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Smith College

Department of History

Handbook

Fall 2008


Table of Contents

introduction 3

The Program in History 3

Requirements for the Major in History 3

Requirements for the Minor in History 4

Study Abroad 4

Course Descriptions 6

History 101 6

200-Level Courses 7

Seminars 12

Special Studies Options in History 14

Cross-Listed Courses 15

Five-College History Courses 17

History Honors Program 19

The Faculty 22

Scheduled Leaves of Absence for Faculty Members 31

Department Office 32

Departmental Activities and Programs 32

Student Liaisons 32

Awards and Prizes 33

Directory of Addresses, Student Majors and Minors 34


INTRODUCTION

This handbook contains a description of the History major and minor, a discussion of departmental activities and programs, a description of the honors program, descriptions of courses and course requirements, a directory of the members of the faculty, and a directory of students majoring or minoring in programs in the department.

THE PROGRAM IN HISTORY

Requirements for the Major in History

The History major comprises 11 semester courses, at least six of which shall normally be

taken at Smith, distributed as follows:

1. Field of concentration: five semester courses, at least one of which is a Smith

History department seminar. Two of these may be historically oriented courses at the 200-level or above in other disciplines approved by the student’s adviser

Fields of concentration: Antiquity; Islamic Middle East; East Asia; Europe, 300-1650;

Europe since 1650; Africa; Latin America; United States; Women's History: Comparative Colonialism.

Note: A student may also design a field of concentration, which should consist of courses related chronologically, geographically, methodologically or thematically,

and must be approved by an adviser.

2. Additional courses: six courses, of which four must be in two fields distinct from

the field of concentration.

3. No more than two courses taken at the 100-level may count toward the major.

4. Geographic breadth: among the 11 semester courses counting towards the major

there must be at least one course each in three of the following geographic regions.

Africa

East Asia and Central Asia

Europe

Latin America

Middle East and South Asia

North America

Courses both in the field of concentration and outside the field of concentration

may be used to satisfy this requirement. AP credits may not be used to satisfy this

requirement.

Courses cross-listed in the History Department section of the catalogue count as History courses toward all requirements.

A student may count one (but only one) AP examination in United States, European, or World history with a grade of 4 or 5 as the equivalent of a course for 4 credits toward the major.

The S/U grading option is not allowed for courses counting toward the major.

A reading knowledge of foreign languages is highly desirable and is especially recommended for students planning a major in History.

Requirements for the Minor in History

The minor comprises five semester courses. At least three of these courses must be related chronologically, geographically, methodologically or thematically. At least three of the courses will normally be taken at Smith. Students should consult their advisers.

The S/U grading option is not allowed for courses counting toward the minor.

Study Abroad

The History department encourages all students to consider studying abroad, especially in an institution that teaches in a language other than English.

A student planning to study away from Smith during the academic year or during the summer must consult with a departmental adviser concerning rules for granting credit toward the major or the degree. Students must consult with the departmental adviser for study away both before and after their participation in Junior Year Abroad programs.

Adviser for study away: TBA

In recent years History majors and minors have studied on Smith's own Junior Year Abroad Programs in

France: Paris

Switzerland: Geneva

Italy: Florence, and

Germany: Hamburg, as well as on consortial programs in

Spain: Cordoba

Japan: Kyoto, and

Mexico: Puebla

They have also studied independently in

Egypt: Cairo

Senegal: Dakar

South Africa: University of Natal at Pietermaritzburg

Tanzania: Dar-es-Salaam

Morroco: Rabat

Israel: Ben Gurion University, Arava Institute for Environmental Studies

Jordan: Amman

China: Beijing

Korea: Yonsei

Cuba

Dominican Republic

Australia: Trinity College Parkville, Adelaide, Sydney, Auckland

New Zealand: Otago

Austria: Vienna

Czech Republic: Prague

Denmark: Copenhagen

England: Bristol, London School of Economics, University College London, Royal

Holloway, King's College London, School of Oriental and African Studies, Oxford,

East Anglia, Queen Mary and Westfield, Sussex, York

Greece: Athens

Ireland: Galway, Cork, University College Dublin, Trinity College Dublin, Belfast

Netherlands: Amsterdam

Portugal: Coimbra

Russia: Yaroslavl, Saint Petersburg

Scotland: Edinburgh, Glasgow, Saint Andrews

Spain: Madrid

New York and Paris

For more information on these and other programs, visit the Study Abroad Office and consult with seniors who have returned from study elsewhere. As most programs are not designed specifically for History majors, it is necessary for the student to consult closely with the Adviser for Study Away.

