Undergraduate Studies

Spring Courses

2014 Spring Semester

Below is the list of Undergraduate courses offered by the History Department for Spring 2014. Extensive course listings can also be found on the Enrollment Services Homepage.

Click here to download the course descriptions in PDF form.

79-104 Global Histories

Lecture 1 Global Histories: Innovation and Social Change
Lecture 2 Global Histories: Genocide and Warfare


People throughout the world are caught up in multiple processes that cross national boundaries, link distant regions, and in many cases, encompass the planet as a whole. These transnational, transregional, and planetary processes are the latest incarnations of interactions that have been developing for a long time. If you want to understand the world today and where it might be heading, it’s crucial not only to think globally but also to relate current global processes to comparable processes in the past.

This course offers you several options for expanding on the skills you need to think globally through the medium of history. As their descriptions indicate, the differently titled lectures vary in their subject matter and the particular pathways they provide for exploring global processes. However, they all involve a mix of lectures and recitations; they have similar amounts of reading; and they all use essay-writing as the primary medium of assessment. Most importantly, they all strive to help you: (1) identify and assess the varied ways that scholars interpret global interactions as they unfold through time; (2) bring together insights from diverse fields in the humanities and social sciences to illuminate the development of global connections, differences, and divisions; (3) read, listen, discuss, take notes, and craft written arguments supported by different kinds of evidence; and, above all, (4) use explorations in global histories to engage the workings of the world today and in the future. See the H&SS General Education Website “First Year Experience” for descriptions of specific sections: http://www.hss.cmu.edu/gened/.
79-104/1 Global Histories: Innovation and Social Change

Instructor Units Lecture 1, MW 12:30-1:20
N. Slate 9 units Recitations- Fridays, A-K
If you wanted to change the world, how would you do it? In this interdisciplinary course, we will examine the history of efforts to create sustainable social change. We will focus on “social innovation,” broadly defined to include any creative effort to advance human progress. We will probe the successes and failures of social innovators who transformed the world. Key figures will include Mahatma Gandhi, Andrew Carnegie, Albert Einstein, Rosa Parks, and Rachel Carson. By learning from these social innovators, we will explore the relationship between individual innovators and large-scale economic, political, and cultural change. The world has become increasingly interconnected. To succeed in the twenty-first century, future innovators must be able to think and act across multiple borders. In order to examine the global impact of social innovation, we will track the movement of ideas and actions across time, social movements, and national borders.
79-104/2 Global Histories: Genocide and Warfare

Instructor Units Lecture 2, MW 1:30-2:20
R. Law 9 units Recitations- Fridays, L-T
Today, halting genocides and curbing the proliferation of weapons of mass destruction rank amongst the top priorities in international relations. This understanding of world affairs, however, did not always hold true. In fact, if anything, in the last few centuries various individuals and regimes channeled much effort into the invention and development of new ideological, organizational, and technological means for mass murder or waging war. How and why did modern societies become so competent in inflicting death and destruction on fellow humans? What has been and can be done to prevent similar occurrences from happening again? This Global Histories course will answer these questions by analyzing the causes of and responses to past incidents resulting in mass deaths or tools for armed conflicts. Through lectures, discussion, primary sources, scholarly works, and assignments, the course will examine events within the European “discovery” of the New World, 19th-century imperialism, the World Wars (with emphasis on the Holocaust and the atomic bombing of Japan), and the post-1945 world. By the end of the course, students will come to appreciate the historical significance of unintended consequences and the ambiguity of human progress.
79-170 Freshman Seminar: Abraham Lincoln at 200: From 1809 to 2009

Instructor Units Lecture
S. Sandage 9 units TR 9:00-10:20
As America continues celebrating the bicentennial of Abraham Lincoln's birth, this course will explore both his historical importance and his changing status as an American icon. We will not only learn about Lincoln's life, we will address controversies about him (such as his attitudes and motives regarding slavery and racism). Readings will include a short biography, a book about his friendship with Frederick Douglass, and Lincoln's own speeches and writings. His skills as a precise and succinct writer will be an ongoing focus; hence, assignments will emphasize the drafting, revising, and polishing of short essays, rather than the memorization of facts.

