2017-2018 University Catalog archived
Course Descriptions
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HIST 201 - Europe in the Early Middle Ages, 325-1198
FDR: HU
Credits: 3
Examines, through lectures and discussions, the culture and society of late Roman antiquity; the rise of Christianity and the formation of the Western church; Europe’s relations with Byzantium and Islam, Germanic culture, monasticism, Charlemagne’s empire; the Vikings, feudalism, manorialism, agriculture and the rise of commerce; gender roles and family structures; warfare and the Crusades; the growth of the papacy and feudal monarchies, the conflict between church and state; the revival of legal studies and theology; and the development of chivalric and romantic ideals in the cultural renewal of the 11th and 12th centuries. Peterson.
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HIST 202 - Europe in the Late Middle Ages, 1198-1500
FDR: HU
Credits: 3
Examines, through lectures and discussions, the high medieval papacy; the rise of new lay religious movements; Franciscans and Dominicans; dissent and heresy; the Inquisition; Jews and minorities; the rise of universities; scholasticism and humanism; the development of law; Parliament and constitutionalism; the Hundred Years War; the Black Death; the papal schism and conciliarism; gender roles; family structures and child rearing; Europe’s relations with Islam and Byzantium; and the rise of commerce, cities and urban values, as well as of the “new monarchies.” Peterson.
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HIST 203 - The Italian Renaissance in Its Historical Setting
FDR: HU
Credits: 3
Examines, through lectures and discussions, the Italian Renaissance within the framework of European religious, political and cultural development. The rise and impact of commercial and urban values on religious and political life in the Italian communes to the time of Dante. Cultural and political life in the “despotic” signorie and in republics such as Florence and Venice. The diffusion of Renaissance cultural ideals from Florence to the other republics and courts of 15th-century Italy, to the papacy, and to Christian humanists north of the Alps. Readings from Dante, Petrarch, Leonardo Bruni, Pico della Mirandola and Machiavelli. Peterson.
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HIST 204 - The Age of Reformation
FDR: HU
Credits: 3
Examines the origins, development, and consequences of the Protestant and Catholic Reformations of the 16th century. The late medieval religious environment; the emergence of new forms of lay religious expression; the impact of urbanization; and the institutional dilemmas of the church. The views of leading reformers, such as Luther, Calvin, and Loyola; and the impact of differing social and political contexts; and technological innovations, such as printing, on the spread of reform throughout Europe. The impact of reform and religious strife on state development and the emergence of doctrines of religious toleration and philosophical skepticism; recent theses and approaches emphasizing “confessionalization,” “social discipline,” and “microhistory.” Peterson.
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HIST 205 - Public and Private in Europe, 1700-1900
FDR: HU
Credits: 4
This course investigates the construction of and relationship between public and private spheres in Europe during the 18th and 19th centuries. It explores the relationship between civil society and democracy, how women’s roles were redefined at the advent of modernity and the relationship between the public and the private spheres. Horowitz.
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HIST 206 - Women and Gender in Modern Europe
FDR: HU
Credits: 3
This course investigates the history of Europe from the late 18th century to the present day through the lens of women’s lives, gender roles, and changing notions of sexuality. We examine how historical events and movements (industrialization, the world wars, etc.) had an impact on women, we look at how ideas about gender shaped historical phenomena, such as imperialism and totalitarianism. We also consider the rise of new ideas about sexuality and the challenge of feminism. Horowitz.
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HIST 207 - Paris: History, Image, Myth, Part I
FDR: HU
Credits: 3
Prerequisite: Instructor consent required. This course is the prerequisite for the spring course, HIST 210. Students may not take this course and ARTS 222. The history of Paris in the modern era is intimately linked to the history of photography, an artistic medium born out of the intellectual and cultural ferment of the 19th century. This interdisciplinary course, taught in conjunction with ARTS 222, examines both the history of Paris and the city’s long photographic tradition. We cover how photography offers insight into the shaping of Paris in the 19th and 20th centuries, as well as how the medium has been transformed by the changing landscape of the city. Horowitz.
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HIST 208 - France: Old Regime and Revolution
FDR: HU
Credits: 3
Historical study of France from the reign of Louis XIV to the Revolution, tracing the changes to French society, culture and politics in the 17th and 18th centuries. Topics include absolutism under Louis XIV, the Enlightenment, socioeconomic changes during the 18th century, and the Revolution. Horowitz.
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HIST 209 - France in the 19th and 20th Centuries
FDR: HU
Credits: 3
Historical study of France from the Revolution through the present, tracing France’s revolutionary tradition and the continuing “Franco-French” war it spawned, and the construction of and challenges to French national identity. Topics include the successive revolutions of the 19th century, the acquisition and loss of two empires, and the transformations in French society brought by wars, industrialization, and immigration. Horowitz.
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HIST 211 - Scandal, Crime, and Spectacle in the 19th Century
FDR: HU
Credits: 3
This course examines the intersection between scandal, crime, and spectacle in 19th-century France and Britain. We discuss the nature of scandals, the connection between scandals and political change, and how scandals and ideas about crime were used to articulate new ideas about class, gender, and sexuality. In addition, this class covers the rise of new theories of criminality in the 19th century and the popular fascination with crime and violence. Crime and scandal also became interwoven into the fabric of the city as sources of urban spectacle. Students are introduced to text analysis and data mining for the humanities. Horowitz, Walsh.
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HIST 212 - Text Mining for History
(DH 212) FDR: SC
Credits: 3
This course examines how we can use new tools and techniques to study both historical documents and contemporary sources at a vastly greater scale than before. How can computers help us analyze thousands of novels? Or a century of newspaper articles? And how does doing so change what we know about history and the contemporary world? This course introduces students to the concepts and practices of text mining, such as topic modeling and natural language processing. Horowitz, Walsh.
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HIST 213 - Germany, 1815-1914
FDR: HU
Credits: 3
The impact of the French Revolution on Germany, the onset of industrialization, the revolution of 1848, the career of Bismarck and Germany’s wars of national unification, the Kulturkampf between Protestants and Catholics, the rise of the socialist labor movement, liberal feminism and the movement for women’s rights, the origins of “Imperialism” in foreign policy, and Germany’s role in the outbreak of the First World War. Patch.
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HIST 214 - Dictatorship and Democracy in Germany, 1914-2000
FDR: HU
Credits: 3
The failure of Germany’s first attempt at democracy in the Weimar Republic, the interaction between art and politics, the mentality of the Nazis, the institutions of the Third Reich, the Second World War and Holocaust, the occupation and partition of Germany in 1945, the reasons for the success of democratic institutions in the Federal Republic, the origins of modern feminism, the economic collapse of the German Democratic Republic, and the process of national reunification in 1989-91. Patch.
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HIST 215 - From Weimar to Hitler: Modernism and Anti-Modernism in German Culture after the First World War
FDR: HU
Credits: 4
Germany adopted an admirably democratic constitution after the First World War, and the Weimar Republic became a center of bold experimentation in literature, the arts, theater, cinema, and scholarship, but it also became a hotbed of radical nationalism and xenophobia. This course analyzes the relationship between art and politics through case studies in the debates provoked by anti-war films and poetry, the Bauhaus “international style” of architecture, the plays of Bertolt Brecht, expressionist art, and films and paintings to celebrate the advent of the “New Woman.” Why did modernism inspire so much anxiety in Germany in the 1920s? To what extent did cultural experimentation contribute to the popularity of Adolf Hitler? What lessons did Weimar intellectuals in exile learn from the Nazi seizure of power? Patch.
