History

The Department of History offers students the opportunity to work intensively in the classroom and with individual faculty to discover the richness and complexity of history. Undergraduates begin with general courses, but progress quickly to courses that explore topics in depth and provide experience in researching, analyzing, and writing about the past. Graduate students work independently and with faculty advisors on reading and research in their fields of interest, while departmental seminars bring them together to discuss their research, forging a collegial intellectual culture. The department emphasizes European history, United States history, and the histories of Africa, Latin America, and China. Faculty and students participate in a variety of interdisciplinary programs, including Africana Studies, East Asian Studies, Latin American Studies, Judaic Studies, Museums and Society, the Program for the Study of Women, Gender & Sexuality, and International Studies.


Graduate Programs
The graduate program prepares professionally motivated students for careers as research scholars and college and university teachers. Hence it is designed for candidates who want to proceed directly to the Ph.D. degree, who have developed historical interests, and who are prepared to work independently. Within the areas of European history, American history, and the histories of Africa, Latin America, and China, the department emphasizes social/economic and intellectual/cultural history. Although diplomatic and political history are not emphasized, attention is given to the social, economic, and cultural bases of politics.
The program is organized around seminars rather than courses, credits, or grades. AS.100.781 The Seminar-AS.100.782 The Seminar and satellite seminars in European, American, and Comparative World History bring together students, faculty, and invited scholars from outside the university to discuss their research work. These departmental seminars create a lively intellectual community in which graduate students quickly become contributing members. The combination of flexibility, independence, and scholarly collegiality offered by the Hopkins program gives it a distinctive character.
Students select four fields (one major and three minor) and make their own arrangements with professors for a study program leading to comprehensive examinations at the end of the second year. Those arrangements may include taking a seminar in the field. One, and exceptionally two, minor field may be taken outside the Department of History. Students have maximum flexibility in the construction of individual plans of study, as well as the opportunity to work closely with several professors.

Admission and Financial Aid
In judging applications, the department puts particularly heavy emphasis on the quality of the student's historical interests and prior research experience. Each applicant must submit a sample of written work. Ordinarily no candidate for admission is accepted whose record does not indicate an ability to read at least one foreign language.
The department accepts only those students who plan to work in the specific fields of the faculty, and each student is admitted only with the approval of a particular professor. Applicants should indicate the proposed field of specialization at the time of application. With the concurrence of a new faculty advisor, students may, of course, later change their major professor.
The department normally provides full fellowship support for all admitted students including both tuition and a stipend. Students are encouraged to apply for external support if eligible.

Programs
• History, Bachelor of Arts (https://e-catalogue.jhu.edu/arts-sciences/ full-time-residential-programs/degree-programs/history/historybachelor-arts/) • History, Bachelor of Arts/Master of Arts Five-Year Barcelona Program (https://e-catalogue.jhu.edu/arts-sciences/full-time-residentialprograms/degree-programs/history/history-bachelor-arts-master-fiveyear-barcelona-program/) • History, Bachelor of Arts/Master of Arts Four-Year Program (https:// e-catalogue.jhu.edu/arts-sciences/full-time-residential-programs/ degree-programs/history/history-bachelor-arts-master-four-yearprogram/) • History, Minor (https://e-catalogue.jhu.edu/arts-sciences/full-timeresidential-programs/degree-programs/history/history-minor/) • History, PhD (https://e-catalogue.jhu.edu/arts-sciences/full-timeresidential-programs/degree-programs/history/history-phd/) For current course information and registration go to https://sis.jhu.edu/ classes/ A first-of-its kind seminar hosted by the Program in Racism, Immigration, and Citizenship, this course explores the practice of composition for professional writers. It considers the "light" and "dark" sides of clear, direct scholarly writing and intentional, academic obfuscation, respectively. Attendees will also learn strategies and potential hazards that accompany the written description of power in the Humanities and Social Sciences. Drawing on key works in classic and contemporary social theory of religion and secularity as well as historical, ethnographic, and sociological monographs, this course investigates some scholars' answers to the question of why we might want to take "religion in modernity" as an object of study (or not), what kinds of roles and importance religion (or various institutions, impulses, practices, and ideas connected to major faith traditions) has/have arguably enjoyed in an arguably global modernity often imagined as intrinsically secular, whether and how it matters that the category of religion itself may be a modern invention intertwined with specifically Christian-European and European imperial and colonial projects, whether and how we should take "secularism" or "secularity" as our object of study no less than or more than religion, what special kinds of research agendas and assumptions the empirical study of 'religion' and its workings and significance in modern political and cultural life might demand, what sorts of scholarly value it might add, and how the answers to those questions change when we look to a global present which is sometimes framed as post-secular. A more theoretically and comparatively oriented first part of the course will give way to focused attention on historical, As the use of military force to resolve disputes between nations becomes less plausible in most regions of the world, the struggle for influence intensifies. Among the results has been the rise to global fame of the concept of 'Soft Power', in theory a means to turn a country's attributes and achievements into a lever for gaining advantage in international competitions of all sorts. Google lists 176m references to the term (11/1/13), China has invested in it heavily and consciously. Even nations such as Russia and Iran are using soft power language and tools. During the Syrian crisis, the term was everywhere. But the course will suggest that the land which gave birth to the term -the US -is still the one which enjoys the greatest advantages in this contest, since the most significant form of soft power leverage over time is the one which most successfully proposes models of modernity. No matter how much weaker the appeal of America's military, its banks, its politics compared to their heyday, America's products, icons, technologies, universities, media industries, personalities etc can still produce forms of presence and innovation which the rest of the world must reckon with.The course offers an historical perspective on this dynamic. Specifically it focuses on the great variety of models of modernity the US has produced over time and still can, and how the world has come to terms with them (including militant rejection). The course in its early stages is European in focus. Soon it opens out to other regions of the globe, especially Asia. So often the imperative of innovation that the US brings has encountered waves of anxiety about relations between the state and its citizens, between national communities and the market, between generations, genders, ethnic groups and religions. Efforts to understand 'soft power' and the outcomes of the world's encounter with the American version : these are the central issues of the course.

