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History Courses for Fall
2002
100 Level Courses
HST 100A. CLQ: THE AFRICAN ATLANTIC FROM ENSLAVEMENT TO EMANCIPATION
(4c/3h). MW 2-3:15. A102. PARENT. This course examines how early
writers of the African Atlantic affected or responded to enslavement.
HST 101A & 101B. WESTERN CIVILIZATION TO 1700 (4c/3h).
MWF 9-9:50 & 11-11:50. A208. BOBROFF. Over the course of
the semester we trace the development of Western society, from
the ancient period to 1700. We study the events and ideas that
gave rise to the West through readings in the textbook and other
secondary sources and through primary sources. The analysis
of primary sources makes each student in the class a historian,
using the records of the past to understand and to write histories
of distant times.
HST 101C & 101D. WESTERN CIVILIZATION TO 1700. (4c/3h) TR
9:30-10:45 &
12-1:15. A102. BEACHY. This course poses the questions: what
is Western Civilization
and what would motivate us to study it? We pursue our answers
with a survey of
European history from the ancient period to approximately 1700.
This includes careful
consideration of the ancient societies of Greece and Rome, the
emergence of early
Christian cults and the establishment of Christendom, the European
Middle Ages, and,
finally, the dawn of modern European consciousness with the
Renaissance and the
Reformation. Are there genuine continuities in this trajectory
or is Western Civilization an
ideological construct? By the end of the course, you will decide.
HST 102A & 102E. EUROPE AND THE WORLD IN THE MODERN ERA
(4c/3h). MWF
9-9:50 & 1-1:50. A103 & B117. FITZGIBBON. In this course,
we will focus on the
intersection of personal and public life--on the ways in which
individuals' desires and
perceptions have shaped politics, religion, knowledge, the economy,
public discourse,
urban life, and international relationships during past 400
years, and vice versa. In
addition to the textbook, students will read four novels. Written
assignments will include
2 midterms, a short paper on a classic European film, a longer
paper on the four novels,
and a final exam.
HST 102B. EUROPE AND THE WORLD IN THE MODERN ERA (4c/3h). MWF
10-10:50.
A103. RUPP. This course provides a survey of European history
in the modern era.
Broad themes addressed in the course include the following:
differing forms of
government and the principles upon which they have been based;
the role of ideas in
influencing historical change; the impact of social structures
and struggles on forms of
political power; the rights and powers of the individual and
how these have been defined
relative to the community and the state.
HST 102C. EUROPE AND THE WORLD IN THE MODERN ERA (4c/3h). MWF
12-12:50.
A102. BAREFIELD. A survey of modern Europe from 1700 to the
present. Focus varies
with instructor.
HST 102D. EUROPE AND THE WORLD IN THE MODERN ERA (4c/3h). TR
12-1:15.
A103. SINCLAIR. A survey of modern Europe from 1700 to the present.
Focus varies
with instructor.
HST 102F. EUROPE AND THE WORLD IN THE MODERN ERA (4c/3h). TR
1:30-2:45.
A208. SMITH. Much of the American heritage has
come from its European backgrounds or from the
influence of areas within European empires. Within
the twentieth century, certainly, the presumption that
European culture is the standard of the world has
been questioned by fresh and more accurate
knowledge of what has been happening in the rest of
the world. Governmental systems have emerged
based on the values of the American and French
Revolutions, the less violent English evolution, and
the emergence of modern European states. The
outflow of the Industrial Revolution and of the inevitable internationalistic
globalism in the
twentieth century raises questions about the future role of
patriotic nationalism and of the
states themselves.
This is the framework of the course. It will cover the Industrial
Revolution, the legacy of
the Revolutions, the rise of nation states, the rise and fall
of empires, the clash of
capitalism and Marxism, the World Wars, the Cold War, the empowerment
of the "Third
World," and the rise of global economics that must deal
with a world that can produce
more than the market can absorb.
HST 102G. EUROPE AND THE WORLD IN THE MODERN ERA (4c/3h). TR
12-1:15.
B116. HUGHES. Europe was backward and poor, compared to China,
India, and the
Middle East, as late as the 16th century. Yet it dominated the
world in the late 19th
century. Brutal wars, 1914-1918 and 1939-1945, dramatically
eroded its influence, as did
economic development elsewhere in the world. Yet it still remains
rich and powerful.
