Carnegie Mellon University

Spring 2023 Course Offerings

9 units              Tuesdays and Thursdays, 12:30PM-1:50PM                     A. Ramey

Who makes history? This apparently straightforward question is at the heart of studying the past, but it is also an important question to answer if we are to understand the world around us. Being able to answer the question “Who and what caused changes to political, cultural, economic, and environmental systems” is fundamental to thinking about the past, but it is also essential to analyzing current issues as widespread and yet connected as economic inequality, social justice, and climate change. “Making History” is an introductory course ideal for students who are curious about the past and want to learn how to become better critical thinkers by applying its lessons to the present. The course explores how history is made on two levels: both the historical events themselves and how those events are documented, interpreted, and remembered. In other words, making history is not just about understanding what happened, but what it meant to different groups of people then and what it means to different groups of people now. We’ll visit some famous (and not-so-famous) historical events and actors to learn about how individual choices combine with deeper structural factors, like gender, race, environment, and class to “make history”; Along the way, we’ll also encounter different ways to interpret the past, drawing upon the latest scholarship to understand how historians think about the past -- and present. Students will be encouraged to synthesize what they learn in class to develop their own critical perspectives on their lives and the world around them.

9 units           Tuesdays and Thursdays, 9:30AM-10:50AM                  E. Sanford

Exploring the history of Black Americans requires a global perspective. Beginning with early modern African civilizations, to the transatlantic slave trade, to the global age of revolutions, to the implementation of transnational regimes of racial segregation, to the growth of transnational movements for civil and human rights, this course surveys the history of Black Americans from a global perspective. It analyzes how Black Americans conceived of their social position in relation to others in the world. It also explores how perspectives from across the world made sense of Black Americans. This course will follow African-descended people as they theorized, moved, migrated and traveled throughout the world. From this perspective, students will learn about the diasporic dimensions of Black American identity. Students will also trace the historical circulation of African- descended people, knowledge, culture and technologies. Students will analyze the important themes of freedom, movement, and migration from a global perspective. Through this course, students will learn that Black American historical actors have and continue to understand their position not only within the domestic social and political spheres of the United States, but also in the global order of states and societies. From their marginalized social position, Black Americans, therefore, have articulated alternative frameworks for understanding the United States, the West, and the world. This is an introductory survey course.

9 units   Lecture 1  Mondays and Wednesdays, 11:00AM-11:50AM              C. Phillips   

Sections, A, B, C  Fridays, 11:00AM-11:50AM              

This course provides an introduction to the history of modern science in Europe and North America, from the Enlightenment to the mid-twentieth century. Our goal is to understand scientific theories and practices on their own terms and as products of their own contexts, rather than as a progression of developments moving inevitably toward the present. The course seeks to explore both how and why science has become the dominant way of knowing about the natural world, as well as how scientific activity intersects with the history of religion, war, commerce, and the state. The course also introduces students to the history of science as a standalone discipline, and in particular to the similarities and differences with other objects of historical inquiry (art, politics, etc.).

9 units              Tuesdays and Thursdays, 3:30PM-4:50PM                          L. Z. Eisenberg

Introduction to Historical Research acquaints students with how historians practice their craft in interpreting events from the past. As a class, we will work together through a variety of tools in the historian's toolbox, using episodes from American history as case studies. By the second half of the semester, students will have identified their own topics, in any time period or field of history, and will write research papers incorporating the analytical techniques covered earlier. The goal is for students to learn the skills required to identify a research topic, find and work with many kinds of sources, create a strong thesis statement, design a persuasive paper, and produce a properly formatted and well written research paper.

9 units              Tuesdays and Thursdays, 3:30PM-4:50PM                       E. Russell

 

This course examines how people in North America have interacted with their surroundings from the end of the last ice age to the present.

9 units              Mondays and Wednesdays, 2:00PM-3:20PM                        M. Friedman

This course surveys the history of Europe from 1900 through the present. We shall examine some of the major political trends and social/economic changes of the last century, including: the collapse of Europe’s multiethnic empires and the rise of the modern nation-state; the extraordinary violence and impact of WWI and the rise of ethno-nationalism and fascism during the inter-war period; The Spanish Civil War, WWII and the War in the Balkans in the 1990s. We will also examine Communism and its collapse; colonial resistance and the process of decolonization; and the creation of the European Union. In addressing contemporary Europe, we shall discuss: the re-emergence of ethno-nationalism and rising anti-immigrant sentiment and antisemitism over the last decades; cultural and political debates surrounding Islam and Muslims; contemporary debates over the memory of the Holocaust, and Russia’s brutal war against Ukraine.  Primary sources, academic articles, memoir and film will be used in the classroom to explore these topics. Classes will combine lecture, discussion and group work.