SA.200.734. Kissinger Seminar: Contemporary Issues in American Foreign Policy and Grand Strategy. 4 Credits.
What is America's purpose in international affairs? What are the major challenges in U.S. foreign policy? What is the future of American power in a changing global system? This course examines these and other critical issues in U.S. foreign policy and global strategy. We will study the opportunities and dilemmas the United States confronts in dealing with terrorism and the Islamic State, great-power competition vis-a-vis Russia and China, the threat of nuclear proliferation and "rogue states, " and other issues from international economics to transnational threats. We will consider whether America can maintain its international primacy, and what alternative strategies it might pursue in the future.

SA.840.706. Middle Power Diplomacy. 4 Credits.
International relations scholarship pays close attention to the Great Powers, and concern over failed states. With the formation of the G20, there is a multilateral forum where Great Powers and the Rising Powers of Brazil, Russia, India, and China can shape the global agenda. Yet in every era and every stable international order there is an important role for Middle Powers -countries whose capacity to foster or disrupt order leads them to "punch above their weight" in international relations.

AS.362.111. Introduction to African American Studies. 3 Credits.
This is the gateway class to the study of African American life, culture, politics and history in the United States and the Caribbean. African American Studies is a multi-disciplinary field of study that includes history, social sciences, literature and the arts. This academic discipline is often taught under parallel terms emphasizing related geographies and identifying concepts: Black Studies, Afro-American Studies, Africana Studies, Pan-African Studies and African Diaspora Studies. Unlike every other modern academic discipline in the college, African American Studies was founded because of a social and political revolution. The class has two purposes, operating in tandem: (1) provide students with a generous historical, political and cultural overview of the lives of African descendants in the western hemisphere, but principally in North America; (2) explicitly address the problem of regularized systemic inequality in American society as a response to and an attempt to dominate a core nugget of identity difference that is the operative mechanism in black protest, resistance and revolt. This is a difference that includes, but is not limited by or reducible to morphology, culture, history, and ontology. We accept as an operating principle that an inquiry into an enslaved group of nonwestern human beings marked by difference cannot rely solely on the western episteme for its excavation. Thus, we will examine a body of diverse evidence during the semester, works of literature, history, sociology, political science, music and film. The course requirements include essays, examinations, and presentations. Area: Humanities, Social and Behavioral Sciences

AS.362.112. Introduction to Africana Studies. 3 Credits.
This course introduces students to the field of Africana Studies. It focuses on the historical experience, intellectual ideas, theories, and cultural production of African-descended people. We will consider how people of the black diaspora remember and encounter Africa. We will explore, too, how such people have lived, spoken, written, and produced art about colonialism and enslavement, gender and mobility, violence and pleasure. This course will be thematically organized and invite you to center your own stories about black people within your understanding of the modern world and its making. Classics Research Lab: The Baltimore Casts Project will continue work begun in Fall 2020 researching a remarkable collection of plaster casts of classical Greek and Roman sculptures, created ca. 1879 for the Peabody Institute's art gallery. Such cast collections were a highly valued cultural resource in Europe and North America, produced for major museums, academic institutions and wealthy individuals. Because of the technical process of the cast formation, based directly upon the ancient sculptural surface, cast collections brought contact with the actual ancient artifacts into temporally and spatially distant contexts-including the burgeoning urban space of 19th century Baltimore. In Spring 2021, the Lab will continue archival/field research on the cast collection's context, content, formation, and usage by the people of Baltimore, and its eventual disbanding. We will also begin construction of the virtual exhibition that reassembles the collection's member objects, charting their biographies and current locations. A major dimension of the lab's research is contextualizing the casts in Baltimore of the mid 19th to mid-20th centuries, considering different forms of access and restriction to ancient culture that were forming throughout the city and its diverse population, including who truly had access to the cast collection in Mount Vernon, and in which capacities. Area: Humanities

AS.040.630. Classics Research Lab: The Baltimore Casts Project.
Classics Research Lab: The Baltimore Casts Project will continue work begun in Fall 2020 researching a remarkable collection of plaster casts of classical Greek and Roman sculptures, created ca. 1879 for the Peabody Institute's art gallery. Such cast collections were a highly valued cultural resource in Europe and North America, produced for major museums, academic institutions and wealthy individuals. Because of the technical process of the cast formation, based directly upon the ancient sculptural surface, cast collections brought contact with the actual ancient artifacts into temporally and spatially distant contexts-including the burgeoning urban space of 19th century Baltimore. In Spring 2021, the Lab will continue archival/field research on the cast collection's context, content, formation, and usage by the people of Baltimore, and its eventual disbanding. We will also begin construction of the virtual exhibition that reassembles the collection's member objects, charting their biographies and current locations. A major dimension of the lab's research is contextualizing the casts in Baltimore of the mid 19th to mid-20th centuries, considering different forms of access and restriction to ancient culture that were forming throughout the city and its diverse population, including who truly had access to the cast collection in Mount Vernon, and in which capacities. In this course, students will engage with select topics in Korean history from premodern and modern times and examine how the past has been represented through various forms of film and literature. This will be combined with readings of academic articles to allow students to gauge the distance between scholarship and cultural expressions of history. Through this, students will be introduced to the highly contested and often polarizing nature of Korean history and the competition surrounding historical memory. This course explores the interlocking political and historical dimensions of personal experience, an account of ourselves and our relations ("the quest for competitive advantage between groups, individuals, or societies") that points us in the direction of what "is 'common' to the whole community." What does it mean for people who are not the chief actors or theoreticians of political movements to construe the record of their experience as an act of political intervention, an aid in our total understanding of the structure of popular belief and behavior? Furthermore, what happens when attempt to historicize and critique these recorded experiences? The class asks its members to focus closely on an episode of autobiographical experience as both an historical fossil and tangible politicized moment, particularly the places where race, gender and economic power are visible. By producing a "critical discourse of everyday life-by turning residual, untheorized everyday experience into communicable experience… one can reframe ostensibly private and individual experiences in terms of a collective struggle." To help our investigation we will read and analyze closely memoirs, many of them from the African American experience. We function partly as a writers' workshop and partly as a critical review. The final goal of the seminar is a polished 20-25 page autobiographical essay. Area: Humanities Writing Intensive

