|
19120 |
HIST 1001 Revolution |
Robert Culp / Gregory Moynahan |
M . W . . |
1:30
pm -2:50 pm |
RKC
102 |
HIST |
Cross-listed: Asian Studies, Human Rights What is revolution?
Why does it happen? Where and when have revolutions occurred, and to what
effect? This course addresses these questions by exploring a range of
revolutions in Europe and Asia during the past five centuries. A primary focus
of the course will center on analyzing and comparing some of the most iconic
and influential revolutions in world history: the French Revolution of 1789,
the Bolshevik Revolution of 1917, and the Chinese Communist Revolution of
1921-1949. In addition, we will analyze the causes and impact of a range of
other revolutionary moments, including the German Peasant Revolt of 1525, the
Taiping Rebellion, the Meiji Restoration, the 1905 Revolution in Russia, the
1911 Revolution in China, China's Cultural Revolution, the protests by students
and intellectuals that rocked continental Europe in 1968, and the "velvet
revolutions" and near revolutions that transformed state socialism in
1989. As we compare revolutions over time, we will try to discern links or
lines of influence between revolutionary movements. We will also explore how
particular revolutionary movements contributed to a shared repertoire of
revolutionary thought and action. No previous study of history is necessary for
this course; first-year students are welcome.
|
19123 |
HIST 102 Europe from 1815 to Present |
Gennady Shkliarevsky |
M . W . . |
3:00
pm -4:20 pm |
OLINLC
210 |
HIST |
Related
interest: Global & Int’l Studies, Human Rights, Russian and Eurasian
Studies, Victorian Studies
The course has two goals: to provide a general introduction to European History in the
period from 1815 to 1990 and at the same time to examine a number of especially
important developments in greater depth.
The first half of the course will range in time from the Congress of
Vienna in 1815 to the outbreak of World War I in 1914. The following issues will be
emphasized: the rise of conservative,
liberal and socialist thought; the establishment of parliamentary democracy in
Great Britain; the revolutions of 1848; Bismarck and the Unification of
Germany; European imperialism; and the origins of World War I. The second half of the course will stress
the following problems: World War I;
the Russian Revolution and the emergence of Soviet Russia; the Versailles
Treaty; the Great Depression; the rise of fascism, especially Nazism; the
Holocaust; the emergence of a new Europe with the "European
Community"; the Cold War; the fall of communism in Eastern Europe; and the
reunification of Germany.
|
19112 |
HIST 106 From Empire to Superpower |
Mark Lytle |
. . W . F |
10:30 -11:50 am |
OLIN
201 |
HIST |
Cross-listed: American Studies, GISP This course examines the
international role of the United States in the twentieth century. Special attention
is given to the roles of corporations, the military, the intelligence
community, and other special interest groups. The course covers Versailles, the
rise of fascism, Pearl Harbor, the decision to drop the atom bomb, the Cold
War, and Vietnam. Students will be asked to weigh the role of economic,
strategic, and moral concepts in the formulation of American policy.
|
19286 |
JS / HIST 115 Introduction to Yiddish Language, Literature and Culture |
Cecile Kuznitz |
. T . Th . |
2:30
pm -3:50 pm |
OLIN
304 |
HIST |
See Jewish Studies section
for description.
|
19115 |
HIST 164 Hooke's Micrographia |
Alice Stroup |
. T . Th . |
9:00 -10:20 am |
OLIN
308 |
HIST |
Cross-listed: STS A monument
of natural philosophy and scientific illustration, Robert Hooke's Micrographia
(1665) was the first laboratory manual in microscopy. A great
experimentalist, Hooke developed his research as a Fellow of the newly founded
Royal Society of London. Hooke and his colleagues intended the work to be
a manifesto of experimental method and faith in progress. They also hoped
Hooke's observations would lend credence to atomism, a notorious ancient
philosophy that was being rehabilitated in the seventeenth century. The
work's descriptive and experimental language suggests objectivity, as does the
author's recourse to geometric principles. Yet Hooke's treatise is also
permeated with a theological agenda. We will read the Micrographia,
examining its philosophical antecedents and experimental foundations. We
will also investigate Hooke's life and work, his association with the Royal
Society and contemporary savants, as well as the links between science and
society during the Scientific Revolution.
