Summer 2018
Details
5: European Civilization from the Renaissance to the Present

This course is an introduction to European history from around 1500 to the present. The central questions that it addresses are how and why Europe—a small, relatively poor, and politically fragmented place—became the motor of globalization and a world civilization in its own right. Put differently how did "western" become an adjective that, for better and often for worse, stands in place of "modern".

Peter Sahlins
12 Haviland
MTuW, 1–3:30 p.m. | May 21–June 29
Class #: 15203
First 6 Week Session
7B: The United States from Civil War to Present

What does it mean to be American? Whatever your answer is to this question, chances are it is deeply connected to the themes and events we will discuss in this class. Here we will track America's rise to global power, the fate of freedom in a post-Emancipation political setting, and the changing boundaries of nation, citizenship, and community. We will use landmark events to sharpen our themes, but we will 

Daniel M Robert
9 Lewis
TuWTh, 10 a.m. – 12 p.m. | June 18–August 10
Class #: 13548
8 Week Session
N100.001: Financial Crisis, Inequality and Globalization: A Transnational Economic History from the Great Depression to the Great Recession (1920s – 2010s)

• This is a 2 unit course. It does not fulfill a major requirement.

In 2003, during the annual meeting of the American Economic Association, one of its distinguished members, Nobel laureate Robert Lucas confidently proclaimed to his colleagues that the “central problem of depression prevention has been solved, for all practical purposes, and has in fact been solved for many decades.” Just a few years later, during the 2008 Great Recession, his claim was put to the test. If Lucas has been proven right, we can ask at what cost had the global economy been saved from collapse, and for whose benefit? Answers to these questions, as we will discover in this course, critically depend on how we understand the 1929 Great Depression. We will trace what lessons liberal and authoritarian political regimes learned from the Great Depression, and which ones they forgot, and when. Doing this will permit us to evaluate the connections between economic inequality and globalization that give rise to enormous outpouring of professional and popular analysis in the aftermath of financial crisis. Topics covered include global responses to the Great Depression, the Bretton Woods system, 1980s debt crisis, 1990s Asian financial crisis, and the Great Recession.

Andrej Milivojevic
60 Barrows
TuTh, 4–6 p.m. | May 21–June 29
Class #: 13549
First 6 Week Session
N100.002: Pills, Profit, and Power: The History of Medicine in America

• This is a 2 unit course. It does not fulfill a major requirement.

Last year, the Centers for Disease Control and Prevention (CDC) reported that life expectancy in the United States has declined for the second consecutive year in a row, even though it spends more on healthcare than any other country.  How did this come to be?  In an attempt to answer this question, this course examines the cultural, social, political, economic, and intellectual history of American medicine from the eighteenth century to the present. Topics include: Affordable Care Act (Obamacare), bloodletting, health citizenship, bioethics, the AIDS epidemic, the Tuskegee Syphilis Study, mental health, women’s health, health activism, disability, and the opioid crisis.

Aimee Medeiros
9 Lewis
MW, 12–2 p.m. | May 21–June 29
Class #: 14213
First 6 Week Session
N100.003: American Business History

• This is a 2 unit course. It does not fulfill a major requirement.

When President Calvin Coolidge declared in 1925 that “the chief business of the American people is business,” he was not making a historical argument, though it would have been a defensible one. Nearly a century earlier, French visitor, Alexis de Tocqueville, made a similar observation. Indeed, America was colonized by joint-stock corporations! Understanding the history of American business can therefore unlock a great deal about America itself. How did the exchange of capital become capitalism? How have markets and firms been constructed politically and socially? Is the history of American business primarily one of creative entrepreneurs or exploitative opportunists? What is the relationship between capitalism, gender, and race? In this course, we will explore these questions on a chronological journey from seventeenth-century joint-stock colonization to twenty-first century high-frequency trading.

Daniel M Robert
2 LeConte
TuTh, 2–4 p.m. | July 2–August 10
Class #: 15013
Second 6 Week Session
N100.005: Youth in Revolt: Post-1945 Europe through Film

• This is a 2 unit course. It does not fulfill a major requirement.

