Carnegie Mellon University

Spring 2022 Course Offerings


Instructor Units Lecture
A. Ramey 9 TR 10:10-11:30AM

Who (and what) 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.

Instructor Units Lecture 1: MW 1:25-2:15PM
R. Law 9 Recitations on Fridays

 [Note: Students who have taken and passed 79-104, Global Histories: Genocide and Weapons of Mass Destruction, may not enroll.]

Can you imagine being responsible for the deaths of hundreds, thousands, or even millions of people? No? Almost everyone who ended up committing unspeakable atrocities had not been able to either. In fact, many of them still would not face their responsibility even after their complicity was proven beyond doubt. Some convinced themselves, often sincerely, that there was no choice or that someone else was actually responsible. Others found reasons that justified, in their minds at least, taking many lives. Still others managed to forget that they had blood on their hands. How could anyone do such terrible things? And more important, can you be sure that you would not act like them under the right circumstances? Through the history of genocide and weapons of mass destruction, this course will teach you to look out for factors that turn ordinary people into mass killers. You will explore why conflicts break out and potential solutions. You will also learn to see from multiple perspectives and to be humble before history. We focus on genocide and weapons of mass destruction because stopping them is a top priority in global affairs today. Our exploration will begin with the European encounter with the Western Hemisphere and continue to 19th-century imperialism, the Holocaust, the atomic bombings of Japan, the Cold War, and decolonization and independence. At the end of our journey, you will have grasped the concepts and historical facts of genocide and weapons of mass destruction. You will also come to appreciate the significance of unintended consequences and the ambiguity of human progress, a realization that will guide you in life.

Instructor Units Lecture 1: MW 12:20-1:10PM
R. Law 9 Recitations on Fridays

[Note: Students who have taken and passed 79-104, Global Histories: History of Democracy, may not enroll.] Did you know that only six countries in the world do not call themselves a democracy? Just six.  Which ones they are will not surprise you, but we can easily think of more than six undemocratic regimes. How can almost all countries claim to be democracies when so many are clearly not democratic? Why do they even bother with looking and talking like a democracy? How did democracy become, in name at least, nearly a universal ideal of government? And what does it even mean to be a democracy when the label can be applied so indiscriminately? This course will train you in the skillset and mindset of a historian so you can answer these questions. You will learn to tell historical facts from opinions and to see from different perspectives. The course will also push you to think independently and critically, and to argue persuasively for your own position. These historical thinking skills are useful not just for school or work, but they are also indispensable to a democratic society. Democracy is chosen as the course theme because it is a feature that sets humans apart from other organisms. Knowing the history of democracy is thus knowing what it means to be human, which is the essence of the humanities. Our investigation will begin with ancient Rome and continue to revolutionary France, Weimar Germany, modern Japan, the Chinese nation, and the Iranian nation. At the end of our journey, you will have gained a basic appreciation of the philosophical appeal and practical challenges of democracy, so that you will be able to decide for yourself what role democracy should play in your life and vice versa.

Instructor Units Lecture:
L. Eisenberg 9 MW: 3:05-4:25PM

 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.

Instructor Units Lecture:
E. Grama 9 MW: 3:05-4:25PM

 Anthropologist Ruth Benedict claimed that anthropology’s mission is truly to "make the world safe for human difference.” Cultural anthropologists "make the strange familiar and the familiar strange," attempting to understand the internal logic of cultures which might, at first glance, seem bizarre to us. At the same time, anthropologists probe those aspects of our own society which might appear equally bizarre to outsiders.

The goal of this course is to raise questions basic to the study of culture and social relationships in a multitude of contexts. We will also discuss the particular research methods informing anthropology, as well as anthropologists’ relationship to the people they study, and the responsibilities informing those relationships.

The readings focus on topics that have long captured anthropologists’ attention and that continue to be intensely debated: social inequality, race, colonialism, body, kinship, religion, gender, social lives of things, globalization and migration. Through written work, including ethnographic readings and a novel, films, and in-class discussions, we will examine how anthropology makes us more aware of our own culturally ingrained assumptions, while broadening our understanding of human experiences. 