|
19285 |
HIST 169 The City in the Modern Age |
Cecile Kuznitz |
. T . Th . |
10:30 -11:50 am |
OLINLC
206 |
HIST |
In the history of the West the growth of cities is
so closely linked to modernity that “urbanization” is sometimes used as a synonym
for “modernization.” In this class we will examine the many ways in which
cities - their physical form, the people who inhabit them, and the events that
take place there – serve as a window onto key developments of the modern
period. We will look at cities as achievements of architecture and planning;
intellectual and cultural centers; meeting points for diverse ethnic and
immigrant populations; and sites of technological innovation, leisure, and
consumption. Finally, we will ask how the role of cities has changed in the
post-modern age. Are urban centers still necessary in the age of the internet?
Examples will be drawn from the United Sates and Europe, including New York,
Chicago, Paris, and Vilnius.
|
19268 |
HIST 170 The French Revolution |
Alice Stroup |
. T . Th . |
2:30
pm -3:50 pm |
OLIN
308 |
HIST |
Cross-listed:
French Studies, Related Interest: Human
Rights Was the French Revolution a
bloodbath or an affirmation of human rights? Who led it, who benefited
from it, and why did it evolve as it did? Did Napoleon consolidate
or conclude the revolution? We will read contemporary historical
analyses and examine the documents left by eye-witnesses, participants,
partisans, and opponents.
|
19502 |
HIST 178 Africa South of the Sahara, 1800 to the present. |
Wendy Urban-Mead |
M . W . . |
1:30
pm -2:50 pm |
HEG
201 |
HIST |
Cross-listed: Africana Studies, GIS Actual European colonial occupation of sub-Saharan Africa, with
the exception of South Africa, lasted a relatively short time -
from 80 to 100 years. And yet, the impact of European colonization on
African religion, political organization, material culture, and
gender relations was profound. How did Africans cope with, resist, and
accommodate colonization, decolonization and then nation-building? This course
in the modern history of sub-Saharan Africa will approach those
questions by using primary materials produced by Africans, including political
writings, fiction, autobiography, oral testimonies, and records of Africans'
actions and words as rendered by European colonial officials and missionaries.
How the discipline of history helps to build understanding about Africa's past
is a central element of this course, including discussion of how African
history, as an academic discipline in the western academy, is itself a product
of the African nationalist movements of the 1950s and 1960s. The course
covers the years from 1800 to the present, stopping frequently to undertake
case studies of particular events and movements, such as the Maji Maji
rebellion in German East Africa, the rise of a millenarian Kimbanguist
Christian church in the Belgian Congo, the Negritude intellectual movement of
francophone West Africa, the emergence of an independent Ghana, and the
Zimbabwean response to the rule of Robert Mugabe's ZANU/PF government. The
majority of the course treats anglophone Africa - very brief treatment of
Belgian and French colonialisms provide helpful context for acquiring a
continent-wide perspective along with consideration of settler vs. non-settler
colonial models. The more detailed case studies allow us to explore multiple
elements of African intellectual, religious, and gendered social history. In
sum, major themes for the course will be politics, gender, and religion and
their relation to identity formation in the colonial encounter. Students will emerge with a historically
informed understanding of the modern history of Africa and be able to develop
skills of historical analysis.
|
19545 |
HIST 179 People and Power in Colonial And Contemporary Mexico |
Annette Richie |
. T . Th . |
2:30
pm -3:50 pm |
OLIN
301 |
HIST |
Cross-listed: ANTH, GIS, LAIS National character is a product
of key figures and moments, such as Pancho Villa and the Mexican Revolution, as
well as everyday interactions among regular citizens. This history of Mexico will weave together four thematic
approaches: a social history of indigenous, Hispanic, and Afro-Mexican peoples;
a cultural geography of land, legal, and labor relations; a documentary history
of intellectual, religious, and cultural traditions; and political-economic
analyses of Mexico’s Independence, Revolution, domestic and foreign policies,
wars, and border issues. Primary
sources featured in this course include Pre-Columbian codices, conquest
accounts, ecclesiastic and inquisition records, political correspondence,
constitutions, and censuses, as well as maps, travel writing, art, architecture,
and literature. The Conquest and
Columbian Exchange of people, goods, and diseases produced stories of culture
contact, change, and resiliency among native Mexicans, Iberians, and Africans. The colonial evangelization, economic
exploitation, and political organization of New Spain in the 16th
through 18th centuries entailed an evolution of ethnic, class,
gender, and family relations within urban and rural communities. The 19th through 21st
centuries witnessed Mexico’s rise to nationhood, participation in global
markets and decision-making, and revolutionary as well as counter-revolutionary
forces that continue to influence Mexican politics, industry, popular culture,
and natural and human resources management as today’s Mexicans look towards the
future.