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HIST 216 - The Making of Modern Scotland
FDR: HU
Credits: 3
This course surveys the history of the Scottish people from the medieval period up to the current debates surrounding the possibility of Scottish Independence and the future of Great Britain. Along the way, we examine the Wars of Independence, the Renaissance and Reformation, the Scottish Enlightenment, the Highland clearances, emigration to North America, involvement in the British Empire, and the development of Scottish nationalism. This course asks two interrelated questions: How has the history of Scotland been made, manipulated, and romanticized over the last seven centuries, and why do we remain fascinated by this small country across the Atlantic? This class, then, is both an introduction to Scottish history, and an exploration of the thin lines between history, myth, and reality. Brock.
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HIST 217 - History of the British Isles to 1688: Power, Plague, and Prayer
FDR: HU
Credits: 3
The history of the British Isles to 1688 tells the story of how an island remote from the classical world came to dominate much of the modern one. This course ventures from Britain during Roman occupation and Anglo-Saxon migration, to the expansion of the Church and tales of chivalry during the Middle Ages, then finally to exploration and conflict during the Tudor and Stuart dynasties. Topics include the development of Christianity, Viking invasions, the Scottish wars of independence, the evolution of parliament, the Black Death, the Wars of the Roses, the Reformation, the beginnings of Empire, and the 17th-century revolutions. Brock.
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HIST 218 - Rule Britannia, 1688- 1990: The History of Britain from the “Glorious” Revolution to the Iron Lady
FDR: HU
Credits: 3
This course explores three centuries of British history, from the Revolution of 1688 to the era of Margaret Thatcher. Between these years, Britain became the world’s pre-eminent industrial and imperial power— one that has had a profound influence on the history of America. Though only a small collection of islands in the North Atlantic, throughout these centuries Britain created, for good and for ill, an empire upon which the sun never set. At the same time, British society at home had to come to grips with the dark underbelly of urban, industrial life - crime, disease, prostitution, unrest, etc. We examine the themes of revolution, economic growth, imperialism and decolonization, geopolitics, modern warfare, race and gender, and above all, ideas of “Britishness” across time and space. Brock.
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HIST 219 - Seminar: The Age of the Witch Hunts
FDR: HU
Credits: 3
Prerequisite: Open to sophomores, juniors, and seniors. First-years may request instructor consent. This course introduces students to one of the most fascinating and disturbing events in the history of the Western world: the witch hunts in early-modern Europe and North America. Between 1450 and 1750, more than 100,000 individuals, from Russia to Salem, were prosecuted for the crime of witchcraft. Most were women and more than half were executed. In this course, we examine the political, religious, social, and legal reasons behind the trials, asking why they occurred in Europe when they did and why they finally ended. We also explore, in brief, global witch hunts that still occur today in places like Africa and India, asking how they resemble yet differ from those of the early-modern world. Brock.
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HIST 220 - Imperial Russia, 1682 to 1917
FDR: HU
Credits: 3
From the rise to power of Peter the Great, Russia’s first emperor, through the fall of the Romanov dynasty. Bidlack.
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HIST 221 - Soviet Russia, 1917 to 1991
FDR: HU
Credits: 3
Note: Open to sophomores, juniors and seniors. Interested first-years may request instructor consent. The revolutions of 1917, the emergence of the Soviet system, the Stalinist period, Stalin’s successors, and the eventual collapse of the USSR. Bidlack.
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HIST 222 - Decline and Fall of the Soviet Union and the Resurgence of Russia
FDR: HU
Credits: 4
Note: Completion of HIST 102 is recommended but not required. This course analyzes the reasons for the decline of the Soviet Union commencing in the latter part of the Brezhnev era and its collapse under the weight of the failed reforms of Gorbachev. It further traces the fragmentation of the USSR into fifteen republics and the simultaneous devolution of authority within the Russian Republic under Yeltsin. The course concludes with the remarkable reassertion of state power under Putin up to the present. Students write an essay assessing the Yeltsin transition and engage in a class debate at the end of the term on the prospects for Russia’s future. Bidlack.
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HIST 223 - International Relations, 1815-1918: Europe and the World
FDR: HU
Credits: 3
Topics include the “Metternich system” for maintaining peace, strains in that system caused by the rise of nationalism, European relations with Africa and Asia during the era of Free Trade, the dramatic expansion of Europe’s colonial empires in the late-19th century (with special emphasis on the partition of Africa), the development of rival alliance systems within Europe, and the causes of the First World War. Our goal is to understand the causes of international conflict and the most successful strategies for maintaining peace. Patch.
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HIST 224 - International Relations, 1919-2000: The End of European Hegemony
FDR: HU
Credits: 3
Prerequisite: Open to sophomores, juniors and seniors, and first-years who have AP European History or IB credit by obtaining instructor consent. Topics include the Versailles peace settlement of 1919, the spread of the British Empire to the Middle East and birth of Palestinian nationalism, the impact of the Great Depression and totalitarianism on international relations, the outbreak of the Second World War, the Holocaust and foundation of the State of Israel, the Nuremberg Trials, decolonization in Africa and Asia, the origins of the Cold War, and the foundation of the European Economic Community. What have Europeans learned about conflict resolution from their experience of two world wars and numerous colonial wars? Patch.
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HIST 226 - European Intellectual History, 1880 to 1960
FDR: HU
Credits: 3
The central ideas of Darwin, Marx, Nietzsche, and Freud, and the responses by the religious and cultural establishment to these subversive thinkers. Patch.
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HIST 227 - Discover Scotland: History and Culture through Theater
(THTR 227) FDR: HU
Credits: 4
Spring Term Abroad. For a small nation of just over 5 million, Scotland looms remarkably large in our historical, cultural, and artistic imagination. This course travels to Edinburgh, Glasgow, and the Highlands to allow students to go beyond the mythologizing and romance to discover Scotland as it has been experienced and performed by the Scottish people. Using Scotland’s vibrant and remarkably political theater scene as our jumping-off point, we study this country’s history and culture, examining the powerful intersections of myth and reality that shape Scottish identity past and present. We pay particular attention to the dichotomies – Highland and Lowland; urban and rural; separatist and unionist; poor and rich; Protestant and Catholic, etc. – that make modern Scotland such a fascinating subject of historical and artistic inquiry. Brock, Levy.
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HIST 228 - Women in Russian History
FDR: HU
Credits: 3
Students read many accounts by and about Russian women to gain an understanding of how Russian women have been affected by wars, revolutions, and other major events and, simultaneously, how they have been agents of change from the beginnings Russian history up to the present. Bidlack.
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HIST 229 - Topics in European History
FDR: HU
Credits: 3 credit in fall or winter; 4 in spring
A course offered from time to time depending on student interest and staff availability, on a selected topic or problem in European history. May be repeated for degree credit if the topics are different.
