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12 courses found.
JEWISH, ISLAMIC AND MIDDLE EAST STUDIES (L75)  (Dept. Info)Arts & Sciences  (Policies)SP2025
L75 JIMES 500Independent Work in Jewish, Islamic and Near Eastern StudiesVar. Units (max = 6.0)
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01TBATBAReynoldsSee Instructor100
Actions:Books
03TBATBA[TBA]See Instructor000
L75 JIMES 5006Modern Jewish Writers3.0 Units
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01M-W----10:00A-11:20ATBABergPaper/Project/Take Home1630
Actions:Books
L75 JIMES 5073The Global War on Terrorism3.0 Units
Description:This course presents an historical assessment of the GWOT from the perspective of its major participants: militant, Salafi Islamists, especially al-Qaeda and its affiliates and offshoots including ISIS, and the nation states that oppose them, namely, the United States and its allies. It seeks to answer such questions as what is militant Islamism and how has it interpreted jihad to justify committing terrorist acts in the name of restoring the caliphate? What is the nature of the GWOT and how has it become the new rubric of war in the 21st century? We cover the rise of militant, Sunni Islamism in Egypt during the 1960s and '70s, Islamic jihad in Afghanistan during the 1980s, the origins of "al-Qaeda" in 1988, jihad in Bosnia, Chechnya, Algeria, and Sudan during the 1990s, al-Qaeda terrorist attacks against the U.S. during the 1990s, 9/11 and the Bush Doctrine, the war against the Taliban and the hunt for Osama bin Laden in Afghanistan in 2001-02, and the subsequent spread of Islamic jihad in South and Southeast Asia, the Middle East, North and East Africa, Western Europe, and the United States, and the respective nation states' responses. The course concludes with an analysis of the current state and likely future of the GWOT. Just how long will this conflict last, and in what ways, how and why is it likely to end?
Attributes:A&S IQ: HUM, LCDArch: HUMArt: HUMBU: HUM, ISEN: H
Instruction Type:Classroom instruction Grade Options:C Fees:
Course Type:IdentSame As:L22 3073  L23 3073  L75 3073  L97 3073Frequency:Every 1 or 2 Years / History
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01-T-R---1:00P-2:20PTBAKnappPaper/Project/Take Home151519
Actions:Books
02-T-R---2:30P-3:50PTBAKnappPaper/Project/Take Home151517
Actions:Books
L75 JIMES 5085Third-Level Arabic II - Modern Standard and Media Arabic3.0 Units
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01M-W-F--10:00A-10:50ATBATarbouniPaper/Project/Take Home1260
Actions:Books
L75 JIMES 5183The Jews of North Africa3.0 Units
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01M-W----4:00P-5:20PTBAJayPaper/Project/Take Home202010
Actions:Books
L75 JIMES 522DThird-Level Modern Hebrew II3.0 Units
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01M-W-F--1:00P-1:50PTBAWeinbergMay 1 2025 1:00PM - 3:00PM1950
Actions:Books
L75 JIMES 559Travelers, Tricksters, and Storytellers: Jewish Travel Narratives and Autobiographies, 1100-18003.0 Units
Description:Jewish literature includes highly fascinating travel accounts and autobiographies that are still awaiting their discovery by a broader readership. In this course, we will explore a broad range of texts originating from the Middle Ages to the 19th century. They were written by both Ashkenazi and Sephardi Jews hailing from countries as diverse as Spain, Italy, Germany, and the Ottoman Empire. Among the authors were pilgrims, rabbis, merchants, and one savvy businesswoman. We will read their works as responses to historical circumstances and as expressions of Jewish identity, in its changing relationship to the Christian or Muslim environment in which the writers lived or traveled. Specifically, we will ask questions such as: How do travel accounts and autobiographies enable their authors and readers to reflect on issues of identity and difference? How do the writers produce representations of an "other," against which and through which they define a particular sense of self? This course is open to students of varying interests, including Jewish, Islamic, or Religious Studies, medieval and early modern history, European or Near Eastern literatures. All texts will be read in English translation. Please note: L75 559 is intended for graduate students only.
Attributes:A&S IQ: HUM, LCDArch: HUMArt: HUMBU: ISEN: H
Instruction Type:Classroom instruction Grade Options:CPA Fees:
Course Type:IdentSame As:L75 359  L22 3599  L23 359  L74 359Frequency:Every 4 Years / History
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01-T-R---2:30P-3:50PTBAJacobsPaper/Project/Take Home20204
Actions:Books
L75 JIMES 566The Sephardic Experience: 1492 to the Present3.0 Units
Description:In the public perception, modern Jews divide into two subethnic groups: Ashkenazi and Sephardi, or European and Middle Eastern Jews. However, this is an oversimplification that does not do justice to the diversity and complex history of Jewish identities, which are often multilayered. Strictly speaking, Sephardi Jews trace their ancestral lines or cultural heritage to the medieval Iberian Peninsula, present-day Spain and Portugal. That said, according to some scholars, Sephardi Judaism did not even exist before the general expulsion of Spanish Jewry in 1492 and is the result of their subsequent migrations within the Mediterranean and transatlantic worlds. We will start with an introduction into the history of Spanish Jews prior to 1492, asking to what extent memories of pre-expulsion Iberia are at the heart of Sephardi identity. We will then follow the migratory path of Sephardi exiles to North Africa, Italy, the Ottoman Empire, the Netherlands, and the Americas. The questions we will explore include: in what sense did Sephardim form a transnational community? How did they transmit and transform aspects of Spanish culture in form of Ladino (Judeo-Spanish) language and literature? How did they become intermediaries between Christian Europe and the Ottoman Empire? What was their role in Europe's transatlantic expansion and the slave trade? How did Ottoman and North African Jews respond to European cultural trends in the nineteenth century and create their own forms of modernity? How did the Holocaust impact Sephardi Jews?
