Ntroduction 3 The Program in History

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Smith College

Department of History

Spring 2009

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
200-Level Courses 6
Seminars 13
Special Studies Options in History 14
Cross-Listed Courses 15
Five-College Courses 16
Departmental Honors Program 18
Recent Honors Thesis Titles 19

The Faculty 21
Scheduled Retirements and Leaves of Absence for Faculty Members 29
Department Office 30
Departmental Activities 30
Student Liaisons 30

Awards and Prizes 31

Directory of Addresses, Student Majors and Minors 33

This handbook contains a description of the 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.
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, 1650 to the present; 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



East Asia and Central Asia


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


Courses cross-listed on 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 and 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: Nadya Sbaiti, Fall 2008

Daniel Gardner, Spring 2009

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

Morocco: Rabat

Senegal: Dakar

South Africa: University of Natal at Pietermaritzburg

Tanzania: Dar-es-Salaam

Israel: Ben Gurion University, Arava Institute of Environmental Studies

Jordan: Amman

China: Beijing

Korea: Yonsei


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,


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
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 all students unless otherwise indicated. In certain cases, students may enroll in colloquia for seminar credit with permission of the instructor.
HST206 (L) Aspects of Ancient History

Topic: Sport, Society, and Politics in the Roman World

The Colosseum is a symbol of both Rome’s grandeur and its decadence. Constructed over a period of ten years and dedicated in the year 80 C.E., it was a tremendous architectural achievement in its day that still dominates the landscape of the modern city. But it was also the venue for such public spectacles as gladiatorial combat (munera) and wild beast shows (venationes), in which slaves and criminals fought for their lives or were executed, and wild animals were hunted and killed. Another venue for public entertainment was the Circus Maximus which may have held up to 250,000 spectators for chariot races that were both breath-taking and perilous. Most Roman entertainers (gladiators, charioteers, and actors) were slaves or otherwise déclassé, but there is substantial evidence that they could achieve celebrity status. Lamps, reliefs, mosaics and other works of art--even a baby bottle--bearing images of gladiators have been unearthed, while poems, inscriptions and graffiti celebrate their careers. The evidence is also clear that the meteoric careers of these athletes often ended abruptly, in death on the floor of the arena.

This course will examine the complex phenomenon of public entertainment in Roman society against a backdrop of social and political history. We will begin with a discussion of political and social institutions in Rome, including the roles of men and women in Roman society, slaves and slavery, the Roman family, and life in the city. The core component of the course will be a discussion of spectacles in Roman society, not only as entertainment but also as a form of social control and a forum for political communication. The course readings will include ancient sources in translation (e.g., literary texts, inscriptions, and papyri) as well as works of modern scholarship. {H} 4 credits

Geoffrey Sumi

M W 9:00-10:20 a.m.

HST209 (C) Aspects of Middle Eastern Histroy

Topic: Women and Gender in the Middle East

Middle Eastern women are often portrayed in the Western media as oppressed, and a fixed, unchanging notion of “Islam” is frequently cited as the most significant source of such oppression. But what exactly is meant by “Middle Eastern women”? This colloquium is designed to provide students with a nuanced historical understanding of issues related to women and gender in the region, from Morocco to Iran, and including Turkey.

After an introduction to the main themes and approaches in the study of gender in the region, the first part of this course examines the development of discourses on gender as well as the lived experiences of women from the rise of Islam to the highpoint of the Ottoman Empire. The second part focuses on 19th- and 20th- century history. Topics to be covered include the politics of marriage, divorce, and reproduction; women’s political and economic participation; and Islamist movements. The final section of the course explores the new fields of masculinity, homosexuality, and trans-sexuality in the Middle East. {H} 4 credits

Nadya Sbaiti

TTH 10:30-11:50 a.m.

HST212 (L) China in Transformation, A.D. 750-1900

Chinese society and civilization from the Tang dynasty to the Taiping rebellion. Topics include disappearance of the hereditary aristocracy and rise of the scholar-official class, civil service examination system, Neo-Confucian orthodoxy, poetry and the arts, Mongol conquest, popular beliefs, women and the family, Manchus in China, domestic rebellion, and confrontation with the West. {H} 4 credits

Daniel Gardner

TTH 10:30-11:50 a.m.

HST214 (C) Aspects of Chinese History

Topic: The World of Thought in Early China

Confucianism, Daoism (Taoism), Legalism, and Chan Buddhism were the formative schools in the development of the Chinese cultural tradition. Indeed, their influence has continued for two millennia, through the present day. The course will focus on the major writings from these schools, such as the Analects of Confucius, the Daodejing by Laozi, the Book of Changes, and the Platform Sutra.