Winter 2018, HIST 229A-01: The History of Poverty in Britain from the Tudors to the Tories (3). This class explores the history of poverty in Britain from the 16th century to the present. We begin with changes to poor relief wrought by the Protestant Reformation and end with contemporary debates about the scope and function of the welfare state. Along the way, we examine Enlightenment ideas about labor and wealth, the Industrial Revolution, the development of class consciousness, debtors’ prisons and the rise of workhouses, issues of crime and punishment, and modern intersections between race, poverty, and policy. Throughout, we pay close attention to the experiences of those living in poverty. As we trace the varied ways that British culture has depicted, caricatured, and treated “the poor”, this class asks how such depictions have shaped both British social policy and our own assumptions and attitudes. (HU). Brock.
Winter 2018, HIST 229B-01: The Scientist as National Hero (3). We discuss the place of science and its practitioners in Western society, from the time of the Victorian professionalization of science until today, and focus on the formation of a 20th-century elite of Nobel laureates and their role in national politics and, to a lesser extent, international affairs. How/why have some scientists gained extraordinary leadership status in our culture? How/why have some become national heroes, a few even international ones? Can scientists provide the moral and political leadership to deal with the challenges in society that their very successes have created? (HU) Rupke.
Winter 2018, HIST 229C-01: Animal Behavior and Human Morality (3). We trace the history of the study of animal behavior in its bearing on human morality, from the beginning of the professionalization of the subject around 1800 until the present day. Often, tentative connections have been made between the ways animals behave and how humans conduct themselves, thus conferring legitimacy on shared traits. Issues of gender and sexuality traditionally have been at the forefront of these considerations. Animal examples have also been used as the basis of arguments for and against institutions of marriage, family, slavery, systems of government (monarchy, republic, etc.), war, aggression, altruism, and more. (HU) Rupke.
Winter 2018, HIST 229D-01: Nazism and the Third Reich (3). Common readings introduce students to some of the most lively debates among scholars about the causes of the failure of democracy in the Weimar Republic, the mentality of Nazi leaders and followers, the nature of the regime created by the Nazis in 1933, the impact of the Third Reich on the position of women in German society, and the degree to which the German people supported this regime’s policies of war and racial persecution. (HU) Patch.
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HIST 230 - Discovering W&L’s Origins Using Historical Archaeology
(SOAN 230) FDR: SS4
Credits: 3
Not open to students who have taken SOAN 181 with the same description. This course introduces students to the practice of historical archaeology using W&L’s Liberty Hall campus and ongoing excavations there as a case study. With archaeological excavation and documentary research as our primary sources of data. we use the methods of these two disciplines to analyze our data using tools from the digital humanities to present our findings. Critically, we explore the range of questions and answers that these data and methods of analysis make possible. Hands-on experience with data collection and analysis is the focus of this course, with students working together in groups deciding how to interpret their findings to a public audience about the university’s early history. The final project varies by term but might include a short video documentary. a museum display, or a web page. Gaylord.
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HIST 233 - U.S.-Latin American Relations from 1825 to Present
FDR: HU
Credits: 3
Examines the historical interaction between Latin America and the United States from Spanish American Independence in 1825 to the present. Explores the political, social, cultural, economic, and ecological dimensions of this relationship, focusing on such key themes as imperialism, development, military-state relations, the environment, the war on drugs, science and technology, and human rights. Gildner.
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HIST 234 - Nations and Nationalism
(SOAN 234) FDR: SS4
Credits: 3
This course examines the rise and global spread of national identity over the last five centuries by considering cases from Europe, Asia, Africa, and the Americas and using these to test major theories of nationalism from history and the social sciences. Major questions considered include the following: What, if any, are the empirically identifiable relationships between national identity and other major dimensions of “modernization,” such as the rise of the modern state and industrial capitalism? Is nationalism a cause, consequence, or victim of “globalization”? Can we construct a theory of the spread of national identity that not only makes sense of macro-level patterns but also articulates clear “microfoundations” and identifiable causal mechanisms? Eastwood.
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HIST 236 - Afro-Latin America
FDR: HU
Credits: 3
This class examines the intrinsic role that African peoples have played in the historical formation of the geographic and cultural area known as Latin America. We survey the history of African descendant people in the Americas from the forced migration of the Atlantic slave trade to the Haitian Revolution; from the sugar plantation to the city street; from Brazilian Samba in the 1920s to the emergence of salsa music in Spanish Harlem in the 1970s. Topics include slavery, the Haitian Revolution and its legacy, debates on “racial democracy”, and the relationship between gender, race, and empire. Gildner.
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HIST 238 - Anthropology of American History
(SOAN 238) FDR: SS4
Credits: 3
Prerequisite: Instructor consent. This course explores issues within historic American communities that ethnographers often investigate among living groups, including cultural values, religious ideologies, class structures, kinship networks, gender roles, and interethnic relations. Although the communities of interest in this course ceased to exist generations ago, many of their characteristic dynamics are accessible through such means as archaeology, architectural history, and the study of documents. Case studies include early English settlement in Plymouth, Mass.; the 18th-century plantation world of Virginia and South Carolina; the post-Revolutionary Maine frontier and 19th-century California. Bell.
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HIST 240 - Early American History to 1788
FDR: HU
Credits: 3
An intensive study of the political, constitutional, economic and social development of British North America from European discovery through the American Revolution and the years of the Confederation government. DeLaney.
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HIST 242 - The United States, 1789-1840
FDR: HU
Credits: 3
The political, constitutional, economic and social history of the United States from the beginning of Washington’s first term as president to the end of Van Buren’s only term. Launching the Republic; Hamiltonian economic program; the first party system; the Revolution of 1800, the second war for independence; the second party system; westward expansion; Nullification; the Bank War; and the second Great Awakening. Staff.
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HIST 243 - The Evolution of American Warfare
FDR: HU
Credits: 3
This course examines U.S. military history from the colonial period to the post-9/11 American military experience. Since this is a period of more than four hundred years, the course limits its focus to major topics and central questions facing the men and women who have fought in American wars. We trace the course of American military history by focusing on three themes: the early development of American military institutions, the evolution of military policy toward civilian populations, and the changing face of battle in which Americans have fought. All three of these themes relate to the central goal of this course, which is to gain a better understanding of how America’s military developed in conjunction with and sometimes in conflict with American democracy. Myers.
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HIST 244 - The Art of Command during the American Civil War
FDR: HU
Credits: 4
Prerequisite: Instructor consent required. Most appropriate for students who have completed HIST 245 or HIST 269. Additional course fee required, for which the student is responsible after Friday of the 7th week of winter term. This seminar examines the role of military decision-making, the factors that shape it and determine its successes and failures, by focusing on four Civil War battles: Fredericksburg, Chancellorsville, Gettysburg and Wilderness. Extensive reading and writing. Battlefield tours. Myers.
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HIST 245 - The American Civil War
FDR: HU
Credits: 3
The sectional crisis. The election of 1860 and the secession of the southern states. Military strategy and tactics. Weapons, battles, leaders. Life of the common soldier. The politics of war. The economics of growth and destruction. Emancipation. Life behind the lines. Victory and defeat.
Myers.
