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Course Criteria
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3.00 Credits
During World War II the German government perpetrated one of the most egregious and extensive art thefts in the history of human kind. The Nazi party's desire to gain control of Europe involved their prolific confiscation of the great art treasures of European public and private collections, particularly those belonging to European Jews. This seminar will explore the Nazi's deliberate war looting campaign, its aftermath, and the current issues surrounding the reclamation of stolen works and the restitution claims yet to be settled. Prereq: Passing letter grade in a 100 level first year seminar in USFS, FSSO, FSCC, FSNA, FSSY or FSCS. Prereq or Coreq: FSTS 100.
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3.00 Credits
What is the place of religion in everyday life? How do people contend with conflicting beliefs about the proper relationship between religion, politics, and personal conduct? How do they decide which kinds of religious behavior belong in public and which belong in private? How do they decide what counts as a "private" or "public" place to begin with? Where does religion belong? In this seminar, students will explore these questions at a range of scales, from the local to the global. They will ask how secular and religious thought interact to shape social life in a range of material and virtual spaces, from Case to Facebook. In so doing, they will learn to approach the religious/secular divide from a broadly ethnographic perspective. Focusing mostly on the United States but also considering case studies from other parts of the globe, students will examine how diverse groups practice their faiths, express their beliefs, and contend with secular institutions and expectations in everyday life. Coursework will include trips to local neighborhoods and institutions, readings from a broad range of fields in the social sciences and humanities, and a fieldwork-based research paper. Prereq: Passing letter grade in a 100 level first year seminar in USFS, FSSO, FSCC, FSNA, FSSY or FSCS. Prereq or Coreq: FSTS 100.
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3.00 Credits
This seminar will focus on the impact of immigrant entrepreneurs in Cleveland--past, present and future. The class will take a look back at the historic contributions immigrant entrepreneurs played in creating economic prosperity in Cleveland during the 20th century. While immigrant entrepreneurs once played a central role in driving Cleveland's economic success, in recent years the city has attracted much less foreign talent than other faster growing U.S. metropolitan areas. Cleveland's population is at its lowest level since 1903 and continues to shrink. Chicago, Philadelphia and Louisville, among other cities, have embarked on efforts to attract foreign talent to not only address the "brain drain" of young people leaving their cities but also to spur economic development. In a March 29, 2009 editorial, The Plain Dealer argued for a more proactive approach in Cleveland to attract foreign talent: "If Cleveland is to regain (its) lofty status--especially in a global economy that rewards intelligence, creativity and innovation--it needs to re-establish itself as a magnet for new Americans. We need their fresh ideas, entrepreneurial zeal and optimism. We need them to help reverse decades of migration away from the region's urban core." The culmination of the seminar will examine the question of whether Cleveland should proactively recruit foreign talent and look closely at the public policy, regulatory and political challenges that must be overcome in order to effectively do so. Prereq: Passing letter grade in a 100 level first year seminar in USFS, FSSO, FSCC, FSNA, FSSY or FSCS. Prereq or Coreq: FSTS 100.
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3.00 Credits
This course focuses on American popular culture of the late twentieth century (c. 1970 to 2001). Students will analyze this period using a variety of historical texts and primary sources (everything from more "traditional" sources such as printed materials to films, television episodes and clips, music and sound lyrics, fanzines ["zines"], graphic novels, and music videos). Secondary sources include history essays and monographs, as well as articles by scholars employing critical theory. Students will explore whether "products" of popular culture perpetuate power structures and help to shape the discourse of late twentieth century American culture. Moreover, they will examine how individuals contribute to and challenge the discourses as consumers and creators of pop culture. Prereq: Passing letter grade in a 100 level first year seminar in USFS, FSSO, FSCC, FSNA, FSSY or FSCS. Prereq or Coreq: FSTS 100.
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3.00 Credits
What role does religion play in constructing social norms? Does religion function primarily to enforce social conformity and maintain the status quo, or does it give a voice to protest and dissent from marginalized individuals and groups? Within the Christian tradition, these questions have transcended time and place. This course explores these questions in the context of sixteenth-century Spain. Similar to contemporary American society, sixteenth-century Spain seemed to encourage religious fervor, but did not tolerate religious figures or groups that threatened the status quo. During this time, Spain experienced an explosion of individuals who claimed to have direct experiences of the divine, and authorities invested much time and energy to differentiate between authentic, orthodox mysticism, and fraudulent heresy. In the last 40 years, social theory has allowed historians to unlock the relationship between religion, gender, authority, and social structure. These issues are at the forefront of contemporary approaches to sixteenth-century Spanish mysticism, as the vast majority of individuals claiming mystical experiences were women. Even those who were judged to be orthodox had voiced strong criticisms of Spain's church and government while alive, but after death were celebrated for their obedience. We will examine a variety of media that represent mystical experience in Spain's Golden Age, including: short stories, autobiography and biography, mystical texts, inquisition trials, and works of art. Additionally, we will encounter how the legacy of Golden Age Spanish mysticism has been transmitted to our own time in historical narratives and film. Thus, the goals of this course are twofold. Students will learn to employ a contemporary academic lens and gain understanding of a historical context that is both similar to, and different from, our own. Prereq: Passing letter grade in a 100 level first year seminar in USFS, FSSO, FSCC, FSNA, FSSY or FSCS. Prereq or Coreq: FSTS 100.
