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Major issues and actions from the beginning of the Civil War to the 1954 Supreme Court decision. Focus on political and social history: transition from slavery to emancipation and Reconstruction; the Age of Booker T. Washington; urban migrations, rise of the ghettoes; the ideologies and movements from integrationism to black nationalism. (Gen.Ed. HS, U)

Same as REL 273. This course begins with the early contacts between Mongols and Buddhists, including Chenggis Khan and Altan Khan (who named the Dalai Lamas in the 16th century), and Gushii Khan who elevated the 5th Dalai Lama to the throne of Tibet. We will explore how Mongolians explained their conversion to Buddhism and the process of cultural borrowing that created new cultural identities, institutions and individuals that make Mongolian Buddhism unique, including the continued interaction with native shamanism.

Same as BUS 273.This course begins with the early contacts between Mongols and Buddhists, including Chenggis Khan and Altan Khan (who named the Dalai Lamas in the 16th century), and Gushii Khan who elevated the 5th Dalai Lama to the throne of Tibet. We explore how Mongolians explained their conversion to Buddhism and the process of cultural borrowing that created new cultural identities, institutions and individuals that make Mongolian Buddhism unique, including the continued interaction with native shamanism.

Same as ARH 217. This course is a contextual examination of the art and architecture of Ancient Greece, from the end of the Bronze Age through the domination of Greece by Rome (ca. 1100-168 BCE) and handles an array of settlements, cemeteries, and ritual sites. It tracks the development of the Greek city-state and the increasing power of the Greeks in the Mediterranean, culminating in the major diaspora of Greek culture accompanying the campaigns of Alexander the Great and his followers.

This course examines thematic issues in East Asian politics, including the formation of nations and states, democracy, authoritarianism, political parties, political economy, gender, and social movements. The emphasis in this course pivots on understanding theoretical and conceptual issues that are anchored in East Asian politics but that are generally pertinent to comparative politics in the world.

Why and how do we hold elections? In this class, we study the rules that structure how we select leaders to represent us and the subsequent political behavior in response to those rules. Our examination of elections worldwide involves a global overview of modern elections, including those held in authoritarian regimes. By the end of the course, each student is an expert on an election of their choice. We have two questions motivating our journey in this course. First, do elections matter? Second, how should we hold elections? (E)

This course examines how Native American women and non-binary writers represent their communities to each other and broader publics. How do they recall the past and imagine new possibilities for the future? How do these works fit into, expand and transform the contemporary field of literature and Native American writing? We begin with a discussion of the significance of indigenous women authors and their work. Throughout the semester we will employ close reading and ask how these writers use literary and oral history elements to tell stories, and to what effect. (E)

This course examines the development and inter-relationship of literature, art, and culture in the Edo period (1600-1868). We look particularly at the vibrant urban culture of the three cities of Kyoto, Osaka, and Edo (Tokyo). Many well-known expressions of modern Japanese culture have their roots in the flourishing culture of the Edo era townspeople that developed under the watchful and frequently punishing scrutiny of the Tokugawa samurai government. No knowledge of Japanese required. Enrollment limit of 20. (E)

This course uses the artifacts of the Van Buren Antiquities Collection as a starting point for investigating the daily life of the Greek and Roman worlds. In particular, students will select and research an object or objects for which to develop an "object biography," through which the people who produced, used, and re-used these objects might be accessed. Additional attention is given to the place of objects in archaeological practice and narratives. (E)