• HIST 100: American Farms and Food

    What’s for dinner? The answers to that question–and others like it–have never been more complicated or consequential than they are today. Behind a glance into the refrigerator or the shelves of any supermarket lie a myriad of concerns, ideas, and cultural developments that touch on everything from health and nutrition to taste, tradition, identity, time, cost, and environmental stewardship. This seminar will consider the evolution of these interconnected issues in American history, giving particular attention to the rise, inner workings, and effects of the agro-industrial food system and to contemporary movements that seek a new path forward. 6 credits; Argument and Inquiry Seminar, Writing Requirement, Intercultural Domestic Studies; offered Fall 2020 · George Vrtis
  • HIST 100: Exploration, Science, and Empire

    This course provides an introduction to the global history of exploration. We will examine the scientific and artistic aspects of expeditions, and consider how scientific knowledge–navigation, medicinal treatments, or the collection of scientific specimens–helped make exploration, and subsequently Western colonialism, possible. We will also explore how the visual and literary representations of exotic places shaped distant audiences’ understandings of empire and of the so-called races of the world. Art and science helped form the politics of Western nationalism and expansion; this course will explore some of the ways in which their legacy remains with us today.

    6 credits; Argument and Inquiry Seminar, Writing Requirement, International Studies; offered Fall 2020 · Tony Adler
  • HIST 100: Gandhi, Nationalism and Colonialism in South Asia

    The struggle for independence from colonial rule in the Indian subcontinent involved a wide array of nationalist movements, prominently including the struggle led by M. K. Gandhi, who forged a movement centered on non-violence and civil disobedience which brought down the mighty British empire. We will study this alongside numerous other powerful nationalist currents, particularly those based on Islamic ideas and symbols. A significant part of the course will involve a historical role-playing game, Reacting to the Past: Defining a Nation, wherein students will take on roles of actual historical figures and recreate a twentieth century debate about religious identity and nation-building in the colonial context.

    6 credits; Argument and Inquiry Seminar, Writing Requirement, International Studies; offered Fall 2020 · Brendan LaRocque
  • HIST 100: Immigration, Conversion, and Cultural Change in Early England and Ireland

    In this seminar we explore dramatic cultural and religious changes that reshaped Britain and Ireland in the early Middle Ages. In particular, we will examine the complex and powerful role that outsiders and immigrants played in these transformations through a sustained conversation with voices from the past brought to life in written primary sources, objects, and images. We will work to develop our ability to read and analyze sources critically, to discern the different perspectives preserved in every source, and to formulate interpretations that do justice to the available evidence. A course goal will be to learn some of the ways to articulate uncertainties as well as arguments and claims with clarity and effectiveness. Our work will also provide opportunities to strengthen research skills and to understand better scholarly modes of argument and presentation. No previous knowledge of the Middle Ages is necessary or assumed.

    6 credits; Argument and Inquiry Seminar, Writing Requirement, International Studies; offered Fall 2020 · William North
  • HIST 100: Music and Politics in Europe since Wagner

    This course examines the often fraught, complicated relationship between music and politics from the mid-nineteenth century through the mid-twentieth. Our field of inquiry will include all of Europe, but will particularly focus on Germany, Poland, and the Soviet Union. We will look at several composers and their legacies in considerable detail, including Beethoven, Wagner, and Shostakovich. While much of our attention will be devoted to “high” or “serious” music, we will explore developments in popular music as well.

    6 credits; Argument and Inquiry Seminar, Writing Requirement, International Studies; offered Fall 2020 · David Tompkins
  • HIST 100: Trials in Early America

    Women and men of all races, ethnicities, and classes passed through the courts of early America. This course will be based primarily on trial transcripts and other court papers from seventeenth- and eighteenth-century America. We will use these documents as windows onto the contemporary legal, cultural, and social issues that these trials challenged. Using secondary sources, the seminar will then put these issues into the larger contexts of slavery, colonization and empire in Dutch, Spanish, French, and British America.

    6 credits; Argument and Inquiry Seminar, Writing Requirement; offered Fall 2020 · Serena Zabin
  • HIST 116: Intro to Indigenous Histories, 1887-present

    Many Americans grow up with a fictionalized view of Indigenous people (sometimes also called Native Americans/American Indians, Alaska Natives, and Native Hawaiians within the U.S. context). Understanding Indigenous peoples’ histories, presents, and possible futures requires moving beyond these stereotypes and listening to Indigenous perspectives. In this class, we will begin to learn about Indigenous peoples across Turtle Island and the Pacific through tribal histories, legislation, Supreme Court cases, and personal narratives. The course will focus on the period from 1887 to 2018 with major themes including (among others) agency, resistance, resilience, settler colonialism, discrimination, and structural racism.

    6 credits; Humanistic Inquiry, Intercultural Domestic Studies; offered Fall 2020 · Meredith McCoy
  • HIST 120: Rethinking the American Experience: American History, 1607-1865

    A survey of the American experience from before Christopher Columbus’ arrival through the Civil War. Some of the topics we will cover include: contact between Native and European cultures; the development of the thirteen mainland British colonies; British, French, and Spanish imperial conflicts over the Americas; slavery; the American Revolution; religious awakenings; antebellum politics; and the Civil War. 6 credits; Humanistic Inquiry, Intercultural Domestic Studies, Quantitative Reasoning Encounter; not offered 2020–2021
  • HIST 121: Rethinking the American Experience: American Social History, 1865-1945

    This course offers a survey of the American experience from the end of the Civil War through World War II. Although we will cover a large number of major historical developments–including Reconstruction, the Progressive movement, World War I, the Great Depression, the New Deal and World War II–the course will seek to emphasize the various beliefs, values, and understandings that informed Americans’ choices throughout these periods. A particular theme will be individual Americans’ varied personal experiences of historical trends and events. We will seek to understand the connections (and sometimes the disconnections) between the past and present.

    6 credits; Humanistic Inquiry, Intercultural Domestic Studies; not offered 2020–2021
  • HIST 122: U.S. Women’s History to 1877

    Gender, race, and class shaped women’s participation in the arenas of work, family life, culture, and politics in the United States from the colonial period to the late nineteenth century. We will examine diverse women’s experiences of colonization, industrialization, slavery and Reconstruction, religion, sexuality and reproduction, and social reform. Readings will include both primary and secondary sources, as well as historiographic articles outlining major frameworks and debates in the field of women’s history.

    6 credits; Humanistic Inquiry, Intercultural Domestic Studies; not offered 2020–2021
  • HIST 123: U.S. Women’s History Since 1877

    In the twentieth century women participated in the redefinition of politics and the state, sexuality and family life, and work and leisure as the United States became a modern, largely urban society. We will explore how the dimensions of race, class, ethnicity, and sexuality shaped diverse women’s experiences of these historical changes. Topics will include: immigration, the expansion of the welfare system and the consumer economy, labor force segmentation and the world wars, and women’s activism in civil rights, labor, peace and feminist movements. 6 credits; Humanistic Inquiry, Intercultural Domestic Studies; not offered 2020–2021
  • HIST 124: History of the City in the United States

    This course introduces modern United States urban history in social, cultural, political, and economic perspective. Our particular focus will be the period from 1865-present, but we will also consider earlier trends of urbanization in the U.S.  Major course themes will include: life in the city, the rise, fall, and renewal of the American city, urban history and public memory, the economic and political history of the city, the culture of cities, and immigration, race, and ethnicity. We will also examine approaches to studying U.S. urban history.

    6 credits; Humanistic Inquiry, Intercultural Domestic Studies; not offered 2020–2021
  • HIST 125: African American History I: From Africa to the Civil War

    This course is a survey of early African American history. It will introduce students to major themes and events while also covering historical interpretations and debates in the field. Core themes of the course include migration, conflict, and culture. Beginning with autonomous African polities, the course traces the development of the United States through the experiences of enslaved and free African American women and men to the Civil War. The main aim of the course is for students to become familiar with key issues and developments in African American history and their centrality to understanding U.S. history.

    6 credits; Humanistic Inquiry, Intercultural Domestic Studies, Quantitative Reasoning Encounter; offered Fall 2020 · Mike Jirik
  • HIST 126: African American History II

    The transition from slavery to freedom; the post-Reconstruction erosion of civil rights and the ascendancy of Booker T. Washington; protest organizations and mass migration before and during World War I; the postwar resurgence of black nationalism; African Americans in the Great Depression and World War II; roots of the modern Civil Rights movement, and black female activism. 

    6 credits; Humanistic Inquiry, Intercultural Domestic Studies; not offered 2020–2021
  • HIST 127: The Roaring Twenties & the Rough Thirties in U.S. History

    This course will probe the domestic history of the U.S. from 1919 to 1939 and the cultural, economic, political, and social changes accompanying America’s evolution into a modern society. Themes include: developments in work, leisure, and consumption; impact of depression on the organization of the public and private sectors; persistence of traditional values such as individualism and the success ethos in shaping responses to change; and the evolving diversity of America and the American experience.

    6 credits; Humanistic Inquiry, Intercultural Domestic Studies, Quantitative Reasoning Encounter; not offered 2020–2021
  • HIST 128: Slavery and Universities: Past and Present

    This class examines the history of colleges and universities and their connections to the political economy of Atlantic slavery and colonialism. Students will examine how the inception and evolution of American higher education was inextricably tied to the pocketbooks of enslavers as well as how colleges and universities directly benefited from the labor of enslaved people and the dispossession of Native Americans. Students will consider questions such as what is the role of the university in society. Central to the course will be studying this history’s impact in our own time. We will examine how scholars, activists, and university communities are grappling with these histories and their legacies today.

    6 credits; Humanistic Inquiry, Intercultural Domestic Studies; offered Winter 2021 · Mike Jirik
  • HIST 131: Saints and Society in Late Antiquity

    In Late Antiquity (200-800 CE), certain men and women around the Mediterranean and beyond came to occupy a special place in the minds and lives of their contemporaries: they were known as holy men and women or saints. What led people to perceive someone as holy? What were the consequences of holiness for the persons themselves and the surrounding societies? When they intervene in their worlds, what are their sources of authority and power?  How did these holy figures relate to the established institutions–secular and religious–that surrounded them?  Working with a rich array of evidence, we will explore themes such as asceticism, embodied and verbal pedagogy, wealth and poverty, work, marginality, cultural difference, and protest/resistance. We will journey from the lands of Gaul, Italy, and Spain to North Africa and Egypt and the Holy Land, to Armenia and the Fertile Crescent.

