Smith College
Department of History
Handbook
Fall 2006
2
TABLE OF CONTENTS
Introduction
3
The Program in History
3
Requirements for the Major in History
3
Requirements for the Minor in History
4
Study Abroad
4
Course Descriptions
6
History 101
6
200-Level Courses
7
Seminars
13
Special Studies Options in History
15
Cross-Listed Courses
15
The Faculty
18
Scheduled Leaves of Absence and Retirements for Faculty Members
25
Departmental Activities and Programs
26
Student Liaisons
26
Departmental Honors Program
27
Awards and Prizes
30
Directory of Addresses, Student Majors and Minors
31
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INTRODUCTION
This handbook contains a description of the History major and minor, a discussion of
departmental activities and programs, a description of the honors program, descriptions of
courses and course requirements, a directory of the members of the faculty, and a directory of
students majoring or minoring in programs in the department.
THE PROGRAM IN HISTORY
Requirements for the Major in History
The History major comprises 11 semester courses, at least six of which shall normally be
taken at Smith, distributed as follows:
1.
Field of concentration: five semester courses, at least one of which is a Smith
History department seminar. Two of these may be historically oriented courses at
the 200-level or above in other disciplines approved by the student’s adviser
Fields of concentration: Antiquity; Islamic Middle East; East Asia; Europe, 300-1650;
Europe, 1650-to the present; Africa; Latin America; United States; Women's History:
Comparative Colonialism.
Note: A student may also design a field of concentration, which should consist of
courses related chronologically, geographically, methodologically or thematically,
and must be approved by an adviser.
2.
Additional courses: six courses, of which four must be in two fields distinct from
the field of concentration. Two of these six may be cross-listed courses in the
History department.
3.
No more than two courses taken at the 100-level may count toward the major.
4.
Geographical breadth: among the 11 semester courses counting towards the major
there must be at least one course each in three of the following geographic
regions.
Africa
East Asia and Central Asia
Europe
Latin America
Middle East and South Asia
North America
Courses both in the field of concentration and outside the field of concentration may be
used to satisfy this requirement. AP credits may not be used to satisfy this requirement.
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The S/U grading option is not allowed for courses counting toward the major.
A student may count one (but only one) AP examination in history with a grade of 4 or 5
as the equivalent of a course for 4 credits toward the major. If the examination is in
American history and the student's field of concentration is United States, the course it
replaces must be in the concentration; otherwise, the course it replaces must be one of the
additional courses. Similarly, if the examination is in European history, the student may
use it toward the concentration in Europe, 1650 to the present; otherwise, the course it
replaces must be one of the additional courses.
A reading knowledge of foreign languages is highly desirable and is especially
recommended for students planning a major in History.
Requirements for the Minor in History
The minor comprises five semester courses. At least three of these courses must be
related chronologically, geographically, methodologically or thematically. At least three
of the courses will normally be taken at Smith. Students should consult their advisers.
The S/U grading option is not allowed for courses counting toward the major.
Study Abroad
The History department encourages all students to consider studying abroad, especially in
an institution that teaches in a language other than English.
A student planning to study away from Smith during the academic year or during the
summer must consult with a departmental adviser concerning rules for granting credit
toward the major or the degree. Students must consult with the departmental adviser for
study away both before and after their participation in Junior Year Abroad programs.
Adviser for study away: Joachim Stieber
In recent years History majors and minors have studied on Smith's own Junior Year
Abroad Programs in
France: Paris
Switzerland: Geneva
Italy: Florence, and
Germany: Hamburg, as well as on consortial programs in
Spain: Cordoba, and
Japan: Kyoto
They have also studied independently in
Egypt: Cairo
Senegal: Dakar
South Africa: University of Natal at Pietermaritzburg
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Tanzania: Dar-es-Salaam
Israel: Ben Gurion University
Cuba
Dominican Republic
Australia: Trinity College Parkville, Adelaide, Sydney
New Zealand: Otago
Austria: Vienna
Czechoslovakia: Prague
Denmark: Copenhagen
England: Bristol, London School of Economics, University College London,
King's College London, School of Oriental and African Studies, Oxford,
East Anglia, Queen Mary and Westfield, Sussex, York
Greece: Athens
Ireland: Galway, Cork, University College Dublin, Trinity College Dublin
Netherlands: Amsterdam
Portugal: Coimbra
Russia: Yaroslavl, Saint Petersburg
Scotland: Edinburgh, Glasgow, Saint Andrews
Spain: Madrid
New York and Paris
For more information on these and other programs, visit the Study Abroad Office in
College Hall and consult with seniors who have returned from study elsewhere. As most
programs are not designed specifically for History majors, it is necessary for the student
to consult closely with the Adviser for Study Away.
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COURSE DESCRIPTIONS
101 INTRODUCTION TO HISTORICAL INQUIRY
Colloquia with a limited enrollment of 18 and surveys with open enrollment, both designed to
introduce the study of history to students at the beginning level. Emphasis on the sources and
methods of historical analysis. Recommended for all students with an interest in history and
those considering a History major or minor.
{H} 4 credits
HST101 (C) Introduction to Historical Inquiry
Topic: Geisha, Wise Mothers and Working Women: Images of Japanese Womanhood
In this course, we will examine images of Japanese women that are prevalent in the West, and to
some extent Japan. Our focus will be on three key figures considered to be definitive
representations of Japanese women: the geisha, the good wife/wise mother, and the working
woman. We will read popular treatments including novels such as Arthur Golden's Memoirs of a
Geisha, primary sources including an autobiography written by a geisha, and scholarly articles.
Our task will be to sort through these images, keeping in mind the importance of prescription
versus reality. We will also focus on how the meanings of the term "geisha" have changed over
time.
Although the course is an introduction to the sources and methods that historians use to write
history, a significant portion of the class will be devoted to helping you improve your writing
skills. To this end, you will write and revise three short papers based on the course readings as
well as a longer paper using primary sources (on a topic approved by the instructor). This course
fulfills the "writing intensive" requirement.
Enrollment limited to fifteen first-years and sophomores. WI {H} 4 credits
Marnie Anderson
MW 1:10-2:30 p.m.
HST101 (C) Introduction to Historical Inquiry
Topic: Greek Sports and Roman Games
The development from Greek competitive sports to Roman spectator shows such as chariot races
and gladiatorial combats. Their organization, performance and significance, focusing on the
roles of amateurs and professionals; careers of athletes, actors, charioteers and gladiators; the
importance of play, contest and violence to ancient society; "bread and circuses" as symbolic
benefaction and urban strategy. Comparative readings in the socio-anthropology of sports.
Enrollment limited to first-years and sophomores. {H} 4 credits
Richard Lim
MW 2:40-4:00 p.m.
HST101 (C) Introduction to Historical Inquiry
Topic: Memory and History
Contemporary debates among European historians, artists and citizens over the place of memory
in political and social history. The effectiveness of a range of representational practices from the
historical monograph to visual culture, as markers of history, and as creators of meaning. Can it
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be more dangerous to remember history than to forget it? Enrollment limited to first-years and
sophomores. {H} 4 credits
Darcy Buerkle
TTH 10:30-11:50 a.m.
200-LEVEL COURSES
Lectures (L) are unrestricted as to size. Colloquia (C) are primarily reading and discussion
courses limited to 18. Lectures and colloquia are open to all students unless otherwise indicated.
In certain cases, students may enroll in colloquia for seminar credit with permission of the
instructor.
HST204 (L) The Roman Republic
Most of today’s students know the Roman Republic from the last few decades of its long history.
The figures of Cicero, Pompey, Julius Caesar, Mark Anthony loom large in the popular
imagination thanks to high school Latin, Shakespeare plays, Asterix comics and Hollywood
movies. Yet the first 700 years of Rome’s past (from 753 B.C., its traditional founding date) tell
a grander story: the transformation of a small archaic hut settlement to the capital of one of the
greatest ancient world empires. Until fairly recently, this history has been studied mainly on the
basis of Roman historical writings, which began only in the second century B.C.; thus Livy, the
most important historian of the Republic, wrote during the early Empire about events that took
place hundreds of years previously (it is as if the history of the United States were just being
written down for the first time today). New archaeological finds throughout Italy now serve as a
rich alternative source of information. The excavation of archaic cities of Italy has allowed a
fuller story to be told about interactions between the Romans and their neighbors. In HST 204,
we will try to work through both bodies of material.