Courses taken abroad must be approved to count toward the History major or minor after they have been completed. This is a separate process from the awarding of overall credit toward a Smith degree. Students present a petition through their adviser, with supporting documentation on the courses. The basic rule is that such courses should be roughly equivalent to a Smith course in reading, writing, and class time. For further details on petitioning, please consult an adviser.

The same petition process governs other courses taken outside Smith, including at institutions in the United States during a summer or on an exchange program or during a semester of independent study or before transferring to Smith or before becoming an Ada Comstock Scholar.


COURSE DESCRIPTIONS

101 INTRODUCTION TO HISTORICAL INQUIRY

Colloquia with a limited enrollment of 18 and surveys normally limited to 40, both designed to introduce the study of history to students at the beginning level. Emphasis on the sources and methods of historical analysis. Recommended for all students with an interest in history and those considering a History major or minor.

HST101 (C) Introduction to Historical Inquiry

Topic: Soviet History Through Film

The course treats films produced during the Soviet era as cultural artifacts. Studying these films in their proper contexts introduces basic tools for historians: how to approach a historical artifact, how to read sources critically, and how to reconstruct intended and unintended meanings. The course follows the traditional outline of Soviet history, beginning with the Bolshevik takeover in October 1917 and ending with the post-Soviet period. Topics include the cultural experimentation of the 1920s, collectivization, industrialization, the Great Terror, World War II, the Cold War, and the rise of the Soviet middle class in the 1960s and 1970s. Enrollment limited to 18 first-years and sophomores.

{H} 4 credits.

Sergey Glebov

M 7:00-9:30 p.m. - Lecture

W 7:00-9:30 p.m. - Film Showing

HST101 (C) Introduction to Historical Inquiry

Topic: Biography and History in Africa

Biography is fascinating in itself: it is a source of philosophy, of idealism, and of gossip. It is also one of the foundations of history, and that is the sense in which we will treat it in this course. Because the human experience is something we share with all people, biography speaks across cultures and periods; in this course, we will look at biographies from Africa, assessing the lives represented in these works as reflections of history in practice. Yet no previous knowledge of African history is required. While we will place these biographies fully in their social and historical contexts, we will identify the broader issues to arise from these biographies and explore them as entry points to human experience as well as to particular social circumstances and individuals. Since Africa is vast and its histories diverse, these case studies cover a broad range: we will read and discuss biographies drawn from many regions of Africa (western, central, eastern, and southern Africa), dealing with different periods (pre-colonial, colonial, and more recent times), and representing different perspectives (women as well as men, children as well as adults, and common people as well as leaders).

We will use each biography as an opportunity to provide historical overview to the region and period highlighted in the work. However, this course is not intended as a full-scale history of Africa; instead it provides a foundation for such an enterprise through the exploration of separate histories of individual Africans. Life stories may be the building blocks of history, but the history of a people is greater than the sum of the individual building blocks: factors such as the effects of power, culture, identity, and material forces are important to history too. So these selected lives need to be seen "in dialogue" with history: these individuals are both agents of historical process and molded by historical factors.

There is another dimension to these readings: the construction of biography. Focusing as they do on individual lives, biographies and life histories may seem straightforward; in fact they are complicated constructs. We will therefore explore different ways in which lived experiences are represented, we will look at the elements which can affect the lives of individual actors, and we will inquire into the ways that psychological, social, or broader contextual forces are presented in these individuals’ lives.

In both biography and history it is the interaction of an individual with the larger context that is important; therefore we will constantly inquire both how lived experiences (and their presentation) reflect broader historical influences, and how larger historical forces are made visible through biographies. In doing so, we will also inquire into how biographies are created, how people define their lives, and the different ways that biographies are written.

