Krieger Hall

Fall Quarter

Dept Course No and Title Instructor
The Holocaust, the Nazi state’s attempt to murder all European Jews, is a defining moment in modern history. How do we comprehend the incomprehensible? Can we make sense of such a horrifying event? Does it defy explanation? Is it unique or can we compare it with other forms of genocide? In this course, we will explore these questions by learning about the nature of Jewish communities in Germany before the Holocaust; considering other forms of genocide that preceded the Holocaust; and analyzing the Nazi rise to power and the Nazi state’s move toward the “final solution. Readings will consist primarily of historical primary sources.
This course surveys the history of terrorism during the modern era, from its emergence as a distinctive tactic of violence in the nineteenth century through to present-day currents, including white nationalism, fundamentalist Islamism, and state-led “wars on terrorism.” It is driven by a series of interlocked questions: what is terrorism, and why does its definition continue to be disputed today? How and in what contexts did terrorism emerge as a coherent tactic? Why have some people, movements, and actions been labelled “terrorist” and others not? What is the relationship between terrorism and the state? Can states commit acts of terrorism? The goal of the course is threefold: to illuminate the multiple origins and histories of terrorism within the context of revolutionary movements, colonialism, and white supremacy; to explore the various roles of the state in the history of terrorism; and to give students the ability to assess from a critical perspective the highly politicized usages of “terrorism discourse” in the world today. This is a history course geared towards making the present comprehensible.
(GE: IV)
History 15D traces the history of sexuality in the United States from c.1600-1860s. We will look at how Americans understood sex in different time periods and how their beliefs reflected race and gender ideiologies. Readings include original historical documents and essays written by historians. Grading will allow for student choices in areas such as class participation, online discussions, creative written assignments (most 1- 2 pages) completed throughout the term. There will be a final project and no in-class exams or quizzes. Note: Students should be prepared to talk, read, and hear about sexual beliefs, sexual practices, sexual violence, LGBTQ+ history, childbirth, abortion, sex and gender identities, as well as other sex-related topics.
Lecture three times a week with a required discussion section once a week. Survey of Judaism, Christianity, Islam—three weeks on each: key historical events, major figures, basic ideas, essential practices, significant texts, and important trends in scholarship. No prerequisites. One textbook. Weekly short essays to facilitate discussion sections. Three in-class essay tests. One take-home test on the textbook at the end of the term. Fulfills requirements for majors and minors in History and Religious Studies and satisfies General Ed IV and VIII. The approach is academic, not devotional. 
(GE: IV and VIII )
No detailed description available.
A survey of the development of Roman civilization from its eighth century BCE beginnings to the civil wars of the first century BCE. Examines political and social history, as well as literature, art, architecture, and religion.
(GE: IV)
No detailed description available.
No detailed description available.
No detailed description available.
There are few original civilizations in world history, so it is noteworthy that the peoples of the Americas would have generated two of them –Mesoamerica in the North, and the Andes in the south. Even before the arrival of the Spanish and the Portuguese, the Americas have been a complex amalgam of cultural identities and differences. Imperium –political, religious, and aesthetic –was possible only once the idea of cultural purity was abandoned in Colonial Latin America. This course will cover the arch between the rise and fall of the largest and most populated European colonial empire of the early modern era –the Spanish monarchy– and the nineteenth-century encounters of the new Latin American republics with the rising hemispheric power of the United States, which represented for the now “Latin Americans” a challenge for their new conceptions of freedom and equality.
Arriving in the New World for the first time, Europeans encountered scores of different people and cultures that they had never imagined even existed. The course traces the history of first contacts from 1492 through present-day rendezvous with inhabitants of remote areas including Brazil and Papua New Guinea.
How is the past narrated in different genres, ranging from newspaper articles, diaries, and letters written just after something has occurred, to instant histories of events completed a bit later, to memoirs and studies penned much later? This class will explore these issues and have students experiment with writing about the same events in different ways. It will do this by reading and discussing texts from two dramatic years that were marked by global crises of different sorts: 1900 and 2020.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
In 1633, Galileo was brought before the Inquisition in Rome.  He was forced to recant, his most recent publication was put on the Index of Forbidden Books, and he spent the rest of his life under house arrest.  Why was Galileo condemned?  We will answer this question by exploring the events leading up to and following Galileo's condemnation, as well as historians'' assessments of Galileo's encounters with the Inquisition.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
"The Craft of History Writing" will emphasize the teaching of "History Writing" from a writer's rather than from a historian's perspective.
Each week we will read one fully-realized historical essay, published in a  contemporary, peer-reviewed historical journal and also one chapter from a book-length historical narrative, The Sea Captain’s Wife: A True Story of Love, Race, and War in the Nineteenth Century, by Martha Hodes. And each week, through these works (all drawn from US history), we will focus on a  different element of "craft" through which we can approach the different language, argument and research skills necessary to compose a compelling and academically credible essay in historical inquiry.