AS.060.633. Biography and African American Subjects from the 19th and 20th Centuries.
This course will read through contemporary biographical treatments of prominent 19th and 20th century African American writers to explore the prominent ideological predispositions as well as the structure of archival sourcing in the creation of life-writing on black subjects. Students will make research trips to the Library of Congress, the University of Delaware, Morgan State University and other local archives for instruction in research methodology and the collection of primary source materials. Student final projects will use primary archival sources to intervene in debates about the interpretation of historical subjects and historical events. Area: Humanities Writing Intensive

AS.060.644. Oceanic Studies & the Black Diaspora.
In this course, we take up Hester Blum's blunt observation that "the sea is not a metaphor" in order to consider the visions and hopes black writers have associated with the sea, as well as the despair and trauma transatlantic slavery has left "in the wake, " to quote Christina Sharpe. Area: Humanities Writing Intensive

SA.710.707. Politics of Protest in Europe and Eurasia. 4 Credits.
This class provides students with an in-depth exploration of the motivations behind, strategies of, and societal changes produced by various instances of collective mobilization across Europe. Some of the main questions we seek to answer throughout this course are: Along what lines of grievance do social movements form? Why do people choose to protest collectively given threats of reprisal? What explains the rise in support for populist outreaches by far-right parties in Europe's most democratic countries? By examining a wide variety of movements, from labor mobilizations such as Poland's Solidarity to ethnic nationalist campaigns by groups such as the Basques and the Kurds, we use comparative analysis to identify points of convergence and divergence across cases. We explore how mobilization strategies spill across borders in "waves" of protest, such as those prefacing the collapse of the Soviet Union. We also investigate how developments in media and technology affect protest outcomes -and when they don't, such as the "Twitter Revolution" that failed in Moldova. Students will gain both empirical insights into particular cases across Europe as well as the conceptual tools used by scholars of comparative politics to analyze the puzzling but highly topical questions above.

SA.710.737. Writing for Policy: A workshop on the journal, Survival: Global Politics and Strategy'. 4 Credits.
This seminar/workshop might also be titled "Writing and Editing for Policy Debate." Following short lectures and class discussion of fiction and non-fiction models for good writing, students will participate, in real time, in a 'shadow editorial process' putting together two issues of the bi-monthly journal, Survival: Global Politics and Strategy. More than half of class time will therefore be organized as editorial meetings where students, under the direction of the instructor (the Editor of Survival), will participate in all aspects of the process: commissioning articles, evaluating submissions, editing accepted copy, writing essays with an eye to publication, and laying out the issue. In addition, each student will meet with the instructor in 4 or 5 half-hour tutorial sessions to go over the student's written work.<a href="http://www.sais-jhu.edu/resources/ administrative-offices/how-access-course-syllabi-and-evaluations" target="_blank">Click here to see evaluations, syllabi, and faculty bios</a>

SA.710.763. Movement Towards European Unity. 4 Credits.
This course represents an introduction to the historical development of the European Community and the European Union. That said, the perspective I adopt is grounded more solidly in political science rather than history. My argument is that European integration can be explained as a function of three types of variables: Ideas, events, and ?unintended consequences?. The analytic claim is that European integration started and is perpetuated to shore up the weaknesses of individual nationstates and of the national state system. In other words, the course is grounded on a set of very specific (and very controversial) arguments and interpretations. These must be examined carefully, critically, comprehensively. They must be challenged. And, if necessary, they must be refuted. The material surveyed in the course should help you do all those things and more. Johns Hopkins invented the modern hospital along with modern medical education. This seminar will explore the history of the hospital from its monastic origins to its current form, with particular attention to how hospital design has reflected and reinforced ways of thinking about health, disease and medical treatment. We will also consider specialized hospitals and clinics, for the mentally ill, for particular diseases, for women and children, among other topics. Area: Humanities, Social and Behavioral Sciences

AS.001.102. FYS: Japanese Robots. 3 Credits.
Japan is a world leader in biomimetic robotics. Japanese society enthusiastically embraces robotic nurses, robotic guides, robotic waiters, robotic pets, and even robotic girlfriends. What are the origins of the Japanese love of robots? What role did robotics engineers play in creating the image of loveable robots? What societal fears do Japanese robots assuage and what hopes do they foster? In the course of the semester, students will learn about the evolution of Japanese robotics, and explore the implications of this evolution to humans' relationship with robots. While learning about Japanese robots, students will acquire skills necessary for college-level education, including how to write an email to a professor, how to organize and manage digital tools, how to navigate the information resources, and how to develop, complete, and present research projects. This course will equip students with skills essential to their success in college and beyond. Area: Humanities, Social and Behavioral Sciences

AS.001.103. FYS: When Worlds Collide -Science Goes Global. 3 Credits.
In this First-Year Seminar, we will explore instances of contact between different world cultures and pre-modern and modern science (16th-20th c.). The premise of the course is the understanding that in addition to the cultural, religious and political negotiations that took place during cross-cultural encounters, science also underwent a similar process. We understand science expansively, as the study of nature and the production of knowledge about it embedded in a particular cultural context. The historical episodes we will discuss are selections of instances where agents of the West-missionaries, explorers, businessmen, colonists, scientists-established prolonged contact with non-western cultures and engaged in conversations about their worldviews. Some cases considered include Jesuits in the Chinese imperial court, Spanish missionaries among the Maya, and English explorers in the Pacific islands. Area: Humanities, Natural Sciences

SA.630.740. Risk in International Politics and Economics. 4 Credits.
This is a course on social science research methods as they apply to decision-making under conditions of uncertainty. In other words, it looks at how the skills of a social scientist can be put to use in the 'real world'. The course begins by looking at how decision makers anticipate future events, it explores what evidence they consider and what they ignore, and it looks at the standard models they apply in projecting the future based on the present. The case studies applied in this early part of the course focus on seemingly straightforward economic and financial questions. The problem is that most of the predictions that were made in these areas ended in disaster. Hence the course turns to explore the bias that is built into estimates of the future to understand whether the problem lies in the way the world works or in how we try to understand it. It introduces students to a conceptual vocabulary based on systems theory to make it easier to build more complex relationships into the analysis. And it explores the unintended consequences of policy decisions. Here the case studies move from economics to politics and from crisis to stagnation. This does not offer much of an improvement. Therefore the course makes a third analytic turn to bring the dynamics of human interaction more firmly into focus. It looks at negotiation, communication, and culture as possible sources of error or misunderstanding. The case studies focus on conflict, terrorism, and popular protest. By the end of the course students have a better grasp of where their predictions are likely to falter. They will also understand why such predictions must nevertheless be made. Risk in the international political economy derives from decision-making under conditions of uncertainty. The problem is that uncertainty is inevitable, but decisions must be made regardless of this.

