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Prerequisites & Distribution: (4). (SS). May not be repeated for credit.
Credits: (4; 3 in the half-term).
Course Homepage: No homepage submitted.
The first half of the European history survey course covers a sweeping period of over a millennium. The course is designed to expose students to general outlines and chronology of European history and to encourage critical, skeptical analytical thinking. To anchor our flying coverage of this long and varied time, we will focus on developments in culture (art, architecture, literature), social organization (family, community, gender relations), and in political organization and theory. Readings will include a textbook, primary sources, challenging interpretive essays. Lecture time will be punctuated by small-group discussions, and active participation is strongly encouraged. Slides will frequently accompany lectures.
Prerequisites & Distribution: Taught in English. (4). (HU). May not be repeated for credit.
Course Homepage: https://cgi.www.umich.edu/~nes100/F03/
See Arabic, Armenian, Persian, Turkish, and Islamic Studies 100.001.
Prerequisites & Distribution: (4). (HU). May not be repeated for credit.
Course Homepage: http://coursetools.ummu.umich.edu/2003/fall/asian/154/001.nsf
See Asian Studies 154.001.
This lecture/discussion course will examine central issues and events in the history of the territories
that became the United States, and the peoples who lived there, from the late 16th to the middle of
the 19th centuries. Among the topics that will be considered are the territorial expansions of
Europeans into the Americas; the creation of Anglo-American colonies; the social, political, and
cultural orders of British North America; the creation of an independent American republic in the
Revolution; and the destruction of that first republic in the War Between the States. The required
readings will include both primary and secondary sources, and will be examined in weekly discussion
sections. There will be both a midterm and a final examination, and active class participation will be
expected in the sections.
Required readings may be purchased at Shaman Drum and are on reserve at the UGLi.
This is the second half of the basic, introductory survey of American history. It addresses the development of the American nation from the end of the Civil War to the present day. The focal point of the course is the changing nature of the concept of freedom during this period. In this context the course will examine the evolution of the United States from an agrarian nation with little concern for foreign affairs to the world's preeminent power with self-defined global interests. This examination necessarily will focus on the lives of individual citizens; the transformation of the labor force and the workplace; and the role played by race, ethnicity, class, and gender in determining one's place within the greater society. In so doing the course will investigate the era's major reform movements as well as the reasons for and reaction to the nation's increased involvement in international affairs.
Credits: (4).
See German 171.001.
Prerequisites & Distribution: (4). (Introductory Composition). May not be repeated for credit. This course may not be included in a history concentration.
Course Homepage: http://coursetools.ummu.umich.edu/2003/fall/history/195/001.nsf
This course will investigate how various people and groups have defined and understood the border separating the United States and Mexico from the 19th century to the present. We will be concerned both with the administration of the boundary line between the two nations and with the intersection of the two nations in a borderlands society. The focal point of the course is the constant remaking of the meaning of the border as a result of political and social pressures from both Mexican and U.S. society. We will examine writing, films, and music from a variety of perspectives: national governments, border rebels, corridos, Hollywood and Mexican cinema, and borderlands writers and poets.
Writing requirements will include several short analytical papers and a longer research paper on a topic chosen in consultation with the instructor.
Course Homepage: http://coursetools.ummu.umich.edu/2003/fall/history/195/002.nsf
How can we understand the historical roles of seafarers like castaways, merchants, priests, ambassadors, and the pirates who preyed upon them; invasions, pilgrimage, tribute, and diplomacy; art as communication; cartography and navigation; conceptions of barbarian and civilized? Rather than focusing on the history of one state evolving in relative isolation, this course explores dynamics of maritime cross-cultural exchange. Historians of Japan in particular have relied heavily on the myth of an "island nation" bearing both the curses and blessings resulting from periodically opening itself to and closing itself off from the rest of the world. Instead of the traditional historical narrative focusing on the political and cultural centers of Japan, this course seeks to re-envision the history of Japan by exploring the interactions of its inhabitants with the premodern maritime world.
As a writing seminar, this course also will be devoted to the development of critical reading, thinking, and writing skills. Through written projects and discussion, we will investigate the East Asian maritime world through a wide variety of primary sources from translated documents, diaries, and poetry, to maps and paintings, we will learn to critically assess secondary historical scholarship, and explore theoretical perspectives on cross-cultural exchange.
In "Writing the American Revolution," we will examine the Revolutionary experience through diverse documentary sources: from pamphlets and treatises to diaries and correspondence to sermons and plays written by contemporaries. Our goal will be to develop a working familiarity with the chronology of the Revolutionary period, and to compare its participants' use of these various literary genres to explain what they hoped to accomplish and their evaluation of what they in fact accomplished through Independence.
Students will write three medium-length papers and a term-long research project. The course will be conducted as a writing workshop: students should be prepared to discuss their writing in class and to have their writing constructively critiqued by their peers.
Throughout England's protracted Industrial Revolution, work regimens associated with factory production, the emergence of an agricultural and urban proletariat, and chronic unemployment among certain classes of workers inspired a great deal of theorizing about the underlying causes of endemic poverty. In this course, students will consider various nineteenth and early twentieth-century attitudes towards the poor and destitute, focusing particularly on the ways that middle-class philanthropists, social reformers, and employers came to understand poverty as natural, inevitable, and even deserved. Some of the most prolific writers on the subject of Britain's economy, the founders of classical liberal economic theory, argued that the state should not interfere with the free market in labor, regulate wage levels, or provide assistance to poor people, even those in dire circumstances. Moreover, depictions of the poor contained in literature and popular newspapers rarely accounted for the failure of the free market to provide employment or adequate wages for all people able to work. Instead, liberal theorists and popular representations of the poor often conveyed the message that poverty was the result of individual failure and moral weakness.
In this course, we will focus heavily on nineteenth-century representations of the poor by middle-class social workers, missionaries, and medical officers working in England's slums. We will consider the ways that middle-class philanthropists' strictures on child-rearing, alcohol consumption, gambling, and household budgeting among poor people reflected popular assumptions about gender and respectable behavior among the so-called 'deserving' and 'undeserving' poor. We will also consider ways that liberal theorists and policy makers in England wrote about work and poverty in two of Britain's colonies, Ireland and Jamaica, in order to explore the ways in which ideas about race and ethnicity factored into analyses of poverty. This is a writing-intensive course, and students will produce several short reaction papers, in addition to one long, polished paper of about fifteen pages.
In this course, we will examine historical figures who have also become folk heroes. What sorts of people were they to have captured the popular imagination, motivating others to conceive of themselves in novel ways and inspiring them to take action — in some cases against the odds? What made these figures emblematic and emulable for the people who looked to them? Why do their names continue to evoke powerful associations? And how are the iconographies and ideas connected to them appropriated and re-worked in subsequent social and political movements?
We will compare folk heroes by looking at them in two ways: first, by considering the historical contexts from which they emerge, and second, by examining the ways they are taken up in popular discourses and practices. The figures we will consider include: Joan of Arc, Billy the Kid, Jose Rizal, and Nelson Mandela. Readings will draw on primary and secondary historical sources, as well as on literary materials. This course is writing intensive and satisfies the first-year writing requirement (when elected as HISTORY 195).
This course explores the many ways in which women's lives were affected by legal rules and practices in early America, and how women's age, race, and class also affected their relationships to the law. Major topics include marriage, widowhood, and divorce; crime; slavery; civil rights; labor; cultural contact; and witchcraft. This course will provide a solid foundation from which students can further explore in history, women's studies, and law. Students will also improve their abilities as critical readers and thinkers, and develop the skills to write clearly and persuasively. They will do so by participating actively in class discussion of weekly reading assignments, by producing and revising short weekly writing assignments, and by researching and writing one longer paper.
Prerequisites & Distribution: Only first-year students, including those with sophomore standing, may pre-register for First-Year Seminars. All others need permission of instructor. (3). (SS). May not be repeated for credit.
First-Year Seminar
Credits: (3).
This course is to introduce the student to that more than half of the world which lies in Asia, as it moved from tradition and modernization to nationalism and the outbreak of war: between China and Japan, Japan and Russia, and finally the Pacific War and the coming of independence for India and Southeast Asia. It begins with two essays surveying the period, and moves on to consider the modernization and the place of tradition in India the struggle of China against foreign semi-colonialism, India's progress toward freedom, the varied experiences of Southeast Asia under colonial rule, the rise of the military in Japan and its war with China, the coming of the Pacific War, the death of colonialism, the partition of India, and Vietnam's thirty years of war. There are four essays required, one at the end of each section of the course. The readings include a variety of sources, some primary, some secondary, and the course is organized as much as possible on a discussion basis. No previous knowledge of Asia is assumed. Grades are based on the essays and on participation in class.
