| Description: | This course is a history of Western civilization from 3500 BC to AD 1600. Western Civilization may be characterized as one long debate on the holy. In no other civilization did this debate about the limits of the sacred and the profane, this constant effort at trying to grasp the divine through word and deed, last continuously for over five thousand years. To argue over the holy is to argue over the very nature of how to live a life, from the most mundane daily activity to the most sublime act of the imagination. It is to argue over how politics, economics, art, philosophy, literature, and religion are realized in a society. Apart from many types of polytheism, we study the three great world monotheistic religions - Judaism, Christianity, and Islam. We study the ancient cultures of north Africa and the eastern Mediterranean, the empires of Alexander the Great and imperial Rome, the Christianization of the Roman empire and the rise of Islam, the early medieval world in the North Sea and the Byzantine Empire in Constantinople, the formation of Latin Christendom and the papal monarchy, the crusades and the reaction of the Islamic lands, concepts of individuality, the persecution of Jews and heretics, chivalry and peasant servitude, the Mongol Empire, the Black Death and the devastation of the fourteenth century, the renaissance in Italy and the Protestant reformation, the hunt for witches and the scientific revolution, the medieval origins of the African diaspora and the European conquest of the Americas. What defined being human, and so a man, a woman, or a child over five millennia? A fundamental question of this course is what is "Western Civilization" and when do the characteristics defined as "western" come together as coherent phenomenon? What, then, is historical truth? This course (through lectures, reading primary sources, discussion sections, and essay writing) gives the student a learned background in almost five thousand years of history. Introductory course to the major and/or minor. DISCUSSION SECTION IS REQUIRED. |
|
| | 01 | -T-R--- | 10:00A-11:00A | Busch / 100 | Pegg | Dec 18 2018 6:00PM - 8:00PM | 60 | 31 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| |
|
| A | ----F-- | 11:00A-12:00P | Duncker / 109 | Duan | No final | 15 | 8 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| |
|
| B | ----F-- | 12:00P-1:00P | Duncker / 109 | Duan | No final | 15 | 7 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| |
|
| C | ---R--- | 9:00A-10:00A | Busch / 14 | Meyer | No final | 15 | 10 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| |
|
| D | ---R--- | 2:30P-3:30P | Eads / 205 | Meyer | No final | 15 | 6 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| |
|
|
| | 01 | M-W---- | 9:00A-10:00A | Busch / 100 | Kastor | Dec 14 2018 8:00AM - 10:00AM | 80 | 71 | 0 | Desc: | This section is for all students (including first year students). |
| | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| |
|
| A | ----F-- | 9:00A-10:00A | Rudolph / 102 | Wilson | No final | 20 | 20 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| |
|
| B | ----F-- | 11:00A-12:00P | Sever / 300 | Wilson | No final | 20 | 20 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| |
|
| C | ----F-- | 2:00P-3:00P | Ridgley / 107 | Cho | No final | 20 | 19 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| |
|
| D | ----F-- | 3:00P-4:00P | Ridgley / 107 | Cho | No final | 20 | 12 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| |
|
|
| Description: | Health and disease are universal human experiences, yet vary profoundly across time and place. Extending from ancient times to the present, this course surveys that variety from a global perspective. We will explore medical traditions from around the world, then examine how these responded to major epidemic diseases such as the Black Death. We will study the globalization of disease and the emergence of scientific medicine after 1450, then turn to the interrelated histories of health and disease in the modern era. Throughout, we will attend carefully to how the biological aspects of health and disease have shaped world history, while at the same time exploring the powerful mediating role of social, cultural, economic, and political factors--from religious beliefs and dietary practices to inequality, poverty, empire, and war--in determining the myriad ways in which health and disease have been experienced and understood. Introductory course to the major and/or minor. DISCUSSION SECTION IS REQUIRED. |
|
| | 01 | M-W---- | 1:00P-2:00P | Brown / 100 | Treitel | Dec 19 2018 1:00PM - 3:00PM | 120 | 82 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| |
|
| A | ---R--- | 3:00P-4:00P | Cupples II / L007 | Treitel, Andino | No final | 20 | 18 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| |
|
| B | ---R--- | 4:00P-5:00P | Rudolph / 102 | Treitel, Andino | No final | 20 | 9 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| |
|
| C | ----F-- | 9:00A-10:00A | Cupples I / 111 | Treitel, Yu | No final | 20 | 12 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| |
|
| D | ----F-- | 9:00A-10:00A | Cupples II / L011 | Treitel, Chen | No final | 20 | 8 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| |
|
| E | ----F-- | 11:00A-12:00P | Cupples II / L011 | Treitel, Yu | No final | 20 | 16 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| |
|
| F | ----F-- | 11:00A-12:00P | Ridgley / 122 | Treitel, Chen | No final | 20 | 19 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| |
|
|
| Description: | The poor are the "unseen" multitudes, the Ku Klux Klan is the "Invisible Empire," W.E.B. Du Bois's African American culture exists "behind the veil," gay men and women come in and out of "the closet," terrorists lie hidden in "sleeper cells"-these are just a few of the common visual metaphors used to describe the complex forces and subjects that make up U.S. culture. Despite its status as metaphor, however, visuality shapes our relationship to American society in very real ways. To become visible in the eyes of the state is to access citizenship, to become a full member of the social world. In this course, we will encounter a variety of cultural texts that figure identity through visibility. From narratives of haunting in U.S. culture to spectacular displays of national identity and accounts of minority groups insisting on the right to be seen, we will look to the moments in American culture when the question of visibility has been most crucial. The course is arranged thematically and will feature both primary texts as well as classic and contemporary work in the field of American Studies. Possible topics include: the theory and practice of Holy Land tourism in the nineteenth century; antebellum hoax culture; the relationship between lynching and mass media; documentary accounts of natural disasters from the San Francisco earthquake to Hurricane Katrina; queer representation in popular media; the rise and fall of the Vine app; the rhetoric of terrorist "sleeper cells"; oppositional mythologies of the "white working class" and "undocumented" immigrants. The semester will culminate with a discussion of the globalization of American Studies alongside a serial viewing of the first season of the acclaimed drama series, Homeland (2011).