This course is structured as a combination of lectures and seminar discussions. In the first part of the course, I will give a lecture every week, followed by a class session that will focus solely on discussing the readings and key concepts. In the second part of the course, I will introduce the readings by placing them within larger debates, but the course will become more discussion oriented.

Instructor Units Lecture:
A. Creasman 9 TR: 3:05-4:25PM

This course examines European history from the Black Death to the French Revolution, a period known to history as the "early modern" period. That is, it marks a period in European history that was not quite medieval, and yet not quite modern. Many features of modern society, such as the nation-state, free-trade economies, religious pluralism, scientific rationalism, and secular culture trace their origins to the early modern era, yet the period was also marked by important continuities with the Middle Ages. During this course, we will explore how Europeans re-imagined their world in its transition from the medieval to the modern. Topics to be considered will include the "renaissance" of the arts, the problems of religious reform, exploration and colonialism, the rise of science, and the expansion of the state. Through these developments, we will focus on Europeans' changing notions of the human body, the body politic, and the natural world, as well as their re-interpretations of the proper relation between the human and the divine, the individual and the community, and the present and the past.

Instructor Units Lecture:
E. Grama 9 MW 11:50Am-1:10PM

During the last two centuries, Central and Eastern Europe has been a political laboratory—a region in which various political actors had attempted to launch and develop radical political and social experiments, from imperial reforms meant to strengthen and modernize the Habsburg empire, to the ethnic cleansing promoted by Nazi Germany and their acolytes in the region, to the attempts at establishing of a new social order under the post-WWII communist regimes. An understanding of the profound and rapid political and social changes that have occurred in this region will enable you to see global politics in a new light, and better understand the modern era. 

This course is a survey of the history of modern Central and Eastern Europe, from late 18th to late 20th century. It begins with a focus on modern Habsburg empire, the rise of nationalism in mid 19th century, and the demise of the Austro-Hungarian empire following the First World War. It continues with an examination of the rise of illiberal politics during the interwar era, the Second World War, and the establishment of the communist regimes and the Soviet sphere of influence during the Cold War.

Course materials include secondary historical analyses, primary sources, memoirs, and documentaries. The course will rely heavily on the format of interactive lectures—a combination of lecture and discussion, which will productively challenge the students to engage with the material in a critical manner, and will help them contextualize and enrich the knowledge they gain from the course readings.

Instructor Units Lecture:
E. Russell 9 TR: 3:05-4:25PM

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

Instructor Units Lecture:
M. Friedman 9 MW 10:10-11:30AM

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, The Spanish Civil War, WWII and the War in the Balkans in the 1990s; Communism and its collapse; Decolonization; the rise and crisis of the European welfare state and the European Union. We shall also discuss the re-emergence of ethno-nationalism and rising anti-immigrant sentiment over the last decades, Brexit (Britain’s 2016 referendum vote to leave the European Union), cultural and political debates surrounding Islam and Muslims in Europe today, the ongoing refugee crisis, and contemporary debates over the memory of the Holocaust. Classes will combine lecture, discussion and group work. 

Instructor Units Lecture:
A. McGee 9 MW 3:05-4:25PM

This course explores broad tendencies of technological change and innovation across five millennia of human history, with a focus on the political, social, cultural, and economic contexts in which technologies arise and through which individuals and societies relate to technological systems. How have technologies influenced and altered human society? How have historical conditions and individual choices correspondingly shaped the emergence, adoption, and refinement of technologies? From stone axes, agriculture, writing, and the earliest cities through windmills, printing presses, railroads, airplanes, atom bombs, and smart phones connected to the wireless cloud, students will encounter and analyze changing tools and technological systems as extensions of global human history. Questions of how technologies developed concurrently with society will drive classroom discussion; students will encounter primary sources, secondary scholarly articles, theoretical texts, material objects, ethnographic and oral history materials, and visual and media culture resources. Course materials and discussions will permit students to reflect critically on benefits and harms, and to consider the long-term implications of and consequences for technologies on social order, the environment, human bodies, and our cultural and philosophical conceptions of ourselves and our place in the universe.