This seminar will be run as a colloquium and will explore the history of the
United States as seen from women's perspectives. We will read first hand
commentaries by women from the early colonial period through to the
present. These commentaries will range from Indian Captivity
and slave narratives, to the correspondences of presidential wives
(Abigail Adams, Eleanor Roosevelt) and plantation mistresses, to
autobiographies to novels by such luminaries of American literature as
Toni Morrison, Edith Wharton, and Willa Cather. We will focus on the
diversity of women's experiences, exploring both the world of Native
Americans and Latinas, leisured ladies, college students, slaves and
immigrant women, straight and gay women. Sexuality, child birth, marriage and alternatives to marriage, rights to full citizenship, to
education and employment, all will play central roles in this course as
will the ways women were flought to authorize themselves as writers
and political figures. Readings will include such books as Toni
Morrison's Beloved, Audre Lorde's Zami, Adrienne Rich's erotic poetry, Edith Wharton's House of Mirth, Mary Rowlandson's Indian captivity
narrative and native writer Louise Erdich's Beet Queen, Harriet Jacob's
Narrative of a Slave Girl.
The writing requirement for the course will consist of weekly response
papers, due before the beginning of each class.
We will examine a selection of works of fiction and non-fiction by writers of African descent who found expatriation or chosen exile from their countries of origin enabling to their critical interrogation of the condition of the U.S. Blacks and African peoples. We will be concerned, as well, with these writers' analyses of the legacies of mass movements for Black liberation. Among the authors we will consider are James Baldwin, Mayo Angelou, Jna Carew, Maryse Conde, and Chester Himes.
Homer, Aristotle and Socrates, Odysseus, Pericles and Alexander the Great, Medea, Cassandra and Atnigone, Athens, Sparta and Troy...names and places that pop up in many different contexts. Wouldn't it be great to know who and
what they really were and why these names and places still carry meaning today?
This survey course introduces participants to ancient Greece from the Mycenaean age to the end of the Hellenistic period. It covers ancient works
of literature as well as inscriptions, papyri, coins, and archaeological
evidence. Lectures and the section discussions focus on the development of Greek society, the role of the individual in Greek history, and the dynamics
of historical change. Throughout the term, corresponding and contrasting
issues relevant to our own society and history will be addressed. There will be two exams. Each will include essay questions and also test
knowledge of historical figures, places and events (2 x 30% of the grade).
20% of the grade will be based on contributions to discussions in sections, the remaining 20% on assignments and quizzes in sections. HISTORY 200 is the "prequel" to HISTORY 201 (The Roman Empire and Its Legacy). Textbook: R. Morkot, The Penguin Historical Atlas of Ancient Greece (1996).
This course is an introduction to the history of East Asia before 1700, with an emphasis on China, Korea, and Japan. It aims to provide an overview of the main trends which not only transformed the society, politics, economy, and culture of each country but also laid the ground for future shaping of this region into three distinctly different but closely connected modern nations. Confucian style governments, gender relations, popular religions, peasant rebellions, technological innovation, and demographic shifts are some of the topics we will cover.
This course is an introduction to the civilizations of India, that is, the region of South Asia consisting of the modern countries of India, Pakistan, Bangladesh, Nepal, and Sri Lanka.
We will concentrate on five topics through the ages, covering the period from the Harappan Civilizations to the present. These are:
The course is organized thematically and not chronologically. While dealing with each topic, we will look at at least the following time points in history to maintain a balanced overview of the history: Harappan civilizations; classical India; the Delhi Sultanate; the Mughal empire; the colonial period; and contemporary India.
Requirements for the course will be somewhat unconventional: a quiz on facts; a test in historical analysis; extra-textual presentation; and a problem-solving exercise on contemporary India.
Course Homepage: http://coursetools.ummu.umich.edu/2003/fall/history/207/001.nsf
Southeast Asia is one of the world's most culturally diverse regions, home to Buddhist, Moslem, Confucian, and Christian civilizations. It boasts ancient monuments of surpassing grandeur and symbolic complexity. It was the scene of the bloodiest conflict since World War II, the so-called Second Indo-China War (c.1960-1975). Until very recently it boasted the world's fastest growing regional economy.
HISTORY 207 offers an introduction to Southeast Asian history — the earliest civilizations, through the colonial conquest, the struggle for independence and the development of an interdependent region.
The following paperback books can be purchased at Shaman Drum, 313 South State
In addition, you will need a course pack which is also available at Shaman Drum Bookstore.
Course Homepage: http://coursetools.ummu.umich.edu/2003/fall/history/210/001.nsf
The decline of Rome and the rise of Germanic monarchy, the Carolingian and Ottonian Empires, the growth of feudalism, and monasticism and papal reform. The emphasis is on the political and institutional development of Western European society and its relations with Byzantium and Islam.
In addition to the textbooks mentioned above, could the following books be placed on reserve in the library:
Course Homepage: http://coursetools.ummu.umich.edu/2003/fall/history/212/002.nsf
This course will explore the social and cultural history of Europe from about 1350 to 1550, a period of momentous change: scientific experiment placed the sun rather than the earth at the center of the universe; the state emerged as a political entity; exploration made Europeans aware of sub-Saharan Africa and the Americas; scholarship recovered the lost texts and ideas of the ancient Greek and Roman worlds; art, medicine, and philosophy renewed an interest in the physical and psychological nature of man; and the printing press made these changes available to a much wider public. We will explore the substance and consequence of such changes, including some negative ones, such as the expulsion of Muslim and Jews from Spain, censorship, and colonial exploitation. Many readings will be taken from documents of the period.
This course introduces students to the sweep of English history from Roman times until the Glorious Revolution. The first half of it is devoted to the Middle Ages and focuses on the formation of the English monarchy, the role of the church in politics and culture, and basic social and economic structures. The second half treats the early modern period (c.1450-1700) and concentrates on the growth of the state, the Protestant Reformation, the English Revolution, and the social and economic changes that followed the Black Death and played themselves out during the reigns of the Tudor and Stuart monarchs. No prior knowledge of English history is assumed in this course, and it is intended to serve as the basis for more advanced work in British history and to provide background and comparisons for courses in English literature and European and American history.
Course Homepage: http://www-personal.umich.edu/~jrcole/syl/war/war.htm
This course treats the impact and experience of warfare on the Twentieth Century Middle East. It examines the impact of the World Wars, the Cold War, the Arab-Israeli Wars, Afghanistan, the Gulf Wars, and the War on Terror on the shaping of the 20th-century Middle East. Grading is based upon a midterm and a final.
Texts: (Available at Shaman Drum Books and at the Undergrad. Library Reserve Reading Rm. Course pack is at Dollar Bill.
This course explores the pre-colonial African past, from the early prehistory of the human to the eve of Europe's second great wave of empire when Africans across most of the continent became the subjects of European colonies. The second European empires (from roughly the 1870s through the 1960s) have had profound influence on Africa, yet important global forces were affecting Africa long before the mid-nineteenth century. Moreover, the shapes that Africa would take under the influence of European empire would be strongly conditioned by the course of change on the continent before 1850 and by the nature of society and culture on the continent stretching back for more than a millennium.
The major objective of this course is to establish a deeper understanding of the forces, institutions, and processes that underlay the experiences of Africans and the African continent before 1850. The post-1850 history of Africa will be taken up by Professor Diouf during the second term, in HISTORY 247.
Over the past five decades, the reconstruction of the African past — from archaeological evidence, from oral testimonies, and from historical linguistics and from other methods and materials — has been one of the most remarkable departures in the historical sciences, taking the professional craft of history beyond its signature: the written document. Of course, the peoples of Africa long enjoyed a rich knowledge of their past and a deep engagement with history, well before the emergence of the professional practice of history on the continent. And a critical factor in the shaping of Africa's futures has been the production and control of histories for and about the continent.
Albeit the breakthroughs in the reconstruction of Africa's past, and albeit the importance of historical knowledge to Africans, Africa is substantially "known" today — by those outside Africa, by the international press, by the aid and development and the human rights communities — through a shallow and relatively presentist understanding, partially based on direct observation, partially based on persistent and pervading myths and fantasies about Africa, myths that have their own significant histories. The course will encourage a more complex understanding of Africa and a sense of African history as a work-in-progress.
The course will explore:
Among the main questions, the recurrent questions:
The course will be organized around lectures, readings, discussions, the viewing of several films from Africa.
Course requirements:
Reading List:
Prerequisites & Distribution: (3). (HU). May not be repeated for credit.
This course consists of a survey of early Chinese history, with special emphasis on the origins and development of the political, social, and economic institutions and their intellectual foundations. Special features include class participation in performing a series of short dramas recreating critical issues and moments in Chinese history, slides especially prepared for the lectures, new views on race and gender in the making of China, intellectual and scientific revolutions in the seventeenth century, and literature and society in premodern China.
Course Homepage: http://www.umich.edu/~hist265/
The University of Michigan has been a leader in shaping the modern American
university. This course examines the University's history from the
perspective of students, faculty, fields of study, administration, and
alumni. It will also explore the factors that have shaped the University
and place it within its larger social, political, national, and
international contexts. The primary prerequisite is an interest in your
University and its place in history.
Lectures are accompanied by extensive slide presentations and a few movies.
Readings include a course pack and textbook. Grading is based on essay/objective exams; two short papers or a term project; and a campus tour
photo quiz to acquaint students with central campus, its architecture and
embellishments. Two of the five discussion sections (taught by the course
instructors) are limited to upper-class enrollment only and will encourage
UM-related projects.
Books, available at the bookstores; some used copies may be available:
Ruth Bordin, Women at Michigan: The "Dangerous Experiment," 1870s to the Present. Ann Arbor, MI: University of Michigan Press, 1999.
Jerry Harju, The Class of '57. Marquette, MI: Lake Superior Press, 1997.