9 units              Tuesdays and Thursdays, 3:30PM-4:50PM                      A. Creasman

Between the late 15th and the early 18th centuries, many Europeans became convinced that their society was threatened by a conspiracy of diabolic witches. Although Western beliefs in witchcraft and "devil worship" dated back to antiquity, the 16th and 17th centuries witnessed the most intense campaign of witch-hunting in all of Europe's history. Before it was over, the "Great European Witch-Hunt" of the early modern era cost the lives of thousands across Europe and in its colonies. And although the witch-hunts in early modern Europe and its colonies gradually came to an end, beliefs in witchcraft persist into the modern era and, in many parts of the world today, continue to generate campaigns of popular violence against alleged perpetrators. This course examines witchcraft beliefs and witch-hunting in historical perspective in both their European and colonial contexts.  In addition to the early modern witch-hunts, it will address modern witchcraft beliefs and consider witch-hunting as a global problem today.  It will focus on the origin and rationale of witch beliefs, the factors driving the timing and intensity of witch-hunts, and the patterns of accusations.  Throughout, we will examine the many historical and regional variations in witch beliefs and prosecutions and explore how they reflect major social and cultural issues such as the relationship between "popular" and "elite" culture; religious change; state formation; gender and patriarchy; and the rationalization of law, medicine, and science.  This course satisfies one of the elective requirements for the Religious Studies minor.

9 units              Mondays and Wednesdays, 9:30AM-10:50AM                  N. Theriault

 

When you hear the term “Southeast Asia” what comes to mind? The US War in Vietnam? The ruins of the Angkor civilization? Rich culinary traditions? Or perhaps your own heritage? However you imagine it, Southeast Asia is an incredibly diverse and dynamic region that has long been integral to world affairs and whose importance continues to grow. This course offers a wide-ranging survey of Southeast Asia’s peoples, their histories, and some of the issues they face today. Together we will explore the region as a “global crossroads,” where the world’s religions, economies, cultures, and politics come together in generative, sometimes traumatic, and often surprising ways. 

9 units              Mondays, Wednesdays and Fridays, 12:00PM-12:50PM           J. Soluri

What is environmental justice? Who are environmental justice activists, what do they believe, and how do they act? This course will explore these questions by reading, discussing, and comparing the biographies of famous activists (e.g. Rachel Carson, Chico Mendes, Ken Saro-Wiwa, Wen Bo, Berta Cáceres, and Greta Thunberg) and not-so-famous, “everyday” people in order to understand how and why they have struggled against disproportionate exposure to pollution, government or corporate usurpation of life sustaining resources, or the loss of a home due to climate change. Course readings and discussions will use historical examples to understand connections between “social” problems such as racism and “environmental” problems such as climate change. We will evaluate how social identities, political ideologies, and ecological contexts have influenced the ideas and actions of environmental justice activists. Class discussions, short, written responses to readings, and a final project will encourage students to engage in critical analysis of environmental justice and self-reflect on their individual and collective responsibilities.

9 units              Tuesdays and Thursdays, 11:00AM-12:20PM                   E. Fields-Black

A beginning point for this course will be the question: how do historians reconstruct history when few written sources are available? Breaking disciplinary boundaries, the course will draw on linguistics, "climateology," archaeology, and anthropology to reconstruct dynamic social, cultural, political, and economic processes in Africa before the arrival of Europeans and before the availability of written source materials. When written sources are available, the course will interrogate them to illuminate the changes that occurred in African societies during the early period of contact with Europeans. Lastly, by focusing on long-term processes, such as economic specialization, urbanization, and Islamization, the course will begin to put the slave trade in an African-centered perspective.

