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HISTORY 1B: Global History: The Early Modern World, 1300 to 1800

(Course is offered for 3 OR 5 units.) Topics include early globalization and cross-cultural exchanges; varying and diverse cultural formations in different parts of the world; the growth and interaction of empires and states; the rise of capitalism and the economic divergence of "the west"; changes in the nature of technology, including military and information technologies; migration of ideas and people (including the slave-trade); disease, climate, and environmental change over time. Designed to accommodate beginning students, non-majors, and more advanced history students
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-EDP, WAY-SI

HISTORY 9S: Life Histories of Enslaved Africans around the Globe from the Early Modern Period to the Present

Is there any possibility of hearing silenced voices of enslaved people? If it is so, how and where can we find their own voices? If we find the sources, to what extent can our findings help us differentiate between the lived and remembered experience of bondage? Can experiences of enslaved people fall under one category or can we talk about differences in defining their statuses? Throughout this course, we will be endeavoring to answer these questions by looking at individual experiences. Moreover, we will aim to see whether we can sympathize with the members of this exploited class by arguing that it is of value to know about their experiences. As much as the course benefits from different historical methods and thoughts, the overarching agenda is to contribute to global history through the life stories of enslaved Africans.
Terms: Win | Units: 5 | UG Reqs: WAY-A-II, WAY-EDP
Instructors: ; Ozdemir, O. (PI)

HISTORY 10C: Modern Europe's Lives

(Same as HISTORY 110C. 10C is 3 units; 110C is 5 units.) From the late 18th century to the present. How Europeans responded to rapid social changes caused by political upheaval, industrialization, and modernization. How the experience and legacy of imperialism and colonialism both influenced European society and put in motion a process of globalization that continues to shape international politics today.
Terms: Win | Units: 3 | UG Reqs: WAY-SI

HISTORY 10N: Thinking About War

This course examines classic approaches to war as an intellectual problem, looking at how a matter of such great physical violence and passions can be subjected to understanding and used in philosophy, political theory, and art. Questions to be examined include the definition of war, its causes, its moral value, the nature of its participants, its use in the self-definition of individuals and societies, its relation to political authority, warfare and gender, and the problem of civil war.
Terms: Win | Units: 3 | UG Reqs: WAY-SI
Instructors: ; Lewis, M. (PI)

HISTORY 31Q: Resistance and Collaboration in Hitler's Europe (JEWISHST 31Q)

What is resistance and what did it entail in Nazi-occupied Europe? What prompted some to resist, while others accommodated or actively collaborated with the occupiers? How have postwar societies remembered their resistance movements and collaborationists? This seminar examines how Europeans responded to the Nazi order during World War II. We will explore experiences under occupation; dilemmas the subject peoples faced; the range of resistance motivations, goals, activities, and strategies; and postwar memorialization. Select cases from Western, Eastern, and Mediterranean Europe.
Terms: Win | Units: 3-4 | UG Reqs: WAY-ER, WAY-SI
Instructors: ; Batinic, J. (PI)

HISTORY 35: Sustainability and Civilization (BIO 35, POLISCI 35)

Our civilization faces multiple sustainability challenges. Climate change often dominates public conversation, but in fact, a whole range of environmental, economic, political, and cultural trends threaten the structures that sustain the societies we know. These problems cannot be understood in isolation, because they interact in complex ways. Solving them will require collaboration across many different fields, from the natural and social sciences to the humanities. This one-unit course brings together over two dozen faculty from across the entire university for a series of interdisciplinary conversations around cross-cutting themes. Our aim is to encourage dialogue and perhaps even future collaborations among students and professors who might otherwise rarely interact in a classroom. All students are welcome, but frosh and sophomores may find the course especially useful as an introduction to a wide range of sustainability-related disciplines and teachers at Stanford.
Terms: Win | Units: 1

HISTORY 35Q: Convict Australia: "Rogues," "Whores," and "Savages"

In 1787, the British government made the audacious decision to send its prisoners to a continent on the other side of the globe about which very little was known. In this new colony, a motley crew had to learn to live together: military men, who were determined to make their unlucky posting pay off; the convicts, who found themselves exiled from their families and homes most often for petty crimes of poverty; the female convicts, who served primarily to fulfill the sexual needs of the men; and the Indigenous peoples, who were deemed absolute "savages" by their invaders. Through early starvation days, rebellions, and frontier wars, a new society was contentiously formed, as various groups battled for supremacy, status, or simply survival and norms of race, class, and gender adapted to a unique environment. In this hands-on IntroSem, we will do the work of the historian: read and interpret primary sources. During class time, we will work in groups, essentially crowd sourcing primary research, in order to piece together what life was like on the ground. We will debate the extent to which we can trust the sources and how best to use "biased" reports. We will also read the interpretations of historians and decide whether or not we agree with them. In doing so, we will see that the writing of history is never complete.
Terms: Win | Units: 3 | UG Reqs: WAY-A-II, WAY-EDP
Instructors: ; Burkett, M. (PI)

HISTORY 39: Modern Britain and the Empire, 1688-2016

(History 39 is offered for 3 units; History 139 is offered for 5 units.) This course surveys British history from the Glorious Revolution to Brexit. We will integrate the stories of Britain and its empire as we examine key topics, including the rise of the modern British state and economy, imperial expansion and contraction, the formation of class, gender, and national identities, mass culture and politics, the world wars, and racial politics in contemporary Britain. We will focus particularly on questions of decline, the dynamic fortunes and contradictions of British liberalism in an era of imperialism, and the weight of the past in contemporary Britain. Readings focus on primary sources from the period covered as well as a few scholarly works.
Terms: Win | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-EDP, WAY-SI
Instructors: ; Satia, P. (PI); Fine, J. (TA)

HISTORY 40A: The Scientific Revolution

(Same as History 140A. 40A is 3 units; 140A is 5 units.) What do people know and how do they know it? What counts as scientific knowledge? In the 16th and 17th centuries, understanding the nature of knowledge engaged the attention of individuals and institutions including Copernicus, Galileo, Descartes, Newton, the early Royal Society, and less well-known contemporaries. New meanings of observing, collecting, experimenting, and philosophizing, and political, religious, and cultural ramifications in early modern Europe.
Terms: Win | Units: 3 | UG Reqs: WAY-A-II, WAY-SI

HISTORY 41Q: The Ape Museum: Exploring the Idea of the Ape in Global History, Science, Art and Film (GLOBAL 41Q)

This course will explore the idea of "the ape" in global history, science, art, and film. The idea that apes might be humanity's nearest animal relatives is only about 200 years old. From the start, the idea developed in a global context: living fossil apes were found in Africa and Asia, and were immediately embroiled in international controversies about theories of human origins and racial hierarchies. This class will look at how and why "the ape" became a generative and controversial new concept in numerous national and regional contexts. We'll explore some of the many ways humans have looked at, studied, and thought about apes around the world: the "out of Asia" versus "out of Africa" hypothesis for human origins; Nim Chimpsky, the chimpanzee raised as a human child; Koko, the gorilla who may have learned sign language; Congo, the chimpanzee who made "abstract" paintings; films such as King Kong, Planet of the Apes, and 2001: Space Odyssey; the ape in World War II and Cold War propaganda in Japan, the Soviet Union, Germany, and the United States; Jane Goodall's study of chimpanzees "culture" and "personality"; the place of apes in natural history museums and zoos around the world; and Stanford's own fraught history of comparing apes and humans through the archival writings of eugenicist founding president David Starr Jordan. Taught in conjunction with an exhibit on global ape imagery at the Stanford Library curated by Professors Riskin and Winterer in 2024, the course will culminate in students' own miniature exhibits for a class-generated "Ape Museum."
Terms: Win | Units: 3 | UG Reqs: WAY-A-II, WAY-SI

HISTORY 50B: Nineteenth Century America (CSRE 50S)

(Same as HISTORY 150B. HISTORY 50B is 3 units; HISTORY 150B is 5 units.) Territorial expansion, social change, and economic transformation. The causes and consequences of the Civil War. Topics include: urbanization and the market revolution; slavery and the Old South; sectional conflict; successes and failures of Reconstruction; and late 19th-century society and culture.
Terms: Win | Units: 3 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-SI

HISTORY 57S: "Don't Tread on Me!": The Spirit of 1776 in U.S. Politics & Culture, From the Constitution to Jan 6 (AMSTUD 57S)

Are the people responsible for the American Revolution demigods or devils? What did they really believe, and what would they think of the United States today? The answers to these questions have been fraught - yet important - since the Revolution. This course explores the many ways in which the memory of the Revolution has been interpreted, appropriated, and remixed. We will explore the politics of memory, interrogate America's relationship to its founding, and study rhetoric from across the political spectrum - from abolitionists to fascists to Hamilton and beyond.
Terms: Win | Units: 5 | UG Reqs: WAY-SI
Instructors: ; Depew, J. (PI)

HISTORY 61: The Politics of Sex: Gender, Race, and Sexuality in Modern America (AMSTUD 161, CSRE 162, FEMGEN 61, FEMGEN 161, HISTORY 161)