Instructor Units Lecture:
C. Grant 6 TR: 3:05-4:25PM

Crime and punishment constitute not only the title of a classic Russian novel, but an enduring theme in Russian history. Russian art and literature are rich in scenes of exile and incarceration, and the history of a modernizing state's efforts to control both crime and dissent through judicial systems reveals the shifting boundaries of its power over its people. At a moment when Americans are increasingly questioning policing and mass incarceration in their own country, this course offers students a way to understand how crime and punishment have been constructed in a different historical context. 

Russian and Soviet practices of punishment have often embodied acute clashes of values between different social, national, and ideological groups. Actions deemed criminal by one group may be seen as justified, even admirable, by another. The course will deepen students' understanding of those values as well as familiarizing them with the lived experiences of people whose circumstances or convictions led them to courts, exile, and incarceration. Using novels, poetry, memoirs, archival and visual materials, we will consider such questions as: How did peasants avoid or invoke the Tsarist state to order their communal lives? How did revolutionaries use the jury trial to propagate their ideas? Why did Marxists believe that a socialist state would have no need for a legal system? How did prisoners in the Gulag make sense of their experiences? Assessment will include participation in class discussion, short written assignments, and a final project.

Instructor Units Lecture:
M. Hauser 9 MWF 9:05-9:55AM

This is an introductory survey of American history from colonial times to the present. The course focuses on cultural history instead of the more traditional emphasis on presidents, wars, and memorizing facts or timelines. The major theme of the course is the changing meaning of freedom over three centuries. Required readings include several short books and historical documents, which will be paired with class lectures to provide students with context needed to think about and understand America's cultural history. Assignments will include three short essays and a final research project on a form of popular culture of the student's choosing, developed over the course of the semester through three short blog posts.

Instructor Units Lecture:
E. Fields-Black 6 TR 1:25-2:45PM

Most Americans who know and love Harriet Tubman know she escaped enslavement, led herself and more than 60 people out of bondage via the Underground Railroad, gave instructions on getting to freedom to 50 or 60 more people, and became a suffragist.  However, the many biographies, children's books, and even the biopic "Harriet" about Tubman are all virtually silent on a very important chapter of her life: during the US Civil War, Harriet Tubman worked as a nurse, cook, spy, and scout for the US Army Department of the South.  This course will look at two parts of Tubman's life, her enslavement in the Maryland Eastern Shore and freedom via the Underground Railroad, as well as her military service in coastal South Carolina and participation in the Combahee River Raid, which freed 756 blacks enslaved on nine rice plantations six months after the Emancipation Proclamation went into effect.  We will watch the biopic "Harriet" and discusses where it does and does not accord with historical sources about Tubman's life.  And, we will tour the "From Slavery to Freedom" exhibit at the Senator John Heinz History Center to learn more about the Underground Railroad, particularly in Western Pennsylvania.

Instructor Units Lecture:
W. Goldman 9 TR 1:25-2:45PM

 On June 22, 1941, Hitler invaded the Soviet Union. German troops surrounded Leningrad in the longest running siege in modern history, reached the outskirts of Moscow, and slaughtered millions of Soviet civilians. Of the 6 million Jews murdered by the Nazis, almost 2 million were killed on Soviet soil.  Over 26 million Soviet citizens died in the war. Eventually, the Red Army came back from defeat to free the occupied territories and drive Hitler's army back to Berlin. Using history, film, poetry, veterans' accounts, documentaries, and journalism, this course surveys the great military battles as well as life in the occupied territories and on the home front. It highlights the rise of fascism, the Stalinist purges of the Red Army, and the Nazi massacres of the civilian population. Occasional evening film screenings may be required. Students will work from primary sources to write their own short history based on oral interviews of survivors in the Centropa archive.