9 units              Tuesdays and Thursdays, 2:00PM-3:20PM                 L. Z. Eisenberg

The course begins in 1948 with the establishment of the State of Israel, the Palestinian dispersal and the first of many Arab-Israeli wars, and continues up to the present. The examination of the many facets of the Arab-Israeli and Palestinian-Israel conflicts is accompanied by attention to primary source documents and to the search for peace and its frustration. By semester’s end, students should be able to stand in the shoes of all relevant actors and understand each one’s perspective, regardless of their own sympathies. Of particular interest is the question, why have efforts to resolve the conflict so often failed? What modifications to past approaches might prove successful?  The professor does not aim for students to arrive at any particular position, but rather that students should understand the historical forces at work and that their individual opinions should be knowledgeable, not identical. The course culminates in an intensive week-long role-playing game in which we will conduct simulated Arab-Israeli negotiations.  The simulation game experience is an exciting pedagogical experiment and an opportunity for delving deeper into the topic material than regular coursework allows.

9 units              Tuesdays and Thursdays, 3:30PM-4:50PM            E. Fields-Black

This course will examines the pervasive, world-spanning institution of human slavery. Although the time frame this course deals with is broad - from the rise of complex societies in the ancient world to slavery-like labor systems in the modern era - this class will focus more thoroughly on a few case studies, especially slavery in the Middle East and sub-Saharan Africa, the US, and the Caribbean. These disparate examples will be related to a number of core themes, including race, class, family, gender, religion, national identity and underdevelopment.

9 units              Tuesdays and Thursdays, 9:30AM-10:50AM                        B. Koerber

The twentieth century marked the rise of the United States as a global power. By the end of the century, the United States had achieved economic, military, and political dominance. The United States also made great strides in expanding political and civil rights for workers, women, African-Americans, and gays and lesbians. This course explores the cultural implications of these developments on the generations of American people who came of age in the twentieth century. It assesses both the triumphs and tribulations of twentieth-century life. We will analyze the continuities, contradictions, and conflicts in American history, especially in regard to the nation’s dueling political ideologies: conservatism and liberalism. Special attention will be given to the evolving relationship among the state, the corporate sector, and ordinary people. Topics include: the Progressive Era, the Great Depression, World War II, the Cold War, Civil Rights, Vietnam, and the New Conservatism.

9 units              Mondays and Wednesdays, 12:30PM-1:50PM                           B. Weiner

This course is an introduction to major themes in twentieth-century Chinese history, including the transition from empire to nation, revolution, social change and modernization, western and Japanese imperialism, the rise of the party-state, Chinese socialism, economic liberalization and the so-called "Chinese Dream."  The first half of the class is devoted to the period between the fall of the imperial system and the founding of the People's Republic of China (1911-1949).  If the victory of the Chinese Communist Party and development of the socialist state are to be considered in historical context, it is necessary to first understand the political, cultural, economic and intellectual currents that immediately preceded them. During the second half of the course, we will examine the Maoist period (1949-1976). We will investigate the Chinese Communist Party as both a state-building institution and an engine of social transformation, and consider the tensions these dual roles produced.  Finally, we will look at the Reform Period (1978-present), and reflect on a newly robust China's attempts to come to terms with its own recent past and what the consequences might be for both China and the world.

9 units              Mondays and Wednesday, 3:30PM-4:50PM                          B. Weiner

This course is an introduction to the "Tibet Question," the dispute over whether Tibet should be part of China, an independent nation-state, or, as the current Dalai Lama now advocates, something in between. "History" often serves as the battleground on which competing visions of the nation are fought - who should be included and excluded, where "natural" boundaries begin and end. This almost always requires a process of simplification in which inconvenient details are forgotten or repurposed in the service of national agendas. The "Tibet Question" is a telling example. In this class, we investigate the historical relationship between "China" and "Tibet" from the 13th century through the present, and note the ways advocates on both sides of the "Tibet Question" have constructed historical narratives (propaganda) in support of their political positions. We will also discuss the prospects for a political solution and consider the lessons the "Tibet Question" may hold for understanding other outstanding "historical" disputes.

9 units              Fridays, 2:30PM-5:10PM                                                       W. Goldman

How are states built? How are empires forged? This course, beginning with the first settlements of tribal nomads in the ninth century and ending with the abolition of serfdom in 1861, surveys the grand ‘game of thrones’ in Russian history. It explores the building of a Russian Empire from the first princely kingdoms at murderous war with each other to the emergence of a strong state, headed by a tsar and centered in Moscow. Over the centuries, we make the acquaintance of Mongol marauders, greedy princes, and brave peasant rebels, as well as Ivan the Terrible, Peter the Great, and the long succession of reformers and reactionaries who occupied the Russian throne. Students will be challenged to think critically about social injustice and resistance. 

