History

Chair of Collegiate Affairs and Adviser: Rashid Khalidi, P 103, 702-3013

Assistant to the Adviser: SS 225, 702-2178

History Preceptors: F 4, 702-3079

Program of Study

The study of History may be pursued as a complement to general education or as preparation for graduate work in history or other disciplines. Students interested in a History concentration should see the History undergraduate adviser, preferably before the end of the second year, to discuss their areas of interest in History and to be assigned to a preceptor who is to act as their individual program adviser. (To be assigned a preceptor, consult with the program assistant in SS 225 during posted office hours.) History concentrators then construct their programs of study in consultation with the preceptor, the undergraduate adviser, and other appropriate faculty members. Students should try to think of the concentration program as an integrated whole designed in conjunction with the faculty. The central focus of a program is a topic or problem in history that the student desires to investigate. The student may pursue a topic with a national or chronological focus, or within a subfield such as social, cultural, legal, or military history, or with a thematic focus such as gender, migration, minorities, slavery, modernism, colonialism, or revolution, to name some of the possibilities. The national and chronological history fields offered by the department follow. The B.A. essay that the student completes in the fourth year is to be framed within this area of interest. The essay should involve original primary research on a significant issue, develop an insightful examination and critique of work already done on a topic, or, ideally, do both.

Students should meet with their preceptors at least once each quarter to discuss the courses they are taking or plan to take and to inform the department of their general progress. Preceptors help students choose a junior colloquium and a prospective director for the B.A. essay. Whenever students have questions, they should feel free to contact the undergraduate History adviser or their preceptors either directly or through the administrative assistant (SS 225).

Program Requirements

There are no special prerequisites for a concentration in History. However, to prepare for a History concentration, students are strongly encouraged to take the civilization sequence that is most appropriate to their major area of interest. Students interested in a History concentration should fulfill the Collegiate requirements most relevant to History during the first two years. This applies especially to the civilizational studies requirement and to language instruction. It is also wise to take basic history courses in their area of interest early and, in any case, no later than the third year. Students find the choice of advanced courses and B.A. essay topics easier if they have a sound background in the concentration.

Languages. All History students are encouraged to pursue language studies beyond the basic Common Core requirements. Students who intend to pursue graduate studies in History are especially encouraged to consult with appropriate faculty members as early as possible for additional advice on language studies.

Courses. Twelve quarter courses in History are required for a concentration in History. "Courses in History" means all courses offered by members of the Department of History and any other courses that are clearly related to the student's area of interest and have significant historical content or focus. In case of uncertainty, the preceptor and undergraduate adviser is to provide guidance.

Students are required to take five courses in, or directly related to, their chosen main field. One additional course is reserved for the junior colloquium (History 296) and two are reserved for the B.A. Essay Senior Seminar (History 298). The four remaining concentration courses can be selected from any area of history of interest to the student, but at least two of these courses should be chosen to introduce very significant civilizational or chronological breadth to the student's program. Students should construct the main field and choose their other courses in close consultation with their preceptors, subject to final approval by the undergraduate adviser.

Under normal circumstances, students are expected to have taken at least four history courses, including three in their major field, by the end of their third year. Exceptions for good cause must be approved by the student's preceptor.

Courses in the Main Field. The Department of History offers a number of standard concentration fields, including:

Africa International

Ancient Mediterranean Jewish History

East Asia Latin America

Europe: Medieval Near East (Ancient or Islamic)

Europe: Modern Russia

Great Britain South Asia

History of Science United States

Students may also develop topically defined main fields that cut across the geographical and chronological definitions of the standard main fields. In those cases, the preceptor and adviser work particularly closely with a student to ensure appropriate focus and breadth in both the main and secondary courses. In choosing courses, all students should aim at two goals: broad knowledge of the main field and more detailed knowledge of one or several of its major aspects. Students with no preparation in history other than one of the civilization course sequences should place more emphasis on breadth than on depth.

Secondary Courses. The four secondary courses should be chosen to complement the main field, extend the range of the student's historical awareness, and explore varying approaches to historical analysis and interpretation. At least two should be chosen from a civilizational or chronological field significantly different from that of the main field. In some cases, provided that they obtain the undergraduate adviser's permission, students may include among their secondary courses a second civilizational sequence, in addition to the one they have taken to fulfill Common Core requirements.

Reading and Research Courses. For students with a legitimate interest in pursuing a program of study that cannot be fulfilled by means of regular courses, there is the option of devising a reading and research course, to be taken individually and supervised by a member of the History faculty. Such a course requires the approval of the History adviser and the prior consent of the instructor with whom the student would like to study. College students must register for History reading and research courses as sections of History 297. Under normal circumstances, only one reading and research course can be counted towards the history concentration program.

