Department of History
- Bruce Cumings
- Leora Auslander
- John W. Boyer
- Mark P. Bradley
- Dipesh Chakrabarty
- Bruce Cumings
- Constantin Fasolt
- Cornell Fleischer, Near Eastern Languages and Civilizations
- Michael E. Geyer
- Jan Ellen Goldstein
- Ramón Gutiérrez
- Jonathan Hall
- James Hevia, College
- Thomas Holt
- Adrian D.S. Johns
- Walter E. Kaegi
- James Ketelaar
- Emilio H. Kourí
- David Nirenberg, Committee on Social Thought
- Kenneth Pomeranz
- Moishe Postone, College
- Robert J. Richards
- Christine Stansell
- Mauricio Tenorio
- Bernard Wasserstein
- John E. Woods
- Guy S. Alitto
- Dain Borges
- Susan Burns
- Paul Cheney
- Edward M. Cook
- Jane Dailey
- Rachel Fulton Brown
- Adam Green
- Julie Saville
- James Sparrow
- Amy Dru Stanley
- Alison Winter
- Tara Zahra
- Fredrik Albritton Jonsson
- Matthew Briones
- Cameron Hawkins
- Faith Hillis
- Rachel Jean-Baptiste
- Amy Lippert
- Jonathan Lyon
- Emily Osborn
- Muzaffar Alam, South Asian Languages and Civilizations
- Michael Allen, Classics
- Clifford Ando, Classics
- Catherine Brekus, Divinity School
- Alain Bresson, Classics
- John Craig, Social Sciences Division
- Fred Donner, Near Eastern Languages and Civilizations
- Robert W. Fogel, Graduate School of Business
- R.H. Helmholz, Law School
- Dennis Hutchinson, Master New Collegiate Division
- Rochona Majumdar, South Asian Languages and Civilizations
- Paul Mendes Flohr, Divinity School
- John F. Padgett, Political Science
- Lucy Pick, Divinity School
- A. Holly Shissler, Near East Languages
- Jacqueline Feke, College
- Corey Tazzara, College
- Ralph A. Austen
- Kathleen Neils Conzen
- Prasenjit Duara
- T. Bentley Duncan
- Sheila Fitzpatrick
- Hanna H. Gray
- Harry Harootunian
- Neil Harris
- Halil Inalcik
- Ronald B. Inden
- Julius Kirshner
- William H. McNeill
- Tetsuo Najita
- William Sewell
- Ronald Suny
- Noel Swedlow
From its 1892 establishment as one of the founding departments of the University of Chicago, the History Department has fostered programs leading to the Ph.D. degree in a broad range of fields. Theoretically sophisticated comparative and interdisciplinary approaches are a hallmark of our program. Along with graduate fields organized by traditional regional, national, and chronological boundaries (African, Ancient Greek and Roman, British, Byzantine, Caribbean Atlantic, Chinese, Early Modern and Modern European, French, Iranian and Central Asian, Islamic and Ottoman, Japanese, Latin American, Medieval, Modern Middle Eastern, Modern Jewish, Russian/Soviet, South Asian, United States), the Department offers a comprehensive range of interdisciplinary, theoretical, and comparative fields of study. Included are such fields as cultural studies in history, intellectual history, legal history, race and ethnicity, gender and sexuality, modern international history, social practices, and the history of science and medicine.
The History Department expects to welcome about twenty to twenty-five new graduate students each year. They are broadly distributed by field and back grounds. Faculty members work in close concert with students in the small graduate seminars, colloquia, and tutorials that form the core of advanced training at Chicago. It is here, in intense interaction with faculty and fellow students, that individual interests and the professional skills of the historian are honed. As in any history program, a student is expected to learn to read critically, to search out and analyze primary materials with skill, and to write with rigor. At Chicago, we also expect that students will demonstrate through their own creativity a significant advancement in the field itself.
Students are strongly encouraged to take courses outside of History and to compose one of their three oral fields in a comparative or theoretical discipline. There are extensive opportunities to develop ancillary fields with faculty in other social science and humanities programs, and in the University’s professional schools of Business, Divinity, Law, Medicine, Public Policy, and Social Service Administration. Through consortia arrangements, students can also supplement their Chicago studies with work at Stanford, Berkeley, or any of the Ivy League or Big Ten Midwestern universities, where they can earn credit for courses while registered at the University of Chicago.
Central to our program are interdisciplinary workshops and special conferences that bring together students and faculty from throughout the University for intellectual exchange. Some recent workshops involving Department members include African Studies, Early Modern, East Asia Gender and Sexuality Studies, History of the Human Sciences, Human Rights, Interdisciplinary Approaches to Modern France, Late Antiquity and Byzantium, Latin American History, Medieval Studies, Middle East History and Theory, Modern European History, Paris Center, Race and Religion, Reproduction of Race and Racial Ideologies, Russian Studies, and Social History. Workshops insure dissertation writing students a supportive intellectual community within which both students and faculty are able to present and comment upon research in progress.
For more detailed information on History Department faculty and the graduate program, please visit the Department’s website at http://history.uchicago.edu/ .
Requirements for admission are:
- The degree of Bachelor of Arts or its equivalent
- A distinguished undergraduate record
- High competence in the foreign language
Four parts of the application are critically important: the student’s academic record, letters of recommendation submitted by persons able to describe the student’s achievements and promise, a significant example of the student’s work, (bachelor’s essay, master’s thesis, research or course paper) and, finally, the student’s statement of purpose which describes the intellectual issues and historical subjects to be explored at the University of Chicago. Although many graduate students change their focus in the course of their studies, it is helpful to have the clearest possible idea of applicants’ interests and any research experience to date.
