HIUS 1501 (3)
Introductory Seminar in United States History
"Disasters in America from Cholera to Katrina"
Disasters play a powerful role in the American imagination, shaping our understanding specific of places ( New Orleans, lower Manhattan), eras (the “atomic age,” a “post-9/11 world”), and concepts (an “act of God”). This seminar explores how Americans have experienced and understood some modern disasters in order to answer an essential question: to what extent should medical, social, economic or environmental disasters be considered natural? To answer this question, discussions will focus on the proximal and deep causes of disastrous events. Readings consist of first-hand and popular accounts of disaster, as well as scholarly writings. Topics include cholera, the San Francisco earthquake, the sinking of the Titanic, financial panics and depressions, the atomic bomb, toxic and industrial accidents, 9/11 and Hurricane Katrina.
At the beginning of the course, students will select a disastrous event in American history. Over the course of the semester, each student will write three 5-page papers, each analyzing “their” disaster from a different perspective. The course culminates in a “conference” in which students will give a fifteen-minute presentation on “their” disaster based on original research. Students are responsible for 100-150pp. of reading per week.
History of Virginia 1607-1865
This three-credit course looks at Virginia's social, political, and economic history from early colonization until the end of the Civil War. The class members will consider the following broad questions: (1) What did the various waves of settlers expect to find in Virginia, how did they prepare for the colonization, and what did they actually find and do once they arrived? (2) Why was the rise of an ideology of liberty and equality in Virginia accompanied by the rise of slavery? (3) How did wealthy planters and "common" people alike develop the radical political ideas that led them to revolution? Did those groups share the same goals? (4) What role did Virginia government play in the pre-Civil War state economy? (5) What efforts did Virginians make to rid their state of slavery, and make the electorate as well as legislative representation more democratic, prior to the Civil War? (6) How did Virginians let themselves get drawn into the Civil War?
Readings will average about 100 pages per week, with slightly more early in the semester and slightly less later when students will devote substantial time to researching, writing, and re-writing a term paper. The readings will include ten chapters from Ronald L. Heinemann et als., Old Dominion, New Commonwealth: A History of Virginia 1607-2007; Edmund S. Morgan, American Slavery/American Freedom: The Ordeal of Colonial Virginia; T. H. Breen, Tobacco Culture: The Mentality of the Great Tidewater Planters on the Eve of Revolution; and selections from William W. Freehling, Showdown in Virginia: The 1861 Convention and the Fate of the Union. In addition, there may be several journal articles, and readings in primary source documents. (A final syllabus with greater specificity on required readings will be available by August 1, 2014.)
There will be a short-answer mid-term exam and an essay-type final exam. A major portion of each student's final grade will be determined by the instructor's evaluation of an 8-10 page term paper based on original research in primary source documents on a topic of the student's choice. Students will submit multiple drafts of the term paper during the final four weeks of the semester to obtain advice and guidance from the instructor.
The class will meet twice each week. At each meeting, about an hour will be devoted to lecture and the final 15 minutes will be devoted to guided class discussions of the readings and other material.
World War I in the Middle East
The trauma of World War I laid the foundations of the 20th-century Middle East. Just as the Great War crushed the Russian and Austro-Hungarian empires, so it brought the Ottoman Empire to its knees. We begin with a study of the pre-war world. The 1908 constitutional revolution had raised hopes that the empire might modernize survive the new century. After 1911, however, invasions by Italy and Balkan countries brought dictators to power and drew the Ottomans into the European war. We study why the Ottomans chose to side with Germany, the military course of the war, the Arab Revolt (made famous in Lawrence of Arabia), and the heavy price paid by the civilian population in famine, draconian conditions on the battlefront, and most horrifically, the Armenian genocide. The course closes with a look at the “Peace to End All Peace” after the war, when Middle Easterners rallied to Woodrow Wilson’s principle of self-determination, only to see themselves occupied by the victorious Allies. We study how the Turks escaped colonization and why Kurds, Armenians, and Palestinians Arabs, ended up stateless. We consider, finally, the consequences of the war for the future of constitutional government and human rights in the region
Third and fourth-year undergraduates with previous study of the Middle East are welcome to enroll. The course combines lectures and discussion each week. Readings include Zürcher, Turkey: A Modern History; Brown, International Relations and the Middle East; T.E. Lawrence, Seven Pillars of Wisdom; Memoirs of Halide Edib; Akçam, From Empire to Republic; Fromkin, A Peace to End All Peace. Students will write five weekly one-page response papers, a short midterm paper, and a final paper of 10-12 pages. This course fulfills the Second Writing Requirement.