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HIST 246 - American Experience with Guerrilla Warfare and Insurgency
FDR: HU
Credits: 3
This course dives headlong into the chaotic, destructive, and brutally violent world that has been American Involvement with irregular warfare. Over the past 400 years, Americans have trained guerrillas, fought as irregulars, and sparked armed insurrections. This course looks at the broad typology of violence known as irregular warfare, including insurrections, violent revolutions, partisan and guerrilla warfare, U.S. Army/Native American conflict, and 20th-century insurgency and low-intensity conflict. Myers.
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HIST 247 - America in the Gilded Age, 1870-1900
FDR: HU
Credits: 3
A survey of the transformation of American society under the impact of industrialization and urbanization. It examines how business leaders, workers, farmers, and the middle class attempted to shape the new industrial society to their own purposes. Emphasis is given to social, intellectual, and cultural experiences and to politics. Senechal.
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HIST 256 - The History of Violence in America
(SOAN 256) FDR: HU
Credits: 3
An examination of the social origins, evolution, and major forms of extralegal, violent conflict in the United States, including individual and collective violence and conflict related to race, class, gender, politics, and ethnicity, especially emphasizing the 19th and 20th centuries. Major topics include theories of social conflict, slavery and interracial violence, predatory crime, labor strife, and inter-ethnic violence. Senechal.
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HIST 257 - History of Women in America, 1609-1870
FDR: HU
Credits: 3
An examination of women’s social, political, cultural and economic positions in America through the immediate post-Civil War. Changes in women’s education, legal status, position in the family, and participation in the work force with emphasis on the diversity of women’s experience, especially the manner in which class and race influenced women’s lives. The growth of organized women’s rights. Senechal.
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HIST 258 - History of Women in America, 1870 to the Present
FDR: HU
Credits: 3
A survey of some of the major topics and themes in American women’s lives from the mid-19th century to the present, including domestic and family roles, economic contributions, reproductive experience, education, suffrage, and the emergence of the contemporary feminist movement. The influence on women’s roles, behavior, and consciousness by the social and economic changes accompanying industrialization and urbanization and by variations in women’s experience caused by differences in race, class, and region. Senechal.
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HIST 259 - The History of the African-American People to 1877
FDR: HU
Credits: 3
An intensive study of the African-American experience from the colonial period through Reconstruction. Special emphasis is given to the slave experience, free blacks, black abolitionists, development of African-American culture, Emancipation, Black Reconstruction, and racial attitudes. DeLaney.
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HIST 260 - The History of the African-American People since 1877
FDR: HU
Credits: 3
An intensive study of the African-American experience from 1877 to the present. Special emphasis is given to the development of black intellectual and cultural traditions, development of urban communities, emergence of the black middle class, black nationalism, the civil rights era, and the persistence of racism in American society. DeLaney.
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HIST 262 - The Old South to 1860
FDR: HU
Credits: 3
A study of the making of the Old South. Slavery. Antebellum political, economic, social, and cultural developments. The origins and growth of sectionalism. Myers.
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HIST 264 - Morning in America? Society, Culture and Politics in The Age of Reagan
FDR: HU
Credits: 4
This course provides students with an in-depth analysis of the United States during the Reagan presidency. While the bulk of the course focuses on the 1980s, it also provides an overview of the 1960s and 1970s as well as the legacy of the decade for contemporary America. Rather than studying a single theme across a long period of time, this class provides students with a variety of thematic approaches within a more confined time-period. Accordingly, while the focus is on national politics, we explore the impact of the decade on economic, social, cultural, diplomatic, and political history. Michelmore.
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HIST 265 - The U.S. in the Era of World War II
FDR: HU
Credits: 3
This course studies the history of the Second World War, with particular attention to its consequences for the United States. Major topics include the political and economic origins of the war, the American debate over intervention, American military and diplomatic strategy, the effect of the war on the U.S. economy, the consequences for mobilization for American society, and the myth and reality of the “Greatest Generation.” Michelmore.
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HIST 266 - The American Century: U.S. History from 1945
FDR: HU
Credits: 3
This course surveys the social, political, cultural, and economic history of the United States in the post-1945 period. Topics include the atomic bomb and the cold war, the growth of the state, liberalism, conservatism and radicalism, race and civil rights, feminism and anti-feminism, and foreign policy. Michelmore.
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HIST 268 - Building a Suburban Nation: Race, Class, and Politics in Postwar America
FDR: HU
Credits: 3
Together, the overdevelopment of the suburbs and the underdevelopment of urban centers have profoundly shaped American culture, politics and society in the post-WWII period. This course examines the origins and consequences of suburbanization after 1945. Topics include the growth of the national state, the origins and consequences of suburbanization, the making of the white middle class, the War on Poverty, welfare and taxpayers “rights” movements, “black power,” and how popular culture has engaged with questions about race and class. In the process of understanding the historical roots of contemporary racial and class advantage and disadvantage, this course will shed new light on contemporary public policy dilemmas. Michelmore.
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HIST 269 - Topics in United States, Latin American or Canadian History
FDR: HU
Credits: 3-4
A course offered from time to time, depending on student interest and staff availability, on a selected topic or problem in United States, Latin American or Canadian history. May be repeated for degree credit if the topics are different.
Winter 2018, HIST 269A-01: The New South (3). Henry Grady coined the phrase “The New South” in a 1886 New York City speech. The New South meant free labor industry based on successful Northern economic practices, leaving behind the slave-based agrarian Old South. However, the era of the New South instead witnessed the rise of sharecropping, tenant farming, and convict labor; reimagined Southern cities as sites of historical memory, partially accurate, often mythological, all designed to attract Northern tourism and investment; systemic violence enacted against African-Americans as the South rejected racial equality; and a region-wide re-envisioning of the Old South and the Confederacy now known as Lost Cause ideology. (HU) Richier.
Winter 2018, HIST 269B-01: Gender, Sex, and Sexuality in the Civil War (3). This course centers around issues of women, gender, family, heterosexuality, homosexuality, and transgendered peoples during a time period traditionally imagined as a sexless military endeavor. Going beyond female nurses in the Civil War, the course addresses prostitution, venereal disease, sexual violence, Bread Riots, infant mortality, masculinity models, interracial relations, enslaved families, and LGBTQ issues. (HU) Richier.
Winter 2018, HIST 269C: Uncovering W&L History (3). Not open to students who have credit for HIST 180 on the same topic. A seminar focusing primarily on Washington College history as it relates to slavery, and placing it within the larger context of local and state history. Student focus intensely on historical methodology and analysis through the use of primary and secondary research. (HU) DeLaney.
Spring 2018, HIST 269-01: Death in 19th-Century United States (3). A study of the death and dying during the 19th century in the United States. Topics include Presidential deaths, massacres of Native Americans, African-American cemeteries, Edgar Allen Poe, the 1878 Yellow Fever Epidemic, the murder of New York City prostitutes, and the American Civil War. Includes investigation of gravestones, memorials, and family plots at Stonewall Jackson Cemetery in Lexington, Virginia, and Hollywood Cemetery in Richmond, Virginia. (HU) Richier.