Even though later Romans would credit Fortune with their city’s rise to world power, the reality
was often much more uncertain, especially during the early period. Why did Rome succeed
while so many other comparable, or even initially more successful, cities failed? We will
approach this rather big question historically and in parts. Other big questions that we will
address, especially as we come to the Middle Republican period, concern how growing conquest
and imperial success changed Rome itself. How could a city-state with a strong, localized sense
of civic identity adapt itself to its own growing power and the demands that this new power
imposed? How would the very definitions of Roman citizenship be stretched to accommodate
new groups yet remain capable of retaining the sense of Rome as a city-state? Whether and why
(and in what sense) did the Roman Republic fall?
It should be unnecessary to stress the inherent interest of the study of the Roman Republic.
Besides, it serves as a valuable historical exercise for a large number of reasons, too numerous to
cite fully. The rise of Rome to world power had important implications for subsequent Roman
and, if you like, “world” history. The Republic became a model for later political thinkers to
admire and revolutionaries to emulate (cf. the founders of the early American Republic). The
difficulty in understanding Rome’s early history due to the lateness of the sources we have only
adds to the interest by making the historians in us more aware of our responsibility to weigh
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source materials carefully. Overall, HST 204 offers a coherent historical narrative that not only
speaks to the rise of Rome but also helps us understand the complex character of empire.
Reading and Writing:
Normally, weekly reading assignments will include both primary historical documents and
secondary scholarly interpretations. Paper assignments will focus on the detailed analysis of
historical documents; one of the papers may be devoted to a topic of particular interest to the
student. Midterm and final examination will test more comprehensive knowledge of the sources
and your grasp of the broader historical questions presented in lectures and readings.
Format:
Two weekly meetings of eighty minutes each. Our meetings will commonly combine lectures
and discussion of readings. Discussions of specific readings will be indicated in the syllabus and
you will be expected to be prepared for them. {H} 4 credits
Richard Lim
MW 1:10-2:30 p.m.
HST209 (C) Aspects of Middle Eastern History
Topic: Islam in the 21st Century Readings in Islamic Fundamentalism and Liberalism.
Thinkers and ideas that have shaped the intellectual environment of contemporary Islam. The
history of the most important ideas and trends in contemporary Islamic thought, beginning with
their roots in the great classics of the Islamic tradition by Ibn Khaldun, al-Ghazali and Ibn
Taymiyya. Close reading of the most important modern Muslim thinkers, including Muhammad
Abduh, Muhammad Iqbal, Sayyid Qutb, Ali Shariati, Fazlur Rahman, and Mohammed Arkoun.
{H} 4 credits
Daniel Brown
TH 7:00-9:30 p.m.
HST217 (L) World War II in East Asia: History and Memory
For Asia, World War II began in 1931 with the Japanese seizure of Manchuria from China. Fullscale war broke out between China and Japan in 1937. Only after the Japanese attacked the U.S.
Pacific fleet at Pearl Harbor in 1941 did the United States enter the war. This course discusses
the factors leading to the war in Asia, examines the nature of the conflict, and assesses the legacy
of the war for all those involved.
The course first provides an overview of the political history of East Asia from the late
nineteenth century through the end of World War II in 1945. We then turn our attention to
several specific issues, many of which continue to be controversial today. Topics covered
include Japan’s seizure of Korea, the invasion of China, the bombing of Pearl Harbor, the war in
the Pacific, the racial dimensions of the Japanese empire, the “comfort women” (a term that
refers to the large group of Asian women who were forced to serve as prostitutes for the
Japanese military), biological warfare, the dropping of the atomic bombs on Hiroshima and
Nagasaki, and the complicated relationship between history and memory. {H} 4 credits
Marnie Anderson
MW 9:00-10:20 a.m.
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HST227 (C) Aspects of Medieval European History
Topic: Making Medieval England, 800-1400
The English kingdom from its Anglo-Saxon origins to the end of the Plantagenet dynasty. How
English identity was forged out of the collision and collusion of Celtic, Germanic, Scandinavian
and Norman forces; the creation of a centralized monarchy and administration; and the
emergence of a vernacular culture and polity. {H} 4 credits
Sean Gilsdorf
MW 1:10-2:30 p.m.
HST233 (L) A Cultural History of Britain and its Empire 1688-1914
This course traces the cultural history of Britain and its empire from 1688 to 1914. Themes
include the changing nature of Britain’s national and imperial identities; the experiences of those
who were incorporated into the union and the empire, including the Scottish, Irish, Africans, and
Indians, as well as the experiences of the colonizers; the transformation of Britain’s political and
class cultures; and the ways in which literature, the arts, and material culture participated in these
phenomena. There are no prerequisites for this course.
In addition to a textbook and secondary monographs, sources include fiction such as Mary
Shelley's Frankenstein and a novel by E. M. Forster, as well as a viewing of the Beggar's Opera.
There are two papers and a take home exam. Attendance and class participation are worth 10%
of the grade. {L/H} (E) 4 credits
Jennifer Hall-Witt
TTH 9:00-10:20 a.m.
History 249, 250 and 251 form an introductory sequence in the history of modern Europe.
HST249 (L) Early Modern Europe 1618-1815
The course surveys Europe chronologically from the Thirty Years War to the Napoleonic Wars,
devoting roughly equal attention to the general economic crisis of the seventeenth century, the
Enlightenment, and the French Revolution. The ancien regime featured conflicts between
Habsburgs and Bourbons, between peasants and lords, between faith and reason, between
mercantilism and laissez-faire, and above all between absolutism and privilege. In the late 1700s
those struggles generated novel dynamics that have since transformed the globe. Students
explore what was new and what was old in the French Revolution, the industrial revolution, and
the contraceptive revolution.
The course highlights historiography, the history of historical writing. For example, reading
thinkers such as Voltaire and David Hume on the Sun-King Louis XIV and the executed Charles
I provides insight into France and Britain in the 1600s, but also during the Enlightenment when
they wrote. At the same time, Voltaire and Hume illustrate the development of history as a
discipline, as do pioneering re-interpretations of class consciousness and women's bodies from
more recent eras. Biographical studies look closely at the personalities behind the images of
Frederick the Great, Joseph II, and Catherine the Great. Primary sources include Cardinal
Richelieu's testament, political theories from Montesquieu and Jean-Jacques Rousseau, and
reflections on the French Revolution by Edmund Burke, Tom Paine, Mary Wollstonecraft, and
Joseph de Maistre.
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Course work includes a short paper comparing Pierre Bayle's Historical and Critical Dictionary
(1695) with a twentieth-century internet encyclopedia, and a longer essay on a topic of the
student's own choosing. A series of one-page papers refines understanding of constitutional
issues then and now. There is no grade for participation.
History 249 is open to all students. Chronologically its content stands before History 250 and
251, but each of the three courses can be taken alone or in any combination in any order. History
249 can count toward International Relations and French Studies. Its approach could be
especially valuable for students considering legal careers.
{H} 4 credits
Ernest Benz
M W 7:30-9:00 p.m.
HST250 (L) Europe in the Nineteenth Century
The course surveys politics, culture, economy, and society in the century from the end of the
Napoleonic Wars until 1914. Lecture topics include the diplomacy of Metternich and Bismarck,
the thinking of Darwinists and Marxists, the creations of Romantics and Realists, conflicts
between State and Church, everyday life in a German village, and revolutionary strife in the
French capital. The course looks critically at the triumphs of nationalism and liberalism, and
ponders alternatives.
Students explore the classic political spectrum in one-page papers addressing difficult principled
choices. They also research term papers on topics of their own choosing. Small weekly
discussion sections investigate specific historical controversies; there is no grade for class
participation.
History 250 is open to all students; no background is presumed. It can count toward
International Relations, French Studies, and German Studies. This is Ernest Benz's favorite
course. {H} 4 credits
Ernest Benz
Lecture: TTH 10:30-11:50 a.m.
