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581 - 590 of 916 results for: all courses

JEWISHST 4N: A World History of Genocide (HISTORY 4N)

Reviews the history of genocide from ancient times until the present. Defines genocide, both in legal and historical terms, and investigates its causes, consequences, and global dimensions. Issues of prevention, punishment, and interdiction. Main periods of concern are the ancient world, Spanish colonial conquest; early modern Asia; settler genocides in America, Australia, and Africa; the Armenian genocide and the Holocaust; genocide in communist societies; and late 20th century genocide.
Terms: not given this year, last offered Winter 2015 | Units: 3-5 | UG Reqs: GER:DB-SocSci, WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)

JEWISHST 9N: What Didn't Make it into the Bible (CLASSICS 9N, RELIGST 9N)

Over two billion people alive today consider the Bible to be sacred scripture. But how did the books that made it into the bible get there in the first place? Who decided what was to be part of the bible and what wasn't? How would history look differently if a given book didn't make the final cut and another one did? Hundreds of ancient Jewish and Christian texts are not included in the Bible. ¿What Didn't Make It in the Bible¿ focuses on these excluded writings. We will explore the Dead Sea Scrolls, Gnostic gospels, hear of a five-year-old Jesus throwing temper tantrums while killing (and later resurrecting) his classmates, peruse ancient romance novels, explore the adventures of fallen angels who sired giants (and taught humans about cosmetics), tour heaven and hell, encounter the garden of Eden story told from the perspective of the snake, and learn how the world will end. The seminar assumes no prior knowledge of Judaism, Christianity, the bible, or ancient history. It is designed more »
Over two billion people alive today consider the Bible to be sacred scripture. But how did the books that made it into the bible get there in the first place? Who decided what was to be part of the bible and what wasn't? How would history look differently if a given book didn't make the final cut and another one did? Hundreds of ancient Jewish and Christian texts are not included in the Bible. ¿What Didn't Make It in the Bible¿ focuses on these excluded writings. We will explore the Dead Sea Scrolls, Gnostic gospels, hear of a five-year-old Jesus throwing temper tantrums while killing (and later resurrecting) his classmates, peruse ancient romance novels, explore the adventures of fallen angels who sired giants (and taught humans about cosmetics), tour heaven and hell, encounter the garden of Eden story told from the perspective of the snake, and learn how the world will end. The seminar assumes no prior knowledge of Judaism, Christianity, the bible, or ancient history. It is designed for students who are part of faith traditions that consider the bible to be sacred, as well as those who are not. The only prerequisite is an interest in exploring books, groups, and ideas that eventually lost the battles of history and to keep asking the question "why." In critically examining these ancient narratives and the communities that wrote them, you will learn about the content and history of the Bible, better appreciate the diversity of early Judaism and Christianity, understand the historical context of these religions, and explore the politics behind what did and did not make it into the bible.
Terms: Aut | Units: 3 | UG Reqs: WAY-A-II, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: Penn, M. (PI)

JEWISHST 86: Exploring the New Testament (CLASSICS 43, RELIGST 86)

To explore the historical context of the earliest Christians, students will read most of the New Testament as well as many documents that didn't make the final cut. Non-Christian texts, Roman art, and surviving archeological remains will better situate Christianity within the ancient world. Students will read from the Dead Sea Scrolls, explore Gnostic gospels, hear of a five-year-old Jesus throwing divine temper tantrums while killing (and later resurrecting) his classmates, peruse an ancient marriage guide, and engage with recent scholarship in archeology, literary criticism, and history.
Terms: Win | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: Penn, M. (PI)

JEWISHST 87S: Jewish Christmas Trees, Kosher Pork: Soviet Jews and the New Jewish Diaspora (HISTORY 87S, REES 87S)

This course examines the historical roots of contemporary Russian Jewish culture and identity in North America, Israel, and the former Soviet Union: from the Russian Revolution through the collapse of the USSR. The course also emphasizes the story of Soviet Jewish migration and diaspora; it explores the anxieties of immigration and acceptance, the wages of acculturation and assimilation, and the interplay between cultural displacement and nostalgia. Following a highly interdisciplinary approach, this course introduces a wide range of printed, visual, and oral sources, including contemporary Russian Jewish fiction and Soviet war journalism, Soviet cartoons, photography, art, film, music, and archival materials. Students will conduct oral histories with Soviet emigres and taste (and cook) food from the Soviet Jewish kitchen. The course investigates questions particular to the Jewish experience, but also universal concerns about identity, migration, and diaspora in the twentieth and twenty-first centuries. All readings are in English. Priority given to history majors and minors.
Terms: Aut | Units: 5 | UG Reqs: WAY-ED, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: Tapper, J. (PI)