American Culture Studies (AMCS) is a multidisciplinary program that provides both a broader context for study in different fields and a deeper understanding of American culture in all of its complexities. |
|
| | 01 | M-W---- | 11:30A-1:00P | Simon / 020 | Suh | Paper/Project/TakeHome | 12 | 7 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| |
|
|
| | 01 | -T-R--- | 4:00P-5:30P | Eads / 102 | Borgwardt | Paper/Project/TakeHome | 0 | 14 | 0 | | |
|
| Description: | Sophomores receive priority registration. The history of slavery has long created a sense of unease within the consciousness of many Americans. Recognizing this continued reality, this seminar examines how slavery is both remembered and silenced within contemporary popular culture. Although slavery scholarship continues to expand, how do everyday Americans gain access to the history of bondage? Taking an interdisciplinary approach to these intriguing queries, we will examine a range of sources: literature, public history, art/poetry, visual culture, movies and documentaries, as well as contemporary music including reggae and hip hop. The centerpiece of this course covers North American society, however, in order to offer a critical point of contrast students will be challenged to explore the varied ways slavery is commemorated in others parts of the African Diaspora. |
|
| | 01 | --W---- | 5:30P-8:30P | Busch / 14 | Chandra | Dec 14 2018 6:00PM - 8:00PM | 15 | 13 | 0 | | |
|
| | 04 | TBA | | TBA | Johnson | See department | 999 | 0 | 0 | | |
| 05 | TBA | | TBA | Bivar | See department | 999 | 0 | 0 | | |
| 06 | TBA | | TBA | Watt | See department | 999 | 0 | 0 | | |
| 07 | TBA | | TBA | Bernstein | See department | 999 | 0 | 0 | | |
| 10 | TBA | | TBA | Kastor | See department | 999 | 0 | 0 | | |
| 14 | TBA | | TBA | Borgwardt | See department | 999 | 0 | 0 | | |
| 15 | TBA | | TBA | Ludmerer | See department | 999 | 0 | 0 | | |
| 16 | TBA | | TBA | Dube | See department | 999 | 0 | 0 | | |
| 19 | TBA | | TBA | Kieval | See department | 999 | 0 | 0 | | |
| 20 | TBA | | TBA | Friedman, A. | See department | 999 | 0 | 0 | | |
| 21 | TBA | | TBA | Miles | See department | 999 | 0 | 0 | | |
| 23 | TBA | | TBA | Knapp | See department | 999 | 0 | 0 | | |
| 25 | TBA | | TBA | Adcock | See department | 999 | 0 | 0 | | |
| 26 | TBA | | TBA | Chandra | See department | 999 | 0 | 0 | | |
| 30 | TBA | | TBA | Pegg | See department | 999 | 0 | 0 | | |
| 31 | TBA | | TBA | Parsons | See department | 999 | 0 | 0 | | |
| 32 | TBA | | TBA | Bornstein | See department | 999 | 0 | 0 | | |
| 33 | TBA | | TBA | Reynolds | See department | 999 | 0 | 0 | | |
| 34 | TBA | | TBA | Montano | See department | 999 | 0 | 0 | | |
| 35 | TBA | | TBA | Allman | See department | 999 | 0 | 0 | | |
| 36 | TBA | | TBA | Mustakeem | See department | 999 | 0 | 0 | | |
| 37 | TBA | | TBA | Walke | See department | 999 | 0 | 0 | | |
| 38 | TBA | | TBA | Garb | See department | 999 | 1 | 0 | | |
| 39 | TBA | | TBA | Bedasse | See department | 999 | 1 | 0 | | |
| 40 | TBA | | TBA | Flowe | See department | 999 | 0 | 0 | | |
| 41 | TBA | | TBA | Ramos | See department | 999 | 0 | 0 | | |
| 45 | TBA | | TBA | Treitel | See department | 999 | 0 | 0 | | |
|
| | 04 | TBA | | TBA | Johnson | See instructor | 999 | 0 | 0 | | |
| 05 | TBA | | TBA | Bivar | See instructor | 999 | 0 | 0 | | |
| 06 | TBA | | TBA | Watt | See instructor | 999 | 0 | 0 | | |
| 07 | TBA | | TBA | Bernstein | See instructor | 999 | 0 | 0 | | |
| 10 | TBA | | TBA | Kastor | See instructor | 999 | 0 | 0 | | |
| 14 | TBA | | TBA | Borgwardt | See instructor | 999 | 0 | 0 | | |
| 15 | TBA | | TBA | Ludmerer | See instructor | 999 | 0 | 0 | | |
| 16 | TBA | | TBA | Dube | See instructor | 999 | 0 | 0 | | |
| 19 | TBA | | TBA | Kieval | See instructor | 999 | 0 | 0 | | |
| 20 | TBA | | TBA | Friedman, A. | See instructor | 999 | 0 | 0 | | |
| 21 | TBA | | TBA | Miles | See instructor | 999 | 0 | 0 | | |
| 23 | TBA | | TBA | Knapp | See instructor | 999 | 0 | 0 | | |
| 25 | TBA | | TBA | Adcock | See instructor | 999 | 0 | 0 | | |
| 26 | TBA | | TBA | Chandra | See instructor | 999 | 0 | 0 | | |
| 30 | TBA | | TBA | Pegg | See instructor | 999 | 1 | 0 | | |
| 31 | TBA | | TBA | Parsons | See instructor | 999 | 0 | 0 | | |
| 32 | TBA | | TBA | Bornstein | See instructor | 999 | 0 | 0 | | |
| 33 | TBA | | TBA | Reynolds | See instructor | 999 | 0 | 0 | | |
| 34 | TBA | | TBA | Montano | See instructor | 999 | 0 | 0 | | |
| 36 | TBA | | TBA | Mustakeem | See instructor | 999 | 0 | 0 | | |
| 37 | TBA | | TBA | Walke | See instructor | 999 | 0 | 0 | | |
| 38 | TBA | | TBA | Garb | See instructor | 999 | 0 | 0 | | |
| 39 | TBA | | TBA | Bedasse | See instructor | 999 | 0 | 0 | | |
| 40 | TBA | | TBA | Flowe | See instructor | 999 | 1 | 0 | | |
| 41 | TBA | | TBA | Ramos | See instructor | 999 | 0 | 0 | | |
| 45 | TBA | | TBA | Treitel | See instructor | 999 | 0 | 0 | | |
|
| | 01 | M-W---- | 5:00P-6:30P | Seigle / L002 | Parsons | Paper/Project/TakeHome | 15 | 9 | 0 | Desc: | A VIEW FROM THE BARRACKS: Armies tend to mirror the societies that produce them. Privileged groups and classes generally serve as officers and escape dangerous service on the frontlines. This seminar explores the social implications of military service and the use of armed force by both private groups and states in African history. The course covers African military institutions in the pre-colonial, colonial, and modern eras, and focuses on the creation, employment and influence of African soldiers. PREREQUISITE: NONE. Modern, Africa. This section is crosslisted with L90 3013. |
| | |
|
| | 01 | -T----- | 4:00P-7:00P | Busch / 14 | Pegg | Paper/Project/TakeHome | 15 | 7 | 0 | Desc: | THE STUDY OF THE MIDDLE AGES: This course concerns itself with addressing and familiarizing students with some of the major issues, debates, problems, themes, and methods, adopted and adapted by historians of the Middle Ages. As such, a great deal is not only learned about the Middle Ages themselves, from around 300 to just after 1500, but also about the history of medieval history, from the the seventeenth century up to the twenty-first. Each week we will explore the various methodologies for discovering and reading primary sources of various kinds, whether a chronicle, a poem, a land contract, inquisition records, and even textual fragments that nevertheless that help us imagine the past. How an historian writes is as important as what he or she says and so this course will pay close attention to the art and craft of the historian. Is history a science as was argued in the nineteenth century? What, ultimately, is truth for the historian? Topics to be explored are the Christianization in the early Middle Ages, the relationship of popes to kings, of cities to villages, of Jews to Christians, of vernacular literature to Latin, of knights to peasants, of the sacred to the profane. Along the way, our attention will be directed to things as various as different forms of religious life, the establishment of frontier communities, the crusading movement, heresy, magic, witchcraft, the shift from a penitential culture to a confessional one, the beginnings of the inquisition, Gothic art, the devil, chivalry, manuscript illumination, definitions of feudalism, female spirituality, and the Black Death. Finally, the question of "medievalism" will be thought about - in other words, how ideas about the Middle Ages, whether bizarre or not, have shaped nineteenth, twentieth, and twenty-first century Europe and America. Students will participate in weekly discussions and write two historiographic essays. PREREQUISITE: NONE. Pre-Modern, Europe. This section is crosslisted with L23 301R. |
| | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| |
|
|
| | 01 | M-W---- | 11:30A-1:00P | Wrighton / 301 | Dube | Paper/Project/TakeHome | 20 | 11 | 0 | Desc: | THINGS: A HISTORICAL METHODS SEMINAR: We live, we are told, in a consumerist society. Our lives are mediated by, and through, the things we surround ourselves with. They become synecdoche for untold experiences, moments of our lives frozen in material form. They stand in for political ideas, for morals, for labor issues, for "ways of life." They help to worship and they open gateways to the world of art. We can be dependent on them. We can throw them away without a thought. This seminar will look at various things from what has now been termed the "first consumer revolution" (1650-1850): pocket watches; guns; tobacco; ginseng; woolen blankets; Chinese porcelain; chocolate; cowrie shells; maps; and vacuum pumps. A famous painting and a cheap engraving. A book. Or even one of your things. PREREQUISITE: NONE. Modern, Transregional. This section is crosslisted with L97 301. |
| | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| |
|
|
| Description: | This course examines the concept, history, and culture of American exceptionalism-the idea that America has been specially chosen, or has a special mission to the world. First, we examine the Puritan sermon that politicians quote when they describe America as a "city on a hill." This sermon has been called the "ur-text" of American literature, the foundational document of American culture; learning and drawing from multiple literary methodologies, we will re-investigate what that sermon means and how it came to tell a story about the Puritan origins of American culture-a thesis our class will reassess with the help of modern critics. In the second part of this class, we will broaden our discussion to consider the wider (and newer) meanings of American exceptionalism, theorizing the concept while looking at the way it has been revitalized, redefined and redeployed in recent years. Finally, the course ends with a careful study of American exceptionalism in modern political rhetoric, starting with JFK and proceeding through Reagan to the current day, ending with an analysis of Donald Trump and the rise of "America First." In the end, students will gain a firm grasp of the long history and continuing significance-the pervasive impact-of this concept in American culture.
