Roman Republic and Empire
A survey of the political, social, and institutional growth of the Roman Republic, with close attention given to its downfall and replacement by an imperial form of government; and the subsequent history of that imperial form of government, and of social and economic life in the Roman Empire, up to its own decline and fall. Readings of ca. 120 pages per week; midterm, final, and one seven-page paper.
Readings will be drawn from the following:
- Sinnegan and Boak, A History of Rome (text)
- Livy, The Early History of Rome
- Plutarch, Makers of Rome
- Suetonius, The Twelve Caesars
- Tacitus, Annals of Imperial Rome
- Apuleius, The Golden Ass
- R. MacMullen, Roman Social Relations
- and a course packet
HIUS 1501 (4)
Introductory Seminar in United States History
"Education, Social Life, and Slavery in Jefferson’s Academical Village"
This seminar examines the construction and administration of the Academical Village at the University of Virginia from its founding in 1819 to ca. 1870. In particular, we will explore the social history of the early university (1825-1870)—the space where students, faculty, administrators, support staff, laborers, slaves, free blacks and a host of other local Albemarle residents lived and interacted—thereby illuminating the plantation complex at the heart of both the antebellum University and central Virginia. The focus of the seminar will be on the preparation of a 12-page research paper based upon a wide array of primary sources available in our own libraries. This will involve identifying a suitable topic, preparing a project proposal, conducting archival research, and writing and revising the research paper.
War and Society in the Twentieth Century
The twentieth century has been marred by an almost uninterrupted series of wars across the globe, from the Boer War to the global war on terror. This course explores the connection between these wars and the social, political and intellectual trends of the past century. We will explore the ideas that motivated war; the impact war has had on society, class, gender and the state; the changing technological capabilities of states – and non-state actors – to wage war; the experience of common soldiers in war; and the way societies have chosen to remember – and in some cases forget – modern wars. The reading load is moderate to heavy, and draws on historical scholarship as well as memoirs and fiction. There will be at least three written assignments and a final exam.
AM Political Development
Historians, political scientists and political sociologists who study American politics from an historical perspective have contributed to a new methodological approach that combines an interest in broad-gauged generalization with rigorous archival research. This body of scholarship is generally called "American Political Development" (APD). Some of the leading scholars in this field present their work at UVa’s Miller Center.
This course takes advantage of this opportunity through a combination of reading, discussion, commentary at the Miller Center colloquia and written reviews of the literature. Students will meet weekly at 12:00 on Fridays. If a scholar is presenting work at the Miller Center, students will read the paper and comment on it at the public colloquium. Following the public event, the class will continue, usually, in conversation with the visiting scholar. Students will discuss readings assigned to supplement the paper that has been presented. For most weeks, when there is no guest scholar, students will read and discuss major works in the APD literature. The topics will range from U.S. domestic policy to the U.S. and the world. Although the APD literature is centered around political history, it draws upon a number of subdisciplines including history of the environment, legal history and history of technology. A vibrant portion of the APD scholarship is in conversation with historians of race and gender and APD scholars often employ the methods used by cultural and social historians. To date, visiting scholars are scheduled to discuss the history of immigration, the state of the field of capitalism studies and the politics of “high tech” societies.
Students should expect to read the equivalent of a book and several articles a week. They will also write three literature reviews of approximately five to eight pages in length. Fifty percent of the student’s grade will be based upon class discussion and questions asked at the public colloquia. Fifty percent of the grade will be based upon the written work for the class.