This course explores the ways that individuals and movements for social and economic equality have redefined and contested gender and sexuality in the modern United States. Using a combination of primary and secondary sources, we will explore the intersections of gender, race, class, and sexuality in the politics of woman suffrage, racial justice, reproductive rights, and gay and trans rights, as well as conservative and right-wing responses. Majors and non-majors alike are welcome.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
Instructors: ; Iker, T. (PI)

HISTORY 73: Mexican Migration to the United States (AMSTUD 73, CHILATST 173, HISTORY 173)

(History 73 is 3 units; History 173 is 5 units.) This course is an introduction to the history of Mexican migration to the United States. Barraged with anti-immigrant rhetoric and calls for bigger walls and more restrictive laws, few people in the United States truly understand the historical trends that shape migratory processes, or the multifaceted role played by both US officials and employers in encouraging Mexicans to migrate north. Moreover, few have actually heard the voices and perspectives of migrants themselves. This course seeks to provide students with the opportunity to place migrants' experiences in dialogue with migratory laws as well as the knowledge to embed current understandings of Latin American migration in their meaningful historical context.
Terms: Win | Units: 3-5 | UG Reqs: WAY-EDP, WAY-SI

HISTORY 78: Film and History of Latin American Revolutions and Counterrevolutions (FILMEDIA 178, HISTORY 178, ILAC 178)

In this course we will watch and critique films made about Latin America's 20th century revolutions focusing on the Cuban, Chilean and Mexican revolutions. We will analyze the films as both social and political commentaries and as aesthetic and cultural works, alongside archivally-based histories of these revolutions.
Terms: Win | Units: 3-5 | UG Reqs: WAY-A-II, WAY-SI

HISTORY 86Q: Blood and Money: The Origins of Antisemitism (JEWISHST 86Q)

For over two millennia, Jews and Judaism have been the object of sustained anxieties, fears, and fantasies, which have in turn underpinned repeated outbreaks of violence and persecution. This course will explore the development and impact of antisemitism from Late Antiquity to the Enlightenment, including the emergence of the Blood libel, the association between Jews and moneylending, and the place of Judaism in Christian and Islamic theology. No prior background in history or Jewish studies is necessary. Prerequisite: PWR 1.
Terms: Win | Units: 4-5 | UG Reqs: WAY-EDP, WAY-SI, Writing 2
Instructors: ; Dorin, R. (PI)

HISTORY 93: The Chinese Empire from the Mongol Invasion to the Boxer Uprising (CHINA 93, FEMGEN 93)

(Same as HISTORY 193. 93 is 3 units; 193 is 5 units.) A survey of Chinese history from the 11th century to the collapse of the imperial state in 1911. Topics include absolutism, gentry society, popular culture, gender and sexuality, steppe nomads, the Jesuits in China, peasant rebellion, ethnic conflict, opium, and the impact of Western imperialism.
Terms: Win | Units: 3 | UG Reqs: GER:DB-Hum, WAY-SI

HISTORY 95: Modern Korean History

(Same as HISTORY 195. 95 is 3 units; 195 is 5 units.) This lecture course provides a general introduction to the history of modern Korea. Themes include the characteristics of the Chosôn dynasty, reforms and rebellions in the nineteenth century, Korean nationalism; Japan's colonial rule and Korean identities; decolonization and the Korean War; and the different state-building processes in North and South, South Korea's democratization in 1980s, and the current North Korean crisis.
Terms: Win | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-EDP, WAY-SI
Instructors: ; Moon, Y. (PI); Byeon, Y. (TA)

HISTORY 97C: The Structure of Colonial Power: South Asia since the Eighteenth Century (ANTHRO 97C)

How did the colonial encounter shape the making of modern South Asia? Was colonial rule a radical rupture from the pre-modern past or did it embody historical continuities? Did colonial rule cause the economic underdevelopment of the region or were regional factors responsible for it? Did colonial forms of knowledge shape how we think of social structures in the Indian subcontinent? Did the colonial census merely register pre-existing Indian communities or did it reshape them? Did colonialism break with patriarchal power or further consolidate it? How did imperial power regulate sexuality in colonial India? What was the relationship between caste power and colonial power? How did capital and labor interact under colonial rule? How did colonialism mediate the very nature of modernity in the region?This lecture-based survey course will explore the nature of the most significant historical process that shaped modern South Asia from the late eighteenth to the early twentieth centuries -- colonialism. It primarily deals with the regions that constituted the directly administered territories of British India, specifically regions that subsequently became the nation-states of India, Pakistan and Bangladesh.
Terms: Win | Units: 3 | UG Reqs: WAY-SI

HISTORY 97S: Between Empires: Modern History of Taiwan

Since the outbreak of the Russo-Ukrainian war, the prospect of a Chinese invasion of Taiwan has drawn renewed concern and debate around the world. To fully understand the contemporary Taiwanese issues, however, requires one to dig deeper and see Taiwan as a space where multiple great powers - China, Japan, and the United States - have historically intersected. This course explores the centuries-long history of Taiwan under different empires: the Qing empire (1683-1895), the Japanese empire (1895-1945), the Republic of China (1945-present), and the U.S. military empire (1945-present). Entering the postwar era, we will also cover the White Terror period (1947-1987), the democratization in the 1980s and 90s, and the issue of historical memory. Examining how different histories are remembered and forgotten, we will address the ways colonial legacies are intertwined with nation-making and postwar politics. Throughout the course, we will pay attention to how Taiwan's ethnic diversity has complicated the writing of national history and the formation of national identity. And we will ask: from whose perspective is Taiwanese history written? This course will analyze governmental reports, colonial travelogues, and propaganda videos, as well as fiction, music, and video games.
Terms: Win | Units: 5 | UG Reqs: WAY-EDP, WAY-SI
Instructors: ; Chung, Y. (PI)

HISTORY 101: The Greeks (CLASSICS 83)

250 years ago, for almost the first time in history, a few societies rejected kings who claimed to know what the gods wanted and began moving toward democracy. Only once before had this happened--in ancient Greece. This course asks how the Greeks did this, and what they can teach us today. It uses texts and archaeology to trace the material and military sides of the story as well as cultural developments, and looks at Greek slavery and misogyny as well as their achievements. Weekly participation in a discussion section is required.
Terms: Win | Units: 4-5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-SI
Instructors: ; Morris, I. (PI)

HISTORY 105F: Global Futures: History, Statecraft, Systems (INTLPOL 222, POLISCI 116M, POLISCI 316M)

Where does the future come from? It comes from the past, of course, but how? What are the key drivers of continuity or change, and how can we trace those drivers going forward, too? What are the roles of contingency, chance, and choice, versus long-term underlying structure? How can people, from whatever walk of life, identify and utilize levers of power to ty to shift the larger system? What is a system, and how do systems behave? To answer these questions and analyze how today's world came into being and where it might be headed, this course explores geopolitics and geoeconomics, institutions and technologies, citizenship and leadership. We examine how our world works to understand the limits but also the possibilities of individual and collective agency, the phenomenon of perverse and unintended consequences, and ultimately, the nature of power. Our goal is to investigate not just how to conceive of a smart policy, but how its implementation might unfold. In sum, this course aims to combine strategic analysis and tactical agility.
Terms: Win | Units: 3-5 | UG Reqs: WAY-SI

HISTORY 107: Introduction to Urban Studies (URBANST 110)

Today, for the first time in history, a majority of people live in cities. By 2050, cities will hold two-thirds of the world's population. This transformation touches everyone, and raises critical questions. What draws people to live in cities? How will urban growth affect the world's environment? Why are cities so divided by race and by class, and what can be done about it? How do cities change who we are, and how can we change cities? In this class, you will learn to see cities in new ways, from the smallest everyday interactions on a city sidewalk to the largest patterns of global migration and trade. We will use specific examples from cities around the world to illustrate the concepts that we learn in class. The course is intended primarily for freshmen and sophomores.
Terms: Win | Units: 4 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI

HISTORY 110C: Modern Europe's Lives

(Same as HISTORY 10C. 110C is 5 units; 10C is 3 units.) From the late 18th century to the present. How Europeans responded to rapid social changes caused by political upheaval, industrialization, and modernization. How the experience and legacy of imperialism and colonialism both influenced European society and put in motion a process of globalization that continues to shape international politics today.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, WAY-SI

HISTORY 139: Modern Britain and the Empire, 1688-2016

(Same as HISTORY 39. 139 is 5 units; 39 is 3 units.) This course surveys British history from the Glorious Revolution to Brexit. We will integrate the stories of Britain and its empire as we examine key topics, including the rise of the modern British state and economy, imperial expansion and contraction, the formation of class, gender, and national identities, mass culture and politics, the world wars, and racial politics in contemporary Britain. We will focus particularly on questions of decline, the dynamic fortunes and contradictions of British liberalism in an era of imperialism, and the weight of the past in contemporary Britain. Readings focus on primary sources from the period covered as well as a few scholarly works.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-EDP, WAY-SI
Instructors: ; Satia, P. (PI); Fine, J. (TA)