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3.00 Credits
This course will study communal attempts to form ideal societies and will offer a transcultural, transhistorical view of how various authors and filmmakers have imagined the best and worst possibilities of human society. Its central questions are: How can society be improved? What role does education play in improving society? How do you define freedom? How can we combine freedom with social order? How can social problems be critiqued through representations of ideal or dysfunctional societies? The course will be interdisciplinary by combining historical study with analysis of literature, film, art, and music. In studying and discussing utopian communities, students will examine the problems that each community attempted to solve, their philosophical approach to solving these problems, the success or failure of their solutions, and the similarities and differences among these communities. In studying utopian and dystopian literature and film, we will analyze the problems and solutions that each text or film examines and proposes, and will look at each text or film in its social and historical context. We will also explore how authors and filmmakers have used their utopian and dystopian visions to respond to the positive or negative trends in their own societies. In addition, we will discuss how each text or film coincides with or challenges our perceptions of the strengths and problems in our society and how we might solve those problems. This course will encourage students to think about the kind of world they would like to help bring about, as well as the various social problems that may darken the future of the human race. Students will write in class regularly about theses issues as well as the assigned readings that raise these issues, and will write essays about ideal communities, utopian texts, and dystopian texts. Prereq: Passing letter grade in a 100 level first year seminar in USFS, FSSO, FSCC, FSNA, FSSY or FSCS. Prereq or Coreq: FSTS 100.
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3.00 Credits
This course will explore the cross cultural, self-care approaches to health problems. It covers substance-based (e.g., herbs, acupuncture), mind-body (e.g., yoga, qigong), spiritual (e.g., prayer) and social (e.g., communal, family) approaches that have been used to manage chronic diseases and promote wellness in various cultural settings. Prereq: Passing letter grade in a 100 level first year seminar in USFS, FSSO, FSCC, FSNA, FSSY or FSCS. Prereq or Coreq: FSTS 100.
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3.00 Credits
The saying goes, "Strong Press, Strong Democracy." But what of strong democracy in the Internet Age when the traditional press seems weak? That's this seminar's big question. Can the "old" media, struggling to avoid financial collapse, still deliver the news necessary to be democracy's watchdog, as in the past? Can the new internet media--blogs, YouTube, viral videos, "hyperlocalism" experiments, pro publica investigations, crowd sourcing, instant news, Facebook, Gawker, True/Slant, Drudge and the proliferation of the other news and entertainment sources--take its place or complement traditional journalism? How do these new entrants change the nature of news and the role of the media in our society? These are uncharted developments, but they go to the heart of the continued success of America's democratic experiment. Our goal is to grasp more clearly the connections between media, news, citizenship and democracy in this new age. Prereq: Passing letter grade in a 100 level first year seminar in USFS, FSSO, FSCC, FSNA, FSSY or FSCS. Prereq or Coreq: FSTS 100.
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3.00 Credits
The Holocaust and Local History will focus on how the events that make up the Holocaust affected communities in both Eastern Europe, where the most horrific crimes of the Holocaust occurred, and in the United States, where the Jewish community responded to the events with both astonishment and action. A focus on local histories will illustrate the legacy of the Holocaust and help students understand how history directly affects their own lives and the lives of those around them. The goal is to uncover the role that this complex history continues to play in our daily lives, whether in the small towns of Eastern Europe or the suburbs of greater Cleveland. Topics will include the course of the Holocaust in towns in Eastern Europe, the effects of the Holocaust in American communities like Cleveland, and the commemoration of the Holocaust and memory of local Jewish communities in Eastern Europe. Students will examine these topics with the help of primary and secondary sources, hear from local survivors of the Holocaust, and learn more about how the Holocaust is represented in local museums. Prereq: Passing letter grade in a 100 level first year seminar in USFS, FSSO, FSCC, FSNA, FSSY or FSCS. Prereq or Coreq: FSTS 100.
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3.00 Credits
The movements of individuals and groups, along with the ideas, technologies, and diseases that accompanied them, have played an integral role in shaping human history. Migration has continually created, challenged and shaped societies from the most ancient periods through to the present. It has a transformative effect on communities at the points of origin, along migration routes, and at temporary and final destinations. This seminar will introduce students to several different ways of thinking about migration throughout history, from the contacts between nomadic and settled societies, to colonial settlement and diasporas and migration from rural towns and villages to industrial cities, as well as the ongoing mobility at the highest and lowest levels of modern society. Indeed, many contemporary conflicts of class and culture can be traced back to migration, in the interactions between those seen as migrants and those who consider themselves natives. This seminar will also encourage students to consider the importance of different forms of migration in their own lives, in the histories of their families, and in the city around them. Cleveland is a city founded by migrants from Connecticut (hence the 'Western Reserve' in the name of the university), populated by both transatlantic and internal American migration, and shaped by the local migrations that affected ethnic neighborhoods, suburbs, and smaller towns throughout the region. Compared to historical migrations of thousands and millions of people, such movements may seem minor, but they can be studied and understood in similar terms. Prereq: Passing letter grade in a 100 level first year seminar in USFS, FSSO, FSCC, FSNA, FSSY or FSCS. Prereq or Coreq: FSTS 100.
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