Common-Year Seminars

Open to first- and second-year students who are interested in history.  These small courses address big themes, introduce newer literature, and teach writing skills for history classes at the college level.

HIST 14201  Human Bondage  (J. Ransmeier)  We will study the historical experience of enslaved people around the world, with an emphasis what we can learn about systems of unfreedom beyond the Atlantic slave trade. Readings will consider such cases as the burakumin in Japan, hereditary slavery in Korea, the relationship between the caste system and slavery in India, the situation of mui-tsai slave girls in South China, the Pacific trade in "contract labor," ranging from Southeast Asia to the Caribbean, the deep roots of the phenomenon of human trafficking, exploitation in the fishing industry, and other forms of coercion and forced labor. We will also read about diverse abolition projects. Students can expect to consider not only histories of enslavement, but also the legacies and contemporary ramifications of these global habits of exploitation.

HIST 15004  How the Past Felt  (G. Winant)  This course offers an introduction to historical thinking and study, by examining historical change in our most basic experiences of the sensory and phenomenal world. Together we will study historical transformations in the visual and auditory fields, smellscapes and patterns of taste, how the earth feels under human feet, sleep and wakefulness, and the experience of the passage of time.

Research Colloquia

History majors take at least one history colloquium, though you are welcome to take more than one. Students interested in pursuing the thesis or capstone track should take a colloquium prior to Spring Quarter of their third year.

HIST 29602  Everyday Racism and Anti-Racism in the 20th-Century Atlantic World  (L. Auslander)  In this research colloquium we will explore the "work" that race does in everyday life on both sides of the Atlantic, focusing mainly on the period from the turn of the twentieth century to the present. Topics covered will include national variations in how "race" and racial identity have been defined and invoked, including policies on the naming, gathering, and use of racial statistics; the fundamental rupture in ideas about race and transatlantic relations during and following the Great War and its impact on popular culture during the interwar period; the transatlantic resurgence and challenges to "scientific racism," focusing especially on how it was manifested in the politics and practices of biological reproduction and adoption; the social reproduction of racial ideas and identities manifested in children's books, toys, films, and sports; and how sports and the media shape and are shaped by racial ideologies. We will explore these topics as relatively autonomous developments within the nation-states composing the Atlantic world, while noting the transatlantic transfers, connections, and influences that both strengthened and challenged them. Our readings and discussions will focus heavily on the United States and France, but where pertinent, comparative references will be made to Great Britain, Senegal, the Netherlands, the Caribbean, Mexico, and Brazil. Assignment: a final paper based on primary sources (15–20 pp).

HIST 29603  Black Chicago in the Twentieth Century  (A. Green)  This course will introduce undergraduate students to research related to Black Chicago's history through the twentieth and early twenty-first centuries. Students will be acquainted with the variety of archives, repositories, and preservationists committed to this history, as well as thinking through the public and academic stakes of pursuing such research. This colloquium will be organized to meet requirements for the mandatory undergraduate research colloquium within the history major program. Assignments: short paper, long paper or research prospectus; in class presentations and peer review of other presentations, and possible alternative projects.

HIST 29604  What Is Intellectual History?  (M. Tenorio)  The course seeks to familiarizes students with the history and practices of "intellectual history." As a subfield of history, intellectual history seems to be either a new or an old version of cultural history, history of ideas, the history and sociology of intellectuals, or the history of concepts. The course does not seek to establish, as it were, what should be properly named "intellectual history." It seeks to expose students to different historical ways, methods, and schools to deal with ideas, intellectuals, and cultural phenomena so that students interested in such topics may find their own way. The course has neither geographical nor chronological foci, it uses examples from the history of different countries and periods, as well as various theoretical approaches. Assignments: in-class presentation, reading, and two short essays, one dealing with primary sources and another interpretative essay.

