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"It was a town of red brick, or of brick that would have been red if the smoke and ashes had allowed it." So begins Charles Dickens description of Coketown in Hard Times. And it only seems to get more grim from there. But the world that Dickens sought to portray in the novel was a hopeful one, too. And that tension is our starting point. The intent of this class is to more closely examine mid-Victorian Britain in light of Dickens' novel, with particular focus on the rise of some of our modern social movements in the 19th century. While things like the labor movement, abolitionism, feminism, and environmentalism, are not the same now as they were then, this class will explore the argument that the 21st century is still, in some ways, working out 19th century problems and questions. At the same time, this is also a course that seeks to expand the kinds of sources we traditionally use as historians. Thus, while recognizing that literary sources are particularly complex, we will use Hard Times as a guide to our exploration to this fascinating era. We will seek both to better understand this complex, transitional time and to assess the accuracy of Dickens' depictions of socio-political life.Through a combination of short response papers, creative Victorian projects (such as sending a hand-written letter to a classmate), and a final paper/project, this course will give you the opportunity to learn more about the 19th century and the value of being historically minded.As a seminar based course, discussion amongst members of the class is vital. All students are welcome

( History 40 is 3 units; History 140 is 5 units.) The earliest developments in science, the prehistoric roots of technology, the scientific revolution, and global voyaging. Theories of human origins and the oldest known tools and symbols. Achievements of the Mayans, Aztecs, and native N. Americans. Science and medicine in ancient Greece, Egypt, China, Africa, and India. Science in medieval and Renaissance Europe and the Islamic world including changing cosmologies and natural histories. Theories of scientific growth and decay; how science engages other factors such as material culture and religions.

What is a mind? Who has one? How can you know? This course investigates how psychologists, philosophers, anthropologists, statisticians, test-makers, medical practitioners, linguists, economists, and others wrestled with these questions from the late eighteenth to the mid-twentieth centuries all across the globe. Through analyses of treatises, letters, newspapers, tests, illustrations, diagrams, instruments, and videos, we follow how theorists of the mind, thinking, rationality, madness, and more were attuned to one another and to the societal developments around them. "The mind" and its associated ideas have their own, particular history - pinning down what it is has been thought consistently important yet never at all obvious. Through this course, we will see how knowledge of minds was crucial for defining good thoughts, for arbitrating who counted in society, and for arguing over what makes us human.

Gendered Innovations harness the creative power of sex, gender, and intersectional analysis for innovation and discovery. We focus on sex and gender, and consider factors intersecting with sex and gender, including age, race/ethnicity, socioeconomic status, educational background, disabilities, geographic location, etc. We start with the history of gender in science in the scientific revolution to understand how to transform research institutions so that women, men, and non-binary individuals can flourish. The majority of the course is devoted to considering gendered innovations in AI, social robotics, health & medicine, design of cars and cockpits, menstrual products, marine science, and more. This course will emphasize writing skills as well as oral and multimedia presentation; it fulfills the second level Writing and Rhetoric Requirement (WRITE 2), WAY-ED, and WAY-SI.

(Same as HISTORY 147. HISTORY 47 is 3 units; HISTORY 147 is 5 units.) Introduction, focusing particularly on the modern era. Topics include: precolonial African societies; European colonization; the impact of the mineral revolution; the evolution of African and Afrikaner nationalism; the rise and fall of the apartheid state; the politics of post-apartheid transformation; and the AIDS crisis.

(Same as HISTORY 150C. 50C is 3 units; 150C is 5 units.) 100 years ago, women and most African-Americans couldn't vote; automobiles were rare and computers didn't exist; and the U.S. was a minor power in a world dominated by European empires. This course surveys politics, culture, and social movements to answer the question: How did we get from there to here? Suitable for non-majors and majors alike.

This course encourages students to think critically about historical sources and to use creative and rigorous historical methods to recover African American women's experiences, which often have been placed on the periphery of American history and American life.

What is the history of debt in America? How has indebtedness become an inescapable condition for some, and a virtue for others? What can we learn from the forgotten efforts of those who issued debt, lived in debt, struggled through debt, and mobilized in and around debt? This survey course examines the links between debt, power, development, and mobility. Together, we will see how debt transformed daily life in North America over the past 500 years, and spot moments when collective action undermined the supposed unbreakable terms of indebtedness. This class neither presumes a background in economics, nor previous coursework in history.

The past and future of Stanford University examined through the development of five critical "worlds," including the Western region of the United States, the US nation-state, the global academy, the San Francisco Bay Area, and the complex phenomena summarized by the name Silicon Valley. Students are asked to consider and theorize these worlds, their interrelationships, and the responsibilities they entail for all of us who live and work at Stanford in the present.