Junior Colloquium. During their third year, History concentrators take one of the junior colloquia (History 296, formerly 197/297). The purpose of the junior colloquium is to introduce students to historical practice, how historians have conceived the past as an object of study, and the various methods they have employed to reconstruct it. This is accomplished principally by reading exemplary historical texts, narratives, and works dealing with the question of history and discussing the different issues and approaches that have guided historians in the effort to grasp a moment or event in the past. Students are required to write papers. Colloquia vary according to the instructor, but students need not seek a colloquium in which reading content matches their field since the colloquia are intended to be department-wide in appeal. Because junior colloquia have strict size limitations, it is important to register early to ensure enrollment in the colloquium of choice. The colloquia are intended to show students how historians make history, not how to do research on their B.A. essay, which is the purpose of the senior seminar.

Junior Statement. By May 15 of the junior year, each student is to submit a B.A. essay proposal form, giving the proposed topic of the B.A. essay and the name and signature of the faculty member who has agreed to direct it. A form is available from the preceptors and in the History Undergraduate Office (SS 225). In addition, students are required to meet with their preceptors before May 15 and work out an acceptable course plan for their senior year. All changes to their course plan after this date need to be approved by their preceptor in writing. Both the course plan and proposal constitute the first assignment for the senior seminar and failure to do both could adversely affect the student's grade. Students should consult with their preceptors, the undergraduate adviser, the instructors of their colloquia, and appropriate members of the department to define a suitable topic area in the main field and to find a faculty director for the B.A. essay. Students are required to submit the junior statement before enrolling in the senior seminar. Students should begin meeting with their faculty directors during the spring quarter of their third year and develop a plan for reading and research during the summer between the third and fourth years.

Senior Seminar. The B.A. essay develops a significant and original interpretation of an important historical issue. Essays tend to range between thirty and forty pages in length, but there is neither a minimum nor a maximum required length. In addition to working closely with their faculty director, who is the first reader of their essay, students are also required to join a two-quarter undergraduate senior seminar (History 298) during the autumn and winter quarters of their last full year in the College. The convenor of the seminar is normally the preceptor with whom the student has been working, who is to also serve as the second reader of the essay. The B.A. essay seminar is to assist students in developing their bibliographic, research, and writing skills and provide a forum for group discussion and critiques.

In all cases, the final deadline for submission of the B.A. essay is the second Monday of spring quarter. This deadline represents a final, formal submission, and students should expect to submit and defend substantial drafts much earlier. Students who wish to complete their papers in a quarter other than spring quarter must petition the department through the undergraduate adviser. Students graduating in a quarter other than spring must turn in their essay by the Friday of the seventh week of the final quarter. When circumstances justify it, the department establishes individual deadlines and procedures. Students who fail to meet the deadline may not be able to graduate that quarter and almost certainly become ineligible for honors consideration.

Two copies of the B.A. essay must be submitted to the undergraduate assistant in SS 225; copies are then delivered to the appropriate readers. This procedure is for the student's protection (to make sure a grade is turned in). To guard against loss, all students should keep copies of their essays.

The B.A. essay is normally read and graded by the faculty director of the essay and the preceptor who convened the student's senior seminar. If they disagree substantially about its quality, the essay goes to a third reader selected by the undergraduate adviser.

Summary of Requirements

Concentration 5 courses in a main field

4 secondary courses, of which at least two should introduce very significant civilizational or chronological breadth

1 Hist 296 (junior colloquium)

2 Hist 298 (senior seminar)

- B.A. essay

12

Honors. Students who have done exceptionally well in their course work and have written an outstanding B.A. essay are recommended for special honors in History. Readers submit to the department B.A. essays that appear to be of particular distinction. If the department concurs and the corresponding grade point average is 3.0 or better overall and 3.5 or better in the concentration, the department awards the student honors in History. Normally, a student must turn in their B.A. essay on time in order to be eligible for honors.

Grading. Subject to College and division regulations and with the consent of the instructor, all History concentrators may register for regular letter grades or P/N grades in any course. (Exceptions: History concentrators may not register for P/N grades in History of Western Civilization or in History 297 or 299). A Pass grade is to be given only for work of C- quality or better.

NOTE: Some graduate schools do not accept a transcript with more than 10 percent Pass grades. On the average, that means five or more.