Discussions: Thursday 3:00-3:50 p.m.; 4:00-4:50 p.m.; 5:00-5:50 p.m.
HST252 (L) Women in Modern Europe, 1789-1918
A survey of European women's history from the French Revolution through World War I. We
will study shifts in conceptions of public and private identities with an emphasis on a range of
emerging gender, class and race-based relationships to the body politic. Students will read
secondary historical monographs and will work with primary source documents,
autobiographies, novels, treatises and films.
Written assignments: Two short papers, midterm and final project. {H} 4 credits
Darcy Buerkle
TTH 1:00-2:20 p.m.
HST260/LAS 260 (L) Colonial Latin America, 1492-1825
This class will examine the political, economic, social and cultural history of Latin America
during the period of Spanish and Portuguese colonial rule (approximately 1500-1825). It will
emphasize the social and cultural change that occurred in the Americas as a result of colonization
and the contributions of Native Americans, Africans and Europeans to the new multi-ethnic
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societies that emerged during the three centuries of colonial rule. Gender is also used as an
important category for understanding the political and cultural evolution of Latin America. In
the class, in addition to works written by historians, we will use a good number of primary
sources in translation. These will give you a better understanding of the motivations and
reactions of the people we are studying and the types of societies that developed during the
period. Using primary sources will also give you a chance to work with the “raw materials”
historians use to write history. {H} 4 credits
Ann Zulawski
TTH 9:00-10:20 a.m.
History 265, 266 and 267 form an introductory sequence in the history of the United States
HST266 (L) The Age of the American Civil War
Origins, course and consequences of the war of 1861-65. Major topics include the
politics and experience of slavery; religion and abolitionism; ideologies of race; the role
of African Americans in ending slavery; the making of Union and Confederate myths;
Reconstruction; white Americans’ final abandonment of the cause of the freed people in
the 1880s and 1890s. {H} 4 credits
Robert Weir
TTH 9:00-10:20 a.m.
HST268 (L) Native American Indians, 1500-Present
The course offers a broad overview of the histories of Native Americans north of present-day
Mexico during the last 500 years, with particular emphasis on the relations of selected groups of
American Indian peoples with one another and with non-Indians in various historical periods.
Within this framework it focuses on:
—the means by which Native peoples have survived and have maintained their identities as
Natives in the face of colonization, assaults on their sovereignty, and declarations that they are a
"vanishing race" or have "disappeared"
—the demographic, economic, political, and religious-ideological dimensions of European and
Euro-American colonization of North America and its indigenous peoples
—the place of Native Americans in the "mainstream" history of North America since 1500
—problems of historical research and interpretation, especially as these pertain to Indian people
and Indian voices.
The course is suitable for first-year students.
TENTATIVE LECTURE-DISCUSSION TOPICS
I. Situating Native Americans
Course Introduction
Native Histories and Identities
Before Columbus
II. Encountering European Colonizers
First Contacts
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Pueblo Homelands as Spanish Borderlands: The Southwest
The Haudenosaunee (Iroquois) and the Colonization of the Northeast
Facing a "Great Migration": Atlantic Coastal and Piedmont Peoples
Eastern Indian Nations and European Empires, 1700-60
III. Confronting Ethnic Cleansing
The Indians' Revolution, 1760-1815
Western Indian Nations and Euro-American Empires, 1650-1848
Resistance and Removal, 1815-65
Western Invasions: The Plains, 1848-90
Western Invasions: The Far West, 1848-90
IV. Surviving Modern America
Search for Renewal, 1880-1910
Building Communities, 1900-30
A "New Deal" For Indians, 1922-41
Termination and Relocation, 1941-60
Red Power, 1960-75
Sovereignty and Identity
{H} 4 credits
Neal Salisbury
TTH 10:30 – 11:50 a.m.
HST273 (L) Contemporary America
The United States' rise to global power since 1945, the Cold War, McCarthyism, the political
upheaval of the 1960s, and the politics of scarcity, and the reorientation of American politics at
the end of the 20th century. {H} 4 credits
Daniel Horowitz
MW 2:40-4:00 p.m.
HST279 (L) The Culture of American Cities
The social, economic, cultural, and political processes shaping the city from the eighteenth
century to the present. The impact of commercial capitalism, industrialization, immigration, and
suburbanization. Particular attention to urban space and place, gender, and the creation of new
cultural forms. Case-studies of New York, Chicago, and Los Angeles. {H} 4 credits
Helen Horowitz
TTH 1:00-2:20 p.m.
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SEMINARS
Admission to seminars assumes prior preparation in the field and is by permission of the
instructor.
HST340 (S) Problems in Russian History
Topic: When Ideas Begin to Kill: Women and Men in the Russian Revolutionary Movement
1825-1917
How does political terror become the ultimate means for building a just society? How do selfless
idealists and intellectuals, women and men alike, who dedicated their lives to the cause of
bettering the social world, become merciless executioners? How can rational and modern
revolutionaries – not religious fanatics! – fashion their lives according to scenarios prescribed in
books by revolutionary prophets?
The seminar explores the emergence and development of the Russian revolutionary movement,
which culminated in the creation of the first modern utopian state, the Soviet Union. As we look
at different figures of the revolutionary movement and at the succession of ideologies, from
romanticism to populism, socialism, anarchism, and finally, Marxism and bolshevism, we shall
explore how ideas refracted in life experiences of individuals and how historical contexts – one’s
social background, gender, or biographical trajectory – influenced one’s political motivations.
One of the central foci of the seminar will be on experience of women in the revolutionary
movement, from the typical wife of the aristocratic Decembrist in 1825 to the radical terrorists of
the People’s Will in late 1870s and 1880s. We are going to investigate how issues of liberation
and emancipation of women were interwoven for the Russian revolutionaries with questions of
political ideology and ultimately made subject to the overarching goals of social emancipation of
“the people”.
The first two thirds of the semester are devoted to common readings, and the final third to
discussion of students' work in progress, including drafts of the research paper. {H/S} 4 credits
Sergey Glebov
M 7:00-9:30 p.m.
HST361 (S) Problems in the History of Spanish America and Brazil
Topic: Public Health and Social Change in Latin America, 1850-Present
The relationship between scientific medicine and state formation in Latin America. Topics
include Hispanic, Native American and African healing traditions and 19th-century politics;
medicine and liberalism; gender, race and medicine; eugenics and Social Darwinism; the
Rockefeller Foundation's mission in Latin America; medicine under populist and revolutionary
governments. {H/S} 4 credits
Ann Zulawski
T 3:00-4:50 p.m.
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HST370 (S) The Age of the American Revolution
Topic: Social Change and the Birth of the United States, 1760-1800.
Ever since the revolutionary era itself, Americans have been divided over the meaning of the
conflict that resulted in national independence. Was it simply a political movement to achieve
separation from Britain or did it also entail—either by accident or by design—changes in the
distribution of social and political power within the newly independent republic? If so, what was
the nature of those changes? Who was affected and how? What did Americans of the
revolutionary era mean when they used terms such as "liberty," "equality," and "virtue"? Did
they all agree on those meanings? Did questions of class, race, and gender matter to them, or are
such questions strictly the concerns of the late twentieth century? Finally, what was the
relationship of the Constitution to the Revolution? Was it the fulfillment or the dashing of an
earlier idealism? These are some of the broad questions we will be asking in this seminar.
Weekly seminar meetings in September and October will be structured around the assigned
readings, so everyone should come to each meeting prepared to discuss the readings. Each of
these discussions will be led by at least two of you, who will get together during the preceding
week and decide what the principal questions raised by each reading are and what conclusions
we can and cannot draw from them. You will also help us to see how the readings relate to one
another and, where pertinent, to earlier readings in the course.
Class meetings will be suspended for most of November, during which you will work on your
papers and consult further with me on your progress. The last three class meetings will consist
of oral presentations in which you summarize your project by outlining the questions you are
asking, your approach to answering them, the problems you are encountering, and your
anticipated conclusions. Your report should be a short (ca. 20 minutes), general overview and
should not be simply a reading of your paper or portions thereof.