American Culture Studies (AMCS) is a multidisciplinary program that provides both a broader context for study in different fields and a deeper understanding of American culture in all of its complexities. |
|
| Description: | Around the U.S. and the world, grassroots LGBTQ history projects investigate the queer past as a means of honoring the courage of those who have come before, creating a sense of community today, and understanding the exclusions and divisions that shaped their communities and continue to limit them. In this course, we participate in this national project of history-making by helping to excavate the queer past in the greater St. Louis region. Course readings will focus on the ways that sexual identities and communities in the United States have been shaped by urban settings since the late nineteenth century, with particular attention to the ways that race, class and gender have structured queer spaces and communities. In their community service project, students will work with local LGBTQ groups, including the St. Louis LGBT History Project, to research St. Louis's queer past. Each student will also conduct an oral history interview with an LGBTQ community member. IMPORTANT NOTE: This is a service-learning class, which means it combines classroom learning with outside work at a community organization. In addition to regular class time, there is a service requirement, which necessitates an additional 3-5 hours a week. Before beginning community service students must complete required training. Prerequisite: Introduction to Women, Gender, and Sexuality Studies or Introduction to Queer Studies, or permission of instructor. |
|
| | 01 | -T-R--- | 10:00A-11:30A | Eads / 203 | Friedman | No final | 15 | 9 | 0 | | |
|
| | 01 | M-W---- | 1:00P-2:30P | Seigle / 206 | Fenderson | See instructor | 23 | 18 | 0 | | |
|
| | 01 | -T-R--- | 1:00P-2:30P | Cupples II / 230 | Bivar | Dec 17 2018 1:00PM - 3:00PM | 50 | 36 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| |
|
|
| | 01 | -T-R--- | 10:00A-11:30A | Cupples I / 115 | Bubelis | Dec 18 2018 6:00PM - 8:00PM | 48 | 27 | 0 | | |
|
| Description: | Since pre-Columbian times, the central Andean mountain system, combining highlands, coastal and jungle areas, has been the locus of multiethnic polities. Within this highly variegated geographical and cultural-historical space, emerged the Inca Empire, the Viceroyalty of Peru - Spain's core South American colony, and the central Andean republics of Ecuador, Peru, and Bolivia. Taking a chronological and thematic approach, this course will examine pre-Columbian Andean societies, Inca rule, Andean transformations under Spanish colonialism, post-independence nation-state formation, state-Indian relations, reform and revolutionary movements, and neoliberal policies and the rise of new social movements and ethnic politics. This course focuses primarily on the development of popular and elite political cultures, and the nature and complexity of local, regional, and national power relations. |
|
| Description: | This course examines major themes in the history of the Caribbean from the fifteenth to the twentieth century. The first half of the course will focus on the fifteenth to the nineteenth century, exploring issues such as indigenous societies, European encounter and conquest, plantation slavery, the resistance of enslaved Africans and emancipation. The remainder of the course focuses on aspects of the cultural, economic, political and social experiences of Caribbean peoples during the twentieth century. Major areas of inquiry include the labor rebellions of the 1930s, decolonization, diasporic alliances, Black Power, identity construction and the politics of tourism. While the English-speaking Caribbean constitutes the main focus, references will be made to other areas such as Cuba and Haiti. Additionally, the Caribbean will be considered in a multilayered way with a view to investigating the local (actors within national boundaries), the regional (historical events that have rendered the region a unit of analysis) and the global (larger globalizing forces such as capitalism, colonialism, migration and slavery that have made the Caribbean central to world history). PREREQUISITE: Sophomore standing or permission of the instructor. Modern, Caribbean. |
|
| | 01 | -T-R--- | 1:00P-2:30P | Busch / 100 | Knapp | Dec 18 2018 1:00PM - 3:00PM | 45 | 44 | 0 | | |
| 02 | -T-R--- | 2:30P-4:00P | Busch / 100 | Knapp | Dec 19 2018 3:30PM - 5:30PM | 45 | 42 | 0 | | |
|
| Description: | This course will examine slavery and its abolition in the Middle East and North Africa from 600 through the present time. Starting from late antique practices of slavery, we will expand our discussion chronologically to cover various forms of slavery as practiced and imagined through the centuries. In addition to theoretical and moral discussions of slavery in pertinent genres of literature, we will be examining household, field, and military slavery as well as the remarkable phenomenon of slave dynasties. We will conclude with the abolition of slavery in the 19th and 20th centuries and discuss the legacy of slavery in the contemporary Middle East. Topics of discussion will include legal and moral views on slavery, forms of male and female slavery, political, military, and economic dimensions of slavery, issues of race and gender as well as slave writings to reflect on experiences of slavery from within. Primary sources in Turkish, Persian, and Arabic will be available for those who have an advanced knowledge in any one of them, but both primary and secondary sources will be in English. The goal is to enable students to understand slavery in the Middle East in its various forms and practices and eventually compare it to that of other regions and cultures, such as European and Atlantic slavery. |
|
| | 01 | M-W---- | 2:30P-4:00P | Sever / 102 | Yucesoy | Paper/Project/TakeHome | 20 | 14 | 0 | | |
|
| | 01 | -T-R--- | 1:00P-2:30P | Eads / 102 | Borgwardt | Paper/Project/TakeHome | 30 | 14 | 0 | | |
|
| Description: | Although today primarily associated with oil, the Arabian peninsula was for most of its history defined by water: its surrounding seas, its monsoon-driven winds, and its lack of water in its vast and forbidding interior deserts. As home to the major holy cities of Islam and a key source of global oil, the region has played an important role in the Western European and North American imagination. Despite being relatively sparsely populated, the peninsula hosts millions of believers each year on the annual Muslim pilgrimage and has been the site of major wars and military occupations by European, American, and other Middle Eastern countries for much of the
twentieth and twenty-first centuries: an outpost of the Ottoman Empire, center of British colonialism and (at Aden) an axis of its global empire, location of Egypt's "Vietnam" (its long war in Yemen in the 1960s), the Gulf Wars I and II, the recent wars in Yemen, to name a just a few of the major conflicts. Often depicted as unchanging until caught up by the influx of massive oil wealth, this region is frequently characterized as a place of contradictions: home to some of
the world's largest skyscrapers and also the most inhospitable and largest sand desert in the world, known as "the Empty Quarter"; the location of crucial American allies and the home of al-Qa'eda founder `Usama Bin Laden. In this course, we will examine the development of the peninsula historically to understand these contradictory images. We will investigate changes in the following arenas: environment and society; colonial occupation; newly independent states;
the demise and development of key economic sectors (pearling, shipping; agriculture; oil; finance; piracy); political regimes; resources such as water, oil, date palms; the growth of oil extraction infrastructure and its effects on the political regimes and societies in the region; the emergence of new Gulf cities; Islamic law; women's rights; human rights debates; religious and ethnic minorities. PREREQUISITE: Sophomore standing or permission of the instructor. Modern, Middle East. |
|
| | 01 | -T-R--- | 11:30A-1:00P | Eads / 115 | Reynolds | Paper/Project/TakeHome | 15 | 18 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| Waits Not Allowed |
|
|
| | 01 | ---R--- | 1:00P-4:00P | Kemper / 40 | Ward-Brown, Garb | No final | 40 | 6 | 0 | | |
| A | -T----- | 1:00P-4:00P | Kemper / 40 | Ward-Brown, Garb | No final | 40 | 1 | 0 | | |
|
| Description: | This class introduces students to a broad history of 19th and 20th century Russia and the Soviet Union alongside problems of migration. In this class, students will be introduced to the historical, social, and political dimensions of migration within, to, and from the Russian Empire, the Soviet Union, and its successor states. We will look at the intersection of the movement of people with long-term economic, social and political transformations, but also pay attention to crucial events and phenomena of Soviet history that set large-scale migrations in motion. Course materials will, for instance, address mass movements related to modernization and internal colonization, analyze the role of revolutionary change and warfare for forced displacement, and study the implications of geopolitical changes in the aftermath of the breakdown of the USSR for human rights discourses.