79-176 Freshman Seminar: The Politics of Science and Technology in a Cold War Era

Instructor Units Lecture
E. Grama 9 units TR 1:30-2:50
This course will focus on the developments in science and technology during the Cold War at a global scale, with an eye to explore how scientific and technical training became a crucial strategy for waging politics at regional and global scales. It will analyze the transatlantic relationship between the US and Western Europe in the aftermaths of the Second World War, and the ways in which it subsequently changed during the 1960s and the 1970s, within a series of broader shifts in global politics. The course will investigate the novel cultural imageries underlying the technological and scientific development--such as, the threat and fascination of "the Bomb," and of the potential nuclear catastrophe--via an interdisciplinary array of sources: the history of the Manhattan Project and of the Soviet atomic enterprise, the reactions to the "nuclear sublime," as they took place in the social and artistic domains, the changes in the ways social actors related to the post-1945 forms of national and international governance, the new global hierarchies, including the shift from the supremacy of the "old world" (the European empires) to the post-1945 transformation of the US into a superpower.
79-200 Introduction to Historical Research

Instructor Units Lecture
J. Trotter 12 units TR 10:30-11:50
Introduction to Historical Research acquaints students with how historians practice their craft in interpreting events from the past. The emphasis is on learning to supplement standard secondary accounts of an event with primary sources such as memoirs, government documents, speeches, literary sources, news accounts, music, maps, and images. The goal is for students to develop a familiarity with the skills required to identify a research topic, find and work with many kinds of sources, create a strong thesis statement, design a persuasive paper, and produce a properly formatted and well written research paper. Coursework is appropriate for a 12 unit course.
79-203 Socialism in 20th Century Eastern Europe

Instructor Units Lecture
E. Grama 9 units MW 1:30-2:50
During the course, students will develop their knowledge of the geographical, cultural, and political characteristics of 20th century Central and Eastern Europe. By analyzing the sweeping political changes in the region in a relatively short historical time, students will also become equipped to analyze the emergence of nationalist movements and radical political ideologies such as socialism and fascism during the interwar period against a backdrop of regional histories of centuries-long inter-ethnic cohabitation. They will also better understand how these earlier histories continued to subtly influence the social landscapes of post-1945 Central and Eastern Europe, thus complicating the processes of socialist modernization that the new regimes tried to implement in the region under the close scrutiny of the USSR. Course materials will include not only historical and anthropological readings, but also historical documents, literary texts and films from the region. The assignments will consist of short analytical essays, regular participation in discussions, and a final exam.
79-205 20th Century Europe

Instructor Units Lecture
N. Kats 9 units MW 10:30-11:50
This course surveys the history of Europe from 1900 to 2000 and beyond. While it covers major political trends and social/economic changes of the last century, it concentrates on the following themes: the extraordinary violence of the two World Wars -- and their continuing impact on politics, society, and culture; social and political movements/regimes of the Far Right and of the Socialist/Communist Left; the rise and crisis of the European welfare state and of the European Union; reactions to U.S. power and to Americanization; cultural and political controversies surrounding Islam and Muslims in Europe today.
79-212 China and Its Neighbors: Minorities, Conquerors and Tribute Bearers

Instructor Units Lecture
D. Sutton 9 units MW 1:30-2:50
This course examines East Asian peoples on the periphery of the Han Chinese and their interrelations from the time of Genghis Khan to the present, including Mongols, Manchus, Koreans, Tibetans, Muslim Turks of Central Asia, and ethnic groups of south China. It is, in part, a history of a civilization seen from its margins. We question the usual narrative of Chinas uncomplicated absorption of its neighbors and conquerors, and pay attention, unconventionally, to voices of minority peoples. Besides ecology, war and diplomacy, we examine cultural conceptions and mutual influences. We also look for the emergence of a sense of identity among peoples in contact, including Han Chinese, especially at the onset of nationalism and industrialization. The course also looks at some Western views of the subcontinents peoples.
79-222 Between Revolutions: The Development of Modern Latin America

Instructor Units Lecture
K. Faulk 9 units MWF 1:30-2:20
When the Haitian Revolution began in 1789, everything south of the newly created United States was under European colonial rule, slavery was an established institution, and the Catholic Church held considerable power over the daily lives of people. However, when the Mexican Revolution began in 1910, Spanish and Portuguese colonialism had collapsed along with slavery, and the power of the church had greatly diminished. New societal institutions emerged that reflected novel ideas about the role of secular nation-states, ”free market” economies, and the meanings of “civilization.” This course will use scholarly writings, fiction, film, and video to analyze the profound changes that took place in Latin American society during and between these two important revolutions. We will pay attention to the lives of both elites as well as the “everyday” people who helped to shape the region’s history.
79-226 Introduction to African History: Earliest Times to 1780

Instructor Units Lecture
R. Shumway 9 units TR 9:00-10:20
A survey of pre-colonial Africa, emphasizing the enormous variety among African societies and exploring the diverse histories of different sub-regions within the continent. Topics include forms of social and political organization, pre-colonial economies, empires of the Western Sudan, Swahili city-states, the development of the trans-Atlantic slave trade, and Islamic revolution in West Africa.
79-230 Arab-Israeli Conflict and Peace Process since 1948