In addition, applicants are required to submit Graduate Record Examination aptitude scores that are not more than five years old (the History subject test is not required). It is advisable, especially for aid applicants, to take the GRE no later than October so that scores will arrive on time. Applicants whose first language is not English must submit scores from the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS).
Information on How to Apply
The application process for admission and financial aid for all Social Sciences graduate programs is administered through the divisional Office of the Dean of Students. The Application for Admission and Financial Aid, with instructions, deadlines and department specific information is available online at: https://apply-ssd.uchicago.edu/apply/
Questions pertaining to admissions and aid should be directed to email@example.com or (773) 702-8415. Most of the documents needed for the application can be uploaded through the online application. Any additional correspondence and materials sent in support of applications should be mailed to:
The University of Chicago
Division of the Social Sciences
Admissions Office, Foster 105
1130 East 59th Street
Chicago, IL 60637
Program for the First Year
Normal registration the first year is eight graded courses. Among the eight courses taken, the curriculum for the first year prescribes:
- a two quarter seminar
- six other courses, including two in an area outside their major field
These courses are taken for letter grades and must be completed by the end of the spring quarter. Students receive the master’s degree upon completing the first year curriculum.
Students are also required to take a foreign language reading examination during their first term. A few general comments on these hurdles may be in order. Students are required to secure a high pass on one University of Chicago Office of Test Administration foreign language reading examination in their first year. Each field will specify the language(s) to be used and the degree of proficiency required if beyond the minimum results mentioned above. The fields will also determine whether students have met the requisite standards.
Near the end of the spring quarter a faculty committee will decide whether a student is qualified to proceed toward the Ph.D. degree. Evidence for the judgment will be:
- Evaluation of the seminar paper
- Autumn and winter quarter course grades
- A high pass in a foreign language reading examination
After the First Year
Students who are recommended for the Ph.D. continue their formal study and will be expected to complete another year of graded course work including another graded seminar, unless they petition for credit for previous graduate work. The Ph.D. field examination is taken during the third year. Students are examined in three Ph.D. fields in a two hour oral examination. Within two quarters of passing the field examination, the student presents the dissertation proposal at a formal public hearing such as a workshop, and it must be approved by the dissertation committee. The student is then admitted to candidacy for the doctoral degree after the hearing.
The Freehling, Kunstadter, and Sinkler families and friends have made funds available for summer research fellowships, averaging about $2,000, to support travel to archival collections. Two Eric Cochrane Traveling Fellowships of $3,000 each are awarded annually to assist graduate students in western European history in making a summer research trip to Europe. The Arthur Mann Fellowship was created to award an Americanist in summer research. Other fellowships may be available each year. Awards of up to $300 for travel to present papers at scholarly conferences are available.
Work On The Dissertation
Following approval of the dissertation proposal and subsequent admission to candidacy for the Ph.D. degree, students are expected to devote their time to dissertation research. Each year the Division of Social Sciences and the department awards a number of dissertation write up fellowships. Formal defense of the completed dissertation, written with the guidance of a three or four member dissertation committee, concludes the degree requirements. All requirements for the Ph.D. degree including the final defense must be completed within ten calendar years from the date of matriculation, although many students graduate in six to eight years.
Students serve as assistants and lecturers in introductory History courses, Social Sciences and Humanities core sequences, the College writing program, and various civilizations sequences. The History Department’s von Holst Prize Lectureships permit three students to design undergraduate courses centered on their dissertation research. The five students who receive the Bessie L. Pierce Prize Preceptorship Award guide third and fourth year History undergraduates in A.B. essay seminars. Students acquire initial teaching experience through an internship program in which they assist faculty with the design, teaching, and grading of courses. Numerous students also gain valuable college teaching experience in other Chicago area institutions.
The department website offers descriptions of graduate courses scheduled for the current academic year: http://history.uchicago.edu/page/graduate-courses
HIST 30010. African Women in Chicago. 100 Units.
Since the 1965 Immigration and Nationality Act altered previous restrictions on immigration to the United States, African immigration has increased fourfold, constituting what scholars refer to as "the new African immigration." By 2000, Chicagoland's African population constituted 21,828 in the city and 35,000 in Cook County. Initially, the vast majority of immigrants were men, but by the 1980s, nearly fifty percent of African immigrants were women, However, there has been relatively no research and we know little about the experiences of African women immigrants. This colloquium explores the question "how does gender matter in a transnational context?" by analyzing African women and their varied modes of immigration and documenting the experiences of African women who migrated to Chicagoland over the course of the twentieth century. We will explore this question not only through intensive course readings and discussions, but also through fieldwork and collecting oral histories that document African women's life histories. This course will work partnership with the United Africa Organization that has launched the Africans in Chicago Oral History Project. The final class assignment will be an original research paper on the themes of gender, immigration, and human rights based on the oral histories collected.
Instructor(s): R. Jean-Baptiste Terms Offered: Autumn
Prerequisite(s): Upper-level Ugrad; Intense readng required
Equivalent Course(s): HIST 20010,HMRT 20010,HMRT 30010
HIST 30101. Colonial Autobiography. 100 Units.
