Chair of Collegiate Affairs and Adviser: Amy Dru Stanley,
SS 225, 702-4327
Assistant to the Adviser: SS 225, 702-2178
History Preceptors: F 4, 702-3079
World Wide Web:
Program of Study
Studying history sheds light on human experience and thought in different times and places. It enables students to make sense of the present in terms of the past, and the past in terms of the present. Fields of study may be defined by nations (e.g., Chinese, Roman, United States, or International History) or by genres (e.g., legal, cultural, or gender history). Topics include the history of revolution, slavery, sexuality, colonialism, ethnicity, war, and work. The fourth-year B.A. essay affords students the opportunity to pursue an original research project on a topic of their choosing.
Involving the analysis of evidence and the formulation of arguments, studying history is excellent preparation for a wide field of endeavors from law, government, and public policy to the arts and business.
Students interested in a history concentration consult the history undergraduate adviser before the end of their second year to discuss their areas of interest in history. They are assigned to a preceptor who will act as their individual program adviser. Students who are interested in studying abroad must see the undergraduate adviser during their second year.
History concentrators construct their course of study in consultation with the preceptor, the undergraduate adviser, and other appropriate faculty members. Students meet with their preceptors at least once each quarter to discuss their program and to inform the department of their progress. The undergraduate history adviser and the preceptors are available to students on an ongoing basis.
There are no special prerequisites for a concentration in history. However, students are strongly encouraged to fulfill the civilization and language requirements most relevant to their major field of interest. A typical course of study in the history program would commence with basic history courses (10000-level courses) and move on to more advanced and specialized courses (20000-level courses, and in some cases 40000-level courses). History colloquia (History 29600) are offered on a variety of topics each year, and enable advanced college students to pursue independent research.
Courses. Twelve-quarter courses in history are required for a concentration in history. "Courses in history" mean 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 are available to provide guidance.
Students are required to take six courses in, or directly related to, their chosen main field. Two additional courses are reserved for the B.A. Essay Seminar and the B.A. Essay (History 29800 and 29900). The four secondary courses are chosen to complement the main field, extend the range of the student's historical awareness, and explore varying approaches to historical analysis and interpretation. Students are urged to take courses that introduce significant civilization or chronological breadth.
Students 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 that include but are not limited to:
Africa History of Science
Ancient Mediterranean International
Caribbean Jewish History
East Asia Latin America
Europe: Medieval Middle East
Europe: Modern Russia
Great Britain South Asia
History of Gender & Sexuality 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 closely with a student to ensure appropriate focus and breadth in both the main and secondary courses. In choosing courses, all students aim at two goals: broad knowledge of the main field and more detailed knowledge of one or several of its major aspects.
Junior Statement. In the course of their third year, history concentrators consult with their preceptors, the undergraduate adviser, and appropriate faculty members in the department to begin defining a topic for the B.A. essay, and to identify a faculty adviser who will work closely with the student on the project. An informational meeting is held in the spring quarter to explain and facilitate this process. By the ninth Monday of the spring quarter, each student must submit a brief B.A. essay proposal, including a statement of the topic of the B.A. essay, the name and signature of the faculty adviser, and a list of proposed summer readings relevant to the project.
Senior Seminar. The B.A. is a two-quarter research project in which students develop a significant and original interpretation of a historical issue of their choosing. The culmination of the History program, essays tend to range between thirty and forty pages in length, but there is neither a minimum nor a maximum required length. The B.A. Essay Seminar assists students in formulating approaches and developing their research and writing skills, while providing a forum for group discussion and critiques. 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 29800/29900) during the autumn and winter quarters of their last full year in the College. The seminar instructor is usually the preceptor with whom the student has been working and who is also to serve as the second reader of the essay.
The final deadline for submission of the B.A. essay is the second week of spring quarter when two copies of the B.A. essay must be submitted to the undergraduate assistant in SS 225. 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 Friday of seventh week of the final quarter. When circumstances justify it, the department establishes individual deadlines and procedures.
Concentrators who have selected B.A. topics by winter quarter of their third year are eligible to apply for research funding for summer research. Students are also encouraged to take advantage of funding that is available for language study abroad through the Foreign Language Acquisition Grant (FLAG) Program; for more information, consult the section on Off-Campus Study Programs elsewhere in this catalog.
Reading and Research Courses. Students with a legitimate interest in pursuing a program of study that cannot be met by means of regular courses have the option of devising a reading and research course that is 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. NOTE: Enrollment in History 29700 is open only to students who are doing independent study that is not related to the B.A. paper or B.A. research. Under normal circumstances, only one reading and research course can be counted towards the history concentration program.
Summary of Requirements
Concentration 6 courses in the main field
1 HIST 29800 (B.A. Essay Seminar)
1 HIST 29900 (B.A. Essay)
Honors. Students who have done exceptionally well in their course work and have written an outstanding B.A. essay are recommended for honors in history. Candidates must have an overall grade point average of 3.0 or higher, and a grade point average of 3.5 or higher in the concentration. B.A. essays that appear to be of particular distinction are submitted by the readers to the department. If the department concurs, the student is awarded honors in history. Students who fail to meet the final deadline for submission of the B.A. essay almost certainly become ineligible for honors consideration.
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 or P/F grades in any course. (NOTE: The one exception is that history concentrators must take letter grades in History 29800 and 29900.) A Pass grade is to be given only for work of C- quality or better.
NOTE: Some graduate and professional schools do not accept a transcript with more than ten percent Pass grades. Therefore, it is recommended that students who plan to continue their education take no more than four courses for Pass grading.