    6 credits; Humanistic Inquiry, Writing Requirement, International Studies; offered Winter 2021 · William North
  • HIST 133: Crisis, Creativity, and Transformation in Late Antiquity

    This course investigates the dramatic transformations that shaped the eastern Mediterranean world and surrounding regions between ca. 250-850 CE. We will focus in particular on how people in late antiquity used environmental, institutional, socio-economic, and cultural resources to address an ongoing series of changes and challenges in their worlds. It also examines these responses from multiple perspectives: winners and losers, elites and non-elites, people of different ethnicities and cultures, urban and rural populations, and diverse religious groups and sects within these groups. The emergence and implications of Christianity and Islam as major organizing identities will also be explored.

    6 credits; Humanistic Inquiry, Writing Requirement, International Studies; not offered 2020–2021
  • HIST 135: Making and Breaking Institutions in the Middle Ages: Structure, Culture, Corruption, and Reform

    From churches and monasteries to universities, guilds, and governmental administrations, the medieval world was full of institutions. They emerged, by accident or design, to do particular kinds of work and to benefit particular persons or groups. These institutions faced hard questions like those we ask of our institutions today: How best to structure, distribute, and control power and authority? What is the place of the institution in the wider world?  How is a collective identity and ethos achieved, maintained, or transformed? How does the institution as a material community relate to the institution’s mission and culture, the institution as a concept/ideal? What characterizes good and bad leadership? Where does corruption and abuse of power come from and what motivates and advances reform? This course will explore these questions through discussion of case studies and primary sources from the medieval world as well as theoretical studies of these topics.

    6 credits; Humanistic Inquiry, Quantitative Reasoning Encounter, International Studies; offered Fall 2020 · William North
  • HIST 137: Early Medieval Worlds

    Through the intensive exploration of a variety of distinct “worlds” in the early Middle Ages, this course offers an introduction to formative political, social, religious, and cultural developments in Europe between c.300 and c.1050. We will pay special attention to the structures, ideologies, practices, and social dynamics that shaped and energized communities large and small.  We will also focus on developing the ability to observe and interpret various kinds of textual, visual, and material primary sources. 

    6 credits; Humanistic Inquiry, International Studies, Writing Requirement; not offered 2020–2021
  • HIST 138: Crusades, Mission, and the Expansion of Europe

    This course examines the complex and sometimes contradictory roles of crusade and mission in the gradual expansion of Europe (eleventh -fifteenth century) into the eastern Mediterranean, the Iberian peninsula, the Baltic, and even Central Asia. We will examine questions like: What did “crusade” or “mission” mean? How did people respond to, resist, or co-opt these enterprises? Did crusade and mission expand Europeans’ knowledge of other cultures? In addition to critical analysis of primary sources and current scholarship, the course will offer opportunities to share knowledge with a broader public.

    6 credits; Humanistic Inquiry, Writing Requirement, International Studies; not offered 2020–2021
  • HIST 139: Foundations of Modern Europe

    A narrative and survey of the early modern period (fifteenth through eighteenth centuries). The course examines the Renaissance, Reformation, Contact with the Americas, the Scientific Revolution and Enlightenment. We compare the development of states and societies across Western Europe, with particularly close examination of the history of Spain. 6 credits; Humanistic Inquiry, International Studies, Quantitative Reasoning Encounter; offered Winter 2021 · Susannah Ottaway
  • HIST 140: The Age of Revolutions: Modern Europe, 1789-1914

    This course traces the evolution of Europe from the French Revolution to the outbreak of World War I, and examines some of the political, social, economic, intellectual, and cultural forces that have shaped and reshaped European society. We will cover the growth of modern nation-states, the industrial revolution and its effects on society, changes in the family and gender roles, and the evolution of modern consciousness in the arts, literature, and philosophy. The course will strive to look at both Western and Eastern Europe, and will conclude with a close examination of the causes of the First World War.

    6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 141: Europe in the Twentieth Century

    This course explores developments in European history in a global context from the final decade of the nineteenth century through to the present. We will focus on the impact of nationalism, war, and revolution on the everyday experiences of women and men, and also look more broadly on the chaotic economic, political, social, and cultural life of the period. Of particular interest will be the rise of fascism and communism, and the challenge to Western-style liberal democracy, followed by the Cold War and communism’s collapse near the end of the century. 6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 142: Women in Modern Europe

    An exploration of women’s lives in Europe from 1700 to the present. We will focus on changes in women’s work before and after the industrial revolution, women as revolutionaries in 1789, 1848, and 1871, and campaigns for women’s rights. Why did Virginia Woolf say it was worse “perhaps” to be locked in than to be locked out? Why did Bertolt Brecht’s character known simply as “the mother” take up the flag of revolution in Russia in 1905? We will investigate these questions from the Early Modern era to the European Union through a variety of sources: philosophical treatises, novels, plays, and political tracts, as well as historical monographs.

    6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 143: Modern Italy in the Mediterranean World

    Italy’s path to modernity has been conditioned to a significant degree by its position in the Mediterranean. This course examines the history of the modern Italian nation-state from its formation during the nineteenth century up to the present day, paying special attention to Italy’s engagement with the Mediterranean Basin. Looking at trade, culture, immigration, and colonialism in Libya and East Africa, the course stresses the extent to which Italians have shaped, and been shaped by, the Mediterranean world and its peoples. 

    6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 145: History of Computing in England Program: World War II History

    This course will consider the broad context of World War II, from the British perspective. Topics will include a variety of aspects of the British experience both at home and abroad, including military, political, and social; the course will include a number of excursions to relevant sites, including the Churchill War Rooms, Bletchley Park, and buildings damaged or destroyed in the Blitz.

    6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 151: History of Modern Japan

    This course explores the modern transformation of Japanese society, politics, economy and culture from the Meiji Restoration of 1868 to the present. It is designed to provide students with an opportunity to explore basic issues and problems relating to modern Japanese history and international relations. Topics include the intellectual crisis of the late Tokugawa period, the Meiji Constitution, the development of an interior democracy, class and gender, the rise of Japanese fascism, the Pacific War, and postwar developments. 6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 152: History of Early China

    At what point can we talk about the formation of China as an organized political entity? What did it mean to be a Chinese at different points in time? This course is an introduction to the history of China from its beginnings to the end of the Han dynasty in 220. Students will examine the emergence of philosophical debates on human nature, historical consciousness of time and recording, and ritual theories in formation. Students will focus on the interplay between statecraft and religion, between ethnicity and identity, and between intellectual (e.g., Confucianism) and socio-cultural history (e.g., feminine and popular mentalities).

    6 credits; Humanistic Inquiry, International Studies, Writing Requirement; not offered 2020–2021
  • HIST 153: Modern China: China with Mao

    This survey course of twentieth-century China examines how ordinary people interacted with Mao, the chief architect of Communist China. We will scrutinize social change over time by looking at patterns of contestations and negotiations between Mao and his rivals among peasants, workers, students, women, intellectuals, ethnic minorities, and local cadres. Topics include the operation of the new democracy, social classification and distribution, food and famine politics, the changing meaning of family and education, body and biomedicine, mass science and archaeological projects, and Mao’s exhibition culture. Students will engage with images, memoirs, autobiographies, interviews, oral histories, films, “garbage materials,” and archival sources.

    6 credits; Humanistic Inquiry, International Studies, Writing Requirement; offered Spring 2021 · Seungjoo Yoon
  • HIST 154: Social Movements in Postwar Japan

    This course tackles an evolving meaning of democracy and sovereignty in postwar Japan shaped by the transformative power of its social movements. We will place the anti-nuclear movement and anti-base struggles of the 1950s, the protest movements against revision of the U.S.-Japan Security Treaty of the 1960s, and environmentalist movements against the U.S. Cold War projects in Asia to see how they intersect with the worldwide “New Left” movements of the 1960s. Topics include student activism, labor unionism, Marxist movements, and gangsterism (yakuza). Students will engage with political art, photographs, manga, films, reportage, memoirs, autobiographies, interview records, novels, and detective stories.

    6 credits; Humanistic Inquiry, Writing Requirement, International Studies; offered Winter 2021 · Seungjoo Yoon
  • HIST 156: History of Modern Korea

    A comparative historical survey on the development of Korean society and culture from the nineteenth century to the present. Key themes include colonialism and war, economic growth, political transformation, socio-cultural changes, and historical memory. Issues involving divided Korea will be examined in the contexts of post-colonialism and Cold War. Students are also expected to develop skills to analyze key historical moments from relevant primary sources against broader historiographical contexts. 6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 158: Cold War in East Asia

    How is the Cold War in East Asia related to the global Cold War? Many argue that Cold War came prematurely in East Asia and outlasts the collapse of the Berlin Wall. Students will examine evolving patterns of the region’s engagement with global dimensions of war, diplomacy, and trade and conduct a case study (e.g., Roosevelt on China, Stalin on North Korea, Kennedy on Japan, Khrushchev and Nixon on China, or Bush on North Korea). Themes may be drawn from sports and pop culture or urban renewal projects in terms of post-colonial nation building, market fundamentalism, and new empire formation. 6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 161: History of Modern South Asia from the Mughals to Modi

    This course examines the history of the Indian subcontinent from 1500 to the current day. We will study the rise and decline of the powerful and religiously eclectic Mughal Empire, the subsequent expansion of the British Empire, and the emergence of the independent nation-states of Pakistan, India, and Bangladesh and their post-colonial societies. We will analyze the dramatic political, economic, and social upheavals of this era, including left-wing and right-wing movements, and developments among Hindu, Islamic, and Buddhist communities. A special focus will be given to caste-based movements for justice and equality.  

    6 credits; Humanistic Inquiry, International Studies; offered Fall 2020 · Brendan LaRocque
  • HIST 165: From Young Turks to Arab Revolutions: A Cultural History of the Modern Middle East

    This course provides a basic introduction to the history of the wider Muslim world from the eighteenth century to the present. We will discuss the cultural and religious diversity of the Muslim world and its varied interactions with modernity. We will find that the history of the Muslim world is inextricably linked to that of its neighbors, and we will encounter colonialism, anti-colonialism, nationalism, and socialism, as well as a variety of different Islamic movements. 6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 170: Modern Latin America 1810-Present

    Modern Latin American history is marked by both violent divisions and creative cooperation, nationalist proclamations and imperialist incursions, and democratic pursuits and dictatorial repression. This course offers a survey of this complex regional history from independence movements at the beginning of the nineteenth century though globalization in the twenty-first century. It addresses methodological issues that include the significance of multiple historical perspectives and the interpretation of sources. It considers the relationship between individuals and larger social contexts with an emphasis on race, ethnicity, class, citizenship status, and gender. It places Latin American culture and politics in regional and global contexts. 

    6 credits; Humanistic Inquiry, International Studies; offered Fall 2020 · Jennifer Schaefer
  • HIST 171: Latin America and the U.S.

