Spring 2016

HIME 3559

A Cultural History of Palestine/Israel

Course taught by: Yoav Peled, Horit Herman Peled


In this course we will discuss the multifaceted cultural exchanges that have taken place between individuals and groups in Palestine/Israel from the 1880s to the present. We will consider how the different phases of this historical process have found their expression in literature, arts and crafts, film, video, photography, the media, and visual culture, on both sides of the Jewish-Palestinian divide. The historical phases to be discussed are:


·         1882-1929 – Pioneering Utopia on the frontier.

·         1929-1947 – Crystallization of the Jewish-Palestinian conflict.

·         1947-1949 – Independence and displacement.

·         1950-1966 – State and nation building in Israel.

·         1967 –          The frontier reopens – dystopia?

·         1968-1984 – Trouble in Utopia.         

·         1985-2000 – Economic privatization and cultural liberalization.

·         2000 –          The re-ascendance of religion; diminution of nations.



Fields – history, archeology, visual culture, ideology, media, art, literature, film.


Conceptual Index – utopia/dystopia, orientalism, colonialism, feminism, nationalism, tradition/modernity, religion, desire, technology, visual culture, post-modernism, militarism, individualism, collectivism, nation building, borders, place-no place, diaspora, activist/political/digital art, interventions.


Format – Lecture, discussion, presentations, screening of visual material.


Readings (TBA)


About 20-40 pages a week. All reading material, except for the books for purchase, will be available on Collab.


Visual materials to be viewed at students’ convenience.




Three short papers, 3-5 pages each during the semester.


Final term paper – 10-15 pages.




Active participation in class discussion – 20%


Short papers – 15% each.


Final term paper – 35%



Books to Purchase


Rashid Khalidi, Palestinian Identity: The Construction of Modern National Consciousness, Columbia University Press, 2011.

ISBN 0-231-10515-0


Nicholas Mirzoeff, The Visual Culture Reader, 3rd Edition, Routledge, 2013.

ISBN-13: 978-0415782623

ISBN-10: 041578262


Boaz Neumann, Land and Desire in Early Zionism, Brandeis University Press, 2011.

ISBN 978-1-58465-968-6


Gerhson Shafir and Yoav Peled, Being Israeli: The Dynamics of Multiple Citizenship, Cambridge University Press, 2002.

ISBN 9780521796729



Spring 2016

HIEU 3342

Society and Sexes in Europe Since 1700

Hanna Schmidt Hollaender

This course, by focusing on the category of gender, explores how constructions of sexual difference were translated into norms of behavior for European women and men and how these constructions, norms, and practices changed from the 18th to the 21st centuries. We will analyze how different ideologies of gender arose and functioned. The course will focus on several themes that help to discern the dynamics of gender relations in modern Europe. Beginning with the Enlightenment, we will explore changing rights for women and sexual minorities, considering the ways that gender and sex have been perceived and how that has influenced opportunities of political, societal, and cultural participation. We will explore the gendered aspects of politics, religion, work, family, health, and culture and the role gender played as these institutions underwent major historical changes. This seminar will be conducted in discussion style with group activities, and active participation of every attendee will be expected. Assessment will be based on active participation in class, weekly response papers or quizzes, and a final project.

Spring 2016

HIEU 1502 (2)

Memories of Jewish Eastern Europe

Hanna Schmidt Hollaender

This course explores American and European memory of Jewish life in Eastern Europe before and during the Holocaust. Beginning with an introduction to memory studies and a definition of working terms, this course examines the topic through diverse media such as literature, museums, testimonies, photos, cookbooks, and ghost stories. Introductory readings on Eastern European Jewry will provide the historical background to discuss the memories formed in American and European communities. The class will serve as an introduction to historical research with different types of sources and the (de-)construction of historical narratives. This seminar will be conducted in discussion style with group activities, and active participation of every attendee will be expected. Assessment will be based on active participation in class, weekly response papers or quizzes, and a term paper.