This course is based on the Inside-Out Prison Exchange Program, and will be taught at SCI Somerset, a nearby prison. For more information about Inside/Out see: https://www.insideoutcenter.org/prospective-students.html

The course will include both “outside” students from CMU, as well as “inside” students at SCI Somerset. The course focuses on active participation and discussion between students. It runs from 2:30-5:10 on Friday afternoon. CMU students will travel together by bus, leaving our campus at 12:30 and returning by 6:30. To enroll, students in the course will submit a brief application and interview with faculty. The course is part of an exciting new initiative by CMU to bring education into America’s prisons.

79-275A:   9 units   Mondays and Wednesdays, 11:00AM-12:20PM               N. Theriault

79-275/B:  9 units  Tuesdays and Thursdays, 2:00PM-3:20PM                   P. Eiss   

We live in an increasingly interconnected world, one in which our everyday actions have repercussions across vast distances. To understand this ever-denser web of connections, we must think beyond simplistic accounts of globalization as a uniformly positive, negative, or homogenizing process. Economic crisis, impoverishment, rising inequality, environmental degradation, pandemic disease, and irredentist movements are just as much a part of the story as are technological innovation, digital communication, global supply chains, cultural exchange, the promotion of human rights, and the rise of cosmopolitan values.  This course aims to equip you with an interdisciplinary toolkit for thinking critically about the many dimensions of globalization (economic, social, political, cultural) and for engaging thoughtfully with differing experiences of them. By examining how globalization connects and shapes the everyday lives of people around the world, including our own, we will establish a foundation both for your advanced coursework in Global Studies and for your lifelong education as a globally aware professional and citizen.

9 units              Tuesdays and Thursdays, 12:30PM-1:50PM                      J. Gilchrist

Religion can be understood from the "outside," through the academic lenses of history, sociology, psychology, philosophy, etc., and from the "inside," listening to the experiences and reflections of those who practice various faiths. The course will examine major religious traditions from several perspectives and begin to explore such topics as the relationship between religion and science, faith and reason, religion and moral values, and religion in public life. This introduction is designed for students with a general interest in religion, as well as those contemplating a Religious Studies minor.

6 units              Tuesdays and Thursdays, 11:00AM-12:20PM                  J. Aronson

This course will describe and analyze aspects of the development of law and public policy related to guns in the United States from the colonial era to the present. Students will be expected to synthesize perspectives from social history, ethnography, public health, criminology, policy analysis, and legal scholarship. They will also engage the critical examination of popular culture and media representations of gun cultures and gun violence. Particular emphasis will be placed on changing views about the authority of the government to intervene in the production and ownership of guns, as well as the best way to balance individual and collective interests in a pluralistic society. Assignments may include reading quizzes, in-class debates, policy position papers, and film/documentary reviews.

6 units              Tuesdays and Thursdays, 11:00AM-12:20PM               J. Aronson      

Unmanned aerial vehicles (drones) have become a central feature of the United States' global counterterrorism strategy since September 11, 2001, and autonomous weapons systems (often called "killer robots" by critics) are increasingly being integrated into military arsenals around the world. According to proponents, drones and autonomous weapons systems are much safer than manned systems, so accurate that they can be used to target individuals and detect threats in real time, and efficient and inexpensive enough to be used for long-term surveillance and protection missions around the globe. According to critics, the use of such systems is problematic because of the obfuscation of historically accepted chains of accountability and responsibility, and the difficulty of translating complex ethical decision making processes into computer code. This course will evaluate these issues through the lenses of law, politics, morality, history, and military strategy.

9 units              Tuesdays and Thursdays, 11:00AM-12:20PM                           P. Eiss                        

This seminar will explore the anthropology and history of aesthetic objects, as they travel from people and places sometimes labeled “primitive” or “exotic” to others, whose inhabitants deem themselves “civilized,” “modern,” or Western.  First, we will consider twentieth-century anthropological attempts to develop ways of appreciating and understanding objects from other cultures and in the process to reconsider the meaning of such terms as “art” and “aesthetics.”  Then we will discuss several topics in the history of empire and exoticism. Finally, we will consider attempts by formerly colonized populations to reclaim objects from museums, and to organize new museums, aesthetic styles, and forms of artistic production that challenge imperialism’s persistent legacies.