Thoroughly devastated by war and the Holocaust, the Europe of the 1940s was poor, ethnically homogeneous, and politically divided into democratic-capitalist and Communist blocs. By the 1990s, Germany was reunified, the Soviet Union withdrawn from Eastern Europe, and the European Union expanded to include states formerly under Soviet rule. But the road to prosperity and unity required the revolutionary ideas and actions of youth.  In this course, we use award-winning feature films from the 1940s through the 1990s as our major primary sources for evaluating the major social, political, and cultural upheavals through which contemporary Europe emerged from its darkest decade. Topics addressed include the psychological aftershocks of fascism and Nazism; the decolonization of the British and French empires and the rise of racial and religious minorities in London, Paris and Berlin; the Sovietization of Eastern Europe and the rise of a dissident culture; the sexual revolution; the rise of television, rock n’roll, and the mass media; and the politics of Communism and anti-Communism in the Cold War.Focusing on films from England, France, West Germany, and East Germany, our major theme is generational revolt. In postwar Europe, each generation of youth revolted against  different aspects of politics and culture: outdated gender and sexual norms, the repression of wartime memory and guilt, political parties, universities and professions, the shallowness of consumer society, conformity under dictatorship.

Matthew Specter
180 Tan
TuTh, 10 a.m. – 12 p.m. | July 2–August 10
Class #: 15125
Second 6 Week Session
100U: This is What Democracy Looks Like? New Populisms and Fascisms in Europe and the U.S.

This course has been approved to satisfy an upper division requirement for the Political Science major.

Populism, xenophobia, fascism, anti-Semitism, and neo-Nazism have become prominent features of contemporary democratic politics in the U.S. and Western Europe, most notably since 2016. But populism has a longer history and its definition is elusive. Our main course goals are first, to put the startling events of the last year, chief among them the electoral victory of Donald Trump, into a 20th century comparative historical context, and second, to employ the tools of political theory to gain clarity about the relationship of populism, democracy and fascism. We approach this challenge by examining the similarities and differences between today’s right-wing (or authoritarian) populists with the fascist movements and regimes (including Nazi Germany) of mid-20th century Europe. Students will consider questions such as: Is there a unitary definition of populism, or are left and right-wing populisms more different than alike? Does populism have the potential to deepen democracy or only to disrupt or threaten its survival? To what extent does the steep rise in economic inequality since the late 1970s explain the widespread disgust and loss of trust in liberal democratic institutions? Is the electoral triumph of Trump and growing visibility of the “alt-Right” the outcome of deep strands of white supremacy and racial panic in American history? Or are Trumpism’s roots shallower and more traceable to a recent transnational “populist moment”? Interactive lecture with readings in European and American history, recent journalism and commentary, documentary films, videos.

 If you are a Political Science student and you have questions about your particular situation, please consult with Suzanne McDermott or Efrat Cidon.

Matthew Specter
107 GPBB (Genetics & Plant Biology)
MTuWTh, 10 a.m. – 12 p.m. | May 21–June 29
Class #: 15015
First 6 Week Session
106A: The Roman Republic

A history of Rome from the foundation of the city to the dictatorship of Caesar. The course examines the evolution of Republican government, the growth of Roman imperialism, and the internal disruptions of the age of the Gracchi, Sulla, and Caesar.

Michael J. Taylor
182 Dwinelle
MWF, 1–3:30 p.m. | May 21–June 29
Class #: 14232
First 6 Week Session
109C: The Middle East from the 18th Century to the Present

The Middle East is both a very old and a very new place. The region is home to some of the world’s longest-standing cities and societies, yet most of the countries that make up the Middle East did not exist a century ago. How did today’s Middle East come about? This course will introduce you to the political, social, and cultural history of the Middle East from the mid-eighteenth century to the present. By looking at the effects of colonialism and war, but also grassroots movements, culture, and art, we will come to understand how the last 250 years of global political, economic, and social transformations impacted the region, always with an eye to the experiences and responses of ordinary people. Throughout the course, we will explore the broad themes of the region such as global capitalism, imperialism, nationalism, women’s rights, political Islam, the Israeli-Palestinian conflict, the oil revolution, the impacts of the Cold War and American foreign policy. Such issues are not merely the purview of history and scholarship, but directly affect our lives today and will continue to do so for some time to come.