    This course provides an introduction to the rugged and highly contentious political and cultural history of Latin America–U.S. relations, from the era of Atlantic revolutions to the present. With a critical lens, we examine the forms and limits of U.S. imperial domination and coercion, as well as different strategies of collaboration, negotiation, and resistance devised by Latin Americans, from nineteenth century U.S. expansionism, to the challenges of the Mexican, Cuban and Nicaraguan Revolutions, to U.S. support for dictatorial regimes, and the evolution of neoliberal globalization, as well as recent disputes in the realms of the economy and migration.

    6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 172: Latin America’s Global Migrations

    This course looks at Latin America as a site of global migrants and migrations. Alongside better-known cases of Latin American migration to the United States, we examine the long history of African, European, Asian, and Middle Eastern diasporas in the region. The course stresses the global interconnections of the region’s circuits of mobility, as well as the various economic, political, and cultural factors informing the movement and settlement of diverse populations throughout the hemisphere.

    6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 173: Disaster and Society in Latin America

    Did an earthquake in the 1740s cause an anti-colonial uprising in Peru? Did a hurricane in Puerto Rico help justify U.S. colonization in 1899? Did the Sandinistas provide better disaster relief than the Nicaraguan state in 1976? In this class we will explore the relationship between natural disasters and social change in Latin America, paying attention to how environmental historians and social historians answer these questions differently. Along the way we will ask, what is a “natural” disaster? How does a society account for drastic change that is beyond human control?

    6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 174: Indigenous Rights in Latin American History

    What are the origins of the vibrant indigenous rights movements that have changed politics across Latin America today? Is there something that makes current struggles different from struggles of the past? In order to answer these questions, this course asks you to think about history differently: can we imagine history as something other than a line of progress? Can political struggles be the same if the language that describes them changes? This class will explore alternative conceptions of history, agency, and change as we examine the ways indigenous people have engaged states in Latin America since the nineteenth century.

    6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 175: Gender and Sexuality in Latin American History

    This course analyzes constructions of gender and sexuality in Latin America from the pre-colonial and colonial periods through nation building in the nineteenth century and globalization in the twentieth and twenty-first centuries. Drawing on sources including testimonies, legal documents, memoirs, and art, it considers how social, political, and economic structures created unequal power relations as well as how individuals moved within these frameworks, at times even challenging them. In particular, it explores how the racial and ethnic inequalities created through conquest, colonialism, and slavery both shaped and were shaped by gender and sexuality, as well as how these inequalities persisted.

    6 credits; Humanistic Inquiry, International Studies, Writing Requirement; offered Winter 2021 · Jennifer Schaefer
  • HIST 176: Immigrants and Identity in Latin American History, 1845-present

    During the late nineteenth and twentieth centuries, immigration to Latin America rapidly increased and immigrant communities responded to and reshaped national identities, cultural production, political movements, and social structures. This course analyzes multiple immigrant experiences, including Eastern European Jewish immigration to Argentina, Japanese immigration to Brazil, and Middle Eastern immigration to Mexico. This course focuses on the experiences produced by the voluntary immigration that increased after the end of the transatlantic slave system and forced migration. It considers how Afro-Latin American identities and the legacies of slavery intersected with narratives around citizenship, nationality, ethnicity, and race.

    6 credits; Humanistic Inquiry, International Studies, Writing Requirement; offered Spring 2021 · Jennifer Schaefer
  • HIST 181: West Africa in the Era of the Slave Trade

    The medieval Islamic and the European (or Atlantic) slave trades have had a tremendous influence on the history of Africa and the African Diaspora. This course offers an introduction to the history of West African peoples via their involvement in both of these trades from the fifteenth to the nineteenth century. More specifically, students will explore the demography, the economics, the social structure, and the ideologies of slavery. They also will learn the repercussions of these trades for men’s and women’s lives, for the expansion of coastal and hinterland kingdoms, and for the development of religious practices and networks. 6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 183: History of Early West Africa

    This course surveys the history of West Africa during the pre-colonial period from 790 to 1590. It chronicles the rise and fall of the kingdoms of Ancient Ghana, Mali, and Songhai. We will examine the transition from decentralized to centralized societies, the relations between nomadic and settler groups, the institution of divine kingship, the emergence of new ruling dynasties, the consolidation of trade networks, and the development of the classical Islamic world. Students will learn how scholars have used archeological evidence, African oral traditions, and the writings of Muslim travelers to reconstruct this important era of West African history. 6 credits; Humanistic Inquiry, International Studies; offered Spring 2021 · Thabiti Willis
  • HIST 184: Colonial West Africa

    This course surveys the history of West Africa during the colonial period, 1860-1960. It offers an introduction to the roles that Islam and Christianity played in establishing and maintaining colonial rule. It looks at the role of colonialism in shaping African ethnic identities and introducing new gender roles. In addition, we will examine the transition from slave labor to wage labor, and its role in exacerbating gender, generation, and class divisions among West Africans. The course also highlights some of the ritual traditions and cultural movements that flourished in response to colonial rule. 6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 194: The Making of the “Pacific World”

    The Pacific is the largest ocean on our planet, covering thirty percent of the Earth’s surface and bordered by four continents. This course will explore how a “Pacific World” framework can help us understand the movement of peoples, goods, and ideas across an oceanic space. Can we describe the history of the Pacific as having a unified history? This course will explore various topics in Pacific history including the history of exploration and migration, cross-cultural encounters, science and empire, and environmental history from 1750 to the present. While this course will be transnational in scope, it will focus primarily on U.S. exploration, trade, and the making of an American Pacific frontier. 

    6 credits; Humanistic Inquiry, International Studies; offered Winter 2021 · Tony Adler
  • HIST 200: Historians for Hire

    A two-credit course in which students work with faculty oversight to complete a variety of public history projects with community partners. Students will work on a research project requiring them to identify and analyze primary sources, draw conclusions from the primary source research, and share their research with the appropriate audience in an appropriate form. We meet once a week at Carleton to ensure students maintain professional standards and strong relationships in their work. Potential projects include educational programming, historical society archival work, and a variety of local history opportunities. 

    2 credits; Humanistic Inquiry, Intercultural Domestic Studies; offered Fall 2020, Winter 2021, Spring 2021 · Tony Adler
  • HIST 201: Rome Program: Building Power and Piety in Medieval Italy, CE 300-1150

    Through site visits, on-site projects, and readings, this course explores the ways in which individuals and communities attempted to give physical and visual form to their religious beliefs and political ambitions through their use of materials, iconography, topography, and architecture. We will also examine how the material legacies of imperial Rome, Byzantium, and early Christianity served as both resources for and constraints on the political, cultural, and religious evolution of the Italian peninsula and especially Rome and its environs from late antiquity through the twelfth century. Among the principal themes will be the development of the cult of saints, the development of the papal power and authority, Christianization, reform, pilgrimage, and monasticism.

    Prerequisites: Acceptance to Carleton Rome Program 6 credits; Humanistic Inquiry, International Studies; offered Spring 2021 · William North
  • HIST 202: Icons, Iconoclasm, and the Quest for the Holy in Byzantium and Its Neighbors

    This course examines the nature, theory, and functions of religious images in Byzantium and surrounding regions (Armenia, Coptic Egypt, Ethiopia, the Slavic world, and the Latin West) as well as the perspectives of those who criticized them. Special attention will be paid to debates over the nature of icon veneration within Byzantine society itself and across religious boundaries; the role of images in the cult of saints; and the role of icons in the formation of religious, social, and political identities.

    6 credits; Writing Requirement, Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 203: American Indian Education

    This course introduces students to the history of settler education for Indigenous students. In the course, we will engage themes of resistance, assimilation, and educational violence though an investigation of nation-to-nation treaties, federal education legislation, court cases, student memoirs, film, fiction, and artwork. Case studies will illustrate student experiences in mission schools, boarding schools, and public schools between the 1600s and the present, asking how Native people have navigated the educational systems created for their assimilation and how schooling might function as a tool for Indigenous resurgence in the future.

    6 credits; Humanistic Inquiry, Intercultural Domestic Studies; not offered 2020–2021
  • HIST 204: Jews, Christians and Muslims in the Medieval Mediterranean

    The Mediterranean was a dynamic hub of cultural exchange in the Middle Ages. We will draw on Jewish, Muslim, and Latin Christian sources to explore this contact from 1050-1492 and the role of the sea itself in joining and separating the peoples who surrounded it. What did it mean to be a Muslim pilgrim in Christian-held Palestine? A Jewish vizier serving a Muslim ruler in Spain? A Christian courtier courting martyrdom in North Africa? We will explore lives led between coexistence and violence, intellectual and legal structures that helped to negotiate difference, and the textures of daily life. 6 credits; Humanistic Inquiry, Writing Requirement, International Studies; not offered 2020–2021
  • HIST 205: American Environmental History

    Environmental concerns, conflicts, and change mark the course of American history, from the distant colonial past to our own day. This course will consider the nature of these eco-cultural developments, focusing on the complicated ways that human thought and perception, culture and society, and natural processes and biota have all combined to forge Americans’ changing relationship with the natural world. Topics will include Native American subsistence strategies, Euroamerican settlement, industrialization, urbanization, consumption, and the environmental movement. As we explore these issues, one of our overarching goals will be to develop an historical context for thinking deeply about contemporary environmental dilemmas. 6 credits; Humanistic Inquiry, Intercultural Domestic Studies; offered Fall 2020, Spring 2021 · George Vrtis
  • HIST 206: Rome Program: The Eternal City in Time: Structure, Change, and Identity

    This course will explore the lived experience of the city of Rome in the twelfth-sixteenth centuries. Students will study buildings, urban forms, surviving artifacts, and textual and other visual evidence to understand how politics, power, and religion (both Christianity and Judaism) mapped onto city spaces. How did urban challenges and opportunities shape daily life? How did the memory of the past influence the present? How did the rural world affect the city and vice versa? Students will work on projects closely tied to the urban fabric.

    Prerequisites: Enrollment in OCS program 6 credits; Humanistic Inquiry, International Studies; offered Spring 2021 · Victoria Morse
  • HIST 207: Rome Program: Roman Journal: The Traveler as Witness

    This course examines travel as an occasion for investigation, encounter, and reflection and as an opportunity to document and communicate these observations of people and place. Through select readings drawn from a range of disciplines and genres, travel accounts, and ongoing discussion of their own travel experiences, students will seek better to understand the traveler as observer and recorder of other peoples and places. The course will also examine the nature of public memory and commemoration and the role of travelers as audiences for sites of memory. As part of the course, students will maintain their own travel journals, prepare several reflections, and contribute to the Program Blog.