Instructor Units Lecture
L. Eisenberg 9 units MWF 11:30-12:20
This course begins in 1948 with the establishment of the State of Israel, the Palestinian dispersal and the first of many Arab-Israeli wars, and continues up to the present time. Emphasis is on primary source documents and other source material beyond the textbook such as maps, film, media, photographs, autobiographies and biographies. The examination of the many facets of the Arab-Israeli and Palestinian-Israel conflicts is accompanied by attention to the search for peace and its frustration. The semester culminates in a sustained role playing exercise simulating Arab-Israeli negotiations. Is peace even possible?
79-236 Introduction to African Studies

Instructor Units Lecture
A. Paulos 9 units TR 12:00-1:20
This course is designed to give students an overview of historical, political, social and economic developments in Africa. The course will begin with an examination of selected ancient African kingdoms. Pre-colonial African political systems will be discussed. That will be followed by discussion of Africa during the middle ages. Colonialism, nationalism, and post-colonial state will be covered. Vital issues such as democratization, conflict resolution, human rights, globalization, and Pan-Africanism will also be discussed.
79-242 African American History: Reconstruction to the Present

Instructor Units Lecture
J. Klanderud 9 units MWF 10:30-11:20
This course examines the black experience from Reconstruction to the present. Along with shifting class, gender, and race relations, this course also examines the development of the African American community within the broader context of socioeconomic, cultural, and political processes in U.S. history. Although the course includes a general text, assigned readings revolve around detailed studies of particular topics (e.g., work, family, and religion) or chronological periods (e.g., the Great Migration, Depression, World War II, and the Civil Rights Era).
79-249 20th Century U.S.

Instructor Units Lecture
A. Ramey 9 units MWF 11:30-12:20
The twentieth century marked the rise of the United States as a global power. By the end of the century, the United States had achieved economic, military, and political dominance. The United States also made great strides in expanding political and civil rights for workers, women, African-Americans, and gays and lesbians. This course explores the cultural implications of these developments on the generations of American people who came of age in the twentieth century. It assesses both the triumphs and tribulations of twentieth-century life. We will analyze the continuities, contradictions, and conflicts in American history, especially in regard to the nation’s dueling political ideologies: conservatism and liberalism. Special attention will be given to the evolving relationship among the state, the corporate sector, and ordinary people. Topics include: the Progressive Era, the Great Depression, World War II, the Cold War, Civil Rights, Vietnam, and the New Conservatism.
79-266 Russian History: From Communism to Capitalism

Instructor Units Lecture
W. Goldman 9 units TR 1:30-2:50
This course covers a broad sweep of Russian history from the socialist revolution in 1917 to the turmoil of the present. Spanning almost a century of upheaval and transformation, the course examines the October revolution, the ruthless power struggles of the 1920s, the triumph of Stalin, the costly industrialization and collectivization drives, the battle against fascism, and the "wild west" capitalism and collapse of the social welfare state in the present time. The course provides essential background for anyone interested in understanding the explosive, history-making events in the former Soviet Union.
79-272 Iberian Encounters: Muslims, Christians and Jews in Spain

Instructor Units Lecture
M. Friedman 9 units TR 12:00-1:20
In Medieval Spain, Islam, Judaism and Christianity coexisted in a situation distinguished by cooperation and exchange, as well as by friction, rivalry and violence. In this course, we shall explore the complexity of this historical encounter, as well as its role in shaping debates over modern Spanish identities and historical memory. We shall discuss topics such as: Inter-ethnic collaboration and violence; Jewish-Christian disputations; the exclusion and expulsion of religious and ethnic minorities; debates over the marketing of Spain's multiethnic past, as well as North African immigration in contemporary Spain. Historical documents, literary texts, film, musical traditions, as well as contemporary political and cultural debates, will be discussed to enhance familiarity with the topic.
79-275 Introduction to Global Studies

Instructor Units Lecture
P. Eiss 9 units MW 12:00-1:20
"Globalization" is a familiar term that is often used to invoke the idea that places around the world are rapidly becoming more interconnected. This is so, but it is also true that this is far being from a simple or harmonious process. Rather, "globalization" involves a wide range of uneven and disputed cultural, political, economic, and social developments that often influence one another but vary markedly in their significance, impact, and intensity. Economic crisis, impoverishment, rising inequality, environmental degradation, pandemic disease, and militant ethnic, religious, and nationalist movements are just as much a part of the contemporary global landscape as are technological innovation, instantaneous communication, shifts in the global division of labor, the creation of new wealth and knowledge, the promotion and defense of human rights, and the rise of cosmopolitan values and perspectives. This course introduces you to important ways of thinking about globalization and will acquaint you with the kinds of research, evidence, and information upon which these kinds of thinking rely. It serves as a foundation for further study of the contemporary world in advanced Global Studies courses.
79-288 Bananas, Baseball, and Borders: Latin America and the United States

