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51 - 60 of 116 results for: HISTORY

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
Instructors: Jolluck, K. (PI)

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

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

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 enhan more »
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

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 more »
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)
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