This course does not take relevance as its aim. But it could. The values and practices of these Chinese schools of thought have made themselves felt in our own lives. Consider the books, The Tao of Pooh or the Tao of Physics; zen rock gardens and meditation halls; and attempts in Singapore, China, and, of all places, communities in Boston and Cambridge Massachusetts, to encourage a return to Confucian values. We have begun to build tea houses on our campuses; to design our homes and our rooms according to the principles of fengshui; and to hear social pundits extol the virtues of China and Japan where the harmony of the group is valued more than individual autonomy.
The books that are at the center of this course are among the world´s philosophical and literary masterpieces. {H/L} 4 credits

Daniel Gardner

T 1:00-3:30 p.m.

HST217 (L) World War Two in East Asia: History and Memory

For Asia, World War II began in 1931 with the Japanese seizure of Manchuria from China. Full-scale war broke out between China and Japan in 1937. Only after the Japanese attacked the U.S. Pacific fleet at Pearl Harbor in 1941 did the United States enter the war. This course discusses the factors leading to the war in Asia, examines the nature of the conflict, and assesses the legacy of the war for all those involved.

The course first provides an overview of the political history of East Asia from the late nineteenth century through the end of World War II in 1945. We then turn our attention to several specific issues, many of which continue to be controversial today. Topics covered include Japan’s seizure of Korea, the invasion of China, the bombing of Pearl Harbor, the war in the Pacific, the racial dimensions of the Japanese empire, the “comfort women” (a term that refers to the large group of Asian women who were forced to serve as prostitutes for the Japanese military), biological warfare, the dropping of the atomic bombs on Hiroshima and Nagasaki, and the complicated relationship between history and memory. {H} 4 credits

Marnie Anderson

MW 1:10-2:30 p.m.

HST223 (C) Women in Japanese History from Ancient Times to the Nineteenth Century

The dramatic transformation in gender relations is a key feature of Japan’s premodern history. In this course, we will examine how Japanese men and women have constructed norms of male and female behavior in different historical periods, how gender differences were institutionalized in social structures and practices, and how these norms and institutions changed over time. Due to the current state of the field, our focus will be primarily on women. Our goal is to understand the relationship between the changing structure of dominant institutions and the gendered experiences of women and men from different classes from approximately the seventh through the nineteenth centuries. Consonant with current developments in gender history, we will explore crucial variables such as class, religion, and political context which have affected women’s and men’s lives. The interaction of these variables with gender, rather than gender alone, has created the world in which Japanese women and men actually lived. Throughout the course, the feminist and historical scholarship of the last twenty years will help us to understand the ongoing conflict between textual prescription and reality.

Though the course will center on lecture, discussion will also be important. Work for the course will consist of one short critical essay, a midterm exam, a presentation, and a final research paper. The final paper will require that you design and answer a significant question regarding the history of gender in Japan. {H/S} 4 credits

Marnie Anderson

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

HST225 (L) The Making of the Medieval World, 1000-1500

This course is a survey of the Middle Ages from c. 1000 to 1500. It aims to offer an overview of major trends in European political, social, and cultural life of this period, and should be a good foundation for further work in medieval studies.

The period from 1000 to 1300 was an expansive one in European history, with population growth spurring the development of cities, kingdoms, universities, and Crusades; we’ll examine these along with the accompanying power struggles among popes, kings, nobles, intellectuals, peasants, and city leaders. We’ll also go on to explore the troubled fourteenth century, particularly the effects of the Black Death on western European society.
The course will finish up with exploration of the cultural developments of the fifteenth century, looking at the medieval roots of the “Age of Exploration” and the Renaissance, while considering to what extent these phenomena were new.
We’ll read extensively in translated sources from the period, which will include some literary works (likely to include Arthurian romances and Dante), spiritual treatises, legal texts, and letters. {H} 4 credits

Michelle Herder

MW 1:10-2:30 p.m.

HST233 (L) A Cultural History of Britain and its Empire, 1688-1914

This course traces the cultural history of Britain and its empire from 1688 to 1914, a period of enormous transformation in which Britain became, for much of the nineteenth century, the most powerful nation in the world. During this period, its character dramatically changed as it experienced rapid urbanization, commercialization, and industrialization, and as it enacted democratic political reforms that shifted the locus of power away from the landed classes. In addition, it not only incorporated Scotland and Ireland into the Union, but also massively expanded its imperial holdings. In 1820, when Britain no longer controlled the American colonies, it none the less claimed dominion over 26 percent of the world’s population. By 1914, it exerted authority over close to a quarter of the world’s land surface.