Alongside the historically grounded overview, the class explores concepts of citizenship, diaspora, nationality policy, gender specific experiences of migration, and the ethics and political economy of migration politics, thereby highlighting how current trends in Russian society are indicative of broader discourses on difference and social transformation. |
|
| Description: | This course examines the work of three church councils that put their stamp on the Catholic Church at key moments in its history, making it what it is today. The first section is dedicated to the Fourth Lateran Council (1215), which defined the high medieval church as an all-encompassing papal monarchy with broad powers over the lives of all Europeans, Christian and non-Christian alike. In the second section we turn our attention to the Council of Trent (1545-1563), which responded to the threat posed by the Protestant Reformation by reforming the Catholic church, tightening ecclesiastical discipline, improving clerical education, and defining and defending Catholic doctrine. We conclude with a consideration of the largest church council ever, Vatican II (1962-1965), which reformed the liturgy and redefined the church to meet the challenges of the modern, multicultural, post-colonial world. |
|
| | 01 | -T-R--- | 1:00P-2:30P | Duncker / 3 | Bornstein | Paper/Project/TakeHome | 30 | 8 | 0 | | |
|
| | 01 | -T----- | 2:30P-5:30P | Ridgley / 107 | Pegg | No final | 20 | 13 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| |
|
|
| | 01 | ---R--- | 4:00P-7:00P | Busch / 14 | Chandra | No final | 0 | 14 | 0 | | |
|
| | 04 | TBA | | TBA | Johnson | See instructor | 999 | 0 | 0 | | |
| 05 | TBA | | TBA | Bivar | See instructor | 999 | 0 | 0 | | |
| 06 | TBA | | TBA | Watt | See instructor | 999 | 0 | 0 | | |
| 07 | TBA | | TBA | Bernstein | See instructor | 999 | 0 | 0 | | |
| 10 | TBA | | TBA | Kastor | See instructor | 999 | 0 | 0 | | |
| 14 | TBA | | TBA | Borgwardt | See instructor | 999 | 0 | 0 | | |
| 15 | TBA | | TBA | Ludmerer | See instructor | 999 | 0 | 0 | | |
| 16 | TBA | | TBA | Dube | See instructor | 999 | 0 | 0 | | |
| 19 | TBA | | TBA | Kieval | See instructor | 999 | 0 | 0 | | |
| 20 | TBA | | TBA | Friedman, A. | See instructor | 999 | 0 | 0 | | |
| 21 | TBA | | TBA | Miles | See instructor | 999 | 0 | 0 | | |
| 23 | TBA | | TBA | Knapp, K. | See instructor | 999 | 0 | 0 | | |
| 25 | TBA | | TBA | Adcock | See instructor | 999 | 0 | 0 | | |
| 26 | TBA | | TBA | Chandra | See instructor | 999 | 0 | 0 | | |
| 30 | TBA | | TBA | Pegg | See instructor | 999 | 0 | 0 | | |
| 31 | TBA | | TBA | Parsons | See instructor | 999 | 0 | 0 | | |
| 32 | TBA | | TBA | Bornstein | See instructor | 999 | 0 | 0 | | |
| 33 | TBA | | TBA | Reynolds | See instructor | 999 | 0 | 0 | | |
| 36 | TBA | | TBA | Mustakeem | See instructor | 999 | 0 | 0 | | |
| 37 | TBA | | TBA | Walke | See instructor | 999 | 0 | 0 | | |
| 38 | TBA | | TBA | Garb | See instructor | 999 | 0 | 0 | | |
| 39 | TBA | | TBA | Bedasse | See department | 999 | 0 | 0 | | |
| 40 | TBA | | TBA | Flowe | See instructor | 999 | 0 | 0 | | |
| 41 | TBA | | TBA | Ramos | See instructor | 999 | 0 | 0 | | |
| 45 | TBA | | TBA | Treitel | See instructor | 999 | 0 | 0 | | |
|
| Description: | The capstone course for Jewish, Islamic, & Near Eastern Studies majors, Arabic majors, and Hebrew majors and an advanced seminar in History. Today's newpapers, magazines, and websites are filled with images and sweeping characterizations of Islam and its adherents. Many of these messages are embedded with symbolic associations designed to provoke concern and even fear in their readers and listeners. One reads and hears that Muslims cannot be--or refuse to be--integrated into European or American society; that Islam has no conception of democratic citizenship; that Islamic law produces anti-social behavior; indeed, that Islam poses a severe threat to Western security and values. To anyone who has studied the history of Jewish-Christian relations in the West since the Middle Ages, many of these charges will appear eerily familiar. Each of these claims, in one form or another, has been directed toward Jews and Judaism in the past, as recently as the 20th century though less so today. One wonders then, whether these are merely recycled tropes, to which identical meanings have been attached, or distinct responses to fundamentally different historical situations? To what extent should the Jewish historical experience influence how we assess and understand the contemporary encounter of Islam with the West? At the same time, Jewish communities and individuals have had their own history of relations with the Islamic world, at times distinct from those of the West, at times deeply entwined. This course, then, has two intersecting goals: The first is to survey Western, mainly Christian, conceptions of Jews and of Muslims--Judaism and Islam--since the Middle Ages, being alert to common patterns but also to important distinctions between the two phenomena. The second is to examine some key episodes in Jewish-Muslim encounters: e.g., medieval Iberia; the early-modern Ottoman empire; Zionism and Arab nationalisms; and the current Israeli-Palestinian conflict. One of our major challenges will be to examine how a body of images and symbolic associations can be deployed against different cultures and social groups, in distinct historical settings, and whether the differences in chronology and context render the two situations incomparable. |
|
| | 01 | M-W---- | 1:00P-2:30P | Busch / 202 | Kieval | Dec 19 2018 1:00PM - 3:00PM | 15 | 9 | 0 | | |
|