Faculty

GUY S. ALITTO, Associate Professor, Departments of History and East Asian Languages & Civilizations and the College

LEORA AUSLANDER, Associate Professor, Department of History and the College

RALPH A. AUSTEN, Professor, Department of History and the College; Cochairman, Committee on African & African-American Studies

JOHN W. BOYER, Martin A. Ryerson Distinguished Service Professor, Department of History and the College; Chairman, Council on Advanced Studies in the Humanities & Social Sciences; Dean of the College

GEORGE CHAUNCEY, Associate Professor, Department of History and the College

KATHLEEN N. CONZEN, Professor, Department of History and the College

EDWARD M. COOK, Associate Professor, Department of History and the College; Dean of Students in the University

PRASENJIT DUARA, Professor, Departments of History and East Asian Languages & Civilizations and the College

CONSTANTIN FASOLT, Associate Professor, Department of History and the College

SHEILA FITZPATRICK, Bernadotte E. Schmitt Professor, Department of History and the College

RACHEL FULTON, Assistant Professor, Department of History and the College

MICHAEL E. GEYER, Professor, Department of History and the College

JAN E. GOLDSTEIN, Professor, Department of History and the College

CHARLES M. GRAY, Professor Emeritus, Department of History and the College; Lecturer, the Law School

HANNA H. GRAY, Harry Pratt Judson Distinguished Service Professor, Department of History and the College; President Emeritus of the University

JONATHAN HALL, Assistant Professor, Departments of History and Classics and the College

NEIL HARRIS, Preston and Sterling Morton Professor, Department of History, Committees on Geographical Studies and General Studies in the Humanities, and the College

RICHARD HELLIE, Professor, Department of History and the College; Chairman, Russian Civilization Program in the College

THOMAS HOLT, James Westfall Thompson Professor, Department of History and the College

RONALD B. INDEN, Professor, Departments of History and South Asian Languages & Civilizations and the College

MYLES JACKSON, Visiting Assistant Professor, Department of History and the College

WALTER E. KAEGI, Professor, Department of History, Division of the Humanities, and the College

FRIEDRICH KATZ, Morton D. Hull Distinguished Service Professor, Department of History and the College

JAMES KETELAAR, Professor, Departments of History and East Asian Languages & Civilizations and the College

RASHID KHALIDI, Professor, Departments of History and Near Eastern Languages & Civilizations; Director, Center for International Studies

JULIUS KIRSHNER, Professor, Department of History and the College

EMMET LARKIN, Professor, Department of History

CLAUDIO LOMNITZ, Professor, Department of History and the College

TETSUO NAJITA, Robert S. Ingersoll Distinguished Service Professor, Departments of History and East Asian Languages & Civilizations and the College; Chair, Department of History

WILLIAM NOVAK, Assistant Professor, Department of History and the College

PETER NOVICK, Professor, Department of History and the College

STEVEN PINCUS, Assistant Professor, Department of History and the College

MOISHE POSTONE, Associate Professor, Department of History and the College

ROBERT J. RICHARDS, Professor, Departments of History, Philosophy, and Psychology, Committee on the Conceptual Foundations of Science, and the College; Chairman, Committee on the Conceptual Foundations of Science; Director, Program in History, Philosophy, & Social Studies of Science & Medicine

RICHARD SALLER, Edward L. Ryerson Distinguished Service Professor, Departments of History and Classical Languages & Literatures and the College; Dean, Division of Social Sciences; Chairman, Committee on the Ancient Mediterranean World

JULIE SAVILLE, Associate Professor, Department of History and the College

AMY DRU STANLEY, Assistant Professor, Department of History and the College

NOEL M. SWERDLOW, Professor, Departments of Astronomy & Astrophysics and History, Committee on the Conceptual Foundations of Science, and the College

KARL JOACHIM WEINTRAUB, Thomas E. Donnelley Distinguished Service Professor, Department of History, Committee on Social Thought, and the College; Chairman, Committee on the History of Culture and Tutorial Studies Program

JOHN E. WOODS, Professor, Departments of History and Near Eastern Languages & Civilizations and the College; Director, Center for Middle Eastern Studies

Courses

History courses numbered 100 to 299 are designed primarily for College students. Some 200-level courses have 300-level equivalents if they are also open to graduate students. Courses numbered 400 to 499 are primarily intended for graduate students, but are open to advanced College students. Courses numbered above 500 are open to qualified College students with the consent of the instructor. Courses rarely open to College students are not listed in this catalog. Information about many course offerings was not available at the time this publication went to press. More current information can be obtained from College advisers or in the undergraduate assistant's office (SS 225).

