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Course Criteria
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3.00 Credits
California has long been considered a land of "sunshine and noir," unique in the national and international imagination as a land of physical recreation and destruction, a land of opportunity and social unrest. In this course, we will study the visual arts and culture of California from the 1960s to the present. Although we will focus on southern California, particularly Los Angeles, we will also consider movements in San Diego and the San Francisco-Oakland Bay Area. The course will approach California pop, conceptual, funk, performance, installation, public, and media arts to pursue questions of influence and interpretation concerning the relations between space, place, identity, and style in the visual arts and popular culture. Alongside analyzing California's visual culture, we will examine the region's cultural geography through historical and theoretical readings. Particular attention will be given to the region's special relations to Hollywood, the automobile, beach-surf culture, and the great diversity that characterizes the state.
Prerequisite:
ArtH 101-102
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3.00 Credits
Students beginning their thesis work in the fall must register for this course and subsequentially for LATS 031 during Winter Study.
Prerequisite:
Approval of program chair; limited to senior honors candidates
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3.00 Credits
Students beginning their thesis work in Winter Study must register for this course.
Prerequisite:
Approval of program chair; limited to senior honors candidates
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3.00 Credits
The basic question animating this course is quite simple. What's the deal with American foreign policy? This question is posed not from any normative viewpoint, but rather from a historical one: viewed from the past, contemporary American foreign policy seems bizarre. A country founded on (with a couple of exceptions) three centuries of political isolation outside of the Western hemisphere now bestrides the globe like a colossus. During the age of empire at the turn of the century, when Europeans controlled vast swathes of Africa and Asia, America conquered the Philippine Islands. By accident, more or less. During the first part of the great global struggle known as the Cold War, American statesmen looked longingly at the exits from Europe. Historically, Americans don't do foreign policy. But the world has changed, and perhaps America has as well. President Roosevelt's prophecy during the Second World War has come true: "there is literally no question, political or military, in which the United States is not interested." The object of this course is to introduce you to international relations and American foreign policy through a study of the problems and dynamics of America's new situation. Several general themes emerge over the semester. What are the major forces driving American foreign policy; that is, what causes change and continuity in the American approach? How have American statesmen thought about these issues? What are the dynamics of particular foreign policy problems? And, most importantly, what policies should the United States pursue? To get a handle on these issues we will study American foreign policy traditions, American strategy during and after the Cold War, terrorism, the contemporary Middle East, and other topics of current interest.
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3.00 Credits
Leadership has long been a central concept in the study of politics. Philosophers from Plato to Machiavelli have struggled with the question of what qualities and methods are necessary for effective leadership. Social scientists throughout the twentieth century have struggled to refine and advance hypotheses about leadership in the areas of economics, psychology, and sociology, among others. Nevertheless, despite all of this impressive intellectual effort, the study of leadership remains a contested field of study precisely because universal answers to the major questions in leadership studies have proven to be elusive. This course is designed to introduce students to many of the central issues and debates in the area of leadership studies.
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3.00 Credits
During the nineteenth and early twentieth century Europeans and their immediate offspring created the modern world. European industry, science, trade, weapons, and culture dominated the globe. After a century of general peace the continual "progress" of Western Civilization seemed assured. Then, in August, 1914, the major European powers went to war with one another. After four years of unprecedented carnage, violence, and destruction, Europe was left exhausted and bitter, its previous optimism replaced by pessimism, its world position undermined, and its future clouded by a deeply flawed peace settlement. What were the fundamental causes of the Great War? How and why did it break out when it did and who was responsible? Why was it so long, ferocious, wasteful, and, until the very end, indecisive? Why did the Allies, rather than the Central Powers, emerge victorious? What did the peace settlement settle? How was Europe changed? What is the historical significance of the conflict?
Prerequisite:
First-year or sophomore standing
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3.00 Credits
This course examines the careers, ideas, and impact of leading politicians, religious leaders, intellectuals, and artists in the Middle East in the twentieth century. Utilizing biographical studies and the general literature on the political and cultural history of the period, this course will analyze how these individuals achieved prominence in Middle Eastern society and how they addressed the pertinent problems of their day, such as war and peace, relations with Western powers, the role of religion in society, and the status of women. A range of significant individuals will be studied, including Gamal Abd al-Nasser, Mustafa Kemal Ataturk, Ayatollah Khomeini, Muhammad Mussadiq, Umm Khulthum, Sayyid Qutb, Anwar Sadat, Naghuib Mahfouz, and Huda Shaarawi.
Prerequisite:
First-year or sophomore standing
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3.00 Credits
The collision of cultures and peoples in colonial North America created a New World that demanded new forms of political leadership. This course explores the history of leadership from the colonial era to the Civil War through the study of consequential individuals whose actions shaped seminal moments in American history. The course opens with Powhatan, whose Native American empire spanned the East Coast of North America, and John Smith, who confronted this Indian empire as he tried to establish England's first toehold in the New World. It ends with Abraham Lincoln, who tried to keep together a nation that Jefferson Davis aimed to destroy. In between, the course will explore colonial leaders like John Winthrop, African American leaders like Gabriel Prosser and James Forten, presidents like George Washington and Andrew Jackson, advocates for women's rights like Elizabeth Cady Stanton and Susan B. Anthony, and others. Through the study of these individuals, students will have a deeper appreciation of how historical processes shaped leaders--and how leaders have shaped history.
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3.00 Credits
Ever since the Manhattan Project produced atomic weapons for Harry Truman to use against Japan at the end of World War II, atomic science has fueled Americans' fears, hopes, nightmares, and fantasies. This course will examine all aspects of American nuclear culture, from scientists' movements to abolish atomic weapons and expand peaceful atomic energy production to dystopian fiction about the nuclear apocalypse. It will investigate the role of the nuclear arms race in the cold war and the development of civil defense and bomb shelter culture in the United States. Using scholarly books and articles, primary sources, novels, and films, we will explore the interactions between science, diplomacy, and culture in the nuclear age. As this is a writing intensive course, we will focus on analyzing sources, writing clearly and effectively, and making persuasive arguments. Students will not only learn about history, but they will learn to think and write as historians.
Prerequisite:
First-year or sophomore standing
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3.00 Credits
Leadership in American politics today is typically celebrated. A common assumption is that those who do it well--whether in the presidency, the parties, social movements, organizations, or local communities--are just and legitimate agents of democratic change, and those most celebrated are those who have helped the country make progress toward its ideals. Yet to rest on this is too simple as it is, in part, an artifact of historical construction. Assessing leadership in the moment is complicated because leaders press against the bounds of political convention?as do ideologues, malcontents, and lunatics. Indeed, a central concern of the founders was that democracy would invite demagogues who would bring the nation to ruin. Complicating things further, the nature of democratic competition is such that those vying for power have incentive to portray the opposition?s leadership as dangerous. How do we distinguish desirable leadership from dangerous leadership? Can they be the same thing? Many who today are recognized as great leaders were, in their historical moment, branded dangerous. Others, whose ambitions and initiatives arguably undermined progress toward American ideals, were not recognized as dangerous at the time. In this tutorial, we will explore the concept of dangerous leadership in American history, from inside as well as outside of government. What constitutes dangerous leadership, and what makes a leader dangerous? Is it the person or the context? Who decides? How do we distinguish truly dangerous leadership from the perception of dangerous leadership? Does dangerous describe the means or the ends of leadership? Does it matter? Is leadership that privileges desirable ends, such as justice or security, at the expense of democratic means acceptable? Is democratic leadership in service of "dangerous" goals acceptable, and what are these goals?
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