Methodology

HIST 29800  BA Thesis Seminar II: Autumn  (A. Hofmann, H. Kim, R. Kimmey, and E. McCullughBA Seminar II is a forum to successfully complete the BA thesis, the topic of which was developed in BA Seminar I, in a structured forum that allows for ongoing discussion and peer review. Autumn Quarter is devoted to completing the research and beginning the writing of the thesis. By the end of the quarter students will have drafted 10–15 pages. Over the course of the Winter Quarter students will complete a draft of the thesis, which will be workshopped in the biweekly sessions. The final deadline for submission of the thesis is the second week of the Spring Quarter. Students register for the seminar in both autumn and winter quarters; the seminar meets every other week in autumn and winter for 10-weeks total.

HIST 29803  Historiography  (P. O'Donnell)  The course provides a systematic introduction to historical methodology and approaches (e.g., political, intellectual, social, cultural, economic, gender, environmental history), as well as research techniques. Students will gain analytical, research, and writing tools that will assist them in their capstone projects, research colloquia, or BA theses. Assignments: weekly response papers, short presentation and paper, take-home final exam. Historiography is required for all majors beginning with the class of 2021, but open to all students.

HIST 29804  Capstone Seminar: Autumn  (A. Jania)  Capstone Seminar is a forum to create, discuss, and develop History capstone projects. Early weeks of the seminar will be devoted to exploring various forms historical work can take, from museum installations to podcasts and documentaries. In-process work will beshared and critiqued in workshops. The course meets every other week in autumn and winter, allowing students ample time to develop their projects on their own. The final deadline for submission of the Capstone Project is the second week of Spring Quarter.

Courses

HIST 10101  Introduction to African Civilization I  (K. Hickerson & E. Osborn)  African Civilization introduces students to African history in a three-quarter sequence. Part One considers literary, oral, and archeological sources to investigate African societies and states from the early Iron Age through the emergence of the Atlantic World. We will study the empires of Ghana and Mali, the Swahili Coast, Great Zimbabwe, and medieval Ethiopia.  We will also explore the expansion of Islam, the origins and effects of European contact, and the trans-Atlantic slave trade.

HIST 11301 Global British Empire to 1784: War, Commerce, and Revolution (S. Pincus)  This course traces the origins, development, and revolutionary transformation of the British Empire. Students will explore the English Civil War, King Philip's War, Bacon's Rebellion, the development of slavery, the Revolution of 1688, the making of British India, the rise of Irish discontent, the Scottish Jacobite Rebellions, the causes of the American Revolution, and the transformation of the British Empire into an authoritarian state. Students will read selections from Locke, Defoe, Swift, Franklin, Burke, and many others.

MUSI 12100/HIST 12700  Music in Western Civilization 1: To 1750  This course, part of the Social Sciences Civilization Core, looks at musics in different moments of Euro-American history and the social contexts in which they originated, with some comparative views on other world traditions. It aims to give students a better understanding of the social contexts of European music over this period, aids for the basic sound structures of pieces from these different moments, and convincing writing in response to prompts based on source readings or music pieces. The first quarter (MUS 12100 etc.) spans roughly the period between Charlemagne's coronation as Holy Roman Emperor (800 CE) and the dissolution of the Empire (1806) with the triumph of Napoleon across Western Europe.

CRES 12800/HIST 17800  Indigineity  (M. Kruer & T. Montoya)  Whose land are we on? What does it mean to be Indigenous for generations past and in the twenty-first century? From debates over claims of Indigenous ancestry by political actors to the struggles of sacred-lands protection against natural resource extraction, understanding the stakes of these concerns for Indigenous peoples and nations is more relevant than ever. This seminar is part of the sequence for majors in the Department of Race, Diaspora, and Indigeneity; it introduces students to core texts and concepts in the field of Native American and Indigenous studies. Topics will include sovereignty and governance, settler colonialism, citizenship and nationhood, blood quantum and racialization, diasporas and urban indigeneity, and relationships to land and environment. Course activities may include viewing Indigenous films, conversations with Indigenous scholars, and visiting Chicago-area cultural institutions.