Howard Peckham, The Making of the University of Michigan, edited and updated by Margaret L. and Nicholas H. Steneck. Ann Arbor, MI:
Bentley Historical Library, 1994.
Course packs, available at Ulrich's Bookstore:
M.L. & N.H. Steneck, Campus Practicum, 2001 Edition. (Available after February 19)
History 265 Course pack. Winter 2001 edition.
*Two copies of Peckham, Bordin, Harju and the Campus Practicum are on UGLI reserve.
This course will examine the American experience of war in this century. Lectures, readings, films, and discussions will focus not only on the military experience itself, but on how America's wars — real
and imagined — have shaped the country's economy, politics, and culture. The course will also
examine the processes of transmission and memory: how Americans who did not fight learned about
those who did, and what all Americans have remembered or have been taught to remember about
the wars of this century. Finally, we will consider how the nation's wartime conduct, at home and on
the battlefield, has fit into long-standing social patterns and behavior such as our alleged propensity
for violence. In brief, we will be looking at the American experience of war as inclusively as a term
will allow.
Prerequisites & Distribution: CAAS 111. (3). (SS). May not be repeated for credit.
See CAAS 231.001.
Prerequisites & Distribution: First-year students must obtain permission of the instructor. (Lectures: 3 credits; lectures and discussion: 4 credits). (SS). May not be repeated for credit.
Credits: (Lectures: 3 credits; lectures and discussion: 4 credits; 3 in the half-term).
From devastating infectious epidemics to the quiet suffering of malnutrition, health
problems have both affected and reflected the evolution of modern society. The
course will study four different historical periods, exploring such issues as:
We will focus on American history, although comparisons will be drawn to other societies. The course is a basic introduction, however, first-year
students must obtain permission of the professor to enroll. Classes are taught in
lecture format, and will include a variety of audio-visual sources. There will be two essay-style examinations, and frequent short quizzes. This is
a challenging and demanding course. Those who miss the first meeting without
advance permission will be dropped from the course.
assignments will range from modern histories to poetry and old medical journals.
Required Readings:
The enterprise of science changed dramatically after WWII, both intellectually and socially. The consequences of being able to split the atom and, more recently, to engineer biological blueprints have made science literally a life and death activity that touches every human. This course will explore the growth and implications of scientific and technological development from the end of WWII to the present. There will be two lectures and one discussion per week. Students will work in small
groups on one problem during the term, e.g., energy, pollution, global warming, health care issues. Each group will hand in a jointly written report at the end of term and present a class report. Three or four books will be assigned reading. Students will be expected to make use of e-mail and conferencing.
This course traces Eastern Christianity from the 4th through the 18th century. A broad survey course aimed at undergraduates of all concentrations, there are no prerequisites; the course focuses on both Church history and theology. It begins with Constantine's conversion and traces the growth of the Church, the rise of monasticism, the creation of the creed (the Councils of Nicea and Chalcedon), and the secession of the Eastern churches (Coptic and Syriac), the role of religious pictures and the iconoclast dispute and relations with the West (Rome) which were frequently strained before the official break in the 11th century. We cover the conversion of the Slavs and the eventual formation of independent Slavic national churches. We treat the fall of the Byzantine and Medieval Slavic states to the Turks and the position of the Orthodox under the Turks. Attention is also given to the Russian Church from the 9th century to the Old Believer schism and Church reforms
of Peter the Great. Readings are varied. There is no textbook. A relevant paper of the student's choice, an hour exam, and a final are required.
Prerequisites & Distribution: (3). (Excl). May not be repeated for credit.
In this course students will study several epidemics that have transformed the world, including plague in ancient Athens, leprosy in the European middle ages, and HIV/AIDS and SARS throughout the modern world. Themes will include the nature of demographic and epidemiological change, the social and cultural significance of each scourge, the organized public health response to each epidemic, the epidemics' impact on health, and the development of medical therapeutics and technologies. This course will provide a historical perspective on past diseases as well as on what today's lay public expects from health professionals. It will also demonstrate how studying responses to an epidemic can provide insights into the nature of a specific society. The class will include lectures, audiovisual presentations, and discussions. Students will read both primary documents and interpretive essays and will be evaluated by two short papers. A final exam will be a combination of short answer and essay questions.
Course Homepage: http://www-personal.umich.edu/~rpl/301syllabus.htm
How did we get here? What's going on? Where are we going with this? These questions
define the physical sciences, and this course examines the history of the ways and
means, human, observational, experimental, and theoretical, that astronomers and physicists have used to answer them. The course begins with what has been called
the "Scientific Revolution," with Galileo and the Inquisition, but quite rapidly
we come to the nineteenth century, and the heart of the course is on the development
of our study of the universe, its origin, structure, and future, during the last few
generations. Among topics we shall consider are the financing of science, the politics and security implications of modern research, history of computers, the
roles of women, the geographical and cultural spread of research, popularization
and demonization of science, pseudo-science, and the various contexts of science, in addition to the development of research and thought. So this is a history, and
not a science, course, although many of the readings will come from scientists
themselves, and our discussions will be centered on the human history rather than
on the science itself.
Prerequisites & Distribution: (3). (Excl). May be elected up to three times for credit.
Course Homepage: http://coursetools.ummu.umich.edu/2003/fall/history/596/001.nsf
This course will explore modern theories and institutions of law, private property, the family and the state that emerged in the context of the British Empire. The course will emphasize the simultaneous development of, and relationship between, the legal institutions and practices elaborated for Britain and those developed for various colonial contexts.
Focused case studies of five historical debates will form the core of the course. We will begin by examining the major theories of private property, law, and the state that emerged in the West in the long eighteenth-century. This section will focus on theories of landed property that accompanied the
formation of large landed estates in Britain and the expropriation of non-European lands in Australia and North America. We will then turn to British debates about property in persons and to colonial legal regimes regarding slavery, indentured labor, and "free" labor in the Caribbean. From there we will examine the formation of modern criminal law, comparing the modalities that developed in Britain and in India, and the theories of agency, evidence, and punishment that emerged in the two contexts. We also will consider the relationship between criminal and civil law in both contexts. Our fourth topic will address the treatment of religion and custom in Britain, Africa, and India, and the formation of systems of colonial religious and customary law. This will lead us to a more intensive study of the colonial and post-colonial state in India, focusing on legal institutions regarding gender, the family, religious and caste communities, violence, and civil society.
The course will involve close readings of both primary and secondary sources. Students will be required to write and submit a 1-2 page critical analysis of each week's readings, to lead two class discussions, each accompanied by a longer (4-6 page) review with annotated bibliography (these may be coordinated with a fellow student, depending on class size), and to write a final paper of 10-12 pages based on course readings.
Required readings will include:
Introduces historical knowledge of the Pacific islands, focusing on the period 1769-1939. All major island groups are considered, with some emphasis on American territories in the Pacific. Thematic issues include indigenous systems of navigation and exchange, island cultures, imperialism, religion, commerce, island politics, and ecology.
Prerequisites & Distribution: (3). (Excl). (R&E). May not be repeated for credit. No credit granted to those who have completed or are enrolled in HISTORY 377.
Course Homepage: http://coursetools.ummu.umich.edu/2003/fall/history/312/001.nsf
See American Culture 312.001.
Europe spent the first half of the twentieth century convulsed in the violence of war and revolution. The First World War hadn't even ended before the Bolshevik Revolution and its civil war began, followed by the street fighting between Fascists and Communists popular in the '20s and '30s, then the Spanish Civil War, the state violence of Nazism and Stalinism, and then the catastrophe of the Second World War. How and why did Europe descend into such violence? What role did technology play in it? How did ideology contribute? How did ordinary men and women make sense of it all, let alone survive it?
HISTORY 318 will explore the ideological, political, economic, social and cultural forces that collided in this turbulent era with particular attention to how World Wars I and II affected everyday life, Nazism, and the Bolshevik Revolution and Stalinism.
Grades will be based on two short papers, a midterm, a final and participation in discussion sections.
Prerequisites & Distribution: (4). (Excl). May not be repeated for credit.
This course will examine British culture and politics from the death of Queen Victoria through the Second World War, with particular attention to the nature and structure of politics and the state; the First World War and the processes through which the war experience of mass participation and trauma were understood; cultural and political debates in the interwar years; the growth of mass media; gender; the empire and colonial subjects; the Great Depression; British politics during the rise
of Nazi and fascist governments in Europe; and the experience of the Blitz and World War II. Students will be asked to think critically about the various means by which
national and personal stories are constituted, repressed, re-imagined, and deployed in debates about the meaning and uses of the past. Readings and other course materials will include autobiographies, novels, films, and photographs, and class sessions will include extensive discussion. No previous knowledge of British history will be assumed or required.
Prerequisites & Distribution: (4). (SS). May not be repeated for credit. Laboratory fee ($10) required.
Lab Fee: Laboratory fee ($10) required.
Course Homepage: http://coursetools.ummu.umich.edu/2003/fall/rees/395/001.nsf
See Russian and East European Studies (REES) 395.001.