The focus of this course will be the reading of works which deal, in one way of another, with "coming of age under colonialism" in Africa, the Caribbean, South Asia, and Southeast Asia. Some are autobiographies in the normal sense, other are works of fiction, and many fall in between. Most are colonial but some are literally postcolonial. The focus will be upon themes of developing a personal identity in negotiation between a local culture and a dominant colonial one, with formal schooling as a major common site. There are obviously major issues of "postcoloniality" as stake her, in a mixture of political and cultural terms which we ourselves will need to negotiate. The two weekly session will normally(but not always) be divided between a lecture, which will introduce the historical context and author, and a discussion of the assigned text. Additional texts will be suggest both for background reading and potential paper topics.
Instructor(s): R. Austen Terms Offered: Spring
Equivalent Course(s): HIST 20101,CRES 20101,LLSO 20702
HIST 30502. Empire and Enlightenment. 100 Units.
The European Enlightenment was a formative period in the development of modern historiography. It was also an age in which the expansionist impulse of European monarchies came under intense philosophical scrutiny on moral, religious, cultural, and economic grounds. We chart a course through these debates by focusing in the first instance on histories of Rome by William Robertson and Edward Gibbon, as well as writing on law and historical method by Giambattista Vico.
Instructor(s): C. Ando and R. Lerner Terms Offered: Winter
Equivalent Course(s): CLCV 25107,CLAS 35107,HIST 20502
HIST 30503. Greek and Roman Historiography. 100 Units.
This course will provide a survey of the most important historical writers of the Greek and Roman world. We will read extensive selections from their work in translation, and discuss both the development of historiography as a literary genre and the development of history as a discipline in the ancient world. Finally, we will consider the implications these findings hold for our ability to use the works of Greek and Roman historical writers in our own efforts to construct narratives of the past.
Instructor(s): C. Hawkins Terms Offered: Winter
Equivalent Course(s): HIST 20503,ANCM 38609,CLAS 38609,CLCV 28609
HIST 30802. Alexander the Great. 100 Units.
The exploits of Alexander the Great have fascinated historians since the end of the third century B.C. This course will provide an introduction not only to the history of Alexander’s reign, but also to the main historiographical traditions (both ancient and modern) that shape our view of his legacy. All sources will be read in translation.
Instructor(s): C. Hawkins
Equivalent Course(s): HIST 20802,CLAS 34506,CLCV 24506
HIST 31005. Economy and Society in Ancient Greece and Rome. 100 Units.
In this course we will explore not only the nature of ancient Greek and Roman economies, but also the way in which social and political structures constrained or facilitated the efforts of individuals to devise successful strategies within those economies. We will consider trade, manufacture, and agriculture, and we will devote considerable attention to issues of methodology: what questions should we ask about ancient economic life, and with what evidence can we answer them?
Instructor(s): C. Hawkins Terms Offered: Spring
Equivalent Course(s): HIST 21005,CLAS 36508,CLCV 26508
HIST 31701. Byzantine Empire, 330-610. 100 Units.
A lecture course, with limited discussion, of the formation of early Byzantine government, society, and culture. Although a survey of event and changes, including external relations, many of the latest scholarly controversies will also receive scrutiny. There will be some discussion of relevant archaeology and topography. No prerequisite. Readings will include some primary sources in translation and examples of modern scholarly interpretations. Final examination and a short paper.
Instructor(s): W. Kaegi Terms Offered: Autumn
Equivalent Course(s): HIST 21701,CLAS 34306,CLCV 24306
HIST 31702. Byzantine Empire, 610 to 1025. 100 Units.
This is a lecture course, with limited discussion, of the principle developments with respect to government, society, and culture in the Middle Byzantine Period. Although this course is a survey of events and changes, including external relations, many of the latest scholarly controversies also receive scrutiny. Readings include some primary sources in translation and examples of modern scholarly interpretations.
Instructor(s): W. Kaegi Terms Offered: Spring
Equivalent Course(s): HIST 21702,CLAS 34307,CLCV 24307
HIST 32906. Thinking Total War. 100 Units.
This course focuses on World War II, although the discussion on total war will radiate out backwards and forwards in time. The theme is what military theorists in the nineteenth century had called guerre a outrance, war to the extreme We want to find out and discuss how soldiers, politicians, academics, and everyday people saw and discussed such themes as comprehensive social and economic mobilization, war against civilians, and the ideological as well as emotional dimensions of war making. We will also be interested to se how and why nations (and militaries) set limits to an all-out escalation and where they thought military necessity ended and war crimes and genocide began. Needless to say that, although Micheal Geyer is specialist in German and James Sparrow a specialist in US history, this kind of exploration will have to take into account the eastern European and Russian as well as the East Asian experience. If time permits, we will also look at colonial and national liberation wars. Caution: This course requires some commitment to extensive reading and active participation.
Instructor(s): M. Geyer & J. Sparrow Terms Offered: Winter
Equivalent Course(s): HIST 22906,HMRT 22906,HMRT 32906
HIST 33001. Northern Renaissance/Early Reformation. 100 Units.
In surveying the history of this period, attention is devoted to the relationships between the movements of Renaissance and Reformation in northern Europe from the late fifteenth to the mid-sixteenth centuries. Primary texts are emphasized.
Instructor(s): H. Gray Terms Offered: Spring
Equivalent Course(s): HIST 23001,LLSO 28611
HIST 33003. Urban Europe 1600-present. 100 Units.
This course examines the growth, structure, and impact of urban Europe from an era of guilds, merchant capitalism, and state-building to the present. Attention goes both to the changing forms and functions of urban systems and to the defining features of different categories of town and city - to the occupational structure, the built environment, the provisioning, the physical and other disamenities, the policing, and so on. Emphasis is on the spatial, the economic, the social, and the political, but consideration is also given to shifting images of urban life, pro and con, and to current thinking about the prospect of urban Europe.