This course seeks to understand the meaning of these changes for Britons of all social classes. How were various national, ethnic, and racial groups assimilated into Britain and its empire in different ways, and with varying degrees of success? How did a variety of cross-cultural encounters continually re-shape notions of national and imperial identity? How did Britons' sense of the organization of their society shift in response to political reforms and to urbanization, commercialization, and industrialization? How did these developments affect material culture: the kinds of foods and drinks they consumed, the kinds of clothes they wore and the paintings they purchased, the kinds of books they read and the houses they built, and the kinds of musical and theatrical productions they attended? Finally, how did various groups - whether Jacobites wishing for a return of the Stuart regime, luddites reacting to the early stages of industrialization, Irish unhappy about the Union with Britain, or Indian nationalists wanting a greater role in governing India - engage in protest and resistance?
Readings include books and essays by historians as well as a variety of primary sources. Students will also read fiction and a slave narrative, watch performances of The Beggar's Opera and The Pirates of Penzance; and analyze paintings, architecture, and political prints. In addition, the class will discuss institutions such as parliament, coffee houses, clubs, and taverns; and cover a broad range of practices: from electioneering and popular protest, to tea-drinking, theater-going, and art collecting, to thief-taking and public executions. It will also explore the broad historical impact of the growing trade in cotton, sugar, tea, and opium.
By approaching Britain’s past through the lens of cultural history, this course aims to give students a sense of how social, political, economic, and artistic developments were often interconnected. By investigating how travelers from various parts of the empire were received in London, and how Britons interacted with slaves in the West Indies and with colonized peoples in India and Africa, the course explores changing constructions of British national identity and of the racial and ethnic "other" from the early eighteenth to the early twentieth centuries.
This is a lecture class, but students will engage in analysis of material presented during lecture and will discuss the reading. Students will write two papers and take a final exam, in addition to completing informal writing assignments. {L/H} 4 credits

Jennifer Hall-Witt

TTH 10:30-11:50 a.m.

HST245 (L) Empire in the North: Native Peoples in Siberia and Alaska under Russian and Soviet Rule

Over 500 years, Muscovy and the Russian Empire expanded across Northern Asia and (from the 1780s to the 1860s) North America, bringing into one continental state diverse populations stretching from Central Asia to Beringia. The course explores the ways imperial rule, the pressures of Socialist Modernity, and relentless exploitation of natural resources affected the lives of the native peoples. How can one discern the voices of a scriptless culture beneath layers of documents written by colonial administrators? {H} 4 credits

Sergey Glebov

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

HST253 (L) Women and Gender in Contemporary Europe

In this course, we will examine women’s experience and participation in the commonly recognized major events of the twentieth century with special attention to increasingly public and politicized negotiations about gender and sexuality. Students will be introduced to major thinkers of the period through primary sources, documents and novels, as well as to the most significant categories in the growing secondary literature in twentieth-century European gender and women’s history. {H} 4 credits

Darcy Buerkle

TTH 3:00-4:15 p.m.

HST255 (C) Twentieth-Century European Thought

This colloquium examines the cultural context of fascism, with a view to defining it. Readings alternate between artistic movements and political movements that drew inspiration from the thoughts of Friedrich Nietzsche--or at least claimed to do so. Students come to grips with the ideas of economists, dramatists, unionists, poets, political scientists, musicians, psychologists, dictators, and painters. In exploring fascism as one current within a broader intellectual wave, students reach a more sophisticated understanding of its nature.

Each week, brief introductions set the backdrop for extensive readings from one thinker: Nietzsche, Georges Sorel, Oscar Wilde, Vilfredo Pareto, Filippo Marinetti, Benito Mussolini, Adolf Hitler, and so on. Following class discussion, students write frequent short analytical essays. They also research term papers on topics of their choosing. As in many other History colloquia, students undertaking a longer research paper may receive seminar credit.
The course counts toward German Studies, and constitutes part of the nexus for German 298 on cigarette albums and popular education in the Third Reich.
An optional film series on Wednesday nights accompanies the colloquium. The movies range from documentaries by and about Leni Riefenstahl through adaptations of plays to rock concerts by contemporary bands accused of fascism.
Students with relevant background in art, political or social theory, modernist novels or poetry, philosophy, music, Italian, film studies, history of science, Jewish studies, or women's studies are welcome; enrollment is by permission of the instructor. This discussion class is limited to eighteen to facilitate participation by each student each week. {H/S/A} 4 credits

Ernest Benz

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

HST258 (L) History of Central Africa

Have you ever wanted to cross the frontier into the unknown? For over a century, Central Africa—and especially the Congo—has represented the “Heart of Darkness” to most Americans. In popular perceptions, therefore, the Congo symbolizes the unknown, and a voyage there symbolizes a journey into the unknown—and perhaps unknowable.