HISTORY 140A: The Scientific Revolution

(History 140A is 5 units; History 40A is 3 units.) What do people know and how do they know it? What counts as scientific knowledge? In the 16th and 17th centuries, understanding the nature of knowledge engaged the attention of individuals and institutions including Copernicus, Galileo, Descartes, Newton, the early Royal Society, and less well-known contemporaries. New meanings of observing, collecting, experimenting, and philosophizing, and political, religious, and cultural ramifications in early modern Europe.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-SI

HISTORY 150B: Nineteenth Century America (AMSTUD 150B, CSRE 150S)

(Same as HISTORY 50B. 150B is 5 units; 50B is 3 units.) This course is a survey of nineteenth-century American history. Topics include: the legacy of the American Revolution; the invention of political parties; capitalist transformation and urbanization; the spread of evangelical Christianity; antebellum reform; changing conceptions of gender, sex, and family; territorial expansion, Indigenous dispossession, and Manifest Destiny; the politics and experience of Indian removal; slavery and emancipation; the Civil War, Reconstruction, and Redemption; the crises and corruption of the Gilded Age; the Populist insurgency; Chinese exclusion; allotment and reservation life; and the emergence of the United States as a modern nation state.
Terms: Win | Units: 5 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-SI

HISTORY 151: The American West (AMSTUD 124A, ARTHIST 152, ENGLISH 124, POLISCI 124A)

The American West is characterized by frontier mythology, vast distances, marked aridity, and unique political and economic characteristics. This course integrates several disciplinary perspectives into a comprehensive examination of Western North America: its history, physical geography, climate, literature, art, film, institutions, politics, demography, economy, and continuing policy challenges. Students examine themes fundamental to understanding the region: time, space, water, peoples, and boom and bust cycles.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-SI

HISTORY 155: American Constitutional History from the Civil War to the War on Poverty (AMSTUD 155)

This course addresses U.S. constitutional history from the post-Civil War Reconstruction period through the mid-20th century. Because of the breadth of the subject matter, the view will necessarily be partial. In particular we will take as our focus the way the Constitution has provided a point of political mobilization for social movements challenging economic and social inequality. Topics covered include: Civil War Reconstruction and restoration; the rise of corporate capitalism and efforts to constrain it; Progressive Era regulation; the New Deal challenge to federalism and the anti-New Deal backlash; government spending; WWII and the Japanese Internment; the Civil Rights Era, and the War on Poverty. Readings will include both legal and historical materials with a focus on the relationship between law and society. Elements used in grading: Class Participation, Attendance, Written Assignments, Final Paper. Paper extensions will be granted with instructor permission. No automatic grading penalty for late papers. Cross-listed with the Law School (LAW 7008),
Terms: Win | Units: 5

HISTORY 158C: History of Higher Education in the U.S. (AMSTUD 165, EDUC 165, EDUC 265)

Major periods of evolution, particularly since the mid-19th century. Premise: insights into contemporary higher education can be obtained through its antecedents, particularly regarding issues of governance, mission, access, curriculum, and the changing organization of colleges and universities.
Terms: Win | Units: 3-5

HISTORY 161: The Politics of Sex: Gender, Race, and Sexuality in Modern America (AMSTUD 161, CSRE 162, FEMGEN 61, FEMGEN 161, HISTORY 61)

This course explores the ways that individuals and movements for social and economic equality have redefined and contested gender and sexuality in the modern United States. Using a combination of primary and secondary sources, we will explore the intersections of gender, race, class, and sexuality in the politics of woman suffrage, racial justice, reproductive rights, and gay and trans rights, as well as conservative and right-wing responses. Majors and non-majors alike are welcome.
Terms: Win | Units: 3-5 | UG Reqs: GER:DB-SocSci, GER:EC-Gender, WAY-EDP, WAY-SI
Instructors: ; Iker, T. (PI)

HISTORY 173: Mexican Migration to the United States (AMSTUD 73, CHILATST 173, HISTORY 73)

(History 73 is 3 units; History 173 is 5 units.) This course is an introduction to the history of Mexican migration to the United States. Barraged with anti-immigrant rhetoric and calls for bigger walls and more restrictive laws, few people in the United States truly understand the historical trends that shape migratory processes, or the multifaceted role played by both US officials and employers in encouraging Mexicans to migrate north. Moreover, few have actually heard the voices and perspectives of migrants themselves. This course seeks to provide students with the opportunity to place migrants' experiences in dialogue with migratory laws as well as the knowledge to embed current understandings of Latin American migration in their meaningful historical context.
Terms: Win | Units: 3-5 | UG Reqs: WAY-EDP, WAY-SI

HISTORY 178: Film and History of Latin American Revolutions and Counterrevolutions (FILMEDIA 178, HISTORY 78, ILAC 178)

In this course we will watch and critique films made about Latin America's 20th century revolutions focusing on the Cuban, Chilean and Mexican revolutions. We will analyze the films as both social and political commentaries and as aesthetic and cultural works, alongside archivally-based histories of these revolutions.
Terms: Win | Units: 3-5 | UG Reqs: WAY-A-II, WAY-SI

HISTORY 193: The Chinese Empire from the Mongol Invasion to the Boxer Uprising (CHINA 183, FEMGEN 193)

(Same as HISTORY 93. 193 is 5 units; 93 is 3 units.) A survey of Chinese history from the 11th century to the collapse of the imperial state in 1911. Topics include absolutism, gentry society, popular culture, gender and sexuality, steppe nomads, the Jesuits in China, peasant rebellion, ethnic conflict, opium, and the impact of Western imperialism.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, WAY-SI

HISTORY 195: Modern Korean History

(Same as HISTORY 95. 195 is 5 units; 95 is 3 units.) This lecture course provides a general introduction to the history of modern Korea. Themes include the characteristics of the Chosôn dynasty, reforms and rebellions in the nineteenth century, Korean nationalism; Japan's colonial rule and Korean identities; decolonization and the Korean War; and the different state-building processes in North and South, South Korea's democratization in 1980s, and the current North Korean crisis.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-EDP, WAY-SI
Instructors: ; Moon, Y. (PI); Byeon, Y. (TA)

HISTORY 197C: The Structure of Colonial Power: South Asia since the Eighteenth Century (ANTHRO 197C)

How did the colonial encounter shape the making of modern South Asia? Was colonial rule a radical rupture from the pre-modern past or did it embody historical continuities? Did colonial rule cause the economic underdevelopment of the region or were regional factors responsible for it? Did colonial forms of knowledge shape how we think of social structures in the Indian subcontinent? Did the colonial census merely register pre-existing Indian communities or did it reshape them? Did colonialism break with patriarchal power or further consolidate it? How did imperial power regulate sexuality in colonial India? What was the relationship between caste power and colonial power? How did capital and labor interact under colonial rule? How did colonialism mediate the very nature of modernity in the region?This lecture-based survey course will explore the nature of the most significant historical process that shaped modern South Asia from the late eighteenth to the early twentieth centuries -- colonialism. It primarily deals with the regions that constituted the directly administered territories of British India, specifically regions that subsequently became the nation-states of India, Pakistan and Bangladesh.
Terms: Win | Units: 5 | UG Reqs: WAY-SI

HISTORY 200A: Doing Legal History

What is law, and how do we write its history? Drawing on case studies from a broad range of periods and places, this course will explore how law is made, interpreted, enforced, experienced, and resisted. It will also explore how historians use both legal and non-legal sources to study the ways in which law and society have shaped each other. This course forms part of the "Doing History" series: rigorous undergraduate colloquia that introduce the practice of history within a particular field or thematic area.
Terms: Win | Units: 5

HISTORY 200B: Doing Environmental History: Water Justice

This course is an introduction to the field of environmental history, or the study of how humans have influenced, and have been influenced by, diverse environments over time. We will employ various sources (written, visual, aural) to learn about different methods of doing environmental history with a focus on water justice, or how access to freshwater has historically reflected racial, gender and class disparities at multiple levels, from families to communities (urban and rural), states, nations, and empires, especially with the rise of industrial capitalism from the late 19th century and increasing scientific understanding of climate change in the late 20th century. Final assignments may be multi-media (Youtube, TikTok, Podcasts, etc) as well as traditional research papers.
Terms: Win | Units: 5 | UG Reqs: WAY-CE, WAY-SI
Instructors: ; Wolfe, M. (PI)

HISTORY 200UR: Doing (Sub)Urban History (AMSTUD 200UR, URBANST 100UR)

This course explores the attempts by scholars to understand the political, economic, and social development of cities, suburbs, and metropolitan regions from the nineteenth century onward. How have historians examined the evolution of metropolitan spatial forms over time? How have they approached the analytical challenge of handling the diversity in popular experiences and aspirations of urbanites? What of the relationship between industrialization and class formation, state building and culture, surveillance and resistance, banking and racism? Readings consist of some primary sources, classic works, and recent interpretations in the field of (sub)urban history. Although we will largely focus on urban processes within the United States, we will also draw on select examples from urban centers from around the globe. This course forms part of the "Doing History" series: rigorous undergraduate colloquia that introduce the practice of history within a particular field or thematic area.
Terms: Win | Units: 5