HIEU 3559 (2)
New Course in European History
"History of the Hellenistic Age"
This lecture-and-discussion class will focus on the tumultuous period of Ancient Greek history known as the Hellenistic Age, from the death of Alexander in 323 BC to the death of Cleopatra in 30 BC. This was a time of radical growth for Hellenic culture, when the Greek world stretched all the way to India and incorporated vast numbers of non-Greek peoples. It was also a period of great chaos, a time of warring kings, during which the traditional Greek polis (city-state) ceased to be the center of power. Accompanying the political changes of the Hellenistic Age were great cultural changes. This was the era of Alexandria and its library, a period of innovation in art, literature, science, and religion. This course will begin with the conquests of Alexander that set the stage for the Hellenistic world, and then concentrate on the political and cultural history of the European, Asian, and Egyptian realms ruled by his successors, until the death of Cleopatra and with it the fall of last Hellenistic kingdom to Rome. There will be a midterm, final, one 5-6 page paper, and one 8-10 page paper. Readings will include:
- Errington, R. Malcolm. 2008. A History of the Hellenistic World, 323-30 BC. Malden, Mass.
- Diodorus, Library of History
- Livy, The History of Rome
- Plutarch, Lives
- Polybius, The Histories
- Readings on Collab
HIUS 4591 (2)
Topics in United States History
"U.Va. History: Race and Repair"
This special topics class will focus on the university and the surrounding community of Charlottesville with a special emphasis on issues of race. Students will explore the history of the University from its founding and construction to the late twentieth century, exploring both the documented history and the community’s perception of that history.
This course will invite and encourage community members who have worked or lived in the surrounding area to help construct the forgotten or buried histories of university/community relations from their perspective. Students enrolled in the course will develop projects that actively engage members of the community, and will develop final products that serve the wider community needs for revealing and understanding this history.
Course readings will be available through Collab and will include published and unpublished essays, primary source documents, university published reports, newspaper articles, website materials. Reading will be heavier during the first half of the semester, allowing students more time to focus on research for group projects during the second half. Students will maintain analytic journals based on the readings, and will produce a final group project. Active class participation is critical. (The course will be co-taught with Professor Frank Dukes, who chairs the UCARE initiative at the university, and is cross-listed with ARH 4500 and PLAN 4500.)
Grades will be based on the following:
- Active participation in the class (25% - based on analysis of readings, regular submissions of discussion questions, and other responses to readings; and posted responses to THREE campus or community events related to issues of race);
- Journal kept throughout the semester (submitted on February 19 and April 9 – 40% cumulatively)
- Final group project (35%)
The class can meet the Second Writing Requirement guidelines.
Museums, History, Interpretation
Museums are fascinating places. They present and preserve things that are of “value.” Often, curators tell the visitor what to think about the collection of artifacts or the structures on display. By shaping the story that is told, the visitor is educated to a particular slant on history and culture.
This course explores the history of museums (mostly in America) and analyzes how those museum spaces shape national and regional values. By the end of the course, students will have a deeper understanding of how museums both reflect contemporary culture and how they implicitly and explicitly control our thinking about the past. By the end of this class, students should:
- Understand the historical evolution of museums
- Appreciate the complexity of creating exhibits in a public context
- Develop awareness of how local, regional, and national values constrain and/or activate public historians
- Distinguish between a variety of presentation strategies used in exhibit settings, and be able to evaluate their strengths and weaknesses for attracting audiences
- Acquire an ability to evaluate the messages embedded in museum contexts
For the purposes of this course, museums are defined broadly, and include historic sites, open landscapes, historic houses, and more formal national and regional museums. Some attention will also be paid to memorial sites and historic districts, with limited comparisons will be drawn to non-American sites.
Readings for the course are available at the Bookstore.
Materials for the course include the following books and printed materials:
- Catherine Lewis, The Changing Face of Public History
- Michael Kammen, Visual Shock
In addition, more extensive web based readings will ber available through the electronic syllabus for the course on Collab.
Grades will be based on class participation and discussion (15%), and three essays. Two of these will be based on class readings (25%, 30%). In addition, a final project will take the form either of an independent analysis of a specific museum in the context of the final class readings or a project (group or individual) to design a museum exhibit on a topic that will need to be approved in advance. If you select the exhibit design project, we will also need to find a creative way for use to account for the final set of class readings. (Possibilities include a blog, a short journal, or incorporation of the readings into the project itself – if appropriate).