AS.010.208. Leonardo da Vinci: The Renaissance Workshop in the Formation of Scientific Knowledge. 3 Credits.
How does a notary's son trained as a painter come to claim expertise in the construction of machines and acquire knowledge of the principles of optics, human anatomy, the flight of birds, the dynamics of air and water?
The course will focus critically on the myth of Leonardo's singularity and explore his achievements with regard to the artisanal culture of his time, as well as the problems of authority in the recognition of artisanal knowledge as scientific discovery. Area: Humanities

AS.010.212. Mirror Mirror: Reflections in Art from Van Eyck to Velázquez. 3 Credits.
Explores the different ways Early Modern painters and printmakers incorporated mirrors and optical reflections into their works for the sake of illusion and metaphor, deception and desire, reflexivity and truth-telling. Connecting sense perception and ethical knowledge, embedded mirror images often made claims about the nature of the self, the powers of art, and the superiority of painting in particular.

AS.010.252. Sculpture and Ideology in the Middle Ages. 3 Credits.
This lecture course will offer a selective, thematic exploration of the art of sculpture as practiced in the Middle Ages, from the fall of the Roman empire in the 4th century CE to height of the Gothic era. The primary concern will be to analyze sculpture in all of its forms -monumental free-standing, architectural, liturgical, and commemorative -as the primary medium utilized by patrons, both private and corporate, to display political messages to an ever growing public. Area: Humanities

AS.010.325. Blood, Gold, and Souls: The Arts of the Spanish Empire. 3 Credits.
From the sixteenth through the eighteenth centuries, visual forms and practices linked such far-flung places as Mexico City and Naples, Manila and Lima, Cuzco and Antwerp, Quito and Madrid: all cities in the Spanish Empire. This course is conceived as a voyage, moving city by city to explore objects that connected Spain's vast holdings. We will investigate how the Spanish Crown and the Catholic Church used visual strategies to consolidate political power and instill religious faith across the world; and, alternatively, we will consider how local conditions, concerns, and resistance reshaped those efforts. This course surveys a diverse range of artistic production: religious paintings and sculptures; maps used for imperial surveillance; luxury goods crafted from shimmering feathers, ceramics, ivory, and precious metals; urban design and architecture from the ports of Europe to the highland outposts of the Andes; ephemeral cityscapes for civic performances. In examining such materials, students will be introduced to the art historical methods and theoretical concerns used to study a wide diversity of objects within an imperial frame. Area: Humanities

AS.010.329. Building an Empire: Architecture of the Ottoman Capitals, c. 1300-1600. 3 Credits.
Centered on modern-day Turkey and encompassing vast territories in Asia, Africa, and Europe, the Ottoman Empire (1299 -1923) was the longest lived and among the most powerful Islamic states in history, with an artistic tradition to match. This course explores the functional and symbolic role that architecture played during the empire's formative centuries, when three successive capital -Bursa, Edirne, and Istanbul -served to visualize the sultans' growing claims to universal authority. With reference to mosques, palaces, tombs, and other categories of architecture, the course will examine the buildings in their artistic, social, and political contexts. Themes to be addressed include patronage and audience, architectural practice and the building trade, ceremonial and ritual, topography and urban planning, and the relationship of Ottoman architecture to other traditions. Area: Humanities

AS.010.330. Art of the Caliphates: Visual Culture and Competition in the Medieval Islamic World. 3 Credits.
Despite its modern-day association with a fringe extremist movement, the term "caliphate" was traditionally used to describe the Muslim world at large, the political and spiritual ruler of which bore the title of caliph. The original Islamic caliphate was established in the seventh century as a vast empire centered on the Middle East and extending deep into Africa, Asia, and Europe. It soon broke apart into a series of competing powers, until in the tenth century, three rival dynasties-the Baghdad-based Abbasids, the Spanish Umayyads, and the Fatimids of North Africa-each claimed to be the rightful caliphate. This course will examine how these fascinating political developments and conflicts played out in the realm of art and architecture between the seventh and thirteenth centuries. As well as palaces, mosques, and commemorative buildings, the course will look at media ranging from ceramics and metalwork to textiles and illustrated manuscripts, with many of the artifacts being viewed firsthand in local museum collections. These works will be considered in relation to such themes as patronage, audience, ceremony, and meaning. Particular attention will be paid to how the various caliphates-both in emulation of and competition with one another-used visual culture as a powerful tool to assert their legitimacy. Area: Humanities

AS.010.338. Art and the Harem: Women's Spaces, Patronage, and (Self-)Representation in Islamic Empires. 3 Credits.
Long characterized in the Western imagination as exotic realms of fantasy, harems in Islamic tradition served as private domestic quarters for the women of elite households. This course explores the harem -as an institution, a physical space, and a community of womenfrom various art-historical perspectives, considering such topics as the harem's architecture, the agency of its inhabitants as patrons and collectors, the mediating role of eunuchs in the harem's visual and material culture, and the ability of harem women to make their mark through public artistic commissions. Our case studies will address a range of Islamic geographical and chronological contexts, though we will focus on the empires of the early modern period and, above all, the famous harem of the Ottoman sultans at the Topkapi Palace in Istanbul.
In challenging popular misconceptions, the course will also look at the wealth of exoticizing imagery that the harem inspired in Western art, which we will consider through Orientalist paintings at the Walters Art Museum and illustrated rare books at Hopkins itself. Area: Humanities

