Section 1, 5-7:50 M, Professor Crubaugh
"The Enlightenment" - This section focuses on the 18th-century movement known as the Enlightenment, which applied a critical spirit and the methods of science to understand the laws governing humans in society. We will explore Enlightenment thinking on religion, human nature, economics, gender, society and politic to highlight the movement's profound impact on modern life. Although the instructor's focus will be on Europe, students may write their research papers on a topic related to the American Enlightenment.
Section 2, 4-6:50 T, Professor Adedze
"History of Things" - This course looks thematically at history through its material culture. It introduces students to the understanding of objects and their use in cultural specific terms and their use in the construction of identity - social hierarchy, ethnicity, gender, etc. Students will have first hand experience working in Children's Discovery Museum and McLean County Museum of History.
Section 3, 10-10:50 MWF, Professor Biles
"The History of Chicago" - Students will be asked to write a 15-20 page essay using primary and secondary sources. In addition, students will also write reviews for three books dealing with the history of Chicago.
Section 4, 9:35-10:50 TR, Professor Clemmons
"The History of Memory" - The way that history is remembered might not always be the "truth." For example, we all have heard the story of George Washington and the cherry tree since preschool. What most people do not know is that this story was invented in the early 19th century to give Americans a hero and to promote patriotism an nationalism. Moreso than just debunking how we remember historical myths, however, this course will examine how historical events are recorded and memorialized in both the public and private spheres. We will read works by historians, artists, museum critics, and archeologists that examine how and why historic evens are recorded for posterity. Students will write a substantial research paper on a topic of their choosing, as long as it relates to the history of memory.
Section 5, 2-3:15 MW, Professor Jasper
"Roman Writers" - This course will explore the various genres and styles in Roman writing from the end of the Republic through Late Antiquity and the early Middle Ages (the first century BC to the sixth century AD). We will read a range of documents, including personal correspondence, military accounts, romances, and universal history. We will also read secondary articles addressing these courses to practice analyzing and criticizing scholarly arguments. Discussions and assignments will prepare students for writing a substantial research paper. In class we will focus on analyzing and interpreting primary sources and formulating an argument based on original research. The papers may address topics proposed in class, or any topic on an ancient or medieval subject outside the parameters of the course.
Section 6, 4:30-7:20 T, Professor Gifford
“The U.S. Civil War” – Focusing on the war years, 1861-1865, students will formulate a research project concerning the conflict. As background for your individual research, we will explore a variety of questions and historical arguments, including a look at the war and its effect on Bloomington, IL.
Section 1, 5-7:50 T, Professor Olsen
"Intelligence and Intervention" - History 307 is designed to introduce students to the study of foreign intelligence. In particular, students will gain a familiarity with the structure and operation of the United States intelligence community, focusing on the actions of the Central Intelligence Agency in the cold War and post-cold War eras. This course does not attempt to put forward a particular interpretation of the Agency and its conduct in relation to developing nations. Rather, through extensive case studies, its objective is to provide the opportunity for students to interpret or themselves the operational, political, and socio-economic soundness of particular operations, and their impacts upon the region. This course also provides students with the opportunity to gain further understanding of issues facing developing nations, reaching beyond the polemics frequently found in this field of study. Course assignments will introduce students to a range of sources used by historians and intelligence analysts. Students will also have the opportunity to strengthen writing and oral presentation skills as they conduct research on a particular current problem, and develop tasking requirements and a plan for covert action.
Section 2, 11-12:15 TR, Professor Topdar
"Popular Culture and British Empire" - The British Empire was one of the foremost global powers of most part of the nineteenth and early twentieth centuries. At the height of its power, the British presided over large parts of Africa, South Asia, Australis and territories in South East Asia, the Pacific, parts of North America and the Middle East. Through the control of such colossal territories the Empire disseminated its institutions, culture and dominant ideas of its age. The spread of colonialism was not simply a result of superior military organization, political power or economic wealth. Rather, it was equally sustained and strengthened by it cultural impact or what is often termed "popular imperialism." This undergraduate seminar engages with major scholarly works that highlight the dual themes of colonialism as a cultural formation and culture as a colonial formation.
