81 - 90 of 788 results for: HISTORY

(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.

This Intro Seminar focuses on analyzing and interpreting the digitized Regina Twala archive at Stanford University, allowing students to engage in data mining of Twala's historical letters and photographs to create digital maps that narrate the history of racial segregation and apartheid in mid-20th century Johannesburg. By analyzing the rich personal documents of Twala, a key figure in South African history, students will extract data such as locations, dates, and social contexts to visualize the impact of apartheid on urban development in the city of Johannesburg. Tools like Python libraries (e.g., Pandas for data manipulation, BeautifulSoup for web scraping) will be used to process the archive's text, while geospatial applications like ArcGIS and QGIS will allow students to create detailed, interactive maps that overlay historical events with geographical changes, illustrating the shifting boundaries of segregated spaces in Johannesburg. In addition to the digital mapping work, Stanford students will collaborate with undergraduate students from the University of Johannesburg (UJ) in South Africa, fostering an international exchange of knowledge and perspective. This partnership will involve joint virtual workshops where students will share insights about their research and methods for analyzing the Twala archive. UJ students, with their deep local understanding of Johannesburg's urban landscape and history, will provide valuable context that helps enrich the maps, ensuring accuracy and cultural sensitivity. Together, the students will engage in co-creating their amps and presenting their findings at an end-of-quarter symposium. In this way, the course will blend technical expertise with firsthand knowledge of Johannesburg's communities, creating a richer, more nuanced depiction of the city's apartheid history through the lens of the Twala archive at Stanford University.

This course traces the emergence and development of the distinctive cultural world of the ancient Egyptians over nearly 4,000 years. Through archaeological and textual evidence, we will investigate the social structures, religious beliefs, and expressive traditions that framed life and death in this extraordinary region. Students with or without prior background are equally encouraged.

How did South African Black intellectuals and artists utilize literature and other artistic forms to articulate their increasingly precarious position in the country's political landscape in the 20th century? What hopes and visions were captured through their works? Engaging with numerous sources ranging from speeches, newspapers, short stories, novels, music, film, paintings to photographs, we will explore what Ntongela Masilela calls "New African modernity"--a movement pioneered by different generations of Black intellectuals and artists. We will grapple with the notion of art as political, and the salience of Black women's works in contexts of double marginalization. This class lies at the intersection of intellectual, cultural, and literary histories.

This course approaches the study of world history by centering the African continent. Beginning from the antiquities and up until the present, students will learn how Africa was embedded in key developments and processes that unfolded both within and beyond the continent. In addition, students will engage with a wide range of primary and secondary sources that offer insight into how world history has been narrated across the continent and throughout different time periods.

(Same as HISTORY 150A. 50A is 3 units; 150A is 5 units.) Survey of the origins of American society and polity in the 17th and 18th centuries. Topics: the migration of Europeans and Africans and the impact on native populations; the emergence of racial slavery and of regional, provincial, Protestant cultures; and the political origins and constitutional consequences of the American Revolution.

(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.

(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.

How did the institution of American slavery come to an end? The story is more complex than most people know. This course examines the rival forces that fostered slavery's simultaneous contraction in the North and expansion in the South between 1776 and 1861. It also illuminates, in detail, the final tortuous path to abolition during the Civil War. Throughout, the course introduces a diverse collection of historical figures, including seemingly paradoxical ones, such as slaveholding southerners who professed opposition to slavery and non-slaveholding northerners who acted in ways that preserved it. Historical attitudes toward race are a central integrative theme.