9 units      Tuesdays and Thursdays, 9:30AM-10:50AM      J. Aronson and R. Mejia


This course will teach students about the origins of modern human rights and the evolution of methods to document the extent to which these rights are being upheld or violated. The need to understand and document human rights issues is at the center of the most pressing current events. From threats to democracy and civil rights at home and abroad to work holding perpetrators of mass harm accountable in legal proceedings to efforts to quantify and advance economic, social, cultural, and environmental rights, making human rights violations visible is fundamental to achieving a more just world. We will begin with an overview of the history of human rights, the main philosophical and political debates in the field, and the most relevant organizations, institutions, and agreements. We will then delve into several specific cases that highlight methodological opportunities and challenges in the context of human rights, including: the identification of mass atrocity victims, the disappeared, and missing migrants; efforts to estimate civilian casualties in war in real-time; the documentation of police brutality and other human rights violations (especially against minority groups) with smartphones and the analysis of human rights media; as well as the use satellite imagery, drones, and GIS for the documentation of genocide, environmental rights violations, and war crimes. We will critically assess the documentation and measurement challenges that arise in each context and how the human rights and scientific communities have responded. After reviewing these cases, we will conclude by reflection on why the documentation of human rights actually matters and what happens to evidence once it is gathered. Students will then take what they've learned and do a multidisciplinary group project in which they document a rights violation in Western Pennsylvania.

6 units              Tuesdays and Thursdays, 11:00AM-12:20PM                 W. Laemmli

Waltzes and flash mobs, hula and swing, disco and breakdance: this course will examine the history and practice of these and other popular dance movements across the course of the twentieth century. In doing so, we will pay particular attention to the ways in which dance both shaped and reflected major moments of political, cultural, and social change. Dancing bodies were used to justify imperial ambitions, explore new kinds of gender relations, and both uphold and upend racial hierarchies, making dancers key - if underappreciated - participants in the century's tumultuous history. The course will include a mix of lecture and discussion, drawing on scholarly analyses, archival sources, films, literature, images, and live performances. Students will also be asked to explore at least one new dance form for themselves and reflect on the experience.

9 units              Mondays and Wednesdays, 3:30PM-4:50PM                             T. Haggerty

This class introduces and discusses LGBTQ history over time, drawing cases and readings from a number of cultures and timeframes.  It introduces students to the concept of sexuality as an area of historical inquiry as well as introducing students to the methods and the questions that have engaged historians in this area.

9 units              Section A: Mondays and Wednesdays, 9:30AM-10:50AM          L. Tetrault

                        Section B: Mondays and Wednesdays, 11:00AM-12:20PM        L. Tetrault

This course takes a topical, intersectional approach to the history of U.S. women's health in the nineteenth and twentieth centuries.   It is less about governmental politics, although we do some of that.  Rather, it sees bodies as cultural texts through which power is built and contested.   The course covers topics such as the history of anatomy, menstruation, reproductive rights, body image, mental health, sexuality, violence, childbirth, and menopause. We explore how science and American culture both have constructed these issues over time (some of it is super whacky!), while also examining women's organizing around them.  This course is open to all students.

9 units              Section A: Mondays and Wednesdays, 2:00PM-3:20PM            A. Owen

                        Section B: Tuesdays and Thursdays, 2:00PM-3:20PM              A, Owen

By recognizing that environmental problems are themselves complex and require insights from social, political, and scientific perspectives, the interdisciplinary Program in Environmental and Sustainability Studies urges students to gain proficiency in different disciplinary habits of thinking. "Introduction to Environmental Ideas" fulfills the "Environmental Humanities Core Course" requirement for the Minor and Additional Major in Environmental and Sustainability Studies. This seminar-style course introduces key methods and approaches for interdisciplinary inquiry within a framework of Environmental Humanities. Students will practice recognizing and applying disciplinary and interdisciplinary criteria for problems of environment and sustainability; apply relevant historical context for key principles and terms used within the field of Environmental and Sustainability Studies; and take part in informed discussions about ways of seeing, and creating interventions for environmental problems that are simultaneously social, political, and technical. This course considers the different frameworks of Environmental Justice; Climate Justice; Development Studies; and Sustainable Development. Preference for course registration goes to students already declared for the Minor or Additional Major in Environmental and Sustainability Studies.