HISTORY 204D: Advanced Topics in Agnotology (HISTORY 304D)

Advanced research into the history of ignorance. Our goal will be to explore how ignorance is created, maintained and destroyed, using case studies from topics such as tobacco denialism, global climate denialism, and other forms of resistance to knowledge making. Course culminates in a research paper on the theory and practice of agnotology, the science of ignorance.
Terms: Win | Units: 4-5
Instructors: ; Proctor, R. (PI)

HISTORY 205C: Global Racial Capitalism (HISTORY 305C)

From as early as the sixteenth century to our present moment, capitalism has been a central part of modern world history. The history of capitalism is not solely one of wealth and development, but also one of extraction and exploitation. It is a history that scholars have conceptualized as racial capitalism. This course explores the global structures of inequality that are inherent to capitalism and how they have changed over time. Students will engage with key scholarly debates and theoretical concepts, which they will then apply to specific case studies in different parts of the world with a particular focus on commodities.
Terms: Win | Units: 4-5
Instructors: ; Errazzouki, S. (PI)

HISTORY 206C: The Modern Battle (INTNLREL 183)

The purpose of this seminar is to examine the evolution of modern warfare by closely following four modern battles/campaigns. For this purpose the seminar offers four mock staff rides, facilitating highly engaged, well-researched experience for participants. In a mock staff ride, students are assigned roles; each student is playing a general or staff officer who was involved in the battle/campaign. Students will research their roles and, during the staff ride, will be required to explain "their" decisions and actions. Staff rides will not deviate from historical records, but closely examine how decisions were made, what pressures and forces were in action, battle outcomes, etc. This in-depth examination will allow students to gain a deeper understanding of how modern tactics, technology, means of communications, and the scale of warfare can decide, and indeed decided, campaigns. We will will spend two weeks preparing for and playing each staff ride. One meeting will be dedicated to discussing the forces shaping the chosen battle/campaign: the identity and goals ofnthe belligerents, the economic, technological, cultural and other factors involved, as well as the initial general plan. The second meeting will be dedicated to the battle itself. The four battles will illustrate major developments in modern warfare.
Terms: Win | Units: 5 | UG Reqs: WAY-SI
Instructors: ; Vardi, G. (PI)

HISTORY 206E: CAPITALS: How Cities Shape Cultures, States, and People (COMPLIT 100, DLCL 100, FRENCH 175, GERMAN 175, ILAC 175, ITALIAN 175, URBANST 153)

This course takes students on a trip to major capital cities at different moments in time, including Renaissance Florence, Golden Age Madrid, colonial Mexico City, imperial Beijing, Enlightenment and romantic Paris, existential and revolutionary St. Petersburg, roaring Berlin, modernist Vienna, and transnational Accra. While exploring each place in a particular historical moment, we will also consider the relations between culture, power, and social life. How does the cultural life of a country intersect with the political activity of a capital? How do large cities shape our everyday experience, our aesthetic preferences, and our sense of history? Why do some cities become cultural capitals? Primary materials for this course will consist of literary, visual, sociological, and historical documents (in translation).
Terms: Win | Units: 3-5 | UG Reqs: WAY-A-II, WAY-SI

HISTORY 207C: The Global Early Modern (HISTORY 307C)

In what sense can we speak of "globalization" before modernity? What are the characteristics and origins of the economic system we know as "capitalism"? When and why did European economies begin to diverge from those of other Eurasian societies? With these big questions in mind, the primary focus will be on the history of Europe and European empires, but substantial readings deal with other parts of the world, particularly China and the Indian Ocean. HISTORY 307C is a prerequisite for HISTORY 402 (Spring quarter).
Terms: Win | Units: 4-5 | UG Reqs: WAY-EDP, WAY-SI
Instructors: ; Como, D. (PI)

HISTORY 208C: The Laws of War in Global History

What are the modern laws of war and how have they changed since they were first codified in the 1860s? What does it mean to wage a lawful war? Course readings focus on central through lines of the history of the laws of war: colonial hierarchies and exclusions, the problem of new weaponry, the conflict between humanity and military necessity, and law as wartime morality. We will also reflect on past and ongoing violations of the laws of war and discuss responses to such transgressions. Chronologically, discussions will range from the 1864 Geneva Conventions to the role of international humanitarian law in the Syrian Civil War and the Russo-Ukrainian War today.
Terms: Win | Units: 5 | UG Reqs: WAY-SI
Instructors: ; Kempf, E. (PI)

HISTORY 209S: Research Seminar for Majors

Required of History majors. How to conduct original, historical research and analysis, including methods such as using the libraries and archives at Stanford and elsewhere, and working collaboratively to frame topics, identify sources, and develop analyses. Autumn quarter: Professor Allyson Hobbs' section will focus on American Identities; Professor Ana Minian's section will focus on the Twentieth Century; and Professor Thomas Mullaney's section will focus on Honors Topics. Winter quarter: Professor Nancy Kollmann's section will focus on Early Modern History; and Professor Destin Jenkins' section will focus on the History of Capitalism. Spring quarter: Professor Robert Crews' section will focus on Modern Times. This course requires a permission number to enroll. Please email Kai Dowding at kdowding@stanford.edu for the permission number.
Terms: Aut, Win, Spr | Units: 5

HISTORY 214B: The things to come? Prophecy in the Middle Ages (GERMAN 200, HISTORY 314B)

Grand rulers, decisive battles, one or more antichrists, and, inevitably, the end of the world - prophetic texts from the Middle Ages abound with significant allusions. These references are intricately interconnected and shrouded in enigmatic language. This course delves into the phenomenon of prophecy as depicted in medieval sources. Bridging eschatology and chronological perspectives, we will investigate the value of these texts and strive to gain a deeper understanding of the intellectual history of the Middle Ages. Moreover, we will meticulously examine the distribution of these numerous texts within manuscripts, scrutinizing the intended audience and specific effects of the texts. This subject area will serve as an exemplary object of study, enabling us to apply and refine the tools of historical scholarship.
Terms: Win | Units: 4-5
Instructors: ; Kamenzin, M. (PI)

HISTORY 223G: Russia and Ukraine: Empire, Nation, Myth (HISTORY 323G, SLAVIC 203)

Explores theories of national myths and nationalism; identifies the founding myths of Russia and Ukraine and the medieval and early modern events they are based on. Extensive primary source readings. Focuses primarily up through eighteenth century, with some reading of nineteenth-century national statements.
Terms: Win | Units: 5
Instructors: ; Kollmann, N. (PI)

HISTORY 224C: Genocide and Humanitarian Intervention (HISTORY 324C, JEWISHST 284C, JEWISHST 384C, PEDS 224)

Open to medical students, graduate students, and undergraduate students. Traces the history of genocide in the 20th century and the question of humanitarian intervention to stop it, a topic that has been especially controversial since the end of the Cold War. The pre-1990s discussion begins with the Armenian genocide during the First World War and includes the Holocaust and Cambodia under the Khmer Rouge in the 1970s. Coverage of genocide and humanitarian intervention since the 1990s includes the wars in Bosnia, Rwanda, Kosovo, the Congo and Sudan.
Terms: Win | Units: 3 | UG Reqs: WAY-SI
Instructors: ; Patenaude, B. (PI)

HISTORY 224D: The Soviet Civilization, Part 2 (HISTORY 424B)

Prerequisite: HISTORY 224A/424A
Terms: Win | Units: 4-5
Instructors: ; Weiner, A. (PI)

HISTORY 226D: The Holocaust: Insights from New Research (HISTORY 326D, JEWISHST 226E, JEWISHST 326D)

Overview of the history of the Holocaust, the genocide of European Jews. Explores its causes, course, consequences, and memory. Addresses the events themselves, as well as the roles of perpetrators and bystanders, dilemmas faced by victims, collaboration of local populations, and the issue of rescue. Considers how the Holocaust was and is remembered and commemorated by victims and participants alike. Uses different kinds of sources: scholarly work, memoirs, diaries, film, and primary documents.
Terms: Win | Units: 4-5 | UG Reqs: WAY-SI

HISTORY 226E: Famine in the Modern World (HISTORY 326E, PEDS 226)

Open to medical students, graduate students, and undergraduate students. Examines the major famines of modern history, the controversies surrounding them, and the reasons that famine persists in our increasingly globalized world. Focus is on the relative importance of natural, economic, and political factors as causes of famine in the modern world. Case studies include the Great Irish Famine of the 1840s; the Bengal famine of 1943-44; the Soviet famines of 1921-22 and 1932-33; China's Great Famine of 1959-61; the Ethiopian famines of the 1970s and 80s, and the Somalia famines of the 1990s and of 2011.
Terms: Win | Units: 3 | UG Reqs: WAY-SI
Instructors: ; Patenaude, B. (PI)

HISTORY 233F: Political Thought in Early Modern Britain (HISTORY 333F)