AS.010.403. Art and Science in the Middle Ages. 3 Credits.
This course investigates the intersections of art and science from the Carolingian period through the fourteenth century and the historical role images played in the pursuit of epistemic truths. Science -from the Latin scientia, or knowledge -in the Middle Ages included a broad range of intellectual pursuits into both the supernatural and natural worlds, and scholars have classified these pursuits in various ways (i.e. experimental or theoretical science, practical science, magic, and natural philosophy).
A particular focus of this seminar will be placed on the assimilation of Greek and Islamic scientific advances in cartography, cosmology, and optical theory into the Latin theological tradition. This seminar investigates the complex relationships between image and relic in the later Middle Ages. While the relic was usually hidden from view in lavishly decorated containers made before 1200, visual access to the relic was key for the conception of later medieval and early modern reliquaries. We will address aesthetic and material aspects of reliquaries, with a focus on translucent qualities of enamel, rock crystal, and reversed glass. Another emphasis is set on late medieval paintings with relic depositories, either in the frame or hidden in the wooden panel itself. We will discuss formal qualities of reliquaries, techniques of their making, iconography and questions about their authenticity. Those issues will be investigated by raising also larger theoretical and historiographic questions.

SA.400.746. Health Systems and Policy in Developing Countries. 4 Credits.
A good health system delivers quality services to all people, when and where they need them. Components of a strong health system include a robust financing mechanism; a well-trained and adequately paid workforce; reliable information on which to base decisions and policies; and well-maintained facilities and logistics to deliver quality medicines and technologies. However, many countries in the developing world have weak health systems, badly in need of strengthening and reform. This course offers a practical introduction to major issues, policies and practices related to health systems and health policy in a developing country context. The course combines two perspectives. First, students will apply principles related to health systems strengthening and reform to develop a framework to strengthen and rebuild health systems in fragile states. Second, students will learn about and apply key insights from economics to understand health behaviors and health care markets, and to inform the design of health policy in low and middle-income countries. Students are expected to be comfortable reading articles that evaluate health system interventions as well as applied economics papers and think through the logic and implications of economic theory (without complicated statistics or math). Substantive preparation and class participation are expected.

SA.400.807. Introduction to Public Health for Development Practitioners. 4 Credits.
This course offers a practical introduction to major issues, policies and practices of public health, and examines the role of health in development. The course teaches critical public health skills such as epidemiology, burden of disease studies, rapid assessments and outbreak investigations, enabling students to understand the basic tools of public health and to analyze strengths and weaknesses in public health studies. Furthermore, this course examines major public health topics of concern to development, including HIV/AIDS, malaria, neglected tropical diseases, maternal and child health, water and sanitation, and emerging diseases. This training will enable development practitioners act on the ground and in development institutions to improve global health. This course is designed as both a stand-alone primer on public health for those working in development, and as a foundation course for more advanced study of global health issues.<a href="http://www.saisjhu.edu/resources/administrative-offices/how-access-course-syllabi-andevaluations" target="_blank">Click here to see evaluations, syllabi, and faculty bios</a>

SA.610.700. International Political Economy of Emerging Markets. 4 Credits.
This course examines the relationship between politics and international economics in developing countries, with a focus on the emerging market economies. Throughout the course, we critically evaluate different political science theories of foreign economic policymaking in emerging markets. The course begins with an overview of theories of international political economy. The second section of the course focuses on developing countries' embrace of economic globalization over the past thirty years. We examine different political reasons for why emerging market and developing countries have liberalized foreign trade, removed barriers to foreign investment, and reduced the state's role in the domestic economy since the 1980s. The final section of the course of the course explores how globalization has impacted emerging market economies, and considers how governments in these countries have dealt with the new challenges that have emerged in this era of economic globalization.

SA.610.702. Political Economy in the Shadow of Conflict. 4 Credits.
This is a research seminar organized around key ongoing debates in international relations, such as the role of institutions, audience costs, leaders, bargaining, reputation, interdependence, and ideas. The course will emphasize critical engagement of the empirical evidence presented in favor of theoretical arguments, encouraging students to devise rigorous new ways to test their observable implications. Can bargaining theory help us understand the outbreak, as well as the termination of, international conflict? Has growing economic integration among states changed the nature of military conflict? Are certain economic interest groups more prone to support military expansion than others? Do democratic institutions enable states to better signal their resolve to adversaries? By the end of the course, students will be able to recognize, engage, and develop their own taste for theoretical arguments, as well as present the most compelling empirical evidence for or against them.

SA.610.735. Risk in International Politics and Economics. 4 Credits.
The purpose of this course is to help students work through the challenge of understanding risk in international political and economic relations. That challenge is both methodological and substantive. Students will have to tackle 'how' we understand and 'what' we understand at the same time. Along the way, they will have to consider those things we cannot understand or anticipate with any meaningful degree of precision. They will have to deal with the 'uncertainty' that lies beyond the boundaries of 'risk'. The subject matter is open-ended. Virtually every aspect of politics or economics can be cast in terms of risk and uncertainty, no matter whether we look to the future or reflect upon the past. Therefore, the course builds on a thematically structured, case study approach. Each week introduces a new principle that is useful in understanding risk; each week provides cases that illustrate the usefulness of that new principle. Moreover, as our understanding of risk becomes more sophisticated, the cases become more complex. The ultimate goal is to be able to analyze matters of risk and uncertainty as they manifest around decisions taken by leaders in government or business in the real world. Prerequisite(s): Students may not register for this class if they have already received credit for SA.600.735.

SA.610.770. Comparative Political Economy. 4 Credits.
This course is intended to bridge the gap between economics and politics as taught at SAIS. First examines some of the main "currents" in the literature and familiarizes the student with different variants of political economy. Presents an overview of the classical liberal, Marxian/Polanyian and Keynesian understandings of the economy, each of which serves as both a primer to political economy and as an introduction to the main contemporary approaches. Then engages with what many scholars argue is the major approach in comparative political economy: rational choice theory. By contrast, the next section looks beyond the rationalist tradition to the nowadays somewhat neglected historical tradition. Building on the historical tradition, next examines institutionalist approaches, explaining institutional change and stability over time through path dependence and earlier arrangements. Concludes with more social constructivist understandings of political economy, emphasizing the powerful role of economic ideas in the evolution of economic policymaking over time.