Course Homepage: http://coursetools.ummu.umich.edu/2003/fall/history/347/001.nsf
This course will examine the colonial period in Latin American history from the initial Spanish and Portuguese contact and conquest to the nineteenth-century wars of independence. It will focus on the interaction between Indians and Europeans, tracing the evolution of a range of colonial societies in the New World, and examining the indigenous background conquest as well as the nature of the settler community. We look at the shifting uses of land and labor, and the development of urban life. We use court records, Inquisition documents, and poetry to try to understand daily life for men and women, and the structures of honor and belief that shaped their worlds.
Each student will write a short critical review and a final paper of approximately 10 to 12 pages. There will be a midterm and a final.
Readings will include works by Inga Clendinnen, Nancy Farris, Karen Spalding and Charles Gibson, as well as primary materials from Aztec and Spanish sources.
Prerequisites & Distribution: Open to sophomores, juniors, and seniors. (3). (Excl). May not be repeated for credit.
See Great Books 350.001.
Prerequisites & Distribution: CAAS 200 recommended. (4). (Excl). May not be repeated for credit.
This course will consider health and illness, medicine, and disease in diverse
African worlds from the fifteenth century to the present. Designed equally for
concentrators in History and Afroamerican and African Studies and students planning
careers in the health professions in this country and abroad. No prior knowledge
of Africa is assumed. Though historical in nature, the course will draw on the
methodologies of medical anthropology, epidemiology, and medical sociology. It
will propose health and wealth as a central theme to the history of Africans in
diverse social and historical contexts, both on the African continent and in the
larger Black Atlantic world. The central question will be: what happened to
these deeply rooted forms of moral logic and therapeutic practice as Africans
encountered new forms of wealth, inequality, and disease and new medical and
healing systems associated with slave trades, colonialisms, epidemics, famines, debt and theft from the fifteenth century to the present?
Course Homepage: http://coursetools.ummu.umich.edu/2003/fall/history/358/001.nsf
Situated at the historical crossroads of Africa, Europe, Latin America, and the United States, the Caribbean has played a pivotal role in global transformations since 1492. The region's past illuminates many of the central contradictions of modern history: slavery and freedom, colonialism and independence, racial hierarchy and political equality, despotism and revolution, nationalism and transnationalism, and migration and creolization. This course will treat these themes that cut across the various empires, nations, and cultures that have shaped the region. The course is not designed to provide a complete survey of the dozens of nations composing the Caribbean. Rather, focusing on the Greater Antilles — on Puerto Rico, Dominican Republic, Jamaica, and especially Haiti and Cuba — we will explore world historical themes in this region from the Haitian revolution to the present.
Course work includes intensive class discussion, debate, and analysis of historical scholarship, documents, literature, and film. There will be no final exam or paper. Instead, the course requires extensive weekly reading (~150 pp. — or more for literature) and a 2-3 pp. essay most weeks based on the assigned texts.
Possible readings include: The Black Jacobins; Biography of a Runaway Slave; The Problem of Freedom; Insurgent Cuba; Puerto Rican Jam; The U.S. Occupation of Haiti; Farming of Bones; In the Time of the Butterflies.
Films may include: Life and Debt; The Last Supper; Aimé Césaire II; The Operation; Strawberry and Chocolate; My American Girls.
In post-1945 U.S. history, suburbia has emerged as the dominant method of social organization, the primary focus of land-use planning, and the center of political power. Critics have blamed American suburbs for the crisis of the cities, the alienation of youth generations, the explosion of sprawl, and pervasive patterns of racial and class segregation. Defenders have praised the suburbs for the safety of their neighborhoods, the quality of their schools, and the broad expansion of the middle-class American Dream of a detached, single-family home. This course will grapple with the dominant themes and legacies of American suburbia through a focus on popular culture imagery; social and political history; race, class, gender, and generational analysis; and spatial/developmental policy.
Lecture themes and discussion topics will range from Levittown to Columbine, from the Feminine Mystique to middle-class Black suburbs, from the Silent Majority to the anti-sprawl movement. The course will begin by confronting the dominant discourses of suburbia in American politics and popular culture, and throughout we will focus extensively on films, novels, and other mass media sources as key shapers of suburban identity. Close attention will be paid to the periodic battles over inclusion and exclusion in suburban communities, including political conflicts over school integration, housing desegregation, and taxation. Throughout the term, we will examine the changing meaning of the suburban label, as middle-class bedroom communities have evolved into autonomous horizontal cities no longer dependent on the urban core.
Students are expected to attend lectures and discussion sections, to watch assigned films/documentaries, and to consult the course webpage for the electronic course pack and graded assignments. The list below contains likely assigned books, but is subject to change.
Required Readings:
Prerequisites & Distribution: (4). (SS). (R&E). May not be repeated for credit.
Course Homepage: http://coursetools.ummu.umich.edu/2003/fall/amcult/367/001.nsf
See American Culture 367.001.
This course aims to help students gain a perspective on the contemporary family by studying the development of this important institution in the American past. Particular emphasis will be placed on changing attitudes toward and experiences of sex roles, sexuality, childrearing, work patterns, and relationships between men, women, and children. We will explore race, ethnicity, and class; cover economic developments as well as shifting conceptions of the role of the state; and ask about
the impact of these factors on family life. We will want to examine how much the family has changed over time and try to project, on the basis of historical evidence, whither the family is going.
This course is an introduction to the history of American women — as a group, as individuals, and as members of different classes, and racial, regional, and ethnic communities. Using work, politics, and sexuality as organizing concepts, it focuses
particularly on the significance of gender in determining women's experiences from the early seventeenth century to 1870. Special attention is paid to initial and continuing encounters of Native Americans, Euro-Americans, and African-Americans; to
evolving constructions of "womanhood" and their significance for different groups of women; to the meaning of religious movements, wars, economic transformations, and
demographic shifts for women's individual and collective efforts to determine the course of their own histories.
Course Homepage: http://coursetools.ummu.umich.edu/2003/fall/history/373/001.nsf
This is a one-term course which examines the History of the American West from before European contact through the Cold War. Because of the long time period, there will be an emphasis on the themes and patterns that have shaped the American West. Topics will include Native American societies, European contact, settlement, and environmental impact. We will pay particular attention to issues surrounding ethnicity, gender, class, and labor. No previous knowledge is required, but a general background in American history will be helpful. There will also be an emphasis on reading and analyzing primary documents.
Required books found at Shaman Drum:
The following book is recommended but not required:
Course Homepage: http://coursetools.ummu.umich.edu/2003/fall/history/381/001.nsf
Jews did not leap from the land of the Bible to the shtetls of Eastern Europe. This course on medieval Jewish history (c. 400-c.1492) takes us to Iraq (geonic "Babylonia") and Palestine where the Talmuds were written; to Northern Africa and Spain where Jewish communities produced scholars such as Maimonides and Nahmanides, philosophy, poetry, rabbinic law and religious polemic; to the rise of Jewish communities in medieval France, England, Germany and Italy from the time of Charlemagne, through the first crusades, and until the expulsion of the Jews from most of Europe by the time of the Black Death. We will compare the status of the Jewish minority in the Muslim world and in the Christian world, and we will come away with a deeper awareness of "power", the relationship between religion, the economy, and politics. Special topics include medieval Jewish art (illuminated manuscripts); medieval Jewish marriage and sexuality; and the development of Christian anti-Jewish stereotypes and myths of violence.
Requirements for the course: Short papers, tests, and a final essay exam or research project.
Prerequisites: None. This course is intended for students with some experience studying history. HISTORY 110 or 211, AAPTI 100, and some familiarity with Judaism or
Jewish civilization (RELIGION 201, JUDAIC 205 or similar)is recommended.
This course covers the rise of Jewish nationalism from its origins in the late-
nineteenth century through the creation of the State of Israel in 1948 and the
history of the Jewish state in the following half-century. Emphasis will be placed on the political context out of which Zionism developed and on the larger
cultural trends that shaped the variety of ideologies within the Zionist movement.
Significant time will also be devoted to examining the role of Zionist activity
within the histories of major Jewish communities in the Diaspora prior to World
War II and the competing ideologies and movements (socialism, strict orthodoxy, and assimilationism) that challenged the Zionist solution to the "Jewish Question."
The tragic confrontation between Jews and Arabs within the Land of Israel will be
explored in some depth, with particular attention being paid to the genesis of the
confrontation. The last cluster of lectures will focus on the cultural, social, and political problems that have beset the State of Israel from its establishment
in 1948 to the present and on the links between these and broader themes in modern
Jewish history as a whole. There will be a midterm examination, a ten-page analytical paper, and a comprehensive final.
Prerequisites & Distribution: (3). (Excl). May be elected twice for credit.
Course Homepage: http://coursetools.ummu.umich.edu/2003/fall/history/392/001.nsf
This is an introductory level course on the history of Muslim communities and institutions in South Asia. Its aim is to introduce students to the broad historical currents of the expansion of Islam in the Indian subcontinent, the nature of Muslim political authority, the interaction between religious communities, Islamic aesthetics and contributions to material culture, the varied engagements and reactions of Muslims to colonial rule, the partition of British India and the creation of Pakistan, and the contemporary concerns of South Asia's Muslims. The course will begin with an introduction to the Islamic religious tradition. The main emphasis of the course will be on the social, political, and cultural history of Islam in South Asia.