Julia Shatz
219 Dwinelle
TuWTh, 1–3:30 p.m. | July 2–August 10
Class #: 14200
Second 6 Week Session
116D: Twentieth-Century China

 This course counts for the other world area requirement for the History major.

This course offers a survey of Chinese history from the turn of the twentieth century to the present. The narrative will focus on the rise of the Chinese party-state, the transformation of social groups and identities, and China’s changing role in the world. Topics include the fall of the Qing dynasty, the new Republic, the rivalry between Communists and Nationalists, the war with Japan, the Cultural Revolution, reform and opening, the 1989 democracy movement, and China’s global rise.

Brooks Jessup
3106 Etcheverry
TuWTh, 1–3:30 p.m. | July 2–August 10
Class #: 15111
Second 6 Week Session
124B: The United States from World War II to the Vietnam Era

Immediately prior to World War II, the US military ranked 17th in the world, most African-Americans lived in the rural south and were barred from voting, culture and basic science in the United States enjoyed no world-wide recognition, most married women did not work for wages, and the census did not classify most Americans as middle-class or higher. By 1973, all this had changed. This course will explore these and other transformations, all part of the making of modern America. We will take care to analyze the events, significance and cost of US ascendancy to world power in an international and domestic context.

Maggie Elmore
Dwin 215
TuWTh, 2-4:30 p.m. | May 21 - June 29
Class #: 15021
First 6 Week Session
131B: US Social History from the Civil War to the Present

Perhaps the most memorable line in the Declaration of Independence (1776) is the one that assures Americans of their unalienable rights to “Life, Liberty, and the pursuit of Happiness.” The nation’s founders guaranteed the first two in the Bill of Rights, but the third remains a nebulous concept that requires some contemplation and interpretation. What exactly has it meant to pursue happiness and how has that pursuit shaped the course of United States history since 1865?

This course considers these questions by interrogating the experiences, ideas, values, desires, and actions of various racial, ethnic, gender, age, class, and ability groups. In examining how Americans have defined, pursued, defended, and fought for happiness, we will necessarily also explore the limits, constraints, and challenges to that aim. Some of the topics covered in the course include: civil rights, feminism, labor, migration, consumerism, relationships, and popular culture.

Jennifer Robin Terry
110 Barrows
MonTuWed, 2–4:30 p.m. | July 2–August 10
Class #: 15578
Second 6 Week Session
C139C: Civil Rights and Social Movements in U.S. History

In their fights for justice and equality, civil rights and social movements have put  democratic practices and institutions in the United States to test. This course explores the long (chronological) and wide (geographic) civil rights movements of the South, the North, and the West Coast, tracing their multiracial, multiethnic, and multicultural aspects since the Second World War. How ​did ordinary people and grassroots activists aim to influence electoral processes, legislation, and court decisions? Readings and lectures will delve into the ​Black Freedom and Black Power struggles, Mexican American and Puerto Rican demands for rights, and Asian American and Native American efforts for equality. Paying particular attention to the Bay Area, ​we will study the dynamism of Counterculture, the Free Speech Movement, New Left Radicalism, antiwar protests, Environmentalism, and rebellions expressed in music. Appreciating the intersectionality of race, ethnic, and gender identities, we will explore the Women’s and Gay Liberation movements. Continuing into the late and early-twentieth centuries, the course situates social movements within the larger global contexts and traces the fierce opposition to civil rights and social equality that has coalesced around white nationalism, legal discrimination, and campaigns for law and order. Finally, we will consider the shifting roles and impact of technology and media on social movements within American democracy. 