Instructor Units Lecture:
W. Goldman 9 TR 10:10-11:30AM

Beginning with Stalin's death in 1953, this course focuses on the efforts of a new group of Soviet leaders to eliminate the repression of the Stalin years and to create a more democratic socialism. It will examine the reforms of Khrushchev and the reaction against them, the long period of Brezhnev's rule, and the hopeful plans of Gorbachev. Finally, it will survey Gorbachev's loss of control, the collapse of socialism and the Soviet Union, and the growth of "wild west" or "gangster" capitalism. We will look at the rise of the oligarchs and the impact of the capitalist transition on ordinary people. The course provides essential background for anyone interested in understanding Russia's place in the world today and its relationship with the West. 

Instructor Units Lecture:
M. Friedman 9 MW 1:25-2:45PM

This course will examine the history of anti-Jewish hatred and violence from the Middle Ages through the present. The course will focus on representative case studies, texts, and films. These will include pre-modern incidents of "fake news" such as the medieval rumor of "blood libel" that unleashed massacres and mass expulsions of Jews from countless communities. In examining the rise of modern anti-Semitism, we shall focus on debates over Jewish assimilation and citizenship and consider the popular impact of the print media's dissemination of conspiracy theories of Jewish world domination, including the infamous forgery, "The Protocols of the Elders of Zion." We will also examine cases of mass anti-Jewish violence, known as pogroms, in Eastern Europe and Russia, and the genocidal onslaught against European Jewry by the National Socialist regime. Finally, we will discuss the contemporary global resurgence of anti-Semitism.

Instructor Units Lecture:
J. Gilchrist 9 TR 11:50AM-1:10PM

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, 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.

Instructor Units Lecture:
E. Fields-Black 6 TR 10:10-11:30AM

"The Slave Passage" begins among flourishing, technologically advanced, and globally connected regions of Western Africa before the advent of the trans-Atlantic slave trade. It tells the painful story of African captives during the Middle Passage, piecing together the historical record to recognize their suffering aboard the slaving vessels and their multiple strategies of resistance. Students will study slave narratives,  slave ship logs, and autobiographies of former enslaved people, as well as analyze films and theater performances depicting the Middle Passage and New World enslavement.

Instructor Units Lecture:
J. Aronson 6 MW 1:25-2:45PM

[Note: students who have already taken this course under its former title 79-302, Drone Warfare and Killer Robots: Ethics, Law, Politics, and Strategy, may not enroll.]   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.

Instructor Units Lecture:
J. Tarr 6 MW 11:50AM-1:10PM

This course will focus on the transformations, both positive and negative, of Pittsburgh and the Pittsburgh region in the period from 1945 through the present. It will explore the following themes: the rise of industrial Pittsburgh, the redevelopment of the city in the Pittsburgh Renaissance; urban renewal and its consequences; the collapse of the steel industry and its impacts; the development of an Eds/Meds service economy; air, land and water environmental issues; and the city's changing demography.

Instructor Units Lecture:
L. Eisenberg 9 MW 12:20-1:10PM

This course looks at the historic relationship among Islam, Judaism and Christianity and what they have to say about the nature of government, the state's treatment of religious minorities, and relations among states in the Middle East. We will consider the impact of religion on domestic and foreign policy in selected Middle Eastern countries and communities, the role of religion in fueling conflicts, the phenomenon of religious fundamentalism, the challenge and opportunity this presents to the United States, and the potential for religion to help advance Middle East peace. We will use contemporary social media to contact people on the ground in the states we are studying to produce "updates" as to where religion and politics seem to be intersecting at this time.