Spring 2018, HIST 269-02: Winning World War II: U.S. and Allied Grand Strategies, 1940-1945 (3). Prerequisite: Initial registration open to sophomores, juniors, or seniors. Open to first-years with instructor consent. The United States fought World War II as part of a coalition, one of the most successful wartime coalitions in history. This seminar explores how and why it did so, and why the Allied effort was so successful. Emphasis is placed on U.S. strategic planning, its relationship to U.S. foreign policies, the ensuing conflicts between U.S. strategies and policies and those desired by its British and Soviet allies, and the ways in which these conflicts were resolved by Churchill, Roosevelt, and Stalin. Students also focus on civil-military relations and Allied diplomacy during the war, as well as how and why the alliance collapsed after victory had been achieved. Readings include key primary and secondary sources. (HU) Stoler.
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HIST 276 - History of South Africa
FDR: HU
Credits: 3
This course aims to study the history of the country of South Africa with particular attention to both the uniqueness and the commonalities of its colonial history with other settler societies. Unlike other Anglophone settler colonies, South Africa never reached a demographic majority where white settlers became predominant. Instead, European settlers made fragile alliances against the African and Indian populations in their midst, solidifying a specific form of minority settler rule. This rule was crystallized in the near half-century of apartheid, the legal discrimination of the vast majority of the country for the benefit of a select few. Students emerge from this course as better scholars of a different society and of many of the historic pressures and struggles that are part of the history of the United States. Tallie.
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HIST 277 - Speaking and Being Zulu in South Africa
FDR: HU
Credits: 3
“Sanibonani, abangani bami!” (“Greetings, my friends!”) Want to learn more about an African language and culture? We spend the first two weeks intensively learning isiZulu, a language spoken by over 10 million people in South Africa. We also learn about the history of the Zulu people in southern Africa, covering topics from colonialism, racial discrimination, gender and sexuality, and music, and we enjoy Zulu music and film. “Masifunde ngamaZulu!” (“Let’s learn about the Zulus!”) Tallie.
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HIST 279 - Africa in the Western Imagination
FDR: HU
Credits: 3
From benefit concerts to AIDS charities to study abroad literature, Africa is everywhere. And yet it is frequently explained only in absence or in suffering. Rather than being a place that is defined by what it is, often Africa is viewed by what it is not, and the term ‘Afro-pessimism’ has been coined by some to criticize such solely negative depictions of a vast and varied continent. What, then, is ‘Africa’: a location on a map, a geographical boundary? Who are ‘Africans’? What does the idea mean and how is it used? This course draws on literature and popular culture to discuss the very idea of ‘Africa’ and how the concept has been created, redefined, re-imagined, and (de)constructed in differing times and spaces. Tallie.
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HIST 284 - Visions of Japan’s Empire in East Asia: 19th-Century Origins through World War II
FDR: HU
Credits: 3
Japan’s 19th-century imperial system ensured its status as the only major non-western “great power” in the first half of the 20th century. Within the space of its fifty years of existence (1895-1945), imperial Japan underwent radical political, social and cultural transformations that had equally profound effects on East Asian and world history, culminating in World War II. The course explores these distinctive transformations, which constitute Japan’s theory and practice of political and cultural imperialism, through an analysis of text and image, from which the class constructs a website. Bello.
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HIST 285 - Seminar: The Yin and Yang of Gender in Late Imperial China (10th-19th centuries)
FDR: HU
Credits: 3
Relations between men and women are the basis of any human society, but the exact nature and interpretation of these relations differ from time to time and from place to place. The concepts of Yin (female) and Yang (male) were integral to the theory and practice of Chinese gender relations during the late imperial period, influencing marriage, medicine and law. This course examines the historical significance of late-imperial gender relations across these, and other, categories from both traditional and modern perspectives. Bello.
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HIST 295 - Seminar: Topics in History
FDR: HU
Credits: 3-4
A seminar offered from time to time depending on student interest and staff availability, in a selected topic or problem in history. May be repeated for degree credit if the topics are different.
Spring 2018, HIST 295-01: Place and Race: Euro-Exceptionalism in Late-Modern Science (3). The notion of Euro-exceptionalism has been critically discussed ever since the decades following WW II when decolonization, post-colonialism, and anti-racism began to attract widespread scholarly attention. Much of the critical literature has focused on the economics and politics of European imperialism. Little attention has been paid to the fact that Eurocentricity and Caucasian-supremacist thought received significant scientific input during the period 1750-1950. In this course, the involvement of science in the construction of Euro-exceptionalism are comprehensively explored, in particular the role played by Humboldtian geographical science and Darwinian evolution theory. (HU) Rupke.
Fall 2017, HIST 295A-01: Darwin and his Critics: the History of Evolutionary Biology (3). HIST 295A is for all class years and all majors. HIST 395A is for history majors, with additional required writing and research. The theory of organic evolution is widely considered one of the greatest discoveries of modern science, impacting science and society alike. By and large, the theory has been identified with Darwin and his famous On the Origin of Species. Yet, to what extent is Darwinian theory a cultural construct rather than a factual discovery? In opposition to orthodox Darwinians, such as Ernst Mayr and Richard Dawkins, there have been many critics, ranging from intelligent design advocates in the Anglo-American world to structuralist evolutionary thinkers in the Germanic world, the latter often allied to liberal Christianity. (HU) Rupke.
Fall 2017, HIST 295B-01: Science, the Paranormal and the Supernatural (3). HIST 295B is for all class years and all majors. HIST 395B is for history majors, with additional required writing and research. This course explores the fascinating history of the uneasy relationship between science and its contested boundaries where fact and fiction overlap. In modern - especially late-modern - times, science has become the adjudicator of truth - truth in terms of fact and law-like rationality. The result has been a retreat of the occult, of many superstitions, and the uncovering of fallacies and frauds. Yet large sectors of modern society have remained enamored of the paranormal. Even scientific practitioners themselves, including Nobel Laureates, have kept alive a belief in telepathy, precognition and such-like phenomena. Equally persistent, especially in religious circles, has been the conviction that miracles do happen; and, again, great scientists and medical practitioners have supported these and similar notions. More recently, the study of “wonders” has emerged as a separate field of inquiry: anomalistics. (HU) Rupke.
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HIST 305 - Seminar: Religion, Church, and Politics in Medieval and Renaissance Society
FDR: HU
Credits: 3
The seminar draws on primary and secondary sources to examine the rise of Christianity in Europe, church-state relations, scholastic theology, mendicant piety, lay religious life, mysticism, heresy, humanism, gender and religion, urban and rural contexts, and church reform. Peterson.
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HIST 306 - Seminar: Politics and Providence: Medieval and Renaissance Political Thought
FDR: HU
Credits: 3
How did religion shape politics and the development of political institutions in the Middle Ages? This seminar surveys the evolution of political thought from St. Augustine to Machiavelli. We examine Christianity’s providential view of history, church-state relations, scholasticism, the revivals of Greek and Roman philosophy, humanism, and the origins of the modern state. Readings include St. Augustine, John of Salisbury, St. Thomas Aquinas, Marsilius of Padua, Leonardo Bruni, and Niccolò Machiavelli.
Peterson.