1500 to 1700. Theorists include Hobbes, Locke, Harrington, the Levellers, and lesser known writers and schools. Foundational ideas and problems underlying modern British and American political thought and life.
Terms: Win | Units: 4-5 | UG Reqs: GER:DB-Hum, WAY-ER, WAY-SI
Instructors: ; Como, D. (PI)

HISTORY 235: Global Voyages: Navigating the Early Modern World (HISTORY 335, HISTORY 435A)

[Graduate students completing a two-quarter research seminar must enroll in 435A in Winter and 435B in Spring.] This seminar explores global travel, knowledge, curiosity, experience, and understanding, ca. 1500-1800. The sixteenth and seventeenth centuries were a period of global realignments, an age of empires, missionaries, embassies, and trading companies. This seminar takes students around the world, following global travelers, merchants, missionaries, and mapmakers. Students will work extensively with rare books, manuscripts, maps and other artifacts, especially in the Rumsey Map Center to design an exhibit. Urbano Monti's 1587 world map and Francesco Carletti's accidental circumnavigation of the world, 1594-1603, will guide our global voyage, contextualized by sources, artifacts, and histories from many other parts of the world.
Terms: Win | Units: 4-5
Instructors: ; Findlen, P. (PI)

HISTORY 238C: Virtual Italy (ARCHLGY 117, CLASSICS 115, ENGLISH 115, ITALIAN 115)

Classical Italy attracted thousands of travelers throughout the 1700s. Referring to their journey as the "Grand Tour," travelers pursued intellectual passions, promoted careers, and satisfied wanderlust, all while collecting antiquities to fill museums and estates back home. What can computational approaches tell us about who traveled, where and why? We will read travel accounts; experiment with parsing; and visualize historical data. Final projects to form credited contributions to the Grand Tour Project, a cutting-edge digital platform. No prior programming experience necessary.
Terms: Win | Units: 4-5 | UG Reqs: WAY-A-II, WAY-SI
Instructors: ; Ceserani, G. (PI)

HISTORY 241F: The Science and Politics of Apocalypse (POLISCI 232, STS 158)

For millennia, an apocalypse has been just around the corner. This course examines how expectations surrounding the end of the world - and the role that human beings might play in bringing it about - have transformed over the last two centuries. After a brief look at traditional religious apocalypticism, we explore how apocalypse came to be reconsidered as an entirely this-worldly phenomenon that falls within human power to achieve and demands political attention. Along the way, the course addresses the discovery of entropy in the 19th century, development of the hydrogen bomb in the mid-20th, and the planetary science that has transformed the Apocalypse into a primarily ecological concern over the last half-century.
Terms: Win | Units: 3-4
Instructors: ; Zimmer, D. (PI)

HISTORY 243C: People, Plants, and Medicine: Atlantic World Amerindian, African, and European Science (CSRE 243C, CSRE 443C, FEMGEN 443C, HISTORY 343C, HISTORY 443C)

Explores the global circulation of plants, peoples, disease, medicines, technologies, and knowledge. Considers primarily Africans, Amerindians, and Europeans in the eighteenth-century Atlantic World and focuses on their exchanges in the Caribbean, in particular within the French and British empires. We also take examples from other knowledge traditions, where relevant. Readings treat science and medicine in relation to voyaging, the natural history of plants, environmental exchange, racism, and slavery in colonial contexts. Colonial sciences and medicines were important militarily and strategically for positioning emerging nation states in global struggles for land and resources. Upper-level undergrads must apply for 243C; please fill in this short form: https://forms.gle/XpUXwfT6ULiwC8P19 Graduate students taking the course as a one-quarter seminar should enroll in 343C. Graduate students taking the course as a two-part graduate research seminar should enroll in the 443C (Part I) in Winter and the 443D (Part II) in Spring.
Terms: Win | Units: 4-5 | UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-EDP, WAY-SI
Instructors: ; Schiebinger, L. (PI)

HISTORY 244F: New Directions in Gendered Innovations in Science, Medicine, Technology, and Environment (FEMGEN 344F, HISTORY 344F)

Welcome! This is a new upper-level course in Gendered Innovations that explores how sex, gender, and intersectional analysis in research and design sparks discovery and innovation. This course focuses on sex and gender, and considers factors intersecting with sex and gender, including age, race, ethnicity, socioeconomic status, educational background, disabilities, geographic location, etc., where relevant. We will read new research touching on basic concepts, intersectional design, gendering social robots, new approaches to sustainability, what's new in biomedicine & public health, facial recognition, inclusive crash test dummies, and more. As Director of Gendered Innovations, I work with the European Commission, Wellcome Trust, the U.S. National Institutes of Health and major journals on policy to support integrating sex, gender, and intersectional analysis into the design of research. The operative question is: how can this type of analysis lead to discovery & innovation while enhancing social equity and environmental sustainability? Students will read and report on new research in weekly sessions and present a paper on a topic of their choice. We welcome open and respectful discussion. This course is open to upper-level undergraduate students and to graduate students by application https://forms.gle/2KmxUUnRSG2LNNSS6. Limited to 15.
Terms: Win | Units: 4-5 | UG Reqs: WAY-EDP, WAY-SI
Instructors: ; Schiebinger, L. (PI)

HISTORY 245: Introduction to African Studies II: Who Owns the Past? African Museum Collections in the Bay Area (AFRICAAM 246, HUMCORE 136)

The colonial era saw widespread extraction of cultural treasures by European powers across the globe. Greece, Egypt, and other countries have maintained that these objects belong at home rather than in the museums of London, Paris, and New York. This class invites you to consider the role of African art in debates about ownership, access, and aesthetics. Stanford University, for example, has a large collection of African objects in the Cantor Museum, while in nearby San Francisco, the renowned De Young Museum has a significant selection in its Africa gallery.Classes will chart the "scramble for art" that occurred in the nineteenth and early twentieth centuries among European colonial powers on the African continent. We will also examine the role of North American collectors in extracting African cultural treasures from the continent, and the burgeoning ethnographic museum culture that showcased these objects at universities and museums across the U.S. We will consider how practices of museum curation throughout the twentieth century shaped and defined fundamental categories including the notion of "African art" itself. Students will discuss pressing questions of agency, justice, and power. We will consider early calls from African countries for repatriation of their objects and the ongoing state of these debates today, including the current call for the return of the famed and controversial Benin Bronzes and the efforts of museums like the De Young, the New York Metropolitan Museum of Art, Harvard's Peabody Museum, and the UCLA Fowler Museum to ethically engage with their African holdings. Throughout the class, our guiding question will be: who owns the past? Are these cultural treasures the property of all humanity (as many museums would argue), or of the specific countries and communities who lay claim to them?
Terms: Win | Units: 3
Instructors: ; Cabrita, J. (PI)

HISTORY 254E: The Rise of American Democracy (HISTORY 354E)

(History 254E is an undergraduate course offered for 5 units; History 354E is a graduate course offered for 4-5 units.) Where did American democracy come from? Prior to and during the American Revolution, few who lived in what became the United States claimed to live in a democracy. Half a century later, most took this reality as an article of faith. Accordingly, the period stretching from c. 1750 to c. 1840 is often considered the period when American democracy was ascendant, a time marked by the explosion of new forms of political thinking, practices, and culture, new political institutions and forms of political organization, and new kinds of political struggles. This advanced undergraduate/graduate colloquium will explore how American political life changed during this formative period to understand the character of early American democracy, how different groups gained or suffered as a result of these transformations, and, in light of these investigations, in what ways it is historically appropriate to think of this period as in fact the rise of American democracy.
Terms: Win | Units: 4-5
Instructors: ; Gienapp, J. (PI)

HISTORY 256G: Constructing Race and Religion in America (AMSTUD 246, CSRE 246, RELIGST 246)

This seminar focuses on the interrelationships between social constructions of race and social interpretations of religion in America. How have assumptions about race shaped religious worldviews? How have religious beliefs shaped racial attitudes? How have ideas about religion and race contributed to notions of what it means to be "American"? We will look at primary and secondary sources and at the historical development of ideas and practices over time.
Terms: Win | Units: 4-5 | UG Reqs: GER:DB-Hum, WAY-EDP, WAY-SI
Instructors: ; Lum, K. (PI); Mueller, J. (PI)

HISTORY 258A: Back to the Future: Media, Art, and Politics in the 1980s (AMSTUD 128B, COMM 128, COMM 228, COMM 328, HISTORY 358A)

(COMM 128 is offered for 5 units, COMM 228 is offered for 4 units. COMM 328 is offered for 3-5 units.)This seminar covers the intersection of politics, media and art in the U.S. from the end of the Vietnam War in 1975 to the fall of the Berlin Wall in 1989. Topics include globalization and financialization; the rise of the New Right; the personalization of media technology, from television to computing; postmodernism and political art; feminism, queer, and sex-positive activism; identity politics and the culture wars. Open to juniors, seniors, and graduate students.
Terms: Win | Units: 3-5

HISTORY 259B: History of Asian Americans and the Law (AMSTUD 112, ASNAMST 112)