Moreover, the United States derived its major institutions and
values from its European
origins. This course will examine the ways in which Europe developed
and exported, and
other parts of the world adopted and adapted, the key ideologies
and institutions that
characterize the world in which we live. We will talk about
intellectual movements,
economic development and competition, and political institutions
and cultures; about
bureaucracies, markets, corporations, trade unions, political
parties, and social
movements. We'll start in the 17th century and end with the
collapse of communism and
beginnings of a post-Cold War world.
HST 103A & 103C. WORLD CIVILIZATIONS TO 1500 (4c/3h). TR
8-9:15 & 9:30-10:45.
B117 & A208. WILLIAMS. Having dispensed with something like
fourteen billion years
by the end of our second meeting, we will settle down for a
more careful look at the
5,000 years that stretch from 3500 B.C.E. to 1500 C.E. After
considering the concepts of
"culture" and "civilization," we will begin
the task that primarily concerns us: the
examination of the actual cultures and civilizations that appeared
on our planet prior to
the European voyages of discovery. While noting the changes
that occurred in many of
these, we will also be looking for fruitful ways of comparing
them, one to another. This
means, of course, that we will examine forms of social, political,
and economic
organization, as well as systems of belief; and, among the latter,
we will be looking for
anything these cultures had to say about what constitutes a
satisfying or fulfilling life. For
the most part our classes will be occasions for us to discuss
the common reading we
will have done. There will be map quizzes for students to do
on the computer, eight
exercises in writing based on Joseph Williams's Style: Ten Lesson
in Clarity and Grace,
and a brief written exercise in which students will be asked
to entertain the notion that
the past is, in fact, present and given a chance to think about
what part, if any, it may
play in their lives.
HST 103B. WORLD CIVILIZATIONS TO 1500 (4c/3h). TR 9:30-10:45.
A104.
VILLAGOMEZ. A survey of the ancient, classical and medieval
civilizations of Eurasia
with a brief look at American and sub-Saharan societies. Focus
varies with instructor.
HST 103D. WORLD CIVILIZATIONS TO 1500 (4c/3h). MWF 10-10:50.
A102. LERNER.
History 103 surveys the social, political and cultural development
of a variety of world
civilizations. Our focus will concern a detailed analysis of
those civilizations, which
represent the most spectacular example of social formation:
the relationship between the
individual and deity as a religious expression; the relationship
between society and
nature as a philosophical dilemma; and the relationship between
the individual and
society as a cultural and political manifestation. In each case,
the unifying theme we
shall explore is how these peoples organized themselves politically,
economically,
socially as a Response to their particular geographical and
environmental condition. We
shall see that the legacy of these civilizations is one of cultural
syncretism manifested in
the diversity and complexity of their traditions and ideas.
HST 104A, 104E & 104D. WORLD CIVILIZATIONS SINCE 1500 (4c/3h).
MWF 10-10:50, 12-12:50 & 2-2:50. A208 & B117. HASTINGS.
A survey of the major civilizations of the world in the modern
and contemporary periods. Focus varies with instructor.
HST 104B & 104C. WORLD CIVILIZATIONS SINCE 1500 (4c/3h).
TR 12-1:15 &
1:30-2:45. B117. WILSON. A survey of the major civilizations
of the world in the modern
and contemporary periods. Focus varies with instructor.
Note: Credit cannot be received for both 101 and 103 or 102
and 104. All classes held in Tribble Hall unless otherwise noted.
200 Level Courses
HST 211A. INTEGRATION WINSTON-SALEM: ORAL HISTORY (4c/3h).
W 3-5:30 B116. SMITH. Students will learn how to do oral history
interviews and then develop oral histories of participants in
the integration of Winston-Salem. They will meet with people
who worked at bridging the gap between the cultural communities
in the city. What methods were used? What organizations were
tried? Who were the first teachers who taught in integrated
schools? What did churches do? Participants will receive instruction
in the use of oral history techniques and do the required study
to prepare for good interviews. They will make tapes and transcripts
of the interviews and complete summary papers based on their
interviews. The course will include collaboration with students
participating in a comparable course at Winston-Salem State
University. The resulting materials will be added to university
and community archives for the benefit of future students of
integration practices and to create an accurate community memory
of the 1950's-1970's Civil Rights Era.
HST 211 E, THE GREAT GAME: ANGLO-RUSSIAN RIVALRY IN CENTRAL
ASIA (4c/3h). MWF 1-1:50. TRB A103. BOBROFF. The conflict in
Afghanistan today has roots that stretch well before the recent
superpower conflict in the region. The origins partly lie in
the collision of the British and Russian Empires. It is this
rivalry and its effects on the region that we will examine in
this course. Concentrating on 1850 to 1920, but including a
broader scope, this course will focus on Anglo-Russian relations
in Afghanistan, Persia and Tibet, looking not only on the diplomatic
and strategic rivalries but also at how the societies of the
two European states understood the struggle. We will also study
the reception of these two states by the local peoples in the
region.