Instructor(s): J. Craig Terms Offered: Winter
Equivalent Course(s): HIST 23003,GEOG 23003,GEOG 33003
HIST 33102. 20th Century East Central Europe. 100 Units.
This course traces the history of East Central Europe from the Habsburg Empire to the Soviet Empire. Major themes include the rise of nations and nationalism; interwar democracy and fascism; the experience of Total War and Occupation; and the construction of Socialist societies after World War II.
Instructor(s): T. Zahra Terms Offered: Autumn
Equivalent Course(s): HIST 23102
HIST 33401. Genocide Euro Jews, 1933-1945. 100 Units.
What were the main features of the Jewish society that the Nazis destroyed and what were the conditions of Jewish life in inter-war Europe? Why and how did the genocide occur? Who were the perpetrators? What were the respective roles of the German policy apparatus, of the Germany army, of the Nazi Party, of the state bureaucracy, of ordinary Germans? What were the responses of occupied populations of neutral countries, of the Allies, and of the Jews themselves?
Instructor(s): B. Wassserstein Terms Offered: Spring
Equivalent Course(s): HIST 23401,JWSC 23401,LLSO 28311,PLSC 23401,PLSC 33401
HIST 34001. Love and Eros: Japanese History. 100 Units.
Equivalent Course(s): GNSE 24001,GNSE 34001,HIST 24001,JAPN 24001,JAPN 34001
HIST 34106. Class and Inequality in Contemporary China. 100 Units.
In the past thirty years, income distribution in China changed from one of the most equal in the world to one of the most unequal ones. This course looks at the roots of inequality in Maoist developmental strategies that favored the cities over the countryside, at the decline of the socialist working class since the 1990s, the emergence of a new working class composed of migrants and of a new urban bourgeoisie, at the administrative structures and ideologies that support inequality in a nominally socialist state, and at protests by workers, farmers, and other disenfranchised social groups. All readings are in English.
Instructor(s): J. Eyferth Terms Offered: Winter
Equivalent Course(s): EALC 28800,EALC 38800,HIST 24106
HIST 34500. Reading Qing Documents. 100 Units.
Reading and discussion of nineteenth- and early twentieth-century historical political documents, including such forms as memorials, decrees, local gazetteers, diplomatic communications, essays, and the like.
Instructor(s): G. Alitto Terms Offered: Autumn
Equivalent Course(s): HIST 24500,EALC 24500,EALC 34500
HIST 34505. Reading the Revolution: Chinese Social History in Documents. 100 Units.
How can we reconstruct the life experience of “ordinary” people at a time of revolutionary change? What are the sources for a history of the Chinese revolution? What can we learn from newspaper articles and official publication? What kind of information can we expect to find in unpublished sources, such as letters and diaries? How useful is oral history, and what are its limitations? We will look at internal and “open” publications and at the production of media reports to understand how the official record was created and how information was channeled, at official compilations such as the Selections of Historical Materials (wenshi ziliao), at “raw” reports from provincial archives, and finally at so-called “garbage materials” (laji cailiao), i.e. archival files collect from flea markets and waste paper traders.
Instructor(s): J. Eyferth Terms Offered: Spring
Equivalent Course(s): EALC 28200,EALC 38200,HIST 24505
HIST 34805. 20th Century China Local Community and Oral History. 100 Units.
After a general survey of local and oral history studies in 20th century Chinese history, students will examine secondary scholarly literature and primary documents from three ongoing local rural history research projects (a country history, a regional history and a village history). Documents including transcripts of oral interviews and individual life histories, local gazetteers, memorials, edicts, biographies, social surveys, household registrations, essays, and recent county histories. Some of these Chinese documents have English language translations appended. Students will examine two oral history cases studies in detail.
Instructor(s): G. Alitto Terms Offered: Spring
Equivalent Course(s): HIST 24805,EALC 24805,EALC 34805
HIST 34905. Darwin's "On the Origin of Species" and "Descent of Man" 100 Units.
This lecture-discussion class will focus on a close reading of Darwin's two classic texts. An initial class or two will explore the state of biology prior to Darwin's Beagle Voyage, and then consider the development of his theories before 1859. Then we will turn to his two books. Among the topics of central concern will be: the logical, epistemological, and rhetorical status of Darwin's several theories, especially his evolutionary ethics; the religious foundations of his ideas and the religious reaction to them; and the social-political consequences of his accomplishment. 2009 is the 200th anniversary of Darwin's birth and the 150th of the publication of the "Origin."
Instructor(s): R. Richards Terms Offered: Autumn
Equivalent Course(s): HIST 24905,CHSS 38400,HIPS 24901,PHIL 23015,PHIL 33015
HIST 34914. Philosophy of Cognitive Science. 100 Units.
Cognitive science is an interdisciplinary field in which theories and methods from psychology, neuroscience, linguistics, artificial intelligence, and philosophy are used to study cognition. Computational models play an increasingly significant role in the understanding of cognitive phenomena such as perception, categorization, concept formation, and problem solving. In this course, students will become familiar with some of the methods and models used in cognitive science, and discuss philosophical issues pertaining to the methodology and basic premises of cognitive science.
Instructor(s): C. Bloch Terms Offered: Spring
HIST 35009. Medical Ethics: Who Decides and on What Basis? 100 Units.