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
DAIN BORGES, Associate Professor, Department of History and the College
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
John Brewer, Professor, Departments of History and English Language & Literature, and the College
Dipesh Chakrabarty, Professor, Departments of History and South Asian Languages & Civilizations, and the College
George ChaunceY, Professor, Department of History and the College
Kathleen N. Conzen, Professor, Department of History and the College; Chair, Department of History
Edward M. Cook, Associate Professor, Department of History and the College
Bruce Cumings, Norman and Edna Freehling Professor, Department of History and the College
Prasenjit Duara, Professor, Departments of History and East Asian Languages & Civilizations, and the College
Constantin Fasolt, Professor, Department of History and the College
Sheila Fitzpatrick, Bernadotte E. Schmitt Distinguished Service Professor, Department of History and the College
Cornell Fleischer, Professor, Departments of History and Near Eastern Languages & Civilizations, 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 Emeritus, Department of History and the College; President Emeritus of the University
Jonathan Hall, Assistant Professor, Departments of History and Classical Languages & Literatures, 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
Tamar Herzog, Assistant Professor, Department of History and 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
ADRIAN JOHNS, Associate Professor, Department of History
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; Director, Center for East Asian Studies
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
EMILIO KOURI, Assistant Professor, Department of History
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
Mae Ngai, Assistant Professor, Department of History and the College
William Novak, Associate Professor, Department of History and the College
Steven Pincus, Associate 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 & Historical Studies of Science, and the College; Chairman, Committee on the Conceptual & Historical Studies 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; Committee on the Ancient Mediterranean World
Julie Saville, Associate Professor, Department of History and the College
William H. Sewell, Professor, Departments of History and Political Science, and the College
Amy Dru Stanley, Associate Professor, Department of History and the College
Noel M. Swerdlow, Professor, Departments of Astronomy & Astrophysics and History, Committee on the Conceptual & Historical Studies of Science, and the College
Karl Joachim Weintraub, Thomas E. Donnelley Distinguished Service Professor Emeritus, Department of History, Committee on Social Thought, and the College
ALISON WINTER, Associate Professor, Department of History
John E. Woods, Professor, Departments of History and Near Eastern Languages & Civilizations, and the College; Director, Center for Middle Eastern Studies
SALIM YAQUB, Assistant Professor, Department of History and the College
History courses numbered 10000 to 29900 are designed primarily for College students. Some 20000-level courses have 30000-level equivalents if they are also open to graduate students. Courses numbered 40000 to 49900 are primarily intended for graduate students, but are open to advanced College students. Courses numbered above 50000 are open to qualified College students with the consent of the instructor. Courses rarely open to College students are not listed in this catalog. Undergraduates registered for 30000-level courses will be held to the graduate-level requirements. To register for courses that are cross listed as both undergraduate and graduate (20000/30000), undergraduates must use the undergraduate number (20000).
Information about many course offerings was not available at the time this publication went to press. For additional course listings, consult the online version of the catalog at www.college.uchicago.edu/catalog, and the quarterly Time Schedules.
10000-10100-10200. African Civilization I, II, III (=ANTH 20700-20800-20900, HIST 10000-10100-10200, SOSC 22500-22600-22700). PQ: Enrollment in Cape Town study abroad program. This course sequence meets the general education requirement in civilization studies. This course presents the political, economic, social, and cultural development of sub-Saharan African communities and states from a variety of points from the pre-colonial past to the present. The first part of the course treats the social organization and political economy of several pre-colonial societies in southern, central, and eastern Africa. The second part focuses on a comparative archaeological and ethnographic exploration of states and cities in East and West Africa, including an intensive examination of a stateless society in a modern post-colonial state (the Luo of Kenya). The third part deals with a single region (the Manden of West Africa), covering village social structure and political economy, pre-colonial trade and empire, Islam, European colonialism, and post-colonial society. This class meets in Cape Town, South Africa. R. Austen. Winter.
10300-10400. Greek Antiquity and Its Legacy I, II. PQ: Enrollment in Athens study abroad program. This course sequence meets the general education requirement in civilization studies. This "full immersion" course examines the literary, artistic, and material evidence for ancient Greece from prehistory through to the modern period as well as considering the role the classical past has played, and continues to play, in the more recent history of Greece. Classroom discussions of selected texts are interspersed with excursions to important sites in Attika and beyond where faculty and guest speakers deliver on-site lectures. In addition to full participation in class discussion, students are expected to prepare presentations on sites of their choosing. Opportunities for continuing instruction in ancient Greek is also available. This class is based in Athens, Greece. J. Hall. Spring.
10800-10900. Introduction to the Civilization of South Asia I, II (=ANTH 24101-24102, HIST 10800-10900, SALC 20100-20200, SASC 20000-20100, SOSC 23000-23100). PQ: Must be taken in sequence. This course fulfills the general education requirement in civilization studies. Using a variety of disciplinary approaches, this sequence seeks to familiarize students with some of the important textual, institutional, and historical ideas and experiences that have constituted "civilization" in South Asia. Topics in the autumn quarter include European and American representations of South Asia, its place in world history as a "Third World" or "underdeveloped" country; Gandhi and Nehru's visions of modernity; India's recent repositioning in the global economy as a consumer society; and its popular movements (women's, rural, tribal, urban slum, and Dalit). Topics in the winter quarter include urban and rural ways of life and the place of film and television in cultural life. R. Inden, Staff. Autumn, Winter.
12100. War in the Middle Ages. In modern popular culture, the Middle Ages is often imaginatively synonymous with war (i.e., knights in shining armor, Vikings in their longships, and Robin Hood with his longbow and "merry men"). This lecture/discussion course seeks to complicate this image by examining warfare as a central fact of European civilized life. Problems addressed include the technology and economics of warfare; the sociology of warfare; major phases in the development of European warfare from the Carolingians through the Hundred Years' War; and the literary, religious, and psychological significance of war for the development of European civilization. R. Fulton. Spring.
12500. Calvin's Institutes of the Christian Religion (=FNDL 24300, HIST 12500). Enrollment limited. Calvin's Institutes are the most complete and influential statement of Christian theology to come out of the Protestant Reformation. In spite of fundamental contention between various kinds of Protestants, there is no better work to introduce readers to Reformation theology as a whole. Instead of emphasizing the familiar "theological" issues we pay close attention to Calvin's views on such fundamental questions as the nature of knowledge, writing and interpretation, truth and meaning, morality and law, freedom and necessity, self-denial, justice, action, power, and the relationship between individuals and society. The class format consists of dialogue occasionally interrupted by monologues from the instructor. C. Fasolt. Autumn.
13100-13200-13300. History of Western Civilization I, II, III. May be taken in sequence or individually. This sequence meets the general education requirement in civilization 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 selected topics varies from section to section. The sequence is currently offered twice a year; the amount of material covered is the same, whether the student enrolls in the autumn-winter-spring sequence or in the summer sequence. Staff. Summer; Autumn, Winter, Spring.
13500-13600-13700. America in Western Civilization I, II, III. May be taken in sequence or individually. This sequence meets the general education requirement in civilization studies. This 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 sequence is not a general survey of American history.
13500. 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. Staff. Autumn.
13600. 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. Staff. Winter.