This course will be divided between classes devoted to lectures and those devoted to discussion. I will expect the active engagement of course participants in class discussions. Course lectures and discussion will be supplemented with visual material, music, and movies where possible.
This course does not assume any prior knowledge of South Asian or Islamic
In 1947, India achieved independence from British colonial rule, but
freedom brought a devastating partition into two separate nations: India
and Pakistan. 15 million fled across the newly-formed borders, and a
million were killed. The violence and dislocation have shaped post-colonial
identities in both nations, and continue to inform border disputes and
communal conflicts a half-century later. This course brings together a
literary scholar and a historian to discuss what it means for the survivors of partition and the succeeding generations to remember details of these
traumatic experiences in fiction, film, and personal testimony, and how
these memories continue to form ideas about history, nation, community, family, self.
Students will be expected to write an informal one-page
reading response for each class, to participate actively in discussion, and
to take a midterm and a final open book examination.
The goal of this course is to review and analyze major themes and historiographical approaches in the scholarship on the Muslim population in the Indian sub-continent in the twentieth century. We will seek to lay bare the arguments of a wide range of writers, identifying their themes, explicit and implicit assumptions, the sources they use, and the rhetorical strategies they deploy to make their arguments.
This course is open to advanced undergraduates who have studied the history of South Asia or equivalent.
Prerequisites & Distribution: (3). (Excl). May be elected twice for credit. Laboratory fee may be required.
Lab Fee: Laboratory fee may be required.
See CAAS 358.007.
See CAAS 358.003.
Prerequisites & Distribution: Permission of instructor. (1-4). (Excl). (INDEPENDENT). May be repeated for credit for a maximum of 8 credits. A maximum of eight credits can be elected through HISTORY 394 and 395.
Credits: (1-4; 1-3 in the half-term).
Individual reading program under the direction of a staff member.
Prerequisites & Distribution: Enrollment limited to junior and senior History concentrators by permission only. History concentrators are required to elect HISTORY 396 or 397. (4). (SS). May be repeated for credit for a maximum of 8 credits.
We will examine the dynamic between a pagan sense of the sad finality of death and Christian celebration of death as birth into a better life. Through this end, we will compare the burial customs of pagans and Christians in late antiquity (mourning rituals, funerary practices, and commemoration of the dead). We will try to measure the ways in which a social need to mourn the dead transformed Christian religious practice and how, in the later middle ages and renaissance, the rejection of ancient mourning practices became a measure of civilization. Students will write a research paper based on original sources.
No Description Provided. Contact the Department.
In the seventeenth century, the northern provinces of the Netherlands achieved independence after an eighty-year-long struggle with Spain, established a republican government (one of only two in the world), came to dominate world trade, developed the first commercial capitalist economy, became the only European nation to practice religious toleration and fostered the burst of artistic genius that is commemorated in the phrase "the golden age." This course will look at aspects of the Dutch republic during this period of incredible political, economic, religious, and artistic creativity, addressing the problem of why the Dutch seem in retrospect to have been so precociously modern. A great deal of emphasis will be placed on painting and the graphic arts (works by artists such as Rembrandt, de Hooch, Steen, Vermeer, Dou, Brouwer, and van Ostade) and how they related to contemporary society.
This is a methodological course that asks, "How are women written about?" We focus on the "writing" in (selected) approaches of History, Anthropology, and Fiction in their constructions of "women". We will use selected topics such as mothering, love, work, religion, education, nationalism, and consumption to approach the topic of writing about women.
The reading for the course will consist of some interesting examples from each genre on South Asia, and a packet of secondary readings reflecting on the same concerns as ours that are not restricted to South Asia.
This is a writing seminar. Students will be guided from the beginning in choosing a topic for research, pursuing sources, gathering data, making arguments, and writing and re-writing drafts. The aim is to produce a full-length quality paper on a topic of your choice incorporating the concerns of the class and showing mastery of the technique of writing a paper.
The eighteenth-century Atlantic world was a place of opportunity, violence, discovery, danger, and tragedy. Cultures mixed, often by force; fortunes
were made and lost; and buccaneers, slaves, entrepreneurs, pilgrims, and
settlers brought new societies, including our own, into being. This seminar
will explore the links between Britain, North America, the Caribbean, and
West Africa, during an age of transformation. Focusing on the topics of
slavery, migration, and national identities, we will look at specific
regions around the Atlantic and consider them in wider global context. How, for example, does an Atlantic perspective affect the way we think about
American or British history? We will consider this and other questions using
a range of materials: memoirs, maps, images, travel accounts, and scholarly
histories. At a time when America's relations with Britain and Europe are
under intense pressure, understanding our shared Atlantic history seems more
relevant than ever.
This seminar will focus on the dynamics of the American Presidency in the 1970s, and decisions and decision-making in the Gerald R. Ford Administration. Students will examine the people and the social, economic, and political issues that shaped the Ford Presidency. The "Seventies" was a pivotal decade in American history. Many Ford names are recognizable — Cheney, Rumsfeld, O'Neill, Greenspan, and others. And the issues also still echo today — energy crisis, tax cuts, a slow economy, the legacy and lessons of the Vietnam War, partisan politics, razor close elections, Executive Branch relations with Congress, Presidential leadership, bringing a nation together, and more.
The seminar will meet as a class for lecture/discussion during the first weeks of the academic term at the Gerald R. Ford Library on North Campus. Students will then meet individually with the instructor and staff of the Ford Library as they research and write a paper on a topic of their choice utilizing the original document resources of the Ford Library.
Evaluation will be based on discussion, oral presentations to the class, written reports on readings, and the major research paper. Objectives of the course are to explore and gain an understanding of the office of the President and Presidential decision making, to investigate how the White House functions and how it creates the documentary record, and to provide a valuable learning experience of conducting original research on writing a lengthy seminar paper.
Prerequisites & Distribution: Enrollment limited to junior and senior History concentrators by permission only. History concentrators are required to elect HISTORY 396 or 397. (4). (HU). May be repeated for credit for a maximum of 8 credits.
Course Homepage: http://coursetools.ummu.umich.edu/2003/fall/amcult/496/001.nsf
This course will examine the collective efforts of African-Americans to
overcome racial discrimination and legal segregation over the course of
the 20th century. How were Black protest movements organized? Why did
they succeed or fail to achieve their goals? What caused them to
disintegrate? Specifically, we will compare the role that ideological, strategic, and contextual factors played in the success or failure of
movements. We will also examine how Black social movements have made use
of and generated African-American cultural practice. Finally, we will
discuss how relations of race, class, and gender both within American
society and within the African-American community were reflected in these
The course will be conducted as a discussion seminar. Students will also
be expected to keep a journal of responses to the course reading and will
write research paper based on primary documents.
Ideas about the age of the earth and the human race, the nature of time, and the beginning and destiny of human history have varied greatly at different periods and across cultures. This course studies these ideas comparatively. Topics will include: the cultures of time in the Biblical religions and in Hinduism and Buddhism; the anthropology of time; science and the Time Revolution of the 1860s. There will be class discussions of readings, and each participant will write and present a research paper.
Prerequisites & Distribution: Honors students, HISTORY 398, and senior standing. Permission of instructor required. (1-6). (Excl). May be repeated for credit for a maximum of 6 credits. Continuing Course. Y grade can be reported at end of the first-term to indicate work in progress. At the end of the second term of HISTORY 399, the final grade is posted for both term's elections.
Credits: (1-6).
This course is a workshop for thesis writers. It concentrates on practical and theoretical problems of research and writing with special reference to methodological questions.
Course Homepage: http://coursetools.ummu.umich.edu/2003/fall/clciv/476/001.nsf
See Classical Civilization 476.001.
Credits: (3; 2 in the half-term).
A lecture course which provides a survey of the history of the later Roman Empire from the reforms of Diocletian that paved the way out of the crisis of the third century, through Constantine's move east and the conversion to Christianity (entering the Byzantine period), Justinian, Heraclius on through the Amorion Dynasty which came to a close with the murder of Michael the Sot in 867. The course will stress political history, giving considerable attention as well to religious history (conversion to Christianity, the great theological disputes over the relationship between God the Father and the Son as well as the relationship between the human and divine natures in Christ culminating in the Church councils of Nicea and Chalcedon, the rise of monasticism and Iconoclasm), administrative reforms (Diocletian's and Constantine's reforms, the reforms of the seventh century culminating in the Theme system), demographic changes and foreign relations (Goths, the Slavic and Bulgar invasions, relations with the Bulgars, relations with the Persians and Arabs in the East and later with the Franks and Charlemagne). No background is assumed. Requirements: a midterm written hour-exam. One ten page
paper and a final examination. Paper topics are tailored to individual interests.
Undergrads taking this course receive 4 credits.
As part of the LS&A theme semester celebrating St. Petersburg, this course will examine the cultural, social, and political revolutions that created St. Petersburg in a desolate Baltic marshland, situated the city as the center of Russia's "Europeanization", and ultimately transformed it symbolically into Leningrad. Our focus will be on the contrasts between cultural glories and social deprivations, between the being "Western" and "Russian", and between reason and belief as influences on historical change. Throughout, the city itself, Peter the Great's "Window on the West", will serve itself as a window on the broader issues of gradual development and revolutionary change in Russia, a symbol of what both tsars and commissars wanted and expected Russia to be.