9 units              Tuesdays and Thursdays, 2:00PM-3:20PM                  S. Sandage

 This course is about open source, collaborative innovation and the impact of social and technological change on American music. We will spend the first half on early "remix" music (slave songs, Anglo-Appalachian ballads, ragtime, and Depression era blues and country). After studying Bessie Smith, Woody Guthrie, Lead Belly, Hank Williams, and other early artists, we'll spend the second half on revolutionaries like Chuck Berry, Bob Dylan, Jimi Hendrix, and Janis Joplin.

 

The format is informal lecture and discussion. Assignments include reading two books plus some articles, listening to short Spotify playlists, writing three short essays.

9 units              Mondays and Wednesdays, 12:30PM-1:50PM               M. Hauser

Throughout American history, ordinary citizens joined the armed forces and saw their lives and country change as a result of the challenging times they lived through. This course will follow recent trends that integrate military life with social and cultural history, focusing on conscripted soldiers’ experiences rather than on commanding officers’ strategies. Guiding questions will be: How did the country determine who could and should serve? How did troops cope with the harsh realities of the battlefield? How did war change life on the home front? And how did recruits’ wartime ordeals shape their expectations of what society owed them as veterans?

6 units              Tuesdays and Thursdays, 9:30AM-10:50AM                             W. Laemmli

The human body has been always an object of fascination. Across time and space, people have wondered what lurks beneath the skin, why we get sick or remain well, and how to explain human variation. The methods used to investigate these questions have, however, varied widely. In this course, we will explore that diversity - from the dissection of medieval corpses to 19th century phrenology to contemporary biohacking - examining how different communities have sought to study, control, and change their bodies over the past several hundred years. In doing so, we will focus on how these scientific efforts were shaped by the political, cultural, and economic values of their times. We will also pay attention to the profound and often ongoing effects of these experiments, particularly on the people who served - both willingly and unwillingly - as their "human subjects."

6 units              Monday, Wednesday, Friday 9:00AM-9:50AM            D. Jardini

For over 150 years, the Pittsburgh region was world-renowned for the scale and intensity of its iron and steel manufacturing complex.  This mini course will trace the origins, explosive growth, stagnation and ultimate collapse of this remarkable industrial complex.  Students will gain an understanding of Pittsburgh's rich industrial history - what makes it "The Steel City," understand the emergence and evolution of iron and steel making technology, appreciate the impact of Pittsburgh's iron and steel industrialization on living and working conditions for workers, and analyze the factors that drove the emergence of Pittsburgh steel then to its decline and collapse.  The course is structured loosely around a set of periods in Pittsburgh's history through which key themes are drawn.

9 units              Mondays and Wednesdays, 3:30PM-4:50PM                             J. Soluri

How can human societies ensure that 8 billion people have enough good food to eat without exploiting people or the planet? This course will start with the assumption that the answer to that question requires not only technological innovations, but also an understanding of the cultural and political dimensions of food. For the first half of the course, we will explore the history of human eating, starting in deep time and then moving toward the present, considering along the way the historical evolution of food production and consumption, paying attention to both cultural diversity and cultural exchanges of foods and cuisine.  Students will pursue individual research projects focused on a topic of their choose related to major course themes during the second half of the semester. Evaluation based on in-class participation, analytical reflections on weekly readings, and the research paper.

9 units              Mondays, 7:00PM-9:50PM                                                       N. Kats

This course will explore the interrelations between society and classical and popular music in the nineteenth and early twentieth centuries in Europe and the United States. We will examine the importance of different musical forms in the life of society and how music and art reflected changing political and cultural consciousness in several national settings. The "curriculum" will derive from both live performances and carefully curated films of musical performances and art exhibits which will provide a springboard for reading assignments, discussions, a personal artistic journal, and written assignments that will help you synthesize your diverse forays into the history of music and art. The History Department will pay for students' admission to all museums. However, students will be charged a supplemental fee (at significantly discounted prices) to help subsidize the considerable expense of purchasing tickets for concerts and performances by the Pittsburgh Symphony, Pittsburgh Opera, Chamber Music Society, and Renaissance and Baroque Society. Attendance at all musical events and art exhibits is required. Prerequisite: Please check your overall course schedule: you must be available for two-three hours to attend art exhibits on several Saturday afternoons, and to attend musical events on several Monday, Friday, and/or Saturday evenings.