13700. The third quarter takes the society and nation thus created and focuses on the transformations produced by immigration, industrial re-organization, 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. Staff. Spring.
13900-14000-14100. Introduction to Russian Civilization I, II, III (=HIST 13900-14000-14100, SOSC 24000-24100-24200). May be taken in sequence or individually. This sequence meets the general education requirement in civilization studies. This three-quarter, interdisciplinary course studies geography, history, literature, economics, law, fine arts, religion, sociology, and agriculture, among other fields, to see how the civilization of Russia has developed and functioned since the ninth century. The first quarter covers the period up to 1700; the second, to 1917; and the third, since 1917. The course has a common lecture by a specialist in the field, usually on a topic about which little is written in English. Two weekly seminar meetings are devoted to discussions of the readings, which integrate the materials from a variety of interdisciplinary perspectives. The course attempts to inculcate an understanding of the separate elements of Russian civilization. Emphasis is placed on discovering indigenous elements of Russian civilization and how they have reacted to the pressures and impact of other civilizations, particularly Byzantine, Mongol-Tataric, and Western. The course also considers problems of the social sciences, such as the way in which the state has dominated society, stratification, patterns of legitimization of the social order, symbols of collective social and cultural identity, the degrees of pluralism in society, and the autonomy an individual has vis-à-vis the social order. Also examined are such problems as the role of the center in directing the periphery and its cultural, political, and economic order; the mechanisms of control over the flow of resources and the social surplus; and processes of innovation and modernization. This course is offered in alternate years. R. Hellie. Autumn, Winter, Spring.
14800. Science and World History (=HIPS 21200, HIST 14800). This course examines theories of world history, ranging from Hegel to contemporary studies. We consider theories that attribute differences in the development of civilizations to fundamental differences in economic systems, systems of thought, culture, and social and political institutions, with a special focus on issues related to science and technology. We take an interdisciplinary and critical approach, analyzing the role of politics, ideologies, and rhetoric in fashioning narratives of world history. We conclude by examining the implications for identities, nationalisms, and globalization in the twenty-first century. A syllabus is available at http://home.uchicago.edu/~rphart/worldhistory. R. Hart. Winter.
14900. The History of Modern Medicine from the Renaissance. This course examines various themes in the history of medicine in western Europe and America since the Renaissance. Topics include key developments of medical theory (e.g., the circulation of the blood and germ theory), relations between doctors and patients, rivalries between different kinds of healers and therapists, and the development of the hospital and of laboratory medicine. A. Winter. Spring.
15000. Science and Medicine Today. Science is a dominant presence in today's society. Yet science's dazzling success continues to pose questions that make it vitally important that we try to understand what science is and how it works, even if we ourselves never enter laboratories or do experiments. This course helps us achieve that understanding, whatever our initial level of scientific expertise. The course uses evidence from today's scientific controversies, ranging from the Human Genome Project to the International Space Station, to shed light on the enterprise of science itself. A. Johns. Winter.
15100-15200-15300. Introduction to the Civilizations of East Asia I, II, III (=EALC 10800-10900-11000, HIST 15100-15200-15300, SOSC 23500-23600-23700). May be taken in sequence or individually. This sequence meets the general education requirement in civilization 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. G. Alitto, Autumn; Staff, Winter; Staff, Spring.
16100-16200-16300. Introduction to Latin American Civilization I, II, III (=ANTH 23100-23200-23300, HIST 16100-16200-16300, LTAM 16100-16200-16300/34600-34700-34800, SOSC 26100-26200-26300). This sequence meets the general education requirement in civilization studies. This three-quarter sequence introduces students to the history and cultures of Latin America, including Mexico, Central and South America, and the Caribbean Islands. The first quarter examines the origins of civilizations in Latin America with a focus on the political, social, and cultural features of the major pre-Columbian civilizations of the Maya, Inca, and Aztec. The second quarter concludes with consideration of the Spanish and Portuguese conquest and the construction of colonial societies in Latin America. The third quarter addresses the evolution of colonial societies, the wars of independence, and the emergence of Latin American nation-states in the changing international context of the nineteenth century. It focuses on the twentieth century, with a special emphasis on the challenges of economic, political, and social development in the region. Not offered 2001-02; will be offered 2003-04.
16500. Brazil. This course surveys the history of Brazil from 1500 to 2002, with an emphasis on the twentieth century. It raises questions concerning slavery and forms of freedom, the consequences of rapid industrialization and urbanization, meanings of popular culture, and the implications of religious diversity and change. D. Borges. Winter.
17300-17400-17500. Science, Culture, and Society in Western Civilization I, II, III. Each course may be taken individually, although it is recommended that students take the entire sequence in order. This sequence meets the general education requirement in civilization 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.
17300. 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. Autumn.
17400. 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. Staff. Winter.
17500. 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. R. Hart. Spring.
17600. American Travel Narratives. This undergraduate colloquium examines in depth a group of books produced by visitors to the United States, concentrating upon a small number of influential and exemplary texts that were written during the nineteenth and twentieth centuries, including Alexis de Tocqueville's Democracy in America, Henry James's American Scene, and James F. Muirhead's Land of Contrasts. It also considers several works created by American travelers to Europe, including Mark Twain and Nathaniel Hawthorne, highlighting the contrasts of value and behavior that these writers focused upon. N. Harris. Winter.
18300. Asia-America: War/Colonialism/Migration (=EALC 18300, HIST 18300). This course is an introduction to the history of Asians in America from the early nineteenth century to the present. We use the economic and military projections of the United States to the American West, the Pacific, and Asia as a thematic for understanding transnational patterns of migration, community formation, family and gender relations, politics, and culture. Topics include Chinese and Asiatic exclusion; U.S. colonialism in Hawaii and the Philippines; World War II internment of Japanese-Americans; post-1965 Korean, South Asian, and other Asian migrations; Korean and Vietnam wars, refugees and adoptees; and the cultural construction of racial tropes from the "Oriental" to the "model minority." Students use historical narrative, government documents, autobiography, fiction, and film as different modes of reading the past. M. Ngai. Winter.
18500. Politics of Film in Twentieth-Century American History (=CMST 21200, HIST 18500). This course examines selected themes in twentieth-century American political history through both the literature written by historians, and filmic representations by Hollywood and documentary filmmakers. We read one historical interpretation and view one film on themes such as Woodrow Wilson and World War I, the emergence of Pacific Rim cities such as Los Angeles, Roosevelt's New Deal, the Japanese-American experience in World War II, McCarthyism and the Korean War, the cold war and the nuclear balance of terror, the radical movements of the 1960s, and multiculturalism in the 1990s. B. Cumings. Spring.