|
19507 |
HIST 2013 Frederick Douglass and His World: On Page
and Screen |
Philip Kunhardt |
. T . Th . |
2:30
pm -3:50 pm |
RKC
101 |
HIST |
Cross-listed:
American Studies
Few figures loom as large in nineteenth century America as does the former-slave-turned-abolitionist-editor
Frederick Douglass, whose eloquence and moral passion ignited a generation. A
complex and at times conflicted figure, his life intersected with some of the
most interesting and charged characters of his age, including Abraham Lincoln,
Susan B. Anthony, William Lloyd Garrison, Harriet Tubman, John Brown, Ralph
Waldo Emerson, Horace Greeley, and many others. This course will take a close
look at Douglass’s unfolding career and examine how his life has been treated
by historians, biographers, and filmmakers—who at times have developed fruitful
collaborations. Students will be exposed to a wide selection of Douglass’s
writings, read at least two biographical treatments, and study a number of
documentary films in which Douglass’s life and times have been presented. In
the process they will explore how Frederick Douglass worked to shape his own
historical memory; how biographers have analyzed and reconstructed his life;
and how history has reached out to find popular audiences. Class members will
take a close look at how primary sources have informed the making of
documentary films in the biographical tradition. To this end, research into
newspaper files, photo archives, and special collections will be encouraged,
and the class will weigh the value of first-person accounts. Each student will
produce an original written paper rooted in Douglass’s life or that of a key
figure in his orbit. Some may choose in addition to write an original
documentary script.
|
19275 |
HIST / LAIS 203 Latin American Nations |
Pierre Ostiguy |
M . W .
. |
3:00
pm -4:20 pm |
RKC
100 |
SSCI/DIFF |
See LAIS section for
description.
|
19278 |
HIST 2038 The Boundaries of Fiction:
Nineteenth-Century European Historical Narratives |
Stephen Graham |
M . W . . |
1:30
pm -2:50 pm |
RKC
200 |
HIST |
Cross-listed: Literature
The historical narrative and the historical novel developed
interdependently during the nineteenth century. Narrative historians appropriated
the techniques of novelists, while historical novelists made new claims to
truthfulness by grounding their fictions in historical fact. But history, as
Thomas Carlyle reminds us, is three-dimensional, while narrative is linear. The
historical writer must impose order upon the past, deciding what to emphasize
and what to omit, shaping raw data into narrative patterns that can embody any
number of political, social, economic, and philosophical agendas. This course
will explore the porous frontier between nineteenth century historiography and
realist fiction, comparing classic nineteenth-century historical narratives by
Carlyle, Tocqueville, Ranke, and Marx, to fictional narratives by Balzac, Georg
Büchner, and George Eliot. Along the way we will question some commonplace
distinctions between fiction and nonfiction, examine the epistemological
advantages and limitations of narrative as a mode of representation, and follow
the nineteenth-century debate about the nature of history through the practice
of some of its most significant authors. This course is open to all students,
although some background knowledge of nineteenth-century European history would
be useful.
|
19117 |
HIST 2112 The Invention of Politics |
Tabetha Ewing |
. . W . F |
10:30
-11:50 am |
OLIN
101 |
HIST |
Cross-listed:
Human Rights Individuals
and groups spoke, wrote, and fought to make their claims to public power in the
period between 1500 and 1800 in ways that forced a reimagining of political
relationships. The greatest institutions
in place, particularly monarchies and the papacy, used their arsenals of words,
documents, symbols, and ritual to maintain their legitimacy in the face of
subtle or uproarious resistance. The
tension between or, more accurately, among groups created new political
vocabularies to which we, in our present, have claimed historical ownership or
explicitly rejected.
