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630, Directed Readings in U.S. History (Cobbs Hoffman), ?America and Empire?: Scholars and citizens have long debated whether or not the power and influence of the United States in the world today constitutes a new form of empire or imperialism. This seminar will examine the burgeoning literature on America and empire, especially in comparison with other nations over time.Directed Readings in Latin American History (Passananti), ?Social and Economic History of Mexico?Directed Readings in Asian History (Edgerton-Tarpley), ?Hotspots of Modern Chinese History,? aims to engage graduate students in an intense inquiry into the questions and approaches that have generated the most interest and controversy in the field of nineteenth and twentieth-century Chinese History during recent years. "Hotspots" to be covered include: competing explanations of the ?fall? of Imperial China; internal versus external challenges to traditional Chinese identity; theories of social and political prot
est in Modern China; new paradigms on gender in Modern Chinese History; diverse perspectives on Chinese nationalism(s) and the Chinese Revolution(s); making sense of Mao, Maoism, and the Cultural Revolution; the nature and significance of China's recent democracy movements; China's role in the 21st century world; and the pros and cons of applying theoretical approaches developed in Europe and North America to Chinese history.Seminar in History (Kornfeld): This capstone research seminar is designed to allow advanced graduate students to develop their skills in historical research, writing, and criticism. The primary objective is for each student to produce a polished research paper based on primary sources and grounded in the relevant secondary works. Any student with a thesis topic in mind is encouraged to attempt to write a chapter of her or his master's thesis. Students will also develop their ability to critique shared readings and the work of other seminar members.Direct
ed Readings in Special Topics (Baron), ?Genocide in the Modern World,? examines explanatory models of genocide and how they apply to the decimation of Native Americans, African American slavery, the Armenian genocide, the starvation of Ukrainian kulaks, the Jewish Holocaust, the Gypsy Parajmos, Nazi euthanasia,From the Republic of China to the People?s Republic of ChinaDeng Xiaoping is a crucial man as he was the one who made the U-turn and he had the responsibility to evaluate Mao?s heritage but in certain limits. The incredible play he organized with the trial of the Gang of four is unique.
students btained infrmatin nt nly abut chrnlgy and histrical events but als abut the cmpsitins and the limits f ur surce materials, the trends in schlarship, the academic cntrversies, the ever-imprving methdlgies in ancient studies as well as the impact f the ancient cultures n the later human experience. While I emphasize the imprtance f the familiarity with the primary surces, what I value even higher is the cnscius ntin as well as the ability t read the literary, dcumentary and archelgical surces clsely and critically. I believe that Ancient Histry as a discipline prvides a gratifying training grund fr intellectual wrestling. I cnsider it my respnsibility t intrduce cmpeting arguments, t share with the students the varius ways t evaluate these arguments, t cnsider alternative viewpints, and t stimulate the riginality that is innate in the students. It is thrugh such exercises that Ancient Histry may cntribute best t the general educatin f the students.
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