Instructor Units Lecture:
L. Tetrault 9 MW 11:50AM-1:10PM

This course examines the history of women's rights agitation in the United States from the early nineteenth-century to the present. It investigates both well-known struggles for women's equality--including the battles for women's voting rights, an Equal Rights Amendment, and access to birth control--and also explores the history of lesser-known struggles for economic and racial justice. Because women often differed about what the most important issues facing their sex were, this course explores not only the issues that have united women, but also those that have divided them, keeping intersectionality and women's diversity at the center of the course. This course is open to all students.

Instructor Units Lecture:
T. Haggerty 6 MW 3:05-4:25PM

US Gay and Lesbian History offers an overview of the changing context and circumstances of sexual minorities in American culture.  From early constructions of moral opprobrium, criminal deviance or medical pathology, the LGBT community emerged in the twentieth and twenty-first century as a political constituency and a vital part of contemporary society.  Students should be aware that this course will necessarily address issues of intimate relations and sexuality as well as broader historical issues.

Instructor Units Lecture:
D. Oresick 9 MW 7:00-9:50PM

Invented in 1839, photography was a form of visual expression that immediately attracted a large public following. Starting around 1900, photography was practiced with two dominant strands. One of these firmly believed in the power of photographs to provide a window on the world, and was led by Lewis Hine, whose documentary photographs for the National Child Labor Committee helped to ameliorate living and working conditions for thousands of immigrant children. The other strand adhered to the philosophy of Alfred Stieglitz who adamantly affirmed that photographs were first and foremost reflections of the soul and were art objects, equal to painting, drawing and sculpture. These two schools of thought guided photographers throughout the twentieth century. This course explores in depth the tremendous range of photographic expression since World War II and examines in particular the contributions of significant image-makers such as Helen Levitt, W. Eugene Smith, Robert Frank, Diane Arbus, Garry Winogrand, Charles "Teenie" Harris, Cindy Sherman, Carrie Mae Weems, Nan Goldin, James Nachtwey, and many others. Classes include a slide lecture, student presentation, and video segments that introduce a focused selection of images by major photographers in an attempt to understand their intentions, styles, and influences. As available, students will be expected to make one or more visits to photography exhibitions on view in Pittsburgh (locations to be announced at the first class.)

Instructor Units Lecture:
L. Tetrault 9 MW 10:10-11:30AM

[Note: Students who have taken 66-121, First Year Seminar: Body Politics: Women and Health in America, may not enroll.]  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.

Instructor Units Lecture:
D. Winters 9 TR 11:50AM-1:10PM

This course traces the development of laws, policies, and social movements related to alcohol and drugs in the United States. By highlighting the ideas proponents and opponents used to justify or oppose prohibition, students will examine how responses to drug and alcohol use has as much to do with ideologies of gender, race, ethnicity, and class as they do with the effects of the substances themselves. This course will also analyze how attempts at prohibition have been historically contingent and explore the ways debates surrounding drug and alcohol use can deepen our understanding of American history. Some topics to be considered include: the proliferation of alcohol abuse in the early Republic, temperance and prohibition movements, criminalization of drugs, the "war on drugs," and legalization debates.

Instructor Units Lecture:
A. Owen 9

 Section A-MW 1:25PM-2:45PM

Section B-TR 1:25PM-2:45PM

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.

Instructor Units Lecture:
C. Grant 6 TR 11:50AM-1:10PM

[Note: students who have already taken this course under its former number 79-353 and former title, Imprisoning Kids: Legal, Historical, and Moral Perspectives, may not enroll.]

Can young lawbreakers be rehabilitated, or should they be removed from society to prevent them endangering others? Since the 1820s, reformers, philanthropists, and state officials in the Western world have wrestled with the question of how to reduce juvenile crime and turn delinquents into good citizens. The institutions and policies they created reflected their conceptions of young criminals, their backgrounds and families, their gender and their race. How did experts develop a body of knowledge about at-risk youth, what practices did they put into place, and what spaces did they build to house and contain the children? How have the children themselves responded, developing a sense of their own identity through compliance with or resistance to reformers’ intent?