TENTATIVE READING-DISCUSSION TOPICS
The Question of National Independence
Establishing a New Order
White Americans and Class
White Americans and Gender
Race and Slavery: African-Americans
Race and Sovereignty: Native Americans
{H} 4 credits
Neal Salisbury
T 3:00-4:50 p.m.
HST383 (S) Research in U.S. Women’s History: The Sophia Smith Collection
Topic: American Women in the 19th and 20th Centuries {H} 4 credits
Helen Horowitz
W 1:10-3:00 p.m.
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HST390 (S) Teaching History
A consideration of how the study of history, broadly conceived, gets translated into curriculum
for middle and secondary schools. Addressing a range of topics in American history, students
develop lesson and unit plans using primary and secondary resources, films, videos and internet
materials. Discussions focus on both the historical content and on the pedagogy used to teach it.
Open to upper-level undergraduates and graduate students. Does not count for seminar credit in
the history major. {H} 4 credits
Peter Gunn
M 7:00-9:30 p.m.
Special Studies Options in History
Students wishing to pursue individualized study in their junior or senior years on
campus may enroll in a Special Studies tutorial (HST 404). A student must secure
the agreement of a faculty member to supervise a particular project prior to
enrolling for a Special Studies. Examples of the kinds of work done in Special
Studies tutorials include:
in-depth reading in an area not covered in another course;
the execution of a research proposal developed in another course (either library
research or empirical research); and
other options, to be negotiated between the student and a particular faculty member.
Cross-Listed Courses
AAS209 Feminism, Race and Resistance: History of Black Women in America
This interdisciplinary course will explore the historical and theoretical perspectives of African
American women from the time of slavery to the post-civil rights era. A central concern of the
course will be the examination of how Black women shaped, and were shaped by the
intersectionality of race, gender, and sexuality in American culture. Not open to first-year
students. {H} 4 credits
Paula Giddings
M 7:00-9:30 p.m.
AAS278 The 60's: A History of Afro-Americans in the United States from 1954 to 1970
An interdisciplinary study of Afro-American history beginning with the Brown Decision in
1954. Particular attention will be given to the factors which contributed to the formative years of
"Civil Rights Movements," Black films and music of the era, the rise of "Black Nationalism,"
and the importance of Afro-Americans in the Vietnam War. Recommended background: survey
course in Afro-American history, American history, or Afro-American literature. Not open to
first-year students. Prerequisite: AAS117 and/or AAS270, or permission of the instructor.
Enrollment limited to 40. {H} 4 credits
Louis Wilson
TTH 1:00-2:50 p.m.
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AAS370 Modern Southern Africa
In 1994 South Africa underwent a "peaceful revolution" with the election of Nelson Mandela.
This course is designed to study the historical events that led to this dramatic development in
South Africa from 1948-2000. {H/S} 4 credits
Louis Wilson
TH 3:00-4:50 p.m..
EAS219 Modern Korea
An introduction to Korean history since the 17th century including a survey of social intellectual,
political, and economic structures. Korea's interactions with East Asian neighbors, Britain,
France, the U.S.A., and Russia. The devastating effects of imperialism, colonialism, civil war,
invasion, and long-term division. {H} 4 credits
Jennifer Jung-Kim
MWF 11:00 a.m.-12:10 p.m.
History students may also be interested in some of the First Year Seminars that will be offered
next semester. FYS courses are typically open only to first year students, but if they are not fully
enrolled sophomores and above may be able to join by attending the first meeting. FYS courses
may not be taken for credit toward the History major or minor, but some of them are taught by
historians or are historical in content and may be a suitable supplement to courses taken for
major or minor credit. FYS courses to be offered next semester that may interest history students
include:
FYS125 Midwifery in Historical and Cross-Cultural Perspective
While most births worldwide are still attended by midwives, the midwife in the U.S. today is a
rare birth attendant. Alternately feared and revered, the midwife has often served as a bellwether
to how a society values its women and children. The course will also examine the history of
midwives and midwifery in the European and American traditions, with particular attention to
the manuals written by midwives to instruct other women about birth and women’s health. The
course will also study the varieties of birth experiences in other societies from cross-cultural
perspectives, with special emphasis on health for women in the developing world today.
Because the Pioneer Valley is an area with particularly active groups of professional and directentry (lay) midwives, there will be opportunities to meet and discuss these issues with current
practitioners. {H/S} WI 4 credits
Erika Laquer
Time - TBA
FYS142 Re-enacting the Past: History as Hypothesis
Reenacting the Past is a first-year seminar based on historical role-playing. In it students reenact
moments of high drama from the distant and not-so-distant past, and from cultures strange and
engrossing. This section of the seminar consists of three competitive games: “The Threshold of
Democracy: Athens in 403 B.C.”; “Confucianism and the Succession Crisis of the Wanli
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Emperor”; and “The Trial of Anne Hutchinson”. In the “Athens” game, students constitute
themselves as the Athenian Assembly after the Peloponnesian War; assigned roles corresponding
to the factions of the day, they quarrel about such issues as the democratic character of the
regime, the resumption of an imperial foreign policy, and the fate of Socrates. In the “Wanli”
th
game they are the Hanlin Academy of 16 -century China, where a succession struggle inside the
Ming dynasty is underway. In the “Hutchinson” game they are the General Court of
Massachusetts, conducting the trial of Anne Hutchinson, accused of heresy. Class sessions are
run by students; the instructor sets up the games and functions as an adviser. Students work in
groups, debate issues, negotiate agreements, cast votes, and strive to achieve their group’s
objectives. Course materials include game rules, historical readings, detailed role assignments,
and classic texts (e.g., Plato’s Republic, the Analects of Confucius). Papers are all game- and
role-specific; there are no exams. {H} WI 4 credits
Section 2: Daniel Gardner
TTH 1:00-2:50 p.m.
A reading knowledge of foreign languages is highly desirable and is especially recommended for
students planning a major in history.
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THE FACULTY
Marnie Anderson, Assistant Professor, Japanese history
Marnie S. Anderson specializes in the social, cultural, and political history of modern Japan. She
received her B.A. from Smith College and her M.A. and Ph.D. from the University of Michigan.
She is currently working on a book manuscript that examines discourses about gender,
citizenship and the nation in late nineteenth-century Japan. She teaches three sequential surveys
of Japanese history from ancient times to the present as well as specialized courses on gender in
Japanese history, World War II in East Asia, social protest, and images of Japanese women.
office: Neilson Library 2/14
ext.: 3708
e-mail: msanders@email.smith.edu
Ernest Benz, Associate Professor, Modern European social history
Fertility, Wealth, and Politics in Three Southwest German Villages 1650-1900 analyses the onset
of family limitation on the right bank of the Rhine river, the earliest documented practice of
contraception among Germans. Related topics include migration, marriage, mortality,
illegitimacy, inheritance, occupation, landholding, industrialization, and women's work.
Currently researching the family histories of rural and urban Jews in Baden from 1800 until the
Holocaust. Other specific interests include the revolution of 1848 at the local level and struggles
between State and Church, but willing to listen and discuss almost any subject.
