160. United States to 1865. (4). (SS).
This course will explore American history through the Civil War in the context of several themes, including the idea of empire, the diversity of people and perspectives in early America, the growth and effects of market systems, and conflict, especially struggles for freedom and independence. We will also analyze many of the key words in our heritage, such as democracy, freedom, and liberty. The goal will not be to learn mountains of "facts" (although facts remain important because they allow us to support and contradict our ideas and arguments), but rather to gain a sense of the complexity of the past and the controversial nature of historical interpretations. Ultimately, the goal of the course is to improve our abilities to think, read, and write clearly and critically. (Clark)
284. Sickness and Health in Society: 1492 to the Present. (4). (SS).
From devastating infectious epidemics to the quiet suffering of malnutrition, health problems have both affected and reflected the evolution of modern society. The course will study four different historical periods, exploring such issues as: the effects of individual habits, environmental conditions, and medical innovation on public health; the role of ethics, economics, and politics in medical decision making; the changing health problems of the disadvantaged, including Native Americans, women, Blacks, immigrants, and workers; the changing meaning of concepts like "health," "disease," "cause," and "cure"; the dissemination and impact of medical discoveries; and the changing organization and power of the healing professions. We will focus on American history, although comparisons will be drawn to other societies. The course is a basic introduction. No background in medicine or history is assumed. Classes are taught in lecture format, and will include a variety of audio-visual sources. Reading assignments will range from modern histories to poetry and old medical journals. There will be two essay-style examinations, and frequent short quizzes. This is a challenging and demanding course. Those who miss the first meeting without advance permission will be dropped from the course. [Cost:1-5; required purchases cost $15, but additional required reading assignments, available on reserve or for optional purchase, cost up to $110 additional if bought] [WL:4] (Pernick)
300-Level Courses and Above are for Juniors and Seniors
318. Imperialism and After: Europe 1890-1945. (4). (SS).
THE TWO WORLD WARS IN EUROPE. GOALS AND PREREQUISITES. The two World Wars belong to the most important events in the history of modern Europe. It is impossible to understand the present situation of the "Old Continent" without a study of the Wars. They changed the political, ethnic and economic map of Europe; and produced new ways of thinking, political orders, systems of values and, most of all, a terrifying awareness that mankind could destroy itself. This course will explore the history of the Wars and their consequences. READING ASSIGNMENTS. All material, discussed during the course, are published in English, predominately in the United States and Great Britain. Sessions will be focused on analysis of primary sources, translated from German, Russian, Polish, French and Italian, but the students will read and discuss also secondary sources. Some of them will be assigned individually and reported in class. Students will also have a list of books suggested for further reading. Details of assignments and examinations will be discussed in class and individually with students. PAPERS. Students will be writing two papers in my course: a smaller one (about 10 pages) and a larger one (about 20 pages). The first, smaller one should be an essay based on discussion and several books studied during my course. Students should express their evaluation or interpretation of a problem discussed in class. The second paper, larger one, should analyse one big or several smaller primary sources on the past of modern Europe and should meet requirements of a research article published in a historical journal. Each paper will be discussed twice with me during my office hours. First, I usually talk with a student about a topic, looking for a subject, which would correspond with student's interests. We also discuss formal aspects of an essay. After three to four weeks, when a paper is ready, I discuss it with its author expressing my opinions on a paper. Both papers will create a basis for student's final grade. [Cost:1] (Wrobel)
319. Europe Since 1945. (4). (SS).
The aim of this course is to provide a comprehensive critical introduction to European society, culture and politics since the Second World War. Lectures and readings will cover both Eastern and Western Europe, the international arena and the national histories of particular countries, and social and cultural life as well as political developments. The course aims to explore the shaping of the contemporary world and to introduce students to societies and political cultures which are both structurally similar and fundamentally different from their own. Instruction will be via lectures and ad hoc discussion, evaluation via midterm exam and end of term essay. No special background is required; prejudices and preconceptions about European societies are enough. [Cost:3 or 4] [WL:2] (Eley)
333/Econ. 396/Pol. Sci. 396/Slavic 396/REES 396/Soc. 393. Survey of Eastern Europe. (4). (SS).
See REES 396. (J. Fine)
391. Topics in European History. (4). (Excl). May be elected for credit twice.
After a survey of post-World War I Europe, the comintern, the fascist order in Germany, and the course of the war, the course will focus on war-time political issues, in particular resistance movements with the three allied powers. The course will focus on the examples of France, Italy, Yugoslavia, and Greece. Requirements are: an essay hour exam (writing on one question out of a list of four), a 8-10 page course paper with flexibility of topic and a final exam for which students will write two essays with considerable choice of questions. [Cost:3] [WL:4] (J. Fine)
