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(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

(Same as History 105C. 5C is 3 units; 105C is 5 units.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution, labor exploitation, and organ trade, focusing on human rights violations and remedies. Provides a historical context for the development and spread of human trafficking. Analyzes the current international and domestic legal and policy frameworks to combat trafficking and evaluates their practical implementation. Examines the medical, psychological, and public health issues involved. Uses problem-based learning. Required weekly 50-min. discussion section, time TBD. Students interested in service learning should consult with the instructor and will enroll in an additional course.

Considers purpose, practice, and ethics of service learning. Provides training for students' work in community. Examines current scope of human trafficking in Bay Area, pressing concerns, capacity and obstacles to effectively address them. Students work with community partners dedicated to confronting human trafficking and problems it entails on a daily basis. Must currently be enrolled in or have previously taken History 5C/105C ( FemGen 5C/105C, HumBio 178H, IR 105C, CSRE 5C/105C). (Cardinal Course certified by the Haas Center)

What made fascism so attractive and so powerful in 20th century Europe and throughout the world? How did the Stanford community respond to this political ideology that burst onto the scene in the 1920s and engulfed the world in war in the 1940s? Could fascism have another "moment" - in the present or in the future? Students will consider these and other questions in this course, which will discuss the various definitions and theories of fascism and the major fascist movements of the interwar period (primarily Italian Fascism and German Nazism), as well as how the Stanford community responded to them. The course will not just focus on the military and political aspects of fascism, as is traditionally taught, but also social and cultural aspects of fascism, as well. We'll also consider how different groups experienced and reacted to fascism, based on racial background, religious affiliation, gender identity, and sexual orientation. This discussion-based course will also include hands-on archival work in Stanford Special Collections and Hoover Institution Library & Archives.

(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.

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.

The course explores the impact of disease outbreaks on spaces, economics, and power relations in West Africa from the 1860s' yellow fever outbreak to COVID-19 in 2020. The course investigates Europeans' racialization of Africans through disease control programs, examines the intricate interventions of international governmental and non-governmental organizations in African health crises, and explores independent African governments' responses to disease outbreaks in the postcolonial period. We will use archival records, maps, and visuals to study outbreaks in West African cities.

(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.

This course will explore the rise and fall of slavery in what became the United States from its colonial origins in 1619 through the end of Reconstruction in 1877, with an eye toward placing American slavery in a broader Atlantic context. We will examine the economic, racial, religious, cultural, legal, and political underpinnings of the institution, and evaluate the profound ways it shaped - and continues to shape - American society. We will analyze how American slavery was understood and experienced and consider how the stories we tell ourselves about American slaves and slavery have evolved over time. This course will conclude with a look at the impact of emancipation on Black life in America and slavery's enduring legacy.