HIST 13001  History of European Civilization I  European Civilization is a two-quarter sequence designed to use close readings of primary sources to enrich our understanding of Europeans of the past. As we examine the variety of their experiences, we will often call into question what we mean in the first place by “Europe” and “civilization.” Rather than providing a narrative of high politics, the sequence will emphasize the contested geographic, religious, social, and racial boundaries that have defined and redefined Europe and its people over the centuries. We will read and discuss sources covering the period from the early Middle Ages to the present, from a variety of genres: saga, biography, personal letters, property records, political treatises, memoirs, and government documents, to name only a few. Individual instructors may choose different sources and highlight different aspects of European civilization, but some of the most important readings will be the same in all sections. The two-quarter sequence may also be supplemented by a third quarter, in which students will have the opportunity to explore in greater depth a particular topic in the history of European civilization.

HIST 13100  Western Civilization I  (K. Weintraub)  Available as a three-quarter sequence (Autumn-Winter-Spring) or as a two-quarter sequence (Autumn-Winter or Winter-Spring). This sequence meets the general education requirement in civilization studies. The purpose of this sequence is threefold: (1) to introduce students to the principles of historical thought, (2) to acquaint them with some of the more important epochs in the development of Western civilization since the sixth century BC, and (3) to assist them in discovering connections between the various epochs. The purpose of the course is not to present a general survey of Western history. Instruction consists of intensive investigation of a selection of original documents bearing on a number of separate topics, usually two or three a quarter, occasionally supplemented by the work of a modern historian. The treatment of the selected topics varies from section to section. This sequence is currently offered twice a year. The amount of material covered is the same whether the student enrolls in the Autumn-Winter-Spring sequence or the Summer sequence.

HIST 13500  America in World Civilization I  The American Civ sequence examines America as a contested idea and a contested place by reading and writing about a wide array of primary sources. In the process, students gain a new sense of historical awareness and of the making of America. The course is designed both for history majors and non-majors who want to deepen their understanding of the nation's history, encounter some enlightening and provocative voices from the past, and develop the qualitative methodology of historical thinking. America in World Civilization I examines foundational texts and moments in American culture, society, and politics, from early European incursions into the New World through the early republic of the United States, roughly 1500-1800. We will examine encounters between Native Americans and representatives of imperial powers (Spain, France, and England) as well as the rise of African slavery in North America before 1700. We will consider the development of Anglo-American society and government in the eighteenth century, focusing especially on the causes and consequences of the American Revolution.

HIST 13900  Introduction to Russian Civilization I  (Staff)  This two-quarter sequence, which meets the general education requirement in civilization studies, provides an interdisciplinary introduction to Russian civilization. The first quarter covers the ninth century to the 1870s; the second quarter continues on through the post-Soviet period. Working closely with a variety of primary sources—from oral legends to film and music, from political treatises to literary masterpieces—we will track the evolution of Russian civilization over the centuries and through radically different political regimes. Topics to be discussed include the influence of Byzantine, Mongol-Tataric, and Western culture in Russian civilization; forces of change and continuity in political, intellectual and cultural life; the relationship between center and periphery; systems of social and political legitimization; and symbols and practices of collective identity.

HIST 15411  East Asian Civilization I, Ancient Period–1600  (K. Pomeranz)  The first quarter of the East Asian civilization sequence examines the politics, society, and culture of East Asia from ancient times until c. 1600. Our focus will be on examining key historical moments and intellectual, social, and cultural trends with an emphasis on the region as a whole. Students will read and discuss culturally significant texts and be introduced to various approaches to analyzing them. HIST 15411-15412-15413 meets the general education requirement in civilization studies via three civilization courses. HIST 15411-15412, HIST 15411-15413, or HIST 15412-15413 meets the general education requirement in civilization studies via two civilization courses.