|
19276 |
HIST / SOC 213 Immigration and American Society |
Joel Perlmann |
. T . Th . |
4:00
pm -5:20 pm |
OLIN
203 |
HIST |
Cross-listed: American Studies, Human Rights, SRE This course examines the role of immigration in American
life through the 1920s, when federal legislation ended the great waves of
European immigration (Congress had earlier restricted immigration). Major themes include: who came and why;
the immigrants’ economic impact on American society (including the economic
impact on the native-born poor); how the children of the immigrants have fared;
whiteness, multiculturalism and assimilation; and finally immigration policy
and politics. We will also follow the
descendants of the European immigrants into our own time, as they evolve from
“immigrants” to “ethnics” to “whites” and then to…to what? This course is the first part of a
two-semester sequence; the second semester of the course (to be offered fall
2009) will follow developments through the contemporary immigrations. Either half of the two-course sequence may
be taken independently.
Readings will be mostly from social science and history but will also
include memoirs, fiction, and policy debates.
|
19288 |
HIST 2134 Comparative Atlantic Societies |
Christian Crouch |
. T . Th . |
1:00
pm -2:20 pm |
ASP
302 |
HIST |
Forced labor, whether indentured or enslaved, underpinned
the early modern Atlantic world.
Beginning in the early sixteenth century, millions of enslaved Africans
and indigenous Americans came to or moved around the Americas. The wide variety of societies bordering the
Atlantic that created these zones of interaction became places of contested and
changing cultural practice. Peoples of
African, Native American, and mixed descent not only struggled to survive in
the early modern Atlantic but also to fundamentally shape these new locations
as many fought to gain or preserve their freedom. Historians in the last thirty years have demonstrated how the
territories bordering this ocean were an English Atlantic, a Dutch Atlantic, a
French Atlantic, and an Iberian Atlantic. Yet the actors and agents who shaped
or were shaped by Atlantic systems are often hidden in the record by virtue of
being indigenous, enslaved, or indentured.
Students of history, need to consider why it is important to restore a
“Kongolese,” “Cherokee,” or “métis” Atlantic to the established set of European
empires that are all-too-often seen to dominate the Atlantic world
perspective. This course focuses on
the African and indigenous Atlantics, and looks at a world of comparative slave
societies in this early modern zone. It
considers three important issues: the comparative development of slavery, the
methods of resistance, and the processes of emancipation and national
formations at the end of the eighteenth century. Studying the differing
experiences of Africans around the Atlantic and how they helped to shape the
diversity of the colonial experience will enable students to trace the initial
development of “African American” culture, as well as “Afro-Brazilian,”
“Afro-Mexican,” or “Afro-Caribbean” cultures.
We will investigate what the implications are of how we write or
remember the history of this region and trace the intersections that created
race, gender, and class through slave societies. The course will end in the
early years of the “age of emancipations,” with the most famous of all slave
rebellions: the Haitian Revolution.
This cataclysmic event gave rise to the world’s first black republic and
if the rhetoric of empire ushered in the birth of the “Atlantic World,” we live
today with the mature, and lasting, effects and memories of these vital
interactions.
|
19290 |
HIST 2302 Shanghai and Hong Kong: China’s Global
Cities |
Robert Culp |
M . W . . |
10:30 -11:50 am |
OLIN
309 |
HIST |
Cross-listed:
Asian Studies, GISP The towering glass high-rise office
buildings of Hong Kong island face the stately, colonial-era Peninsula Hotel
across Victoria Harbor, and Shanghai’s new wealthy middle-class elite choose
between coffee at Starbucks or cocktails on the verandas of Jazz-era villas.
Shanghai and Hong Kong, as international industrial and business centers, and
the main conduits for overseas direct investment, are China’s global cities,
but they are cities with long, cosmopolitan pasts.
This course explores the history of Hong Kong’s and Shanghai’s current
economic, social, and
cultural dynamism, and in doing so probes the
historical roots of globalization. It analyzes how nineteenth- and early
twentieth-century colonialism and semi-colonialism both drove and conditioned,
in somewhat different ways, the development of these two cities. It also asks
how this earlier phase of integration into global networks of commerce and
culture relates to the patterns of the present. Through diverse sources such as
fiction, film, drama, advertisements, photography, memoirs, and comics, we will
delve into how economic and cultural flows have affected politics, economics,
and the culture of everyday life over the past century and a half. Central
points of focus will include these cities’ spatial organization, infrastructure,
and architecture, social
organization and class relations, changing economic
foundations, and patterns of consumer culture. No prior study of urban history
or Chinese studies is required; first-year students are welcome.