Can films, poems, advertisements, tattoos on our bodies, items of daily use such as soaps, clothes, or food help us understand the past? The course will explore the role popular culture played in imperial politics and the emergence of new notions of race, gender and national identities that persist to the present. Through carefully chosen examples, the course brings to the fore the 'experience' of the Raj - what did it mean to be colonized and what it was to live in a colonial world? There are no prerequisites for this course and no prior knowledge of Indian history is required for enrollment. though focused on South Asian history the course is useful to students interested in British History and majors and minors in Women's and Gender studies, Children's Studies, History Teacher Education and Middle Eastern and South Asian Studies.
Section 3, 9-9:50 MWF, Professor Varga-Harris
"Gender and Empire" -This course explores the place of gender in the construction and preservation of empress. How were prescriptions for femininity, masculinity, sexuality and family life produced in conjunction with colonial orders? In what ways did gender and race intersect in the formation of both imperial and colonial identities, as well as in representations of the "Colonized"? What role did gender and class play in the preoccupation of imperial powers with (re) producing "the nation" and determining citizenship "at home"? these are some of the questions that will be explored in this thematic overview that operates from the premise that empires are not static: subjects in various imperial contexts resisted, thwarted or reconfirmed colonial regimes. Among the topics to be explored are the following: constructions of difference, motherhood and domesticity; "the civilizing mission"; tourism; and contestations of power.
Section 1, 11-11:50 MWF, Professor Jasper
"1000 Years of Rome" - This course surveys the history of Rome, as a city and Imperial capital, from its earliest foundations through the Middle Ages. The first half of the course will focus on ancient Rome. The students will use a wide range of evidence to examine ancient Roman economies and infrastructures, civic administration and political authority, urban space and sociability, cultural and artistic production and entertainment. We will then consider how the urban landscape of Rome changed under the Christian emperors as patronage shifted to Christian institutions. Although Rome gradually declined in the face of numerous crises and foreign invasions, the second half of the course will discuss how the city remained symbolically important throughout the Middle Ages and then reemerged as the caput amundi ("head of the world") in the late eleventh century. The goal of this class is to introduce students to some of the watershed developments that occurred in Rome - through its art, architecture, literature, and political structure - during approximately 1,000 years of its history.
Section 2, 9:35-10:50 MW, Professor Reger
Section 1, 12:35-1:50 TR,
Section 2, 9:35-10:50 TR Professor Reed
Section 1, 6:00-9:50 W, Professor Soderlund
Section 1, 6-9:50 R, Professor Reda
"The Competition for North America" - This course will explore colonial America from the perspective of imperial competition. Beginning in the sixteenth century, the indigenous peoples of North America were joined by European colonizers from Spain, France, England, the Netherlands, and Russia. These groups spent the next three hundred years in a contest for control of the continent that at the conclusion of the Seven Years War appeared to be won by the British. Yet within a generation the British found themselves on the losing side of a war with thirteen of their North American colonies, resulting in the creation of the United States. This outcome was not inevitable. Our task will be to recapture the contingency involved in the struggle while also seeking to understand how and why the Americans triumphed.
Section 1, 5-8:50 M, Professor R. Kennedy
This course will introduce graduate students to the history of American foreign relations. We will pay particular attention to expansion across the continent in the 1840s; overseas expansion in the 1890s, especially with regard to Cuba and the Philippines; World War I; and the early cold War. The readings will focus on the relationship between American culture and U.S. foreign policy as well on the development of American grand strategy.
Section 1, 5-8:50 M, Professor Olsen
"Memory, Truth, and Reconciliation" - This seminar is focused on the comparative examination of the challenges facing diverse societies as they attempt to recover from civil war, genocide, and other protracted conflicts. We will examine the legal and historical underpinnings of concepts of human rights, and apply those to case studies of Argentina, Guatemala, Chile, South Africa, Uganda, Sierra Leone, and Rwanda. While the nature of civil violence and human rights violations differs among these nations, their experiences yield common essential questions: What is truth? How can it be recovered? What is reconciliation, and how can it be achieved? How should the violent past be remembered/commemorated? What constitutes justice, at an individual, state regional and international level? We will discuss the research questions, methodologies, and sources used by historians, social scientists, journalists and activists in this field, in order to provide students with concepts and instruments what will allow further exploration of course topics. Testimonies from survivors will provide additional insights into the difficult process of truth-telling, remembering, and reconciliation.
Section 1, 6-9:50 T, Professor Nassar