But there are several paradoxes involved with the concept of the “Heart of Darkness” and its location in Central Africa. First, there exist ample historical sources on the region; therefore what accounts for the durability of the myth? Is it possible that our ignorance—and the durability of the myth—is of our own making? Where, then, does the “heart of darkness” lie? Second, the term carries such power that it obscures the achievements and the potential of the peoples of this region, so rich in cultural and material resources. Perpetuating the myth therefore denies these people their humanity; in so far as history is part of human identity, this course seeks, in part, to return that to them. Third, the myth implies that the agonies of the region originate from within; yet many problems in the region are (at least in part) associated with the effects of western intervention, during and after formal colonial rule. “The Heart of Darkness,” therefore, may neither be so dark, nor so internalized as the myth might imply.
In this course we will focus on the countries of Congo-Kinshasa, Rwanda, and Burundi, but our historical vision will unveil themes whose significance reaches far beyond Central Africa. We will explore many such themes: the regional character and diversity of precolonial social formations; the establishment of colonial regimes; the formation (and disintegration) of a working class—and the forces behind both its emergence and decline; the imposition of rural administrative demands, transformations in popular culture and gender relations—and African initiatives to transcend these attempts to regulate their lives and control their identities; the complicated relations between Church and State, during and beyond the colonial period; the turbulent transitions associated with decolonization; western involvement in the politics of African states and economies; and postcolonial underdevelopment, state violence, and external intervention. For each of these elements, we will ask the questions: what effects did such (cumulative) processes have on the people of the region? How, in turn did they react? What initiatives did they adopt to regain their integrity? What was the legacy of these actions? This is a course in which we hope to establish a vibrant historical dialogue with the actors, local as well as external, taking account of multiple diverse backgrounds and objectives represented among them.
There is a large literature on the history and recent politics in this region. Drawing widely from this literature to illuminate the themes mentioned above, we will supplement academic analyses with writings of participants, with videos, with NGO reports of various types, and with news accounts. {H/S} 4 credits

David Newbury

MW 2:40-4:00 p.m.

HST261/LAS261 (L) National Latin America, 1821 to the Present

A thematic survey of Latin American history in the 19th and 20th centuries focusing on the development of export economies and the consolidation of the state in the 19th century, the growth of political participation by the masses after 1900, and the efforts of Latin Americans to bring social justice and democracy to the region. {H} 4 credits

Ann Zulawski

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

History 265, 266 and 267 form an introductory sequence in the history of the United States

HST267 (L) The United States since 1877

This course provides an introductory survey of United States history from 1877 to the present. We will seek at once to attend to the broad patterns of historical change that have marked this period and to reconstruct the specific cultural, social, economic, and political contexts that have shaped the personal experiences and hopes of Americans from diverse walks of life. Our task will be to familiarize ourselves with the key facts that underlie any attempt to understand this period, to employ a variety of historiographic methods in order to analyze and interpret these facts, to appreciate the limitations of historical interpretation, and to reflect upon the nature and necessity of historiographic debate.

Themes to be addressed include the following: the legacies of the "idea of America" as cast by Lincoln in the Gettysburg Address; the late-nineteenth century crises of "man" and "civilization"; Progressivism; urban life; the ideals and strategies underlying various political movements, including women's suffrage, the civil rights movement, and contemporary conservatism and neoconservatism; humanitarianism; race and racism; market economics; debates over the proper scope of federal powers; problems of military doctrine during the world wars and the Cold War; the Constitution as a site of political struggle; Cold War culture; the rise and fall of the liberal consensus from the New Deal to Nixon and Reagan; and 9/11. {H} 4 credits

W. Lane Hall-Witt

MWF 9:00-9:50 a.m.

HST280 (C) Inquiries into United States Social History

Topic: Globalization, Im/migration, and the Transnational Imaginary in US History

This course investigates how history can help us to understand globalization, im/migration and the emergence of a transnational, border consciousness in the U.S. over the last century. We will study a range of popular culture, including film, music, visual art, spoken word, and memoir, as well as interdisciplinary scholarship, to learn how global economic restructuring has impacted people’s lives. In particular, we will explore globalization from the perspective of those at the so-called bottom of the ladder, migrants to and within the U.S., workers upon whose lives and bodies global capitalism has been consolidated.