131-132-133. History of Western Civilization I, II, III. PQ: Courses must be taken in sequence. This course sequence fulfills the Common Core requirement in civilizational studies. The purpose of this course is threefold: (1) to introduce students to the principles of historical thought, (2) to acquaint them with some of the more important epochs in the development of Western civilization since the sixth century B.C., and (3) to assist them in discovering connections between the various epochs. The purpose of the course is not to present a general survey of Western history. Instruction consists of intensive investigation of a selection of original documents bearing on a number of separate topics, usually two or three each quarter, occasionally supplemented by the work of a modern historian. The treatment of the various topics varies from section to section. The sequence is currently offered twice a year: in the autumn-winter-spring quarter sequence and in the summer quarter (three quarters in one). Staff. Autumn, Winter, Spring.

135-136-137. America in Western Civilization I, II, III. This course sequence fulfills the Common Core requirement in civilizational studies. This course sequence uses the American historical experience, set within the context of Western civilization, to (1) introduce students to the principles of historical thought, (2) probe the ways political and social theory emerge within specific historical contexts, and (3) explore some of the major issues and trends in American historical development. The course is not a general survey of American history. Staff. Autumn, Winter, Spring.

135. The first quarter examines the establishment of the new American society in the colonial and early national periods, focusing on the experience of social change and cultural interaction. Subunits examine the basic order of early colonial society; the social, political, and intellectual forces for a rethinking of that order; and the experiences of Revolution and of making a new polity.

136. The second quarter focuses on the creation of the American nation in the nineteenth century. Subunits focus on the impact of economic individualism on the discourse on democracy and community; on pressures to expand the definition of nationhood to include racial minorities, immigrants, and women; on the crisis over slavery and sectionalism; and on class tensions and the polity.

137. The third quarter takes the society and nation thus created and focuses on the transformations produced by immigration, industrial reorganization, and the expansion of state power. Subunits focus on the definitions of Americanism and social order in a multicultural society; Taylorism and social engineering; culture in the shadow of war; the politics of race, ethnicity, and gender; and the rise of new social movements.

151-152-153. Introduction to the Civilizations of East Asia I, II, III (=EALC 108-109-110, Hist 151-152-153, SocSci 235-236-237). PQ: Must be taken in sequence. This course sequence fulfills the Common Core requirement in civilizational studies. This is a three-quarter sequence on the civilizations of China, Japan, and Korea, with emphasis on major transformation in these cultures and societies from the Middle Ages to the present. This year's sequence focuses on Japan from 1600 to the present, China from the eighteenth to the twentieth century, and Korea from the eighteenth to the twentieth century. P. Duara, Autumn; Staff, Winter; T. Natita, Spring.

173-174-175. Science, Culture, and Society in Western Civilization I, II, III. This course sequence fulfills the Common Core requirement in civilizational studies. This is a three-quarter sequence focusing on the origins and development of science in the West. The aim of the course is to trace the evolution of the biological, psychological, natural, and mathematical sciences as they emerge from the cultural and social matrix of their periods and, in turn, affect cultural and social events. Each quarter may be taken independently of the others, although it is suggested that students take the entire sequence in order. Autumn, Winter, Spring.

173. The first quarter examines the sources of Greek science in the diverse modes of ancient thought and its advance through the first centuries of our era. We look at the technical refinement of science, its connections to political and philosophical movements of fifth- and fourth-century Athens, and its growth in Alexandria. R. Richards.

174. The second quarter is concerned with the period of the scientific revolution, the sixteenth to eighteenth centuries. The principal subjects are the work of Copernicus, Kepler, Galileo, Vesalius, Harvey, Descartes, and Newton. N. Swerdlow.

175. The third quarter examines through seminal primary texts how science has redefined European and American society since about 1660. Topics include science and religion, the emergence of the scientific intellectual, the history of experiment and observation, revolutionary science in the late eighteenth century, the new physics of the nineteenth century, evolutionary theory and its imitators, and the rise of the social sciences. Staff.

177. Social History of American Subcultures. This course uses the methods of social historical ethnography and cultural studies to analyze the changing social organization and cultural meaning of same-sex relations in the United States, primarily in the last century. We examine the emergence of heterosexuality, homosexuality, and bisexuality as the predominant categories of sexual experience and identity; the contested boundaries drawn between same-sex sociability, friendship, and eroticism; the development of diverse lesbian and gay subcultures; the representation of homosexuality in the mass media and popular culture; the politics of everyday life for lesbians and gay men before and after the emergence of the gay and feminist movements; and the significance of gender, class, racial/ethnic, and generational differences. G. Chauncey. Winter.

180-181. Problems in Gender Studies (=Eng 102-103, GS Hum 228-229, Hist 180-181, Hum 228-229, SocSci 282-283). PQ: Second- or third-year standing and completion of a Common Core social science or humanities course or the equivalent. This two-quarter interdisciplinary sequence is designed as an introduction to theories and critical practices in the study of feminism, gender, and sexuality. Both classic texts and recent reconceptualizations of these contested fields are examined. Problems and cases from a variety of cultures and historical periods are considered, and the course pursues their differing implications for local, national, and global politics. Topics might include the politics of reproduction; gender and postcolonialism; women, sexual scandal, and the law; race and sexual paranoia; and sexual subcultures. D. Nelson, Staff, Autumn; L. Auslander, Staff, Winter.