Sandra Weathers Smith
108 Wheeler
MTWR, 12-2 p.m. | July 2–August 10
Class #: 16081
Second 6 Week Session
158C: Old and New Europe, 1914–Present

The twentieth century was the most devastating in the history of Europe. This course surveys the major developments that led to the wars and revolutions for which the century is famous. It stresses the supreme importance of the commanding actors on the political stage as the century unfolded--Lenin and Stalin, Mussolini and Hitler, Churchill and de Gaulle, Walesa and Thatcher and Gorbachev, and focuses on the differing approaches to European relations taken by American presidents from Wilson to George W. Bush. The course will seek to squeeze every ounce of drama out of the century's most famous -- and infamous -- events: Europe's last summer -- the incredible days of July 1914; the slaughter of World War I; the rise of Communism, Fascism, and Nazism; Munich; the Nazi-Soviet Pact of 1939; the decimation of World War II; the bombing of London and Dresden; the destruction of the European Jewry; the German invasion of Russia; D-Day, the suicide of Hitler, the origins and development of the Cold War; the fall of the Berlin Wall; the revolutions of 1989; the disintegration of the Soviet Union; the collapse of Yugoslavia; and the first and second Gulf wars. All this and more we will explore through books, documents and, not least, films and documentaries.

David Wetzel
88 Dwinelle
TuWTh, 2–4:30 p.m. | June 18–August 10
Class #: 16055
8 Week Session
160: The International Economy of the 20th Century

 This course counts toward requirements for the Economics major.

Development and crises of the advanced economies, with particular emphasis on trade relations with third world countries. Economic impact of war, business cycles, and social movements. This course is equivalent to Economics 115; students will not receive credit for both courses.

Trevor Jackson
155 Kroeber
MTuWTh, 2–4 p.m. | July 2–August 10
Class #: 15019
Second 6 Week Session

103 Courses

Asia
103F.001: Revolutionary Nationalism and “Terrorism” in India and Abroad: Is Fundamentalism its Inevitable Telos?

In the early years of the twentieth century, British colonial rule in India faced a powerful new threat to its authority. All through the previous century colonial rule had been resisted mainly by peasants and landed gentry whose concerns had to do with the effects of colonial reformulations of land tenure. Colonial efforts in India of the previous fifty years had been aimed at producing the loyal educated, Indian native. But in the twentieth century, with the educated native emerging as the dangerous individual in need of surveillance, the fundamental incompatibility between colonial occupation and liberal ideology could no longer be hidden.

As early as 1835, in his Educational Minute, Lord Macaulay had made clear that the aim of English education was to "raise up an English-educated middle class who may be interpreters between us and the millions whom we govern - a class of persons Indian in colour and blood, but English in tastes, in opinions, in morals, and in intellect.” There were certainly many among the first generation of English-educated Indians who acknowledged some of the benefits of English rule. Even so, Dadabhai Naoroji, the father of Indian economic nationalism, castigated colonial rulers for behaving in “unBritish” ways in India. But the criticism was less directed at colonial rule per se than at unfair colonial practices. This was to change. Within one generation, gratitude was replaced by anger. Born in India, often of first generation Western educated fathers, second generation educated Indians too went to England, and read English law, history, and philosophy. But they came back with radical politics.

In this course, we will read some of the primary texts that so inspired these young nationalists, primary texts written by Indian nationalists, as well as secondary works dealing with Indian, Irish, Turkish, Israeli, Palestinian, Mexican and Russian political thought, Irish revolutionary nationalism. The aim of the course is to think through some of the issues confronted by scholars attempting to write an “Indian intellectual history” that incorporates some of the thinkers who were on the “wrong” side of Indian nationalism. The aim of the course is also to situate Indian nationalism in an international milieu and to examine the particular manifestation of it as revolutionary “terrorism” and whether that inexorably leads to political fundamentalism.

Janaki Bakhle
3104 Dwinelle
Tu 2-4
Class #: 24989
103F.002: The Chinese Earth – Resources and Ecology

This course addresses, a historian's and a cultural geographer's perspective, the use of natural resources, including energy, in Chinese history, from imperial times until today. It offers insights into three different, but interrelated and interdependent processes of those periods: a) the agricultural traditions, water management and industrial production technologies; b) aspects of historical earth sciences, including early mapping and modern cartographic knowledge; c) the application of empirical knowledge to resource distribution and Chinese environmental ethics.

The course is designed to provide students with these basics tools: familiarity with the sources and tools that constitute this field of inquiry; introduction to (and the appropriation of) a terminology that allows for cross-references and comparisons with other civilizations and cultures; ability to question and critique the ideological and ethical framework governing western and Chinese concepts of “nature,” and the political dimensions of ecological management.