|
19107 |
HIST 2356 Native Peoples of North America |
Christian Crouch |
M . W . . |
12:00
pm -1:20 pm |
OLIN
204 |
HIST/DIFF |
Cross-listed: American Studies, Human Rights, SRE From Sacajawea's appearance on the
dollar coin to Squanto's role in elementary school classrooms teaching the
first Thanksgiving, Americans obsess, discuss, question, imagine, construct,
impose, and ponder the role and place of the indigenous population in this
country. The legacy of colonial
interactions has become particularly relevant to current Native American
politics and the question of financial and land reparations. This course provides an overview of the
history created by and between native peoples, Indians, and Africans, from the
initial colonial exchanges of the fifteenth century up through the twentieth
century. It will focus on primary
sources from the northeast, southwest, and southeast and the ways in which
those sources have been manipulated for different purposes over time. The changing cultural and political
self-understanding of native peoples will be examined in conjunction with the
appropriation of native peoples' culture and agency by the federal state and
professional nineteenth and early twentieth century scholarship.
|
19007 |
CLAS / HIST 2361 Greek Religion: Magic, Mysteries &
Cult |
Carolyn Dewald |
M . . . . M . W . . |
2:00
pm -3:00 pm 3:00
pm -4:20 pm |
OLIN
107 OLIN
305 |
HIST |
Cross-listed: Classics,
Religion This course examines the
ways in which polytheism was practiced and conceptualized by the ancient Greeks
from the Mycenaean period into the Hellenistic era. It will emphasize the ritual aspects of Greek polytheism through
the analysis of religious institutions, beliefs, and rites in their wider
socio-cultural contexts. We will
explore the literary expressions of Greek religion (the connection between myth
and religion, e.g.), and the ways in which Greek religious beliefs and
practices profoundly affected the development of Greek culture and history, in
particular in the classical city state of Athens, and also in the syncretistic
Hellenistic world that came afterwards. This is a writing intensive course.
We will spend an extra hour a week in a writing lab. The general goals of
these labs are to improve the development, composition, organization, and
revision of analytical prose; the use of evidence to support an argument;
strategies of interpretation and analysis of texts; and the mechanics of
grammar and documentation. Regular short writing assignments will be required.
|
19508 |
HIST 247 Film, Culture, and Politics in the Depression Era |
Mark Lytle |
. T . . . M . . . . |
2:30
pm -3:50 pm 7:00
pm -9:00 pm |
OLIN
205 PRE
110 |
HIST |
Cross-listed: American
Studies
As the United States economy spirals out of control, Americans suddenly look to
the past for guidance. The Great Crash of 1929, the Bonus Army of 1931,
and the New Deal of Franklin D. Roosevelt suddenly have a new relevance.
In responding to the crisis the Hollywood “Dream Factory” had special
importance as Americans flooded into movie theaters for entertainment and
escape. Roosevelt and his New Deal were equally adept at using mass media to
manage the public mood. This course will ask how the New Deal in its
manipulation of symbols differed from other national responses to these
crises. We will pay particular attention to the problem fascism posed in
the realm of mass culture and politics. In addition to readings from history
and literature, each week we will view commercial, documentary, or pseudo documentary films. Among the
topics we will consider are the dangers of domestic fascism, the rise of the
welfare state, the concept of corporatism, the rediscovery of the American folk
tradition, ands the Dust Bowl
phenomenon.
|
19273 |
HIST 261 European Intellectual History Since 1860:
Central Debates of the Modern Period |
Gregory Moynahan Artem Magun
|
M . W . . |
9:00 -10:20 am |
HDR
302 |
HIST |
This course outlines the principle transformations
in the modern perception of society and nature within a political, cultural,
and institutional framework. The course
will outline the suppositions and fault lines on which twentieth-century
thought developed, using as its central theme "great debates" of the
modern period. These will include: the
critique of positivism at the turn of the century, the conflict of anarchism
and social democracy with Marxism in the First and Second Internationals, the
critique of neo-Kantianism by political theology and ontology, the political
critique of liberalism by Fascist
political theorists, the conflict of psychoanalysis
and historicism, and the critique of technocracy and systems theory in the
post-war period. Please note there are
no prerequisites for this class, but students should have a decent grasp of
modern European political and economic history as well some understanding of
classical European philosophy.