| Description: | As the 200th anniversary of the publication of Mary Shelley's Frankenstein approaches, this class will study both the novel's origins and its powerful and abiding influence on our culture across a wide range of disciplines. The text itself is complex and layered, responding to its literary precursors, Enlightenment science, radical politics, aesthetic theory, feminism, Romantic idealism, Gothic horror, and more. In order to understand these influences, we will examine texts read by Mary Shelley (and her characters), including letters, essays, poems, and scientific reports. Our study of the novel's afterlives will begin with R. B. Peake's 1823 play, Presumption, which shaped much of the popular understanding of the Frankenstein myth during the 19th century. Our investigation of 20th- and 21st-century manifestations of Frankenstein will focus on its appearance in film, racial discourse, scientific ethics, popular culture, and advertising. This portion of the course will include a viewing of the iconic 1931 Boris Karloff film, which established indelible versions of the mad scientist and his "monster." Students in this seminar will be supported in developing individual final projects of their own design. |
|
| | 01 | -T----- | 2:30P-5:30P | Seigle / 109 | Michelle Purdy | Default - none | 12 | 11 | 0 | | |
|
| | 01 | -T-R--- | 10:00A-11:30A | Eads / 205 | Knapp | No final | 15 | 11 | 0 | Desc: | Students registering for this course must also register for L22 49IR/23 for 1 unit. |
| | |
|
| | 01 | M------ | 2:30P-5:30P | Duncker / 1 | Borgwardt | No final | 15 | 5 | 0 | Desc: | Students registering for this course must also register for L22 49IR/14 for 1 unit. |
| | |
|
| | 04 | TBA | | TBA | Johnson | No final | 999 | 0 | 0 | | |
| 05 | TBA | | TBA | Bivar | No final | 999 | 0 | 0 | | |
| 06 | TBA | | TBA | Watt | No final | 999 | 0 | 0 | | |
| 07 | TBA | | TBA | Bernstein | No final | 999 | 0 | 0 | | |
| 10 | TBA | | TBA | Kastor | No final | 999 | 0 | 0 | | |
| 14 | TBA | | TBA | Borgwardt | No final | 999 | 5 | 0 | | |
| 15 | TBA | | TBA | Ludmerer | No final | 999 | 0 | 0 | | |
| 16 | TBA | | TBA | Dube | No final | 999 | 0 | 0 | | |
| 19 | TBA | | TBA | Kieval | No final | 999 | 2 | 0 | | |
| 20 | TBA | | TBA | Friedman, A. | No final | 999 | 0 | 0 | | |
| 21 | TBA | | TBA | Miles | No final | 999 | 0 | 0 | | |
| 23 | TBA | | TBA | Knapp, K. | No final | 999 | 9 | 0 | | |
| 25 | TBA | | TBA | Adcock | No final | 999 | 0 | 0 | | |
| 26 | TBA | | TBA | Chandra | No final | 999 | 0 | 0 | | |
| 30 | TBA | | TBA | Pegg | No final | 999 | 0 | 0 | | |
| 31 | TBA | | TBA | Parsons | No final | 999 | 0 | 0 | | |
| 32 | TBA | | TBA | Bornstein | No final | 999 | 0 | 0 | | |
| 33 | TBA | | TBA | Reynolds | No final | 999 | 0 | 0 | | |
| 34 | TBA | | TBA | Montano | No final | 999 | 0 | 0 | | |
| 35 | TBA | | TBA | Allman | No final | 999 | 0 | 0 | | |
| 36 | TBA | | TBA | Mustakeem | No final | 999 | 0 | 0 | | |
| 37 | TBA | | TBA | Walke | No final | 999 | 0 | 0 | | |
| 38 | TBA | | TBA | Garb | No final | 999 | 0 | 0 | | |
| 39 | TBA | | TBA | Bedasse | No final | 999 | 2 | 0 | | |
| 40 | TBA | | TBA | Flowe | No final | 999 | 0 | 0 | | |
| 41 | TBA | | TBA | Ramos | No final | 999 | 0 | 0 | | |
| 45 | TBA | | TBA | Treitel | No final | 999 | 0 | 0 | | |
|
| | 01 | ---R--- | 3:00P-6:00P | Seigle / 104 | Bedasse | No final | 15 | 1 | 0 | Desc: | Students registering for this course must also register for L22 49IR/39 for 1 unit. |
| | |
|
| | 04 | TBA | | TBA | Johnson | See department | 999 | 0 | 0 | | |
| 05 | TBA | | TBA | Bivar | See department | 999 | 0 | 0 | | |
| 06 | TBA | | TBA | Watt | See department | 999 | 1 | 0 | | |
| 07 | TBA | | TBA | Bernstein | See department | 999 | 0 | 0 | | |
| 10 | TBA | | TBA | Kastor | See department | 999 | 0 | 0 | | |
| 14 | TBA | | TBA | Borgwardt | See department | 999 | 0 | 0 | | |
| 15 | TBA | | TBA | Ludmerer | See department | 999 | 0 | 0 | | |
| 16 | TBA | | TBA | Dube | See department | 999 | 0 | 0 | | |
| 19 | TBA | | TBA | Kieval | See department | 999 | 0 | 0 | | |
| 20 | TBA | | TBA | Friedman, A. | See department | 999 | 0 | 0 | | |
| 21 | TBA | | TBA | Miles | See department | 999 | 0 | 0 | | |
| 23 | TBA | | TBA | Knapp, K. | See department | 999 | 0 | 0 | | |
| 25 | TBA | | TBA | Adcock | See department | 999 | 0 | 0 | | |
| 26 | TBA | | TBA | Chandra | See department | 999 | 0 | 0 | | |
| 30 | TBA | | TBA | Pegg | See department | 999 | 1 | 0 | | |
| 31 | TBA | | TBA | Parsons | See department | 999 | 0 | 0 | | |
| 32 | TBA | | TBA | Bornstein | See department | 999 | 0 | 0 | | |
| 33 | TBA | | TBA | Reynolds | See department | 999 | 0 | 0 | | |
| 34 | TBA | | TBA | Montano | See department | 999 | 0 | 0 | | |
| 36 | TBA | | TBA | Mustakeem | See department | 999 | 0 | 0 | | |
| 37 | TBA | | TBA | Walke | See department | 999 | 0 | 0 | | |
| 38 | TBA | | TBA | Garb | See department | 999 | 0 | 0 | | |
| 39 | TBA | | TBA | Bedasse | See department | 999 | 0 | 0 | | |
| 40 | TBA | | TBA | Flowe | See department | 999 | 0 | 0 | | |
| 41 | TBA | | TBA | Ramos | See department | 999 | 0 | 0 | | |
| 45 | TBA | | TBA | Treitel | See department | 999 | 1 | 0 | | |
|
| | 04 | TBA | | TBA | Johnson | See department | 999 | 0 | 0 | | |
| 05 | TBA | | TBA | Bivar | See department | 999 | 0 | 0 | | |
| 06 | TBA | | TBA | Watt | See department | 999 | 0 | 0 | | |
| 07 | TBA | | TBA | Bernstein | See department | 999 | 0 | 0 | | |
| 10 | TBA | | TBA | Kastor | See department | 999 | 0 | 0 | | |
| 14 | TBA | | TBA | Borgwardt | See department | 999 | 0 | 0 | | |
| 15 | TBA | | TBA | Ludmerer | See department | 999 | 0 | 0 | | |
| 16 | TBA | | TBA | Dube | See department | 999 | 0 | 0 | | |
| 19 | TBA | | TBA | Kieval | See department | 999 | 0 | 0 | | |
| 20 | TBA | | TBA | Friedman, A. | See department | 999 | 0 | 0 | | |
| 21 | TBA | | TBA | Miles | See department | 999 | 0 | 0 | | |
| 23 | TBA | | TBA | Knapp, K. | See department | 999 | 0 | 0 | | |
| 25 | TBA | | TBA | Adcock | See department | 999 | 0 | 0 | | |
| 26 | TBA | | TBA | Chandra | See department | 999 | 0 | 0 | | |
| 30 | TBA | | TBA | Pegg | See department | 999 | 0 | 0 | | |
| 31 | TBA | | TBA | Parsons | See department | 999 | 0 | 0 | | |
| 32 | TBA | | TBA | Bornstein | See department | 999 | 0 | 0 | | |
| 33 | TBA | | TBA | Reynolds | See department | 999 | 0 | 0 | | |
| 34 | TBA | | TBA | Montano | See department | 999 | 0 | 0 | | |
| 36 | TBA | | TBA | Mustakeem | See department | 999 | 0 | 0 | | |
| 37 | TBA | | TBA | Walke | See department | 999 | 0 | 0 | | |
| 38 | TBA | | TBA | Garb | See department | 999 | 0 | 0 | | |
| 39 | TBA | | TBA | Bedasse | See department | 999 | 0 | 0 | | |