Several questions will guide our inquiry. How have migrants challenged narratives of global capitalism as a positive process of “investment,” “progress” and “development”? How have they responded to experiences of displacement, marginalization, and exclusion, by redefining the meanings of home, community, and freedom? What are the connections between mass migration and imperialism? In answering these questions, we will study histories of social movements, including labor radicalism, borderlands feminism, Black Liberation, and anti-colonialism. In this way you will learn how migrants themselves have criticized the meanings of globalization, nationalism, and citizenship over time. We will also explore such agency within the context of the changing legal and political dimensions of migration, citizenship, and immigration/refugee policies. In this way you will learn twentieth-century U.S. im/migration history, and study how migrants themselves have transformed the United States over the past century.
Course texts include Matthew Frye Jacobson, Barbarian Virtues: The United States Encounters Foreign Peoples at Home and Abroad, 1876-1917 (2000); Erika Lee, At America's Gates, Chinese Immigration during the Exclusion Era (2003); Mae M. Ngai, Impossible Subjects: Illegal Aliens and the Making of Modern America (2004); Robin D. G. Kelley, Freedom Dreams: The Black Radical Imagination (2002); and Jeff Chang, Can't Stop, Won't Stop: A History of the Hip-Hop Generation (2005).

{H} 4 credits

Jennifer Guglielmo

TH 1:00-3:30 p.m.

Admission to seminars assumes prior preparation in the field and is by permission of the instructor. Enrollment is limited to 12 juniors and seniors.
HST350 Modern Europe

Topic: Historiography

How do historians "do history"? How have they done so in the past? In this course, we will study the development of historical writing in the modern period as well as interpretive problems and debates in contemporary historiography. Readings include primary source materials and historical monographs. Students will become familiar with major historical journals and develop the interpretive skills necessary to identify and engage historiographic trends. {H} 4 credits

Darcy Buerkle

W 1:10-3:00 p.m.

HST361 Problems in the History of Spanish America and Brazil

Topic: Public Health and Social Change in Latin America, 1850-Present

The relationship between scientific medicine and state formation in Latin America. Topics include Hispanic, Native American and African healing traditions and 19th-century politics; medicine and liberalism; gender, race and medicine; eugenics and Social Darwinism; the Rockefeller Foundation's mission in Latin America; medicine under populist and revolutionary governments. {H/S} 4 credits

Ann Zulawski

T 3:00-4:50 p.m.

HST372 Problems in American History

Topic: Cross-Cultural Captivity in North America, 1500-1860

The captivity of Europeans and European Americans—especially women—by Native Americans has been a persistent theme in mainstream literary and popular culture since early colonial times. This course will consider a couple of these relatively rare instances of captivity in historical and cross-cultural context before examining how Native Americans figured as captives and as owners of enslaved African Americans. Questions to be addressed include captivity in pre-colonial indigenous societies, the purposes and meanings of captivity for captors and captives, the uses of “captivity narratives” as historical evidence, captivity and cultural and ethnic identity, captivity and gender, the colonial-era slave trade in Native Americans, and Native American-African American relations.

Tentative readings include:

Mary Rowlandson, The Sovereignty and Goodness of God

James Seaver, A Narrative of the Life of Mrs. Mary Jemison

Camilla Townsend, Pocahontas and the Powhatan Dilemma

Patrick Minges, Black Indian Slave Narratives

James Brooks, Confounding the Color Line: The Indian-Black Experience in North America (selected essays)

{H} 4 credits

Neal Salisbury

T 3:00-4:50 p.m.

HST383 Research in United States Women's History: The Sophia Smith Collection

This seminar is a research and writing workshop in 19th- and 20th-century U.S. women's history. It is designed for seniors interested in doing advanced research in U.S. history with archival materials from the Sophia Smith Collection. Each student will write a 20-25 page research paper. Your research will include a close analysis of archival records (correspondence, diaries, oral histories, newspaper articles, government documents, organizational records, photographs, etc.), placing your findings in the context of the relevant historical scholarship. As a workshop, the emphasis will be on the research and writing process, which you will do in stages and in dialogue with one another. You will read several assigned texts as well, each of which provide a range of historical methodologies and theoretical tools, while also deepening your knowledge of U.S. women’s history. But the focus of the class will be on your own independent research and writing. Prerequisites include coursework in U.S. history, women’s history, or women’s and gender studies (including SOC 213); preference will be given to seniors with adequate course experience in these areas. {H} 4 credits

Jennifer Guglielmo

T 1:00-2:50 p.m.

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