|
19270 |
HIST 3144 Women. Gender, and Political Media |
Tabetha Ewing |
. . W . . |
1:30
pm -3:50 pm |
OLIN
308 |
HIST |
Cross-listed: Gender & Sexuality Studies, Human
Rights This
course explores the long history of women’s participation in political media. Histories
of modern media and political discourse conventionally ask questions about how
the marketplace of ideas relates to the free expression of ideas and how
individual opinions are aggregated to represent the will of the people. In this course, modern Europe begins in 1559
and focuses on how women political leaders, writers, journalists, artists, and
audiences shaped the media. By taking a longer view and studying the complex
role women played and were assigned in public, political life, this course seeks
to move beyond familiar, binarized debates about social goals, resources, and
policies. Because women were not easily incorporated into the body politic nor
always assumed to have willed their entry, discontinuous and unevenly
successful, into the world of political media says as much about the history of
media as it does about women’s and human rights.
|
19289 |
HIST 3145 Jamestown |
Christian Crouch |
. . . Th . |
9:30 -11:50 am |
OLIN
304 |
HIST |
Cross-listed:
American Studies, SRE This class is designed to expose students
first to various methodologies and approaches used in writing early American
history and then to apply these strategies in their own research papers. The first half of the course investigates
the current historiographical trends centered on the topic of the English
settlement of Jamestown, which just celebrated its 400th Anniversary
in 2007. Themes for discussion will
include the political implications of colonial history and for national history
(such as the “myth of Pocahontas”). We
will also cover the accessibility of sources and strategies used by scholars to
retrieve and reconstruct different historical voices, particularly those of
enslaved or indigenous Americans.
Finally, course texts provide an introduction to the problems and
possibilities of transnational, global, or multi-disciplinary approaches to
local history. The second half of the
course centers on an intensive investigation of primary source materials, in
published primary sources and through the media portal of Virtual Jamestown. These
sources will form the core of the research papers students will generate at the
end of the semester. In order to
provide the fullest experience of the craft of history, papers will be
presented in multiple drafts, circulated, and discussed in a workshop format
for the final four weeks of class.
|
19380 |
SOC/ HIST
329
Irish & Germans in America, 1830-1930: Immigration and Ethnicity |
Joel Perlmann |
. . W . . |
4:20
pm -6:40 pm |
OLIN
205 |
SSCI |
Cross-listed:
American Studies, Human Rights, SRE The experience of the United States with
immigrants from non-English backgrounds, and the emergence of ethnicity among
the children and later descendants of these immigrants, was first fashioned in
the encounter with the Irish and Germans during the century after 1830. Major themes include old country origins,
terms of settlement, American schools and the children of the immigrants,
religious strife, discrimination, patterns of adjustment in the second generation,
and especially ethnic life in the late 19th and early twentieth
centuries. The major written work will
be a substantial term paper. This
course may be taken by students also enrolled in the instructor’s History of Immigration
200-level course, but the two courses are independent. Enrollment limited to 12.
|
19277 |
HIST 365 Russian Intellectual History |
Gennady Shkliarevsky |
. . . Th . |
4:00
pm -6:20 pm |
OLIN
310 |
HIST |
Related interest: Russian and
Eurasian Studies Russia’s modernization generated many dramatic conflicts in Russian
society and culture. Few of them could rival those associated with the growing
awareness of autonomy and agency. This awareness undermined the familiar
notions of universal truth and challenged many traditional values. Russian 19th
century secular thought became the scene of intense debates centered around
this modern predicament, as well as tensions that it generated in the spheres
of morality, social justice, aesthetics, to name just a few. Following a brief
introduction dealing with the modernization of Russia, as well as the origins
of Russian secular thought and intelligentsia’the social group which was the
carrier of the secular intellectual tradition’the class will focus on major
trends and personalities in 19th century Russian thought. Topics under
consideration will include: continuity and change in Russian culture, debates
between Westernizers and Slavophiles, the relationship between art and reality,
revolutionary populism and socialism. Extensive readings will be the basis of weekly
discussions and will include works by Chaadaev, Gogol, Herzen, Turgenev,
Tolstoy, Chernyshevsky, Dostoevsky, as well as contemporary studies on Russian
intellectual history. The requirements include a research paper, a
presentation, and participation in weekly discussions.