HST 251. THE UNITED STATES BEFORE 1865 (4c/3h). TR 9:30 -10:45.
A103.
HENDRICKS. This course is designed to survey U. S. history from
its origins to the end
of the Civil War utilizing a textbook with accompanying atlas
and CD, documents,
lectures, outside reading, a site visit, internet sources and
discussion. Students are
expected to master not only the factual structure of the periods
and topics being studied
but also the historical concepts, theories, and techniques used
to categorize and
interpret the story of these people and their times. Class attendance
and participation
are expected.
HST 288. HONORS IN HISTORY (4c/3h). STAFF.
To be announced. Permission of instructor required.
300 Level Courses
HST 310A/610A. SEM: US: RACE, GENDER & EMPIRE (4c/3h).
R 2-4:30. C3. WATTS.
This research seminar investigates the cultural roots of the
making of the American
Empire in the nineteenth and early twentieth century. Each student
will research and
write a paper on some facet of the expansion of the U.S. state:
against Indian tribes and
nations and their subsequent removal and/or conquest, in the
wars with Mexico in 1848
or Spain in 1898, the Boxer intervention in 1900, or in the
First World War. The premise
is that the conduct of foreign policy does not occur only at
the diplomatic and
rational-interest, state level, but that political decision
makers are shaped by their
cultures. Specifically, we will investigate the race and gender
assumptions and practices
that shaped political culture.
HST 310B/610B. SEM: ORAL HISTORY OF
WFU (AMER) (4c/3h). R 3-5:30. A104.
HENDRICKS. This seminar is to develop
historical research and writing skills.
Focusing on local topics for which there are
both traditional and oral history sources,
students will do research at sites, museums
and archives as well as conducting
interviews. Students will incorporate their
research into papers to be evaluated by the
class and the instructor and polished for
final presentation. Selected papers will be
posted on a local history web site.
HST 310E/610E. SEM: EUROPE, MEDIEVAL TO MODERN (4c/3h). BAREFIELD.
To be
announced.
HST 310W/610W. FROM PEASANTS TO REBELS LATIN AMERICA (4c/3h).
T 2-4:30.
A104. MEYERS. This seminar studies the role of peasants as the
major actors in Latin
American protests, rebellions, and revolutions. The seminar
is centered on the question:
why do peasants rebel, what form do these rebellions take, and
what are the major
factors determining the ultimate or success or failure of these.
Students will select one
rebellion to study and write a research paper based on these
general theoretical
questions and primary sources. Same as LAS 310A.
HST 315/615. GREEK HISTORY (4c/3h).MW 1-2:15. A208. LERNER.
The course
surveys the social and intellectual history of the Ancient Greek
World from the eighth to
fifth centuries B.C.E. Throughout this period the Greeks developed
many ideas and
institutions that were new to antiquity. These achievements
will be seen as the result of
the varied and rich response of a gifted people to a more complex
and changing historical
landscape than had existed in the ancient Near East. Though
largely new, the Greek
experience was not entirely unique. Some of it can be found
in the thought and
experience of our own civilization: democracy and philosophy,
individual character and
the freedom of social choice. We shall attempt to appreciate
the significance of these
achievements through the historians and philosophers who actually
witnessed these
events, from numerous Greek plays (comedy and tragedy), as well
as from art and
architecture. The main themes of the course will be: (i) the
development of city life and
colonization, and the revolutionary changes in society, culture,
and religion that it
brought; (ii) the 'Classical Moment'; and (iii) the struggle
between Athens and Sparta for
control of the Greek world. No background in Greek History is
necessary.
HST 322/622. FRANCE SINCE 1815 (4c/3h).MWF 9-9:50. B117. WILLIAMS.
In this
course we examine the recent past of a society that, in one
form or another, has been
central to European history and Western Civilization since the
collapse of the Roman
Empire. Beginning in 1815 with the effort to restore monarchy
to France following the
defeat of Napoleon, we will traverse the turmoil of the revolutions
of 1830 and 1848, the
drama of the Commune, the Dreyfus Affair, and the effort to
build a stable republic; we
will chart the construction of a great empire and the painful
process by which it came
apart; we will have to take careful note of the three wars France
fought with Germany and
the agony each brought upon her; and we will see how, ironically
perhaps, these two
states came to be the principal architects of the European Union,
an economic force
already greater than the United States and set to become still
larger. As we make our
way to the present by way of the rich and exciting story that
all who study France must
learn, we will be trying to understand in what terms we may
fruitfully analyze other
cultures or societies, and we will try as well to find generalizations
we are willing to
defend about the sources of change in a community. Classes will
consist primarily of
discussion of common reading.