LACS 16100/HIST 16101  Introduction to Latin American Civilization I  Taking these courses in sequence is not required. This sequence meets the general education requirement in civilization studies. This sequence is offered every year. This course introduces the history and cultures of Latin America (e.g., Mexico, Central and South America, and the Caribbean Islands). The first quarter examines the origins of civilizations in Latin America with a focus on the political, social, and cultural features of the major pre-Columbian civilizations of the Maya, Inca, and Aztec. The quarter concludes with an analysis of the Spanish and Portuguese conquest and the construction of colonial societies in Latin America.

HIST 16700 Ancient Mediterranean World I: Greece  (J. Hall)  Available as a three-quarter sequence (Autumn-Winter-Spring) or as a two-quarter sequence (Autumn-Winter or Winter-Spring). This sequence meets the general education requirement in civilization studies. This sequence surveys the social, economic, and political history of Greece to the death of Alexander the Great (323 BC), the Roman Republic (509 to 27 BC), and late antiquity (27 BC to the fifth century AD). This quarter surveys the social, economic, and political history of Greece from prehistory to the Hellenistic period. The main topics considered include the development of the institutions of the Greek city-state, the Persian Wars and the rivalry of Athens and Sparta, the social and economic consequences of the Peloponnesian War, and the eclipse and defeat of the city-states by the Macedonians. The sequence meets the general education requirement in civilization studies.

HIST 17521  Energy and Society I  (C. Kearns)  This two-quarter course explores the historical roots of climate change and other global environmental problems with a special attention to how energy use shapes human societies over time. Part I covers energy systems across the world from prehistory to the end of the nineteenth century. Parts I and II should be taken in sequence.

HIST 18001  The United States in the Age of Total War  (J. Sparrow)  From the Civil War to WWI and II to the Cold War, and through the War on Terror, mobilization for total war has profoundly shaped the foundations of American life. Yet it is oddly underrepresented, bracketed, or omitted altogether in most treatments of domestic US history. This is an odd distortion of the past. Indeed, emergency and security have become such overriding concerns that it is impossible to identify any period of US history that may be designated "peacetime" after 1939. And before that, endemic violence flowing from battles over emancipation, continental empire and "Indian removal," class conflict, and offshore empire, all suffused the United States with militaristic patterns of power relations. Endless mobilization for existential conflict was powerfully transformative, reworking basic frameworks of law (including constitutionality and citizenship), politics (from infrastructure to loyalty), economics (including defense spending, foreign aid, and new technologies like atomic power), culture (from "wars" on disease to vice to fears of subversion), and society (from the regulation of sexuality and the construction of gender roles to the reconfiguration of regional, national, and global space). This lecture course will introduce students to the neglected history of total war as it remade the United States over a century and a half. Assignments: short essays, active discussion-thread contributions, and a digital exhibit pertaining to total war.

HIPS 18301/HIST 17311  Science, Culture, and Society in Western Civilization I: Ancient Science and Medicine  (M. Rossi)  This course represents the first quarter of the Science, Culture, and Society in Western Civilization general education sequence. Taking these courses in sequence is recommended but not required. This quarter will focus on science and medicine in societies across the ancient world. Students will gain an introduction to methods of healing and knowing practiced in Africa, Asia, Europe, and North and South America before 1500. Students will also acquire an understanding of the many questions that historical research raises for our own understanding of contemporary medicine and science and some of the methods that historians use to bring the past to light. Topics include ancient surgery and pharmacology; the manifold meanings of "disease"; the function and recognition of the body, of mind, and of perception; how to acquire "good" and "true" knowledge; continuity and discontinuity of beliefs and practices over time and place; and exchange of ideas and materials across cultures, among other subjects.

HIST 18802  Performing Democracy  (J. Dailey & F. Maxwell)  Chicago's unique improvisational theater scene has produced generations of renowned comedians, actors, writers, directors, and late-night television hosts. But Chicago improv is more than a training ground for stars. It is the result of a specific vision of democracy. This course delves into the cultural, social, and political prehistory of Chicago improv and uncovers the many forces that shaped its development. We will explore nineteenth-century oratory, coeducation, and parlor culture; the central role played by women, African Americans, and immigrants; and the ways in which a Progressive Era movement for democracy launched a new approach to improvisational, ensemble-based theater. You’ll never look at Chicago or its performance scene the same way again. Assignments: a variety of speaking, performing, writing, and reading assignments, including analyzing digitized primary sources, videos, oratory, debate, and sketch writing.