Instructor Units Lecture
J. Soluri 9 units TR 10:30-11:50
This course examines the tumultuous and paradoxical relationship between Latin America and the United States from the early 1800s to the present, with an emphasis on the Cold War era (1945-1989) when challenges to the power of the United States intensified along with U.S. efforts to maintain that power. We will study not only diplomatic relations, but also some of the cultural, economic, and environmental dimensions of the changing relationship. Course materials include scholarly readings, historical documents, film, music, and video. Participants will be expected to write short analytical essays, a final synthetic essay and participate regularly in discussions.
79-289 Animal Planet: An Environmental History of People and Animals

Instructor Units Lecture
J. Soluri 9 units TR 1:30-2:50
How much of the earth's surface is devoted to grazing animals? Why do modern societies go to great lengths to protect some animals and slaughter others? Why do people use animals to demarcate boundaries among themselves and between "humans" and "nature?" Why do we often form intense emotional bonds with our pets (and where does that Purina dog/cat chow come from anyway)? These are some of the questions that we will seek to answer in this course that explores the role of human — animal relationships in making the modern world (ca. 1400-present). We will examine some of the myriad ways in which people and animals have interacted with a focus on both the ecological significance of these relationships and the often contradictory meanings that people inscribe on animals. We will also consider if animals are truly "actors" in history. Course readings and visual materials will be drawn from many parts of the world. Evaluation will be based on active participation in class discussions, short analytical essays, and a visual culture assignment.
79-298/A4 Mobile Phones & Social Media in Development & Human Rights: A Critical Appraisal

Instructor Units Lecture
J. Aronson 6 units TR 10:30-11:50
This course will examine the ways that social media and the ubiquity of mobile phones with good cameras and Internet access are changing how information about development and human rights is gathered, analyzed, and disseminated. We will ask: What are the new possibilities opened up by these technologies? What are the potential pitfalls--e.g., privacy concerns, risks to sources, or the false confidence that we are now able to know everything about what is happening in the world? What are the biggest technical, cultural, and political challenges in this domain? Who is responding to these challenges and what are they doing? And perhaps most importantly, to what extent can advances in technology ameliorate problems that are fundamentally political in nature?
79-301 Jewish American Experience

Instructor Units Lecture
B. Burstin 9 units MW 1:30-2:50
This course is designed to look at the history of the Jewish community in America up to the present time. While the history of American Jewry is more than three centuries old, we will focus primarily on the 20th century. We will explore not just historical themes and developments, but we shall also spend time focusing on contemporary issues and perspectives. In our discussion, we shall touch on aspects of American history, European history and world Jewish history. There will be a variety of classroom activities including lectures, discussion, oral reports, films and guest speakers. The aim of this course is to make each class provocative, lively and informative by raising issues and questions regarding the past, present and future of the American Jewish community.
79-302/A4 Drone Warfare: Ethics, Law, Politics, History, and Strategy

Instructor Units Lecture
J. Aronson 6 units Wednesdays 6:30-9:20 p.m.
Unmanned aerial vehicles (commonly referred to as drones) have become a central feature of the United States' global counterterrorism strategy since September 11, 2001. According to proponents, drones are much safer than manned aircraft (because there is no pilot to be injured or killed), so accurate that they can be used to target individuals and small clusters of suspicious people in non-battlefield environments, and efficient and inexpensive enough to be used for long-term surveillance missions around the globe. According to critics, the use of drones by military and intelligence agencies is often unethical, that it is illegal to target individuals or small groups of people outside of formally declared war, and that there are hidden costs to drone warfare that are underreported in the mainstream media (including high civilian casualties, the intense psychosocial trauma inflicted upon communities that experience drone strikes, and the psychological impact on drone operators who witness the damage they cause through a computer monitor thousands of miles away). This course will evaluate these issues
79-311 Introduction to Anthropology

Instructor Units Lecture
S. Alfonso-Wells 9 units TR 9:00-10:20
Cultural anthropologists "make the strange familiar and the familiar strange," attempting to understand the internal logic of cultures which might, at first glance, seem bizarre to us, while at the same time probing those aspects of our own society which might appear equally bizarre to outsiders. In doing so, anthropology makes us more aware of our own culturally-ingrained assumptions, while broadening our understanding of the possibilities and alternatives in human experience. This course will use ethnographic writings (descriptive accounts of particular cultures), as well as ethnographic films, to investigate the ways in which diverse societies structure family life, resolve conflict, construct gender relations, organize subsistence, etc. We will assess the advantages and pitfalls of comparing cross-cultural data, analyze the workings of power within and between societies, and consider the politics of cultural representations. We will also discuss the anthropologist's relationship to the people s/he studies, and the responsibilities inherent in that relationship. Throughout the course, students will learn the importance of an historical perspective on culture, looking at how and why societies change, and considering how we, as anthropologists, should assess these changes.
79-315 Hawai`i: America's Pacific Island State

