's close economic and cultural connections to sub-Saharan Africa, Europe, and the Middle East. Readings will include histories, political analyses, anthropological studies, and novels, and will cover a wide range of topics such as colonial and postcolonial experiences, developments in Islamic thought and practice, and labor migration. This class is intended for juniors, seniors, and graduate students. Prerequisite: A university-level survey course in Middle Eastern, African, or Meditterranean history.||AFRC332401, NELC632401, NELC332401||World||Africa/Middle East|
|HIST 372-401||The History of Foreign Aid in Africa||Lee V Cassanelli||M 03:30 PM-06:30 PM||This course explores the history of foreign aid and intervention in Africa since the late nineteenth century, with an eye toward understanding the continent’s role in contemporary debates about development, north-south relations, and international humanitarian and military interventions. We start our semester with brief discussions of the eras of the new imperialism (late 19th c.) and of European colonial rule in Africa (1880s to 1960s). These eras we argue were fundamental in shaping outsiders’ images of Africa and Africans’ perceptions of outsiders, as well as for introducing ideas and institutions which formed the foundations of modern aid policies and practices. One of our aims is to examine the objectives behind foreign assistance over time, and to explore the consequences (intended or unintended) of various forms of outside aid to and intervention in Africa. Another aim is to learn something about African societies and states as they experienced foreign efforts to assist, exploit, transform, or ‘rescue’ the continent at different times over the past century.
The course is not designed to be a comprehensive history of development or development theory, of African economies, or of international aid organizations in Africa, although we will touch on all of these topics. Students with experience or interest in any of these areas are very much encouraged to share their knowledge with the rest of the class, and they may choose to do their final projects on one of these subjects. The last third of the course provides some flexibility to enable us to address topics of particular interest to class members.
Class will meet on Mondays, with occasional guest speakers and some sessions devoted to student workshops or presentations. Some of our guest speakers and videos may have to be scheduled outside regular class hours; we will give you plenty of advanced notice. Please check the course Canvas site regularly for updates.
|AFRC373401||https://pennintouchdaemon.apps.upenn.edu/pennInTouchProdDaemon/jsp/fast.do?webService=syllabus&term=2020A&course=HIST372401||Diplomatic, Economic, World||Africa/Middle East|
|HIST 376-401||Medicine, Health, and Healing in Africa||David K. Amponsah||T 01:30 PM-04:30 PM||This seminar course will examine how sub-Saharan Africans have interpreted and dealt with issues of health, healing, and medicine under colonial and postcolonial regimes. It will also look at how various social, economic, religious, and political factors have impacted health and healing on the continent and shaped African responses. Class discussions will center around both general themes affecting health and healing in Africa as well as case studies drawn from historical and anthropological works.||AFRC311401||World||Africa/Middle East|
|HIST 398-301||Junior Honors in History||Warren G. Breckman||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
|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||American, European, Intellectual||Europe, pre-1800, Seminar, US|
|HIST 412-401||Readings On Asia: Literature and History||Arthur Waldron||R 01:30 PM-04:30 PM||EALC442401||World||East/South Asia, Seminar|
|HIST 425-001||World War I||Peter I. Holquist||MW 11:00 AM-12:00 PM||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.||Registration also required for Recitation (see below)||https://pennintouchdaemon.apps.upenn.edu/pennInTouchProdDaemon/jsp/fast.do?webService=syllabus&term=2020A&course=HIST425001||Diplomatic, European||Europe|
|HIST 451-001||US and the World Since 1898||Amy C Offner||TR 10:30 AM-12:00 PM||This class examines the emergence of the U.S. as a world power since 1898, and considers both the international and domestic consequences of U.S. foreign relations. In one respect, the twentieth century was a strange time to become a global empire: it was the period when colonial systems centered in Europe, Russia, Japan, and Turkey collapsed, and new nations emerged throughout Africa and Asia. This class explores the changing strategies of military, economic, and political intervention that the U.S. pursued as colonization lost legitimacy. Within that framework, the class invites students to think about several questions: How did the idea and practice of empire change over the twentieth century? How did the United States relate to new visions of independence emerging in Africa, Asia, and Latin America? How did global interactions both inform and reflect racial ideology in the United States? Finally, how did international affairs transform U.S. politics and social movements?||American, Diplomatic||US|
|HIST 463-401||History of American Education||Jonathan L Zimmerman||MW 02:00 PM-03:30 PM||This course will examine the growth and development of American schools, from the birth of the republic into the present. By 1850, the United States sent a greater fraction of its children to school than any other nation on earth. Why? What did young people learn there? And, most of all, how did these institutions both reflect and shape our evolving conceptions of "America" itself? In an irreducibly diverse society, the answers were never simple. Americans have always defined their nation in a myriad of contrasting and often contradictory ways. So they have also clashed vehemently over their schools, which remain our central public vehicle for deliberating and disseminating the values that we wish to transmit to our young. Our course will pay close attention to these education-related debates, especially in the realms of race, class, and religion. When immigrants came here from other shores, would they have to relinquish their old cultures and languages? When African-Americans won their freedom from bondage, what status would they assume? And as different religious denominations fanned out across the country, how would they balance the uncompromising demands of faith with the pluralistic imperatives of democracy? All of these questions came into relief at school, where the answers changed dramatically over time. Early American teachers blithely assumed that newcomers would abandon their old-world habits and tongues; today, "multicultural education" seeks to preserve or even to celebrate these distinctive patterns. Post-emancipation white philanthropists designed vocational curricula for freed African-Americans, imagining blacks as loyal serfs; but blacks themselves demanded a more academic education, which||EDUC599401||Cultural Diversity in the US||American||US|
|HIST 610-301||Topics in American Hist: Econ/Busines/Labor Hist||Walter Licht||T 09:00 AM-12:00 PM||Reading and discussion course on selected topics in American history.|
|HIST 610-302||Topics in American Hist: Afam Historiography||Mia E Bay||W 03:30 PM-06:30 PM||Reading and discussion course on selected topics in American history.|
|HIST 620-301||Topics in European Hist: Hist of Written Culture 12 To 19th C||Roger Chartier||T 01:30 PM-04:30 PM||Reading and Discussion course on selected topics in European History.|
|HIST 620-302||Topics in European Hist: Social Theory||Warren G. Breckman||R 01:30 PM-04:30 PM||Reading and Discussion course on selected topics in European History.|
|HIST 630-301||Topics in Asian History: Transnational Asia||Si-Yen Fei||M 01:00 PM-04:00 PM||Reading and discussion course on selected topics in Asian History.|
|HIST 650-301||Topics in African Hist: Rel Encounters/Afr Hist||Cheikh Ante MBAcke Babou||F 02:00 PM-05:00 PM||Reading and discussion course on selected topics in African history|
|HIST 670-301||Topics:Transregional His: Race,Slavery & Abolition||Kathleen M Brown||M 02:00 PM-05:00 PM||Reading and discussion course on selected topics in Transregional History|
|HIST 670-302||Topics:Transregional His: Teaching World History||Frederick R. Dickinson||T 01:30 PM-04:30 PM||Reading and discussion course on selected topics in Transregional History|
|HIST 700-301||Prosem in History: the Study of History||Daniel K Richter||R 10:00 AM-01:00 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.|
|HIST 720-301||Research Sem: Euro Hist: Long Reformation||Margo Todd||W 02:00 PM-05:00 PM||Research seminar on selected topics in European history.|