AS.194.201. Jews, Muslims, and Christians in the Medieval World. 3 Credits.
The three most widespread monotheisms have much more in common than is generally portrayed: a common founding figure, a partly shared succession of prophets, closely comparable ethical concerns and religious practices, a history of coexistence and of cultural, religious, social and economic interaction. This course will focus on a number of key texts and historical events that have shaped the relationships between Jews, Muslims, and Christians during the Middle Ages and contributed to their reciprocal construction of the image of the "other." The geographical center of the course will be the Mediterranean and the Near and Middle East, a true cradle of civilizations, religions, and exchange. Area: Humanities, Social and Behavioral Sciences AS.194.202. Never Forget: Muslims, Islamophobia, and Dissent after 9/11. 3 Credits.
In partnership with the social justice organization Justice for Muslims Collective, this community-engaged course and oral history project will explore how diverse Muslim communities navigated and contested belonging and political and cultural agency amidst state-sponsored violence and national debates on race, gender, citizenship and national security after 9/11 and during the ongoing War on Terror. Through history, ethnography, first-person narratives, film, fiction, and online resources, students will learn about the impact of 9/11 on American Muslim communities. This includes cultural and political resistance to imperialism, racism, and Islamophobia as well as to intersectional inequities within Muslim communities that were intensified in the context of Islamophobia. Students will learn about community activism and organizing from JMC, and complete a participatory action research project with the organization. This project is an oral history archive that will address gaps in the documentation of movement histories when it comes to early organizing against War on Terror policies by Muslim communities and communities racialized or perceived as Muslim.
Students will be trained to record stories of resistance among leaders who organized and responded at the local and national-level in the Greater Washington region, to support the building of an archive that will shape a wide variety of future organizing and advocacy efforts.

AS.194.230. African-Americans and the Development of Islam in America. 3 Credits.
Muslims have been a part of the American fabric since its inception. A key thread in that fabric has been the experiences of enslaved Africans and their descendants, some of whom were Muslims, and who not only added to the dynamism of the American environment, but eventually helped shape American culture, religion, and politics. The history of Islam in America is intertwined with the creation and evolution of African American identity. Contemporary Islam in America cannot be understood without this framing. This course will provide a historical lens for understanding Islam, not as an external faith to the country, but as an internal development of American religion. This course will explicate the history of early Islamic movements in the United States and the subsequent experiences of African-Americans who converted to Islam during the first half of the twentieth century. We will cover the spiritual growth of African American Muslims, their institutional presence, and their enduring impact on American culture writ large and African-American religion and culture more specifically. Area: Humanities, Social and Behavioral Sciences

SA.810.705. Public Opinion as a Driver for Policymakers: Analytical Tools and Illustrative Case Studies. 4 Credits.
A key driver in any democracy, public opinion determines who will govern and which policies will be likely to succeed. Contrary to general beliefs that public opinion is highly ephemeral, both practice and scientific evidence show that public opinion is a stable, measurable, and ultimately predictable phenomenon. To explore the issue both conceptually and in practice, the course will first offer a review and discussion of relevant literature on the subject and then analyze concrete case studies exploring the uses and misuses of public opinion and polling by political and policy stakeholders. Likely case studies will include primarily Latin American examples, such as the 2002 Lula election, but also extra-regional cases, such as the 2008 Obama election and the Arab Spring, among others. The final objective is to develop a critical eye when analyzing public policy and political problems.

SA.860.781. States, Revolutionaries & Terrorism. 4 Credits.
Looks at the evolution of terrorism as a tool of political expression and conquest of power. Surveys doctrines and actions of anarchists, Russian Nihilists, Social Revolutionaries, as well as nationalists and fascist movements. Reviews Leninist and Maoist models of political subversion and their avatars in the national liberation movements and urban guerillas of the 1960s and 1970s. Draws on cases from the Middle East and North Africa, including Irgun, Lehi, EOKA, FLN, Fatah, PFLP, ANO and ASALA.

SA.860.784. Behavioral Sociology of Conflict. 4 Credits.
This course combines approached from social psychology and social history to examine stratification and conflict within and between groups.
Challenging the assumption of rationality in human behavior, it explores the role of drives, cognitive biases, culture, religion, beliefs and identity systems in social phenomena. After a theoretical overview, it looks specifically at the evolution of identity systems and the manifestation of identity-based conflict during the period of modernization and globalization, and explains xenophobic responses to the emergence of a global, modern identity.

AS.211.202. Freshman Seminar: A Thousand Years of Jewish Culture. 3 Credits.
This course will introduce students to the history and culture of Ashkanzi Jews through their vernacular, Yiddish, from the settlement of Jews in German-speaking lands in medieval times to the present day. Particular emphasis will be placed on the responses of Yiddish-speaking Jews to the challenges posed by modernity to a traditional society. In addition to studying a wide range of texts-including fiction, poetry, memoir, song, and film-students will learn how to read the Yiddish alphabet, and will prepare a meal of traditional Ashkenazi dishes. No prior knowledge of Yiddish is necessary for this course. Area: Humanities

AS.211.217. Freahman Seminar: From Rabbis to Revolutionaries: Modern Jewish Identities. 3 Credits.
Many Jews in the modern period abandoned the traditional religious way of life, but continued to identify strongly as Jews, and even those who remained committed to tradition had to adapt. Through the prism of the Yiddish language, the vernacular of Eastern European Jewry, this course will explore different ways in which Jews reacted to historical developments and embraced political and cultural movements of their time, from the founding of modern Yiddish theater in Romania, to the creation of a Jewish autonomous region in the far east of the Soviet Union, to the development of avant-garde poetry in New York. In addition to studying a wide range of texts-including fiction, poetry, memoir, song, and film-students will learn how to read the Yiddish alphabet, and will explore food culture by preparing a meal of Eastern European Jewish dishes. No prior knowledge of Yiddish is necessary for this course Area: Humanities