187-188-189. U.S. History. PQ: May be taken in sequence or independently. This is a three-quarter introduction to U.S. history. The first quarter covers the colonial and revolutionary periods; the second covers the nineteenth century; and the third covers the twentieth century. E. Cook, A. Stanley, W. Novak. Autumn, Winter, Spring.

202. Modern Africa. This course covers South Africa from the 1600s and tropical Africa from the late 1800s. The first part of the course deals with the political, economic, and cultural bases of colonial rule and postcolonial dependency. This is followed by readings in cultural materials, such as literature and music criticism, as an approach to issues of modern African identity. Finally, we examine contemporary efforts to establish democratic regimes in situations where neither Apartheid nor colonialism provides the immediate target of political struggle. R. Austen. Autumn.

209/309. Archaeology for Ancient Historians (=ClCiv 217/317, Hist 209/309). This course is intended to act not as an introduction to classical archaeology but as a methods course illuminating the potential contribution of material cultural evidence to ancient historians, while at the same time alerting them to possible misapplications. Theoretical reflections on the relationship between history and archaeology is interspersed with specific case studies from the Graeco-Roman world. J. M. Hall. Winter.

210/310. Philosophy and Religion in Pagan Thought (=Fndmtl 263, Hist 210/310). The central text for this course is Cicero's On the Nature of the Gods, but writings by Plato, Plutarch, Lucian, and Julian the Apostate are also used. The theme is how ancient philosophers and intellectuals understood, demythologized, and differed with one another about the traditional pagan religion. (Analogies with modern confrontations between the intellectuals and Judaism and Christianity are at least implicit.) C. Gray. Spring.

212/312. Modern Irish History. A survey of Irish history from the Union (1800) to the Treaty (1921), which includes the development of Irish nationalism, the rise of the Catholic confessional state, the struggle for the land, and the acquisition of a new cultural identity by the Irish people. E. Larkin. Autumn.

213/313. Forging an English Nation: 1550-1700. S. Pincus. Autumn.

218/318. Byzantine Empire: 1025-1453. This course focuses on changes in the Byzantine empire between the eleventh and fifteenth centuries. We look at external challenges from the Seljuk and Ottoman Turks, the Crusades, and the rise of Bulgarian and Serbian principalities. We also reexamine economic conditions and military and fiscal institutions. Religious topics (such as problems of schism with Rome, Bogomilism, and Hesychasm) receive some attention. Readings include the histories of Michael Psellus and Anna Comnena, as well as Ostrogosky's History of the Byzantine State. W. Kaegi. Autumn.

219/319. Late Antiquity. This course introduces principal topics of late antiquity from the third through seventh centuries. We include reference to modern interpretations, as well as readings in translation from primary sources. W. Kaegi. Winter.

220/320. History of Strategy. This is a lecture and discussion course on the emergence of and changes in European thinking about strategy and command from the end of antiquity to 1815. Topics include the gradual evolution of European military thinking away from dependence on classical thinking about warfare; relationships between firepower and the character of warfare after the appearance of gunpowder; changing conceptions of strategy, tactics, and generalship; and thinking about warfare, maneuver, and battle. Readings are drawn from classics of military history in historical context. W. Kaegi. Winter.

221/321. Elements of the Common Law (=Hist 221/321, LL/Soc 260). This course looks at several fundamental features of the classical common law partly with a view to their historical development and partly for their distinguishing qualities in the range of possible legal institutions. Particular attention is given to forms of action, real property, and law and equity. Reading is mainly in primary sources, such as Glanville, Bracton, Littleton, St. German, and Blackstone, with some supplementation from secondary classics such as Maitland and Allen. C. Gray. Winter.

223/323. Europe: 1450-1530. This course concentrates on comparative political and institutional developments in Europe over the later fifteenth and earlier sixteenth centuries, on the crisis of ecclesiastical and religious authority in the early Reformation, on international politics, and on the relation of Renaissance humanism to Reformation thought. H. Gray. Winter.

224/324. Europe: 1530-1600. This is a survey of European history from 1530 to 1600, with particular emphasis on Calvinism and Protestant sectarianism, the Catholic Reformation, the relation between political and religious developments, the rise of skepticism, and critical debates over political authority and the nature of the social order in the later sixteenth century. H. Gray. Spring.