Teaching duties include three sequential surveys together covering Europe since 1618, focused
courses on the French Revolution and on grass-roots social history, colloquia in modern
intellectual history, and occasionally a seminar on the history of fertility control.
office: Pierce Hall 302
ext.: 3716
e-mail: ebenz@email.smith.edu
Daniel Brown, Lecturer, Islamic Middle East
Specializes in Islamic intellectual history in the modern period, with particular reference to
intellectual movements in the Indian Subcontinent and Egypt, and to the development of Islamic
modernism. He is the author of Rethinking Tradition in Modern Islamic Thought and A New
Introduction to Islam as well as articles on Islamic modernism, modern Muslim ideologies of
martyrdom, and modern Muslim attitudes toward scripture. He has lived and studied in Pakistan
and in Egypt. In the fall semester he will teach a colloquium on modernism and traditionalism in
Islamic thought and in the spring will once again offer History 208: The Shaping of the Modern
Middle East.
office: TBA
phone: 1-413-218-7591
e-mail: dwbrown@email.smith.edu
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Darcy C. Buerkle, Assistant Professor, Modern Europe
She is presently completing a manuscript entitled, Visualizing Effacement: German Jewish
Women and Suicide and has recently published articles both on the artist Charlotte Salomon and
on German women and portraiture in the early twentieth century. Her research focuses on
modern European women's history with an emphasis on German and German Jewish women's
intellectual and cultural history. Related interests include visual culture, the history of the social
sciences, the history of psychoanalysis and contemporary debates in historiography. She was
honored to receive the Junior Faculty Teaching Award at the 2003 Rally Day Celebration.
office: Wright Hall 228
ext.: 3724
e-mail: dbuerkle@smith.edu
Daniel K. Gardner, Dwight W. Morrow Professor, East Asia (China)
Specializes in the intellectual and cultural history of pre-modern China. He received his A.B.
from Princeton University and his Ph.D. from Harvard University. His most recent book,
Canon, Commentary, and the Confucian Tradition (Columbia University Press, 2003), is an
extended analysis of how--and why--different commentators over the centuries read the
enormously influential text of the Analects differently.
office: 138 Elm Street #4
ext.: 3718
e-mail: dgardner@email.smith.edu
Sean Gilsdorf, Lecturer, Medieval History
His research focuses upon the political and religious history of early medieval Europe, in
particular Germany and the Burgundian kingdom. Currently completing his Ph.D. at the
University of Chicago, he has taught at Chicago as well as Sophia University (Tokyo) and the
University of Richmond. He is the editor of The Bishop: Power and Piety at the First
Millennium (Lit-Verlag, 2004), and the author of Queenship and Sanctity: The Lives of Mathilda
and the Epitaph of Adelheid (Catholic University of America Press, 2004) and the forthcoming
Otloh of St. Emmeram: Visions and Temptations (Broadview Press). This year, he will be
teaching a survey of the latter Middle Ages as well as a colloquium on mdieval England
(HST27).
office: TBA
ext.: TBA
e-mail: sgilsdorf@smith.edu
Sergey Glebov, Five College Assistant Professor, History of the Russian Empire
He is a historian of the Russian Empire/USSR. He received his Masters degree in Nationalism
Studies from the Central European University in Budapest and his PhD from Rutgers University.
His research focuses on intellectual, political, and cultural history of the Russian empire and on
ideologies of imperial expansion, Russian nationalism and Russia’s nationalities. He has
published on the Russians’ perceptions of “Europe” in the 19th and early 20th century, as well as
on early Soviet nationalities policies. He is currently working on the manuscript based on his
doctoral dissertation – The Challenge of the Modern: Eurasianism and the Russian Empire – that
explores the emergence and development of an ideology that proclaimed the existence of a
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separate civilization coinciding with the former Russian empire. In fall 2006, he will teach a
seminar on the Russian revolutionary movement, at Smith, and at the University of
Massachusetts a survey of empire-building in Eurasia.
office: Pierce Hall 108
ext.: 3742
e-mail: sglebov@smith.edu
Jennifer Guglielmo, Assistant Professor, United States
She teaches U.S. history in the late 19th and 20th centuries. She is also a member of the
American Studies Program. Her research interests include women's histories of political and
cultural activism; transnational and working-class feminisms; ethnic and race relations; and
histories of im/migration, labor and political radicalism. She is currently completing a book on
Italian women, transnational radicalism, and working-class feminisms in New York City (18801945).
office: Neilson 4/05
ext.: 3712
e-mail: jgugliel@email.smith.edu
Sabbatical 2006-07
Peter Gunn, Lecturer, United States, Education
Majored in Government and Education at Dartmouth College and went on to
earn his M.Ed. at Harvard University. Elected to the History and Social
Sciences faculty at the Williston Northampton School in 1985. Prior to
coming to Williston he served as a Teaching Fellow at the Northfield Mount
Hermon School. At Williston he holds the Henry and Judith Zachs Chair in
History and Economics. He teaches US History (standard and AP), Economics
(standard and AP) and The Constitution and Students' Rights. He serves as
Department Head, coaches cross-country and softball and serves
as a dorm parent for a ninth-grade boys dormitory. Also serves as a
District Coordinator and Institute Mentor for the Center for Civic
Education.
I am interested in change. Teaching is an opportunity to stimulate change
by developing each student's latent capacities to examine, understand and
analyze their world into potent capabilities to inquire and express
themselves as citizens.
I am curious about why things are. Learning is an opportunity to gain
wisdom in the vigorous pursuit of the truth. I try to inspire such
curiosity and persistence within my students.
Teaching is powerful. I can "do good well" in the classroom and encourage
my students to do so as well.
office: TBA
ext.: TBA
e-mail: pgunn@email.smith.edu
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Jennifer Hall-Witt, Lecturer, Modern European Women’s History
She received her B.A. in history at Northwestern University and her M.A. and Ph.D. in history at
Yale University. She taught at The University of Tennessee at Chattanooga and at Denison
University in history and women's studies. She specializes in the cultural history of eighteenthand nineteenth-century Britain, with a particular interest in gender history, the history of the arts,
and political culture. She is currently completing a book manuscript titled Fashionable Acts:
Opera and Elite Culture in the Age of Reform and has published essays on related topics. Her
research approaches the opera as a social (and gendered) space, using it to develop new
perspectives on the decline of the British aristocracy by exploring changes in the elite's cultural
practices and modes of public display from the 1780s to the 1880s. In 2006-07 she will teach
courses on culture and gender in the British empire and HST289, The History of Sexuality from
the Victorians to the Kinsey Report.
office: TBA
ext.: TBA
e-mail: jhallwit@smith.edu
Daniel Horowitz, Mary Huggins Gamble Professor of American Studies, United States
Intellectual History
He majored in American Studies as an undergraduate at Yale and then went on to earn his Ph.D.
in History at Harvard because his teachers at Yale told him there were no jobs in American
Studies. Before coming to Smith in 1989, he taught at Harvard in History, Wellesley College in
History, Skidmore College in American Studies, Carleton College in American Studies, the
University of Michigan in History and American Studies, and Scripps College in History and
American Studies. At Scripps he was the Nathaniel Wright Stephenson Professor of History and
Biography. As a scholar he has focused on how American writers have responded to affluence
and consumer culture since the 1830s. So far, this interest has led him to publish The Morality of
Spending: Attitudes Toward the Consumer Society in America, 1875-1940 (1985); Vance
Packard and American Social Criticism (1994); Betty Friedan and The Making of The Feminine
Mystique: The American Left, the Cold War, and Modern Feminism (1998); The Anxieties of
Affluence: Critiques of American Consumer Culture, 1939-1979 (2004); Jimmy Carter and the
Energy Crisis of the 1970: The "Crisis of Confidence" Speech of July 15, 1979, ed. and intro. (
2004). Among the honors he has received are fellowships from the National Humanities Center
and the National Endowment for the Humanities; for his book on Friedan--the Constance Rourke
Prize from the American Studies Association and the annual book prize from the North East
Popular Culture Association; for Anxieties the Eugene M. Kayden Prize for the best book
published in the humanities in 2004 by a university press; and the 2003 Mary C. Turpie Prize
from the American Studies Association for “outstanding abilities and achievement in American
Studies teaching, advising, and program development at the local or regional level.” At Smith he
has taught American Studies 100: Ideas in American Studies; American Studies 201:
Introduction to American Studies; American Studies 202: Methods in American Studies,
American Studies 341, The U.S. as a Consumer Society, and American Studies 555 and 556, the
core courses in the graduate American Studies Diploma Program. A specialist in recent
American history, he has also taught History 273: Contemporary America and History seminars
as well.
office: Wright Hall 129
ext.: 3588
e-mail: dhorowit@email.smith.edu
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Helen Horowitz, Sydenham Clark Parsons Professor, United States Cultural and Social,
Institutional, Women
Research ranges over a number of areas: urban life, cultural philanthropy, women, higher
education, biography, and intimate life, sexuality, sexual representation, and censorship. Culture
and the City examined the cultural institutions of 19th-century Chicago. A series of articles on
zoological gardens looked at the relation between conceptions of wild animals and human
society and their presentation. Alma Mater probed the ways in which founders of women's
colleges expressed their hopes and fears about women as they offered them the liberal arts.