18700. Early America to 1865. This course is an introduction to U.S. history. E. Cook. Winter.
19700. Religion in Early America (=HIST 19700, RLST 21000). This course is a survey of American religion from the founding of the colonies to the American Revolution. Topics include Puritanism, witchcraft, revivalism, slavery, female religious leadership, Native American religion, politics, and the coming of the Revolution. C. Brekus. Winter.
19800. Medieval Women's Religious Writing (=GNDR 23700, HIST 19800, RLST 20700). The purpose of this course is to read different types of writing on religion by medieval women to investigate the relationship between gender and genre. We consider hagiography, letters, autobiography, theology, didactic treatises, and visionary writing by individuals such as Baudonivia, Hildegard of Bingen, Heloise, Christine de Pisan, and Teresa of Avila. L. Pick. Autumn.
19900. Medieval Europe and Its Encounter with Islam (=HIST 19900, RLST 20800). Europe was confronted with Islam across military, economic, theological, philosophical, scientific, and cultural spheres during the Middle Ages. The nature of these different encounters evoked at times very different kinds of responses from hostility to curiosity to appropriation and assimilation. This course examines these encounters to understand the impression Islam made on medieval Europe. L. Pick. Spring.
20000/30000. Ancient Slavery (=ANCM 20600, ANST 20600, CLAS 20600, CLCV 20600, HIST 20000/30000). PQ: Some prior knowledge of the history of ancient civilization (at the level of HIST 13100) helpful. Knowledge of ancient languages not required. Ancient Greece and Rome were two of the few genuine "slave societies" in world history. Following a cross-cultural survey designed to situate and define ancient slavery within the wider context of world slavery, we concentrate on three key aspects: exploitation (the economy of slavery); accommodation, resistance, and rebellion (the ways in which slaves and owners lived and dealt with bondage); and ideology (the intellectual engagement with the values and contradictions of slavery, from Aristotle's notorious doctrine of "natural slavery" up to early Christian teachings). We discuss ancient sources in conjunction with samples of the most influential modern scholarship. We also highlight similarities and differences between ancient and later forms of slavery. Texts in English. W. Scheidel. Spring.
20100/30100. Late Antiquity. This course is an introduction to principal topics of Late Antiquity from the third to the seventh century. It includes references to modern interpretations and readings from primary sources. Texts in English. W. Kaegi. Winter.
20200/30200. Modern Africa. This course covers South Africa from the 1600s and tropical Africa from the late 1800s. The first portion of the course deals with the political, economic, and cultural elements of colonial rule and the decolonization process. The second portion examines the various political and economic regimes of postcolonial Africa. The final section examines selected contemporary crises in Africa from the perspective of history and anthropology. R. Austen. Spring.
20400. Concepts of the Self from Antiquity to the Present (=BPRO 24400, CLCV 28100, HIST 20400). PQ: Fourth-year standing. This seminar explores the evolution of ideas about the nature and formation of selfhood from classical antiquity to the present. Along the way, we look at Greek tragedy, Stoic philosophy, early Christian texts, and the conceptual models of selfhood and self-understanding behind Descartes, Kant, Freud, Foucault, and others. Students should be prepared to deal extensively with scholarship on self, ethics, and community across the fields of philosophy, anthropology, psychology, and social history. S. Bartsch, J. Goldstein. Spring.
20700. Ancient Empires and Imperialism (=ANST 20500, CLAS 20500, CLCV 20500, HIST 20700). PQ: Knowledge of ancient history not required. The Near Eastern and Mediterranean empires of antiquity were the earliest large-scale complex state formations in world history. This comparative analysis of a series of case studies, from Mesopotamia and Iran to Greece and Rome, focuses on key questions: Why and how did empires begin, how were they maintained, and how and why did they end? What ideology drove the rulers to expand? What was the role of religion? How did rulers and the ruled collaborate or clash? How did subjects respond to imperial control? Drawing on recent sociological theories of empire, we review diverse primary sources from textual testimony of imperial ideology to archaeological remains and discuss modern scholarship. W. Scheidel. Spring.
20900/39800. Archaeology for Ancient Historians (=ANCM 31700, ANST 21700, CLAS 31700, CLCV 21700, HIST 20900/39800). This course is intended to be not an introduction to classical archaeology but a methods course illuminating the potential contribution of material cultural evidence to ancient historians while at the same time alerting them to the possible misapplications. Theoretical reflections on the relationship between history and archaeology are interspersed with specific case studies from the Graeco-Roman world. J. Hall. Autumn.
21000. The Economy of Ancient Rome (=ANST 22000, CLAS 32500, CLCV 22500, ECON 22000, HIST 21000, NTEC 32900). The course begins with a brief introduction to Roman Imperial history and then considers the following topics: agrarian production, the economic consequences of urbanization, the types of labor including slaves, the consequences of urbanization, the legal institutions for business and investment, and the economic consequences of the demographic structure. Class format includes lecture and discussion of ancient texts. R. Saller. Winter.
21200/31200. Modern Irish History. This course is a survey of Irish history from the Union (1800) to the Treaty (1921). Covered topics include the development of Irish nationalism, the rise of the Catholic confessional state, the struggle for the land, and the acquisition of new cultural identity by the Irish people. E. Larkin. Autumn.
21500/31500. John Locke in Historical Context (=ENGL 21500/31500, HIST 21500/31500). Observers agree that John Locke's thought is at the heart of liberal political thinking. Yet very few have sought to understand his writings in the political and social contexts in which they were written. This course begins by discussing the value of historical approaches to political thought. We then proceed to examine his notions of government, his political economy, and his religious arguments in dialogue with his contemporaries. The course focuses heavily on primary texts, both by Locke and others. S. Pincus. Winter.
21800/31800. Byzantine Empire, 1025-1453 (=CLCV 29700, HIST 21800/31800). This lecture/discussion course focuses on changes in the Byzantine Empire between the eleventh and fifteenth centuries. We also discuss external challenges from the Seljuk and Ottoman Turks, the Crusades, and the rise of Bulgarian and Serbian principalities. We then reexamine economic conditions and military and fiscal institutions. Religious topics (e.g., problems of schism with Rome, Bogomilism, and Hesychasm) receive some attention. Primary and secondary source readings include histories of Michael Psellus and Anna Comnena, as well as Ostrogrosky, History of the Byzantine State, and D. Nicol, Last Centuries of Byzantium. W. Kaegi. Autumn.