Decisions about medical treatment take place in the context of changing health care systems, changing ideas about rights and obligations, and among doctors and patients who have diverse religious and cultural backgrounds. By means of historical, philosophical, and medical readings, this course examines such issues as paternalism, autonomy, the commodification of the body, and the enhancement of mental and/or physical characteristics.
Instructor(s): D. Brudney, J. Lantos, L. Ross, A. Winter Terms Offered: Winter
Prerequisite(s): Third- or fourth-year standing
Note(s): This course does not meet requirements for the biological science major.
HIST 35109. Introduction to the Philosophy of Science. 100 Units.
The natural sciences aim at discovering and explaining truths about the world. This enterprise gives rise to various philosophical questions, among them are: What distinguishes science from other forms of enquiry? Is there anything unique about the scientific method—in both its conceptual and experimental elements—that enables the discovery of different aspects of reality? Is science a progressive enterprise advancing towards uncovering truths about the world, or does it consist of one theory arbitrarily replacing its predecessor, without ever coming closer to a final truth? Is there such a thing as scientific objectivity, or are scientists trapped in their preexisting theoretical assumptions? What are the criteria for a scientific explanation? What are scientific laws? In discussing these questions, we will engage with some of the most influential views in the philosophy of science, and critically examine their arguments in light of important case-studies from the history of science. (B)
Instructor(s): C. Bloch Terms Offered: Autumn
Equivalent Course(s): PHIL 22000,CHSS 33300,HIST 25109
HIST 35208. Motion Pictures in the Human Sciences. 100 Units.
This course will examine the relationship between moving images, particularly motion-picture films, and the human sciences broadly construed, from the early days of cinema to the advent of FMRI. It will use primary source documents alongside screenings to allow students to study what the moving image meant to researchers wishing to develop knowledge of mind and behavior - what they thought film could do that still photography, and unmediated human observation, could not. The kinds of motion pictures we will study will vary widely, from infant development studies to psychiatric films, from documentaries to research films, and from films made by scientists or clinicians as part of their laboratory or therapeutic work, to experimental films made by seasoned film-makers. We will explore how people used the recordings they made, in their own studies, in communications with other scientists, and for didactic and other purposes. We will also discuss how researchers' claims about mental processes - perception, memory, consciousness, and interpersonal influence - drew on their understandings of particular technologies.
Instructor(s): A. Winter Terms Offered: Spring
Equivalent Course(s): HIST 25208,CHSS 35208,HIPS 25208
HIST 35302. History and Philosophy of Psychology. 100 Units.
This lecture-discussion course will trace the development of psychology from the early modern period through the establishment of behaviorism. In the early period, we will read Descartes and Berkeley, both of whom contributed to ideas about the psychology of perception. Then we will jump to the nineteenth centruy, especially examining the perceptual psychology of Wundt and Helmholtz. Next, we will turn to the origins of experimental psychology in the laboratory of Wundt, and follow some threads of the development of cognitive psychology in the work of William James. The course will conclude with the behavioristic revolution inaugurated by Chicago's own John Watson and expanded by B. F. Skinner.
Instructor(s): R. Richards Terms Offered: Winter
Equivalent Course(s): HIST 25302,CHSS 36901,HIPS 26901,PHIL 22810,PHIL 32810
HIST 35701. North Africa, Late Antiquity-Islam. 100 Units.
Examination of topics in continuity and change from the third through ninth centuries CE, including changes in Roman, Vandalic, Byzantine, and early Islamic Africa. Topics include the waning of paganism and the respective spread and waning of Christianity, the dynamics of the seventh-century Muslim conquest and Byzantine collapse. Transformation of late antique North Africa into a component of Islamic civilization. Topography and issues of the autochthonous populations will receive some analysis. Most of the required reading will be on reserve, for there is no standard textbook. Readings in translated primary sources as well as the latest modern scholarship. Final examination and 10 page course paper.
Instructor(s): W. Kaegi Terms Offered: Autumn
Equivalent Course(s): HIST 25701,CLAS 30200,CLCV 20200,CRES 25701,NEHC 20634,NEHC 30634
HIST 35704-35804-35904. Islamic History and Society I-II; Islamic History and Society-III: The Modern Middle East.
This sequence meets the general education requirement in civilization studies. This sequence surveys the main trends in the political history of the Islamic world, with some attention to economic, social, and intellectual history. Taking these courses in sequence is recommended but not required.
HIST 35704. Islamic History and Society I: The Rise of Islam and the Caliphate. 100 Units.
This course covers the period from ca. 600 to 1100, including the rise and spread of Islam, the Islamic empire under the Umayyad and Abbasid caliphs, and the emergence of regional Islamic states from Afghanistan and eastern Iran to North Africa and Spain.
Instructor(s): F. Donner Terms Offered: Autumn
Prerequisite(s): Not open to first-year students
Note(s): Taking these courses in sequence is recommended but not required. This sequence meets the general eduation requirement in civilization studies.
Equivalent Course(s): NEHC 20501,HIST 25704,ISLM 30500
HIST 35804. Islamic History and Society II: The Middle Period. 100 Units.
This course covers the period from ca. 1100 to 1750, including the arrival of the Steppe Peoples (Turks and Mongols), the Mongol successor states, and the Mamluks of Egypt and Syria. We also study the foundation of the great Islamic regional empires of the Ottomans, Safavids, and Moghuls.
Instructor(s): J. Woods Terms Offered: Winter
Prerequisite(s): Not open to first-year students
Equivalent Course(s): NEHC 20502,HIST 25804,ISLM 30600
HIST 35904. Islamic History and Society III: The Modern Middle East. 100 Units.