    Prerequisites: Enrollment in OCS program 3 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 208: The Atlantic World: Columbus to the Age of Revolutions, 1492-1792

    In the late fifteenth century, the Atlantic ocean became a vast highway linking Spain, France, Britain, and the Netherlands to the Americas and Africa. This course will examine the lives of the men and women who inhabited this new world from the time of Columbus to the eighteenth-century revolutions in Haiti and North America. We will focus on the links between continents rather than the geographic segments. Topics will include the destruction and reconfiguration of indigenous societies; slavery and other forms of servitude; religion; war; and the construction of ideas of empire. Students considering a concentration in Atlantic History are particularly encouraged to enroll. Emphasis on primary sources. 6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 209: The Revolutionary Atlantic

    Students in this course will investigate social conflicts, political struggles, and protest movements from the Age of Revolution, 1776-1848 ranging over four continents. We will read pamphlets from the Dutch Patriot Revolution, eye witness accounts of slave insurrections in the Caribbean, novels and plays describing/provoking changes in families on both sides of the Atlantic, and newspaper articles written by Karl Marx. We will compare histories of revolutions on both sides of the Atlantic, including the newest research on West Africa and Latin America.

    6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 210: The Boston Massacre in 3D: Mapping, Modeling and Serious Gaming

    In this highly experimental, demanding, and project-orientated Digital Humanities Lab, we will research, design, and produce immersive 3D experiences based on the events of the Boston Massacre. We will leverage all the critical, creative, and technical skills we can assemble to bring this pivotal moment in early American history to life in 3D. Tools will include GIS and CityEngine procedural mapping software, 3D modeling programs, and the Unity game engine. No technical experience necessary, but a willingness to learn independently is required.

    Prerequisites: Requires concurrent registration in History 212, prior coursework in Computer Science or Cinema and Media Studies, or instructor permission. 3 credits; Arts Practice; not offered 2020–2021
  • HIST 211: Revolts and Resistance in Early America

    Far from being a single entity, America in the seventeenth and eighteenth centuries was a world of vibrant, polyglot, globally linked, and violent societies. In this course we will learn how the enslavement of Africans and Native Americans created a state of war that bridged Europe, America, and Africa. We will examine how indigenous resistance to European settlement reshaped landscapes and cultures. We will focus throughout on the daily lives of the women and men who created and shaped the vast world of early America.

    6 credits; Humanistic Inquiry, Intercultural Domestic Studies; offered Winter 2021 · Serena Zabin
  • HIST 212: The Era of the American Revolution

    How Revolutionary was the American Revolution? This class will examine the American Revolution as both a process and a phenomenon. It will consider the relationship of the American Revolution to social, cultural, economic, political, and ideological change in the lives of Americans from the founding fathers to the disenfranchised, focusing on the period 1750-1790. Students currently enrolled in History 212 are eligible to take the optional three-credit digital lab, History 210, “Boston Massacre in 3D.” We will use 3D modeling and GIS to create a Boston Massacre digital game.

    6 credits; Humanistic Inquiry, Intercultural Domestic Studies; not offered 2020–2021
  • HIST 213: The Age of Hamilton

    This course will examine the social, political, and cultural history of the period 1783-1830 with special consideration of the framing and ratification of the U.S. Constitution and the new nation’s transnational connections, especially to France and Haiti. Other topics include partisan conflict, political culture, nation-building, the American character, and domestic life. We will also consider the contemporary interest in this period in both politics and musical theater. Some previous knowledge of American history assumed.

    6 credits; Humanistic Inquiry, Intercultural Domestic Studies; not offered 2020–2021
  • HIST 214: Sport and the Color Line

    Throughout the twentieth century, African Americans have broken racial barriers, confronted racial stereotypes, and garnered unprecedented success in sport. In this course, students will explore the relationship of the black athlete to the color line. We will complicate the historical view of sport as a site of professional advancement and race reform by demonstrating how societal racial practices were reconstructed within athletics. In essence, this course will emphasize the role sport performed in structuring racial exclusion as athletic arenas—like movie theaters, railroads, schools, and other public sites—shaped what Historian Grace Elizabeth Hale has termed the “culture of segregation.” Though our primary focus will be on the experiences African Americans encountered, we will also probe the color line beyond its typical black-white binary. Thus, we will examine the achievements and altercations that other ethnic and racial groups realized in their transnational push for equality and inclusion.

    6 credits; Humanistic Inquiry, Intercultural Domestic Studies, Writing Requirement; not offered 2020–2021
  • HIST 215: Carleton in the Archives: Carleton in China

    What stories do pictures and voices tell? What roles did Carletonians play in the making of the twentieth China during WWII, the Chinese Civil War, and the Communist revolution? What are the reflux effects of select Carls’ experiences in China under transformation? How do Carls project their voices and images to their audiences? Students conduct hands-on activities in the Gould Library Archives with its Carleton-in-China Collection consisting of photographs, film footage, field reports, interviews, and public lectures. Students will be introduced to a wide range of visual and aural methods to help complete a research paper based on their archival work by the end of the term.

    6 credits; Humanistic Inquiry, Writing Requirement, International Studies; offered Spring 2021 · Seungjoo Yoon
  • HIST 216: History Beyond the Walls

    This course will examine the world of history outside the walls of academia. Looking at secondary-school education, museums, and public policy, we will explore the ways in which both general and specialized publics learn and think about history. A central component of the course will be a civic engagement project.

    Prerequisites: One History course 6 credits; Humanistic Inquiry, Writing Requirement, Intercultural Domestic Studies; not offered 2020–2021
  • HIST 218: The Black Graphic Novel as Historical Narrative

    This seminar considers what makes good graphic novels by non-historians and good history written by historians trained in American traditions of scholarship. Expressionist representational narratives concerning Nat Turner, Martin Luther King, Malcolm X, and Zora Neale Hurston challenge us to rethink definitions about what is history. Discussions and paper topics for graphic novels as popular history and academic history concentrate on these topics: the subject matter or plot; the techniques for narration and representation; the truth status of products; and audience.

    Prerequisites: One course in History, American Studies or Africana Studies 6 credits; Humanistic Inquiry, Intercultural Domestic Studies; not offered 2020–2021
  • HIST 219: Black Revolutions in the Atlantic World

    The development of the modern world through the lens of Black revolutions is the analytical focus of this class. This course challenges eurocentric narratives of the development of the modern world and instead centers critiques of western civilization from what Cedric Robinson calls the Black Radical tradition and its liberatory project. Black resistance to the development of the Americas and the system of racial capitalism was continuous and evolved over time. Using a series of Black revolutions in the Atlantic World during the age of slavery as case studies, we will study historical manifestations of Black radicalism and use them to theorize new forms of knowledge, history, philosophy, and culture.

    6 credits; Humanistic Inquiry, Intercultural Domestic Studies; offered Spring 2021 · Mike Jirik
  • HIST 220: North of Jim Crow, South of Freedom

    This course analyzes the freedom struggle in the Midwest during the twentieth century. Whereas black Midwesterners drew from broader campaigns and traditions of black resistance, we will explore territorial distinctions in the region that otherwise have been flattened within the long history of civil rights discourse. To accomplish this aim, we will engage the following themes: black culture and radicalism; demographic and migratory transitions; deindustrialization and the war; gender and respectability politics; labor tensions and civil rights unionism; northern racial liberalism; and the influence of world affairs—all with an eye toward scrutinizing the freedom struggle in its Midwestern variety.

    6 credits; Humanistic Inquiry, Intercultural Domestic Studies; not offered 2020–2021
  • HIST 221: Nat Turner, Booker T. Washington, and Fannie Lou Hamer in History and Memory

    This seminar explores history and memory as valuable lens to investigate constructions of competing narratives about three figures who loom large in our minds and imagination. Nat Turner, an extraordinary man inspired by religious visions, led what many historians consider to be the most significant slave rebellion in American history in 1831. Booker T. Washington’s ideas about racial uplift dominated African American life in the last decade of the nineteenth century and the first decade of the twentieth century. Fannie Lou Hamer emerged from Mississippi sharecropper society to toil for voting rights and economic empowerment throughout the 1960s and 1970s.

    6 credits; Humanistic Inquiry, Intercultural Domestic Studies; not offered 2020–2021
  • HIST 222: Slavery in Film, Literature, and History

    This course focuses on the representation of slavery in popular American movies and novels. Movies are a universal language and what most Americans know about the United States and World history today they have “learned” at the movies. Movies can make understanding the past seem easy because they do not require the people observing them to think—they can just sit and enjoy the story. But this is not true of films and novels that address crucial issues like slavery. Slavery in the U.S. and globally was and remains a moral question. People are pro, anti, or indifferent to slavery and its legacies, and their responses to representations of human bondage can reveal a lot about contemporary attitudes about race and gender. In this class we will examine this process by looking at a range of films (e.g., Gone With The Wind, 12 Years a Slave,  Django, and Mandingo). We will contextualize the films with both primary and secondary texts. 

    6 credits; Humanistic Inquiry, Intercultural Domestic Studies; not offered 2020–2021
  • HIST 223: The Presidents and their Slaves

    This course analyzes slavery, often referred to as the peculiar institution, through its most peculiar lens: the involvement in chattel slavery by the founding fathers and the federal government. We will explore the troubled history of our nation’s founding fathers who, on the one hand, promoted democracy and liberty, and who, on the other hand, owned slaves. We will study the lives of Sally Hemings, Paul Jennings, Ona Judge and other slaves owned by Presidents and will probe how the White House emerged as a quasi-plantation built on the labor of enslaved people. Further, we will examine the federal government’s legacy in perpetuating and protecting slavery, scrutinizing the Constitution, Fugitive Slave Act and other legislative actions that safeguarded the institution.

    6 credits; Humanistic Inquiry, Writing Requirement, Intercultural Domestic Studies; not offered 2020–2021
  • HIST 224: Divercities: Exclusion and Inequality in Urban America

    This course examines the twentieth-century history of the United States city in global comparative perspective. It will focus on how exclusion, difference, inequality, and segregation have evolved along with diversity and heterogeneity in the modern city. We will explore this basic contradiction of the U.S. city in history as a contested site of opportunity and foreclosure, asking: how have American cities been both zones of exclusion and inequality while at the same time places in which diverse groups of people have interacted?

    6 credits; Humanistic Inquiry, Intercultural Domestic Studies; not offered 2020–2021
  • HIST 225: James Baldwin and Black Lives Matter

    This seminar is an inquiry into James Baldwin’s rich political and cultural thought that animates racial justice demands that take shape under conditions of domination. Armed with critical tools from history, but also cultural studies and queer theory, we seek to understand connections between the civil rights/black power era in the 1950s and ‘60s and the Black Lives Matter movement of our time. Baldwin is an exemplar of critical conversations about black death by police in Cleveland, Chicago, Ferguson, and the Twin Cities and the disentanglement between Martin Luther King’s dream and the American Dream.

