|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
4.00 Credits
GSS Full suffrage was given to British women in 1928. Although many relinquished their roles as wartime workers, they did not forget the financial and social independence of their war experiences. Many men returned from World War I mutilated, whether physically or psychologically, and became dependents, unable to support their families; other men never returned. This course examines how men and women were affected by, and how they moved forward from, their wartime experiences. The course considers the day-today influences on gender identity formation through such sources as advertising, fashion, vaudeville tunes, and newspaper features. Readings include contemporary fiction by Robert Graves, Dorothy L. Sayers, and Virginia Woolf, as well as the historical analyses of Jay M. Winter and Susan Kingsley Kent.
-
4.00 Credits
GIS The story of the state's emergence as the primary agent of conciliation between individuals and groups within and beyond its borders has often been neglected. In this conciliatory capacity, the state's power has increased in manifold ways, and the rise of diplomatic institutions that negotiate in the name of the state has paralleled domestic developments. Although dueling pens have replaced dueling swords, insult remains one of the greatest forms of injury; as a result, political and social theorists have become increasingly concerned with the power of language. This course places early modern ideas on peace, sovereignty, international protocols, sociability, and civility within a cultural framework. Readings range from Machiavelli to Grotius to Rousseau, and include a variety of entertaining diplomatic treatises and manuals.
-
4.00 Credits
Human Rights, Medieval Studies, STS The cry "Plague!" has struck fear among peoplearound the world, from antiquity to the present. What is plague? How has it changed history? Starting with Camus' metaphorical evocation of plague in a modern North African city, this Upper College seminar examines the historical impact of plague on society. It focuses on bubonic plague, which was epidemic throughout the Mediterranean and European worlds for 400 years, and which remains a risk in many parts of the world (including the southwestern United States) to this day. Some topics explored are a natural history of plague; impact of plague on mortality and socioeconomic structures; effects on art and literature; early epidemiology and public health; explanations and cures; the contemporary presence of bubonic plague; and fears about "new plagues." Readings include literaryworks by Boccaccio, Camus, Defoe, andManzoni; historical and philosophical analyses by Lucretius and Thucydides; and contemporary literature on history, biology, and public health.
-
4.00 Credits
GIS This course considers Japan as an example of modernization in the non-Western world. Starting with the arrival of Commodore Perry's "black ships" in 1854 and ending with the stateof Japanese democracy today, the course reviews the various stages of the Japanese confrontation with a dominant West. Among the topics discussed are the establishment of Japan's Asian Empire (following European examples); the wars with Russia and China; the civil rights movements of the late 19th century; the budding democracy of the 1920s; the Japanese varieties of fascism; and Japan's war with the West and the subsequentU.S. occupation. Postwar Japanese democracy, which was largely home-grown and not an American imposition, is also examined. Throughout the course, students look at Japan in comparison to other parts of the non-Western world, including South Asia and the Middle East. Course material includes novels, films, and other examples from popular culture as well as historical texts.
-
4.00 Credits
French Studies, Medieval Studies The rise of towns is one of many changes that transformed Europe after 1000. The HighMiddle Ages is an era of cultural flowering, population growth, and political consolidation, occurring between the two cataclysms of Viking invasions and bubonic plague. Primary sources and monographs help us understand this intriguing and foreign world. Students read modern analyses of medieval inventions, heretics in Southern France, the plague, and women's work. Also examined are medieval texts-anticlerical stories, epic poetry, and political diatribes-that offer a contemporary perspective on values and issues.
-
4.00 Credits
American Studies The primary method for teaching social studies, civics, and history in public schools throughout the world is the textbook. Yet because the textbook is a modern invention, a by-product of the nation-building process, it is open to question, and therefore appropriate for historical analysis. This course explores the reasons for the appearance of the textbook and investigates the shifting content of social studies and (American) history textbooks in the United States. It examines how these issues are related to the ultimate goal of textbook creators and proponents: the creation of national citizens. The shifting ways in which textbooks prepare their readers for participation in global interactions are also consid- ered. Students are expected to produce a long research paper using relevant primary sources (e.g., directives from state regents boards, local school board debates, and textbooks themselves).
-
4.00 Credits
STS What is tyranny?When is rebellion justified?What defines a nation?Given human nature, what is the ideal government? Is there a human right to free trade? Is commerce compatible with art and philosophy? Such questions prompted Netherlanders in the 16th and 17th centuries to carve a Dutch Republic out of the Spanish Empire, and to create a "Golden Age" of capitalism, science, andart. In this course monographs on Dutch history are supplemented with paintings, scientific treatises, and the literature of rebellion and republicanism (including Spinoza's Theologico-Political Treatise).
-
4.00 Credits
American Studies, STS This course investigates the causes and consequences of one of the fundamental changes in American society and politics over the past 50 years: the rise in national power of the region stretching from North Carolina's Research Triangle to Orange County, California. This area saw dramatic population increases; contained many of the major federal projects of the post-World War II era; became the location of new cultures for both young and old (from the surfing and skateboarding culture of Southern California to the culture of retirement in Phoenix's Sun City); served as the location of much of the post-1965 new immigration; and has been the political birthplace of most of our recently elected presidents. The region has fundamentally shaped the nation's ideas about race, labor, upward mobility, and America itself. The rise of the Sunbelt has also fundamentally reshaped the environment, as new energy and water-intensive cities and suburbs have grown from small cities to sprawling metropolises over the course of a few decades.
-
4.00 Credits
Human Rights, STS This course examines the laws and customs of war from the Treaty of Westphalia to the global war on terror. After considering both the customary and codified sources of law (the Chivalric Code, Lieber Code, Hague Conventions, and Nuremberg Principles), students review a variety of examples of political justice: the Santee Sioux, Henry Wirz, Jacob Smith, Llandovery Castle, Leipzig,Malmedy, Yamashita,Nuremberg, Calley, Padilla, and Guantanamo Bay.
-
4.00 Credits
Africana Studies, Asian Studies, SRE An exploration of the experiences of immigrants to the United States-how and why they came, and how they adjusted to and transformed American society, economically, culturally, and politically. From 1880 to 1930, new immigrant groups-Slavs, Italians, and Jews in particular-came to the United States in unprecedented numbers. How Americans conceived of their absorption-in terms of assimilation or cultural pluralism, for example-and how Americans came to racialize these immigrants are important themes of the course. The ways in which racialization, social science, sentiment, and politics all worked to create restrictive anti-immigration laws aimed at preserving the older ethnic balance of America are also considered, as are the experiences of Asians (especially the Chinese) and Mexicans in the AmericanWest.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2025 AcademyOne, Inc.
|
|
|