NO Chinese language is required to take the course, and the distinctively Chinese perspective will be developed through cross-cultural concerns.

 

Michael Nylan
2303 Dwinelle
W 12-2
Class #: 33095
103F.003: Hindu/Muslim: Religion, Politics, and Violence in a Millennium of Indian History

This course is concerned broadly with the relationship between the categories of ‘religion’ and ‘politics’; and the practices of violence which lie at their intersection; and in particular with rethinking the terms we use to imagine religious violence in the past and the present. As a case study, we will explore ways of conceptualizing the longue durée history of the relationship between Hinduism and Islam in the Indian subcontinent over the last millennium. Through reading a mix of postcolonial historical scholarship and precolonial primary sources, we will critically investigate the Islamic conquest of India; the historic evolution of the concept of ‘Hindu’ and ‘Muslim’; the profound fissure of the partition of India in 1947; and the evolving politics of memory in the twentieth century. No prior experience with the history of India is required for this class.

Abhishek Kaicker
3205 Dwinelle
Th 4-6pm
Class #: 42350
Britain
103B.004: New Media in Britain from the Print Revolution to the Digital Age

This course explores the relationship between communication technologies and the long transformation of British society from medieval to modern. From the arrival of the printing press in the 15th century to the proliferation of mass media in the 20th, we will ask how historians approach the study of a medium as both an agent of change and as a product of existing cultures and institutions. How did the increasingly broad and dynamic distribution of texts, speech, and images affect participation in the public sphere, the relationship between popular and elite culture, the rise of an imperial state, and the foundations of modern science? We will also consider the enduring significance of questions that people who lived through these changes asked themselves as they adapted to new communication technologies: How do we deal with information overload? How should we react to fake news? What does it mean for speech to be free? 

Ivana Mirkovic
3104 Dwinelle
F 9-11am
Class #: 32380
Comparative
103U.001: Refugee Law, Policy, and Experience

Refugees are the frequent subject of news coverage today, where they are often presented in urgent, immediate, and overwhelming terms: “crisis,” “emergency,” “flood.” These are indeed urgent times for what are, in fact, unprecedented numbers of people forcibly displaced due to persecution and violence. But such conditions and responses to them are the product of longer processes; they - and their effects - can be understood only by tracing them through time. This seminar aims to do that by examining the treatment and experiences of refugees in history. Analyzing the actions and perspectives of governmental, intergovernmental, and nongovernmental entities and refugees themselves, the seminar is meant to achieve two objectives. First, in the areas of law and policy, students will learn what existing scholarship can tell us about why and how present-day legal frameworks and forms of assistance were created, by whom, and how they have impacted refugees’ lives. Attention also will be paid to the effects of refugee policy on domestic and international political conditions, especially those conditions that may influence the chances of future forced displacement. Second, students will get a sense of the diversity of refugees’ lives and strategies, including in the areas of law, policy, and politics. The course will center on events in the twentieth century to the present, when modern international and regional refugee regimes were developed, tested, and strained. The geographic scope will be global, with case studies drawn from Europe, Asia, Africa, and Latin America.

Lynsay Skiba
2303 Dwinelle
Th 3-5
Class #: 24991
Europe
103B.001: Food in Europe, 1500-1950

The history of food as a recognized subfield is relatively young. Sociologists and anthropologists discovered it well before historians did. And yet, food lies at the basis, not only of human survival, but of all political, social, economic and cultural systems. The viability of every state rests on the adequate provisioning of subjects, particularly in the urban metropolis, but also in the military. Grain supplies have always been one of the most basic tests of the mobilizing capacity of the state. Management of dearth in staple goods is no less important in maintaining social cohesion. But luxury goods and the drive to command their production and exchange have been no less important as a motor of historical change. Trade in spices and sugar was an early causal factor in colonization among early modern European states. Both also played a role in the conspicuous consumption that played a role in the maintenance of political and social hierarchies.