Some students will be able to use this course to qualify for the Second Writing Requirement.
HIEU 4501 (1)
Seminar in Pre-1700 European History
"Crime in Late Medieval Europe"
Crime is a constant in human civilization, but what constitutes a criminal offense is not. From 1200 to 1500, medieval jurists, judges, kings, theologians, and accused criminals all debated when an offense rose to the level of a crime and the appropriate response it entailed. Should the victim or the victim’s family be the arbiter of what was just? The bishop? The local lord? The king? Time immemorial?
This course explores how people in Western Europe approached the task of defining wrong-doing and castigating wrong-doers. We will look at the legal position of women and the question of sentencing disparities, debates over whether a crime was the same thing as a sin, and arguments over jurisdiction. Modern popular conceptions of the Middle Ages often depict a lawless society, swift, cruel and arbitrary in its punishments. Over the course of the semester, students will encounter numerous law codes, the origin of the concepts of due process, the right to a lawyer and the confrontation of witnesses, and the solemnity of the twin ideals of justice and mercy.
The course is run as weekly discussions that draw upon primary sources and academic literature. Students will learn how to read law codes and court cases as historians as they develop a historian’s skill to analyze primary documents while critically engaging with scholarly arguments. Students will write periodic primary and secondary source analyses, prepare an annotated bibliography and an annotated edition of a primary text, all of which build toward a final research project designed in consultation with the professor.
This is a lecture and discussion course on the history of Latin-rite Christianity in Western Europe. The course begins with the Desert Fathers at the close of Antiquity and continues to the eve of the Reformation.
The course is especially concerned with how ordinary people experienced and understood Christianity, whether they were monks, the self-confessed Christian laity, heretics, or Jews. Transformations in lay devotion and piety were connected to developments in the administrative and intellectual culture of the Church, such as the Investiture Controversy, the nature of the Eucharist, and the creation of the mendicant orders. Over the course of the semester, students will explore how official doctrine and daily practice interacted, cooperated, and clashed.
The topics covered will include, but are not limited to, the adaptation of pagan beliefs and practices into a Christian framework, the development of the papacy, the creation of heresy, miracles and the preternatural, saints and relics, and popular conceptions of priests and God.
At the 3000 level, students are expected to engage with a wide variety of primary and secondary source materials. Readings will include sermons, papal bulls, narrative histories, academic articles, fabliaux, letters, and chronicles. Students will write periodic source analyses, two shorter papers, and a final, longer research paper.
HIEU 3559 (1)
New Course in European History
"Eastern Europe since 1815"
To Western observers, Eastern Europe has often seemed like “the other Europe” – a mass of lands in between Germany and Russia. For all that, the countries of Eastern Europe have consistently been at the center of European history. This region was the starting point of both World Wars and the geographical focus of the Holocaust. It was also the site of Europe’s major confrontations: between nationalism and imperialism, between fascism and communism, between the Soviet Union and the capitalist west. This course explores the development of Eastern Europe from the early nineteenth century to the present day. It covers a geographical area with more than a dozen contemporary countries. Rather than study these countries individually, however, we will examine the forces that created and changed them. In the nineteenth and twentieth century, social and economic issues, from mass unemployment and commercialization to gender relations and urban transformation, influenced people’s lives, and people, as individuals and groups, shaped the political sphere and the world they lived in like never before. Therefore, these centuries saw an hitherto unknown radicalization in questions of class, gender, ethnic, and political issues, but also rapidly increasing liberalization and emancipation for wider parts of society. Emphasis will be placed on cultural and social history.
Readings include sources and scholarly literature, as well as a selection of literary texts and films. The class will be conducted as a lecture with regular discussion, and active participation of every attendee will be expected. Assessment will be based on active participation in class, weekly response papers or other short assignments (200-300 words), and a term paper. In order to support the writing process there will be several stages in the production and submission process. Stages will include a topic proposal (300 words), an argument proposal (1-2 pages), and a research paper (4,000 words). This class fulfills the second writing requirement.