(Offered as AMST 374 and HIST 374 [US]) In the largest incidence of forced removal in American history, the U.S. incarcerated 120,000 people of Japanese descent during WWII, two-thirds of whom were American citizens. Preceded by half a century of organized racism, the attack on Pearl Harbor provided justification for imprisonment of an entire ethnic group solely on the basis of affiliation by “blood.” At the same time, Japanese Americans served in the U.S.

(Offered as HIST 370 [AS] and ASLC 370 [J]) Japan emerged as the only non-Western multi-ethnic empire in the second half of the nineteenth century.  Comparing that empire to others across the globe, this course will consider how Japanese imperialism facilitated the complex circulation of goods, ideas, people and practices in modern Asia.

This course seeks to provide an introduction to the fundamentals of military strategy and the “art of war.” We will begin with readings and discussions about the origins of war and the nature of conflict and then examine the origins of classical strategy, reading the work of Clausewitz and Jomini, maritime strategists such as Mahan and Corbett, and airpower theorists such as Douhet. We will also look more broadly at the ideas of Sun Tzu, T.E.

[US^P] This course examines the revolutionary era of American history (1750–1800), a period defined by a radical transfer of state power from elite aristocrats to common men. Yet largescale power differentials persisted, evidenced by the enslavement of African Americans, the removal of Native Americans, the subjugation of women, and the harsh laboring conditions of poor whites. The course examines the many contradictions of this important era. We will ask the following questions: Who built America? What were the causes of the American Revolution?

(Offered as HIST 352 [US/TC/TS], AMST 352, and BLST 351) Focusing on the United States, this course introduces students to foundational questions and texts central to the history of education and education studies. We will explore the competing goals and priorities Americans have held for primary, secondary and post-secondary education and ask how and why these visions have influenced – or failed to influence – classrooms, schools, and educational policy.

[LA] The Inquisition is one of the most notorious institutions in world history, but it remains little understood. As part of their drive to unite the Spanish kingdoms under their rule, Ferdinand and Isabella secured papal permission to launch a nationwide Inquisition in 1478. Although charged with safeguarding Catholic orthodoxy from heresy, the Inquisition was in fact a state-run institution that worked from political and economic motives as well as religious ones.

(Offered as HIST 319 [ME/TC/TE^C], ASLC 320 [WA] and RELI 322) Conceptions of the religious and the secular that continue to resonate today assumed global significance in the course of the nineteenth century as colonial empires and nascent nation-states negotiated how they would govern heterogeneous populations and interact with each other.

[^C] This course will introduce students to major philosophical roots, historical developments, and contemporary debates in human rights politics. The course will begin by examining the global historical evolution of the notion of human rights, stressing the pivotal role of the American and French Revolutions in framing modern conceptions of rights in the late eighteenth century. It will then examine the growth of international laws, institutions, and norms in the nineteenth and twentieth centuries.

(Offered as BLST 311 [A/D] and HIST 311 [AF]) As the crisis of the postcolonial nation-state deepens in the context of globalization and statism in African countries especially in the last three decades, African societies have experienced significant migration of skilled and unskilled workers.  These migration flows are raising new questions about the nature of politics, economics, and culture in various African national and transational contexts.  To explore the political, social, and economic consequences of these waves of migration in African states and among countries receivin

This course offers an opportunity for history majors to reflect upon the practice of history. How do we claim to know anything about the past at all? How do historians construct the stories they tell about the past from the fragmentary remnants of former times? What is the connection of historians’ work to public memory? How do we judge the truth and value of these stories and memories? The course explores questions such as these through readings and case studies drawn from a variety of places and times. Two class meetings per week.