This course explores the unique role the law has played in Asian American racialization and identity formation while also introducing students to the fundamentals of legal analysis and research. Students will learn how to read legal documents such as case law, legislation, legal reviews, and executive orders alongside other primary sources such as newspaper reporting, oral histories, and cultural texts. In using the law to frame an analysis of Asian Americanness, students will put both the law and race under a critical lens and explore how the historical constructions of both have shaped the Asian American experience.
Terms: Win | Units: 5
Instructors: ; Wang, Y. (PI)

HISTORY 260: Black Women, Trauma, and the Art of Resistance (HISTORY 360)

This course explores how Black women have experienced, remembered, and recovered from trauma. Drawing on historical texts, works in psychology, legal records, medical literature, diaries, novels, poetry, plays, songs, and films, we will consider how Black women recorded, passed down, and inherited stories about traumatic events. We begin in the seventeenth and eighteenth centuries with Black women's experiences on slave ships and during slavery, we discuss intergenerational trauma, and we conclude by examining the disproportionate impact of COVID-19 on Black women's lives. We pay considerable attention to how Black women relied on the arts to speak the unspeakable. The class will centrally address healing, recovery, and resistance. We will read texts by writers, activists, legal scholars, and artists including Harriet Jacobs, Ida B. Wells, Billie Holiday, Nina Simone, Toni Morrison, Ntozake Shange, bell hooks, Saidiya Hartman, Kimberl¿ Crenshaw, and Jesmyn Ward.
Terms: Win | Units: 3-5
Instructors: ; Hobbs, A. (PI)

HISTORY 261G: Presidents and Foreign Policy in Modern History (INTNLREL 173)

Nothing better illustrates the evolution of the modern presidency than the arena of foreign policy. This class will examine the changing role and choices of successive presidential administrations over the past century, examining such factors as geopolitics, domestic politics, the bureaucracy, ideology, psychology, and culture. Students will be encouraged to think historically about the institution of the presidency, while examining specific case studies, from the First World War to the conflicts of the 21st century. Non-matriculating students are asked to consult the instructor before enrolling in the course.
Terms: Win | Units: 5 | UG Reqs: WAY-SI
Instructors: ; Rakove, R. (PI)

HISTORY 263: Sex and Sexuality in America

This course examines the ongoing importance of sex, including sexual behavior and sexuality, in American culture and politics. We will use sex as a lens through which we can interpret major events and themes in United States history, and in the process we will uncover otherwise hidden beliefs and anxieties. From Puritans to the present day, we will analyze primary sources including court cases, letters, diaries, and memoirs alongside theoretical and historical scholarship.
Terms: Win | Units: 5
Instructors: ; Iker, T. (PI)

HISTORY 274C: Mexican American History (AMSTUD 274C, CHILATST 274, HISTORY 374C)

This course will explore the history of Mexican migrants and Mexican Americans from 1848 to the present.
Terms: Aut, Win | Units: 4-5 | UG Reqs: WAY-EDP
Instructors: ; Minian Andjel, A. (PI)

HISTORY 279A: Immigration and Asylum Practicum (HISTORY 379A)

Course description coming soon.
Terms: Win | Units: 4-5

HISTORY 283K: Muslims, Christians, and Jews in the Eastern Mediterranean: From Ottoman to Modern Times (HISTORY 383K, JEWISHST 283K)

At a time when Europe was riven by sectarian war, the expanding Ottoman Empire came to rule over a religiously diverse population in what we now call the Balkans and Middle East. Focusing on the period 1323-1789, this course asks the following questions: Why was "difference" normal in the Ottoman Empire but not elsewhere? How did the Ottomans maintain relatively low levels of intercommunal violence during the early-modern period? How did Ottoman rule and intracommunal dynamics affect each other? How did perceptions of ethno-religious diversity vary among commentators and over time? This course is currently pending review for WAY-SI and WAY-EDP.
Terms: Win | Units: 5 | UG Reqs: WAY-EDP
Instructors: ; Daniels, J. (PI)

HISTORY 285D: Vanishing Diaspora? Ruin, Revival, and Jewish Life in Post-Holocaust Europe (JEWISHST 285D)

This course explores the lives and fates of European Jews as they re-encountered, reimagined, and reconstructed their communities in the grim aftermath of World War II. Attending to a variety of national and ideological contexts, with a particular focus on Eastern Europe and the communist bloc, the course traces how Jews wrestled with their present and future in the wake of continent-wide calamity, the founding of the state of Israel, Soviet influence, Cold War geopolitics, the collapse of communism, and, finally, the post-Soviet order of the 1990s and 2000s. It likewise traces how postwar European Jewry grappled with the anxieties of immigration and return, the wages of acculturation and assimilation, and the interplay between cultural destruction, revival, and nostalgia in the face of persistent antisemitism, explosive Holocaust memory politics, and significant foreign Jewish philanthropy. Drawing on a wide range of printed, visual, and oral sources, this highly interdisciplinary course investigates questions particular to the Jewish experience, but also broader concerns about European inclusion, interethnic relations, and diasporic identity in the twentieth and twenty-first centuries. All readings are in English. **For time and location, email jtapper@stanford.edu**
Terms: Win | Units: 5 | UG Reqs: WAY-SI
Instructors: ; Tapper, J. (PI)

HISTORY 291G: Pre-Modern Chinese Warfare (HISTORY 391G)

This course examines the evolution of warfare in China, and its impact on the evolving political and social orders, from the earliest states through the Mongol conquest. It will study how changing military technology was inextricably linked to changes in the state and society. It will also look at changing Chinese attitudes towards warfare over the same period, from the celebration of heroism, through writing about warfare as an intellectual art, to the links of militarism with steppe peoples/
Terms: Win | Units: 4-5
Instructors: ; Lewis, M. (PI)

HISTORY 292D: Japan in Asia, Asia in Japan (HISTORY 392D, JAPAN 392D)

(History 292D is an undergraduate course offered for 5 units; History 392D is a graduate course offered for 4-5 units.) How Japan and Asia mutually shaped each other in the late 19th and 20th centuries. Focus is on Japanese imperialism in Asia and its postwar legacies. Topics include: pan-Asianism and orientalism; colonial modernization in Korea and Taiwan; collaboration and resistance; popular imperialism in Manchuria; total war and empire; comfort women and the politics of apology; the issue of resident Koreans; and economic and cultural integration of postwar Asia.
Terms: Win | Units: 4-5 | UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-SI
Instructors: ; Uchida, J. (PI)

HISTORY 299F: Curricular Practical Training

Following internship work, students complete a research report outlining work activity, problems investigated, key results and follow-up projects. Meets the requirements for curricular practical training for students on F-1 visas. Student is responsible for arranging own internship and faculty sponsorship.
Terms: Aut, Win, Spr, Sum | Units: 1 | Repeatable 3 times (up to 3 units total)

HISTORY 299H: Junior Honors Colloquium

Required of junior History majors planning to write a History honors thesis during senior year. Meets four times during the quarter.
Terms: Win | Units: 1
Instructors: ; Mullaney, T. (PI)

HISTORY 299M: Undergraduate Directed Research: Martin Luther King, Jr., Research and Education Institute

May be repeated for credit.
Terms: Aut, Win, Spr | Units: 1-4 | Repeatable for credit
Instructors: ; Carson, C. (PI)

HISTORY 305: Graduate Pedagogy Workshop

Required of first-year History Ph.D. students. Perspectives on pedagogy for historians: course design, lecturing, leading discussion, evaluation of student learning, use of technology in teaching lectures and seminars. Addressing today's classroom: sexual harassment issues, integrating diversity, designing syllabi to include students with disabilities.
Terms: Win | Units: 1
Instructors: ; Riskin, J. (PI)

HISTORY 305C: Global Racial Capitalism (HISTORY 205C)

From as early as the sixteenth century to our present moment, capitalism has been a central part of modern world history. The history of capitalism is not solely one of wealth and development, but also one of extraction and exploitation. It is a history that scholars have conceptualized as racial capitalism. This course explores the global structures of inequality that are inherent to capitalism and how they have changed over time. Students will engage with key scholarly debates and theoretical concepts, which they will then apply to specific case studies in different parts of the world with a particular focus on commodities.
Terms: Win | Units: 4-5
Instructors: ; Errazzouki, S. (PI)

HISTORY 307C: The Global Early Modern (HISTORY 207C)

In what sense can we speak of "globalization" before modernity? What are the characteristics and origins of the economic system we know as "capitalism"? When and why did European economies begin to diverge from those of other Eurasian societies? With these big questions in mind, the primary focus will be on the history of Europe and European empires, but substantial readings deal with other parts of the world, particularly China and the Indian Ocean. HISTORY 307C is a prerequisite for HISTORY 402 (Spring quarter).
Terms: Win | Units: 4-5
Instructors: ; Como, D. (PI)

HISTORY 314B: The things to come? Prophecy in the Middle Ages (GERMAN 200, HISTORY 214B)