Prerequisites & Distribution: Junior standing. (4). (Excl). May not be repeated for credit.
Course Homepage: http://coursetools.ummu.umich.edu/2003/fall/acabs/413/002.nsf
See Ancient Civilizations and Biblical Studies 413.001.
In this course, we explore the history of Japan from the transformation and decline of a semi-feudal system in the 18th and early 19th century to Japan's rise as a world economic power in the latter half of the 20th century. We will cover a number of major historical themes that emerge from these centuries of radical change: the deterioration of official forms of control during the latter part of the Tokugawa era (1600-1867) and the rise of new commoner social and cultural spheres; Japan's entry into a world market in the mid-19th century and the establishment of the modern Japanese nation-state; industrial modernization and its social effects; the changing status of women; new forms of social protest and mass culture in the early 20th century; the rise of Japanese imperialism in Asia; the Pacific Asian War and its aftermath; the U.S. Occupation and postwar recovery; "high-growth economics" and its social-environmental costs; culture and political economy in "post-industrial" Japan. The course focuses on the diversity of historical experiences as well as the conflicts that have shaped the history of modern Japan.
Class sessions combine lecture, discussion and audio-visual presentation.
Course pack available at Dollar Bill
Required texts are available at Shaman Drum.
The major themes of this course will be late-colonialism, nationalism, and
modernization of Southeast Asia (Indonesia, Malaysia, Singapore, the
Philippines, Siam/Thailand, Vietnam, Cambodia, Laos, and Burma) — a
historical conflict between the societies of the region and the global
community of "developed" nations. Political, social, and intellectual
history will be studied but, first of all, the course wants to be an
introduction to a sensitive and well-informed reading of a broadest
variety of historical sources. Individual students' interest in particular
region will be fully supported.
There will be a midterm examination and a final. In addition, each student
will be required to write a research paper of about 15 pages on a topic
chosen in consultation with the instructor. The paper's topic may focus on
a single country or region, or it may be comparative; use of primary
sources will be especially encouraged. The primary sources may include
chronicles or codes of law, travel accounts, newspapers, government
documents and reports, short stories, films, novels and/or poetry. There
are ample translations available, thus a knowledge of regional languages
is not required.
This course is about the beginnings of Indian civilization, from about 2500 BC when it first appeared in the Indus valley to the start of the Gupta empire in which it reaches its classic form. It is a lecture survey, which will deal with all aspects of Indian civilization in its formative phase. It presumes no prior study of India on the part of any of its participants (except the professor). Both undergraduate and graduate students are welcome. (The subsequent history of classical India and the coming of Islam will be dealt with in HISTORY 455, to be offered next term, but each course is self-contained and you need not elect the other.)
Prerequisites & Distribution: HISTORY 160, or a similar survey course in early American history, is strongly recommended though not required. (3). (Excl). May not be repeated for credit.
Course Homepage: http://coursetools.ummu.umich.edu/2003/fall/history/460/001.nsf
"Colonial America" focuses on the people of the time, often encountered speaking in their own voices, and on their broad cultural characteristics and problems as settlers first encountered the New World and its inhabitants
and matured into colonial societies. Through weekly discussion of primary documents and historical studies, we will explore some of the key themes of early American history from the vantage point of the historical actors themselves: the clash between Puritanism and capitalism; the confrontation
between Native American and European cultures; the emergence of a native gentry in the colonial South; and the enslavement of Africans and their transportation to the New World. HISTORY 160, or a similar survey course in early American history, is strongly recommended thought not required. Students will be expected to read closely each week (average 150 pages/week), take a midterm exam, and write several short essays and a long research paper.
Examines the history of Southeast Asia from the early first millennium to the early 19th century. It covers both mainland and island Southeast Asia and explores the interconnection between political, institutional, cultural, and economic developments.
See Cultural Anthropology 458.001.
Prerequisites & Distribution: Junior, senior, or graduate standing. (3). (Excl). May not be repeated for credit.
Course Homepage: http://coursetools.ummu.umich.edu/2003/fall/lhc/412/001.nsf
This course familiarizes students with the broad sweep of American business history, and touches on global business history as well. Much course content is personalized, that is, focuses on people, rather than institutions or events.
Course pack. No text.
Must have Junior or Senior standing.
Developed in conjunction with the St. Petersburg Theme Semester, this course will examine the first century of Imperial Russian history, a period riven with the contradictions of enlightened, Westernizing rulers who ruled over an increasingly oppressed population of serfs and conquered peoples. The history of eighteenth century Russia has been dominated to the exclusion of almost all other subjects by two striking figures: Peter the Great at the beginning, and Catherine the Great at the end. These two powerful rulers attempted to transform Russia from above and left indelible marks of their colorful personalities on the building of their marvelous northern capital and on the development of their country. Recent innovations in historical study have introduced new approaches to this understudied century, so that we now can add to the conventional biographies of the two great leaders with new studies of the society and culture that greeted their innovations, sometimes with enthusiasm and sometimes with suspicion.
In this course, we will combine a variety of approaches, reading monographs, scholarly articles, contemporary memoirs, and literary works of the time to try to understand the complicated dynamics of an era of cultural flowering and enlightenment in a society still characterized by serfdom and a nobility bound in service. We will pay particular attention to the art, architecture, and urban geography of St. Petersburg, the glistening new city built in a northern swamp by order of Peter the Great, transformed into the jewel of the north by the deliberate plan of its succession of monarchs.
We will be able to take advantage of a number of the special events — exhibitions, concerts, performances, and lectures — coming to campus in connection with the 300th anniversary of the founding of St. Petersburg in 1703. This is a once-in-a-lifetime opportunity to enjoy these special events with a background of knowledge of the period.
The course is open to all, but is designed for upper-division undergraduates and for graduate students. The format will be a combination of lecture and discussion, and lectures will frequently be illustrated with slides. There are no prerequisites.
Course Homepage: http://coursetools.ummu.umich.edu/2003/fall/english/416/001.nsf
See English 416.001.
Prerequisites & Distribution: Junior standing. (3). (Excl). May not be repeated for credit.
See Arabic, Armenian, Persian, Turkish, and Islamic Studies 467.001.
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Tonight's Opinion Brief is brought to you by New Canadian Media – a not-for-profit online media organization that presents news and comment from an immigrant perspective for all Canadians.
Good evening, subscribers. We've been waiting weeks for the other shoe to drop, and today it did — in Stephen Harper's typically buttoned-down, solipsistic manner: a videotaped statement in front of an empty boardroom, confirming that the former prime minister is quitting his MP's seat and joining the private sector.
So you had to know Michael Harris wasn't going to let this moment pass without comment. Tonight he delivers a blistering summing-up of Harper's career in politics — a portrait of a ruthless political operator who never let his own stated principles get in the way of getting his own way. "Sucking toes for votes with a coke-using mayor while touting family values. Trying to drive a wedge between majority and minority Canadians by exploiting the politics of bigotry. Stephen Harper was Donald Trump before Trump was Trump."
Susan Delacourt found the imagery in Harper's farewell video fitting — a distillation of his entire approach to public life. "In both incarnations — Harper before becoming PM, and Harper after — he was always a lone wolf, unlike many other politicians who like to see politics as a team sport. Harper always gave the sense — as he did in his farewell video — that there was someplace else he'd rather be."
Be sure to check back with us tomorrow morning at 10 a.m. for Brent Rathgeber's take on the political legacy of his former boss. Harper, he says, was a PM whose occasional accomplishments in the policy realm will always be overshadowed by his reckless and autocratic approach to the institutions of democracy: "That, I fear, will be Harper's lasting legacy."
Moving on, here's Dennis Howlett of Canadians for Tax Fairness explaining how offshore tax shelters are sapping Canada's policy potential. "It's simple. Canadians can continue to support a tax system that lets the richest avoid paying $8 billion in taxes annually — or we can tell them that the party's over."
And here's Unifor economist Jordan Brennan on how Ontario can tweak its climate change strategy to avoid hollowing out the province's manufacturing base. "Industrial migration out of Ontario would eliminate jobs and make the province poorer while doing nothing to limit global emissions."
Good night, have a terrific weekend and we'll see you next week.

subset: commoncrawl


text:
Publisher: Carina Press
Publication Date: August 25, 2014
Origins: From Author for Review
Synopsis: A Tanner Sequence Novel
CCF homicide investigator Kyle Tanner and his girlfriend are on their way to Pluto, en route to a new life together. Just one little death to check out in the asteroid belt first. But when you're as tangled up in conspiracy as Tanner is, a few hours on a case can change your life. Or end it.
The mystery is a strange one—one man dead, a cryptic message his dying breath. Still, Tanner's ready to wrap it up until another gruesome murder shakes him to his core. The discovery of a microscopic bomb near his own heart offers the first faint clue, but the clock is ticking. He has four days….
A desperate search for answers takes Tanner to The Freezer, an isolated facility on one of Jupiter's moons. With anti-CCF dissidents targeting the facility, a team of scientists conducting experiments the military would rather remain hidden, and a mysterious man in white hunting him on the ice, Tanner will have to choose his allies carefully. Putting his faith in the wrong person will leave him bleeding out in seconds.