21900/31900. History of Strategy. This lecture/discussion course covers 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.
22100/32100. European Law, Medieval-Early Modern (=HIST 22100/32100, LLSO 23800). This course is an examination of the formation of European law from the Early Middle Ages to modernity. Readings include primary as well as secondary sources. Rather than looking at specific legal arrangements, we examine such questions as the role of law in society, the processes through which law is created and applied, and the subsequent political and social systems that it supports. We compare continental European law with the English law, and explain their (different or similar) development over time. We finish by looking at constitutionalism and codification, and at attempts to modernize the law, as well as to re-define its place in society. T. Herzog. Spring.
22200/32200. The Book in Early Modern Europe. The book is probably the most powerful instrument of cultural change ever invented. In this course we examine its impact in the era following the invention of the printing press, which made books available on a scale never before envisaged. We examine how books were made, distributed, and used in this period. We also explore their influence across a wide range of cultural realms, from religion and science to politics and everyday life. A. Johns. Spring.
22300/32300. Early Modern Europe. PQ: Knowledge of the period not required. This course surveys major issues in European political and religious culture from the age of religious wars to the rise of reason of state thinking. Topics covered include the nature of European absolutism, the cause of consequences of wars of religion, the emergence of the United Provinces of the Netherlands, the Thirty Years War, and the emergence of religious toleration. The course largely focuses on discussions of primary texts. All texts in English. S. Pincus. Autumn.
22400. Compassionate Radicals: Humanitarian Movements and Politics (=GSHU 28500, HIST 22400, HMRT 22400). This course explores the role of humanitarian movements in the nineteenth and twentieth century with an emphasis on Europe. While these movements are best known for their contemporary incarnation as non-governmental organizations (NGOs), they have a long history. It is the latter that mainly concerns us. We start with a discussion of the anti-slavery movement in Britain and France. We then deal with the history of the care for the wounded, from the Red Cross to Médecins Sans Frontières. We also cover the organizations and movements dedicated to the struggle against all forms of persecution (i.e., Amnesty International). Other possible topics are child labor, traffic in women, minority rights, and refugees. M. Geyer. Winter.
22500/32500. Europe, 1648-1848. This lecture course is a general introduction to the processes and events that constituted the passage to modernity in Europe: monarchical absolutism as a means to state-building on the Continent and its parliamentary alternative in Britain; the intellectual and cultural transformations effected by the Enlightenment, including the creation of a liberal public sphere; the French Revolution and its pan-European implications; the rise of the laissez-faire market and the Industrial Revolution; and the emergence of feminism and socialism. Readings include both primary and secondary sources. J. Goldstein. Winter.
22600/32600. Sciences of Mind and Society from the French Revolution to the Great War. This course covers topics in the history of psychology, psychiatry, and social theory. We begin with the new definitions of madness, mental functioning, and social relations in the era of the French Revolution. We end with the emergence of twentieth-century psychiatry after World War I. A. Winter. Spring.
22700/32700. Jewish Life in France and Germany (=HIST 22700/32700, JWSC 26200/36200). This lecture/discussion course provides an introduction to the experience of French and German Jewry from emancipation to the present. We focus on the concepts of "acculturation" and "assimilation" in two contrasting (but interacting) national contexts. Topics include arguments for and against emancipation, transformations in religious practice in the nineteenth century, patterns of social and geographic mobility, Zionism, the Holocaust, and post-war Jewish life including after-effects of the Algerian war in France and the rebuilding of a Jewish community in Germany. Readings include historiography, novels, memoirs, political and philosophical sources, and material culture. L. Auslander. Autumn.
22800. The Age of Erasmus. PQ: Advanced standing. The course deals with Erasmus and his contemporaries and with the influence of their ideas of political, social, and religious reform against the background of the major historical changes affecting the European world of the earlier sixteenth-century. Readings consist of primary sources. H. Gray. Spring.
22900. The Italian Renaissance. PQ: Advanced standing. This course concentrates on the political environment of Italy in the fourteenth, fifteenth, and early sixteenth centuries and on the evolution of humanism (its ways of thought and its related institutions) during that age. Primary texts are emphasized. H. Gray. Winter.
23000/33000. Intellectual Property and Piracy from Guttenberg to Gates. Intellectual property presents some of the most pressing problems in modern science, industry, and law. This course helps students to understand why. It explains what the principles of modern intellectual property are by examining their historical development over the last five hundred years. Using sources from the history of literature, art, and music (as well as from modern science and information technology) students discover how piracy and property have clashed since the Renaissance, and still do so today. We address the central problem of intellectual property and one of the most basic questions facing today's universities: what is the proper relation between creativity and commerce? A. Johns. Spring.
23100/33100. Renaissance East and West (=HIST 23100/33100, NEHT 23900/33900). PQ: Advanced standing. This course examines the Renaissance (ca. 1400 to 1600) as a global rather than purely Western European phenomenon. We emphasize comparison and interaction between Christendom and Islamdom. C. Fleischer. Spring.
23300/33300. Capitalism in Modern Europe (=HIST 23300/33300, PLSC 23400/32800). This course investigates the emergence of capitalism in Europe and the world as a whole between the early sixteenth and the late eighteenth centuries. We discuss the political and cultural, as well as the economic, sources of capitalism and explore Marxist, neoclassical, and cultural approaches. W. Sewell. Spring.
23400/33400. Modern European Nationalism/Citizenship. This course addresses the process of making national identities in nineteenth and twentieth century Europe. The first part of the course focuses on formal criteria for national belonging: citizenship law, immigration policy, and access to suffrage. The middle three weeks of the course are devoted to efforts by states to create loyal citizens; schools, the military, and museums are analyzed as sites for the forging of national identity. The course is thematically rather than chronologically organized and includes material from Scandinavia, Southern Europe, and Europe's colonies, as well as Western Europe. L. Auslander. Winter.
23500. Totalitarianism: The Nazi-Stalin Comparison Revisited. The focus of this lecture/discussion course a comparison/contrast of political, social, economic, and cultural structures and practices of Nazi Germany and the Stalinist Soviet Union, with post-Cold-War reconsideration of the theory of totalitarianism. S. Fitzpatrick. Autumn.