Instructor Units Lecture
J. Schachter 9 units TR 10:30-11:50
The course focuses on Hawai`i--a Pacific Island, an American state, and a popular tourist spot. Hawai`i at once fills our imagination and occupies a strategic niche in United States policies. The story has not always been positive: we will take a historical perspective on the changes in Hawai`i over the past two and a half centuries, and we will explore the culture of the islands. We will read accounts by outsiders and accounts by kama`ainana, children of the land, residents of Hawai`i. We will also consider representations of the islands in media other than text, films, for instance, and visual arts. The goal is to explore the complexity of a place that is often stereotyped as paradise, but exemplifies problems of conquest and commercialization, of ethnic groups and boundaries, of commercialization and globalization, and of identity politics and independence movements. Readings include anthropological texts, literature, and selected essays.
79-318 Sustainable Social Change: History and Practice

Instructor Units Lecture
N. Slate 9 units MW 3:00-4:20
If you wanted to change the world, who would you ask for guidance? Gandhi, Martin Luther King, Mother Theresa, Rachel Carson, or Nelson Mandela? Perhaps you might write to Oxfam, Habitat for Humanity, or the Gates Foundation? Of course, these are but a tiny sample of the countless individuals and organizations, many largely forgotten that made the twentieth century rich with efforts to make the world a better place. In this interdisciplinary course, we will examine the history of efforts to create sustainable social change through nonviolent means. Through a series of targeted case studies, we will examine the successes and failures of notable leaders, past and present, who strove to address social problems nonviolently and to create sustainable improvements in fields such as education, healthcare, and human rights. In keeping with the example of the people we will be studying, we will bring our questions and our findings out of the classroom. One integral part of this course will entail designing and implementing creative, student-driven lesson plans for high school students that communicate what we have learned about the history and practice of sustainable social change.
79-320 Women, Politics, and Protest

Instructor Units Lecture
L. Tetrault 9 units TR 3:00-4:20
This course examines the history of women's rights agitation in the United States from the early nineteenth-century to the present. It investigates both well-known struggles for women's equality--including the battles for women's voting rights, an Equal Rights Amendment, and access to birth control--and also explores the history of lesser-known struggles for economic and racial justice. Because women often differed about what the most important issues facing their sex were, this course explores not only the issues that have united women, but also those that have divided them.
79-328 Photographers and Photography Since World War II

Instructor Units Lecture
L. Benedict-Jones 9 units Mondays 6:30-9:20 p.m.
Invented in 1839, photography was a form of visual expression that immediately attracted a large public following. Starting around 1900, photography was practiced with two dominant strands. One of these firmly believed in the power of photographs to provide a window on the world, as pursued by Lewis Hine, while the other strand adhered to the philosophy of Alfred Stieglitz, founder of the elite Photo-Secession movement in the United States, who adamantly affirmed that photographs were first and foremost reflections of the soul. As such they were art objects, equal to painting, drawing and sculpture. These two schools of thought guided photographers throughout the twentieth century.

This course explores in depth the tremendous range of photographic expression since World War II and examines in particular the contributions of significant image-makers such as Helen Levitt, W. Eugene Smith, Robert Frank, Diane Arbus, Garry Winogrand, Harry Callahan, Charles Teenie Harris, Cindy Sherman, Annie Leibovitz, Duane Michals, Carrie Mae Weems, Nan Goldin, James Nachtwey, and many others. Classes include lectures, student presentations, and video excerpts. A local field trip to visit a photography exhibition may also be arranged.
79-332 Medical Anthropology

Instructor Units Lecture
K. Faulk 9 units MW 12:00-1:20
This course will explore the ways in which different cultures conceptualize the body and its relation to the physical, social, and supernatural environments. We will examine how illness and its causes are understood, investigating not only the beliefs and practices surrounding healing, but also the social position and training of the healers themselves. In order to understand the context of healing in cross-cultural perspective, we will problematize the boundaries between medicine and other arenas of social life: religion, politics, law, economics, etc. We will investigate issues of medical efficacy (what "works"?) by asking who or what is being healed in different kinds of medical practices, and we will consider the ways in which power and social control are exerted through medical discourses of various sorts. Finally, we will examine the history of medical anthropology from its "clinical" origins in international development, through anthropological critiques of clinical perspectives, to attempts to fuse clinical and critical approaches. Throughout the course, Western medical practice will be analyzed as one of many forms of ethnomedicine and ethnopsychology.
79-335 Drug Use and Drug Policy