227/327. Medieval Travelers. This course begins with the eighth-century isolation of northern Europe from the urban cultures of the Mediterranean and concludes with the European expansion south into Africa and west across the Atlantic in the fifteenth and early sixteenth centuries. During this period, Europe developed from a rural, localized society into one centered on towns linked by networks of diplomacy, pilgrimage, and trade. In this course, we consider the causes and effects of this expansion. R. Fulton. Autumn.

228. Machiavelli's Discourses (=Fndmtl 251, Hist 228). This course focuses on Machiavelli's political and historical thought, and on the interpretation of ancient and modern history he articulated in the Discourses, with attention also to some of the sources, such as the works of Livy and Polybius, on which he drew. H. Gray. Winter.

232/332. Europe: 1930-1990. PQ: Third- or fourth-year standing helpful. The course covers both Western and Eastern Europe. At its center are the origins and the nature of postwar European stabilization and what happened to it in the 1980s and 1990s. We discuss the regime of mass-production and consumption, as well as the politics of national and transnational integration in the context of East-West confrontation. We also look at processes of regional and social marginalization and pay particular attention to questions of immigration and citizenship. M. Geyer. Spring.

234-235. Medieval Law and Society. This two-quarter sequence, intended primarily for upper-level students, explores the historical development of medieval continental institutions of law. The course begins with an overview of the main features of the Roman legal heritage and the creation of a distinctive system of canon law. Lectures and discussions examine the interdependence of legal doctrines, processes, and social forces; the legal profession, legal reasoning, citizenship, servitude, property, kinship, and gender; prosecution of crime; and the legitimate uses of forces. J. Kirshner. Winter, Spring.

238. Russian Women's Lives. This course looks at autobiographies and diaries of twentieth-century Russian women, with special focus on women's experiences in the 1917 revolutions, civil war, and Stalinist terror. Texts include Evgeniia Ginzberg's Into the Whirlwind and Elena Bonner's Mothers and Daughters. Active class participation is required. S. Fitzpatrick. Winter.

239. Civilization and Popular Culture in China (=EALC 279, Hist 239). PQ: Chin 108-109-110 or consent of instructor. We think of cultured elites of imperial China and peasants as inhabiting separate worlds. Yet the peasants who sustained the superstructure came into contact with the elites in a myriad of ways. We try to create a dialogue between the two worlds and to problematize the issue of the "unity of Chinese culture." We study elite and popular understandings of such phenomena as the state, commerce, religion, kinship, nation, and the "people" in late traditional and revolutionary China. P. Duara. Winter.

241/341. Early Modern Japan: 1800-1900. This course covers the late feudal period through the industrial revolution and the establishment of the modern state. T. Najita. Not offered 1997-98; will be offered 1998-99.

243-244/343-344. History of Modern China: 1600 to the Present I, II (=EALC 290-291, Hist 243-244/343-344). PQ: Hist 151 or consent of instructor. This two-quarter lecture course presents the main intellectual, political, economic, and social trends in modern China from 1600 to the present. We study the ideological and organizational structures, and the social movements, that define a process variously described in Western literature as modernization, reform and revolution, or political development. We emphasize institutional and intellectual developments during this period, especially in the twentieth century. Some attention is paid to historiographic analysis and criticism. All readings in English. G. Alitto. Autumn, Winter.

246/346. Zen and History. J. Ketelaar. Autumn.

247/347. Histories in Japan. J. Ketelaar. Winter.

250/350. Darwin's Romantic Biology (=CFS 385, Fndmtl 235, Hist 250/350, HiPSS 258, Philos 326). Lack of recognition of the impact of the Romantic Movement on the development of Darwin's thought abetted the usual (but arguably incorrect) assumption that his theory eviscerated nature of moral and aesthetic value, and rendered man but another machine grinding out self-advantage. We read Darwin's Voyage of the Beagle and Origin of Species, and parts of the Descent of Man. R. Richards. Autumn.

251/351. Goethe: Literature and Science (=CFS 392, German 380, Hist 251/351, HiPSS 268, Philos 386). PQ: Knowledge of German helpful. This class examines the development of Goethe's thought, emphasizing the integration of his literary and scientific ideas. Among the works read are Werther, aesthetic essays, Journey to Italy, Faust, morphological essays, Theories of Colors, Wilhelm Meister, and poetry. R. Richards. Winter.

252/352. History of the Physical Sciences: 1700 to the Present (=Hist 252/352, HiPSS 277). M. Jackson. Winter.

253/353. History of Molecular Biology (=Hist 253/353, HiPSS 257). M. Jackson. Spring.