    6 credits; Humanistic Inquiry, Writing Requirement, Intercultural Domestic Studies; not offered 2020–2021
  • HIST 226: U.S. Consumer Culture

    In the period after 1880, the growth of a mass consumer society recast issues of identity, gender, race, class, family, and political life. We will explore the development of consumer culture through such topics as advertising and mass media, the body and sexuality, consumerist politics in the labor movement, and the response to the Americanization of consumption abroad. We will read contemporary critics such as Thorstein Veblen, as well as historians engaged in weighing the possibilities of abundance against the growth of corporate power. 6 credits; Humanistic Inquiry, Intercultural Domestic Studies, Writing Requirement; offered Winter 2021 · Annette Igra
  • HIST 228: Civil Rights and Black Power

    This course treats the struggle for racial justice from World War II through the 1960s. Histories, journalism, music, and visual media illustrate black and white elites and grassroots people allied in this momentous epoch that ranges from a southern integrationist vision to northern Black Power militancy. The segregationist response to black freedom completes the study.

    6 credits; Humanistic Inquiry, Writing Requirement, Intercultural Domestic Studies; not offered 2020–2021
  • HIST 229: Working with Gender in U.S. History

    Historically work has been a central location for the constitution of gender identities for both men and women; at the same time, cultural notions of gender have shaped the labor market. We will investigate the roles of race, class, and ethnicity in shaping multiple sexual divisions of labor and the ways in which terms such as skill, bread-winning and work itself were gendered. Topics will include domestic labor, slavery, industrialization, labor market segmentation, protective legislation, and the labor movement. 6 credits; Humanistic Inquiry, Intercultural Domestic Studies; offered Fall 2020 · Annette Igra
  • HIST 230: Black Americans and the U.S. Civil War and Reconstruction

    What does a most turbulent period in U.S. history look like from the perspectives of Black women and men? What role did Black thought and resistance play in shaping the outcome of the war? What was interracial democracy during Reconstruction and why was it ultimately overthrown? These are a few of the myriad questions we will seek to answer by studying the central role of Black Americans in the Civil War and Reconstruction eras. We will examine how Black people participated in and shaped the politics of this period and we will critically engage the meanings of freedom, emancipation, and democracy.

    6 credits; Humanistic Inquiry, Intercultural Domestic Studies; offered Winter 2021 · Mike Jirik
  • HIST 231: Mapping the World Before Mercator

    This course will explore early maps primarily in medieval and early modern Europe. After an introduction to the rhetoric of maps and world cartography, we will examine the functions and forms of medieval European and Islamic maps and then look closely at the continuities and transformations in map-making during the period of European exploration. The focus of the course will be on understanding each map within its own cultural context and how maps can be used to answer historical questions. We will work closely with the maps in Gould Library Special Collections to expand campus awareness of the collection. 6 credits; Humanistic Inquiry, Writing Requirement, Quantitative Reasoning Encounter, International Studies; not offered 2020–2021
  • HIST 233: Cultures of Empire: Byzantium, 843-1453

    Heir to the Roman Empire, Byzantium is one of the most enduring and fascinating polities of the medieval world. Through a wide variety of written and visual evidence, we will examine key features of Byzantine history and culture such as the nature of imperial rule; piety and religious controversy; Byzantium’s evolving relations with the Latin West, Armenia, the Slavic North, and the Dar al-Islam (the Abbasids and Seljuk and Ottoman Turks); economic life; and Byzantine social relations. Extra time may be required for group projects.

    Prerequisites: No prerequisites, but History 137, 138, or 204 will be helpful. 6 credits; Humanistic Inquiry, International Studies, Writing Requirement; not offered 2020–2021
  • HIST 235: Bringing the English Past to (Virtual) Life

    This course will explore the history of England from the time of the Tudors through the Industrial Revolution, with a particular focus on the history of poverty and social welfare. We will use new technologies to develop innovative ways to teach and learn about the past. Using a specially designed digital archive, students will construct life stories of paupers, politicians and intellectuals. One day per week, the class will work in a computer lab constructing 3-Dimensional, virtual institutions and designing computer game scenarios that utilize their research to recreate the lived experience of the poor. 6 credits; Humanistic Inquiry, International Studies, Writing Requirement; not offered 2020–2021
  • HIST 236: Women and Gender in Europe before the French Revolution

    What were women’s lives and experiences like in Europe before the modern era? What work did they do, how did they manage their private lives, their family commitments, their faith, and their intellectual lives? We will examine these questions through women’s own writings, writings about women, and secondary literature on family, gender, medicine, law, and culture. In 2016-17, we will have a special opportunity to think about Jewish women’s lives. Projects will include helping to create an exhibition related to William Shakespeare’s Merchant of Venice or working with Middle School students in the after school program.

    6 credits; Humanistic Inquiry, International Studies, Writing Requirement, Quantitative Reasoning Encounter; not offered 2020–2021
  • HIST 237: The Enlightenment

    This course focuses on the texts of Enlightenment thinkers, including Locke, Montesquieu, Voltaire, Diderot, Rousseau, Kant and Mesmer. Emphasis will be on French thinkers and the effect of the Enlightenment on French society. The course covers the impact of the Enlightenment on science, religion, politics and the position of women. Students will have the opportunity to read the philosophies in French. 6 credits; Humanistic Inquiry, Writing Requirement, International Studies; not offered 2020–2021
  • HIST 238: The Viking World

    In the popular imagination, Vikings are horn-helmeted, blood-thirsty pirates who raped and pillaged their way across medieval Europe. But the Norse did much more than loot, rape, and pillage; they cowed kings and fought for emperors, explored uncharted waters and settled the North Atlantic, and established new trade routes that revived European urban life. In this course, we will separate fact from fiction by critically examining primary source documents alongside archaeological, linguistic and place-name evidence. Students will share their insights with each other and the world through two major collaborative digital humanities projects over the course of the term. 6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 239: Hunger: Public Policy and Food Provision in History

    For the first four weeks, the course covers the comparative history of famine, and will be led by internationally renowned economic historian Cormac O’Grada, the 2020 Ott Family Lecturer in Economic History at Carleton College.  We examine causes and consequences (political, economic, demographic) and the historical memories of famines as well as case studies from Imperial Britain, Bengal and Ireland. In the second half of term, the course broadens its focus to examine the persistence of hunger and the nature of public policies related to food provision in comparative historical contexts.

    6 credits; not offered 2020–2021
  • HIST 240: Tsars and Serfs, Cossacks and Revolutionaries: The Empire that was Russia

    Nicholas II, the last Tsar-Emperor of Russia, ruled over an empire that stretched from the Baltic to the Pacific. Territorial expansion over three-and-a-half centuries had brought under Russian rule a vast empire of immense diversity. The empire’s subjects spoke a myriad languages, belonged to numerous religious communities, and related to the state in a wide variety of ways. Its artists produced some of the greatest literature and music of the nineteenth century and it offered fertile ground for ideologies of both conservative imperialism and radical revolution. This course surveys the panorama of this empire from its inception in the sixteenth century to its demise in the flames of World War I. Among the key analytical questions addressed are the following: How did the Russian Empire manage its diversity? How does Russia compare with other colonial empires? What understandings of political order legitimized it and how were they challenged? 6 credits; Humanistic Inquiry, International Studies; offered Spring 2021 · Adeeb Khalid
  • HIST 241: Russia through Wars and Revolutions

    The lands of the Russian empire underwent massive transformations in the tumultuous decades that separated the accession of Nicholas II (1894) from the death of Stalin (1953). This course will explore many of these changes, with special attention paid to the social and political impact of wars (the Russo-Japanese War, World War I, the Civil War, and the Great Patriotic War) and revolutions (of 1905 and 1917), the ideological conflicts they engendered, and the comparative historical context in which they transpired. 6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 242: Communism, Cold War, Collapse: Russia Since Stalin

    In this course we will explore the history of Russia and other former Soviet states in the period after the death of Stalin, exploring the workings of the communist system and the challenges it faced internally and internationally. We will investigate the nature of the late Soviet state and look at the different trajectories Russia and other post-Soviet states have followed since the end of the Soviet Union. 6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 243: The Peasants are Revolting! Society and Politics in the Making of Modern France

    Political propaganda of the French Revolutionary period tells a simple story of downtrodden peasants exploited by callous nobles, but what exactly was the relationship between the political transformations of France from the Renaissance through the French Revolution and the social, religious, and cultural tensions that characterized the era? This course explores the connections and conflicts between popular and elite culture as we survey French history from the sixteenth through early nineteenth centuries, making comparisons to social and political developments in other European countries along the way. 6 credits; Humanistic Inquiry, International Studies, Writing Requirement, Quantitative Reasoning Encounter; not offered 2020–2021
  • HIST 245: Ireland: Land, Conflict and Memory

    This course explores the history of Ireland from Medieval times through the Great Famine, ending with a look at the Partition of Ireland in 1920. We examine themes of religious and cultural conflict and explore a series of English political and military interventions. Throughout the course, we will analyze views of the Irish landscape, landholding patterns, and health and welfare issues. Finally, we explore the contested nature of history and memory as the class discusses monuments and memory production in Irish public spaces.

    6 credits; Humanistic Inquiry, Writing Requirement, International Studies, Quantitative Reasoning Encounter; offered Fall 2020 · Susannah Ottaway
  • HIST 246: The Material World of the Anglo-Saxons

    This course explores the world of Anglo-Saxon England from Rome’s decline through the Norman Conquest (c.400-1066) through the lens of material culture. These six centuries witnessed dramatic transformations, including changing environmental conditions, ethnic migrations, the coming of Christianity, waning Roman influence, the rise of kingdoms, and the emergence of new agricultural and economic regimes. We will look beyond the kings and priests at the top of society by analyzing objects people made and used, buildings they built, and human remains they buried alongside primary and secondary written sources. Students will gain experience in how to write history from “things.” 6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 247: The First World War as Global Phenomenon

    On this centenary of the First World War, the course will explore the global context for this cataclysmic event, which provides the hinge from the nineteenth century into the twentieth. We will spend considerable time on the build-up to and causes of the conflict, with particular emphasis on the new imperialism, race-based ideologies, and the complex international struggles for global power. In addition to the fighting, we will devote a significant portion of the course to the home front and changes in society and culture during and after the war. 6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 249: Two Centuries of Tumult: Modern Central Europe

    An examination of the political, social, and cultural history of Central Europe from 1848 to the present day. We will explore the evolution of state and civil society in the multicultural/multinational regions of the present-day Czech Republic, Slovakia, Poland, Hungary, as well as eastern Germany and Austria. Much of the course will focus on the common experiences of authoritarianism, anti-Semitism, fascism/Nazism, and especially the Communist era and its dissolution. 6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 250: Modern Germany

    This course offers a comprehensive examination of German history in the nineteenth and twentieth centuries. We will look at the German-speaking peoples of Central Europe through the prism of politics, society, culture, and the economy. Through a range of readings, we will grapple with the many complex and contentious issues that have made German history such an interesting area of intellectual inquiry. 6 credits; Humanistic Inquiry, International Studies; offered Winter 2021 · David Tompkins
  • HIST 250: Modern Germany-FLAC German Trailer

    This course is a supplement in German for History 250, Modern Germany, and will meet once weekly. Open to students who have completed German 103 or who have intermediate or advanced skills in German. Speaking in German, we will discuss German language primary sources, including documents, music and film clips.