Your own writing will consist of focused reading responses, in-class exercises, and  two essays. Your first essay, developed from response drafts, will be based on analyzing elements of craft exemplified by two or several of the class readings; the second essay will be devoted to applying these elements to a historical subject/text/period/area of your own choosing/specialization (which need not be drawn from US History); this second essay will be workshopped, substantially revised and resubmitted for a third grade
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
This course aims to raise questions about the prospects and challenges involved in bringing ancient Greek and Roman culture into dialogue with ecocritical approaches and perspectives. Although there is a risk of anachronism in ascribing environmental consciousness to the Greeks and Romans, ancient accounts of the relations between humans and the environment resonate with prominent ecocritical themes, such as challenges to the anthropocentric thinking about distinctions between human and more/other-than-human agency and the relative ease with which ancient literature tends to combine local and global perspectives.
Modern science had its origins in Europe from 1500 to 1800. This class examines the contributions of important figures like Copernicus, Galileo, Kepler, and Newton, as well as new ways of doing science, from botanical expeditions to experimental academies. We will also consider ways of studying the natural world not considered “science” to us but practiced in the period, including magic, alchemy, and astrology.
(Satisfies pre-1800 requirement.)
This class addresses the history of the Second World War within the context of its origins in Europe. The course will discuss some of the many wars that made up this global conflict, such as the civil wars between collaborators and resistance movements in Nazi-occupied Europe, the Allied bombing war that targeted civilians, the Nazi war against the European Jews. The course will highlight the moral dimensions of World War II that appeared in the daunting choices faced by both individuals and groups. We will examine the attempts, at the war's end, to administer justice and address questions of memory and of loss.
Spain was once home to the largest Jewish community in Europe. Throughout the Middle Ages, the Iberian Peninsula was a place of coexistence and conflict between Christians, Muslims, and Jews. Then, in 1492, as Spain was emerging as a unified state, defeated the last remaining Muslim kingdom on Iberian soil, and began to build its Atlantic empire, the Jews were expelled. Those Spanish Jews and their descendants, known as Sephardim, found new homes around the Mediterranean and along the Atlantic seaboard. They formed a diaspora within a diaspora – a unique Hispano-Jewish culture within the larger Jewish world – and formed a closely interconnected network, from Italy to North Africa, and from the Ottoman Empire to the Caribbean. This course will explore the history of the Sephardic Jews, from the beginnings in medieval Spain, the Inquisition, and the expulsion of 1492, to the emergence of a global diaspora in the early modern period, all the way to the disruptions and displacements of the age of colonialism, nationalism, and genocide in the twentieth century.
This course covers the most important themes in the history of Armenians and Armenia in the nineteenth, twentieth, and twenty-first centuries and does so within a regional (i.e., Middle East and Caucasus) and global context. It examines the problems and impact of imperialism, revolution, and genocide on the development of the history of Armenians. This course will have a strong thematic approach as we proceed from imperial rule in the nineteenth century through twentieth-century genocide, brief independence, sovietization, and independence again, culminating in the Velvet Revolution, and most recently the war over Artsakh/Karabakh. As we explore this history, we will focus on Armenians as imperial and national subjects in ancestral lands as well as transimperial and transnational subjects in a diaspora that has had a complex relationship with the idea and reality of homeland.
No detailed description available.
Language is a universal attribute of humankind. There are between 5,000 to 8,000 languages across the globe. How do these languages compare, and how are they historically connected? Was there a single “original” language from which our modern tongues all evolved?
This course first explores today’s language families across the world, and the methods by which linguists attempt to make valid comparisons and reconstructions of ancient tongues. It then addresses a set of major questions: is our language faculty inborn (i.e., genetically encoded) or acquired? Where and how did human language originate? How did it spread around the globe? Did speech evolve and “progress” over time, so that only the fittest languages managed to survive (cp. Darwinism)? And why are there so many languages in the world?
Linguists have been able to formulate plausible but so far unproven answers to these questions. Recently, however, advances in research on (1) population genetics (DNA) and (2) brain imaging have given great stimulus to re-examining them. This course pre-sents new and old evidence, and weighs up the prospects for success in unlocking one of the great mysteries of human evolution.
This course is taught from a Chicana feminist perspective. It introduces students to the dynamically generative relationship between a careful consideration of the creative inclusivity and ingenuity of film productions that center on the Chicanx experience and how these film productions enrich our historical understanding of the diversity and history comprising the Chicanx experience.
Presents a comparative analysis of the causes, development, and consequences of selected revolutionary movements, focusing on outbreaks in Mexico, Bolivia, Cuba, Chile, Nicaragua, and Grenada. Explores topics of state formation, economic nationalism, social justice, ethnicity, and role of international affairs.