This course covers the period from ca. 1750 to the present, focusing on Western military, economic, and ideological encroachment; the impact of such ideas as nationalism and liberalism; efforts at reform in the Islamic states; the emergence of the "modern" Middle East after World War I; the struggle for liberation from Western colonial and imperial control; the Middle Eastern states in the cold war era; and local and regional conflicts.
Instructor(s): A. Shissler Terms Offered: Spring
Prerequisite(s): Not open to first-year students
Equivalent Course(s): NEHC 20503,HIST 25904,ISLM 30700
HIST 35902. History of Israeli-Arab Conflict. 100 Units.
This lecture course traces the development of the Arab-Israeli conflict from its nineteenth-century origins to the present day. It examines the social and ideological roots of Zionism and Palestinan Arab nationalism, the growth of Arab-Jewish hostility in Palestine during the late Ottoman and British mandate periods, the involvement of the Arab state and the great powers, the series of Arab-Israeli wars, the two intifadas, and the effects towards negotiated agreements between Israel and the Arab states and between Israel and the Palestinians.
Instructor(s): B. Wasserstein Terms Offered: Spring
Equivalent Course(s): HIST 25902,INRE 36000,INST 25902,JWSG 25902,JWSG 35902,NEHC 20996,NEHC 30996
HIST 36004. The Arab-Israeli Conflict in Literature and Film. 100 Units.
How do historical processes find their expression in culture? What is the relationship between the two? What can we learn about the Arab-Israeli conflict from novels, short stories, poems and films? Covering texts written by Palestinians and Israelis, as well as works produced in Egypt, Syria, Lebanon and the United States, this course attempts to discover the ways in which intellectuals defined their relationship to the "conflict" and how the sociopolitical realities in the Middle East affected their constructions of such term as nation and colonialism.
Instructor(s): O. Bashkin Terms Offered: Autumn
Prerequisite(s): Knowledge of Arabic and/or Islamic studies helpful but not required
Equivalent Course(s): NEHC 20906,HIST 26004,JWSC 25903
HIST 36101-36102-36103. Introduction to Latin American Civilization I-II-III.
Taking these courses in sequence is not required. This sequence meets the general education requirement in civilization studies. This sequence is offered every year. This course introduces the history and cultures of Latin America (e.g., Mexico, Central and South America, and the Caribbean Islands).
HIST 36101. Introduction to Latin American Civilization I. 100 Units.
Autumn Quarter examines the origins of civilizations in Latin America with a focus on the political, social, and cultural features of the major pre-Columbian civilizations of the Maya, Inca, and Aztec. The quarter concludes with an analysis of the Spanish and Portuguese conquest, and the construction of colonial societies in Latin America.
Terms Offered: Autumn
Equivalent Course(s): LACS 16100,ANTH 23101,CRES 16101,HIST 16101,LACS 34600,SOSC 26100
HIST 36102. Introduction to Latin American Civilization II. 100 Units.
Winter Quarter addresses the evolution of colonial societies, the wars of independence, and the emergence of Latin American nation-states in the changing international context of the nineteenth century.
Terms Offered: Winter
Equivalent Course(s): ANTH 23102,CRES 16102,HIST 16102,LACS 16200,LACS 34700,SOSC 26200
HIST 36103. Introduction to Latin American Civilization III. 100 Units.
Spring Quarter focuses on the twentieth century, with special emphasis on the challenges of economic, political, and social development in the region.
Terms Offered: Spring
Equivalent Course(s): ANTH 23103,CRES 16103,HIST 16103,LACS 16300,LACS 34800,SOSC 26300
HIST 36501. Brazil. 100 Units.
This course will survey the history of Brazil, 1500-2002, with emphasis on the twentieth century. It will raise questions concerning slavery and forms of freedom, the consequences of rapid industrialization and urbanization, meanings of popular culture, and the implications of religious diversity and change.
Instructor(s): D. Borges Terms Offered: Spring
Equivalent Course(s): HIST 16500,LACS 16500,LACS 36501
HIST 36600. Critics of Colonialism. 100 Units.
Equivalent Course(s): SALC 20700,HIST 26600
HIST 36601. Postcolonial Theory. 100 Units.
Equivalent Course(s): SALC 20701,HIST 26601,SALC 30701
HIST 36602. Mughal India: Tradition and Transition. 100 Units.
The focus of this course is on the period of Mughal rule during the late sixteenth, seventeenth, and eighteenth centuries, especially on selected issues that have been at the center of historiographical debate in the past decades.
Instructor(s): M. Alam Terms Offered: Autumn
Prerequisite(s): Advanced standing and consent of instructor. Prior knowledge of appropriate history and secondary literature.
Equivalent Course(s): SALC 27701,HIST 26602,SALC 37701
HIST 36905. Orality, Literature, and Popular Culture of Afghanistan and Pakistan. 100 Units.
Instructor(s): C. R. Perkins Terms Offered: Winter 2013
Equivalent Course(s): SALC 26910,CMLT 26901,CMLT 36901,HIST 26905,NEHC 20901,NEHC 30901,SALC 36901
HIST 37001. Law and Society in Early America. 100 Units.
This mixed level colloquium is intended for upper-level undergrads and early state graduate students. It considers law, legal institutions, and legal culture within the lived experience of colonial and revolutionary America. It will emphasize the interaction of social development and legal development, and will explore the breadth of everyday experience with legal institutions like the jury, with courts as institutions for resolving disputes, and with the prosecution of crime.