9 units              TR 9:30AM-10:50AM                                                              S. Brockmann

"How could the land of Goethe and Beethoven also have produced Hitler and the Holocaust?" This is a question that has frequently been posed about Germany. Germany has arguably been the dominant country in Western musical development since the sixteenth century; it has also witnessed an extraordinary flowering of literature, philosophy, and the visual arts. This course, conducted in English, will explore what happened to German culture from 1933 to 1945. In particular, it will examine the Nazi assault on modern (or "degenerate") art and the artistic response of the German and foreign resistance to Nazi tyranny. Arts explored will include literature, film, music, and the visual arts. We will read from the works of a variety of writers, including Ödön von Horváth, Anna Seghers, Bertolt Brecht, Adolf Hitler, Albert Speer, Hanns Johst, Joseph Goebbels, and Paul Celan. Film will also play a major role in the course, and students will be required to view (outside of class) and discuss at least seven Nazi-era films, including Veit Harlan's infamous antisemitic Jud Süß and the Nazi film Hitlerjunge Quex (Hitler Youth Quex), about a brave Hitler Youth martyr. CONTENT NOTE: The Nazi regime was racist, antisemitic, misogynist, homophobic, anti-communist, anti-socialist, and antiliberal. The language they used and some of their opponents seldom met the standards of polite speech in the contemporary U.S.A. It is a certainty that students will find the events and attitudes discussed in this course and the language used between 1933-1945 to be offensive and distasteful subject matter. If you feel uncomfortable at any point in the semester, please set up an appointment to meet with the instructor individually. It is important that all members of our community contribute to a safe and positive learning atmosphere.

9 units          Tuesdays and Thursdays  11:00AM-12:20PM           A. Lambright

This course has the dual purpose of examining important human rights issues in Latin America and questioning the role of film in making visible, critiquing, or even sustaining the structures that lead to human rights violations. We will study specific human rights issues tackled by filmmakers in Latin America, such as cultural rights, gender and sexuality rights, economic rights, environmental issues, and war and state terror. Furthermore, we will discuss specific film schools and movements that developed to address human rights and social justice issues in diverse Latin American contexts. Finally, we will look at how Latin American films work the international human rights film festival circuit, and the ethical and practical implications of filming local human rights issues for international audiences. All coursework for this section in English.

9 units              TR 3:30PM-4:50PM                                                                 M. Wells

Of Minorities and Migrants: Exploring Germany from the Margins Germany today is home to a multi-cultural and ethnically diverse population, largely the result of accelerated migratory flows in the wake of the country's postwar era. In this course, we will explore the impact and cultural dimensions of migrations through the lens of Germany's minorities. By mapping the course of German post-war history, immigration and migration, we will establish the context for our probe into the lived experience of Germany's Turkish, Jewish, Black, East German, and refugee minorities. Examining, comparing, and historically situating these experiences and surrounding debates will allow us to address topical issues related to diversity, multiculturalism, racism, and citizenship that shape contemporary Germany. Appreciating the diversity of minority experiences will help students think more critically about the constructedness of identities. This discussion-based course is taught in English and open to all students

9 units              TR 11:00AM-12:20PM           T. Yao

[Note: students who have taken course number 79-476, section A, Chinese Language and Culture, during the Fall 2021 Semester, may not enroll.] With China as a growing political and economic power, understanding the country through its history and culture becomes necessary for students as responsible citizens of the world. This course is designed to help students, previously unexposed to Chinese culture and civilization, better understand China's past. By learning about the history of the Middle Kingdom, students will be exposed to the deep and fascinating foundation of Chinese civilization. We will not cover thousands of years of history, but discuss a chronological timeline of dynasties for reference. Areas of focus include the general knowledge of geography, religion, art, ancient lifestyles, and values. This course is conducted in English with no requirement of prior knowledge of Chinese language.

9 units              MW 11:00AM-12:20PM                                                           Z. Sun

[Note: students who have taken course number 79-476, section B, Chinese Language and Culture, during the Fall 2021 Semester, may not enroll.] This course will introduce students to important developments in China's culture and language since the end of the nineteenth century focusing on the interactions between Chinese and Western cultural traditions and the historical, social, and political contexts in which these interactions evolved. The following questions will motivate discussion: What is Chinese culture in the modern world? What is "modern" and what "traditional" Chinese culture? How does high culture interact with folk culture and popular culture? How have education and language policies shaped Chinese cultural identities over the last century? What does it mean to be Chinese in a diaspora context? This course is conducted in English with no requirement of prior knowledge of Chinese language.