NEHC 20012/HIST 15603  Ancient Empires II  This sequence meets the general education requirement in civilization studies.  The Ottomans ruled in Anatolia, the Middle East, South East Europe, and North Africa for over six hundred years. The objective of this course is to understand the society and culture of this bygone empire whose legacy continues, in one way or another, in some twenty-five contemporary successor states from the Balkans to the Arabian Peninsula. The course is designed as an introduction to the Ottoman world with a focus on the cultural history of the Ottoman society. It explores identities and mentalities, customs and rituals, status of minorities, mystical orders and religious establishments, literacy and the use of the public sphere.

HIST 20111  History of Death  (K. Hickerson)  This course introduces students to the historical study of death and the methods and approaches scholars have developed to understand the roles death has played in shaping societies across time and space. Drawing from the rich scholarship on the history of death, it will demonstrate the methodical diversity (textual, visual, and material culture studies) and analytical approaches (history of the body, religious studies, and the study of slavery and colonialism) used to examine the multivalent ways the dead have been sources of meaning-making for individuals, institutions, religious communities, and nations from early Islam to the aftermath of the Vietnam War. It examines how ruptures in ways of death through military encounters, epidemics, and colonialism have shaped and transformed societies. While the history of death is strongly situated in narratives of the rise of the West, students will consider case studies from across regional scholarly specializations, including Africa, the Middle East, the Caribbean, North America, Europe, and Southeast Asia. Assignments: short papers, in-class presentation, alternative projects.

NEHC 20201/HIST 15611  Islamicate Civilization I, 600–950  This course covers the rise and spread of Islam, the Islamic empire under the Umayyad and early Abbasid caliphs, and the emergence of regional Islamic states from Afghanistan and eastern Iran to North Africa and Spain. The main focus will be on political, economic, and social history.

NEHC 20601/HIST 25610  Islamic Thought and Literature I  This sequence meets the general education requirement in civilization studies. It explores the thought and literature of the Islamic world from the coming of Islam in the seventh century CE through the development and spread of its civilization in the medieval period and into the modern world. Including historical framework to establish chronology and geography, the course focuses on key aspects of Islamic intellectual history: scripture, law, theology, philosophy, literature, mysticism, political thought, historical writing, and archaeology. In addition to lectures and secondary background readings, students read and discuss samples of key primary texts, with a view to exploring Islamic civilization in the direct voices of the people who participated in creating it. All readings are in English translation. No prior background in the subject is required.

RLST 21440/HIST 28006  Fundamentalism  (W. Schultz)  Is fundamentalism a useful term to compare anti-modern movements across a range of religious traditions? Is it a hopelessly problematic term that lumps together vastly different phenomena? Is it an idea whose time has come again, or one whose time has come and gone? This course will use the troubled career of fundamentalism as a window onto the modern history of religion—and the people who study it. We will focus on the origins of fundamentalism as a description of the political mobilization of conservative Protestants in the United States at the turn of the twentieth century and then consider how the term has been applied to Islamic, Jewish, and Hindu movements as well as to secular phenomena like Marxism and nationalism. We will consider fundamentalism itself, the people who study it, and those who mobilize against it.

ENST 21900/HIST 28800  Historical Geography of the United States  (M. Conzen)  This course examines the historical and geographical roots of American regional diversity and national spatial organization, from 1500 to 1920, and asks why American regions have developed and retained distinctive characteristics—and what consequences this has had for contemporary society. These issues are pursued through an examination of colonization processes, economic development, spatial differentiation, settlement patterns, and the changing role of cities. The emphasis is on the kind and quantity of European cultural transfer, physical changes wrought by colonization, the modification of natural environments, the conquest of distance, and the general approach of American society to the uses of space.