24100/34100. Zen and History (=HIST 24100/34100, JAPN 35400). This course examines Chan/Zen history debates over this history, and consequences of Chan/Zen for understanding of history and historiographic far say. J. Ketelaar. Spring.
24200. Chinese Medicine: Interdisciplinary Studies (=CHIN 24200/34200, CHSS 30400, EALC 24200, HIST 24200). PQ: Knowledge of Chinese not required. By using primary texts, we explore the diversity of practices in Chinese medicine, ranging from divination, physiology, pharmacology, and surgery to competing attempts to establish philosophical theories of medicine based on yin-yang, five phases, Daoism, and Neo-Confucianism. We take an interdisciplinary approach to critically assess contemporary debates over Chinese medicine, including the transformations of Chinese medicine through the incorporation of Western theories, claims that modern Chinese medicine is "traditional," attacks on Chinese medicine in influential medical journals, questions of insurance coverage, the funding of research, and networks of medical expertise and trust. A syllabus is available at http://home.uchicago.edu/~rphart/chinmed. Texts in English. R. Hart. Spring.
24500/34500. Reading Qing Documents (=CHIN 24500/34500, EALC 24500/34500, HIST 24500/34500). PQ: CHIN 21300 or equivalent. This reading/discussion course focuses on nineteenth- and early twentieth-century historical political documents, including such forms as memorials, decrees, local gazetteers, diplomatic communications, and essays. G. Alitto. Winter.
24600/34600. Japanese History through Film (=EALC 24600, HIST 24600/34600, JAPN 24600/34600). This course examines the intersections between cinematic and historical interpretations of Japan's past. J. Ketelaar. Winter.
24900/34900. Natural Philosophy, 1200-1800. Before modern science came into being, natural philosophy was the main learned activity that Europeans pursued to understand the character, operation, and purpose of the physical world. This course traces its origins, success, and eventual demise. Along the way, it addresses fundamental issues in the history of the so-called "Scientific Revolution" that occurred in early modern Europe. These issues include the development of experiment, the rise of objectivity, the advent of mechanical and mathematical approaches to nature, and the invention of the scientific "fact." The course sheds historical light on all these issues, before concluding with reflections on the invention and identity of science itself. A. Johns. Winter.
25100/35100. Gender in the History of Science, Technology, and Medicine. An examination of how notions of masculinity and femininity have influenced the history of science, technology, and medicine since 1600. Topics include study of the rise of women in scientific and medical institutions and of the ongoing debates about whether men and women have (or have had) different ways of understanding the natural world. A. Winter. Winter.
25200/35200. Modern Europe Population, Education, and Social Change (=HIST 25200/35200, SOCI 24800/34800). This lecture course examines the social history of nineteenth and twentieth-century Europe, with particular emphasis on the causes and consequences of demographic and educational patterns and changes. The focus is on individual and familial strategies concerning nuptiality, fertility, migration, schooling, and by extension, social mobility, and on the ways in which these strategies interact with economic and social changes and the related public policies. The course is informed by the relevant social and demographic theories, including the experiences of the Third World. J. Craig. Winter.
25300/35300. Critical Studies: The Disunity of Science, Language, and Culture (=CHSS 33900, HIPS 28900, HIST 25300/35300). This course examines issues at the intersection of science, language, and culture. We read some of the most important theoretical statements of the twentieth century, including works by Saussure, Wittgenstein, Austin, Lévi-Strauss, Derrida, Foucault, Bourdieu, Kuhn, Deleuze, and Baudrillard. We take a critical approach to critical studies, focusing on two broad themes. First, we examine the interdependency of conceptualizations of science, language, and culture. Second, we chart a general shift in the twentieth century from unity to disunity in these conceptualizations. A syllabus is available at http://home.uchicago.edu/~rphart/disunity. R. Hart. Winter.
25400-25500/35400-35500/77100. German Romanticism: Philosophy, Literature, and Science I, II (=CHSS 30000-30100, GRMN 47800/47900, HIST 25400-25500/35400-35500/77100, PHIL 30700/30800). PQ: Advanced standing. May be taken in sequence or individually. This lecture/discussion seminar investigates the formation of the idea of the Romantic literature, philosophy, and science during the age of Goethe. We discuss the works of Kant, Fichte, Schelling, Schlegel brothers, Novalis, Schleiermacher, Schiller, Goethe, and von Humboldt brothers. R. Richards. Autumn, Winter.
25600/35600. Contemporary Central Asia (=HIST 25600/35600, NEHT 21700, TURK 27000). This course follows TURK 24300 (Turkic Peoples of Central Asia) with an emphasis on the current affairs of the modern nation-states of Central Asia. K. Arik. Winter.
25700-25800-25900/35700-35800-35900. History of the Islamic Middle East: 60000 to the Present I, II, IIII (=HIST 25700-25800-25900/35700-35800-35900, NEHT 28600-28700-28800/38600-38700-38800). May be taken in sequence or individually. This sequence does not meet the general education requirement in civilization studies. This sequence surveys the main trends in the political history of the Middle East (Near East), including North Africa, with some attention to economic, social, and intellectual history.
25700/35700. History of the Islamic Middle East I: The Rise of Islam and the Caliphate (=HIST 25700/35700, NEHT 28600/38600). The course covers the period ca. 600 to 1100 C.E., including the rise and spread of Islam, the Islamic empire under the Umayyad and Abbasid caliphs, and the emergence of regional Islamic states from Afghanistan and eastern Iran to North Africa and Spain. Staff. Autumn.
25800/35800. History of the Islamic Middle East II: 1200 to 1700 (=HIST 25800/35800, NEHT 28700/38700). This course surveys the main trends in the political history of the Middle (Near) East (i.e., North Africa, Central Asia, and North India) with some attention to currents in economic, social, and cultural history. We cover the "middle periods," ca. 1000 to 1750 C.E., including the arrival of the Steppe Peoples (Turks and Mongols), the Mongol successor states, and the Mamluks of Egypt and Syria. We also study the foundation of the great Islamic regional empires of the Ottomans, Safavids, and Moghuls. J. Woods. Winter.