| 40 | TBA | | TBA | Flowe | See department | 999 | 0 | 0 | | |
| 41 | TBA | | TBA | Ramos | See department | 999 | 0 | 0 | | |
| 45 | TBA | | TBA | Treitel | See department | 999 | 0 | 0 | | |
|
| | 04 | TBA | | TBA | Johnson | See department | 999 | 0 | 0 | | |
| 05 | TBA | | TBA | Bivar | See department | 999 | 0 | 0 | | |
| 06 | TBA | | TBA | Watt | See department | 999 | 0 | 0 | | |
| 07 | TBA | | TBA | Bernstein | See department | 999 | 0 | 0 | | |
| 10 | TBA | | TBA | Kastor | See department | 999 | 1 | 0 | | |
| 14 | TBA | | TBA | Borgwardt | See department | 999 | 0 | 0 | | |
| 15 | TBA | | TBA | Ludmerer | See department | 999 | 0 | 0 | | |
| 16 | TBA | | TBA | Dube | See department | 999 | 0 | 0 | | |
| 19 | TBA | | TBA | Kieval | See department | 999 | 0 | 0 | | |
| 20 | TBA | | TBA | Friedman, A. | See department | 999 | 0 | 0 | | |
| 21 | TBA | | TBA | Miles | See department | 999 | 0 | 0 | | |
| 23 | TBA | | TBA | Knapp, K. | See department | 999 | 2 | 0 | | |
| 25 | TBA | | TBA | Adcock | See department | 999 | 0 | 0 | | |
| 26 | TBA | | TBA | Chandra | See department | 999 | 0 | 0 | | |
| 30 | TBA | | TBA | Pegg | See department | 999 | 1 | 0 | | |
| 31 | TBA | | TBA | Parsons | See department | 999 | 0 | 0 | | |
| 32 | TBA | | TBA | Bornstein | See department | 999 | 0 | 0 | | |
| 33 | TBA | | TBA | Reynolds | See department | 999 | 0 | 0 | | |
| 34 | TBA | | TBA | Montano | See department | 999 | 0 | 0 | | |
| 36 | TBA | | TBA | Mustakeem | See department | 999 | 0 | 0 | | |
| 37 | TBA | | TBA | Walke | See department | 999 | 0 | 0 | | |
| 38 | TBA | | TBA | Garb | See department | 999 | 0 | 0 | | |
| 39 | TBA | | TBA | Bedasse | See department | 999 | 0 | 0 | | |
| 40 | TBA | | TBA | Flowe | See department | 999 | 0 | 0 | | |
| 41 | TBA | | TBA | Ramos | See department | 999 | 0 | 0 | | |
| 45 | TBA | | TBA | Treitel | See department | 999 | 3 | 0 | | |
|
| | 04 | TBA | | TBA | Johnson | See department | 999 | 0 | 0 | | |
| 05 | TBA | | TBA | Bivar | See department | 999 | 0 | 0 | | |
| 06 | TBA | | TBA | Watt | See department | 999 | 0 | 0 | | |
| 07 | TBA | | TBA | Bernstein | See department | 999 | 0 | 0 | | |
| 10 | TBA | | TBA | Kastor | See department | 999 | 0 | 0 | | |
| 14 | TBA | | TBA | Borgwardt | See department | 999 | 0 | 0 | | |
| 16 | TBA | | TBA | Dube | See department | 999 | 0 | 0 | | |
| 19 | TBA | | TBA | Kieval | See department | 999 | 1 | 0 | | |
| 20 | TBA | | TBA | Friedman, A. | See department | 999 | 0 | 0 | | |
| 21 | TBA | | TBA | Miles | See department | 999 | 1 | 0 | | |
| 23 | TBA | | TBA | Knapp, K. | See department | 999 | 0 | 0 | | |
| 25 | TBA | | TBA | Adcock | See department | 999 | 0 | 0 | | |
| 26 | TBA | | TBA | Chandra | See department | 999 | 0 | 0 | | |
| 30 | TBA | | TBA | Pegg | See department | 999 | 0 | 0 | | |
| 31 | TBA | | TBA | Parsons | See department | 999 | 0 | 0 | | |
| 32 | TBA | | TBA | Bornstein | See department | 999 | 0 | 0 | | |
| 33 | TBA | | TBA | Reynolds | See department | 999 | 0 | 0 | | |
| 34 | TBA | | TBA | Montano | See department | 999 | 0 | 0 | | |
| 36 | TBA | | TBA | Mustakeem | See department | 999 | 0 | 0 | | |
| 37 | TBA | | TBA | Walke | See department | 999 | 0 | 0 | | |
| 39 | TBA | | TBA | Bedasse | See department | 999 | 0 | 0 | | |
| 40 | TBA | | TBA | Flowe | See department | 999 | 0 | 0 | | |
| 41 | TBA | | TBA | Ramos | See department | 999 | 0 | 0 | | |
| 45 | TBA | | TBA | Treitel | See department | 999 | 2 | 0 | | |
|
| | 04 | TBA | | TBA | Johnson | See department | 999 | 0 | 0 | | |
| 05 | TBA | | TBA | Bivar | See department | 999 | 0 | 0 | | |
| 06 | TBA | | TBA | Watt | See department | 999 | 0 | 0 | | |
| 07 | TBA | | TBA | Bernstein | See department | 999 | 0 | 0 | | |
| 10 | TBA | | TBA | Kastor | See department | 999 | 1 | 0 | | |
| 14 | TBA | | TBA | Borgwardt | See department | 999 | 0 | 0 | | |
| 16 | TBA | | TBA | Dube | See department | 999 | 0 | 0 | | |
| 19 | TBA | | TBA | Kieval | See department | 999 | 0 | 0 | | |
| 20 | TBA | | TBA | Friedman, A. | See department | 999 | 0 | 0 | | |
| 21 | TBA | | TBA | Miles | See department | 999 | 0 | 0 | | |
| 23 | TBA | | TBA | Knapp, K. | See department | 999 | 0 | 0 | | |
| 25 | TBA | | TBA | Adcock | See department | 999 | 0 | 0 | | |
| 26 | TBA | | TBA | Chandra | See department | 999 | 0 | 0 | | |
| 29 | TBA | | TBA | Jacobs | See department | 999 | 0 | 0 | | |
| 30 | TBA | | TBA | Pegg | See department | 999 | 0 | 0 | | |
| 31 | TBA | | TBA | Parsons | See department | 999 | 0 | 0 | | |
| 32 | TBA | | TBA | Bornstein | See department | 999 | 1 | 0 | | |
| 33 | TBA | | TBA | Reynolds | See department | 999 | 0 | 0 | | |
| 34 | TBA | | TBA | Montano | See department | 999 | 0 | 0 | | |
| 36 | TBA | | TBA | Mustakeem | See department | 999 | 0 | 0 | | |
| 37 | TBA | | TBA | Walke | See department | 999 | 0 | 0 | | |
| 38 | TBA | | TBA | Garb | See department | 999 | 0 | 0 | | |
| 39 | TBA | | TBA | Bedasse | See department | 999 | 0 | 0 | | |
| 40 | TBA | | TBA | Flowe | See department | 999 | 0 | 0 | | |
| 41 | TBA | | TBA | Ramos | See department | 999 | 0 | 0 | | |
| 45 | TBA | | TBA | Treitel | See department | 999 | 0 | 0 | | |
|
| | 04 | TBA | | TBA | Johnson | See department | 999 | 0 | 0 | | |
| 05 | TBA | | TBA | Bivar | See department | 999 | 0 | 0 | | |
| 06 | TBA | | TBA | Watt | See department | 999 | 0 | 0 | | |
| 07 | TBA | | TBA | Bernstein | See department | 999 | 0 | 0 | | |
| 10 | TBA | | TBA | Kastor | See department | 999 | 0 | 0 | | |
| 14 | TBA | | TBA | Borgwardt | See department | 999 | 0 | 0 | | |
| 15 | TBA | | TBA | Ludmerer | See department | 999 | 0 | 0 | | |
| 16 | TBA | | TBA | Dube | See department | 999 | 0 | 0 | | |
| 19 | TBA | | TBA | Kieval | See department | 999 | 0 | 0 | | |
| 20 | TBA | | TBA | Friedman, A. | See department | 999 | 0 | 0 | | |
| 21 | TBA | | TBA | Miles | See department | 999 | 0 | 0 | | |
| 23 | TBA | | TBA | Knapp, K. | See department | 999 | 0 | 0 | | |
| 25 | TBA | | TBA | Adcock | See department | 999 | 0 | 0 | | |
| 26 | TBA | | TBA | Chandra | See department | 999 | 0 | 0 | | |
| 30 | TBA | | TBA | Pegg | See department | 999 | 0 | 0 | | |