HIST 22203  The Holy Roman Empire, 800–1500  (J. Lyon)  During the first seven centuries of its existence the Holy Roman Empire emerged as one of the most politically and culturally heterogeneous states in all of Europe. A vast expanse of central Europe that is today divided among more than a dozen nations was ruled, at least in theory, by the emperors during the central and late Middle Ages. The purpose of this course is to trace some of the major developments in imperial history between 800 (Charlemagne's coronation as emperor) and the early sixteenth century. Topics will include the changing nature of imperial authority from the Carolingians to the Habsburgs, the Church's and the nobility's establishment of quasi-independent lordships inside imperial territory, papal-imperial relations, and the eastward expansion of the empire. Assignments: short paper(s) and a final exam.

HIST 23418  The Holocaust: History and Meaning  (N. Lebovic, Joyce Z. Greenberg Visiting Professorship in Jewish Studies)  How unique was the Holocaust? What enabled it and what is its legacy? In this course we will consider key texts written about and during the Holocaust. We will consider the rise of racism, Fascism, colonialism, and Nazism. We will reflect about the place of the Holocaust in genocide studies and in recent political and philosophical debates. We will talk about paintings, movies, and music, but most importantly: We'll learn some history. Grad students will be asked to read key methodological texts that will enrich their historiographical and historiosophical understanding of the topic.

RLST 23607/HIST 29305  Nietzsche, European Culture, and the Death of God  (J. Haydt)  This course introduces students to the period of cultural turmoil culminating in the "death of God." In Nietzsche's view, European culture in the nineteenth century was characterized by a profound historical rupture in the domains of art, religion, and philosophy. Our task is to understand why Nietzsche believed that such a radical break occurred, whether he was right, and what this tells us about our relation to our own traditions and values. The first half of the course will explore theories of cultural collapse. Can a society lose touch with its past? What would it mean to live in such a society? How could we go on if we ceased to recognize ourselves in our cultural way of life? In addition to Nietzsche, readings will include Ludwig Feuerbach, Karl Marx, Hans-Georg Gadamer, Jonathan Lear, and Cora Diamond. In the second half, we will test these theories by looking for examples of rupture in literary texts of the period. Our questions: Does a comparison of these works suggest a rupture in culture as Nietzsche claimed? Is it plausible to understand nineteenth-century social, political, and religious developments in terms of the death of God? How does the death of God shape our modern world? No prior study of the literature or philosophy discussed expected.

CRES 24001/HIST 18301  Colonizations I  This sequence meets the general education requirement in civilization studies. The themes of the first quarter are slavery, colonization, and the making of the Atlantic world.

HIST 24119  Things Japanese  (J. Ketelaar)  An examination of interpretations of Japan, Japanese thought, religion, culture, art, society from the sixteenth through the twenty-first centuries with a particular focus on critical readings of Orientalism, Buddhist historiography, modernization theories, and indigeneity. Assignments: in-class presentation and a final paper.

FREN 24222/HIST 22601  Propaganda and Public Opinion, from the French Enlightenment to the Modern Era  (M. Novak)  This course studies the political tools used by Napoleon to control public opinion as he enacted his vision of the French nation after the Revolution. Napoleon posed as the incarnation of Enlightenment values and acknowledged public opinion as a source of his political legitimacy in order to invent a new form of state propaganda focused on seizing information and reshaping it. We will examine the failure of Napoleon's propaganda system in Europe, using the German states as a study case: the 1806 campaign was motivated by Napoleon's revolutionary aspirations to erase the feudal vestiges of the medieval Holy Roman Empire, but his failed attempt to control German public opinion engendered the leitmotiv of German humiliation. This became a recurring basis of conflict in Europe during the nineteenth and twentieth centuries. Subsequently, the Nazis attempted, under the supervision of Otto Abetz, ambassador to Vichy France, to manipulate French public opinion during the occupation of France, using the figure of Napoleon and introducing German culture to the French people through music and writers. Primary sources include Chateaubriand, Guizot, Heine, and Montesquieu and important press articles of the time; secondary sources include French and American historians. All readings, discussions, and material in English, with the possibility of readings and/or final paper in French.