Grand rulers, decisive battles, one or more antichrists, and, inevitably, the end of the world - prophetic texts from the Middle Ages abound with significant allusions. These references are intricately interconnected and shrouded in enigmatic language. This course delves into the phenomenon of prophecy as depicted in medieval sources. Bridging eschatology and chronological perspectives, we will investigate the value of these texts and strive to gain a deeper understanding of the intellectual history of the Middle Ages. Moreover, we will meticulously examine the distribution of these numerous texts within manuscripts, scrutinizing the intended audience and specific effects of the texts. This subject area will serve as an exemplary object of study, enabling us to apply and refine the tools of historical scholarship.
Terms: Win | Units: 4-5
Instructors: ; Kamenzin, M. (PI)

HISTORY 323G: Russia and Ukraine: Empire, Nation, Myth (HISTORY 223G, SLAVIC 203)

Explores theories of national myths and nationalism; identifies the founding myths of Russia and Ukraine and the medieval and early modern events they are based on. Extensive primary source readings. Focuses primarily up through eighteenth century, with some reading of nineteenth-century national statements.
Terms: Win | Units: 5
Instructors: ; Kollmann, N. (PI)

HISTORY 324C: Genocide and Humanitarian Intervention (HISTORY 224C, JEWISHST 284C, JEWISHST 384C, PEDS 224)

Open to medical students, graduate students, and undergraduate students. Traces the history of genocide in the 20th century and the question of humanitarian intervention to stop it, a topic that has been especially controversial since the end of the Cold War. The pre-1990s discussion begins with the Armenian genocide during the First World War and includes the Holocaust and Cambodia under the Khmer Rouge in the 1970s. Coverage of genocide and humanitarian intervention since the 1990s includes the wars in Bosnia, Rwanda, Kosovo, the Congo and Sudan.
Terms: Win | Units: 3
Instructors: ; Patenaude, B. (PI)

HISTORY 326D: The Holocaust: Insights from New Research (HISTORY 226D, JEWISHST 226E, JEWISHST 326D)

Overview of the history of the Holocaust, the genocide of European Jews. Explores its causes, course, consequences, and memory. Addresses the events themselves, as well as the roles of perpetrators and bystanders, dilemmas faced by victims, collaboration of local populations, and the issue of rescue. Considers how the Holocaust was and is remembered and commemorated by victims and participants alike. Uses different kinds of sources: scholarly work, memoirs, diaries, film, and primary documents.
Terms: Win | Units: 4-5

HISTORY 326E: Famine in the Modern World (HISTORY 226E, PEDS 226)

Open to medical students, graduate students, and undergraduate students. Examines the major famines of modern history, the controversies surrounding them, and the reasons that famine persists in our increasingly globalized world. Focus is on the relative importance of natural, economic, and political factors as causes of famine in the modern world. Case studies include the Great Irish Famine of the 1840s; the Bengal famine of 1943-44; the Soviet famines of 1921-22 and 1932-33; China's Great Famine of 1959-61; the Ethiopian famines of the 1970s and 80s, and the Somalia famines of the 1990s and of 2011.
Terms: Win | Units: 3
Instructors: ; Patenaude, B. (PI)

HISTORY 331B: Core Colloquium on Modern Europe: The 19th Century

The major historical events and historiographical debates of the long 19th century from the French Revolution to WW I.
Terms: Win | Units: 4-5
Instructors: ; Press, S. (PI)

HISTORY 332D: Rome: From Pilgrimage to the Grand Tour

Imagine yourself in Rome. What do you see beyond the ruins of an ancient city? In the fourteenth century the city of over one million ancient Roman inhabitants had shrunk to a paltry population of less than twenty thousand. With the return of the papacy in the fifteenth century the rebuilding and revival of Rome began in earnest. By the late sixteenth century it was the center of global missions, an expanding state, and a nascent tourist industry. This course explores the history of the "Eternal City" from the late Middle Ages through the age of the Grand Tour. It examines the political, diplomatic, and religious history of the papacy, Roman society and cultural life, the everyday world of Roman citizens, the relationship between the city and the surrounding countryside, the material transformation of Rome as a city, and its meaning for foreigners.
Terms: Win | Units: 4-5
Instructors: ; Findlen, P. (PI)

HISTORY 333F: Political Thought in Early Modern Britain (HISTORY 233F)

1500 to 1700. Theorists include Hobbes, Locke, Harrington, the Levellers, and lesser known writers and schools. Foundational ideas and problems underlying modern British and American political thought and life.
Terms: Win | Units: 4-5
Instructors: ; Como, D. (PI)

HISTORY 335: Global Voyages: Navigating the Early Modern World (HISTORY 235, HISTORY 435A)

[Graduate students completing a two-quarter research seminar must enroll in 435A in Winter and 435B in Spring.] This seminar explores global travel, knowledge, curiosity, experience, and understanding, ca. 1500-1800. The sixteenth and seventeenth centuries were a period of global realignments, an age of empires, missionaries, embassies, and trading companies. This seminar takes students around the world, following global travelers, merchants, missionaries, and mapmakers. Students will work extensively with rare books, manuscripts, maps and other artifacts, especially in the Rumsey Map Center to design an exhibit. Urbano Monti's 1587 world map and Francesco Carletti's accidental circumnavigation of the world, 1594-1603, will guide our global voyage, contextualized by sources, artifacts, and histories from many other parts of the world.
Terms: Win | Units: 4-5
Instructors: ; Findlen, P. (PI)

HISTORY 338A: Graduate Colloquium: Britain and the Making of the Modern World: 1688-1850

Influential approaches to problems in British, European, and imperial history. The 19th-century British experience and its relationship to Europe and empire. National identity, the industrial revolution, class formation, gender, liberalism, and state building. Goal is to prepare specialists and non-specialists for oral exams. (Cardinal Course certified by the Haas Center.)
Terms: Win | Units: 4-5
Instructors: ; Satia, P. (PI)

HISTORY 343C: People, Plants, and Medicine: Atlantic World Amerindian, African, and European Science (CSRE 243C, CSRE 443C, FEMGEN 443C, HISTORY 243C, HISTORY 443C)

Explores the global circulation of plants, peoples, disease, medicines, technologies, and knowledge. Considers primarily Africans, Amerindians, and Europeans in the eighteenth-century Atlantic World and focuses on their exchanges in the Caribbean, in particular within the French and British empires. We also take examples from other knowledge traditions, where relevant. Readings treat science and medicine in relation to voyaging, the natural history of plants, environmental exchange, racism, and slavery in colonial contexts. Colonial sciences and medicines were important militarily and strategically for positioning emerging nation states in global struggles for land and resources. Upper-level undergrads must apply for 243C; please fill in this short form: https://forms.gle/XpUXwfT6ULiwC8P19 Graduate students taking the course as a one-quarter seminar should enroll in 343C. Graduate students taking the course as a two-part graduate research seminar should enroll in the 443C (Part I) in Winter and the 443D (Part II) in Spring.
Terms: Win | Units: 4-5
Instructors: ; Schiebinger, L. (PI)

HISTORY 344F: New Directions in Gendered Innovations in Science, Medicine, Technology, and Environment (FEMGEN 344F, HISTORY 244F)

Welcome! This is a new upper-level course in Gendered Innovations that explores how sex, gender, and intersectional analysis in research and design sparks discovery and innovation. This course focuses on sex and gender, and considers factors intersecting with sex and gender, including age, race, ethnicity, socioeconomic status, educational background, disabilities, geographic location, etc., where relevant. We will read new research touching on basic concepts, intersectional design, gendering social robots, new approaches to sustainability, what's new in biomedicine & public health, facial recognition, inclusive crash test dummies, and more. As Director of Gendered Innovations, I work with the European Commission, Wellcome Trust, the U.S. National Institutes of Health and major journals on policy to support integrating sex, gender, and intersectional analysis into the design of research. The operative question is: how can this type of analysis lead to discovery & innovation while enhancing social equity and environmental sustainability? Students will read and report on new research in weekly sessions and present a paper on a topic of their choice. We welcome open and respectful discussion. This course is open to upper-level undergraduate students and to graduate students by application https://forms.gle/2KmxUUnRSG2LNNSS6. Limited to 15.
Terms: Win | Units: 4-5
Instructors: ; Schiebinger, L. (PI)

HISTORY 351C: Core in American History, Part III

Core in American History, Part III
Terms: Win | Units: 4-5 | Repeatable 2 times (up to 10 units total)
Instructors: ; Twitty, A. (PI)

HISTORY 354E: The Rise of American Democracy (HISTORY 254E)

(History 254E is an undergraduate course offered for 5 units; History 354E is a graduate course offered for 4-5 units.) Where did American democracy come from? Prior to and during the American Revolution, few who lived in what became the United States claimed to live in a democracy. Half a century later, most took this reality as an article of faith. Accordingly, the period stretching from c. 1750 to c. 1840 is often considered the period when American democracy was ascendant, a time marked by the explosion of new forms of political thinking, practices, and culture, new political institutions and forms of political organization, and new kinds of political struggles. This advanced undergraduate/graduate colloquium will explore how American political life changed during this formative period to understand the character of early American democracy, how different groups gained or suffered as a result of these transformations, and, in light of these investigations, in what ways it is historically appropriate to think of this period as in fact the rise of American democracy.
Terms: Win | Units: 4-5
Instructors: ; Gienapp, J. (PI)