    Prerequisites: German 103 or equivalent 2 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 252: Fascism in Europe, 1919-1945

    This course examines the history and historiography of European fascism from its origins through World War II, looking at national case studies including Italy, Germany, Spain, and France. Adopting a comparative perspective and offering conflicting historical interpretations, the course explores the differences between fascism and right-wing authoritarian movements, the fascist style(s) of rule, and fascism’s ideological make-up. The course also covers the way fascists seized power, consolidated their rule through apparatuses of terror, won adherents through foreign and domestic policies, and manufactured consent through propaganda, cultural initiatives, and mass participatory politics. 

    6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 253: The Cultural Revolution in China

    What is cultural about the Cultural Revolution in China? What is Chinese about it? This course explores the process of making the revolution that has left an indelible mark on the country that hosts a quarter of the world’s population. Students will examine tabloids, wall posters, cartoons, photographs, pamphlets, play scripts, rumor mills, memoirs, films, and party documents to independently assess the official CCP verdict on it as a “failure.” Themes include democracy and development in making a revolution, social stratification, spectacles and story-telling, legitimatization of violence, personality formation, operations of memory, and competing notions of time in historical thinking.

    6 credits; Humanistic Inquiry, Writing Requirement, International Studies; not offered 2020–2021
  • HIST 255: Rumors, Gossip, and News in East Asia

    What is news? How do rumors and gossips shape news in modern China, Japan, and Korea? Is the press one of the sociocultural bases within civil society that shapes opinion in the public sphere in East Asia? Students will examine how press-like activities reshape oral communication networks and printing culture and isolate how the public is redefined in times of war and revolutions. Drawing sources from a combination of poems, private letters, maps, pamphlets, handbills, local gazetteers, rumor mills, pictorials, and cartoons, students will map communication circuits that linked authors, journalists, shippers, booksellers, itinerant storytellers, gossipers, listeners, and active readers.

    6 credits; Humanistic Inquiry, International Studies, Writing Requirement; not offered 2020–2021
  • HIST 256: Disaster, Disease, & Rumors in East Asia

    How are rumors generated and transmitted in a period of high anxiety like disaster? Do rumors and anxiety reciprocate? How do rumors enhance existing stereotypes and prejudices of people? Why do rumors arise in a society that suffers from inadequate information or the complete cutoff in communication? This course classifies the types and nature of rumors at the time of making modern East Asia. Thematically, it examines the interplay between wartime science, environmental conditions, and societal capacities in modern Japan, Korea, and China. Topics include rumor panics generated by epidemic, water pollution, atomic bomb, famine politics, industrial toxins, and lab leaks. 

    6 credits; Humanistic Inquiry, Writing Requirement, International Studies; offered Winter 2021 · Seungjoo Yoon
  • HIST 257: Ott Family Lectureship in Economics and History: Chinese Capitalism in Global Perspective

    Chosen as the inaugural course to launch Carleton’s new Ott Family Lectureship in History and Economics, this course includes the extended participation of three separate Ott Family Lecturers’ visits. Together, we will explore comparative dimensions of Chinese economic history from the sixteenth century to the present, examine classical and recent scholarship on Chinese economic development, global movement of capital and labor, origins of Chinese capitalism, “world-system” theories, agrarian “involution,” arguments about East Asia’s economic divergence from Europe, and market reforms with “Chinese characteristics.” Christopher Isett (University of Minnesota) will explain how economic historians apply history methods and approaches. Yingjia Tian (Wesleyan) will share his business history case study on 1950’s Shanghai electric companies. Brent Irvin ’94 (Tencent Corporation/China) will discuss the state of the business world in contemporary China. Each Ott Family Lecturer will also present a public talk for the class, campus, and wider community; public talk attendance is a required component of this course.

    6 credits; Humanistic Inquiry, Quantitative Reasoning Encounter, International Studies, Writing Requirement; not offered 2020–2021
  • HIST 259: Women in South Asia: Histories, Narratives, and Representations

    The objective of this course is to analyze the historical institutions, practices and traditions that define the position of women in India. We consider the various ways in which the trope of the Goddess has been used for and by Indian women in colonial and post-colonial India; the colonial state’s supposed rescue of Indian women; the position and role of European women in colonial India; how women’s bodies come to embody and signify community honor and become sites of communal contest. We explore the making of Mother India; the connection between nation, territory and the female form; and the ways in which women have been represented in history as well as Indian cinema. 

    6 credits; Humanistic Inquiry, International Studies, Writing Requirement; not offered 2020–2021
  • HIST 260: The Making of the Modern Middle East

    A survey of major political and social developments from the fifteenth century to the beginning of World War I. Topics include: state and society, the military and bureaucracy, religious minorities (Jews and Christians), and women in premodern Muslim societies; the encounter with modernity. 6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 262: Public Health: History, Policy, and Practice

    This course will examine the rise of the institution of public health in the modern period. Locating public health within the social history of medicine we will consider how concepts of health and disease have changed over time and how the modern state’s concern with the health of its population cannot be separated from its need to survey, police, and discipline the public. Topics covered will include miasma, contagion, quarantine, vaccination and the connection between European imperialism and the institutionalization of public health in colonial contexts. We will also consider how certain epidemics became the major drivers for public health. 6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 263: Plagues of Empire

    The globalization of disease is often seen as a recent phenomenon aided by high-speed communication and travel. This course examines the history of the spread of infectious diseases by exploring the connection between disease, medicine and European imperial expansion. We consider the ways in which European expansion from 1500 onwards changed the disease landscape of the world and how pre-existing diseases in the tropics shaped and thwarted imperial ambitions. We will also question how far Western medicine can be seen as a benefit by examining its role in facilitating colonial expansion and constructing racial and gender difference. 6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 265: Central Asia in the Modern Age

    Central Asia–the region encompassing the post-Soviet states of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan, and the Xinjiang region of the People’s Republic of China–is often considered one of the most exotic in the world, but it has experienced all the excesses of the modern age. After a basic introduction to the long-term history of the steppe, this course will concentrate on exploring the history of the region since its conquest by the Russian and Chinese empires. We will discuss the interaction of external and local forces as we explore transformations in the realms of politics, society, culture, and religion. 6 credits; Humanistic Inquiry, International Studies; offered Fall 2020 · Adeeb Khalid
  • HIST 266: History of Islam in South Asia

    While Islam in popular thought is often associated solely with the Arab world, in reality eighty percent of the world’s Muslim population is not of Arab ethnicity.  The countries of South Asia–particularly India, Pakistan and Bangladesh–are collectively home to the largest number of Muslims. After examining the early background of the appearance and growth of Islamic societies and governments, we will explore the rich history of the expansion of Islam into the Indian subcontinent. We will take account of the role of trade and conquest in the early centuries of Islamic expansion and study the development of specifically Indian forms of Islam. The nature and impact of the Indo-Islamic empires will receive our attention, as will the interaction of Muslims with non-Muslim communities in medieval and early modern India. This will be followed by a look at the period of colonial rule, and an analysis of the specific historical contexts that gave rise to specific religious nationalist movements. We will then trace out how, once established, these movements developed according to their changing relationships to national liberation movements, secularism, state administrative systems, global economic shifts, and changing social demands. 

    6 credits; Humanistic Inquiry, International Studies; offered Winter 2021 · Brendan LaRocque
  • HIST 268: Globalization & Local Responses in India Program: History, Globalization, and Politics in Modern India

    Indian democracy presents a complicated social and political terrain that is being reshaped and remapped by a wide variety of efforts to bring about economic development, social change, political representation, justice, and equality. In this course we will examine, among other topics, the history of modern India with a focus on political movements centered on issues of colonialism, nationalism, class, gender, and caste. We will also examine changes in contemporary India brought about by globalization, and study how particular groups and communities have reacted and adapted to these developments.

    Prerequisites: Acceptance into the India OCS Program required 6 credits; Humanistic Inquiry, International Studies; offered Winter 2021
  • HIST 270: Nuclear Nations: India and Pakistan as Rival Siblings

    At the stroke of midnight on August 15, 1947 India and Pakistan, two new nation states emerged from the shadow of British colonialism. This course focuses on the political trajectories of these two rival siblings and looks at the ways in which both states use the other to forge antagonistic and belligerent nations. While this is a survey course it is not a comprehensive overview of the history of the two countries. Instead it covers some of the more significant moments of rupture and violence in the political history of the two states. The first two-thirds of the course offers a top-down, macro overview of these events and processes whereas the last third examines the ways in which people experienced these developments. We use the lens of gender to see how the physical body, especially the body of the woman, is central to the process of nation building. We will consider how women’s bodies become sites of contestation and how they are disciplined and policed by the postcolonial state(s).

    6 credits; Humanistic Inquiry, International Studies, Writing Requirement; not offered 2020–2021
  • HIST 271: Resistance and Rights in Twentieth Century Latin American History

    Revolution, dictatorship, civil war, and armed resistance shaped twentieth century Latin American history. This course examines the Mexican Revolution, the Cuban Revolution, Argentina’s Process of National Reorganization, the Guatemalan Civil War, and indigenous uprisings in Mexico and Bolivia. It analyzes practices of inclusion and exclusion, violent repression, demands for rights, and calls for justice. Drawing on sources including memoirs, testimonies, press accounts, and literature, the course considers how participants in revolution, survivors of repression, and advocates for rights drew from international precedents and shaped their narratives in appeals for transnational solidarity.

    6 credits; Humanistic Inquiry, International Studies, Writing Requirement; offered Fall 2020 · Jennifer Schaefer
  • HIST 272: Music and Movement in Atlantic World History

    This course examines music and movement in Atlantic World history and introduces methods from the digital humanities. It analyzes how hybrid cultural practices began in the period of colonization and the transatlantic slave system. It considers how these practices influenced national identities during the nineteenth century and continued to cross between the Americas, Africa, and Europe in the twentieth and twenty-first centuries. The course addresses broad themes including immigration, race, class, nationalism, and transnational exchange. A digital humanities approach enables the course to ask and answer new questions about these topics. No previous experience with digital humanities is required.