| 31 | TBA | | TBA | Parsons | See department | 999 | 0 | 0 | | |
| 32 | TBA | | TBA | Bornstein | See department | 999 | 0 | 0 | | |
| 33 | TBA | | TBA | Reynolds | See department | 999 | 1 | 0 | | |
| 34 | TBA | | TBA | Montano | See department | 999 | 0 | 0 | | |
| 36 | TBA | | TBA | Mustakeem | See department | 999 | 0 | 0 | | |
| 37 | TBA | | TBA | Walke | See department | 999 | 0 | 0 | | |
| 39 | TBA | | TBA | Bedasse | See department | 999 | 0 | 0 | | |
| 40 | TBA | | TBA | Flowe | See department | 999 | 0 | 0 | | |
| 41 | TBA | | TBA | Ramos | See department | 999 | 0 | 0 | | |
| 45 | TBA | | TBA | Treitel | See department | 999 | 0 | 0 | | |
|
| Description: | Although today primarily associated with oil, the Arabian peninsula was for most of its history defined by water: its surrounding seas, its monsoon-driven winds, and its lack of water in its vast and forbidding interior deserts. As home to the major holy cities of Islam and a key source of global oil, the region has played an important role in the Western European and North American imagination. Despite being relatively sparsely populated, the peninsula hosts millions of believers each year on the annual Muslim pilgrimage and has been the site of major wars and military occupations by European, American, and other Middle Eastern countries for much of the
twentieth and twenty-first centuries: an outpost of the Ottoman Empire, center of British colonialism and (at Aden) an axis of its global empire, location of Egypt's "Vietnam" (its long war in Yemen in the 1960s), the Gulf Wars I and II, the recent wars in Yemen, to name a just a few of the major conflicts. Often depicted as unchanging until caught up by the influx of massive oil wealth, this region is frequently characterized as a place of contradictions: home to some of
the world's largest skyscrapers and also the most inhospitable and largest sand desert in the world, known as "the Empty Quarter"; the location of crucial American allies and the home of al-Qa'eda founder `Usama Bin Laden. In this course, we will examine the development of the peninsula historically to understand these contradictory images. We will investigate changes in the following arenas: environment and society; colonial occupation; newly independent states;
the demise and development of key economic sectors (pearling, shipping; agriculture; oil; finance; piracy); political regimes; resources such as water, oil, date palms; the growth of oil extraction infrastructure and its effects on the political regimes and societies in the region; the emergence of new Gulf cities; Islamic law; women's rights; human rights debates; religious and ethnic minorities. PREREQUISITE: Sophomore standing or permission of the instructor. Modern, Middle East. |
|
| | 01 | -T-R--- | 11:30A-1:00P | Eads / 115 | Reynolds | Paper/Project/TakeHome | 15 | 18 | 0 | | |
|
| | 01 | -T-R--- | 10:00A-11:30A | Eads / 205 | Knapp | No final | 15 | 11 | 0 | Desc: | Students registering for this course must also register for L22 49IR/23 for 1 unit. |
| | |
|
| | 01 | M------ | 2:30P-5:30P | Duncker / 1 | Borgwardt | No final | 15 | 5 | 0 | Desc: | Students registering for this course must also register for L22 49IR/14 for 1 unit. |
| | |
|
| | 01 | ---R--- | 3:00P-6:00P | Seigle / 104 | Bedasse | No final | 15 | 1 | 0 | Desc: | Students registering for this course must also register for L22 49IR/39 for 1 unit. |
| | |
|
| | 25 | TBA | | TBA | Adcock | No final | 999 | 0 | 0 | | |
| 32 | TBA | | TBA | Bornstein | No final | 999 | 0 | 0 | | |
|
| | 07 | TBA | | TBA | Bernstein | See department | 999 | 0 | 0 | | |
| 10 | TBA | | TBA | Kastor | See department | 999 | 0 | 0 | | |
| 16 | TBA | | TBA | Dube | See department | 999 | 0 | 0 | | |
|
| | 07 | TBA | | TBA | Bernstein | See department | 999 | 0 | 0 | | |
| 14 | TBA | | TBA | Borgwardt | See department | 999 | 0 | 0 | | |
| 20 | TBA | | TBA | Friedman, A. | See department | 999 | 1 | 0 | | |
| 23 | TBA | | TBA | Knapp, K. | See department | 999 | 1 | 0 | | |
| 38 | TBA | | TBA | Garb | See department | 999 | 0 | 0 | | |
| 40 | TBA | | TBA | Flowe | See department | 999 | 0 | 0 | | |
|
| | 34 | TBA | | TBA | Montano | See department | 999 | 0 | 0 | | |
| 41 | TBA | | TBA | Ramos | See department | 999 | 0 | 0 | | |
|
| | 04 | TBA | | TBA | Johnson | See department | 999 | 1 | 0 | | |
| 05 | TBA | | TBA | Bivar | See department | 999 | 0 | 0 | | |
| 16 | TBA | | TBA | Dube | See department | 999 | 0 | 0 | | |
| 19 | TBA | | TBA | Kieval | See department | 999 | 0 | 0 | | |
| 30 | TBA | | TBA | Pegg | See department | 999 | 1 | 0 | | |
| 32 | TBA | | TBA | Bornstein | See department | 999 | 1 | 0 | | |
| 37 | TBA | | TBA | Walke | See department | 999 | 0 | 0 | | |
| 45 | TBA | | TBA | Treitel | See department | 999 | 0 | 0 | | |
|
| | 07 | TBA | | TBA | Bernstein | See department | 999 | 0 | 0 | | |
| 31 | TBA | | TBA | Parsons | See department | 999 | 0 | 0 | | |
| 36 | TBA | | TBA | Mustakeem | See department | 999 | 0 | 0 | | |
| 38 | TBA | | TBA | Garb | See department | 999 | 0 | 0 | | |
| 39 | TBA | | TBA | Bedasse | See department | 999 | 0 | 0 | | |
| 40 | TBA | | TBA | Flowe | See department | 999 | 0 | 0 | | |
|
| | 04 | TBA | | TBA | Johnson | See department | 999 | 0 | 0 | | |
| 05 | TBA | | TBA | Bivar | See department | 999 | 0 | 0 | | |
| 14 | TBA | | TBA | Borgwardt | See department | 999 | 0 | 0 | | |
| 20 | TBA | | TBA | Friedman, A. | See department | 999 | 0 | 0 | | |
| 25 | TBA | | TBA | Adcock | See department | 999 | 0 | 0 | | |
| 26 | TBA | | TBA | Chandra | See department | 999 | 0 | 0 | | |
| 33 | TBA | | TBA | Reynolds | See department | 999 | 0 | 0 | | |
| 34 | TBA | | TBA | Montano | See department | 999 | 0 | 0 | | |
| 36 | TBA | | TBA | Mustakeem | See department | 999 | 0 | 0 | | |
| 37 | TBA | | TBA | Walke | See department | 999 | 0 | 0 | | |
| 38 | TBA | | TBA | Garb | See department | 999 | 0 | 0 | | |
| 39 | TBA | | TBA | Bedasse | See department | 999 | 0 | 0 | | |
| 41 | TBA | | TBA | Ramos | See department | 999 | 0 | 0 | | |
| 45 | TBA | | TBA | Treitel | See department | 999 | 0 | 0 | | |
|
| | 33 | TBA | | TBA | Reynolds | See department | 999 | 1 | 0 | | |