HISTORY 358A: Back to the Future: Media, Art, and Politics in the 1980s (AMSTUD 128B, COMM 128, COMM 228, COMM 328, HISTORY 258A)

(COMM 128 is offered for 5 units, COMM 228 is offered for 4 units. COMM 328 is offered for 3-5 units.)This seminar covers the intersection of politics, media and art in the U.S. from the end of the Vietnam War in 1975 to the fall of the Berlin Wall in 1989. Topics include globalization and financialization; the rise of the New Right; the personalization of media technology, from television to computing; postmodernism and political art; feminism, queer, and sex-positive activism; identity politics and the culture wars. Open to juniors, seniors, and graduate students.
Terms: Win | Units: 3-5

HISTORY 360: Black Women, Trauma, and the Art of Resistance (HISTORY 260)

This course explores how Black women have experienced, remembered, and recovered from trauma. Drawing on historical texts, works in psychology, legal records, medical literature, diaries, novels, poetry, plays, songs, and films, we will consider how Black women recorded, passed down, and inherited stories about traumatic events. We begin in the seventeenth and eighteenth centuries with Black women's experiences on slave ships and during slavery, we discuss intergenerational trauma, and we conclude by examining the disproportionate impact of COVID-19 on Black women's lives. We pay considerable attention to how Black women relied on the arts to speak the unspeakable. The class will centrally address healing, recovery, and resistance. We will read texts by writers, activists, legal scholars, and artists including Harriet Jacobs, Ida B. Wells, Billie Holiday, Nina Simone, Toni Morrison, Ntozake Shange, bell hooks, Saidiya Hartman, Kimberl¿ Crenshaw, and Jesmyn Ward.
Terms: Win | Units: 3-5
Instructors: ; Hobbs, A. (PI)

HISTORY 374C: Mexican American History (AMSTUD 274C, CHILATST 274, HISTORY 274C)

This course will explore the history of Mexican migrants and Mexican Americans from 1848 to the present.
Terms: Aut, Win | Units: 4-5
Instructors: ; Minian Andjel, A. (PI)

HISTORY 379A: Immigration and Asylum Practicum (HISTORY 279A)

Course description coming soon.
Terms: Win | Units: 4-5

HISTORY 383K: Muslims, Christians, and Jews in the Eastern Mediterranean: From Ottoman to Modern Times (HISTORY 283K, JEWISHST 283K)

At a time when Europe was riven by sectarian war, the expanding Ottoman Empire came to rule over a religiously diverse population in what we now call the Balkans and Middle East. Focusing on the period 1323-1789, this course asks the following questions: Why was "difference" normal in the Ottoman Empire but not elsewhere? How did the Ottomans maintain relatively low levels of intercommunal violence during the early-modern period? How did Ottoman rule and intracommunal dynamics affect each other? How did perceptions of ethno-religious diversity vary among commentators and over time? This course is currently pending review for WAY-SI and WAY-EDP.
Terms: Win | Units: 5
Instructors: ; Daniels, J. (PI)

HISTORY 384A: Core Graduate Colloquium: History of the Ottoman Empire

This course presents a comprehensive exploration of key themes in Ottoman History spanning the 14th to the early 20th centuries. Emphasizing a critical approach, the curriculum introduces students to historiographical debates within the field. It is designed to contextualize Ottoman history within broader frameworks, including European, Eurasian, Mediterranean, and Islamic history. Additionally, the course delves into the intellectual trends of the 20th and 21st centuries that shape the landscape of Ottoman History, providing students with a holistic understanding of the field's evolution.
Terms: Win | Units: 4-5
Instructors: ; Yaycioglu, A. (PI)

HISTORY 385B: Graduate Colloquium in Jewish History, 19th-20th Centuries (JEWISHST 385B)

Graduate colloquium in Jewish History, 19th-20th centuries.
Terms: Win | Units: 4-5
Instructors: ; Zipperstein, S. (PI)

HISTORY 391G: Pre-Modern Chinese Warfare (HISTORY 291G)

This course examines the evolution of warfare in China, and its impact on the evolving political and social orders, from the earliest states through the Mongol conquest. It will study how changing military technology was inextricably linked to changes in the state and society. It will also look at changing Chinese attitudes towards warfare over the same period, from the celebration of heroism, through writing about warfare as an intellectual art, to the links of militarism with steppe peoples/
Terms: Win | Units: 4-5
Instructors: ; Lewis, M. (PI)

HISTORY 392D: Japan in Asia, Asia in Japan (HISTORY 292D, JAPAN 392D)

(History 292D is an undergraduate course offered for 5 units; History 392D is a graduate course offered for 4-5 units.) How Japan and Asia mutually shaped each other in the late 19th and 20th centuries. Focus is on Japanese imperialism in Asia and its postwar legacies. Topics include: pan-Asianism and orientalism; colonial modernization in Korea and Taiwan; collaboration and resistance; popular imperialism in Manchuria; total war and empire; comfort women and the politics of apology; the issue of resident Koreans; and economic and cultural integration of postwar Asia.
Terms: Win | Units: 4-5
Instructors: ; Uchida, J. (PI)

HISTORY 393: Frontier Expansion and Ethnic Statecraft in the Qing Empire (CHINA 393)

The legacy of the Qing dynasty in the territorial boundaries claimed by the People's Republic of China including the frontier zones that lie outside China proper. How the Qing acquired and ruled its frontier territories. Growth and migration of the Han Chinese population. How the dynasty's Manchu rulers managed ethnic difference. Consequences of Qing expansionism and ethnic statecraft for subject peoples and for the dynasty itself. At what point and by what processes did the Qing become China.
Terms: Win | Units: 4-5
Instructors: ; Sommer, M. (PI)

HISTORY 424B: The Soviet Civilization, Part 2 (HISTORY 224D)

Prerequisite: HISTORY 224A/424A
Terms: Win | Units: 4-5
Instructors: ; Weiner, A. (PI)

HISTORY 435A: Global Voyages: Navigating the Early Modern World (HISTORY 235, HISTORY 335)

[Graduate students completing a two-quarter research seminar must enroll in 435A in Winter and 435B in Spring.] This seminar explores global travel, knowledge, curiosity, experience, and understanding, ca. 1500-1800. The sixteenth and seventeenth centuries were a period of global realignments, an age of empires, missionaries, embassies, and trading companies. This seminar takes students around the world, following global travelers, merchants, missionaries, and mapmakers. Students will work extensively with rare books, manuscripts, maps and other artifacts, especially in the Rumsey Map Center to design an exhibit. Urbano Monti's 1587 world map and Francesco Carletti's accidental circumnavigation of the world, 1594-1603, will guide our global voyage, contextualized by sources, artifacts, and histories from many other parts of the world.
Terms: Win | Units: 4-5
Instructors: ; Findlen, P. (PI)

HISTORY 443C: People, Plants, and Medicine: Atlantic World Amerindian, African, and European Science (CSRE 243C, CSRE 443C, FEMGEN 443C, HISTORY 243C, HISTORY 343C)

Explores the global circulation of plants, peoples, disease, medicines, technologies, and knowledge. Considers primarily Africans, Amerindians, and Europeans in the eighteenth-century Atlantic World and focuses on their exchanges in the Caribbean, in particular within the French and British empires. We also take examples from other knowledge traditions, where relevant. Readings treat science and medicine in relation to voyaging, the natural history of plants, environmental exchange, racism, and slavery in colonial contexts. Colonial sciences and medicines were important militarily and strategically for positioning emerging nation states in global struggles for land and resources. Upper-level undergrads must apply for 243C; please fill in this short form: https://forms.gle/XpUXwfT6ULiwC8P19 Graduate students taking the course as a one-quarter seminar should enroll in 343C. Graduate students taking the course as a two-part graduate research seminar should enroll in the 443C (Part I) in Winter and the 443D (Part II) in Spring.
Terms: Win | Units: 4-5
Instructors: ; Schiebinger, L. (PI)

HISTORY 468A: Graduate Research Seminar: U.S. History in the 20th Century

Graduate research seminar in U.S. history, Part I.
Terms: Win | Units: 4-5
Instructors: ; Burns, J. (PI)

HISTORY 486A: Graduate Research Seminar in Jewish History (JEWISHST 486A)

Terms: Win, Spr | Units: 4-5 | Repeatable 2 times (up to 10 units total)
Instructors: ; Rodrigue, A. (PI)

HISTORY 491B: Modern Korea Research Seminar

This graduate seminar prepares students to undertake research using Korean-language sources on a variety of themes in modern Korea. Students will identify characteristics of major online and offline archives in Korean studies, learn essential skills in investigating primary sources, and analyze selected sample documents in class.
Terms: Win | Units: 4-5
Instructors: ; Moon, Y. (PI)

HISTORY 496A: Research Seminar in Chinese History

First part of a two part sequence. Primary sources and research methods to be used in the study of modern Chinese history.
Terms: Win | Units: 4-5
Instructors: ; Mullaney, T. (PI)
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