This course will provide students with an opportunity to read across the disciplines—social, economic, intellectual, and military, not to mention cultural and intellectual. Most particularly, this seminar will train students how to analyze secondary sources, to distill a research question and an argument. These skills will prove useful to history majors when they come to write a senior thesis. At the end of the semester, they will have the choice between writing a 10-12 page synthetic essay or a thesis prospectus.

Victoria Frede
3104 Dwinelle
Tu 12-2
Class #: 24984
103B.002: The Caucasus in the Modern Era: "Ethnicities, Empires, and Nations"

This seminar is a historical survey of the Caucasus from the end of the eighteenth century to the present. A number of features characterize this region, three of which deserve some attention. First, the ethnoreligious diversity of its population is remarkable, for many small ethnies have been able to survive there for centuries in often adverse conditions. Second, the region is also best understood as a corridor through which numerous invasions have passed, often leaving behind them masses of settlers. Third, the Caucasus has been, and still is, a zone of contact among various imperial or regional powers and their civilizations.

The seminar will focus on the experiences of the three main nationalities (the Armenians, the Azerbaijanis, and the Georgians), without neglecting those of smaller ethnic groups. It will cover the post-Soviet period quite thoroughly. Some of the themes to be discussed include: the rise of nationalism among the Armenians and Georgians and of national consciousness among the future Azerbaijanis; the creation of Soviet socialist republics and “nation-making”; imperial disintegrations (the Russian Empire and the Soviet Union) and their consequences; and various ethnic and ethnoterritorial conflicts.
 

Stephan H. Astourian
3104 Dwinelle
Th 2-4
Class #: 24985
103B.003: History of Nature: From Early Modern Empires to Global Warming

In 1755 the “Great Lisbon Earthquake” triggered a crisis of faith in God across Europe, and shook the foundations of the Portuguese Empire. In summer 2017 the “Lucifer Heatwave” deepened a crisis of faith in modernity and intensified debates about global warming. This course examines the changing meanings of nature in European culture from the seventeenth century to the present day, and the rise of modern environmentalism.

In the past three centuries, nature has come to occupy a prominent position in nearly all aspects of human existence. It is during this period that intellectuals and scientists began to reflect on our “animalistic” origins, on what distinguishes the “natural” from the “unnatural”, and on what it means to possess “natural rights”. They also started to imbue nature with racial and gendered meanings. In the same era, empires and multinational corporations have been involved in an unprecedented contest over the control and appropriation of natural resources. Meanwhile, philosophers and activists have come to imagine nature as a vulnerable space that requires care, and to devise strategies for protecting it. This course examines the history of nature by tracing the development of these seemingly diverse practices and ideologies.

Yotam A Tsal
3205 Dwinelle
F 12-2
Class #: 24986
Latin America
103E.001: Haiti and the Age of Revolutions

The Haitian Revolution has been called the most radical and therefore important assertion of the right to have rights in human history. Though it was intertwined with the American and French Revolutions, it went much further. Between 1791 and 1804, enslaved Africans in the richest colony in the Western hemisphere redefined themselves as persons not property, ended colonial rule, and established a black republic that sought to abolish racial hierarchy. How did this come to be, and why have your teachers taught you so little about it?

This class will examine the relationship between slavery, race, and revolution in the interconnected struggles that broke out in North and South America and the Caribbean in the late eighteenth and nineteenth centuries, what historians call the Age of Revolutions.  We will examine the world that produced these movements, their ambitions, failures, and interconnections, and the legacies of all this in the present day.  A major emphasis of the course will be methodological: we will interrogate the role of power in the production of history and the process of remembering and forgetting the past.  Readings include the work of historians, documents produced by those who lived this history, and fiction, and they draw from U.S., Latin American, and Caribbean history.  Students have the option of writing a thesis prospectus as the final paper.

Elena A. Schneider
3104 Dwinelle
Th 10-12
Class #: 24988
Science
103S.001: From Tasting Urine to Biotech: Exploring the History of Medicine

Today, medicine and medical understandings of health and disease permeate our daily lives. We debate access to health care and the ethical limits of biomedicine, adhere to ‘No Smoking’ rules, define diets in terms of health, and buy products that kill 99% of all germs. But how has this medicalization of our daily lives and ideas emerged throughout the twentieth century? Where and to whom did people turn when they got sick in the nineteenth century? How did patients and healers then define sickness and health? How and when did the medical system that we know today emerge? How do definitions of “normal” organize medical thinking and medical training? How do new technologies relate to ideas about race and gender?

