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Course Criteria
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3.00 Credits
The Bolsheviks strove to engineer a new type of person--socially active, cultivated, healthy, enthusiastic, and ready to build socialism. The methods used and the results produced in the name of this goal included acts of monumental heroism and violence, narratives of human progress, and chronicles of arguably the most egregious human rights violations of the 20th century. In this course we will look at the ways historians, memoirists, and filmmakers have approached the period known as Stalin's Great Purge and Terror (1936-1939), attempting to answer questions to do with culpability, meaning, commitment, belief and disguise, fear, and betrayal. Dualistic concepts and categories like state/society, resistance/collusion, and domination/submission have engendered much controversy among scholars applying them to a time when victims and perpetrators were difficult to distinguish and often the same individuals. The course charts historical analyses and disputes around topics such as: the crimes of communism,"revolution from above," Stalin's personality, popular participation in show trials, the family and everyday life during the Terror, Stalinist science, and Soviet subjectivity.
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3.00 Credits
No course description available.
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3.00 Credits
The atrocities committed by Nazi Germany during the Second World War continue to trouble historians in their attempts to understand and represent them in all their magnitude and horror. Beyond historians, the complicity of segments of European societies in perpetrating those atrocities continues to raise thorny questions for postwar European nations about what their responsibilities are toward that past. This tutorial will focus on a series of questions relating to the historicization and memorialization of the extermination of European Jews. They include: Is the Holocaust unique? Is it a Jewish story or universal story? Does the Holocaust raise different issues for the historian than other historical events? How should the Holocaust be represented and what are the implications of different means of representing it? What role, if any, did European Jews play in their own destruction? Has Germany faced up to its past? Were Germans also victims of World War II? Who were the "bystanders" as compared to the "perpetrators"? Were the postwar trials of perpetrators a travesty of justice? How appropriate are the different uses that Israel and the United States have made of the Holocaust? By the end of the course, students will have grappled with the ongoing controversies that have arisen among scholars, governments, and lay people about the meaning (and meaninglessness) of the Holocaust for the postwar world. In a world in which extraordinary acts of violence continue to be perpetrated and more and more nations' pasts are marked by episodes of extreme criminality and/or trauma, exploring the manner by which one such episode has been remembered, avenged, and adjudicated should prove relevant for future consideration of other societies' efforts to confront their own traumatic pasts.
Prerequisite:
Permission of instructor
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3.00 Credits
This seminar is intended solely for writers of honors theses. Although each student's major work for the year will be the writing of a thesis in consultation with an individual advisor, students will gather for occasional meetings in order to present and critique each other's proposals and drafts and to discuss common problems in research and the design of a long analytical essay. For students proceeding to W31 and HIST 494, performance in the fall semester will figure into the thesis grade calculated at the end of the year. The quality of a student's performance in the seminar segment of History 493, as well as his or her performance in all aspects of the May colloquium at which theses are presented and critiqued, will be figured into the overall grade the student is given for History 493-494 and the departmental decision to award Honors or Highest Honors at Commencement.
Prerequisite:
Limited to seniors accepted into the History Department's Honors Program
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3.00 Credits
This seminar is a continuation of HIST 493 and is required of all senior honors thesis writers. Students will meet to discuss draft thesis chapters and prepare for the departmental Honors in May at which theses will be presented and assessed. For students proceeding to W31 and HIST 494, performance in fall semester will figure into the thesis grade calculated at the end of the year. The quality of a student's performance in the colloquium segment of History 493, as well as his or her performance in all aspects of the May colloquium at which theses are presented and critiqued, will be figured into the overall grade the student is given for History 493-494 and the departmental decision to award Honors or Highest Honors at Commencement.
Prerequisite:
Successful completion of HIST 493; limited to seniors accepted into the History Department's Honors Program
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3.00 Credits
History independent study.
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3.00 Credits
No course description available.
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3.00 Credits
A study of the natures and roles of science and technology in today's society, and of the problems which technical advances pose for human values. An introduction to science-technology studies. Topics include: scientific creativity, the Two Cultures, the norms and values of science, the Manhattan Project and Big Science, the ethics and social responsibility of science, appropriate technology, technology assessment, and various problems which spring from dependencies engendered by living in a technological society, e.g., computers and privacy, automation and dehumanization, biomedical engineering.
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3.00 Credits
No course description available.
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3.00 Credits
Although technologically dependent, the American colonies slowly built a network of native scientists and inventors whose skills helped shape the United States' response to the Industrial Revolution. The interaction of science, technology, and society in the nineteenth century did much to form American identity: the machine in the garden, through the "American System of Manufactures" helped America rise to technological prominence; the professionalization and specialization of science and engineering led to their becoming vital national resources. Understanding these developments, as well as the heroic age of American invention (1865-1914), forms the focus of this course: how science and technology have helped shape modern American life.
Prerequisite:
Open to first-year students
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