(Offered as HIST 338 [US/TR/TS] and BLST 338 [US]) This course examines U.S.

(Offered as HIST 338 [US/TR/TS] and BLST 338 [US]) This course examines U.S.

(Offered as ARHA 154, ARCH 154, and ASLC 154) This introductory course surveys the architecture, painting, sculpture, textiles, and other arts of South Asia—including India, Afghanistan, Bangladesh, Nepal, Pakistan, Afghanistan, and Sri Lanka—from 2300 B.C. to the present.

SPAN101 is the first of a four-semester sequence in the Spanish Language Program.  It is designed for students a) with no prior knowledge of Spanish, b) who have studied Spanish for one year or less in high school, and c) who have scored 1 or 2 on the AP Spanish Language exam.

SPAN101 is the first of a four-semester sequence in the Spanish Language Program.  It is designed for students a) with no prior knowledge of Spanish, b) who have studied Spanish for one year or less in high school, and c) who have scored 1 or 2 on the AP Spanish Language exam.

(Offered as HIST 263 [LA/TE/TR/TS] and LLAS 263) Latin Americans began their struggle for democracy during the independence wars at the start of the nineteenth century. Their struggle continues today.

(Offered as HIST 263 [LA/TE/TR/TS] and LLAS 263) Latin Americans began their struggle for democracy during the independence wars at the start of the nineteenth century. Their struggle continues today.

Through composition, analysis, listening practice, and performance, we will build a solid working understanding of many principles of music common in Western musical traditions. The course aims to develop comfort and dexterity in engaging with music via listening, analysis, and creative work. Assignments include harmonizing melodies, writing short melodies and accompaniments, creative representation and listening projects, and annotated analysis. On several occasions we will use our instruments and voices to bring musical examples to life in the classroom and online.

This is a research-based course where students will work collaboratively to develop materials for a digital archive to complement the professor’s book, Settler Science and the Genomic Quest for Indigeneity. Part of the book project has been to develop a dynamic, complementary archive: a standalone, permanent but modifiable site including various multimedia components (e.g., film clips, images, maps), documents (e.g., historical, legal, and scientific publications), and links to key online sites that can be used by teachers, students, and others in conjunction with the published book.

(Offered as HIST 229 [TC/^P/C], ARHA 229, RELI 229 and SWAG 229) When, in 431, the Council of Ephesus declared the Virgin Mary to be Theotokos or God-Bearer, she had already been venerated in Egypt since the third century as a re-instantiation of Isis. The syncretism of her cult explains her ubiquitous popularity in medieval Byzantium and the Latin West, but also in early Islamic Syria and colonial Latin America. Her frequent depiction on moveable wooden panels (icons) and mosaics accompanied her early rise to liturgical prominence.