257-258-259/357-358-359. History of the Islamic Middle East: 600 to the Present (=Hist 257-258-259/357-358-359, NEHist 286-287-288). May be taken in sequence or individually. This course is a survey of the main trends in the political history of the Middle (Near) East, including North Africa, Central Asia, and North India, with some attention given to currents in economic, social, and cultural history. The autumn quarter covers ca. 600 to 1000 C.E., including the rise and spread of Islam, the age of the imperial caliphate, and the beginnings of regionalism. The winter quarter covers the "middle periods," ca. 1000 to 1700 C.E., including the arrival of the Steppe Peoples (Turks and Mongols), the Mongol successor states, and the Mamluks of Egypt and Syria, and the foundation of the great Islamic regional empires of the Ottomans, Safavids, and Moghuls. The spring quarter surveys developments in the central regions since 1700, including such topics as Western military, economic, and ideological encroachment; the impact of such ideas as nationalism and liberalism; and the emergence of the "modern" Middle East. F. Donner, Autumn; J. Woods, Winter; R. Khalidi, Spring.

264-265/364-365. History of Modern Mexico I, II. PQ: Class limited to twenty-five students. C. Lomnitz, F. Katz. Autumn, Winter.

269/369. Roots of the Modern American City (=EnvStd 261, Geog 261/361, Hist 269/369). This course traces the economic, social, and physical development of the city in North America from early industrialization to the present. Emphasis is on evolving urban systems and the changing spatial organization of people and land use. Illinois field trip required. M. Conzen. Autumn.

270/370. American Landscapes I: 1850-1904 (=Geog 410, Hist 270/370). May be taken in sequence with Hist 271 or individually. This course treats changes in the natural and human-made environment, focusing on the settings American designers, builders, architects, and their clients developed for work, housing, education, recreation, worship, and travel. Lectures attempt to relate specific physical changes to social values, aesthetic theories, technological skills, and social structure. N. Harris. Not offered 1997-98.

271/371. American Landscapes II: 1929-1960 (=Geog 411, Hist 271/371). May be taken in sequence with Hist 270 or individually. This course treats changes in the natural and human-made environment, focusing on the settings American designers, builders, architects, and their clients developed for work, housing, education, recreation, worship, and travel. Lectures attempt to relate specific physical changes to social values, aesthetic theories, technological skills, and social structure. Slides are employed in most lectures. N. Harris. Autumn.

272/372. African-American History to 1877. May be taken in sequence with Hist 273 or individually. This survey course explores in a comparative framework the historical forces that shaped the work, culture, and political struggles of African-American people in the United States from the advent of the Atlantic slave trade through the American Civil War and Reconstruction. J. Saville. Autumn.

273/373. African-American History since 1877. May be taken in sequence with Hist 272 or individually. This course examines the experiences of black Americans from the Civil War through the 1960s. The course focuses mainly on social and political history with emphasis on such issues as racial ideology, discrimination, black political thought and protest movements, the impact of urbanization, the relationship between race and class relations, and the changing social and political roles that black Americans have occupied in the United States. T. Holt. Winter.

275/375. Race and Racism in America. People of color in America have a common history of dispossession, discrimination, and oppression. However, there are also striking differences in their experiences, especially in the twentieth century. This course explores possible reasons for both the commonalties and the differences. It tests both scholarly theories and popular notions about racism against the comparative histories of three major "racial" groups: Asians, blacks, and Chicanos. For comparative purposes some attention is given to Native Americans as well. T. Holt. Spring.

278/378. Seventeenth-Century America. This lecture/discussion course traces the settling of the English colonies in America in the context of early modern English history and international rivalry. Emphasis is placed on the role of Puritan religion and on the social history of the colonies. E. Cook. Not offered 1997-98; will be offered 1998-99.

279/379. The American Revolution: 1763-1789. This course explores the background of the American Revolution and the problem of organizing a new nation. The first half of the course uses the theory of revolutionary stages to frame the events of the 1760s and 1770s; the second half examines the period of constitution making (1776 to 1789) for evidence of the ways the Revolution was truly revolutionary. E. Cook. Spring.

280/380. American Jews in the Twentieth Century. PQ: Advanced standing. Background in twentieth-century American or social history, or Jewish history, recommended. Topics in this discussion class include the turn-of-the-century immigration experience; acculturation, assimilation; and the negotiation of an "American Jewish identity"; Jewish social mobility; relations between American Jews and Jews in Europe and Israel; the political behavior of American Jews; relations between blacks and Jews; American anti-Semitism; and current discussions concerning "Jewish survival." P. Novick. Spring.