This course explores topics in the history of medicine. We will examine the ways historians have studied the historical practice of medicine and changing definition of health and disease. The course will address themes such as the emergence of a medical profession, popular understandings and experience of health and illness, the rise of the hospital, the relationship between medicine, science and politics, and the way culture frames medical definitions and interpretation of bodies, health, and disease. In examining these issues, the class will pay particular attention to how people are affected differently by medical practices and technologies depending on their race, gender, and class. While the course focuses on the history of American medicine, it acknowledges that changes in the practice, theory, and education of medicine often do not occur in isolation but are part of transnational developments.

Sandra Eder
3205 Dwinelle
Tu 2-4
Class #: 24990
United States
103D.001: Culture and Politics in the 1970s

Since about 2000, a growing number of historians have turned to the 1970s, claiming to reinterpret a misunderstood, and as some had even described it, “eminently forgettable” decade. The 1970s was more than the ten years between the 60s and the 80s. In this seminar, we will examine the major historical processes of this period with an emphasis on connections to contemporary politics, economics, and culture. Broadly understood as an era of national decline, economic recession, degradation of the nuclear family, and the end of moral consensus, recent scholars have argued for the importance of the so-called “me decade” in terms of labor, urban change, finance, identity, culture, and social and political movements. We will also consider the works in this course in light of the methodology and approaches of recent scholarship, especially in terms of histories of mass media and finance. The course will culminate with either a research paper based on a key question addressed throughout the seminar or the option to develop a prospectus for a thesis to be completed in the department.

Sarah Selvidge
2303 Dwinelle
M 10-12
Class #: 24987
103D.002: U.S. Foreign Policy and the Rise of Terrorism

Shortly after the terrorist attacks of September 11, 2001, President Bush asked: “Why do they hate us?” His answer was “they hate our freedoms.” Some scholars agreed, arguing that Osama bin Laden and his ideological predecessors hated secular, democratic, materialist Western culture. Other scholars have argued that bin Laden, while a security threat, was also a rational actor waging an insurgency against specific U.S. policies in the Middle East that bin Laden repeatedly condemned. In this course we will ask: Why did bin Laden perpetrate the September 11th attacks? How did his views emerge? How have American foreign policy makers applied U.S. power in the past, both in North America and around the world? How have ideas about the application of U.S. power changed over time? How have people resisted U.S. power? What effect has that resistance had on them, U.S. policy, and world history? To investigate these questions we will read primary and secondary sources focused on twenty- and twenty-first century issues, but also studying American power since the colonial period.

Daniel M Robert
2303 Dwinelle
F 10-12
Class #: 32980
103D.003: The University: Its History and Future

This seminar will focus on the “modern” university, especially as it developed in the United States during the eighteenth, nineteenth, and twentieth centuries. Beginning as colleges to prepare young men for the ministry, colleges expanded their mission, and in many cases evolved into universities, in the nineteenth century. The nineteenth century also saw the emergence of the “public” university, first in Virginia, then Michigan, and then in many more states after the Morrill Land Grant Act of 1862. Universities expanded their role in comprehensive research in the late nineteenth and early twentieth centuries, and then, after the end of World War II and the passage of the G.I. bill, began to pursue the goal of universal education. In the 1960s universities became politicized around the wars in Southeast Asia and their role in the military-industrial complex. And by the end of the century, public universities began to suffer from growing disinvestment on the part of state governments. With escalating attacks on the relevance of the university, its relationship to objective knowledge, expertise, and “elitism,” and concerns about commitments to diversity and access, the university has more recently become highly politicized once again, this time with serious questions about its future in American society. This moment of crisis coincides with a time of massive investment in higher education across Asia and many other parts of the world. The seminar will conclude by evaluating current critiques, and speculations about the future of the knowledge industries, in which universities hope to play a major role. 

Nicholas Dirks
2231 Dwinelle
M 2-4
Class #: 42191