Spring 2016

HIEU 2002

Western Civilization II

Course taught by: Rosemary Lee


This course explores the history of Western Europe from the early modern period to contemporary times.  The object of our course is to understand the rise of Europe to a global power, the rise and decline of European imperialism, and the transformation of Europe after WWII.  Among other topics, we will discuss the Enlightenment, the industrial revolution, the birth of bourgeoisie cultures, British and French imperialism, and rise of fascism.  Students will select one topic or issue to research in depth as a team and present to the class in a short, 10-minute joint presentation.  Readings will be drawn from a textbook, Beyond Boundaries, a source reader, Perspectives on the Past, and a selection of primary and secondary works on UVACollab.        


Noble, Strauss, and Osheim, etc.  Cengage Advantage:  Beyond Boundaries Volume II, Since 1560.  7th edition. 

Brophy, etc.  Perspectives on the Past, Volume II: Primary Sources in Western Civilizations from the Age of Explorations to Contemporary Times.  5th Edition.


2 In-Class Midterms, 1 Final Exam, 1 Joint Project & Presentation



Spring 2016

HIEU 3211

Medieval and Renaissance Italy

Course taught by: Rosemary Lee


The object of this course is to investigate the social, political and cultural history of Italy during the Renaissance.  We will begin by considering the social and economic foundations of the flowering of art and literature that we know today as the Italian Renaissance.  The majority of our class will concentrate on humanistic, artistic, and scientific developments during this period of Italian history.  We will close with an assessment of the end of Italy’s cultural dominance and the legacy of the Renaissance in early modern history and modern life.  We will emphasize the relationship of art and literature to social and political cultures in which it was produced.  Patronage, artistic revolutions, and the rise of the Medici are all topics that we will discuss to understand how and why the Renaissance flourished in Italy as it did nowhere else.


1 Midterm Exam, 1 Final Exam, 1 Paper, 1 Joint Project and Presentation


Spring 2016

HIEA 5151

Mao and the Chinese Revolution

Bradly W. Reed

This is a reading seminar open to both graduate and advanced undergraduate students. Our purpose is to explore the on-going nature of one of the 20th century’s most significant events, the Chinese revolution, and the role played by the individual most closely identified with that Revolution, Mao Zedong. Although our focus will be on events during Mao’s life, we will also consider Mao’s legacy and the influence his image and ideas continue to have today.


All students will meet for weekly discussions of assigned texts. Graduate students are required to write response papers for each text and complete a longer historiographic essay by the end of the semester. Undergraduate students will have the option of writing either a historiographic essay or a research paper of approximately the same length.

Spring 2016

HIEA 3112

Late Imperial China: 1000 to 1900

Bradly W. Reed

HIEA 3112 covers the late imperial period of Chinese history, from the founding of the Song dynasty in the tenth century to the final decades of the imperial system in the nineteenth and twentieth centuries. Although the course covers the basic elements of social, political, and cultural history, emphasis is placed on analyzing events and trends in an attempt to come to grips with two rather thorny questions: 1) How can we account for the remarkable stability and longevity of the late imperial system of government as well as its basic patterns of social economic relationships? 2) Given the durability of the late imperial system, how can we account for its fragmentation and ultimate demise when it faced fundamentally new challenges, from both within and without, in the nineteenth century? These and other questions will be considered through an investigation of several inter related issues: The ideological and philosophical foundations of the authoritarian state; the linkage and tension between elite and popular culture and life styles; the cultural assimilation of non-Chinese peoples; the formation of popular traditions of religious faith, protest and rebellion; and problems of systemic decline.


Although HIEA 3112 is the second of a two semester sequence on Imperial China, neither HIEA 3111 nor any previous study of Chinese history is required. The course is based on lectures along with occasional discussions. Readings, drawn from a basic text and translated primary materials, average between 100 150 pages per week. Evaluation is based on a mid-term exam (30%), an interpretive essay (35%), and a final exam (35).