25900/35900. History of the Islamic Middle East III: The Modern Middle East (=HIST 25900/35900, NEHT 28800/38800). This course covers the period ca. 1750 to the present, including Western military, economic, and ideological encroachment, the impact of such ideas as nationalism and liberalism, efforts at reform in the Islamic states, the emergence of the "modern" Middle East in the aftermath of World War I, the struggle for liberation from Western colonial and imperial control, the Middle Eastern states in the cold war era, and local and regional conflicts (e.g., Israel-Palestine, the "Arab cold war," and Iraq-Iran). Staff. Spring.
26000/36000. The United States and the Arab World. This colloquium examines interactions between Americans and Arabs over the last two hundred years, with a special emphasis on the second half of the twentieth century. We also study the experiences of ordinary people, exploring subjects such as American expatriate culture in the Arab world, the Palestinian Diaspora in the United States, Arab-American political activism and cultural assertiveness, the impact of Western feminism on Arab and Arab-American cultures, and mutual stereotyping by Americans and Arabs. S. Yaqub. Winter.
26100. Latin American Revolutions. Spanish American societies are revolutionary societies. They were born from revolutions of independence. Throughout the nineteenth century, revolution and revolt was endemic in practically all of the new nations. The first social revolution of the twentieth century occurred in Mexico, and the ideal or threat of revolution has conditioned the quality and nature of mass politics in these societies. This seminar course compares nineteenth- and twentieth-century Spanish American revolutions from the perspectives of social and cultural history. C. Lomnitz. Spring.
26200. African-American Lives and Times. PQ: Advanced standing. This colloquium examines selected topics and issues related to African Americans by juxtaposing primary documents with interpretations of those issues by historians. The goal of the course is that students attain in-depth knowledge of some of the critical issues of African-American history and skills in interpreting primary sources. T. Holt. Autumn.
26300. Atlantic World to 1888. This course explores political, economic, and cultural linkages among Europe, Africa, and the Americas, as they were fashioned and reconstructed through slavery and the slave trade, slave emancipations, post-emancipation labor regimes, and colonial and anti-colonial social projects. J. Saville. Spring.
26400. The Anthropology of Intellectuals (=ANTH 22300, HIST 26400). Although the term "intellectual" has had only a short history in the English language, a number of scholars have seen a vast array of societies as harboring something like an "intellectual class." In this course we grapple with various analytical definitions of "intellectuals." We then seek some rudimentary comparisons of the various kinds of cultural values and institutions that "intellectuals" have lived by. We devote the bulk of the course to studying varying conditions and characteristics of intellectuals in modern societies. C. Lomnitz, D. Boyer. Spring.
26500/36500. The Culture of Suffering: Rights, Morals, and Justice in Nineteenth Century Mexico (=HIST 26500/36500, LTAM 26500/36500). This course explores civic conscience and sentiments. We attempt to explain the metamorphosis of civic ideals under the pressure of political instability, ethnic conflicts, and a new interpretation of the nation and the people as subjects of unjust suffering. F. Escalante. Autumn.
26600/36600. Gandhi, Fanon, and James: Colonialism and Critics (=HIST 26600/36600, SALC 20700). This course discusses texts by Ghandi and Fanon and critical and historical commentaries on them. D. Chakrabarty. Winter.
26700/36700. Films in India (=ANTH 20600/31100, CMST 24100/34100, HIST 26700/36700, SALC 20500/30500). This course considers film-related activities from just before Independence (1947) down to the present. Most attention is paid to the Hindi film and especially to its "peculiar" features (e.g., song and dance). The course relies on people's notions of the everyday, festive days, paradise, arcadia, and utopia to pose questions about how people try to realize their wishes and themselves through film. We also look at how film is related to other media such as television. Some comparisons with Hollywood are made. Students are asked to familiarize themselves with existing approaches to Indian film against the background of more general approaches to film and the media. One film screening a week required. R. Inden. Winter.
26800/36800. Religion and Modernity in Film (=ANTH 21900/32400, CMST 24300/34300, HIST 26800/36800). This course considers the problem of how popular films in the United States, India, and Europe have represented the conventional religions' relation to modernity: the idea of film practices ("youth culture") as constituting a secular religion alternative or antagonistic to the conventional religions and the recuperation and transformation of conventional religiosity in modernist (especially patriotic and science fiction films) as a national theology ("civil religion"). One film screening a week required. R. Inden. Autumn.
26900/36900. Approaches to Modern South Asian History (=HIST 26900/36900, SALC 26700/36700). This course concentrates on historiographical debates in modern South Asian history: Cambridge school, nationalist history, feminist history, history of sexuality, Subaltern studies, and other approaches. D. Chakrabarty. Spring.
27000/37000. U.S. Women's History (=GNDR 25100, HIST 27000/37000). This course explores the history of women in the modern United States and its meaning for the world of both sexes. Rather than studying women in isolation, it focuses on changing gender relations and ideologies; on the social, cultural, and political forces shaping women's lives; and on the implications of race, ethnic, and class differences among women. Topics include the struggle for women's rights, slavery and emancipation, the politics of sexuality, work, consumer culture, and the rise of the welfare state. A. Stanley. Spring.
27500. Original Intent: Historical Roots of Modern Controversy (=HIST 27500, NCDV 26600). America's founding era (1776 to 1791) and the early republic saw the adoption of many state and federal constitutional provisions and principles that today occasion historical debate, legal controversy, and political acrimony. This course presents an introduction to some of the principal historical debates. Topics include church/state relations, limits on subversive or offensive speech, police investigative procedures, legislative modification of private property rights, citizens' rights to own firearms, the power of courts to overturn statues, and the precedential force of English law. J. Hart. Spring.
27900/37900. Asian Wars of the Twentieth Century (=EALC 25000/35000, HIST 27900/37900). This course examines the political, economic, social, cultural, racial, and military aspects of the major Asian wars of this century: the Pacific War, the Korean War, and the Vietnam War. At the beginning of the course we pay particular attention to just war doctrines, and then use two to three books for each war (along with several films) to examine alternative approaches to understanding the origins of these wars, their conduct, and their consequences. B. Cumings. Spring.
28100/38100. American Landscapes, 1853-1904. 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. Autumn.
28200. The American South as History. This course examines the "Old South" as a post-Civil War invention, giving particular emphasis to readings that probe how historical change influences representations of the past in personal and collective memory. J. Saville. Spring.
28500/38500. Seventeenth-Century America. This course traces the setting of the English colonies in America within the wider perspective of European and Atlantic/colonial history. Our emphases include the growth of colonies within an emerging Imperial framework, the social history of the colonies, and the impact of the Puritan religion. E. Cook. Autumn.