Campus Life looked at the history of undergraduate cultures. A biography of M. Carey Thomas,
president of Bryn Mawr College and feminist, 1857-1935, appeared in 1994. Culture War:
Sexual Knowledge and Suppression in Nineteenth-century America explores sexual
representations and the campaign to censor them that led to the landmark Comstock Law of 1873
that barred obscene materials, contraceptive information and devices, and abortion
advertisements from the U.S. mails.
History 279 surveys urban history of the United States, largely from a cultural and social
perspective. History 383, a research seminar, works with students as they explore the Sophia
Smith Collection and Smith College Archives. History 271 is a conference course on the history
of the landscape and built environment. Two American Studies courses, an introductory course
and a senior symposium, allow interdisciplinary exploration.
office: Wright Hall 120
ext.: 3741
e-mail: hhorowit@email.smith.edu
Richard Lim, Professor, Ancient Mediterranean, Greece and Rome
Field of research focuses on the history and religions of the Mediterranean and Near Eastern
worlds in the period of late antiquity. Published works, based on original Princeton Ph.D.
dissertation (1991), include Public Disputation, Power and Social Order in Late Antiquity
(1995); "Religious Disputation and Social Disorder in Late Antiquity," Historia (1995); and
"Christian Triumph and Controversy," Late Antiquity: A Guide to the Post-Classical World
(1999) and Interpreting Late Antiquity (2001). Other works, based on my current research
project on the transformation of Roman public games and civic life, include "The tribunus
voluptatum in the Later Roman Empire," Memoirs of the American Academy in Rome (1996);
"Consensus and Dissensus on Roman Games in Early Byzantium," Byzantinische Forschungen
(1997); "Isidore of Pelusium on Roman Public Spectacles," Studia Patristica (1997); " "People
as Power: Games, Munificence and Contested Topography," The Transformation of the Urbs
Roma in Late Antiquity, Journal of Roman Archaeology Supplements (1999); and "'In the
Temple of Laughter': Visual and Literary Representations of Spectators at Roman Games,"
Studies in the History of Art (National Gallery, D.C. 1999). Most recent works include
"Augustine, Grammarians and the Cultural Authority of Virgil," in Roger Ree, ed., Virgil in the
Fourth Century (forthcoming); "The Roman Pantomime Riot of A.D. 509." Mélanges Cracco
Ruggini (forthcoming); and "Converting the Unchristianizable: the Baptism of Stage Performers
in Late Antiquity," in Anthony Grafton and Kenneth Mills, ed., Conversion in Late Antiquity and
the Middle Ages (forthcoming). I have also served as the editor of the sixth edition of Readings
in Ancient History (2001); and co-editor of The West in the Wider World: Two Millennia of
23
Interactions (2002) and The Past Before Us: the Recent Historiographies of Late Antiquity
(forthcoming).
As the Department's ancient historian, my lecture courses necessarily cover a considerable
geographical and chronological expanse (ca. 800 B.C. and even earlier to ca. A.D. 400). I teach
a four-semester cycle of ancient history survey courses: Ancient Greece (HST 202), Alexander
the Great & the Hellenistic World (HST 203), The Roman Republic (HST 204); and The Roman
Empire (HST 205). In addition to the ancient surveys, I have also taught several colloquia under
the rubric of HST 206, Aspects of Ancient History, including "The Emergence of Byzantium,"
"Law and Society in Greece and Rome," and "Sports and Public Entertainment in Greece and
Rome." The senior seminars I offer under the rubric of HST 302, Topics in Ancient History,
tend to be even more specifically tied to my own research interests; previous topics include:
"'Bread and circuses': Public Spectacles in the Roman World" and "Late Antique and Early
Medieval Rome." I also teach HST 201, "The Ancient Silk Road," a course on the history of the
pre-modern contact between "East" and "West," from pastoral nomads to Marco Polo.
office: Seelye Hall 108
ext.: 3717
e-mail: rlim@email.smith.edu
David Newbury, Gwendolen Carter Professor of African Studies and Five Colleges Fortieth
Anniversary Professor. Africa.
His research has focused on three major projects dealing with the historical dynamics of Central
and East Africa. They explore a range of issues, from precolonial times to the multiple crises of
the 1990s. One project studied precolonial social transformations in the Kivu Rift Valley, the
border area between Rwanda and Congo; it traces the relationship of clan alterations to the
emergence of kingship in a Congolese community. A second project studied how a devastating
famine in eastern Rwanda during the late 1920s led to the reinforcement of colonial power in the
region; it assesses the gendered experience of ecological crisis as well as the effects on local
politics, on missionary history, on local labor strategies; and on regional colonial competition.
Yet another research project traced the social transformations in a forest community in eastern
Congo, as colonial policies forced a shift from a hunting-gathering economy to agricultural
production. More recently, Prof. Newbury has studied the historical roots to violence in Central
Africa during the 1990s, tracing both the historical effects and the efforts by local actors, at
various levels, to rebuild functioning communities and transcend the catastrophes of the
genocide in Rwanda (1994), and the two recent wars in the Congo (1996-97; 1998-present).
Professor Newbury's publications deal both with issues specific to Central Africa and with
broader historiographical and methodological questions. His books include Vers le Passé du
Zaire: Méthodes Historiques; Kings and Clans: A Social History of the Lake Kivu Rift Valley;
African Historiographies: What History for Which Africa?; and Paths to the Past: Essays in
Honor of Jan Vansina. In addition, he has published numerous articles on history, method,
historiography, and the current crises of Central Africa.
He teaches regional courses on East, West, and Central African history, as well as thematic
courses on a variety of topics; among them are: Environment and History in Africa, Famine in
Historical Perspective, Women in African History; African Peasants in Historical Perspective;
24
and Missions and Missionaries in Africa. In 2006, he received the Senior Faculty Teaching
Award from the Student Government Association.
office: Seelye 416
ext.: 3723
e-mail: dnewbury@email.smith.edu
Sabbatical 2006-07
Neal Salisbury, Professor, North America to 1800, Native American
Neal Salisbury specializes in colonial-revolutionary North American and Native American
history. His research and writing interests center on indigenous Americans, particularly in New
England and during the era of European colonization. His publications include Manitou and
Providence: Indians, Europeans, and the Making of New England, 1500-1643 (Oxford
University Press, 1982); an edition of the famous captivity narrative by Mary Rowlandson, The
Sovereignty and Goodness of God (Bedford/St. Martin's, 1997; originally published in 1682);
and two volumes of essays, A Companion to American Indian History, edited with Philip J.
Deloria (Blackwell, 2002), and Reinterpreting New England Indians and the Colonial
Experience, edited with Colin G. Calloway (Colonial Society of Massachusetts, 2003); and
numerous articles, essays, and reviews. He is the co-author of two textbooks: The Enduring
Vision: A History of the American People (Houghton Mifflin, 5th ed., 2004), a college-level U.S.
survey text, and The People: A History of Native America (Houghton Mifflin, forthcoming), for
courses such as HST 268. His long-range project is a volume that will extend the story in
Manitou and Providence through the end of the Anglo-Indian conflict known as King Philip's
War (1675-76). He co-edits a book series, Cambridge Studies in North American History, with
Cambridge University Press, and is currently serving a three-year term on the Council of the
Omohundro Institute of Early American History and Culture.
His teaching includes lecture courses on North America, 1400-1800, and Native American
Indians, 1400-present; a seminar on the American Revolution; and colloquia on various topics in
colonial, Native American, and western American history. In spring 2007, he expects to offer a
colloquium on cross-cultural captivity in North America before 1860.
office: Neilson Library 208
ext.: 3726
e-mail: nsalisbu@email.smith.edu
Joachim W. Stieber, Professor, Late Medieval, Renaissance and Reformation Europe
Research and writing have centered on the conciliar movement and European constitutional
history in the later Middle Ages and the Early Modern period, focused on the interaction of
theological and political thought and the practice of government in the Church and in secular
society. Publications have dealt with the Council of Basel and the German Empire (1978),
Nicholas of Cusa (1990) and Duke Amadeus VIII-Pope Felix V, the anti-pope of the Council of
Basel (1992). Current major work in progress is the preparation of a critical edition and English
translation of the decrees and letters of the Council of Basel that deal with the council's
conception of constitutional monarchy in the Church. The volume will be accompanied by an
edition and translation of the Libellus apologeticus of Pope Eugenius IV, a major counterstatement by the Roman Curia, defending absolute papal monarchy.