AS.211.265. Panorama of German Thought. 3 Credits.
This course introduces students to major figures and trends in German literature and thought from the sixteenth to the twentieth century. We will pay particular attention to the evolution of German political thought from the Protestant Reformation to the foundation of the German Federal Republic after WWII. How did the Protestant Reformation affect the understanding of the state, rights, civic institutions, and temporal authority in Germany? How did German Enlightenment thinkers conceive of ethics and politics or morality and rights? How do German writers define the nation, community, and the people or das Volk? What is the link between romanticism and nationalism? To what degree is political economy, as developed by Marx, a critical response to romanticism? How did German thinkers conceive of power and force in the wake of World Wars I and II? What are the ties that bind as well as divide a community in this tradition? We will consider these and related questions in this course through careful readings of selected works. Area: Humanities Writing Intensive

AS.211.328. Berlin Between the Wars: Literature, Art, Music, Film. 3 Credits.
Explore the diverse culture of Berlin during the heyday of modernism. During the Weimar Republic, Berlin became a center for theater, visual arts, film, music, and literature that would have an outsize impact on culture throughout the world and the twentieth century. The thinkers, artists, and writers drawn to interwar Berlin produced a body of work that encapsulates many of the issues of the period: the effect of the modern city on society; "the New Woman"; socialist revolutionary politics; the rise of the Nazis; and economic turmoil. While learning about interwar Berlin's cultural diversity, we will take a special look at works by Jewish writers and artists that engage with the question of ethnic, religious, and national identity in the modern world, specifically in the context of Berlin's rich Jewish history and the rise of anti-Semitism in the interwar period. All readings will be in translation. Area: Humanities

AS.211.329. Museums and Identity. 3 Credits.
The museum boom of the last half-century has centered largely around museums dedicated to the culture and history of identity groups, including national, ethnic, religious, and minority groups. In this course we will examine such museums and consider their long history through a comparison of the theory and practice of Jewish museums with other identity museums. We will study the various museological traditions that engage identity, including the collection of art and antiquities, ethnographic exhibitions, history museums, heritage museums, art museums, and other museums of culture. Some of the questions we will ask include: what are museums for and who are they for? how do museums shape identity? and how do the various types of museums relate to one another? Our primary work will be to examine a Who were the witches? Why were they persecuted for hundreds of years? Why were women identified as the witches par excellence? How many witches were put to death between 1400 and 1800? What traits did European witch-mythologies share with other societies? After the witch-hunts ended, how did "The Witch" go from being "monstrous" to being "admirable" and even "sexy"? Answers are found in history and anthropology, but also in medicine, theology, literature, folklore, music, and the visual arts, including cinema. What is personal memory? This course offers both an in-depth journey through Proust's Recherche and a way of tracing major scientific questions about the formation of memory in connection with autobiography and medical history.The process of human remembering --with its counterpart, forgetting --has emerged over the last thirty years as an extraordinarily rich field of investigation as well as of creative endeavors in the arts. Poised between literature and science, this course offers both an in-depth introduction to Proust's ground breaking modern work on human time, A la recherche du temps perdu, and an investigation into a modern history of memory (a history that unfolds in the nineteenth and early twentieth century, and has made a surprising return in our contemporary understanding of remembrance). That Proust's petite madeleine should have turned, in recent years, into the magical token of autobiographical recollection and provided, at the same time, an immensely productive clinical and neuro-scientific model of how memory works serves as our point of departure. That human memory is an experience and not merely a biological function --its existence depending on language --will be our running thread. Proust's book, filled with immensely learned and complex descriptions of mnemonic processes, serves as our case-study.Proust's investigations into remembering reveal fascinating aspects of the 19th century advances into the psychology and nosography of memory. These will in turn prompt us to read his work in light of present controversies in scientific research, as for example on the construction of memory, on "body-memory, " the interface between cognition and emotion, and the mind/brain debate. As it prompts many questions on the relation between fiction and experience, this journey through major themes of Proust's quest for memory will invite a broader reflection on the relation between literary and philosophical investigations. Requirements:Short oral presentation and final research paper. Taught  Dante's Divina commedia is the greatest long poem of the Middle Ages; some say the greatest poem of all time. We will study the Commedia critically to find: (1) What it reveals about the worldview of late-medieval Europe; (2) how it works as poetry; (3) its relation to the intellectual cultures of pagan antiquity and Latin (Catholic) Christianity; (4) its presentation of political and social issues; (5) its influence on intellectual history, in Italy and elsewhere; (6) the challenges it presents to modern readers and translators; (7) what it reveals about Dante's understanding of cosmology, world history and culture. We will read and discuss the Commedia in English, but students will be expected to familiarize themselves with key Italian terms and concepts. Students taking section 02 (for 4 credits) will spend an additional hour working in Italian at a time to be mutually decided upon by students and professor. Area: Humanities Writing Intensive