HIST 24905  Darwin's On the Origin of Species and The Descent of Man  (R. Richards)  This lecture-discussion class will focus on a close reading of Darwin's two classic texts. An initial class or two will explore the state of biology prior to Darwin's Beagle voyage, and then consider the development of his theories before 1859. Then we will turn to his two books. Among the topics of central concern will be the logical, epistemological, and rhetorical status of Darwin's several theories, especially his evolutionary ethics; the religious foundations of his ideas and the religious reaction to them; and the social-political consequences of his accomplishment. The year 2019 was the 210th anniversary of Darwin's birth and the 160th anniversary of the publication of On the Origin of Species. Assignments: several short papers and one long paper.

HIST 25027  Infrastructure Histories  (E. Chatterjee)  Dams, sewers, container ships, water pipes, power lines, air conditioning, and garbage dumps: the critical infrastructures that enable modern life are so often invisible, except when they fail. This course explores the historical role of infrastructure as a set of planet-spanning systems of resource extraction and crucial conduits of social and political power. Looking at cases from apartheid South Africa and the Suez Canal to Mumbai and Chicago itself, we will consider the relationship of infrastructure with capitalism, settler colonialism, and postcolonial development. We will see how forms of citizenship and exclusion have been shaped and negotiated via wires, leaky pipes, and improvised repairs, and we will consider perhaps the biggest question of all: In this age of ecological crisis, do energy-guzzling infrastructural systems have a strange form of more-than-human agency all of their own? Assignment: a long paper.

HIPS 25219/HIST 25119  Science, Culture, and Society in Wittgenstein's Vienna, 1867–1934  (Z. Barr)  Fin de siècle Vienna is perhaps best known as the birthplace of Gustav Klimt, Egon Schiele, Arnold Schoenberg, and Otto Wagner, among other modernist artists, but it was also home to several of the most important philosophers and scientists of the early twentieth century, including Ernst Mach, Ludwig Boltzmann, and Ludwig Wittgenstein. Indeed, the city's artists drew considerable inspiration from its philosophers and scientists and vice versa. The purpose of this course is to examine these cultural entanglements in more detail and to analyze why Vienna was integral to the development of so many of the aesthetic and intellectual trends that scholars now associate with "modernity."

RLST 26301/HIST 28007  Religion and AIDS  (M. Lambert)  Is it possible to understand current debates over public health or the role of religion in the public sphere without first examining religious responses to the AIDS crisis? This course focuses on the emergence of the AIDS epidemic in the 1980s during a peak in American culture wars. Students will analyze the fraught intersection of political power structures, medical epistemologies, and religious views on bodies, sex, and public morality. Using the disciplinary frameworks of history, theology, medical ethics, the sociology of religion, and the history of medicine, students will weigh the accuracy of Lofton's claim that AIDS is more than just a disease for Americans. We will scrutinize moral rhetoric surrounding contraception and its public availability, discuss the extent to which religious philanthropy, especially on the international stage, reshaped approaches to global health, and revisit the role of religious communities in providing care for the sick and theological responses to suffering. No prior knowledge of religious studies or medical history required.

RLST 26304/HIST 28008  Religion and Abortion in the United States  (E. Crews)  This course will trace the relationship between religion and abortion in American history. We will examine the kinds of claims religious groups have made about abortion; how religion has shaped the development of medical, legal, economic, and cultural perspectives on the topic; how debates over abortion have led to the rise of a certain kind of religious politics in the United States; and how issues of race, class, gender, sexuality, and the body are implicated in this conversation. The course will cover a range of time periods, religious traditions, and types of data, such as abortion records from Puritan New England, enslaved people's use of root medicine to induce miscarriage, and Jewish considerations of the personhood of the fetus, among others. It will give particular attention to the significance of Christianity in legal and political debates about abortion in the twentieth and twenty-first centuries. No background in religious studies required; however, this course is well-suited to students interested in thinking about how their areas of study (history, gender and sexuality, medicine and medical sciences, political science, race and ethnicity) converge with religion and religious studies.