Arab History at the Movies
This course uses cinema to study Arabs’ perspectives on their own modern history. We analyze movies in the context within which they were produced and ask why filmmakers chose to portray other historical moments (or their contemporary world) in a particular way. We also ask how movies spoke to concerns of spectators, created collective memories, reflected prevailing prejudices, and challenged the status quo. The films concern major historical themes of the 20th-century Arab world: colonial rule, revolution, war, exile, and the disruption of communal identities of nation, gender and class. We begin with Egypt, the first and still the most important center of Arab movie production. We watch a group of films on the theme of Egypt and Her Revolutions, including Nasser 56 and The Yacoubian Building. In the film’s second half, we look to regions of the Arab world that have suffered more profound dislocations, due to war. Movies include The Battle of Algiers, Bab El-Oued City, and West Beirut.
Students spend at least five hours per week outside of class to complete about 75 pages of reading, watch the assigned film, and prepare a 300-word log on it. Course requirements include class attendance and participation (20%), a weekly film log (10%), a midterm paper on Egypt (30%), and a final take-home exam (40%).
HIST 4591 (1)
Topics in United States History
“Grand Strategies in War and Peace”
This course explores the meaning of “grand strategy” in international politics over the past 2,500 years. The term “grand strategy” refers to the way that states define and pursue their interests. Much of the course focuses on the efforts of leaders and their peoples to achieve specific goals (‘ends’) for their societies, and their search for sufficient tools (‘means’) to achieve those goals. Many of the leaders whose lives and policy choices we will explore lived in extremely complex times, and faced unusually difficult sets of political, social, economic and geographical challenges as they set out to advance, or protect, the interests of their peoples. How did certain leaders in history navigate through such difficult terrain? Which leaders developed a coherent “grand strategy” to help guide them and their states as they passed through times of serious crisis and global transformation? Are there certain principles about war, peace, conflict, and human nature that we can extract from exploring these case-studies? And what lessons might we learn about own times by studying the past? These are the sorts of questions we will be discussing over the course of the semester. This course will meet weekly and students will discuss texts such as: Thucydides, History of the Peloponnesian War; Machiavelli, The Prince; Carl von Clausewitz, On War; as well as modern theorists of grand strategy. A long essay will be required.
HIUS 2061 / ECON 2061
American Economic History
This course concentrates on critical aspects of the history of American economic development. The issues covered include the nature and consequences of the colonial relationship to Great Britain, the political economy of the Constitution, the economics of slavery, the rise of the modern bureaucratic corporation, causes of the Great Depression, and the political economy of contemporary America. In addressing these issues, the course considers more general questions of what forces‑‑cultural, economic, legal, etc.--shape the pace and pattern of economic development in any society.
The required text for this course is:
Gary Walton and Hugh Rockoff, Economic History of the United States.
This will be supplemented by a course packet of readings. Readings will average c. 100 pages a week.
There will be two one-hour exams and a final.
Research Seminar in Early American History (to 1900)
This course offers graduate students an opportunity to research and write an article-length history research essay of publishable quality in American history from the colonial period through the 19th century. Research will be conducted with the guidance of the faculty dissertation adviser. A revised version of the essay can be submitted to fulfill the master's essay requirement for students in History. This course fulfills one of the two required research seminars for History graduate students. Prerequisite: Graduate students in History or permission of instructor.
"U.S. Grant and the Crisis of Reconstruction" Talk by Joan Waugh
The Historical Presidency Series
Date: 03/19/2014 - 3:30pm — 03/19/2014 - 5:00pm
Location: Miller Center
Historiography of Early Modern India
This course focuses on four questions.
1. How have historians of early modern India—both primary and secondary —conceived and expressed their purposes?
2. Are there types, schools, or categories of historians which help us understand not only how the period’s history was—and is—taught and written, but our own roles as students of history?
3. To what extent do social and political issues and controversies in today’s South Asia determine the writing and teaching of early modern Indian history?