HST 331/631. RUSSIA: ORIGINS TO 1865 (4c/3h). MWF 12-12:50.
B103. RUPP. This
course provides a general survey of the political, social and
cultural history of Russia
from its origins to the Great Reform era. Topics for examination
include the nature of the
Kievan, Muscovite and Imperial polities, the structure of Russian
society and its
relationship to the state, the impact of westernization and
modernization, and the
development of the intelligentsia. In addition to the textbook,
reading assignments for
most topics will include additional (most often primary) sources
that will serve as the
basis for class discussions.
HST 340/640. AFRICAN AMERICAN HISTORY (4c/3h). MWF 11-11:50.
A103. Parent.
This course examines the struggles of African Americans for
cultural integrity, freedom,
nationality, citizenship, and identity in an oppressive racial
system.
HST 342/642. THE MIDDLE EAST BEFORE 1500 (4c/3h). T 6-8:30.
B117.
VILLAGOMEZ. A survey of Middle Eastern history from the rise
of Islam to the
emergence of the last great Muslim unitary states. The course
provides an overview of
political history with more in-depth emphasis on the development
of Islamic cu lture and
society in the pre-modern era.
HST 343/643. IMPERIAL CHINA (4c/3h). TR 1:30-2:45. A103. SINCLAIR.
A study of
traditional China to 1850, with emphasis on social, cultural,
and political institutions.
HST 350/650. GLOBAL ECONOMIC HISTORY (4c/3h). TR 12-1:15. A208.
WATTS. Why does the world economy take its present form?
Why are there rich and poor states, developed and
underdeveloped ones? Was the rise of Western Europe
to world economic power a given? Through a seminar
format, this course examines various texts that present
different approaches to studying hunter-gatherer
economies, feudalism, empires, the rise of capitalism,
proto-industrialization and industrialization. We will
examine how core areas of Europe and Asia developed
sophisticated and centralizing economies after the
seventeenth century and how they pursued relations
with foreign areas through trade, military intervention,
and colonization.
HST 356/656. JACKSONIAN AMERICA:1815-1850
(4c/3h). MWF 11-11:50. B117. FITZGIBBON. Jacksonian America
was characterized by
intense partisanship, inflated political rhetoric, and profound
economic and social
change. Were rival politicians merely exploiting people's need
to vent their frustration
during times of great change and uncertainty? Or were citizens
engaged in a meaningful
conflict over who should govern America and what kind of nation
the United States
should become? To what extent did political parties mediate
and resolve conflict? To
what extent did they exacerbate a widespread sense of political
and economic
disenfranchisement? To answer these questions, we will examine
not only the early
history of the United States' two-party system, but also the
structure of American
society during the early 19th century and the institutions which
most aroused the
American public's passion, including banks, elite-dominated
courts and legislatures,
missionary societies, trade unions, the patriarchal family,
slavery, Native American
tribes, the Catholic Church, the Masons, the Church of Latter
Day Saints. Course work
will include regular reading assignments, lectures and class
discussions, one midterm,
one research paper, and a final exam.
HST 357/657. THE CIVIL WAR & RECONSTRUCTION (4c/3h). TR
1:30-2:45. A102.
ESCOTT. The political and military events of the war and the
economic, social, and
political readjustments which followed.
HST 359/659. U.S. from WWI through WWII (4c/3h). TR 9:30-10:45.
B117. SMITH.
The course covers United States development through the transitions
from World War I,
the Roaring Twenties with Flappers and Fundamentalism, the Crash,
the GREAT
Depression of the 30's, and the cultural emergence of World
War II. It was a period full of
major changes-rural to urban, pristine national isolation to
international primacy,
Cincinnatus to standing army, Harlem Renaissance to "To
Secure These Rights," free
market to corporate society, and Woodrow Wilson to Harry Truman.
The texts are Edward Coffman's The War to End All Wars, David
Kennedy's Freedom
from Fear: The American People in Depression and War 1929-1945,
and William Link's
American Epoch. In addition the course will explore memories
of the era and popular
publications of the time.
Assignments will include an oral report to the class and interview
with someone who lived
in the era.