283-284/383-384. United States Legal History I, II (=Hist 283-284/383-384, LL/Soc 257-258). This two-quarter sequence explores the role of law in history, and of history in law, through a survey of American legal developments from the colonial era to the present. It treats law not as an autonomous process or science, but as a social phenomenon inextricably intertwined with other historical forces. Through lectures and discussions, this course examines the impact of law on significant events and institutions in American history while tracing historical changes within the law itself. Attention is paid to developments in private law, public law, jurisprudence, the judiciary, and the interrelationships of law, society, economy, and polity. W. Novak. Winter, Spring.

286-287/386-387. U.S. Western History. PQ: Each quarter may be taken independently. History concentrators who take both quarters may write a substantive paper that allows them to use the class to fulfill the requirements of the Junior Colloquium. K. Conzen. Winter, Spring.

290/390. Colonialism and Schooling (=Educ 281/381, Hist 290/390). An examination of the impact of colonialism, both formal and informal, on schooling in non-Western societies. Subjects include the interaction of indigenous educational traditions and colonial initiatives; the origins and features of competing models of colonial schooling; the ways colonial policies and their implementation were affected by missionaries, international agencies, and planning for decolonization; and the postcolonial legacy of colonial practices. J. Craig. Autumn.

292. The African Diaspora II: Race, Class, and Nationalism in the Caribbean. This course examines the politics of race from the eighteenth to the twentieth centuries in the Caribbean, Brazil, and the United States. We explore the development of racial ideologies in relation to labor systems, class stratification, and nationalist polities in an effort to understand how notions of race first developed under plantation slavery. We also look at when Creole society was formed; how race was politicized during emancipation; and how it was transformed by nationalist political regimes in the 1940s. L. Derby. Winter.

293-294-295/393-394-395. Human Rights. A. Gewirth, M. Nussbaum, Autumn; M. Geyer, W. Novak, Winter; J. Bhabha, R. Kirschner, Spring.

296. Junior Colloquium. PQ: Priority given to students needing Hist 297 to meet history concentration requirements. The purpose of the junior colloquia is to introduce students to historical practice, how historians have conceived the past as an object of study, and the various methods they have employed to reconstruct it. This is accomplished principally by reading and writing on exemplary historical texts, narratives, and works dealing with the question of history and discussing the different issues and approaches that have guided historians in the effort to grasp a moment or event in the past. The colloquia are intended to show students how historians make history, not how to do research on their B.A. essay, which is the purpose of the senior seminar. Staff. Spring.

298. B.A. Essay Seminar. Required of students writing history B.A. essays. This seminar meets weekly and provides students with a forum within which research problems are addressed, conceptual frameworks are refined, and drafts of the B.A. essay are formally presented and critiqued. Staff. Autumn.

442. Colloquium: Modern Chinese History (=EALC 445, Hist 442). This discussion course examines Chinese political, social, and intellectual change through the nine decades of this century (the last years of monarchy, the Republic, and the People's Republic). Students read monographs that present disparate interpretations for some of the major historical issues of the period and write a paper that argues a particular position on one of these issues. G. Alitto. Autumn.

448. Readings in Literary Chinese I: Qing Documents (=Chin 316, Hist 448). PQ: Chin 213 or equivalent. This reading/discussion course covers nineteenth- and early twentieth-century historical political documents, including such forms as memorials, decrees, local gazetteers, diplomatic communications, and essays. G. Alitto. Autumn.

449. History, Sociology, and Philosophy of Experimentation. M. Jackson. Winter.

453. Marxism and the History of Science. M. Jackson. Spring.

545. Rousseau's Confessions (=Fndmtl 204, Hist 545, SocTh 552). A close reading of Rousseau's Confessions that investigates the conception of personality. K. Weintraub. Winter.

546. Goethe's Poetry and Truth (=Fndmtl 205, Hist 546, SocTh 553). A close reading of Goethe's From My Life (Aus meinem Leben: Dictung und Wahrheit) that investigates the conception of personality. K. Weintraub. Spring.

565-566. Colloquium: Readings in Japanese I, II (=Hist 565-566, Japan 429-430). J. Ketelaar, Autumn; T. Najita, Spring.

762. Narratives of Nation and Empire in East Asia I, II (=EALC 520-521, Hist 762). PQ: May be taken in sequence or individually; may qualify as a proseminar in East Asian History if taken in sequence. We seek to de-center the concept and ideology of nation-state by exploring the different ways in which the nation is constructed and contested. In the first quarter, we read both theoretical and monographic works on topics such as gender and nation, historical narratives, and the construction of the "people." The monographic literature includes primarily, though not exclusively, topics from East Asia. In the second quarter, we focus on research topics for students writing the seminar paper. P. Duara. Autumn, Winter.

765. Seminar: Modern Japanese History I, II (=Hist 765, Japan 523). PQ: Consent of instructor. T. Najita. Autumn, Winter.