Review: Kyle Tanner is back in action after the events in THE FURNACE when a scientist dies on Ceres, but the investigation soon turns Tanner's sight to finding a murderer. His own. With four days until the microbomb in his heart completes its deadly work, Tanner must travel to The Freezer on Jupiter's moon, Europa. The Freezer is an isolated research facility looking for signs of life under the ice, but there is something more sinister at work. Can Tanner figure out who the murderer is before he is their next victim?
THE FREEZER blends true science, science fiction, and a thrilling mystery. Tanner has a huge personal stake in solving this mystery and he is quite unsure of whom he can trust, beside himself. Readers will see deeper into Tanner's psyche as his emotions play heavily into his judgment during the investigation. The science, which obviously plays a vital part in the story, is presented to readers in such as way to make it understandable and enhances the plot. Tanner himself is a complex character and his orders put him in a delicate position between his duty and the truth. THE FREEZER is an exceptional story of murder, intrigue, and cutting–edge science.


text:
National Influenza Vaccination Week
The National Influenza Vaccination Week (NIVW) is a national awareness week focused on highlighting the importance of influenza vaccination.
NIVW 2017 will be observed December 3-9.
NIVW Sell Sheet
NIVW Sell Sheet [113 KB, 2 Pages]
Resources and activities for NIVW!
NIVW Media Toolkit
NIVW Media Toolkit [521 KB, 19 pages]
Information, recommended strategies, and resources to engage media and promote seasonal flu vaccination messages.
- Page last reviewed: April 20, 2017
- Page last updated: November 30, 2016
- Content source:
- Centers for Disease Control and Prevention, National Center for Immunization and Respiratory Diseases (NCIRD)
- Page maintained by: Office of the Associate Director for Communication, Digital Media Branch, Division of Public Affairs


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Satisfy every storage need with the multi-use Sterilite Large Ultra Basket. The useful tub is perfect for storing veggies in the pantry, keeping cleaning products and dangerous chemicals safely tucked away or even sorting recycling in the garage. Moving from room to room or transporting contents out of the house is easy thanks to comfort handles. Cleaning is a cinch thanks to flat surfaces and ventilation keeps contents clean and fresh thanks to holes on all four sides.The clean white and gray design matches decor in any room. The Sterilite Large Ultra Basket is sure to find it's place anywhere in the home.
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- Sterilite Large Ultra Basket Features:
- Made in USA.
- Multi-purpose use is perfect to transition from different tasks.
- Transportation is quick and comfortable with side handles.
- All four sides are perforated with small holes to allow easy ventilation.
- Basket is easy to clean thanks to the smooth surface.
- Simple white design with gray accent handles compliments any home decor.
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CHRISTMAS LIGHTS: will be officially turned on in Ballinagh on Sunday next December 9th at 5pm after which Santa will present gifts to all children present in the local community centre where a children's disco will be held with light refreshments on offer to old and young so do please come along.
HOOKUMS DOOKUMS: are planning their upcoming talent competition with full scale rehearsals due to start in early January and present indications are that next year's show will surpass all expectations.
POSTAL SERVICES: are growing at an alarming rate with the volumn of incoming and outgoing mails from and to overseas destination, very heavy for early December.
BRISK BUSINESS: Local business proprietors report a welcome increase in business as customers appear anxious to have their christmas shopping completed as soon as possible and ahead of the last minute rush.
ROAD SAFETY: Now that the dark evenings have arrived road users are asked to be extra careful with pedestrians reminded that for their own personal safety they should wear an arm band or suitable clothing which shall make their presence visible to other road users while motorists are asked to kindly dip their lights in the face of on coming traffic.
NOTED DOUBLE: Congratulations to our near neighbours and keen rivals Mullahoran Dreadnoughts on their most successful year ever as the club completed the coveted double by winning for the first time in the club's history the Cavan senior football championship and the Cavan senior league title.
CHRISTMAS CAROL SERVIUCE: In Ballinagh Mission Church on Sunday December 9th at 8pm. Preacher Mr Ronnie Killops and everyone will be very welcome.
BALLINAGH TEXT ALERT: Ballinagh Community Alert has been set up working hand in hand with the gardai and Muintir na Tire. We have now set up text alert and hope that it will prevent crime, improve community safety and develop garda and community links. Text alerts work as follows: 1 Report suspicious people or activities immediately by phoning Cavan garda station (049 4331300) or Ballinagh garda station (049 4337102).Try to provide as much information as you can. 2 The gardai check it out. 3 If it is deemed to be suspicious the gardai phone the coordinator Peter Fox. Peter Fox will then send out a text to everyone signed up to text alert. If you are not already signed up to text alert and wish to do so. Please text your name and mobile number to 087 6075100.Text alert is working very successfully in other areas in our county and we hope to achieve this also in Ballinagh. Get involved.


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Year 1 2017-2018
Term 1
Come fly with me!
Welcome to year 1.
In term 1, we will be starting our exciting learning journey finding out about superheroes and villains!
We will also be looking at a real life superhero. The superhero we will be focusing on is Florence Nightingale.
We will be looking at healthy living and what makes a good balanced diet (which is extremely important for a superhero or villain).
We will be focusing on a book called Supertato- Run, Veggies, Run! by Sue Hendra and Paul Linnet.
A website you may want to have a look at for some superhero activities is:
Superhero day!
To celebrate the ending of our Superhero topic, we had a Superhero day. We came to school dressed as our favourite Superheroes and villains, and had a fun filled day with lots crafts, games and even a picnic fit for a Superhero! At the end of the day we had a disco and we showed off our best Superhero dance moves.
Year 1 Homework grid.


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I don't know why, but I am always surprised when some new gardening endeavor actually turns out. About a month ago, I decided to try to force some red-twig dogwood branches. I followed the instructions for making a sugar water/bleach concoction to give the branches food and, presumably, protection from bacteria. The branches went into the cool, not too light basement. A couple of weeks ago, I went down there to add some more liquid and check things out. There were definite signs of leaf buds.
Today, I checked them again and, lo and behold, the branches had tiny leaves and some little knobby growths that look like they might be blossoms. Rock-and-Roll Gardener advised me that I would probably only get leaves, but we'll see what happens. Per the instructions, I have moved the branches up to a sunnier locale in the kitchen. With any luck, we'll have something blooming in time for our early Easter.


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899 Colocasia esculentaCommon Names: taro, dasheen, elephant ear, cocoyam, eddo, eddoe Family: Araceae (arum Family)
Taro, sometimes called the "potato of the tropics," and often called "elephant ears" is a wetland herbaceous perennial with huge elephant ear leaves. It produces heart shaped leaves 2-3 ft (0.6-0.9 m) long and 1-2 ft ((0.6-0.9 m) across on 3 ft (0.9 m) long petioles that all emanate from an upright tuberous rootstock, technically a corm. The petioles are thick and succulent and often purplish. The leaf attachment is referred to as "peltate", which means that the petiole attaches near the center of the leaf. The corm (also called a "mammy") is shaped like a top with rough ridges, lumps and spindly roots, and usually weighs around 1-2 pounds (0.5-0.9 kg), but occasionally as much as eight pounds (3.6 kg). The skin is brown and the flesh is white or pink. Certain kinds of taros produce smaller tubers or "cormels" (also called "eddos") which grow off the sides of the main corm. The eddos are usually around 2-4 ounces (57-113 g) in weight. Under ideal growing conditions, a single taro plant can get 8 ft (2.4 m) tall with a similar spread. The inflorescence, which is rarely produced in cultivated plants, is a pale green spathe and spadix, typical of the arum family. Var. aquatilis spreads by slender stolons, does not produce side cormels, and has become established as a weed in much of Florida.
There are more than 200 cultivars of taro, selected for their edible corms or cormels, or their tropical looking ornamental foliage. These fall into two main groups: Wetland taros, the source of the Polynesian food poi, which is made from the main corm; and upland taros, called "dasheens" in Florida and the West Indies, which produce numerous eddos that are used much like potatoes, as well as a large edible mammy. 'Globulifera' or 'Trinidad' is an upland taro that produces excellent cormels on numerous short side shoots. 'Sacramento' produces larger but fewer cormels of variable quality. 'Fontanesia' (violet-stemmed taro) produces leaves with wine red veins, margins and petioles. 'Illustris' (imperial taro or black caladium) has purplish markings between the leaf veins. 'Black Magic', 'Jet Black Gold' and 'Jet Black Wonder' have strikingly attractive dark purple leaves. Many of the ornamental cultivars are sold under the name "elephant ears."
Taro is superficially similar to other large-leaved arums such as the true elephant ears (Xanthosoma sagittifolium) and the arrow arums (Peltrandra spp.), but taro is the only one with peltate leaves.
Taro, Colocasia esculentae, is native to swampy areas in tropical southeastern Asia. It has been cultivated for more than 6000 years. Upland taros are widely cultivated in China, Japan and the West Indies as ornamental foliage plants and as an important food crop. Wetland taros are grown commonly in Polynesia and the Hawaiian Islands. The cultivar, 'Trinidad' is grown in Florida and the West Indies for its cormels (eddos) and edible shoots.