Instructor(s): E. Cook Terms Offered: Winter
Equivalent Course(s): HIST 27001,LLSO 26000
HIST 37506. Changing America in the Twentieth Century. 100 Units.
This course explores the regional organization of U.S. society and its economy during the pivotal twentieth century, emphasizing the shifting dynamics that explain the spatial distribution of people, resources, economic activity, human settlement patterns, and mobility. We put special focus on the regional restructuring of industry and services, transportation, city growth, and cultural consumption. Two-day weekend field trip to the Mississippi River required.
Instructor(s): M. Conzen Terms Offered: Winter
Note(s): This course offered odd years.
Equivalent Course(s): GEOG 22100,GEOG 32100,HIST 27506
HIST 37900. Asian Wars of the 20th Century. 100 Units.
This course examines the political, economic, social, cultural, racial, and military aspects of the major Asian wars of the 20th century: the Pacific War, the Korean War, and the Vietnam War. At the beginning of the course we pay particular attention to just war doctrines, and then use two to three books for each war(along with several films) to examine alternative approaches to understanding the origins of wars, their conduct and their consequences.
Instructor(s): B. Cumings Terms Offered: Spring
Equivalent Course(s): HIST 27900,CRES 27900,EALC 27907,EALC 37907
HIST 38000. U.S. Latinos: Origins and Histories. 100 Units.
An examination of the diverse social, economic, political, and cultural histories of those who are now commonly identified as Latinos in the United States. Particular emphasis will be placed on the formative historical experiences of Mexican-Americans and mainland Puerto Ricans, although some consideration will also be given to the historians of other Latino groups—i.e., Cubans, Central Americans, and Dominicans. Topics include cultural and geographic origins and ties; imperialism and colonizations; the economics of migration and employment; legal status; work, women, and the family; racism and other forms of discrimination; the politics of national identity; language and popular culture; and the place of Latinos in U.S. society.
Instructor(s): R. Gutierrez Terms Offered: Autumn
Equivalent Course(s): HIST 28000,CRES 28000,GNSE 28202,LACS 28000,LACS 38000
HIST 38601. Family and Community in Early America. 100 Units.
This course will explore a series of topics around the experience of living in local and family settings, form settlement to the early nineteenth century. We will try to understand both the social and economic processes that shaped modes and standards of life and the values that informed people's lives. Discussion with some lecture.
Instructor(s): E. Cook Terms Offered: Spring
Equivalent Course(s): HIST 28601
HIST 38704. Race in the 20th Century Atlantic World. 100 Units.
This lecture course will provide an introduction to the workings of race on both sides of the Atlantic form the turn of the 20th century to the present. Topics covered will include: the very definition of the term "race"; politics on the naming, gathering and use of statistics on racial categories; the changing uses of race in advertising; how race figures in the politics and practices of reproduction; representations of race in children's books; race in sports and the media. We will explore both relatively autonomous developments with in the nation-states composing the Atlantic world, but our main focus will be on transfer, connections, and influences across that body of water. Most of the materials assigned will be primary sources ranging from films, fiction, poetry, political interventions, posters, advertisements, music, and material culture. Key theoretical essays from the Caribbean, France, England, and the United States will also be assigned.
Instructor(s): T. Holt & L. Auslander Terms Offered: Autumn
Equivalent Course(s): HIST 28704,CRES 28704,GNSE 28703,GNSE 38702,LLSO 28313
HIST 38800. Historical Geography of the United States. 100 Units.
This course examines the spatial dynamics of empire, the frontier, regional development, the social character of settlement patterns, and the evolution of the cultural landscapes of America from pre-European times to 1900. All-day northern Illinois field trip required.
Instructor(s): M. Conzen Terms Offered: Autumn
Note(s): This course offered in even years.
Equivalent Course(s): GEOG 21900,GEOG 31900,HIST 28800
HIST 38900. Roots of the Modern American City. 100 Units.
This course traces the economic, social, and physical development of the city in North America from pre-European times to the mid-twentieth century. We emphasize evolving regional urban systems, the changing spatial organization of people and land use in urban areas, and the developing distinctiveness of American urban landscapes. All-day Illinois field trip required.
Instructor(s): M. Conzen Terms Offered: Autumn
Note(s): This course offered in odd years.
Equivalent Course(s): GEOG 26100,ENST 26100,GEOG 36100,HIST 28900
HIST 38905. 19th Century U.S. West. 100 Units.
"Go west, young man, go west!" newspaper editor Horace Greeley loved to say, although he only visited the region and did not coin the phrase. It referred to the host of opportunities thought to be lying in wait among the uncharted territories out yonder. The West has embodied the American dream; it has also represented an American nightmare. This course will examine the changing definitions, demographics, conceptualizations, and significance of the nineteenth-century North American West. We will cover an exceptionally dynamic period between the Northwest Ordinance and the Spanish-American War—an endpoint that inherently calls into question the very concept of the West itself.
Instructor(s): A. Lippert Terms Offered: Spring
Equivalent Course(s): HIST 28905,ENGL 25417,GNSE 28905,LLSO 21103
HIST 39000. Latin American Religious, New and Old. 100 Units.
This course will consider select pre-twentieth-century issues, such as the transformations of Christianity in colonial society and the Catholic Church as a state institution. It will emphasize twentieth-century developments: religious rebellions; conversion to evangelical Protestant churches; Afro-diasporan religions; reformist and revolutionary Catholicism; new and New-Age religions.