28600/38600. Eighteenth-Century America, 1700-1763. This lecture/discussion course studies the development of English America as a provincial society from 1700 to the era of the Revolution. E. Cook. Winter.
28700/38700. The Haitian Revolution, 1750-1990. This course studies the modern world's only successful slave revolution as refracted through two centuries of transatlantic political, historical, and artistic representation (elite and popular). J. Saville. Winter.
28800/38800. Historical Geography of the United States (=GEOG 21900/31900, HIST 28800/38800). This course examines the spatial dynamics of the frontier, regional development, the social character of settlement patterns, and evolution of the cultural landscapes of America from pre-European times to 1900. M. Conzen. Autumn.
28900/38900. Roots of the Modern American City (=ENST 26100, GEOG 26100/36100, HIST 28900/38900). This course traces the economic, social, and physical development of the city in North America from early industrialization to the present. Our emphasis is on evolving urban systems and the changing spatial organization of people and land use. Superior term papers from this course may be selected for special publication. An all-day Illinois field trip required. M. Conzen. Autumn.
29000. Latin American Religions, New and Old. PQ: Advanced standing. This course considers select pre-twentieth-century issues, such as the transformations of Christianity in colonial society and the Catholic Church as a state institution. It emphasizes twentieth-century developments, including religious rebellions; conversion to evangelical Protestant churches; Afro-diaspora religions; reformist and revolutionary Catholicism; and new and New-Age religions. D. Borges. Spring.
29300/39300. Human Rights I: Philosophical Foundations of Human Rights (=GSHU 28700/38700, HIST 29300/39300, HMRT 20100/30100, INRE 31600, LAWS 41200, MAPH 40000, PHIL 31600). This course deals with the philosophical foundations of human rights. The foundations bear on basic conceptual and normative issues. We examine the various meanings and components of human rights and the subjects, objects, and respondents of human rights. We ask questions such as: Who has the rights? What they are rights to? Who has the correlative duties? What methods of argument and implementation are available in this area? The practical implications of these theoretical issues are also explored. M. Green. Autumn.
29400/39400. Human Rights II: Historical Underpinnings of Human Rights (=GSHU 28800/38800, HIST 29400/39400, HMRT 20200/30200, INRE 39400, LAWS 41300). This course is concerned with the theory and the historical evolution of the modern human rights regime. It discusses the emergence of a modern "human rights" culture as a product of the formation and expansion of the system of nation states and the concurrent rise of value-driven social mobilizations. It juxtaposes these western origins with competing non-Western systems of thought and practices on rights. It approaches in this tense context the "universality" of modern human rights norms. The course proceeds to discuss human rights in two prevailing modalities. First, it explores rights as protection of the body and personhood and the modern, Western notion of individualism entailed therein. Second, it inquires into rights as they affect groups (i.e., ethnicities and, potentially, transnational corporations) or states and limit their actions through international agreement (i.e., the genocide convention). M. Geyer. Winter.
29500/39500. Human Rights III: Contemporary Issues in Human Rights (=GSHU 28900/38900, HIST 29500/39500, HMRT 20300/30300, INRE 57900, LAWS 47900, PATH 46500). This course examines the main features of the contemporary human rights system. It covers the major international treaties, and the mechanism, international, regional and national, established to implement them. We also discuss the uses and limitations of the international treaty system, and the relationship between international obligations and domestic implementation. Problems of rights implementation are related to issues of evidence, professional ethics and political feasibility. Legal and medical concepts are applied to topics such as torture, political repression, war crimes and genocide, refugees, women's rights, children's rights, violations of human rights within the United States, and medical ethics. Staff, R. Kirshner. Spring.
29600. History Colloquium: Disaster as History. Class limited to ten students. This colloquium examines the problem of historicizing human disasters. Although some readings cover catastrophes distant in time and space, most concentrate on American history of the nineteenth and twentieth centuries. Discussions focus on defining narrative genres, historical methodology, use of sources, and, where possible, local history. N. Harris. Autumn.
29600. History Colloquium: Hyde Park and Chicago's South Side as Historical Laboratory (=GEOG 27600, HIST 29600). PQ: Consent of instructor. This colloquium uses Hyde Park and Chicago's South Side as a case study to introduce students to issues and methodologies in the history and historical geography of American urban life during the past century and a half. Discussions focus on both primary and secondary source readings, and each participant designs and carries out an original research project. K. Conzen, M. Conzen. Winter.
29600. History Colloquium: Everyday Life in Twentieth-Century Europe. Everyday life (i.e., cooking, dressing, listening to the radio, going to movies or concerts, playing sports, moving through space, and shopping) is often thought of as not having a history. This undergraduate research seminar starts by reading some exemplary works on everyday life, demonstrating what can be learned about society and politics through analysis of everyday practices of people living in Eastern and Western Europe in the twentieth century. We then ask students to frame a research project in the field. These projects are researched, written, and presented during the course of the term. S. Fitzpatrick, L. Auslander. Winter.
29600. History Colloquium: On Believing Historians. Except (sometimes) for a very narrow range of subjects about which we have firsthand knowledge or have investigated for ourselves, most of our beliefs about the world result from our (more or less blindly) trusting a source: an instructor, a book, or a newspaper. This course inquires into the grounds of such beliefs with special reference to history. For example, when, as often happens, two quite reputable historians offer very different accounts of the same event, which do you choose to believe? How can you (if you can) justify the choice? If you can't, what does all this "life of the mind" stuff amount to? P. Novick. Spring.
29700. Readings in History. PQ: Consent of instructor and history undergraduate adviser. Students are required to submit the College Reading and Research Course Form. Staff. Autumn, Winter, Spring.
29800. B.A. Essay Seminar. HIST 29800 and 29900 form a two-quarter sequence that is required of history concentrators with fourth-year standing who are writing B.A. essays. This seminar provides students with a forum within which research problems are addressed and conceptual frameworks are refined. The class meets weekly. Staff. Autumn.
29900. B.A. Essay. PQ: HIST 29800. HIST 29800 and 29900 form a two-quarter sequence that is required of history concentrators with fourth-year standing who are writing B.A. essays. Students are required to submit the College Reading and Research Form signed by the faculty B.A. essay reader. The purpose of this course is to assist students in the preparation of drafts of their B.A. essay, which are formally presented and critiqued. The class meets weekly. Staff. Winter.