CultureGrow taro in a slightly acidic, moist or wet soil, rich in organic material. This is a fast growing plant with a tendency to spread if conditions are favorable. Light: Taro does best in partial shade, but tolerates full sun if it gets plenty of water. Moisture: Taro is a wetland plant. It will grow happily with its feet continually wet, and even in water 12 in (0.3 m) deep. Taro also can be grown in a well-drained soil if supplied with abundant water. During its dormant period, keep the tubers dry if possible. Hardiness: USDA Zones 8 - 11. Taro is a returning perennial in zones 8B and 9 and an almost evergreen perennial in tropical climates. Elsewhere, grow taro as an annual. Propagation: Taro is propagated from whole tubers (the side-growing cormels or eddos), divided off in winter or early spring. Plant "seed" tubers 2-3 in (5-7.6 cm) deep and 2 ft (0.6 m) apart. Sometimes when the main corm is harvested and the top, with or without its leaf stems still attached, is tossed aside, it survives and grows new roots where it lands.
In frost prone climates taro is grown as an ornamental foliage plant in a container in a warm greenhouse or at the edge of an indoor pool. It also is sometimes grown outdoors as an annual. Slice off the top of the rootstock, remove the leaf stems, and place the slice in a shallow dish of water on a sunny window sill; it will soon sprout an attractive mass of miniature leaves. In zones 9-11, taro can be grown at the edge of water gardens and in wetland sites in the landscape, but note that it can be invasive.
When grown for food, taros are planted in rows 4 ft (10 m) apart in rich, moist soil in partial shade. The wetland types are flooded with a few inches of water. The upland types (dasheens) are grown in moist soil. The side tubers, or eddos, are ready for harvest 6-8 months after planting the "seed" tubers. They can be removed without damaging the plant, and two or three harvests can be made in a year in tropical climates. They will keep for several weeks in cool storage. In frost-prone climates, leave the tubers in the ground until needed; they will remain in good condition until they begin to sprout in spring. The main corm or dasheen, should be dug soon after the leaves begin to yellow or else it will start sprouting again and the flavor and texture will deteriorate. The dasheen will not keep in storage for very long, either.
All parts of the taro plant contain the acrid compound, calcium oxalate, but this is destroyed by cooking. (Some of the cultivated strains apparently are mild enough that they can be eaten raw.) Cooked dasheens and eddos have a light mealy texture and a slightly sweet flavor, somewhat like a potato. They can be roasted, fried, or boiled; and sliced, grated or mashed. Poi is a starchy pastelike food product made from fermented taro tubers and is a staple in Hawaii, Tahiti and other Pacific islands. Young taro leaves are cooked and eaten like spinach in many regions, and young shoots are sometimes forced and blanched in the dark to produce a vegetable that tastes something like mushrooms.
The huge-leaved taro is a striking feature in the landscape, but not for the timid or refined garden. Taro makes a bold statement next to a water garden or along a small stream. It can also be grown in the vegetable garden if supplied with plenty of water. Even though it seldom produces viable seeds, taro will spread vegetatively and if not contained it can become a serious pest weed in wetlands.
Colocasia esculenta, wild taro, is an invasive exotic in much of peninsular Florida. It is listed by the Florida Exotic Pest Plant Council as a Category I Species, known to be disrupting native plant communities and displacing native plant species. Taro forms dense stands along lakes and rivers where it completely eliminates native plant species. Taro should not be cultivated outdoors in the vicinity of wetlands where it could escape and establish a self sustaining population that would eliminate native species. All parts of taro can cause stomach aches if ingested without cooking. Contact with the sap can irritate sensitive skin.
Steve Christman 1/12/01; updated 3/16/02, 10/7/03, 9/24/06, 11/08/08


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Frostborn by Lou Anders
Editor, publisher, and essayist Lou Anders' debut novel is a sweet Middle Grade story inspired by Norse legends. Frostborn, the first in a series, has two likeable heroines. The first is Karn, the son of a prosperous farmer who's head of their clan. Karn is his father's heir, which secretly infuriates Karn's uncle, a twin who is only a few seconds younger than Karn's father. However, Karn isn't interested in running the family farm and being clan chief. He spends his time playing a strategy board game called Thrones & Bones and he'd like to have some adventures before settling down. Karn's uncle would be thrilled if Karn would leave home, but his father is determined to make Karn a worthy successor. When the uncle tries to take Karn out of the picture, Karn is forced to flee.
Our second hero is Thianna, the daughter of... Read More
Lou AndersLou Anders is the editorial director of Prometheus Books' science fiction and fantasy imprint Pyr. He has edited many anthologies and received Hugo, Philip K. Dick, Chesley, and World Fantasy Award nominations. (He won the Chesley in 2009.) In 2000, he served as the Executive Editor of Bookface.com, and before that he worked as the Los Angeles Liaison for Titan Publishing Group. He has published over 500 articles in such magazines as The Believer, Publishers Weekly, Dreamwatch, DeathRay, free inquiry, Star Trek Monthly, Star Wars Monthly, Babylon 5 Magazine, Sci Fi Universe, Doctor Who Magazine, and Manga Max. His articles and stories have been translated into Danish, Greek, German, Italian & French.
Thrones & Bones — (2014- ) Publisher: Fantasy fans of Rick Riordan's Percy Jackson and John Flanagan's Ranger's Apprentice series will embrace this first novel in an adventure-filled, Viking-inspired series by a debut author. Meet Karn. He is destined to take over the family farm in Norrøngard. His only problem? He'd rather be playing the board game Thrones and Bones. Enter Thianna. Half human, half frost giantess. She's too tall to blend in with other humans but too short to be taken seriously as a giant. When family intrigues force Karn and Thianna to flee into the wilderness, they have to keep their sense of humor and their wits about them. But survival can be challenging when you're being chased by a 1,500-year-old dragon, Helltoppr the undead warrior and his undead minions, an evil uncle, wyverns, and an assortment of trolls and giants. Readers will embark on a sweeping epic fantasy as they join Karn and Thianna on a voyage of discovery. Antics and hair-raising escapades abound in this fantasy adventure as the two forge a friendship and journey to unknown territory. Their plan: to save their families from harm. Debut novelist Lou Anders has created a rich world of over twenty-five countries inhabited by Karn, Thianna, and an array of fantastical creatures, as well as the Thrones and Bones board game.
Frostborn: An exciting fantasy adventure
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Nightborn: Kids will love this fun warm-hearted fantasy quest
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Nightborn by Lou Anders
Nightborn is the second novel in Lou Anders' THRONES & BONES series for middle graders. I enjoyed the first novel, Frostborn, for its likeable protagonists, sense of adventure, touch of humor, and warm-heartedness. It'd be best to read it before beginning Nightborn.
The beginning of Nightborn finds Karn, our young gaming hero, back on the family farm. But not for long. Soon he is picked up by a wyvern and taken to the dragon in the coliseum who insists that Karn go find and solve a riddle that will lead him to another of... Read More
Skyborn: Fun MG series comes to a satisfying end
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Skyborn by Lou Anders
Lou Anders concludes his THRONES & BONES trilogy for middle graders with Skyborn, which follows Frostborn and Nightborn.
Skyborn begins as our three young heroes have just lost one of the Horns of Osius which are able to control wyverns and dragons. To free these creatures from the empire that controls them, they must travel to Thica to find and destroy the horn.
Our heroes couldn't be more different from each other. Karn is the human son of a w... Read More
Magazine Monday: Tragedy and Comedy
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Crossed Genres, a magazine published online, digitally and in print, has a unique approach to genre fiction: every month it chooses a genre and requires that the stories it publishes that month combine the chosen genre with some aspect of science fiction or fantasy. Issue 27 offers a mash-up of science fiction and fantasy with tragedy. Surprisingly, none of the five short stories uses the traditional tragic element of a hero with a fatal flaw, which would seem tailor-made for SF and fantasy. Instead, the writers simply write stories that end in sadness.
"Nadirah Sends Her Love" by Ada Milenkovic Brown is the most imaginative of the stories. It takes the form of letters from Nadirah to Azim, her husband, in Hijiri Year 1432 -- or, as westerners figure time, 2011. In this world, the Arab nations continued to grow and deve... Read More
Swords & Dark Magic: The New Sword & Sorcery
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Swords & Dark Magic: The New Sword & Sorcery edited by Jonathan Strahan & Lou Anders
Swords & Dark Magic: The New Sword & Sorcery is a book I've been eagerly anticipating ever since it was first announced in 2009. I was particularly excited about the anthology's impressive list of contributors which includes several authors I enjoy reading like Glen Cook, Greg Keyes, Scott Lynch, Joe Abercrombie, Garth Nix, Tim Lebbon, Read More
Masked: Superheroes move into the realm of prose
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Masked edited by Lou Anders
Superheroes — and supervillains — have always been problematic. They are usually all but impossible to kill, but have a single vulnerability that everyone seems to know about, and to aim for, a tradition that goes all the way back to Achilles (who was invulnerable because he was dipped in the River Styx as a baby — except for the ankle by which his mother held him when doing the dipping). Even after death, they always seem to come back in some form or another; Superman, for instance, has been resurrected quite a few times (though losing him led nearly 20 years ago to one of the best graphic novels ever written, World Without a Superman). Because they are so superhumanly strong, they sometimes appear ludicrous, fighting off impossible task after incredible burden after outrageous situation. No wonder authors have sometimes taken their creations... Read More