    6 credits; Does not fulfill a curricular exploration requirement; offered Winter 2021 · Jennifer Schaefer
  • HIST 272: The Mexican Revolution: History, Myth and Art

    As the twentieth century’s first major social revolution, the Mexican Revolution represents a watershed moment in Latin American history. This course examines the origins of the conflict and its key domestic and international dimensions. It also explores how a collective memory of the Revolution was crafted and contested by the post-revolutionary state, artists, intellectuals, and peasants through the means of photography, murals, education, popular protest, commemorations, and shrines. Emphasis will be placed on agrarian leader and rebel chieftain Emiliano Zapata as both historical figure and myth. 6 credits; Humanistic Inquiry, International Studies, Writing Requirement; not offered 2020–2021
  • HIST 275: U.S.-Mexican Border History

    What makes a border? How do borders affect the people who live along or between them? What tools can we use to tell the story of a land divided, and what would we miss if we only examined one side of this border? This is an interdisciplinary history course that explores the social, geographical, and political history of the U.S.-Mexico border from its origins to the present day. We will look at the ways people, places and governments have shaped and contested La Linea as well the ways that La Linea has influenced scholarly approaches to nations, identity, and citizenship.

    6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 276: Race, Sex, and Cold War in Latin America

    Wasn’t the Cold War something the U.S. and the USSR fought over? What does it have to do with Latin America, race, and sex? This global conflict was in fact not “cold” at all, as Latin American social movements, revolutionaries, and states fought over how to create a better society. Topics will include the Cuban Revolution, the global youth rebellions, dirty wars, drug wars, and the emergence of feminist, indigenous rights, LGBT rights, and anti-racist movements. The course will end by exploring how the violence of the Cold War helped create drug violence and gang warfare in the present day.

    6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 277: Revolution, Rebellion, and Protest in Modern Mexico

    This course explores the afterlives and contemporary legacies of the Mexican Revolution of 1910. We engage with the history of those that rebelled against the “soft dictatorship” of Mexico’s postrevolutionary state: workers, peasants, students, intellectuals, women, indigenous peoples, and the urban poor. We examine the achievements and shortcomings of these actors and movements and their attempts to revitalize an “unfinished” revolution, and together we reflect on how old and new demands for social and political change coalesce in moments of crisis, often in radical ways.

    6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 279: Latin America and the Global Cold War

    This course explores the history, memory, and legacies of Latin America’s Cold War through a global lens. The course stresses the agency and autonomy of Latin American actors vis-à-vis U.S. and Soviet influence, and looks at the region as an active participant in larger global struggles over reform, revolution, and counterrevolution. Combining recent scholarly interpretations of the period and the use of primary sources for student projects, the course provides a grasp of how Latin Americans experienced the Cold War through resistance, consent, and negotiation in the realms of politics, culture, and the economy.

    6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 280: African in the Arab World

    This course examines African people’s existence as religious, political, and military leaders, and as slaves and poets in Arab societies from ancient to modern times. It also interrogates the experiences of men as eunuchs, and of women as concubines and wives. Beginning with the pre-Islamic era, it highlights the movement of Africans from the Sahara Desert to the Nile valley, from the Red Sea to the Indian Ocean. It traces the experiences of peoples whose dark skin became equated with slave status (and the legacy of slavery) even as they became loyal followers of Islam in the Arab world. 6 credits; Humanistic Inquiry, International Studies, Writing Requirement; not offered 2020–2021
  • HIST 281: War in Modern Africa

    This course examines the causes, features, and consequences of wars across two critical phases of African history, colonial and post-colonial. It covers four cases studies from modern Central, East, and West Africa: the Congo (first under the rule of King Leopold and later the Belgian colonial government), Tanganyika (under German colonial rule), Nigeria (during the first republic through the civil war), and Uganda (under the rule of Idi Amin). Students will learn how certain memories or interpretations of events are narrated, fashioned, truncated, contested, forgotten, or silenced. Students also will learn how different historical actors participated in and experienced war.

    6 credits; Humanistic Inquiry, International Studies; offered Fall 2020 · Thabiti Willis
  • HIST 282: History, Culture, and Commerce Program: Zanzibar’s Indian Ocean Links

    This course explores Zanzibar’s contribution to the history and culture of the Indian Ocean world. It covers the following events: contact with Arab, Persian, and Indian merchants since the first century AD; Arab expulsion of the Portuguese and incorporation of Zanzibar as an overseas Omani possession in 1698; relocation of the capital from Muscat to Stone Town in 1832; and British acquisition as a Protectorate in 1890. Students will learn about the unique maritime cultures, trading networks, migration patterns, cultural exchange, and religious tolerance that have shaped the character of this cosmopolitan community. 

    Prerequisites: 100 or 200 level Africana Studies or History course and participation on OCS program 6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 283: Christian Encounter, Conversion, and Conflict in Modern Africa

    This course explores the nature of Christian mission in West, Central, and East Africa and its complex encounters with practitioners of Islam, other Christian sects, and indigenous religious traditions in modern Africa. Using scholarship and primary sources such as oral traditions, missionary writings, vernacular publications, newspapers, and ethnographic field notes, we will focus on understanding religious encounter in a variety of case studies: the Akan in the Gold Coast (Ghana), the Hausa in Nigeria, the Bantu in Zambia, and the Maasai in Tanzania as well as Atlantic-Creoles in Angola and the Kongo.

    6 credits; Humanistic Inquiry, Writing Requirement, International Studies; not offered 2020–2021
  • HIST 284: History, Culture and Commerce Program: Heritage in Africa and Arabia

    Through lectures, readings, and extensive site visits to museums and archaeological sites, this course examines the rich cultural heritage of East Africa and Arabia. Students will investigate Persian, Arab, Indian, and Islamic sites in Zanzibar, Oman, and Bahrain, reflecting on the deep influence of the Indian Ocean on the region’s historical trading systems and modern-day relations. The course also examines the influence of various European colonial powers during the era in which they ruled or wielded influence. 

    Prerequisites: 100 or 200 level Africana Studies or History course and participation on OCS program 6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 285: History, Culture and Commerce Program: Critical Historical Research

    This course focuses on ethnographic research and writing with an emphasis on the practice of fieldwork. Students will conduct group research projects that include actively guiding and evaluating the work of their peers. The content of these projects will include maritime activities, health, music, economics, and heritage. Students will learn the benefits and challenges of examining oral tradition, oral history, poetry, visual art, material culture, and embodied practice. Service or experiential learning is another major point of emphasis. Students will develop their ability to question their knowledge, method, evidence, interpretation, experience, ethics, and power. 

    Prerequisites: 100 or 200 level Africana Studies or History course and participation on OCS program 6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 287: From Alchemy to the Atom Bomb: The Scientific Revolution and the Making of the Modern World

    This course examines the growth of modern science since the Renaissance with an emphasis on the Scientific Revolution, the development of scientific methodology, and the emergence of new scientific disciplines. How might a history of science focused on scientific networks operating within society, rather than on individual scientists, change our understanding of “genius,” “progress,” and “scientific impartiality?” We will consider a range of scientific developments, treating science both as a body of knowledge and as a set of practices, and will gauge the extent to which our knowledge of the natural world is tied to who, when, and where such knowledge has been produced and circulated.

    6 credits; Humanistic Inquiry, Writing Requirement; offered Spring 2021 · Tony Adler
  • HIST 298: Junior Colloquium

    In the junior year, majors must take this six-credit reading and discussion course taught each year by different members of the department faculty. The course is also required for the History minor. The general purpose of History 298 is to help students reach a more sophisticated understanding of the nature of history as a discipline and of the approaches and methods of historians. A major who is considering off-campus study in the junior year should consult with their adviser on when to take History 298.

    Prerequisites: At least two six credit courses in History (excluding HIST 100 and Independents) at Carleton. 6 credits; Humanistic Inquiry; offered Fall 2020, Winter 2021, Spring 2021 · Adeeb Khalid, Susannah Ottaway, Serena Zabin
  • HIST 301: Indigenous Histories of Carleton

    What are the Indigenous histories of Carleton College? Stories circulate on campus about Dakota connections to the land that is currently the Arb, but what else do we know? In this course, students will investigate the Indigenous histories of our campus and Northfield by conducting original research about how Carleton acquired its landbase, its historic relationships to Dakota and Anishinaabeg people, the shifting demographics of Native students on campus, and the history of Indigenous faculty and staff, among others. Students will situate these histories within the broader context of federal Indian policies and Indigenous resistance. 

    6 credits; Does not fulfill a curricular exploration requirement, Writing Requirement, Intercultural Domestic Studies; offered Winter 2021 · Meredith McCoy
  • HIST 304: Black Study and the University

    This course examines the historical relationship between Black intellectuals and the university. We will examine the juxtaposition between institutionalized white supremacy in universities and the work of Black students and faculty as well as the radical implications of Black knowledge production. Beginning with the writings of Anna Julia Cooper and W.E.B. Du Bois, the course traces how Black intellectuals have conceptualized the political utility of higher education and its liberatory potential over the course of the twentieth century. Emphases include the significance of Historically Black Colleges and Universities, the advent of Black Studies departments, and the role of Black Studies today and in the future.

    6 credits; Humanistic Inquiry, Intercultural Domestic Studies; offered Spring 2021 · Mike Jirik
  • HIST 306: American Wilderness

    This course is part of the off-campus spring break program, involving two-linked courses in winter and spring. To many Americans, wild lands are among the nation’s most treasured places. Yosemite, Yellowstone, the Grand Canyon, Joshua Tree–the names alone evoke a sense of awe, naturalness, beauty, even love. But, where do those ideas and feelings come from, and how have they both reflected and shaped American cultural, political and environmental history over the last four centuries? These are the central issues and questions that we will pursue in this seminar. Prerequisites: History 205 or instructor permission 6 credits; Humanistic Inquiry, Writing Requirement, Intercultural Domestic Studies; not offered 2020–2021
  • HIST 307: Advanced Wilderness Studies

    This course is the second half of a two-course sequence focused on the study of wilderness in American society and culture. The course will begin with a two-week off-campus study program during spring break at the Grand Canyon, where we will learn about the natural and human history of the Grand Canyon, examine contemporary issues facing the park, meet with officials from the National Park Service and other local experts, conduct research, and experience the park through hiking and camping. The course will culminate in the spring term with the completion and presentation of a major research project.

    Prerequisites: History 306 6 credits; Humanistic Inquiry, Writing Requirement, Intercultural Domestic Studies; not offered 2020–2021
  • HIST 308: American Cities and Nature

    Since the nation’s founding, the percentage of Americans living in cities has risen nearly sixteenfold, from about five percent to the current eighty-one percent. This massive change has spawned legions of others, and all of them have bearing on the complex ways that American cities and city-dwellers have shaped and reshaped the natural world. This course will consider the nature of cities in American history, giving particular attention to the dynamic linkages binding these cultural epicenters to ecological communities, environmental forces and resource flows, to eco-politics and social values, and to those seemingly far-away places we call farms and wilderness.

    Prerequisites: History 205 or permission of the instructor 6 credits; Writing Requirement, Intercultural Domestic Studies, Humanistic Inquiry; offered Winter 2021 · George Vrtis
  • HIST 309: ​Crime & Punishment: American Legal History, 1607-1865.