392. Topics in Asian and African History. (4). (Excl). May be elected for credit twice.
SAMURAI IN JAPANESE HISTORY. Who were the samurai? How were they transformed over nearly a millennium of their history? What variations were there within the samurai status? What was the relationship of the samurai to the people of other classes? What were the gender-specific roles of women and men in samurai society? How did the samurai fight and how did they play? What were their ethos and beliefs? This course will examine the changing reality and ideals of the samurai from their origins in ancient Japan to their disappearance in the face of Western encroachment in the nineteenth century. We will read tales, legends, and documents as well as a textbook and interpretive essays. In addition, we will view films and analyze them from a historian's perspective. The course is structured to provide one hour of lecture and two hours of discussion per week. Extra hours will be assigned for film viewing. Requirements include class participation, discussion and presentation as well as three short papers. [Cost:3] [WL:4] (Tonomura)
394. Reading Course. Open only to history concentrators by written permission of instructor. (1-4). (Excl). (INDEPENDENT). May be repeated for credit only with permission of the Associate Chairman.
This is an independent 1-4 hour course open only to history concentrators by written permission of the instructor. It may be repeated for credit only with permission of the Associate Chairman.
396. History Colloquium. History concentrators are required to elect Hist. 396 or 397. (4). (Excl). May be elected for a total of 12 credits.
Section 101 – UNDERSTANDING WAR AND OURSELVES: THE LITERATURE OF 20TH CENTURY MILITARY EXPERIENCE. War has been endemic in the Twentieth Century, and its consequences beyond our capacity to measure. Efforts to understand its role and meaning persist, however, for we recognize, as one novelist wrote, that war is "a peculiarly human activity." This class will read and discuss 6-8 books that try to comprehend not only the war experience of this century, but the role and significance of war in human affairs. There will be some lecturing, but discussion will be the primary mode of instruction. Several papers will be required. [Cost:probably 1] [WL:4] (Marwil)
Section 102 – WOMAN AND SOCIETY IN TRADITIONAL JAPAN. The dramatic transformation in women's status is a key feature of Japan's pre-modern history. This course will examine the patterns of change in the female gender role from the seventh through nineteenth centuries by reviewing primary sources (in English translation) and relevant articles. We will seek to understand the correlation between the structure of dominant institutions and the experiences of women of various classes. Sexual-religious culture, property and inheritance rights, marriage practices, work, and formal political authority will be some of the themes explored. Apart from participation in discussion at weekly meetings, the course requires completion of two sets of take-home examinations. There are no prerequisites but general familiarity with Japan's pre-modern history is helpful. [Cost:2] [WL:4] (Tonomura)
Section 103 – THE IRISH IN AMERICAN SOCIETY. This colloquium will consider the history of the experience of the Irish people in the United States. We will begin by surveying the existent literature on this subject and by developing from readings in several sources a knowledge of the main features of that history as presently construed together with some topics for exploration by members of the colloquium. The work of the course will be carried on by means of presentation in colloquium of written work on particular topics; an extended term paper will be the final project. There are no examinations. Regular attendance and full participation in the meetings of the colloquium is therefore, an essential condition for the course. [Cost:2] [WL:3] (McNamara)
445. Europe Discovers the World: Travel and Exploration from the Middle Ages to the Present. History 110 or equivalent, or permission of instructor. (4). (Excl).
"The bear went over the mountain, to see what he could see." You may have sung this as a child; we will use this course to ask why it has been European bears who, historically, have explored the world – and how explorations have changed Europe - and us. Using contemporary accounts of explorers, which we discuss in class, we will see how other worlds came slowly into focus and – after too long a time – received respect. In one term we can discuss only some of the extraordinary literature of travel. Beginning with barefoot Franciscan attempts to convert mounted Mongols, we move to the technology of discovery, then sail to the New World, consider the impact of the Americans on European history, witness a world war in the Indian Ocean, and distangle scientific exploration from piracy through an examination of Captain Cook's legacy at UM. As the days grow warmer, we will turn to polar exploration and consider ambition, heedlessness, and fraud. Then we will turn to the heights, beginning with the Himalayas, and rising into space. For a final comparison, you will read our "descriptions" of extraterrestrials and one of their sermons to us. You will write two short exercises and a take-home final examination. [Cost:2] [WL:1] (Lindner)
517. History of Ireland Since 1603. (4). (Excl).
A narrative history of modern Ireland from the time of the destruction and collapse of Gaelic culture at the Tudor conquest until the present. Lectures will treat aspects of cultural and social (and to a lesser extent economic) as well as political history. The main texts used will be Moody & Martin, THE COURSE OF IRISH HISTORY, and R.F. Foster, MODERN IRELAND, 1600-1972. Course work will include a series of brief quizzes, rather frequent, one term paper, one final exam. There is no course prerequisite and no prior knowledge of Ireland is required. The course carries graduate credit, so that a more advanced study can be set for graduates; the majority of the students, however, will be undergraduates, so that special knowledge of historical study is not presumed. Willing students will be guided to this. [Cost:2] [WL:1] (McNamara)
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