JEWISHST 131VP: Poverty and Inequality in Israel and the US: A Comparative Approach (CSRE 120P, SOC 120VP)

Poverty rates in Israel are high and have been relatively stable in recent decades, with about one fifth of all households (and a third of all children) living below the poverty line. In this class we will learn about poverty and inequality in Israel and we will compare with the US and other countries.nnIn the first few weeks of this class we will review basic theories of poverty and inequality and we will discuss how theories regarding poverty have changed over the years, from the "culture of poverty" to theories of welfare state regimes. We will also learn about various ways of measuring poverty, material hardship, and inequality, and we will review the methods and data used.nnIn the remaining weeks of the class we will turn to substantive topics such as gender, immigration, ethnicity/nationality, welfare policy, age, and health. Within each topic we will survey the debates within contemporary scholarship and we will compare Israel and the US. Examination of these issues will introduce students to some of the challenges that Israeli society faces today.
Terms: Win | Units: 3 | UG Reqs: WAY-SI | Grading: Letter or Credit/No Credit
Instructors: Lewin, A. (PI)

JEWISHST 133A: WELFARE, WORK AND POVERTY. (CSRE 133J, SOC 103A)

Early theorists of the welfare state described it as a reaction to the emergence of needs and interests of specific social groups during processes of economic development and change. Later theorists countered that the welfare state does not merely react to social cleavages during times of economic change but rather works to actively shape them, in line with worldviews or the interests of dominant group members. Adopting the latter approach, the goal of this course is to provide the tools and knowledge necessary for a critical evaluation of the social services provided to Israeli citizens and their impact on social and economic inequalities. The course will survey various approaches to the understanding of the goals of the welfare state. A comparative and historical account of the development of the welfare state will be presented, while highlighting recent developments, such as the increase in poverty rates and the aging of the population. During the course, we will examine the diverse needs that are served by the welfare state, as well as major dilemmas associated with the provision of services. Throughout the course, we will study critical thinking techniques and will use them for analyzing issues that are central for the development of social policies in Israel and the US.
Terms: not given next year, last offered Spring 2018 | Units: 3 | UG Reqs: WAY-ED, WAY-SI | Grading: Letter or Credit/No Credit

JEWISHST 284C: Genocide and Humanitarian Intervention (HISTORY 224C, HISTORY 324C, 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 | Grading: Medical Option (Med-Ltr-CR/NC)

JEWISHST 285G: The Holocaust: A Study in Genocide (HISTORY 285G, HISTORY 385G, JEWISHST 385G)

This course will explore one of the most horrifying moments in history, the systematic political disenfranchisement and attempted extermination of Jews in the period 1933-1945. We will explore some of the more important and illustrative works regarding the Holocaust. Drawing upon scholarly, autobiographical, and fictional sources, students will gain a deeper appreciation for how the different figures have attempted to grapple with the catastrophe that struck European Jewry during the mid-Twentieth Century.
Terms: Aut | Units: 4-5 | UG Reqs: WAY-ED, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: Meyers, J. (PI)

JEWISHST 287D: A Survey of Jews in the Contemporary World (HISTORY 287D, HISTORY 387D, JEWISHST 387D)

( History 287D is an undergraduate course offered for 5 units; History 387D is a graduate course offered for 4-5 units.) This course will explore the notion of "traditional" vs "modern": the different ways in which Jewish communities have encountered "modernity," and what the modern era has meant has meant for different Jewish communities, whether in the Middle East, Europe, or North America.
Terms: Win | Units: 4-5 | UG Reqs: WAY-ED, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: Meyers, J. (PI)

JEWISHST 288: Palestine and the Arab-Israeli Conflict (HISTORY 288, HISTORY 388, JEWISHST 388)

This course examines some salient issues of the Israeli-Palestinian conflict from the late 19th century to the present. At the end of the course you should be able to articulate the positions of the major parties to the conflict, with the understanding that there is no single, unified Zionist (or Jewish) or Palestinian (or Arab) position. One quarter does not allow sufficient time to cover even all of the important topics comprehensively (for example, the role of the Arab states, the USA and the USSR, and the internal history of Israel receive less attention than is desirable). Some prior knowledge of Middle East history is desirable, but not required. Vigorous debate and criticism are strongly encouraged. Criticism and response expressed in a civil tone is an important way to get a fuller and more truthful picture of something. This is not only a fundamental democratic right and a basic citizenship skill, but it is essential to interpreting information and making good policy. Rights not used are easily lost.
Terms: Aut | Units: 4-5 | UG Reqs: GER:DB-Hum, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: Beinin, J. (PI)
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