Late Archaic Greece

13 Oct 2015

Spring 2016

HIEU 4511

Late Archaic Greece

HIEU 2031 Ancient Greece (or equivalent) is strongly recommended as a prerequisite

J. E. Lendon

This course examines the history of Greece in the late archaic age down to the end of the Persian wars (c. 650-479 BC).  The course will begin with consideration of Herodotus, our main source for this period, proceed through a set of topics on political, constitutional, social, cultural, and economic history, and end up with systematic reading and discussion of Herodotus’ account of the Persian Wars.  Neglected for the most part are religion, art and archaeology, and literature qua literature.  
This is an advanced course; it assumes familiarity with the general outlines of Greek History and institutions. 
Reading will average 250 pages/week.  Requirements will be substantial and include participation in discussion, oral reports, papers, and a final exam.  As is characteristic of 4511 seminars, the writing requirement is broken up into shorter papers:  here, the four required papers will be five-to-seven pages in length, and will each present and evaluate a scholarly controversy.  These will be circulated to the class in advance. The class fulfills the second writing requirement.

Spring 2016

HIUS 7655

American Legal History

Course taught by: Cynthia Nicoletti, Jessica Lowe


What does it mean to study the law historically?  How has law changed over time?  What is the relationship between law and society?  How have changes in American life, ideas, and economics impacted legal thought?  And how has legal thought in turn influenced the development of American life and culture?  These are the types of questions that legal historians spend their time examining.  This course offers an introduction to key methodologies and approaches in American legal history, as well as a survey of recent important works.   Students will write six two-page response papers over the course of the semester and a final five to seven page historiographical paper at the end of the class, integrating and responding to the course readings.  


13 Oct 2015

Spring 2016

HIST 5621


Jeffrey Rossman

One of the defining features of the twentieth century was the repeated use of genocide and other forms of one-sided mass violence by states against internal and external civilian populations.  In this seminar, we will explore these phenomena from a theoretical and historical point of view, with particular attention to the Armenian genocide, the Holocaust, the democides that have taken place under Communist regimes (e.g., Stalin’s USSR, Mao’s China, Pol Pot’s Cambodia), and more recent experiences of one-sided mass killing in Africa.  While the experience of victims will be of central concern, we will also examine the experience and motivations of perpetrators, the explicit and implicit goals of the terrorizing/genocidal state, the response -- or lack of response -- by members of the international community, and the ethical dilemmas posed by one-sided mass violence.  Requirements include readings of 200 to 300 pages per week, active participation in class discussions, two five-page book reviews, and a fifteen-page historiographical essay.  This course meets the Second Writing Requirement.

            Likely readings for the course include portions of the following books:  Ben Kiernan, Blood and Soil: A World History of Genocide and Extermination; Eric Weitz, A Century of Genocide: Utopias of Race and Nation; Benjamin Valentino, Final Solutions: Mass Killing and Genocide in the Twentieth Century; Christian Gerlach, Extremely Violent Societies: Mass Violence in the Twentieth Century; Taner Akcam, The Young Turks Crime Against Humanity: The Armenian Genocide and Ethnic Cleansing in the Ottoman Empire; Doris Bergen, War and Genocide: A Concise History of the Holocaust (2nd ed.); Timothy Snyder, Bloodlands: Europe between Hitler and Stalin; Norman Naimark, Stalin's Genocides; Frank Dikotter, Mao's Great Famine: The History of China's Most Devastating Catastrophe; Alexander Hinton, Why Did They Kill?  Cambodia in the Shadow of Genocide; Scott Straus, The Order of Genocide: Race, Power, and War in Rwanda; James Waller, Becoming Evil: How Ordinary People Commit Genocide and Mass Killing (2nd ed.); Kristen Renwick Monroe, Ethics in an Age of Terror and Genocide.


Corcoran Department of History
University of Virginia
Nau Hall - South Lawn
Charlottesville, VA 22904

tel: (434) 924-7147; fax: (434) 924-7891
office: M-F 8 am to 4:30 pm
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