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HIST 307 - Politics and History: The Machiavellian Moment
FDR: HU
Credits: 4
Is it better to be loved or feared? How much of our destiny do we control? When are societies fit for self-rule? Can people be forced to be good? Niccolò Machiavelli, arguably the first and most controversial modern political theorist, raises issues of universal human and political concern. Yet he did so in a very specific context–the Florence of the Medici, Michelangelo, and Savonarola–at a time when Renaissance Italy stood at the summit of artistic brilliance and on the threshold of political collapse. We draw on Machiavelli’s personal, political, historical, and literary writings, and readings in history and art, as a point of entry for exploring Machiavelli’s republican vision of history and politics as he developed it in the Italian Renaissance and how it addresses such perennial issues as the corruption and regeneration of societies.
Peterson.
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HIST 309 - Seminar: The French Revolution
FDR: HU
Credits: 3
Prerequisite: Sophomore, junior, or senior standing. The French Revolution is one of the most fascinating and momentous events in European history. At once “the best of times” and “the worst of times,” the Revolution was both the origin of modern democracy and a period of tremendous political violence - indeed, some say it is the origins of totalitarianism. In this seminar, we study the following questions: What are the origins of the Revolution? How did a revolution that began with proclamations of human rights turn into one of mass bloodshed in just a few short years? How did a desire for democracy lead to political violence? What was the nature of the Terror, and how can we understand it? We also examine how various schools of history have interpreted the Revolution, as well as the legacy of the Revolution. Horowitz.
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HIST 312 - Seminar on Nazism and the Third Reich
FDR: HU
Credits: 3
Prerequisite: HIST 102, 214, 215, or 224 or equivalent, or instructor consent. Common readings introduce students to some of the most lively debates among scholars about the causes of the failure of democracy in the Weimar Republic, the mentality of Nazi leaders and followers, the nature of the regime created by the Nazis in 1933, the impact of the Third Reich on the position of women in German society, and the degree to which the German people supported this regime’s policies of war and racial persecution. Students develop a research topic related to one of these debates for analysis in a substantial research paper utilizing both primary and secondary sources. Patch.
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HIST 319 - Seminar on The Great War in History and Literature
FDR: HU
Credits: 3
Prerequisite: HIST 102, 213, 218, or 223 or equivalent. An advanced seminar in which students analyze different kinds of written accounts of the First World War (memoirs, autobiographical novels, poems, and diaries) by different kinds of participants, including common soldiers, government leaders, and women who worked on the “home front.” In class discussions and two short papers, students evaluate the reliability of these witnesses and what the historian can learn from them about the psychological, cultural, and political consequences of the First World War in Great Britain, France, and Germany. Students choose one question raised in our common meetings for more detailed investigation in a substantial research paper integrating primary and secondary sources. Patch.
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HIST 322 - Seminar in Russian History
Credits: 3-4
Prerequisite: Junior or senior standing. Note: Completion of HIST 102 or 221 is recommended but not required prior to taking HIST 322. Selected topics in Russian history, including but not limited to heroes and villains, Soviet biography, Stalin and Stalinism, the USSR in the Second World War and origins of the Cold War, the KGB, and the decline and fall of the Soviet Union and the re-emergence of Russia. May be repeated for degree and major credit if the topics are different.
Fall 2017, HIST 322-01: Seminar In Russian History: USSR in World War II and The Origins Of The Cold War, 1939-1953 (3). Counts toward a history major, the Russian area studies major, and the Russian culture and language minor. An examination of the role of the Soviet Union in the Second World War and in the origins of the Cold War through analysis of original Soviet documents (in English translation), scholarly studies, and documentary film. Students discuss all assigned readings in class and write a research paper on a topic of their choice with the instructor’s approval. (HU) Bidlack.
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HIST 337 - Seminar: Revolutions in Latin America
FDR: HU
Credits: 3
Prerequisite: Junior or senior standing. Detailed analysis of 20th-century revolutionary movements in Latin America. Examines historical power struggles, social reforms, and major political changes, with in-depth exploration of Mexico, Bolivia, Cuba, Peru, Chile, and Nicaragua. Explores the social movements and ideologies of under-represented historical actors, such as peasants, guerrillas, artists, workers, women, students, and indigenous people. Gildner.
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HIST 344 - Seminar on The United States, 1840-1860
FDR: HU
Credits: 3
Note: Appropriate for juniors and seniors. An intensive examination of the sectional conflict: the Mexican War, Manifest Destiny, slavery and the territories, the abolition movement, the failure of compromise, and secession. Emphasis on the study of primary sources and class discussion of assigned reading. Myers.
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HIST 346 - Seminar on Reconstruction, 1865-1877
FDR: HU
Credits: 3
Note: Appropriate for juniors and seniors. Abraham Lincoln, Andrew Johnson, and the restoration of the Union. Congressional Reconstruction and the crusade for black equality. Impeachment of the President. Reconstruction in the South. The politics and violence of military occupation. Collapse of Republican governments and restoration of conservative control. Implications for the future.
Myers.
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HIST 350 - Seminar: Cold War Politics and Culture
FDR: HU
Credits: 3
Prerequisite: Junior or senior standing. This seminar offers a topical survey of the popular culture, social changes, and domestic politics of the Cold War United States. Themes covered in this course include the dawn of the atomic age, the social and cultural anxieties produced by the Cold War, the privatization of suburban family life, the problems of historical memory, the boundaries of political dissent, and the relationship between international and domestic politics. This course pays special attention to how popular culture responded to, interpreted, and shaped key episodes in the recent national past. Michelmore.
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HIST 354 - Seminar: The History of the American Welfare State
FDR: HU
Credits: 3
Prerequisite: Junior or senior standing. This course surveys the history of the U.S. welfare state from its origins in the poorhouses of the nineteenth century to the “end of welfare as we knew it” in 1996. The historical development of the American welfare state is covered, touching on such key policy developments as Progressive Era mothers’ pension programs, the Social Security Act of 1935, Lyndon Johnson’s War on Poverty, and the 1996 Personal Responsibility and Work Opportunity Act. Although this course focuses primarily on the United States, students are also asked to compare the U.S. case with the welfare states of other western democracies - including Great Britain, France and the Scandinavian nations - to understand how and why the United States took such a different path. Moving beyond simple policy history, students engage such questions as how the U.S. welfare state has reflected, reinforced, and in some cases produced class, racial, and gendered identities. Michelmore.
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HIST 355 - Seminar: America in the 1960s: History and Memory
FDR: HU
Credits: 3
Prerequisite: Junior or senior standing. Hippies, Flower Power, Panthers, Berkeley, Free Love, Free Speech, Freedom Rides, Dylan, Woodstock, Vietnam, Jimi, Janice, Bobby and Martin. The events and images of the 1960s remain a powerful and often divisive force in America’s recent history and national memory. This course moves beyond these stereotypical images of the “Sixties” to examine the decade’s politics, culture and social movements. Topics include: the Civil Rights and Black Power movements, the Great Society and the War on Poverty, Vietnam, the Anti-War movement and the Counterculture, Massive Resistance, the “Silent Majority” and the Rise of the Conservative Right. Michelmore.
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HIST 364 - Seminar on the Origins of the Constitution
FDR: HU
Credits: 3
Note: Appropriate for juniors and seniors. An examination of the historical origins and development to 1791 of the Federal Constitution, including English and colonial backgrounds, state constitutions, the Articles of Confederation, drafting and ratification of the Constitution and the Bill of Rights. Merchant.