Attributes:A&S IQ: HUM, LCDArch: HUMArt: HUMEN: H
Instruction Type:Classroom instruction Grade Options:CPA Fees:
Course Type:IdentSame As:L75 366  L22 3856  L23 3660Frequency:Every Third Semester / History
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01-T-R---11:30A-12:50PTBAJacobsPaper/Project/Take Home15152
Actions:Books
L75 JIMES 5810Between Sand and Sea: History, Environment, and Politics in the Arabian Peninsula3.0 Units
Description:Although it is 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 it has been the site of major wars and military occupations by European, American, and other Middle Eastern countries for much of the 20th and 21st centuries. It has been an outpost of the Ottoman Empire, a center of British colonialism and (at Aden) an axis of its global empire, the location of Egypt's "Vietnam" (its long war in Yemen in the 1960s), the Gulf Wars I and II, and the recent wars in Yemen, to name 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, and 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; and religious and ethnic minorities.
Attributes:A&S IQ: HUM, LCDArch: HUMArt: HUMBU: HUM, ISEN: H
Instruction Type:Classroom instruction Grade Options:CP Fees:
Course Type:IdentSame As:L22 3810  L22 5810  L75 3810  L97 3810Frequency:Every 1 or 2 Years / History
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01-T-R---11:30A-12:50PTBAReynoldsPaper/Project/Take Home222210
Actions:Books
L75 JIMES 585ATopics in JIMES: Israeli Politics in an Era of Polarization3.0 Units
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01-T-R---4:00P-5:20PTBAHendinPaper/Project/Take Home4070
Actions:Books
L75 JIMES 590ATopics in JIMES: Education in Divided Societies - the Israeli Case3.0 Units
Description:This course introduces education in Israel, using it as a case study to examine education values, policies, and practices in deeply divided societies. Israel's Jewish and democratic character will serve as a necessary context. The course is divided into two main sections: the first focuses on the core values that shape education systems and policies, while the second addresses three key education policy issues-core curriculum, segregation and integration, and free speech. Throughout the course, we will critically examine the potential for shared core values in a public education system that serves a divided society. We will explore how policies can either reduce or reinforce disparities and divisions. Finally, we will consider how the Israeli experience is relevant to other democratic states with deeply divided societies facing similar challenges. As we explore the Israeli case together, students will have the opportunity to analyze pieces of their own educational experience alongside education policies in the US. The course will allow students to deepen their knowledge of education, divided societies, and Israel and gain skills to form independent knowledge-based opinions on the role of education in diverse and divided societies. Please note: L75 390 is intended for Undergraduate students; L75 590A is the section for Graduate Students.
Attributes:A&S IQ: SSCArch: SSCArt: SSCBU: ISEN: S
Instruction Type:Classroom instruction Grade Options:CPA Fees:
Course Type:IdentSame As:L75 390  L12 3030  L97 3901Frequency:Annually / History
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01-T-R---11:30A-12:50PTBAHendinPaper/Project/Take Home3070
Actions:Books
L75 JIMES 591Directed Writing: ThesisVar. Units (max = 6.0)
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01TBATBABarmashSee Instructor000
02TBATBABergSee Instructor000
03TBATBACassenSee Instructor000
04TBATBAJacobsSee Instructor000
06TBATBAReynoldsSee Instructor000
07TBATBAYucesoySee Instructor000
08TBATBA[TBA]See Instructor000
Label

Home/Ident

A course may be either a “Home” course or an “Ident” course.

A “Home” course is a course that is created, maintained and “owned” by one academic department (aka the “Home” department). The “Home” department is primarily responsible for the decision making and logistical support for the course and instructor.

An “Ident” course is the exact same course as the “Home” (i.e. same instructor, same class time, etc), but is simply being offered to students through another department for purposes of registering under a different department and course number.

Students should, whenever possible, register for their courses under the department number toward which they intend to count the course. For example, an AFAS major should register for the course "Africa: Peoples and Cultures" under its Ident number, L90 306B, whereas an Anthropology major should register for the same course under its Home number, L48 306B.

Grade Options
C=Credit (letter grade)
P=Pass/Fail
A=Audit
U=Satisfactory/Unsatisfactory
S=Special Audit
Q=ME Q (Medical School)

Please note: not all grade options assigned to a course are available to all students, based on prime school and/or division. Please contact the student support services area in your school or program with questions.