HISTORY 169. Topics in Latin American History. 4 Units.
Studies in selected areas of Latin American history. Topics addressed vary each quarter.
This course will explore some of the world’s great religions (Buddhism, Hinduism, Jainism and Islam) and their artistic traditions, challenging modern notions of religious and national identities. Beginning with the Guptas’ aesthetic legacies in the architecture, sculpture and painting of India, Pakistan, Bangladesh and Sri Lanka (South Asia), we will continue with the dissemination of religious ideas and artistic practices in Thailand, Cambodia and Vietnam (Southeast Asia) in the 8th-10th centuries. The course will also examine the dispersal of Islam in South Asia, beginning with the settlement of early Muslim commercial communities in the 8th century, continuing with the Islamic Sultanates of the 12th-15th centuries, and culminating in the magnificence of the Mughal Empire (1526-1857).
How was the Qing Empire (1644-1912) similar to and different from other major political units of its time? Why did the Opium War (1839-1842) break out? Why is the crisis that affected China and the world in 1900 called the "Boxer Rebellion"--when the participants in it did not exactly "box" and were not exactly "rebels"--and why was it an event that gripped the attention of newspaper readers across the planet? Which revolution changed China most dramatically, that which transformed an empire into a nation in 1911 or that which brought the country under Communist Party rule in 1949? These are some of the questions this class will explore. In the process, students will learn about a range of interesting specific individuals, from emperors and empresses to the cross-dressing female revolutionary Qiu Jin to Generalissimo Chiang Kai-shek. One theme throughout the class will be the importance of keeping in mind the varied ways that the stories of major events in China's past have changed over time and been put to varied political uses in different places, in different periods, and by people with different political agendas. It is, in other words, both a class about events that took place and the varied ways that stories about those events have been told.
This is the first installment of a two-part survey of Southeast Asian history, linked chronologically and thematically.  The course introduces the highlights of the region’s civilizations from earliest times to the period before the rise of modernizing indigenous states and Western interventions.  It examines political configurations, trade connections, civil and kinship structures, and religious communities and consciences in both continental and insular Southeast Asia as well as the Indian, Chinese, Buddhist, Islamic, and Christian influences in the region during that era.  Emphasizing Southeast Asian polities as dynamic and creative actors in their own right this course encourages students to approach historical knowledge in more sophisticated ways.
This class will examine how a range of media (television series, films, video games) operate as sites of popular history and collective memory. We will consider not only how the historical context in which a text is produced affects the sort of stories about the past it offers, but we also will interrogate how medium specificity, genre conventions, imagined audience, and exhibition conditions structure how the media tells historical narratives. Some of the texts we may study include: One Night in Miami; Mrs. America; Downton Abbey; Black Messiah and Judas; The Help; Ken Burns' The Vietnam War; JFK Unloaded; Vice.
This course focuses upon a basic history of games introducing historically popular games, their themes, topics, and their mechanisms. Along with the course content, students will develop a historical game from any time period and in any media.
This overview of the Viet Nam War draws largely on oral history sources and offers a practical opportunity for students to advance their skills in conducting oral-history interviews.  Working from spoken testimonies of those who participated in or witnessed historical events, the course illuminated and examined the lives of individuals and communities whose voices and perspectives may be marginalized or neglected in conventional interpretations of the war.  Students will explore the art of doing oral history and the use of oral testimony in research and writing the history of war through interviews they conduct, which will be contextualized, interpreted, and presented in digital exhibits as a final course project.
The Russian Revolution of 1917 was a defining moment of the twentieth century that marked the birth of the world's first socialist state and inaugurated the ideological conflict of the Cold War. In fact, several separate revolutions occurred that year, from the overthrow of the monarchy in February through the Bolsheviks' seizure of power in October. This course delves deeply into the revolutionary year itself, exploring the historical context of autocracy, social change, and world war, the complex dynamics of mass social movements, the evolving tactics and platforms of political parties, and the dreams, aspirations, and fears that motivated ordinary people. Finally, we will consider how the Revolution was subsequently remembered and commemorated, especially in film.

This course allows students to experience the research process, work as historians, and develop their own mini-research project on a topic of their choice. Our primary focus in bi-weekly seminars will be the discussion and analysis of primary sources in translation from the year 1917, but students will have the final three weeks to work intensively on their projects, which may be a paper (10-12 pages) or a creative option. Possible topics include a close study of a particular event (e.g., February Revolution, Kornilov Revolt), a particular theme or problem (e.g., patriotism, notions of freedom, women’s rights, the death penalty, images of the tsar, violence, film), a particular kind of source (e.g., travel accounts, memoirs, newspaper reports, revolutionary songs), a group (e.g., soldiers, workers, artists). Students will develop their topics in close consultation with the instructor.