    Legal documents such as depositions, file papers, complaints, accusations, confessions, and laws themselves offer a fascinating window into American history. Such documents lend themselves to the study of American Indian history, capitalism, family relationships, and slavery, to name only a few possible topics. This is an advanced research seminar in which students will write a 25-30 page paper based on original research. Participation in the seminar will also include some common readings that use a variety of approaches to legal history, and extensive peer reviews of research papers. 

    6 credits; Humanistic Inquiry, Writing Requirement, Intercultural Domestic Studies; not offered 2020–2021
  • HIST 310: Black Women Intellectuals

    This seminar aims to expose students to intellectual history from the distinct standpoint of black women. The core question is how have the unique challenges that slavery, segregation, and racial discrimination posed to black women’s minds and bodies shaped their political, social and religious concerns? The course introduces some of the major primary and/or secondary readings in this paradigm-altering subfield in United States history. The major writing assignment is a long bibliographic essay or an intersectional biography on a black woman activist, artist, or scholar.

    Prerequisites: A history course is helpful, but not required 6 credits; Humanistic Inquiry, Writing Requirement, Intercultural Domestic Studies; not offered 2020–2021
  • HIST 320: The Progressive Era?

    Was the Progressive Era progressive? It was a period of social reform, labor activism, and woman suffrage, but also of Jim Crow, corporate capitalism, and U.S. imperialism. These are among the topics that can be explored in research papers on this contradictory era. We will begin by reading a brief text that surveys the major subject areas and relevant historiography of the period. The course will center on the writing of a 25-30 page based on primary research, which will be read and critiqued by members of the seminar. 

    6 credits; Humanistic Inquiry, Writing Requirement, Intercultural Domestic Studies; offered Fall 2020 · Annette Igra
  • HIST 330: Ideas Incarnate: Institutional Formation, Reform, and Governance in the Middle Ages

    Institutions emerge from the translation of ideas, ideals, needs, and values into human communities living in particular conditions, equipped with certain resources, guided and controlled by certain norms, and protected and challenged by particular ideas and actions. Once formed, institutions encounter further issues of governance and change as they evolve and encounter new realities, success, and failure. This seminar examines the complex histories and cultures of medieval institutions—churches, monasteries, secular and religious courts, households, and the universities. Through theoretical readings and case studies we will examine how, over time, questions of purpose, leadership, the distribution of power and authority, the acquisition and disposition of material and human resources, record keeping, and legitimacy are encountered and resolved. This course will be of interest to anyone interested in the dynamics of institutions and the dialogue between concepts and material conditions as they play out in time.

    6 credits; Humanistic Inquiry, International Studies, Writing Requirement; not offered 2020–2021
  • HIST 331: Regional States: Boundaries and Horizons in Fourteenth-century Italy

    We will examine the development of regional states in fourteenth-century Italy.  We will explore the social, religious, political, environmental, and cultural aspects of a changing world between the medieval and the modern. The Black Death, a triad of literary greats (Dante, Petrarch, and Boccaccio), maps, humanism, political theory, water rights, saints, business, and travelers to and from Italy are some of the themes we will engage with as we try to understand how contemporaries conceptualized the political, spatial, and cultural boundaries of their world.  Students will conduct original research relating to the seminar topics culminating in a substantial research paper.

    6 credits; Humanistic Inquiry, Writing Requirement, International Studies; offered Fall 2020 · Victoria Morse
  • HIST 338: Digital History, Public Heritage & Deep Mapping

    How do new methods of digital humanities and collaborative public history change our understanding of space and place? This hands-on research seminar will seek answers through a deep mapping of the long history of Northfield, Minnesota, before and after its most well-known era of the late nineteenth-century. Deep mapping is as much archaeology as it is cartography, plumbing the depths of a particular place to explore its diversity through time. Students will be introduced to major theories of space and place as well as their application through technologies such as Geographic Information Systems (GIS), 3D modeling, and video game engines. We will mount a major research project working with the National Register of Historic Places, in collaboration with specialists in public history and community partners.

    6 credits; Humanistic Inquiry, Quantitative Reasoning Encounter, Intercultural Domestic Studies; not offered 2020–2021
  • HIST 341: The Russian Revolution and its Global Legacies

    The Russian revolution of 1917 was one of the seminal events of the twentieth century. It transformed much beyond Russia itself. This course will take stock of the event and its legacy. What was the Russian revolution? What was its place in the history of revolutions? How did it impact the world? How was it seen by those who made it and those who witnessed it? How have these evaluations changed over time? What sense can we make of it in the year of its centenary? The revolution was both an inspiration (to many revolutionary and national-liberation movements) and used as a tale of caution and admonition (by adversaries of the Soviet Union). The readings will put the Russian revolution in the broadest perspective of the twentieth century and its contested evaluations, from within the Soviet Union and beyond, from its immediate aftermath, through World War II, the Cold War, to the post-Soviet period. The course is aimed at all students interested in the history of the twentieth century and of the idea of the revolution.

    Prerequisites: One course in Modern European History or instructor consent 6 credits; Humanistic Inquiry, Writing Requirement, International Studies; not offered 2020–2021
  • HIST 346: The Holocaust

    This course will grapple with the difficult and complicated phenomenon of the genocide of the Jews of Europe. We will explore anti-Semitism in its historical context, both in the German-speaking lands as well as in Europe as a whole. The experience of Jews in Nazi Germany will be an area of focus, but this class will look at European Jews more broadly, both before and during the Second World War. The question of responsibility and guilt will be applied to Germans as well as to other European societies, and an exploration of victims will extend to other affected groups.

    6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 347: The Global Cold War

    In the aftermath of the Second World War and through the 1980s, the United States and the Soviet Union competed for world dominance. This Cold War spawned hot wars, as well as a cultural and economic struggle for influence all over the globe. This course will look at the experience of the Cold War from the perspective of its two main adversaries, the U.S. and USSR, but will also devote considerable attention to South America, Asia, Africa, and the Middle East. Students will write a 20 page paper based on original research.

    6 credits; Humanistic Inquiry, International Studies, Writing Requirement; not offered 2020–2021
  • HIST 359: Women in South Asia: Histories, Narratives, and Representations

    The objective of this course is to analyze the historical institutions, practices and traditions that define the position of women in India. We consider the various ways in which the trope of the Goddess has been used for and by Indian women in colonial and post-colonial India; the colonial state’s supposed rescue of Indian women; the position and role of European women in colonial India; how women’s bodies come to embody and signify community honor and become sites of communal contest. We explore the making of Mother India; the connection between nation, territory and the female form; and the ways in which women have been represented in history as well as Indian cinema.

    6 credits; Humanistic Inquiry, International Studies; not offered 2020–2021
  • HIST 360: Muslims and Modernity

    Through readings in primary sources in translation, we will discuss the major intellectual and cultural movements that have influenced Muslim thinkers from the nineteenth century on. Topics include modernism, nationalism, socialism, and fundamentalism.

    Prerequisites: At least one prior course in the history of the Middle East or Central Asia or Islam 6 credits; Humanistic Inquiry, Writing Requirement, International Studies; offered Winter 2021 · Adeeb Khalid
  • HIST 365: Colonialism in East Asia

    This course explores the phenomenon of settler colonialism in East Asia. We will focus on the dynamics of emigration in the age of mass migration since the early nineteenth century onwards.  We will begin by examining colonial encounters in which Chinese and Japanese middlemen either competed against or collaborated with the Europeans as they covered a range of areas of the globe. In the second half of the course, students will undertake projects focusing on a specific region and period of settler colonialism, identify and present source materials, develop a substantial (20-page) research paper, and engage in peer review.

    Prerequisites: One prior six credit History course 6 credits; Humanistic Inquiry, Writing Requirement, International Studies; not offered 2020–2021
  • HIST 382: Slavery & Abolition in Africa and its Diaspora

    What is slavery? What is its historical relationship to other forms of bondage, labor, or debt? This course explores the complex, evolving, and wide-ranging meanings of slavery in Africa and its diaspora. Students will juxtapose a number of case studies: early versus modern Islamic communities in Arabia, sixteenth- versus nineteenth-century Ottoman regimes, eighteenth-century Catholic Kongo versus nineteenth-century Anglican Nigeria, and Egypt under nineteenth-century Ottoman rule versus twentieth-century British rule. It draws from religious texts, nineteenth-century missionary documents, and twentieth-century manumission records. How does slavery become associated with Africa? The nineteenth century offers many clues.

    Prerequisites: Prior History or Africana Studies course 6 credits; Humanistic Inquiry, Writing Requirement, Quantitative Reasoning Encounter, International Studies; not offered 2020–2021
  • HIST 383: Africa’s Colonial Legacies

    This course deepens understanding of the causes, manifestations, and implications of warfare in modern Africa by highlighting African perspectives on colonialism’s legacies. Drawing from cases in South Africa, Uganda, Kenya, Algeria, and Sudan, the course questions whether Britain’s policy of indirect rule, France’s direct rule, and South Africa’s apartheid rule were variants of despotism and how colonial rule shaped possibilities of resistance, reform, and repression. Students also will learn how different historical actors participated in and experienced war as well as produce an original research paper that thoughtfully uses primary and secondary resources. 

    6 credits; Humanistic Inquiry, Writing Requirement, International Studies; offered Spring 2021 · Thabiti Willis
  • HIST 386: Africa: Art, Nation, and Politics

    This course explores “Africa” as a historical construction, place, culture, artistic practice, commodity, and identity shaped by imperial ambitions, global trade, religious impulses, aesthetic forms, memory, and struggles for sovereignty. It illustrates how art, nationalism, and politics have been at the center of ideas about Africa and its relationship to colonialism and modernity from the nineteenth century to current times. In addition to select case studies, students will work with diverse sources such as missionary accounts, speeches, press releases, visual art, songs, and musical performances. Students will produce an original research paper of fifteen to twenty pages using primary and secondary resources. 

    6 credits; Humanistic Inquiry, Writing Requirement, International Studies; not offered 2020–2021
  • HIST 398: Advanced Historical Writing

    This course is designed to support majors in developing advanced skills in historical research and writing. Through a combination of class discussion, small group work, and one-on-one interactions with the professor, majors learn the process of constructing sophisticated, well-documented, and well-written historical arguments within the context of an extended project of their own design. They also learn and practice strategies for engaging critically with contemporary scholarship and effective techniques of peer review and the oral presentation of research. Concurrent enrollment in History 400 required. By permission of the instructor only. 6 credits; S/CR/NC; Humanistic Inquiry, Writing Requirement; offered Winter 2021 · Thabiti Willis, Annette Igra
  • HIST 400: Integrative Exercise

    Required of all seniors majoring in history. Registration in this course is contingent upon prior approval of a research proposal. 6 credits; S/NC; offered Winter 2021 · Annette Igra, Thabiti Willis