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HIST 366 - Seminar: Slavery in the Americas
FDR: HU
Credits: 3
Prerequisite: Junior or senior standing. An intensive examination of slavery, abolition movements and emancipation in North America, the Caribbean and Latin America. Emphasis is on the use of primary sources and class discussion of assigned readings. DeLaney.
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HIST 378 - African Feminisms
FDR: HU
Credits: 3
Prerequisite: At least sophomore standing. This course critically examines the idea of African feminisms by looking at many different intersections of time, place. and position for African women. This traces multiple ways in which African women have sought to challenge patriarchal roles in both precolonial and (post)colonial contexts. Students leave not with an understanding of a singular or aspirational African feminism but rather with an appreciation of the ways in which African women have and continue to challenge. reframe, and negotiate a variety of social and political positions. Tallie.
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HIST 379 - Queering Colonialism
FDR: HU
Credits: 3
This course seeks to examine the many intersectional and overlapping threads in the histories of colonialism, gender, and sexuality. As authors like Achmat and Cohen have argued, colonialism has simultaneously supported and been supported by heteronormative, patriarchal, and white-supremacist regimes. This course looks at three avenues in which the ‘normal’ has been both created and contested in colonial histories: the body, belonging, and becoming. We read from a variety of disciplines, eras, and locations in order to understand how bodies can be made normal or ‘queer.’ We also examine how imperial structures of rule impact the daily lived experiences of people as they attempt to find spaces of belonging and potential for becoming part of a larger group. movement. or idea. Tallie.
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HIST 386 - Seminar: Managing Mongols, Manchus, and Muslims: China’s Frontier History (16th-20th Centuries)
FDR: HU
Credits: 3
The unprecedented expansionism of China’s last dynasty, the Qing (1644-1911), produced an ethnically and geographically diverse empire whose legacy is the current map and multiethnic society of today’s People’s Republic of China. The Qing Empire’s establishment, extension and consolidation were inextricably bound up with the ethnic identity of its Manchu progenitors. The Manchu attempt to unify diversity resulted in a unique imperial project linking East, Inner and Southeast Asia. This course explores the multiethnic nature and limits of this unification, as well as its 20th-century transformations. Bello.
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HIST 387 - Seminar: The Struggle Over China’s Environment
FDR: HU
Credits: 3
The course covers the more recent periods of China’s so-called “3,000 years of unsustainable growth” from about A.D. 618 into the present. Themes focus on China’s historical experience with sedentary agriculture, fossil fuel and nuclear energy, wildlife and forest management, disease, water control, and major construction projects like the Great Wall. Bello.
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HIST 395 - Advanced Seminar
FDR: HU
Credits: 3
Prerequisites: Junior or senior standing, or 15 credits in history, or consent of the instructor. Prerequisites may vary by topic. A seminar offered from time to time depending on student interest and staff availability, in a selected topic or problem in history. May be repeated for degree credit if the topics are different.
Winter 2018, HIST 395A-01: Seminar: The Scientist as National Hero (3). We discuss the place of science and its practitioners in Western society, from the time of the Victorian professionalization of science until today, and focus on the formation of a 20th-century elite of Nobel laureates and their role in national politics and, to a lesser extent, international affairs. How/why have some scientists gained extraordinary leadership status in our culture? How/why have some become national heroes, a few even international ones? Can scientists provide the moral and political leadership to deal with the challenges in society that their very successes have created? (HU) Rupke.
Winter 2018, HIST 395B-01: Seminar: Animal Behavior and Human Morality (3). We trace the history of the study of animal behavior in its bearing on human morality, from the beginning of the professionalization of the subject around 1800 until the present day. Often, tentative connections have been made between the ways animals behave and how humans conduct themselves, thus conferring legitimacy on shared traits. Issues of gender and sexuality traditionally have been at the forefront of these considerations. Animal examples have also been used as the basis of arguments for and against institutions of marriage, family, slavery, systems of government (monarchy, republic, etc.), war, aggression, altruism, and more. (HU) Rupke.
Fall 2017, HIST 395A-01: Darwin and his Critics: the History of Evolutionary Biology (3). HIST 295A is for all class years and all majors. HIST 395A is for history majors, with additional required writing and research. The theory of organic evolution is widely considered one of the greatest discoveries of modern science, impacting science and society alike. By and large, the theory has been identified with Darwin and his famous On the Origin of Species. Yet, to what extent is Darwinian theory a cultural construct rather than a factual discovery? In opposition to orthodox Darwinians, such as Ernst Mayr and Richard Dawkins, there have been many critics, ranging from intelligent design advocates in the Anglo-American world to structuralist evolutionary thinkers in the Germanic world, the latter often allied to liberal Christianity. (HU) Rupke.
Fall 2017, HIST 395B-01: Science, the Paranormal and the Supernatural (3). HIST 295B is for all class years and all majors. HIST 395B is for history majors, with additional required writing and research. This course explores the fascinating history of the uneasy relationship between science and its contested boundaries where fact and fiction overlap. In modern - especially late-modern - times, science has become the adjudicator of truth - truth in terms of fact and law-like rationality. The result has been a retreat of the occult, of many superstitions, and the uncovering of fallacies and frauds. Yet large sectors of modern society have remained enamored of the paranormal. Even scientific practitioners themselves, including Nobel Laureates, have kept alive a belief in telepathy, precognition and such-like phenomena. Equally persistent, especially in religious circles, has been the conviction that miracles do happen; and, again, great scientists and medical practitioners have supported these and similar notions. More recently, the study of “wonders” has emerged as a separate field of inquiry: anomalistics. (HU) Rupke.
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HIST 397 - Seminar: Spring-Term Topics in History
FDR: HU
Credits: 4
Prerequisite: Junior or senior standing, or 15 credits in history, or consent of the instructor. Prerequisites may vary by topic. A seminar in a selected topic or problem in history. May be repeated for degree credit if the topics are different.
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HIST 401 - Directed Individual Study
Credits: 1
Prerequisites: Cumulative grade-point average of 3.250 in all history courses and instructor consent. A course which permits the student to follow a program of directed reading or research in an area not covered by other courses. May be repeated for degree credit with permission. Staff.
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HIST 402 - Directed Individual Study
Credits: 2
Prerequisites: Cumulative grade-point average of 3.250 in all history courses and instructor consent. A course which permits the student to follow a program of directed reading or research in an area not covered by other courses. May be repeated for degree credit with permission. Staff.
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HIST 403 - Directed Individual Study
Credits: 3
Prerequisites: Cumulative grade-point average of 3.250 in all history courses, completion of three 200- or 300-level history courses, and instructor consent. A course which permits the student to follow a program of directed reading or research in an area not covered in other courses. May be repeated for degree credit each term of the junior and senior year.
Winter 2018, HIST 403-01: Directed Individual Study (3). DeLaney.