25
Teaching program normally consists of two intermediate-level survey courses on the Italian
Renaissance in its late medieval setting and on Europe in the Age of the Reformation, with a
focus on religious and constitutional history. In most years, a colloquium on the Middle Ages
and the Renaissance in European thought from the mid-eighteenth to the later nineteenth century
is offered. A seminar on a selected aspect of European history from 1300 to 1660 is regularly
taught; recent topics included the Theory and Practice of Limited Monarchy and a comparison of
governance in the Old World and in the New World, particularly in the English colonies of North
America.
office: Wright Hall 113
ext.: 3715
e-mail: jstieber@email.smith.edu
Robert Weir, Lecturer, United States, Labor
Robert Weir returned to Smith in 2005 after several years teaching at Bay Path College. He has
also taught at Mount Holyoke, the University of Massachusetts, and Mount Ida College, and was
a senior Fulbright scholar in New Zealand. He has published four books on the American labor
movement: The Changing Landscape of Labor (with Michael Jacobson-Hardy); Beyond Labor's
Veil: The Culture of the Knights of Labor; Knights Unhorsed: Internal Conflict in a Gilded Age
Social Movement; and The Historical Encyclopedia of American Labor (with James Hanlan). In
2006-7, his courses survey the United States in the nineteenth and twentieth centuries.
office: TBA
ext.: TBA
email: rweir@email.smith.edu
Ann Zulawski, Professor of History and Latin American Studies, Latin America
Her book, Public Health and Political Change in Bolivia, 1900-1950 will be published by Duke
University Press. The book examines the ways in which national debate about medicine and
public health was related to different visions of citizenship, the state and the roles of indigenous
Bolivians and women in the nation. She also has written on the social and economic history of
Bolivia in the Spanish colonial period, including They Eat from Their Labor: Work and Social
Change in Colonial Bolivia (Pittsburgh, 1995). Her teaching includes surveys of Latin America
in the colonial and national periods as well as specialized courses on Andean society, gender in
Latin American history, Cuban society and culture, the history of public health in Latin America,
and U.S. foreign policy in the region.
office: 10 Prospect Street #201
ext.: 3727
e-mail: azulawsk@email.smith.edu
Scheduled Leaves of Absence and Retirements for the Faculty
Jennifer Guglielmo – year 2006-07
David Newbury – year 2006-07
Joachim Stieber – fall 2006 (to retire end of year 2006-07)
26
Department Office
Lyn Minnich, Department Secretary, can be located in the basement of Wright Hall, office 13,
in the Social Sciences Cluster.
ext.: 3702
e-mail: lminnich@email.smith.edu
Departmental Activities & Programs
Fall Events:
Presentation of the Major and History Fair
Brown Bag Lunch Series
Annual Department Lecture
Visiting Lecturers
Spring Events:
Brown Bag Lunch Series
Visiting Lecturers
Packard's Night
Speaker Series: student and faculty reports on work in progress
Watch for announcements of specific events, or contact one of the student liaisons,
or check the department's web page at http://www.smith.edu/history.
Student Liaisons 2006-2007
Regan Gibson, campus box 6897, x4376, rgibson@email.smith.edu
(It really is okay for you to call us! We're not just saying that. We don't bite and we'd be glad
to answer any questions about classes, JYA, professors.)
27
Departmental Honors Program
The honors program is a one-year program taken during the senior year. Students who
plan to enter honors should present a thesis project, in consultation with an adviser, no
later than pre-registration week of the spring semester of their junior year. Students
spending the junior year away should submit their proposal to the Director of Honors in
the spring semester and must apply not later than the second day of classes of the fall
semester of their senior year.
The central feature of the History honors program is the writing of a senior thesis, which
is due on the first day of the spring semester of the senior year. The preparation of the
thesis counts for eight credits during the fall semester of the senior year. Each honors
candidate defends her thesis in the week before spring recess at an oral examination in
which she relates her thesis topic to a broader field of historical inquiry, defined with the
approval of the director of honors.
The History honors major comprises 11 semester courses, at least six of which shall
normally be taken at Smith, distributed as follows:
1.
Field of concentration: four semester courses, at least one of which is a Smith
History department seminar. Two of these may be historically oriented courses at
the 200-level or above in other disciplines, approved by the student’s adviser.
2.
The thesis counting for two courses (eight credits).
3.
One semester course in ancient history.
4.
Four history courses or seminars (16 credits) in a field or fields other than the
field of concentration. One of these may be a course cross-listed in the History
department.
5.
No more than two courses taken at the 100-level may count toward the major.
6.
Geographical breadth: among the 11 semester courses counting towards the major
there must be at least one course each in three of the following geographical
regions.
Africa
East Asia and Central Asia
Europe
Latin America
Middle East and South Asia
North America
Courses in the field of concentration and outside the field of concentration may be used
to satisfy this requirement. AP credits may not be used to satisfy this requirement.
Director of Honors: TBA
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Recent honors thesis titles include:
"The Girl Behind the Man behind the Gun": Class Distinctions Among British
Women Munitions Workers During the First World War
Specters from the Nursery: Issues of Legitimacy and the Impact of Rumor on
the Glorious Revolution of 1688/89
Sixth-Century Italy: Crisis and Change, Reconciling Frankish Annals with Their
Sources
"we enjoyed Mrs. Woolf but felt her Cambridge was not ours"
Merit-Based Admissions to Kosher Kitchens: Changing Demands of Jewish Students
at Smith College, 1887 to Present Day
Caught with their Pants Down: Clausewitz versus Sun Tzu in Light of Hitler's
Military Collapse in Normandy
From Active Cathar to Passive Dominican: The Evolution of Women's Spirituality in
Medieval Southern France
The Presentation of a Queen [Elizabeth I of England]
The White Woman’s Burden [in India under the British Raj]
Mother or Devil: Interpreting the Mistress-Slave Girl Bond [in the United States]
From Intransigence to Consensus: A History of the Peace Process in Northern Ireland
The Intersection of Public Policy and Social Movements: A Study of Black
Power Student Movements at Two Northern Urban Universities 1966-1972
The British in Ireland: The Ulster Plantation
Stalking a Lost Deed: The End of Democracy in Postwar Czechoslovakia
Horsemen of the Apocalypse: German Expressionists and the Process of Political
Radicalization
A United Front for Peace and Freedom: Anti-Fascism, Activist Politics, and their
Impact on Political Culture, 1922-1939 [in the United States]
Two Aspects of the Medieval Soul: Medieval Sexuality and the De Amore of
Andreas Capellanus
Too Jewish? Ethnicity and Assimilation in American Vaudeville 1880-1930
29
The Right to Resistance: The Development of Constitutional Theory in SixteenthCentury France
The Desert with No Walls: Reassessing the Historical Portrayal of Early Egyptian
Monasticism
Avant-Garde with Mass Appeal: Potemkin and Mother as Popular Cinema
National Political Awareness in the Localities Before and During the English Civil
Wars
Anne Boleyn and the Politics of Religious Reform
"Excuse me, but did you hear a piercing scream?": British Foreign Policy 1935-38,
and the Failure of Collective Security in the Political Cartoons of David Low
Blest Be the Tie that Binds: Mennonites, Conscientious Objectors, and the American
State, 1917-1947
To Bear, or not to bear…: The martial and maternal choices of Mary and Elizabeth
The Propitious Problem of Shell Shock: World War I as a Turning Point for
Psychiatry in Britain and Germany
Laquelle était la vraie France? Vichy France, Free France, and the International
Labour Organisation during World War II
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Awards and Prizes
The Thomas Corwin Mendenhall Prize: This prize is awarded annually for an essay
written within the current or the three preceding semesters in a regular history course
taken at Smith College. Essays originally submitted in seminars, for special studies or as
honors theses are not eligible. If an essay was written in response to a specific question
or problem posed by an instructor, the stated assignment should be submitted along with
the essay. All essays should indicate for which course and in which semester they were
originally written and should be submitted to the Department of History, Wright Hall 13,
by April 21, clearly identified as submissions for the Mendenhall Prize competition. A
student may submit no more than one essay for the competition.