Instructor Units Lecture
C. Acker 9 units TR 9:00-10:20
This course examines the use of psychoactive drugs in American history, as well as medical, scientific, and policy responses to that use. Drugs we will consider include alcohol, heroin, marijuana, tobacco, and cocaine. We will examine changing theories of addiction, ethnographic studies of drug using groups, and the cultural meanings of drug use. We will also consider drugs as commodities in international trafficking. Although the primary focus is on the U.S., we will look at policy approaches to drug use in other countries as well, to put American drug policy in a comparative perspective.
79-340/A4 Juvenile Delinquency and Film: From “Blackboard Jungle” to “The Wire”

Instructor Units Lecture
C. Hagan 6 units TR 3:00-4:20, Film Screening, Mondays 6:30-9:20 p.m.
How have American films portrayed juvenile delinquency and the juvenile justice system? What does the cinematic portrayal of juvenile delinquency tell us about American culture and society? Do films vividly capture or badly distort the "realities" of crime and the operations of the justice system? This course uses feature films (which must be viewed in advance of class) from the post-World War II era to the present, as well as several popular and scholarly readings from the same time period, to explore these issues.

The course is run as a colloquium, with students playing leadership roles in launching and guiding class discussions. The Monday evening time slot is reserved for an optional film viewing session.

This course is not open to students who have previously taken 79-305 or 79-306.
79-343 History of American Urban Life

Instructor Units Lecture
Z. Falck 9 units MWF 9:30-10:20
This course examines the development of urban America during the 19th and 20th centuries. It explores the evolution of urban structure; the development and impact of urban technologies (transportation, water/wastewater, energy and communications); ethnic and racial change and class conflict in the city; and political and policy issues. It discusses alterations in American city structure and form through the walking city, the networked city, and the development of the suburbs.
79-349 The Holocaust in Historical Perspective

Instructor Units Lecture
B. Burstin 9 units MW 3:00-4:20
This course explores the attitudes and actions of the Holocaust perpetrators, the bystanders, and the victims. Moreover, it discusses what implications and issues arise from this watershed event in World and Jewish history. It descends into the world of the Holocaust not only by reading about events and viewing several films, but also by meeting Holocaust survivors.
79-350 Early Christianity

Instructor Units Lecture
A. Creasman 9 units TR 1:30-2:50
In this course we examine the origins of Christianity. Although we deal with biblical as well as other contemporary materials, the approach is not theological but historical. We want to understand how and why Christianity assumed the form that it did by examining its background in the Jewish community of Palestine, its place in the classical world, its relationship to other mystery religions of the time and certain variant forms (now known as Gnosticism) which it assumed prior to the crystallization of orthodoxy.
79-354 Energy & Climate: History, Science, Technology, and Policy in the U.S. 1776-207

Instructor Units Lecture
D. Hounshell 9 units MW 3:00-4:20
This course provides CMU students with a historically grounded, technically informed, and policy-centered examination of energy and climate in the United States from the American Revolution to the nations tri-centennial, by which time the nation will either have taken the necessary action to avoid massive catastrophes related to global warming or will be destined for—and perhaps already experiencing—a series of vastly catastrophic climate events that visit apocalyptic-like suffering and misery on large segments of the nation. Energy procurement and expenditure in the US and climate change have been surprisingly linked over the nations entire. Now is the time for CMU students to understand these relationships historically, technically and scientifically, and politically and geopolitically. The course is structured around the reading and discussion of landmark scholarship on energy and climate sewn together by lectures, films, and various unorthodox pedagogical methods.
79-355 World Citizenship

Instructor Units Lecture
K. Faulk 9 units MWF 10:30-11:20
What does it mean to say that someone does (or does not) have rights of citizenship? How are ideas of the rights and responsibilities of citizens different in nations across the world? In what ways does the lived practice of being a citizen differ from ideal notion(s)? In this course, we look at the history and development of the idea of citizenship in a cross-cultural perspective, focusing on the global interconnections that influence the forms that citizenship takes. We will examine the roots of political citizenship in Western society, and compare these to other foundational notions of state-subject relationships (such as in the Ancient Near East and Ancient China). We then consider the formation of European nation-states and the emergence of modern citizenships. In the second half of the course, we use examples from across the world to think about how subjects experience citizenship in particular ways, paying special attention to the margins and borders of citizenship (refugees, migrants, internally displaced peoples, cultural minorities, economically disadvantaged communities, etc.). The class is discussion-based, and students will complete short assignments and a final essay.
79-356 The Faust Legend at Home and Abroad

Instructor Units Lecture
C. Castellano 9 units TR 12:00-1:20
This course introduces students to the basic outlines of the Faust story, and examines its nineteenth- through twenty first-century manifestations in a variety of European, Russian and American novels, plays, films and operas. On the assumption that cultures reveal something distinctive about themselves by the particular way in which they adapt the legend, this course aims to discover how and why these Faustian works of art respond and contribute to the social, political and historical context in which they are produced. On what is the persistent appeal of the Faust legend based? To what needs does it speak? How does the history of its own, continual reemergence affect the meanings it communicates? Prerequisites: None for 9 units; an additional 3 units, requiring permission of the instructor, can be earned for work done in Russian.
79-362 Law and Disorder in Early Modern Europe, 1400-1800