HST 366/666. STUDIES IN HISTORIC PRESERVATION (4c/3h). W 3-5:30.
A103.
HENDRICKS. Designed as an overview of the preservation movement
this course
introduces the major areas of the theory and practice of historic
preservation through
readings, lectures, discussions, tours, and field experiences.
Students study the
techniques of preserving and interpreting history through artifacts,
restorations, and
reconstructions. They learn to evaluate historical objects,
history museums, historic
sites, and museum villages. They also study current trends in
preservation, including
preservation law, the economics of preservation, and the impact
of preservation on urban
renewal, city planning, and development.
HST 369/669. MODERN MILLITARY HISTORY (4c/3h). MWF 12-12:50.
B117. HUGHES. After the Vietnam War, where the US won all the
battles and lost the war, the Department of Defense and others
began asking how that could happen. This course is designed
to help Americans put military experience in a broader political,
economic, cultural, and social context. We will talk about military
technology, tactics, and strategy and about battles and wars,
but we will always seek to situate them within the larger historical
context. We can't understand how the narrowly military elements
developed and how and why they were successfully-or unsuccessfully-deployed
unless we recognize the complex range of factors that influence
both military choices and ultimate outcomes.
HST 397. HISTORICAL WRITING TUTORIAL (2c/1.5h). STAFF. Times
Arranged.
Permisson of instructor required. Not for major credit.
HST 398/698. INDEPENDENT STUDY (1/4c or 1/3 h). STAFF. Times
Arranged. Permission of instructor required. Dept. approval
required.
HST 399/699. DIRECTED READING (1/4c or 1/3 h). STAFF. Times
Arranged. Permission of instructor required.
600 Level Courses
Please check 300 Level Courses.
700 Level Courses
HST 771. INTERNSHIP (1/4c or 1/3 h). STAFF. Times Arranged.
Permisson of instructor required.
First Year Seminars
FYS 100. Manhood in America (4c/3h). T 2-4:30. Collins. WATTS.
How did
present-day ideas about masculinity differ from those of the
past? How did gender
behaviors change across time in the U.S.? This course explores
the changing norms of
masculinity through the social, economic, and cultural transformations
of 19th and 20th
century America. We examine the beliefs and practices of masculinity
for white,
hetereosexual, middle-class men as well as those of different
races, classes, and
ethnicities. Using current anthropological and sociological
research, we investigate how
manhood is constructed and deployed in different cultures.
FYS 100. Great Migrations: Mexicans in the United States, 1940-2002
(4c/3h). TR
12-1:15. A104. MEYERS. The course examines Mexican immigration
to the United
States over the last sixty years as well as the movement, expansion,
and transformation
of the Mexican population and its culture within the US. The
goal of the seminar is
two-fold: first, to allow the students to place immigration
in the context of our country's
history and; second, to understand the nature of today's immigration-the
reasons for it,
the challenges it presents, and adjustments it requires from
critical institutions such as
our health, social service justice, education, religion, and
business organizations. An
important component of the course will be volunteering in whatever
capacity we find
appropriate with various agencies in the city and county in
order to learn more about how
that agency is responding to the changes brought about by immigration.
FYS 100. The Grand Tour in Early Modern Europe (4c/3h). R 2-4:30.
B116. BEACHY. Americans love making a grand tour of Europe,
for both education and the pleasures of travel. That idea has
a history that we'll explore in this seminar, which traces the
history and development of the Grand Tour in Early Modern Europe
(ca. 1500-1800). Although initially an aristocratic endeavor,
the Grand Tour was undertaken increasingly by members of the
middling and professional classes, including merchants and academics.
Using a range of reports, diaries, and travelogues, we explore
how the Grand Tour transmitted ideas about Classical, Renaissance,
and Baroque culture from the Mediterranean World to the rest
of Europe and laid the foundations of new disciplines like art
history.
FYS 100. Southern Lives: Southern Autobiography in the 20th
Century (4c/3h). TR 1:30-2:45. Collins. HALL,R. In this semi-weekly
seminar, we will read, discuss, and analyze autobiographies
by a variety of southerners who lived through the many changes
in the American South in the twentieth century. The readings
will include a variety of perspectives—men and women, black
and white, rich and poor, conservative and liberal—and
we will wrestle with the South’s successes and failures
as a diverse society. The autobiographies will be approached
not only for what they reveal about the South’s history
(social, cultural, political, agricultural, intellectual), but
also with a spirit of critical inquiry about what motivates
autobiographical writing and how writers shape the past for
a variety of public and private purposes.
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