Instructor(s): D. Borges Terms Offered: Autumn
Equivalent Course(s): HIST 29000,CRES 29000,HCHR 38900,LACS 29000,LACS 39000,RLST 21400
HIST 39301. Human Rights I: Philosophical Foundations of Human Rights. 100 Units.
Human rights are claims of justice that hold merely in virtue of our shared humanity. In this course we will explore philosophical theories of this elementary and crucial form of justice. Among topics to be considered are the role that dignity and humanity play in grounding such rights, their relation to political and economic institutions, and the distinction between duties of justice and claims of charity or humanitarian aid. Finally we will consider the application of such theories to concrete, problematic and pressing problems, such as global poverty, torture and genocide.
Instructor(s): B. Laurence Terms Offered: Autumn
Equivalent Course(s): HMRT 30100,PHIL 21700,PHIL 31600,HIST 29301,INRE 31600,LAWS 41200,MAPH 40000,LLSO 25100,HMRT 20100
HIST 39302. Human Rights II: History and Theory. 100 Units.
This course is concerned with the theory and the historical evolution of the modern human rights regime. It discusses the emergence of a modern “human rights” culture as a product of the formation and expansion of the system of nation-states and the concurrent rise of value-driven social mobilizations. It proceeds to discuss human rights in two prevailing modalities. First, it explores rights as protection of the body and personhood and the modern, Western notion of individualism. Second, it inquires into rights as they affect groups (e.g., ethnicities and, potentially, transnational corporations) or states.
Instructor(s): J. Sparrow Terms Offered: Winter
Equivalent Course(s): HMRT 20200,HMRT 30200,CRES 29302,HIST 29302,INRE 31700,JWSC 26602,LAWS 41301,LLSO 27100
HIST 39303. Human Rights III: Contemporary Issues in Human Rights. 100 Units.
For U.S. students, the study of international human rights is becoming increasingly important, as interest grows regarding questions of justice around the globe. This interdisciplinary course presents a practitioner’s overview of several major contemporary human rights problems as a means to explore the utility of human rights norms and mechanisms, as well as the advocacy roles of civil society organizations, legal and medical professionals, traditional and new media, and social movements. The course may be co-taught by faculty from the Pritzker School of Medicine. Topics may include the prohibition against torture, problems of universalism versus cultural relativism, and the human right to health.
Instructor(s): S. Gzesh Terms Offered: Spring
Equivalent Course(s): HMRT 20300,HMRT 30300,HIST 29303,INRE 31800,LAWS 78201,LLSO 27200
HIST 39313. Human Rights in Russia and Eurasia. 100 Units.
This course focuses on the political economy of human rights in Russia and Eurasia. We will study how international norms have been “imported” by post-Soviet states. How have regional politics and cultures shaped how rights norms are understood and how they are protected in practice? Why do many post-Soviet countries fail to protect the rights of their citizens? Using knowledge of the history, political culture, and social practices of the region, we will work to identify those rights issues with the most potential for positive change and those more likely to remain enduring problems.
Instructor(s): A. Janco Terms Offered: Autumn
Equivalent Course(s): HIST 29312,SLAV 26500,SLAV 36500,HMRT 26500
HIST 39511. Civilians and War. 100 Units.
In this course, we will study the history of war and forced migration. We will focus on how particular historical crises have led to the development of human rights protections for people displaced by war. What were these crises and how have they shaped the way we define the rights and status of refugees? How have these conventions been adapted to reflect the challenges of the World Wars, the Cold War, guerrilla warfare, and insurgency? We will study both developments in warfare and strategies for protecting civilians during war.
Instructor(s): A. Janco Terms Offered: Spring
Equivalent Course(s): HMRT 36700,HIST 29511,HMRT 26700
HIST 43801. Russia and the World. 100 Units.
Interrogating the image of Russia as an inward-looking power that has pursued its own historical path, this seminar will examine Russia’s interactions with the outside world in the early modern and modern periods. Topics to be considered include: Russian participation in international trade and diplomacy, the role of European and Asian cultures in Russian intellectual life, Russia’s role in migration and colonization processes, the status of minorities in the Russian empire and the Soviet Union, and Russia’s role in the production of transnational ideologies. This is a reading-intensive seminar taught at the graduate level; it is open to undergraduates with solid knowledge of Russian/Soviet history who have obtained the instructor’s permission.
Instructor(s): F. Hillis Terms Offered: Winter
Prerequisite(s): This course is open to undergraduates with solid knowledge of Russian/Soviet history who have obtained the instructor’s permission.
Note(s): Knowledge of Russian is not necessary.
HIST 46601. South Asia From the Peripheries: Afghanistan, Pakistan, and the Transnational. 100 Units.
Instructor(s): C.R. Perkins Terms Offered: Autumn 2012
Equivalent Course(s): NEHC 46902,CMLT 46902,SALC 46902
HIST 58301. Advanced Ottoman Historical Texts. 100 Units.
Instructor(s): C. Fleischer Terms Offered: Autumn
Prerequisite(s): Open to qualified undergraduates with consent of instructor.
Equivalent Course(s): TURK 40589
HIST 78201. Seminar: Ottoman World/Suleyman I. 100 Units.
Instructor(s): C. Fleischer Terms Offered: Autumn
Prerequisite(s): Upper level undergrads with consent only; reading knowledge of at least 1 European Language recommended
Equivalent Course(s): NEHC 30852
HIST 78202. Seminar: Ottoman World/Suleyman II. 100 Units.
Instructor(s): C. Fleischer Terms Offered: Winter
Prerequisite(s): NEHC 30852
Equivalent Course(s): NEHC 30853