Instructor Units Lecture
A. Creasman 9 units TR 3:00-4:20
The growth of legal institutions and their expanding use in enforcing social discipline marked an important and often controversial development in consolidating the political authority of the emerging states of the early modern era. This seminar will examine this process, looking at early modern European legal institutions and their role in defining and enforcing societal norms of conduct and belief. We will examine how the shifting definitions of crime within the period reflected prevailing societal attitudes and anxieties toward perceived acts of deviance and persons on the margins of society. In addition to the workings of governmental and legal institutions, we will also explore the ways in which early modern communities used informal social and economic sanctions to police communal standards, sometimes against the will of the authorities. Assigned readings will address such topics as the early modern European civil, criminal, and ecclesiastical court systems, investigation and punishment of crime, criminalization of social deviance (witches, vagrants, religious minorities and other outcasts), and the legal enforcement of sexual morality and gender roles.
79-367 Economy, the State, and Education: 1714-2014

Instructor Units Lecture
J. Modell 9 units TR 12:00-1:20
Today we recognize a worldwide near-consensus that all children should receive a considerable amount of formal education, accomplished in specialized institutional settings where particular skills and subject matter are taught. The consensus maintains that all "kinds" of children should receive such education-girls no less than boys, poor children no less than rich children; and that such education belongs in all countries, for education is part of all children's human right, and also because without education, states and nations will inevitably fail to meet today's tests, both material and moral.

This consensus follows from a history of three centuries during which, across the entire world, nation states have established systems of formal education. That these systems have much in common follows, in part, from the fact that in good measure they have been attentively copied from one another, sometimes under duress, sometimes not. Of course, when we compare formal education as offered in the many societies in the world, we find intriguing differences. No less important are the many uniformities in education across the world, and the many agencies that promote the expansion of these uniformities. From country to country, "the school" has become remarkably similar, probably more similar than is "politics" from country to country, "religion" from country to country, "criminal justice" from country to country, and, even, than is 'the family" in its shape, rights, practices, and feeling.

The rise of formal education has been one of the "master narratives" of the past several centuries, of which economic growth and the rise of the national state are two to which 79-367 will relate education's spread and remarkable strands of uniformity.

79-380 Ethnographic Methods

Instructor Units Lecture
J. Schachter 9 units TR 3:00-4:20
In this class, students will become familiar with the history, the use, and the problems attached to ethnographic methods. Drawing on anthropological and historical literature, students learn to assess various methods, including observation, participation, interviewing, conversing, mapping, and documenting in visual media in order to create a thick description or ethnography. In addition to reading and watching films, the main work in the class involves a fieldwork project: each student is expected to develop a project that can be completed in one semester, that involves an application of one or more strategy of inquiry, and that can be written up in a final, interpretive and descriptive paper. There are no exams in the course.
79-383 Epidemic Disease and Public Health

Instructor Units Lecture
B. Reinhardt 9 units TR 12:00-1:20
Epidemics of infectious disease are both biological and social events. Through the perspectives of the changing ecology of disease and social construction of disease, this course examines epidemics of such diseases as bubonic plague, cholera, yellow fever, and AIDS. Besides considering the social factors that help determine the epidemiology of a particular outbreak of disease, the course analyzes human responses to epidemic disease. These responses include popular attitudes toward the disease and those who contract it, as well as public health measures intended to control spread of the disease.
79-389 Stalin and Stalinism

Instructor Units Lecture
W. Goldman 9 units TR 10:30-11:50
Joseph Stalin has been vilified and praised, damned and worshipped. He left behind a mixed and complex legacy: he created an industrialized modern economy in the Soviet Union, won a great and painful victory over the Nazis, built a police state, and destroyed the possibilities for socialist democracy. He sent millions of people to slave labor camps, and when he died, thousands wept at his funeral. This course will combine elements of biography and social history to examine Stalin, the man, and Stalinism, the phenomenon.
79-394 Urban Revitalization

Instructor Units Lecture
R. Gleeson 9 units TR 3:00-4:20
[Note: students who have already taken this course under its former title, Revitalizing Pittsburgh: Mall, Mills and Medical Centers, may not enroll.]

This course examines strategies for urban redevelopment and economic revitalization in the US since World War II. We will be examining the specific context of Pittsburgh with special focus on critical contemporary issues such as the role of medical centers, universities, technology, retail outlets, and gas drilling. We will be doing critical readings and primary research as we explore both the problems and possibilities of economic urban reinvention in the last half century.
79-396 Music and Society in 19th and 20th Century Europe and the U.S.