HIST 27006  Not Just the Facts: Telling About the American South  (J. Dailey)  This course engages the various ways people have tried to make sense of the American South, past and present. Main themes of the course include the difference between historical scholarship and writing history in fictional form; the role of the author in each, and consideration of the interstitial space of autobiography; the question of authorial authenticity; and the tension between contemporary demands for truthfulness and the rejection of "facts" and "truth." We will read across several genres, including historical scholarship, biography, and fiction. Assignments: three short papers.

HIST 29422  Ancient Stones in Modern Hands  (S. Estrin & A. Goff)  Objects from classical antiquity that have survived into the modern era have enticed, inspired, and haunted those who encountered or possessed them. Collectors, in turn, have charged ancient objects with emotional, spiritual, and temporal power, enrolling them in all aspects of their lives, from questions of politics and religion to those of race and sexuality. This course explores intimate histories of private ownership of antiquities as they appear within literature, visual art, theater, aesthetics, and collecting practices. Focusing on the sensorial, material, and affective dimensions of collecting, we will survey histories of modern classicism that span from the eighteenth century to the present, from the Mediterranean to the Pacific. Historical sources will include the writings of Johann Gottfried Herder, Johann Joachim Winckelmann, Emma Hamilton, Vernon Lee, and Sigmund Freud, among others; secondary source scholarship will draw from the fields of gender studies, the history of race, art history, and the history of emotions. We will supplement our readings with occasional museum visits and film screenings. Instructor consent required. Email both instructors describing your interest in the course, how it fits into your broader studies, and any relevant background (agoff@uchicago.edu & sestrin@uchicago.edu) by the Friday before Aut pre-registration (undergrad) or the Friday before Aut registration (grad). This is a traveling seminar that includes a 5-day trip to visit California museum collections. Assignments: Active participation in discussion, in-class presentation, collection review, and final paper.

HIPS 29644/HIST 25028  Tutorial: Introduction to Historical Epistemology  (E. Eishaikh)  Philosophers of science and historians of science have explored the dynamics of scientific change in distinct ways. Historical epistemology integrates methods from both approaches, attending to epistemology as a situated, cultural activity. Rather than focusing on a single knowing subject, historical epistemology conceives of science and knowledge as ongoing cultural projects with associated structures of knowledge, ways of perceiving and reasoning, and values. Methodologically, historical epistemology focuses on the emergence of certain epistemic concepts, practices, and assumptions. In this course, students will be introduced to this approach to science studies through a survey of readings by authors such as Lorraine Daston, Ian Hacking, and Steven Shapin. We will primarily concentrate on epistemological shifts in modern European history. The readings will allow students to ask questions about objects of knowledge, styles of reasoning, imaginations of time and space, understandings of nature, and conceptions of rationality, truth, reality, and history. The structure of the course is nonlinear, giving students different sites to engage with the relation between epistemological change and how disciplines, subjects, spaces, things, and worlds are made.

HIST 29528  Property and the Public Interest  (C. Cordelli & J. Levy)  In this colloquium, drawing from law, history, philosophy, and social science, we examine the conflicted relationship between property and the public interest.  Topics include the basis and evolution of private property rights, reasons for the state, and the relationship between property rights and the public interest. Assignments: short papers.

HIPS 29800/HIST 25503  Junior HIPSS Seminar: My Favorite Readings in the History and Philosophy of Science  (R. Richards)  This course introduces some of the most important and influential accounts of science to have been produced in modern times. It provides an opportunity to discover how philosophers, historians, anthropologists, and sociologists have grappled with the scientific enterprise and to assess critically how successful their efforts have been. Authors likely include Karl Popper, Thomas Kuhn, Robert Merton, Steven Shapin, and Bruno Latour.