|
| | 19 | TBA | | TBA | Kieval | See department | 999 | 0 | 0 | | |
|
| | 06 | TBA | | TBA | Watt | See department | 999 | 0 | 0 | | |
| 21 | TBA | | TBA | Miles | See department | 999 | 0 | 0 | | |
|
| | 37 | TBA | | TBA | Walke | See department | 999 | 0 | 0 | | |
|
| | 04 | TBA | | TBA | Johnson | See department | 999 | 0 | 0 | | |
| 05 | TBA | | TBA | Bivar | See department | 999 | 0 | 0 | | |
| 06 | TBA | | TBA | Watt | See department | 999 | 0 | 0 | | |
| 07 | TBA | | TBA | Bernstein | See department | 999 | 0 | 0 | | |
| 14 | TBA | | TBA | Borgwardt | See department | 999 | 0 | 0 | | |
| 15 | TBA | | TBA | Ludmerer | See department | 999 | 0 | 0 | | |
| 16 | TBA | | TBA | Dube | See department | 999 | 0 | 0 | | |
| 19 | TBA | | TBA | Kieval | See department | 999 | 0 | 0 | | |
| 20 | TBA | | TBA | Friedman, A. | See department | 999 | 0 | 0 | | |
| 21 | TBA | | TBA | Miles | See department | 999 | 0 | 0 | | |
| 23 | TBA | | TBA | Knapp, K. | See department | 999 | 0 | 0 | | |
| 25 | TBA | | TBA | Adcock | See department | 999 | 0 | 0 | | |
| 26 | TBA | | TBA | Chandra | See department | 999 | 0 | 0 | | |
| 30 | TBA | | TBA | Pegg | See department | 999 | 0 | 0 | | |
| 31 | TBA | | TBA | Parsons | See department | 999 | 0 | 0 | | |
| 32 | TBA | | TBA | Bornstein | See department | 999 | 0 | 0 | | |
| 33 | TBA | | TBA | Reynolds | See department | 999 | 0 | 0 | | |
| 34 | TBA | | TBA | Montano | See department | 999 | 0 | 0 | | |
| 36 | TBA | | TBA | Mustakeem | See department | 999 | 0 | 0 | | |
| 37 | TBA | | TBA | Walke | See department | 999 | 0 | 0 | | |
| 39 | TBA | | TBA | Bedasse | See department | 999 | 0 | 0 | | |
| 40 | TBA | | TBA | Flowe | See department | 999 | 0 | 0 | | |
| 41 | TBA | | TBA | Ramos | See department | 999 | 0 | 0 | | |
| 45 | TBA | | TBA | Treitel | See department | 999 | 0 | 0 | | |
|
| | 31 | TBA | | TBA | Parsons | See department | 999 | 0 | 0 | | |
| 36 | TBA | | TBA | Mustakeem | See department | 999 | 0 | 0 | | |
| 39 | TBA | | TBA | Bedasse | See department | 999 | 0 | 0 | | |
| 40 | TBA | | TBA | Flowe | See department | 999 | 0 | 0 | | |
|
| | 04 | TBA | | TBA | Johnson | See department | 999 | 0 | 0 | | |
| 05 | TBA | | TBA | Bivar | See department | 999 | 0 | 0 | | |
| 06 | TBA | | TBA | Watt | See department | 999 | 0 | 0 | | |
| 07 | TBA | | TBA | Bernstein | See department | 999 | 0 | 0 | | |
| 10 | TBA | | TBA | Kastor | See department | 999 | 0 | 0 | | |
| 14 | TBA | | TBA | Borgwardt | See department | 999 | 0 | 0 | | |
| 15 | TBA | | TBA | Ludmerer | See department | 999 | 0 | 0 | | |
| 16 | TBA | | TBA | Dube | See department | 999 | 0 | 0 | | |
| 19 | TBA | | TBA | Kieval | See department | 999 | 0 | 0 | | |
| 20 | TBA | | TBA | Friedman, A. | See department | 999 | 0 | 0 | | |
| 21 | TBA | | TBA | Miles | See department | 999 | 0 | 0 | | |
| 23 | TBA | | TBA | Knapp, K. | See department | 999 | 0 | 0 | | |
| 25 | TBA | | TBA | Adcock | See department | 999 | 0 | 0 | | |
| 26 | TBA | | TBA | Chandra | See department | 999 | 0 | 0 | | |
| 30 | TBA | | TBA | Pegg | See department | 999 | 0 | 0 | | |
| 31 | TBA | | TBA | Parsons | See department | 999 | 0 | 0 | | |
| 32 | TBA | | TBA | Bornstein | See department | 999 | 0 | 0 | | |
| 33 | TBA | | TBA | Reynolds | See department | 999 | 0 | 0 | | |
| 36 | TBA | | TBA | Mustakeem | See department | 999 | 0 | 0 | | |
| 38 | TBA | | TBA | Garb | See department | 999 | 0 | 0 | | |
| 39 | TBA | | TBA | Bedasse | See department | 999 | 0 | 0 | | |
| 40 | TBA | | TBA | Flowe | See department | 999 | 0 | 0 | | |
| 41 | TBA | | TBA | Ramos | See department | 999 | 0 | 0 | | |
| 45 | TBA | | TBA | Treitel | See department | 999 | 1 | 0 | | |
|
| | 15 | TBA | | TBA | Ludmerer | See department | 999 | 0 | 0 | | |
| 41 | TBA | | TBA | Ramos | See department | 999 | 0 | 0 | | |
| 45 | TBA | | TBA | Treitel | See department | 999 | 1 | 0 | | |
|
| | 10 | TBA | | TBA | Kastor | See department | 999 | 0 | 0 | | |
|
| | 18 | TBA | | TBA | Borgwardt | See department | 999 | 0 | 0 | | |
|
| | 18 | TBA | | TBA | Borgwardt | See department | 999 | 0 | 0 | | |
|
| | 25 | TBA | | TBA | Adcock | See department | 999 | 0 | 0 | | |
| 26 | TBA | | TBA | Chandra | See department | 999 | 0 | 0 | | |
|
| | 07 | TBA | | TBA | Bernstein | No final | 999 | 0 | 0 | | |
| 10 | TBA | | TBA | Kastor | No final | 999 | 0 | 0 | | |
| 14 | TBA | | TBA | Borgwardt | No final | 999 | 0 | 0 | | |
| 20 | TBA | | TBA | Friedman, A. | No final | 999 | 1 | 0 | | |
| 23 | TBA | | TBA | Knapp | No final | 999 | 0 | 0 | | |
| 36 | TBA | | TBA | Mustakeem | No final | 999 | 0 | 0 | | |
| 38 | TBA | | TBA | Garb | No final | 999 | 0 | 0 | | |
| 40 | TBA | | TBA | Flowe | No final | 999 | 0 | 0 | | |
|
| | 04 | TBA | | TBA | Johnson | See department | 999 | 0 | 0 | | |
| 06 | TBA | | TBA | Watt | See department | 999 | 0 | 0 | | |
| 07 | TBA | | TBA | Bernstein | See department | 999 | 0 | 0 | | |
| 10 | TBA | | TBA | Kastor | See department | 999 | 0 | 0 | | |
| 14 | TBA | | TBA | Borgwardt | See department | 999 | 0 | 0 | | |
| 15 | TBA | | TBA | Ludmerer | See department | 999 | 0 | 0 | | |
| 16 | TBA | | TBA | Dube | See department | 999 | 0 | 0 | | |
| 19 | TBA | | TBA | Kieval | See department | 999 | 0 | 0 | | |
| 20 | TBA | | TBA | Friedman, A. | See department | 999 | 0 | 0 | | |
| 21 | TBA | | TBA | Miles | See department | 999 | 0 | 0 | | |
| 25 | TBA | | TBA | Adcock | See department | 999 | 0 | 0 | | |
| 26 | TBA | | TBA | Chandra | See department | 999 | 0 | 0 | | |
| 30 | TBA | | TBA | Pegg | See department | 999 | 0 | 0 | | |
| 31 | TBA | | TBA | Parsons | See department | 999 | 0 | 0 | | |
| 32 | TBA | | TBA | Bornstein | See department | 999 | 0 | 0 | | |
| 33 | TBA | | TBA | Reynolds | See department | 999 | 0 | 0 | | |
| 34 | TBA | | TBA | Montano | See department | 999 | 0 | 0 | | |
| 36 | TBA | | TBA | Mustakeem | See department | 999 | 0 | 0 | | |
| 37 | TBA | | TBA | Walke | See department | 999 | 0 | 0 | | |
| 38 | TBA | | TBA | Garb | See department | 999 | 0 | 0 | | |
| 39 | TBA | | TBA | Bedasse | See department | 999 | 0 | 0 | | |
| 45 | TBA | | TBA | Treitel | See department | 999 | 0 | 0 | | |
|
|