Instructor Units Lecture
N. Kats 9 units Thursdays 6:30-9:20 p.m.
This course will explore the interrelations between society and classical and popular music in the nineteenth and twentieth centuries in Europe and the United States. We will examine the importance of different musical forms in the life of society and how music contributed to the making of political consciousness, especially in the twentieth century. In addition to reading assignments, seminar discussions, and research papers in the history of music, students will be taken to the performances of the Pittsburgh Symphony, Pittsburgh Opera, and Chamber Music Society. A supplemental fee of a minimum of $250. will be charged to subsidize part of the considerable expense of purchasing tickets for concerts and performances. Prerequisite: Availability to attend musical events on several Thursday, Friday, and Saturday evenings.
79-398 Documenting the 1967 Arab-Israeli War

Instructor Units Lecture
L. Eisenberg 9 units MW 3:00-4:20
This course considers how historians practice their craft in interpreting great events. The Arab-Israeli war of 1967 serves as the case study. Students read recent scholarly accounts of the war and then check them against one another as well as a variety of primary source materials such as memoirs, documents, speeches, newspapers, maps, eye-witness reports and UN resolutions. We will constantly be asking if the sources support the secondary accounts or if there are other interpretations that might lead to different conclusions. We will be examining the texts for tangents left unexplored and possibly worthy of further research. Students should expect a significant reading load, frequent assignments and a major final research paper on a 1967 War-inspired topic.
79-400 Advanced Seminar in Global Studies

Instructor Units Lecture
P. Eiss 12 units MW 9:00-10:20
This research seminar is the capstone course for Global Studies majors. The course is designed to give you a chance to define and carry out a research project of personal interest. The first few weeks of the course will be devoted to developing a research topic and locating sources. We will then work on how to interpret and synthesize sources into a coherent and compelling thesis or argument before you begin drafting your paper. Your research may be based on in-depth reading of a body of scholarly work, field notes from ethnographic observations, archival research, analysis of literary or visual media, or some combination of these sources. Incorporation of some non-English language sources is strongly encouraged where possible. Independent work, self-initiative, participation in discussion, and peer-evaluations are required. There are several interim deadlines that will be strictly enforced in order to ensure successful completion of the course.

Prerequisites: 79-275 and Theoretical and Topical Core must be complete or concurrently enrolled.
79-424 History of German Film

Instructor Units Lecture
S. Brockmann 9 units TR 1:30-2:50
This course is a chronological introduction to one of the world's greatest cinema traditions: German cinema. It moves from the silent cinema of the 1910s to the Weimar Republic, when German cinema represented Hollywood's greatest challenger in the international cinema world. It then addresses the cinema of Hitler's so-called "Third Reich," when German cinema dominated European movie theaters, and moves on to the cinema of divided Germany from 1949-1989, when cinema in the socialist east and cinema in the capitalist west developed in very different ways. In the final weeks of the semester, we will address German cinema in the post-unification period, which has experienced a revival in popularity and interest. The two historical foci of the semester will be the Weimar Republic, the classic era of German cinema, and the era of the so-called "New German Cinema" of the 1970s and 1980s, when major German directors developed radical new approaches to cinema and critiques of Hollywood. Among the great directors focused on in the course of the semester will be Friedrich Wilhelm Murnau, Fritz Lang, Leni Riefenstahl, Wolfgang Staudte, Werner Herzog, Wim Wenders, and Rainer Werner Fassbinder. No knowledge of the German language is required for this course; most of the films will be in German with English subtitles. The course will be cross-listed in the departments of Modern Languages, English, and History. Students will be required to attend class, to watch all of the required films, to actively participate in discussion, to write a 15-page term paper on a topic related to German cinema history, and to take a midterm and a final examination.
79-506 Global Studies Internship

Instructor Units Lecture
J. Soluri 9 units TBA
This course provides Global Studies majors with a chance to explore global connections in Pittsburgh. Majors, working in close consultation with the Global Studies director and advisor, may receive credit for a volunteer experience with a non-governmental organization (usually in Pittsburgh) whose mission has a global reach. This could include an organization that supports projects in other countries, works with immigrants in the Pittsburgh area, or participates in international policy making/governance. We strongly encourage students to seek out opportunities that require use of a second language. Students will be required to maintain journals, write a final critical reflection on how the internship connects to academic work, and share their experience with other Global Studies majors. Global Studies advisor and director will assist students with matching their interests to local organizations and identifying an on-site supervisor available to collaborate in the ongoing and final evaluation of the student’s work. Prerequisite: Students must be Global Studies majors and obtain prior permission for the proposed internship from the Global Studies advisor.

Updated on 10-25-13