Winter 2018, HIST 403-02: Directed Individual Study: History of Education (3). This course surveys the history of education with an inter-American perspective, focusing specifically on the prevailing pedagogical theories embraced by educators and policymakers over the course of the 20th century. During the first half of the course, we read the works of influential pedagogists John Dewey, Paulo Freire, and Gonzalo Rubio Orbe, as well as historical surveys of the education systems in the United States and Latin America at large. The second half of the semester, we focus on the education system in Bolivia, especially various rural education initiatives. Gildner.
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HIST 453 - Internship in History
Credits: 3
Prerequisites: 15 credits in history or in related disciplines (with the department head’s approval), cumulative grade-point average of at least 3.000, and consent of the department. An internship in history at a public or private agency or institution culminating in a major project completed in consultation with a faculty supervisor and the sponsoring agency or institution. Because of staff limitations, the department may give preference to history majors. See the department head for details. May be repeated with permission for degree credit for a total of six credits, if the topics are sufficiently different. May be carried out during the summer. Staff.
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HIST 456 - Internship in History
Credits: 6
Prerequisites: 15 credits in history or in related disciplines (with the department head’s approval), cumulative grade-point average of at least 3.000, and consent of the department. An internship in history at a public or private agency or institution culminating in a major project completed in consultation with a faculty supervisor and the sponsoring agency or institution. Because of staff limitations, the department may give preference to history majors. See the department head for details. May be repeated with permission for degree credit for a total of six credits, if the topics are sufficiently different. May be carried out during the summer. Staff.
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HIST 473 - Senior Thesis
Credits: 3
Prerequisites: Cumulative grade-point average of 3.500 in History, and senior standing. This course serves as an alternative for HIST 493. Please consult the department head for more details.
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INTR 180 - FS: First-Year Seminar
Credits: 3
Prerequisite: First-year standing. First-year seminar. Topics vary by term and instructor. Staff.
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INTR 200 - Research Preparation in the Sciences
Credits: 4
Prerequisite: Instructor consent. This course is composed of seminar and workshop modules on such topics as: critical reading of research papers; use of relevant primary literature in experimental design; integrative approaches to research questions; use of quantitative methods and modeling; data acquisition, record-keeping, and analysis; research ethics; introduction to specific lab techniques used in research; scientific writing and data presentation. In addition, students develop and present a research plan for their research project that is discussed and critiqued by the whole group. Laboratory course. I’Anson
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INTR 201 - Information Technology Literacy
Credits: 1
Prerequisite: First-year or sophomore standing Pass/Fail only. Available to all students, required of all Williams School majors. MUST be completed by the beginning of the fall term of the junior year. Through the use of interactive online tutorials, students gain proficiency in and a working knowledge of five distinct areas of information technology literacy: Windows Operating System, spreadsheets (Microsoft Excel), word processing (Microsoft Word), presentation software (Microsoft PowerPoint), and basic networking (the Washington and Lee network, basic Web browsing, and Microsoft Outlook). Lessons, exercises, practice exams and exams mix online efforts and hands-on activities. Ballenger, Boylan (administrator)
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INTR 202 - Applied Statistics
Credits: 3
Prerequisite: INTR 201. An examination of the principal applications of statistics in accounting, business, economics, and politics. Topics include descriptive statistics, probability, estimation, hypothesis testing, and regression analysis.
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INTR 280 - Cross-Cultural Theatrical Experiences
Credits: 1
Prerequisite: ENGL 386, or THTR 204, or instructor consent. Students who have participated in the Spring-term theater courses abroad collaborate to compare and contrast their theatre-going experiences in Great Britain and Sweden, focusing specifically on the cultural diversity of theater traditions across time and place and what theatre can communicate to us in a language we do not know. Students collaborate on a theatrically compelling way to share their knowledge and experiences with the W&L community. Evans, Pickett.
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INTR 298 - Study Abroad Reflections and Assessment
Credits: 0
Graded Satisfactory/Unsatisfactory. Prerequisite: Students on approved study abroad during the academic year. Registration in the final term of a students approved study abroad. Before the end of the final term in which the student is on approved study abroad, students submit to the Director of International Education a reflective essay, to be designed and assigned for each term abroad by the faculty’s Global Liaisons. The liaisons review student reflections, assess them with regard to Washington and Lee’s learning outcomes for study abroad, and issue a brief report at the end of each academic year. Staff.
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INTR 301 - The Irish World in Literature, Religion, and History
FDR: HU
Credits: 3
Prerequisite: WRIT-100 or equivalent. Only open to students admitted to the Spring study abroad course in Ireland (ENGL/REL 387). This seminar seeks to immerse the student in the literature, religious traditions, history, and culture of Ireland through a range of media and methods. The primary focus of the course is on Irish literary expressions and religious beliefs and traditions from the pre-historic period to the modern day, with a particular emphasis on the modern (early 20thcentury) Irish world. Through literary readings (both primary and secondary), texts of cultural history, memoir, and folklore, film (an increasingly potent form of expression in Ireland), and works of religion, theology, and spiritual exploration, we seek to understand the major movements in Ireland that led to its great cultural achievements in the 20th century, as well as the religious and spiritual issues and tensions that run throughout Irish literature and culture. This course is the orientation and preparation for the spring-term course English/Religion 387, enabling students to be extremely well prepared when they arrive in Ireland. Brown, Conner.
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INTR 453 - International Internship
Experiential Learning (EXP): Yes
Credits: 3
Prerequisite: Acceptance into an approved W&L International Internship Program. Graded Satisfactory/Unsatisfactory. Students are placed in an approved internship for six weeks in London, England, Cape Town, South Africa, or other international location during the summer. The course is designed to help the students make sense of working in another country and provide them with a forum in which to discuss and write about their experiences. Students in the program enroll in this course (only as an overload) for the following term on campus. Oliver.
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INTR 493 - Interdisciplinary Honors
Credits: 3-3
Open only to students completing interdisciplinary honors work approved by the faculty’s Committee on Courses and Degrees or majoring in a discipline without an honors program. All departments involved must review and approve the final thesis.
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INTR 995 - Spring Option
Credits: 0
Prerequisite: At least sophomore standing. The Spring Option allows students to use the spring term of their sophomore, junior and/or senior years to engage in an internship, service program, employment, travel or educational program that will broaden and enhance their collegiate education. The faculty offer this opportunity to encourage students to seek creative outlets not provided in the normal academic setting. Spring option policies and requirements can be found under Academic Regulations. Staff.
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ITAL 113 - Accelerated Elementary Italian
Credits: 4
Prerequisite: Romance Language placement into FREN 161 or SPAN
161 or higher, or by instructor consent for students with prior experience in Italian. An accelerated course in elementary Italian emphasizing grammar and the skills of speaking, writing, reading, and listening comprehension and meeting five days per week. Staff.
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ITAL 163 - Accelerated Intermediate Italian
FDR: FL
Credits: 4
Prerequisite: ITAL 113 or equivalent. This course develops intermediate communicative Italian vocabulary and active intermediate competence in the language. The traditional skills of foreign language instruction (structure, listening comprehension, reading, writing, and speaking) are stressed. This course meets five days per week. Staff.
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ITAL 261 - Advanced Conversation and Composition
Credits: 3
Prerequisite: ITAL 163 or equivalent. Further development of conversational skills and beginning work in free composition, with systematic grammar review and word study in various relevant cultural contexts. Staff.
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