In this course, we will explore ideas, practices, and institutions created to save juvenile delinquents, presented in reports and studies as well as fiction and film. Students will read and view a variety of primary and secondary sources from North America and Europe from the early nineteenth to the late twentieth centuries. Assessment will include participation in class discussion, short written assignments, and a final project.

Instructor Units Lecture:
J. Aronson 9 MW 10:10-11:30AM

This seminar will critically explore the development of the American criminal legal system from the colonial era to the present. Topics covered will include slave patrols in the antebellum south, efforts to control labor unrest in the northeast, the emergence of urban police departments, corruption, private police forces, campus police forces, surveillance, the wars on crime and drugs (and their racial implications), deaths in custody, police oversight, and the portrayal of policing in popular culture. This course will be discussion-based and require significant reading. Assignments will include reading reflections and two essays.

Instructor Units Lecture:
D. Jordini 6 TBA

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.

Instructor Units Lecture:
P. Eiss 6 TR 10:10-11:30AM

Observation, participation and direct experience of "the field" are hallmarks of anthropological ways of knowing, and their representation has played a foundational role in ethnographic writing both past and present. Yet reflexive and postmodernist explorations of these topics have triggered contentious debates over the nature of anthropology as a scientific or humanistic enterprise, and over its ethical, political and epistemological value. In this seminar, we will approach such questions through an exploration of the extremes of ethnographic fieldwork and writing. We will consider such topics as: the colonial history and politics of explorers and ethnographers; liminality and the place of extreme experience--such as cultural dislocation, violence, derangement, intoxication, sex, possession, and dreaming-in fieldwork and writing; field-notes as an ethnographic genre, and their relationship to "official" published ethnography; ethnographic surrealism and surrealist ethnography; the dimensions of sensory experience (visual, auditory, olfactory, etc.) in fieldwork and ethnography; collecting and the powers of "exotic" objects; inter-subjectivity and its implications; and experimentation with alternate ethnographic forms, such as autobiography, film, diary, and poetry.

Instructor Units Lecture:
E. Russell 9 TR 1:25-2:45PM

This course will compare the experiences of Americans during its two deadliest pandemics, the Influenza 1918 epidemic and the Covid-19 epidemic. Each week we will compare a facet of the two epidemics, such as government responses, medical knowledge, public health measures, African American experiences, global dimensions, and more. Students will do guided original research comparing a facet of the two epidemics.

Instructor Units Lecture:
B. Koerber 9 TR 11:50AM-1:10PM

Note: students who have taken course number 79-388, with former titles, Race, Gender, and the Politics of Sports in America since 1900 or 79-388, History of Sports in the United States, may not enroll.] In this course, we will survey the history of sport in the United States from the late nineteenth-century into the twenty-first century. While we will discuss star athletes, famous games, and popular teams, we will focus more so on evaluating the significance of sport in American history. Specifically, we will analyze sports through four themes: westernization/globalization; the emergence and development of Capitalism; industrialization and technological change; and democratization. By doing so, we will examine the changing power relationship between the athletes, owners, and consumers (fans). We will pay particular attention to athletes’ changing role in American society and the public’s growing expectation that these men and women speak or act on social and political issues. By semester's end, students will look beyond box scores and critically assess how sports has reflected larger trends in our society as well as its continued influence on American life.

Instructor Units Lecture:
A. McGee 6 MW 10:10-11:30AM

How did the computer come to be, and why did the practice of computer science develop historically the way it did? This course provides a general overview of the history of computer technology and computer science as an intellectual field of inquiry. Focusing on the scientific, technological, political, cultural, and business contexts that formed modern computing, the class explores computers as objects, ideas, and embodiments of broader emerging digital society. From early modern efforts to calculate the natural world through World War II codebreaking to present-day Silicon Valley, this course examines the computer as a transformative object and contextualizes its origins and development.