The class meets twice a week; you will be expected to keep up with the daily readings. This semester, we will be reading the following (in order):

Camera Laye, *Dark Child* [Guinea];

Ishamel Beah, *A Long Way Gone: Memoirs of a Boy Soldier* [Liberia];

John Thornton, *The Kongolese Saint Anthony* [Democratic Republic of the Congo];

Robert Edgar and Hilary Sapiro, *African Apocalypse* [South Africa];

Marie Beatrice Umutesi, *Surviving the Slaughter: The Ordeal of a Rwandan Refugee in Zaire* [Rwanda-Congo];

Nelson Mandela, *Long Walk to Freedom* [South Africa; a Nobel Laureate]; and

Wangari Muta Maathai, *Unbowed* [Kenya; a Nobel Laureate].

Enrollment of 15 limited to first-years and sophomores. WI {H} 4 credits

David Newbury

TTH 3:00-4:20 p.m.

See also East Asian Studies 100 on page 15

200-LEVEL COURSES

Lectures (L) are normally limited to 40 students. Colloquia (C) are primarily reading and discussion courses limited to 18. Lectures and colloquia are open to students of all levels unless otherwise indicated. In certain cases, students may enroll in colloquia for seminar credit with permission of the instructor.

HST206 (C) Aspects of Ancient History

Topic: The Making of Late Antiquity, 300-600

On September 4, 476, five centuries of Roman rule in the West came to an end with the deposition of emperor Romulus Augustulus by the barbarian officer Odovacer. Why did the Roman empire fall? Generations of historians and intellectuals have been perplexed by the ultimate failure of one of history's most successful states and have sought a variety of culprits, from angry barbarians to child-emperors, scheming empresses, corrupt senators and querulous priests.

In this colloquium, we will study the course of Roman imperial history in the fourth and fifth centuries, paying close attention to emerging threats to the Roman order and to the empire's response to perceived challenges. Particularly, we will seek to understand how the Germanic tribes of the Goths, Vandals and Franks, once Roman allies, came to establish autonomous kingdoms on Roman soil, not always without imperial consent. We will also look at two other external challenges to Roman hegemony: the short-lived empire of Attila the Hun and the much more formidable Iranian empire. We will also consider internal issues as possible causes for Roman decline. Did the adoption of Christianity as the state religion by Constantine unite or divide the empire? Was the late Roman economy in decline? Was the late Roman administration corrupt and ineffectual? Finally, beyond the fall of the empire in the West, we will look at the surviving Eastern Roman empire's attempts at re-conquest in the sixth century.

Most of our meetings will consist of discussions of the assigned readings, but there will be occasional lectures to help structure the material. Readings will consist of ancient source material as well as modern interpretations. Assignments include reading responses, two short papers on assigned topics and one long final paper on a topic of the student's choosing. {H} 4 credits

Félix Racine

TTH 3:00-4:20 p.m.

HST207 (L) Islamic Civilization to the 11th Century

This is a historical survey of the first five centuries of Islamic civilization, often regarded as a classical or golden age by modern Muslims and non-Muslims. In this course, we will study the political, cultural, social, religious and economic factors which helped shape this civilization from the career of the prophet Muhammad in the seventh century to the Turkish invasions of the eleventh century. In particular, we will study how Arab conquerors transformed the disparate regions of the Middle East into an empire stretching from Spain to India, and how they were themselves transformed through cohabitation with conquered societies and cultures. Inevitably, we will pay close attention to the development of Islam as a religion in this formative period, as well as its impact on politics and society. We will also read about remarkable cultural and scientific achievements in this period.

Readings will consist of historical documents and modern scholarship. There will be occasional quizzes, one midterm and one final examination, as well as a term paper due at the end of the semester. {H} 4 credits

Félix Racine

TTH 1:00-2:20 p.m.

HST216 (C) Women in Chinese History

The history of Chinese women from early classical texts to the present: their places and behaviors in society and culture, their relationships with one another and with men, and the evolution of gender roles and attitudes in China’s long and complex story. Topics include ideals of femininity and beauty, sexuality, women’s place in family life, life-cycles and rites of passage, the participation of women in the revolutions of the 20th century, and contemporary women’s lives. {H} 4 credits

Jonathan Lipman

TTH 9:00-10:20 a.m.

HST227 (C) Aspects of Medieval European History