4. What assumptions, biases and blind spots affect the methodologies of early modern South Asia historians?
“Early modern,” for our purposes, signifies the era beginning with the rise of the Turko Afghan capitals—India’s first large cities—with their salaried literati, extensive record keeping, proto-bureaucracies, evolving regional languages, and dissolving feudal relations. It includes Turkic raids and invasions, the Delhi Sultanate, its successor states including Vijayanagara, then the Mughal Empire, the flowering of 18th-century regional states and societies, and finally the construction of British colonial rule in the 19th century. Company Raj brought radical changes to the historical vision of India, with its plan of higher education, its use of English as official language, its attempt at a uniform legal system and administration, and the emergence of a sizeable middle class. The Raj also, and not incidentally, undertook to redefine 4,000 years of Indian history.
We begin by discussing a representative selection of historians of this era—c. 1200 to 1850—with the above questions in mind. Each student, in the next-to-last class week, will have researched and prepared to present a class project on a historian or small group of similar historians, again focusing on these questions. By turns, all class members, including the instructor, will evaluate and criticize each presentation; participation in discussion throughout will determine 50% of the course grade, the other 50% being based on papers.
Two calendar days before the beginning of examinations, each student will submit the penultimate draft of a paper of not more than thirty-five,double-spaced, 12-point font pages, with one-inch margins all around, on the writer or writers on whom she or he lectured. A final draft will be due at noon a week later, responding to instructor’s comments.
Any of the following is suitable as a subject, although this is not a complete list:
Abul Fazl K. M. Ashraf M. Athar Ali Barani Isami
al-Beruni ` Ashin Das Gupta K. K. Datta Alexander Dow Grant Duff
John Dowson Tapan Raychaudhuri Sir Henry Elliot Ferishta Irfan Habib
M. Elphinstone Ghulam Husain Khan Peter Hardy Wm Irvine Khafi Khan
H. G. Keene K. S. Lal James Mill John Malcolm Peter Marshall
W. H. Moreland K. A. Nizami M. Mujeeb S. A. A. Rizvi J. N. Sarkar
H. K. Sherwani Sikh historians H. H. Wilson P. Spear C.E.Bosworth
T. B. Macaulay Robert Orme W. W. Hunter Alfred Lyall G. S. Sardesai
N. K. Sinha R. Palme Dutt P. C. Gupta C. H. Philips P. Moon
P. Woodruff C. A. Bayly S. Subrahmanyam B. Stein A. Embree
Barun De Historians of 1857-8 Historians of Punjab Historians of Hastings
Bernard Cohn J. F. Richards Holden Furber K. N. Chaudhuri
Om Prakash S. N. Gordon Frank Perlin Harbans Mukhia
David Kopf Malcolm Darling K. Ballhatchet Eric Stokes S. Lane-Poole
K. N. Majumdar R. E. Frykenberg D. Washbrook S. P. Gupta André Wink
Hugh McLeod J. S. Grewal B. R. Grover Stephen Blake John McLane
Muzaffar Alam John Correia-Afonso Shireen Moosvi A. Jan Qaisar Simon Digby
Charlotte Vaudeville Michael N. Pearson Asim Roy Richard M. Eaton
Marc Gaborieau Historians of Akbar Historians of Vijayanagara
Iqtidar Husain Siddiqui Historians of Sufism David Shulman Munis Faruqui
Environmental historians (Chris V. Hill, John Richards, Ramachandra Guha)
Peter Jackson S. P. Verma Michaei Bednar Purnima Dhavan
HIEA 1501 (1)
Introductory Seminar in East Asian History
"Culture and Society in Imperial China"
This is a discussion-oriented class. Through an introduction of scholarly work and a variety of primary sources commonly used by historians of China, this course explores the forces that shaped the society and culture of imperial China at various historical stages and the ideas, values, masterpieces, and personalities that have come to be associated with China’s cultural heritage. Major topics of the class include intellectual foundation, daily life for the elite as well as the ordinary people, gender and family relations, institutional and popular religions, and urban culture. Requirements for the class include active class participation, a presentation, and four 5-page papers. The assigned reading includes The Analects by Confucius, The Celebrated Cases of Judge Dee (trans. by Robert Van Gulik) and a large course reader. This course fulfills the College’s second writing, non-Western, and historical perspective requirements.