AS.215.290. Latin American Critical Perspectives on Colonialism: From the 'World Upside Down' to the 'Coloniality of Power'. 3 Credits.
This course, taught in English, examines how indigenous and local (postcolonial) intellectuals in Latin America responded to the ideology and practices of Spanish Colonialism in the earliest post-conquest years (1532), continued to battle colonialism during the period of the wars of independence, and finally arrived at the production of an analysis that shows how modernity is but the other face of colonialism. Among key works to be discussed are Guaman Poma's illustrated sixteenth-century chronicles, D.F. Sarramiento's _Civilization and Barbarism_ (1845) The consumption of alcohol is one of the oldest known human practices. Almost every culture has some type of mind-altering beverage that influences and shapes many facets of society. This course is a crosscultural examination of the power and significance of alcohol in the ancient world. From the Neolithic to the Classical symposium to the Egyptian festival, the importance of communal drinking-alcohol or otherwise-is a uniting factor across the ancient world. This class will unpack the impact and significance of alcohol across a wide-range of ancient cultures, and examine what the study of alcohol might reveal about ancient societies. This includes alcohol as medicine, its religious and ritual functions, alcohol as a community unifier (and divider) and identity builder, and its practical and economic uses. Stories of conflict over religion and law proliferate in contemporary American news media. Perhaps even more frequent in recent years are the stories from the Middle East concerning attempts at using law to advance a particular religious agenda. Such patterns are ubiquitous throughout human history. While the circumstances and details vary, law and ritual always shape human societies in remarkable ways. In this course, we will examine the ways in which societies utilize law and ritual to shape social values, customs, and perspectives. We will study law and ritual not simply as cultural artifacts, but as ideological tools used by individuals and groups to advance agendas, compel behaviors, and otherwise influence such social forces as power, status, gender, and resources. We will use ancient Israel as our test case. The texts of the Hebrew Bible offer us a view into a long history of focus on both law and ritual within one society. These texts were preserved because they were socially useful in a variety of contexts. Yet, the long history of legal and ritual texts in the Hebrew Bible also gives us insight into how such traditions evolve and change in different social conditions. While law and ritual may shape society, they are likewise often shaped by it. Students should be able to take these broad considerations from ancient Israel and apply them to other social settings in both discussion and writing by the end of this course. For over 5,200 years humans have used writing as a record for political, administrative, social, religious, and scholarly pursuits. Over millennia diverse scripts have been written, inscribed, carved, impressed, and painted on a variety of objects such as papyrus, stone, ivory, clay, leather, wax, rope, paper, metal, bone, wood, and other mediums. Today, the practice of writing has primarily shifted to the digital world. Computers are often the preferred way for people to "write." In this course students will be invited to critically examine relationships between scribes, craftsmen, writing, and materials. The goal of the course is for students to recognize how writing has shaped religious and political movements, and aided bureaucratic endeavors from the invention of writing around 3200 B.C. to the present day. In the first part of the semester we will explore the emergence of writing in Egypt, Mesopotamia, China, and Mesoamerica. In the second half of the course students will explore how the act of writing transitioned from hand written manuscripts, to printed books, and now digitized texts. We will explore the way that computers and social media have changed the way that people interact with writing. The seminar will include lecture, discussion, museum fieldtrips, and experimental archaeology labs to investigate and engage with the materiality of clay cuneiform tablets, Egyptian papyrus, Roman wax writing boards, and more! Area: Humanities Students are invited to examine critically the history of Black artists exhibiting within American museums. With the help of BMA staff, class will develop interpretation for an installation to accompany a major retrospective of artist Jack Whitten that considers the "canon" of art history as a site of ongoing negotiation between taste-makers, artists, dealers, and critics, as well as art institutions that include the market and the museum. Students will take advantage of archives at the BMA, the Library of Congress and Howard University. Students will help select the artworks and themes for the show; research individual participants in the social networks that facilitated the success of some artists over others; and research the biographies of individual artworks -some that have entered the canon and some that should. M&S Practicum. CBL Course. While developments in biomedicine and health care have led to the eradication, cure and management of many human health problems, disease, illness and health have also been the focus for aggressive social controls and population management. The technologies and practices of disease control and health management have been foundational to some of the most aggressive structures of oppression in recent history such as the Jewish Ghetto, the Concentration Camp, the South African Township and techniques of segregation. This course seeks to explore how epidemics and disease control are linked to larger questions of power, state craft and international dynamics. This course asks how have outbreaks of infectious disease shaped social and political action? How do societies respond to outbreaks and why? What do epidemic moments tell us about global structures of power and the dynamics of control? Drawing on historical cases including plague during the European Renaissance and before, the HIV/AIDS Pandemic and the West African Ebola Outbreak of 2013-2016, this course will introduce students to the history and practices of disease control as well as important theoretical perspectives by which to understand the sociological and historical effects of disease and the responses to them. Students will engage sociological concepts such as biopolitics, social construction of disease and illness and biosecurity and produce a final research paper examining the outcomes and responses to an epidemic event to show mastery of the topics covered in the course. Area: Social and Behavioral Sciences Writing Intensive

SA.790.716. Politics, Religion and Violence in South Asia. 4 Credits.
Whether manifested by the vexed Babri Masjid issue in India, the rise of Islamist parties in Pakistan and Bangladesh or the influence of Buddhist monks on the civil war in Sri Lanka, religion dominates many political debates throughout South Asia. This course analyzes the impact of religion (especially Hinduism, Islam, Buddhism and Sikhism) on policy-and the impact of politics on the transformations of the faiths themselves. Views sectarian conflict (whether based on religion or caste) through the lenses of anthropology and political science.<a href="http:// www.sais-jhu.edu/courses/south_asia_studies.html#SA790716" target="_blank">Click here to see evaluations, syllabi, and faculty bios</a> "This, therefore, is the praise of Shakespeare, that his drama is the mirror of life." Samuel Johnson's judgment applies particularly well to Shakespeare's account of politics. This course will explore how Shakespeare depicts the acquisition of power, its exercise, and its voluntary or forcible relinquishment. Through a close reading of whole plays and selected scenes and speeches it will examine political education, intrigue, conspiracy, coups, demagoguery, politically motivated assassination, the theater of violence, rhetoric, insurrection, the launching of war, civil-military relations, and ghosts, among other topics. Combines asynchronous lectures and discussion with close reading of texts, analytic memos, and assignments such as the composing of a contemporary soliloquy. Prize Teaching Fellowship seminar. Triangulating feminist psychoanalysis and theories of embodiment and subjectivity with art criticism and case studies of artistic practice (primarily painting), this course comparatively investigates the routes modernism takes after the Second World War and decolonization (1945/1947). We will be interested in specific postcolonial and postwar contexts where modernism in the domain of the visual arts was mounted as a feminist project. Each week will pair readings that establish conceptual frameworks with close analyses of works by specific artists, including those represented by the Library's Special Collections and the Baltimore Museum of Art. Texts include Freud, Spivak, Butler, Irigaray, Kristeva, and Mahmood. Area: Humanities Writing Intensive

Study of Women, Gender, & Sexuality
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