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Course Criteria
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3.00 Credits
This course covers the understanding and treatment of human and natural resources in Latin America from the time of triumphant indigenous empires in the 1500s through the colonial Spanish and Portuguese empires, the unstable 19th-century independent republics, the modernizing 20th-century republics, and the neo-liberal empire of the new world order.The course examines how the ruling elites throughout these eras understood and used human and natural resources, how voices of dissent responded to the policies of those ruling elites, and how those voices fared under the elites. This course meets the world diversity requirement. ( Prerequisite: HI 30) Three credits.
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3.00 Credits
The course examines Indian cultures, Portuguese and Spanish institutions, and values on the eve of the conquests, including the clash of cultures and interests, and three ensuing centuries of New World dialectics: conquistadores, viceroys, colonists, priests, friars, Indian caciques and peasants, black slaves, and free mulattoes mutually interacting and forming, by 1800, a new civilization composed of varying hybrid cultures from the Rio Grande to Tierra del Fuego.The course also considers the Iberian colonies on the eve of the 19th-century revolutions for independence. This course meets the world diversity requirement. ( Prerequisite: HI 30) Three credits.
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3.00 Credits
This course examines the successful overthrow of the colonial establishment from 1808 to 1826, two centuries of ensuing political, economic, social, and cultural instability, and the search for a viable social order, emphasizing the elusive search for reform in the 20th century - an age of revolution, counter-revolution, and persistent oligarchies.The failure of the revolutionary experience in Mexico, Chile, and Nicaragua; the current ascendancy of neo-liberalism; and the great cultural achievements of the 20th century receive special consideration .This course meets the world diversity requirement. (Prerequisite: HI 30) Three credits.
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3.00 Credits
Topics include the indigenous cultures of Central America in 1500; the conquest culture of the Spanish, 1524 to 1821; the failure of the Central American union after independence; the consolidation of old elites through liberal and conservative regimes; attempts at modernization in the late 19th century and the beginnings of U.S.hegemony; 20th-century modernization under U.S.auspices; failed revolutions in Guatemala, El Salvador, and Nicaragua; the 1990s peace accords; and attempts at reconciliation and creation of civic societies.(Prerequisite: HI 30) Three credits.
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3.00 Credits
Topics include the experience of Africans in the colonies of the New World from 1500 to 1800; the economic origins of modern slavery; the traffic in African slaves; perceptions of Africans by Europeans; slave systems imposed on the Africans; the response of Africans to slavery and subjection; and the role of freed Africans in the Spanish colonies, Portuguese Brazil, the British West Indies, French St.Dominique (Haiti), and British America/ United States.Students make extensive use of primary sources. This course meets the world diversity requirement. ( Prerequisite: HI 30) Three credits.
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3.00 Credits
This intermediate-level course considers how slaves were taken to Europe and the Americas where their knowledge, skills, and labor shaped Western social, cultural, and economic development.Africans were not merely enslaved to exploit their labor.Slaveholders targeted Africans who possessed knowledge and skills they wanted.This knowledge made slavery more profitable and successful than it otherwise would have been.Slaves carried African customs and beliefs with them to Europe and the Americas, which provided their lives with structure, meaning, and purpose.They also introduced these African customs and beliefs to their enslavers, transforming Western culture in the process. This course meets either the U.S. diversity requirement OR the world diversity requirement. ( Prerequisite: HI 30) Three credits.
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3.00 Credits
Traditionally, historians have treated West Africans as passive or unwilling participants in the Atlantic slave trade and the development of the Americas.West Africans have been depicted as pawns who were manipulated and kidnapped into slavery by Europeans.However, since the 1970s, scholars have increasingly recognized the fallacies of these assumptions.Prior to European contact, numerous West African kingdoms, empires, confederations, and smaller polities had developed.These polities were militarily powerful enough to resist European imperial designs until the late 19th century, to prevent Europeans from kidnapping their citizens into bondage and control the slave trade.This course will explore how West Africa contributed to the cultural and economic development of the Atlantic world and consider how European contact and interaction contributed to West Africa's development and underdevelopment.This course engages several historiographical debates to explore how West Africa influenced the cultural and economic development of the Atlantic world .This course meets the world diversity requirement. (Prerequisite: HI 30) Three credits.
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3.00 Credits
The course, which examines the history of Europe and its relationship to the world from the end of the Middle Ages through the 19th century, emphasizes the cultural, social, economic, and political forces and structures that led to the development of commercial and industrial capitalism, and the effects of this development on Europe, the New World, Asia, and Africa.Topics include the Renaissance and Reformation; the Transatlantic Slave Trade; European expansion and colonialism; the development of strong nation states; the Enlightenment; the Industrial Revolution and conflicting ideological and political responses; changing social, family, and gender relationships; and the increasing interaction of Europeans and non-Europeans.Critical analysis of primary and secondary sources develops skills in historical methodology that are of great value in many other academic pursuits.Written assignments and class discussions enhance these skills.Three credits.
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3.00 Credits
Genuine historical understanding requires not only knowledge of what transpired in the past but an appreciation of how perceptions have changed over time.This course introduces students to the complex relationship between history and memory by examining how divisive pasts have been remembered, politicized and, if at all possible, come to terms with the 20th century.The pasts in questions are historical legacies that have been marked by extremity rather than normalcy.They include cases of genocide, such as the Nazi Holocaust and the decimation of Native Americans in the New World, as well as episodes of military conflict such as World War II and the American Civil War.Marked by war, criminality, and death, these historical events have left deep scars upon the collective memories of the nations involved.They are thus excellent case studies for understanding how the past has evolved into the present.(Prerequisites: HI 30 and one 200-level history course) Three credits.
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3.00 Credits
What if the American Revolution had failed What if the South had won the Civil War What if Hitler had never been born This seminar investigates why these and other counterfactual questions have increasingly been posed in works of Western popular culture in the last generation.In exploring the recent emergence of "alternate history" as a cultural phenomenon, we examine a wide range of counterfactual novels, films, television shows, comic books, plays, and historical essays in comparative analytical fashion.In the process, we attempt to arrive at general conclusions about how counterfactual narratives help us better understand the roles of causality and morality in history, as well as the broader workings of collective memory.(Prerequisites: HI 30 and one 200-level course) Three credits.
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