Instructor Units Lecture:
T. Gershovich 9 MW 11:50AM-11:30PM

In the 19th century, Russian writers produced some of the most beloved works of Western literature, among them Dostoevsky's Crime and Punishment and Tolstoy's Anna Karenina. These novels continue to captivate audiences and inspire adaptations in theater, film, and television. This course will examine the fertile century that yielded such masterpieces. In addition to the works mentioned above, students will encounter texts by writers who may be less well known but are no less significant, including Pushkin, Lermontov, Gogol, Chekhov, and Pavlova. We will consider the social and cultural circumstances in which these works were produced and reflect on the reasons these Russian masterpieces have appealed to audiences well beyond the Russian-speaking world.

Instructor Units Lecture:
S. Brockmann 9 MW 10:10-11:30AM

"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.

Instructor Units Lecture:
T. Gershkovich 9 TR 11:50AM-1:10PM

The Russian hacker looms large in the global imagination. He's the cyber outlaw sowing confusion and paranoia, the purveyor of fake news and conspiracy theories, the antihero who threatens the interests of powerful people and powerful states, or the state agent who threatens to upend democratic institutions. This course will examine the mythology and reality of "the Russian hacker" by considering this figure in the context of late Soviet and post-Soviet Russian culture. We will attend to the influence of both geopolitical forces, such as the politics of the Cold War, and artistic movements like Postmodernism. The course follows a seminar format. Students will be required to critically analyze literature (Dostoevsky, Bulgakov, Pelevin, Tolstaya), film (Balabanov, Ginzburg), media sources, and scholarship. They will work on written exercises that prepare them to write a research paper to be presented at a research symposium at the end of the semester. No prior knowledge of Russian language or culture is required. The course is conducted in English, but students will have the option to do work in Russian for three extra course units.


Instructor Units Lecture:
N. Kats 9 TR 1:25PM-2:45PM

This course surveys the societies and culture of modern Eastern Europe, from the Baltic States and Poland to the Balkans and Bulgaria. It will attend to this region's complex and turbulent history and consider the dynamics that shape it from geographical, geopolitical, cultural, and socioeconomic points of view. By reading texts by Milan Kundera, Mihail Sebastian, and Olga Tokarczuk, among others, we will explore topics such as the formation of nation states and nationalism, the violent conflicts of the 20th century, the Holocaust, communist regimes, and post-communist political formations. Students will come away with a better understanding of the socio-cultural circumstances that shape present day Eastern Europe. All readings will be in English, and no prior knowledge of Slavic languages or cultures is required.

Instructor Units Lecture:
D. Parker 9 MW 1:25-2:45PM

This course explores the longstanding tradition of science fiction literature, film, and art in the Russian, Soviet, and post-Soviet world. How does the future-oriented world of science fiction look and operate when produced in a country with an entirely different conception of progress and historical destiny than our own? What does a communist Martian Utopia look like, for example, and how did the collapse of the USSR impact the psyche of millions of Soviet children raised with dreams of becoming Cosmonauts? How does Russia¿s medieval past collide with the current Putinist present in recent dystopian novels? This course will explore the origins of science fiction writing in Russia under the Tsar and its flowering under the early Bolshevik regime, who sought to transform fantastic visions of the future into present reality through the promise of the Revolution. We will discuss the intellectual and philosophical novels Solaris and Stalker by the Strugatsky brothers and their screen adaptations by Andrei Tarkovsky, the mind-bending and scandalous works by Viktor Pelevin and Vladimir Sorokin, and the current popularity of Russian dystopian video games. Students will gain an understanding of the science fiction genre as a whole: how can a work be both ¿realistic¿ and ¿fantastic?¿ What are the boundaries of science fiction, and how is fantasy separated or blurred with reality in a fictional world? All readings will be in English, and no prior knowledge of Russian language or culture is required.

Instructor Units Lecture:
M. Wells 9 TBA

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.

Instructor Units Lecture:
T. Yao 9 MW 11:50AM-1:10PM

[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.

Instructor Units Lecture:
Z. Sun 9 MW 10:10-11:30AM

[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?