Recent recipients of the Mendenhall Prize are Tasha Chemel 2007, Diane H. Lee 2004,
Georgi Vogel 2003, Clare Kelly-Barra AC 2002, Marin Kress 2003, Hannah Freed-Thall
2002, Jessica deCourcy Hinds 2000, Kathleen Wildman 2000, Melissa Eblen 1999, Amy
Tanzer 1998, Carra Taylor 1997 and Gretchen Geser 1997.
Gladys Lampert and Edward Beenstock Prize: This prize is awarded for the best
honors thesis in American studies or American history. Interested students should submit
their theses no later than April 21 to either Barbara Day, secretary of the American
Studies department, Wright Hall 12, or Lyn Minnich, secretary of the History department,
Wright Hall 13.
Recent recipients of the Beenstock Prize are Elizabeth Lerner 2005, Jacqueline Shine
2005, Laura Cutter, 2004, Christina Renee Lehman 2003, Rebecca Orsogna 2002,
Kimberly Buchanan Marlowe 2001, Laurel Lee Powers 2000, Kristin Sparks 2000, Dara
Weinerman 2000, Amanda Izzo 1999, Renee Landrum 1998, Lauren Brown 1998,
Melissa Naulin 1997 and Gina Rourke 1996.
Vera Lee Brown Prize: This prize is awarded for excellence in history to a senior
majoring in history in the regular course.
Recent recipients of the Brown Prize are Emily Merrill 2005, Bethany Miller 2005,
Heather Ortiz 2004, Eleanor Rivera 2004, Ann Lynch 2003, Rebecca Hurst 2002J, Jack
Slowriver 2001, Stacey Jurewicz 2000, Marta Schaaf 1999, (honorable mention to
Natalie Belanger 1999), Amy Tanzer 1998, Alethea Oliver-Olsen 1998, Story MatkinRawn 1997, Robin Reid 1997J, Nicole Pelletier 1996J and Ann Silverman 1996J.
Hazel L. Edgerly Prize: This prize is awarded to a senior honors history student for
distinguished work in that subject.
Recent recipients of the Edgerly Prize are Maureen McElligott 2005, Helen Keremedjiev
2004, Uzma Burney 2003, Christina Renee Lehman 2003, Alexia Yates 2002, Caroline
Hasenyager 2002, Erin McKim 2001, Erin Park 2000, Dara Weinerman 2000, Theodosia
Hashagen 1998, Hannah Stott-Bumsted 1997 and Donna Cacace 1996.
31
DIRECTORY OF ADDRESSES
Student Majors
Bartlett, Sally ’08
Campus Box 6048
x7327
sbartlet@email.smith.edu
Behrens, Hannah '07J
Campus Box 8087
x7340
hbehrens@email.smith.edu
Belden, Amanda '07
Campus Box 6212
x7427
abelden@email.smith.edu
Blake, Jessica '07
Campus Box 6302
x7895
jblake@email.smith.edu
Boehme, Kate ’08
Campus Box 6084
x7239
kboehme@email.smith.edu
Borenstein, Corey ’08
Campus Box 6094
x7332
cborenst@email.smith.edu
Braner, Elyse '07J
Campus Box 7322
x4811
ebraner@email.smith.edu
Burdelski, Susan AC
Campus Box 8820
x6000
sburdels@email.smith.edu
Clark, Emily '07
Campus Box 7712
x
elclark@email.smith.edu
Comly, Adrian '08
Campus Box 6178
x6435
acomly@email.smith.edu
Davis, Erin '07
Campus Box 7844
x6836
edavis@email.smith.edu
Davis, Rebecca AC
Campus Box 8834
bdavis@email.smith.edu
Diedalis, Jessica '07
Campus Box 7893
x5508
jdiedali@email.smith.edu
Donnelly, Katherine '07
Campus Box 7935
x
kdonnell@email.smith.edu
32
Dowds, Susannah ’08
Campus Box 6241
x7699
sdowds@email.smith.edu
Greenberg, Jessica ’07
Campus Box 8186
x6218
jgreenb@email.smith.edu
Harris, Alexandra ’08
Campus Box 6376
x6152
aharris@email.smith.edu
Hart-Morris, Kerri ’08
Campus Box 6377
x6933
khartmor@email.smith.edu
Hartz, Emily ‘08J
Campus Box 8661
x7920
ehartz@email.smith.edu
Herman, Macailagh '07
Campus Box 8094
x
mherman@email.smith.edu
Hohn, Erica '07
Campus Box 8103
x7662
ehohn@email.smith.edu
Holz, Celeste '08J
Campus Box 8105
x5556
cholz@email.smith.edu
Houston, Martha ’08
Campus Box 6413
x6398
mhouston@email.smith.edu
Howe, Maya ’08
Campus Box 6415
x6185
mhowe@email.smith.edu
Hunter-Ensor, Gabrielle '07
Campus Box 8117
x
ghunter@email.smith.edu
Jefferson, Eleanor ’08
Campus Box 6446
x4848
ejeffers@email.smith.edu
Jones, Allison '08
Campus Box 6269
x6133
amjones@email.smith.edu
Kelley, Melissa '07
Campus Box 8158
x
mkelley@email.smith.edu
Keown, Bridget '07
Campus Box 8163
x
bkeown@email.smith.edu
Krajicek, Korri '07
Campus Box 8196
x
kkrajice@email.smith.edu
33
Kriz, Kelly '07
Campus Box 8198
x
kkriz@email.smith.edu
Kulidzhanova, Yeva '07
Campus Box 8200
x
ykulidzh@email.smith.edu
Lewis, Samantha ’08
Campus Box 6573
x4814
slewis@email.smith.edu
MacRae, Margaret '07
Campus Box 8280
x5687
mmacrae@email.smith.edu
Malbon, Emma '07
Campus Box 8289
x4737
emalbon@email.smith.edu
Matoian, Lauren '07
Campus Box 8317
x
lmatoian@email.smith.edu
Palmer, Nina '07
Campus Box 8423
x
npalmer@email.smith.edu
Pariseau, Wendy AC
Campus Box 8953
wparisea@email.smith.edu
Patters, Denise AC
Campus Box 8908
x
dpatter2@email.smith.edu
Phillips, Arianna ’08
Campus Box 6976
x6406
aphillip@email.smith.edu
Rabin, Eva ’08
Campus Box 7063
x6050
erabin@email.smith.edu
Rice, Sarah '07J
Campus Box 8063
x5605
srice@email.smith.edu
Sabine, Melody AC
Campus Box 8872
x
msabine@email.smith.edu
Schoenen, Kathryn ’08
Campus Box 7507
x6646
kschoene@email.smith.edu
Siddiqui, Ayesha ’08
Campus Box 7706
x7819
asiddiqu@email.smith.edu
Siket, Lauren '07
Campus Box 8540
x7536
lsiket@email.smith.edu
34
Stellrecht, Caitlyn ’08
Campus Box 8547
x7542
cstellre@email.smith.edu
Struble, Shannon '07
Campus Box 8608
sstruble@email.smith.edu
Taylor, Jennifer '07J
Campus Box 8001
x6570
jtaylor@email.smith.edu
Thal-Pruzan, Gabrielle ’08
Campus Box 8651
x6546
gthal@email.smith.edu
Wall, JoAnna '07
Campus Box 8686
x
jwall@email.smith.edu
Webb-Halpern, Leah '07
Campus Box 8697
x
lwebb@email.smith.edu
White, Sarah '07
Campus Box 8439
x7731
srwhite@email.smith.edu
Student Minors
Chien, Regina ’08
Campus Box 6154
x7453
rchien@email.smith.edu
John, Pamela AC
Campus Box 8824
x
pjohn@email.smith.edu
Lim, Jee Hae '09
Campus Box 7089
x6126
jlim@email.smith.edu
MacDonald, Melissa '07
Campus Box 8270
x6403
mmacdon2@email.smith.edu
Williams, Julia '07
Campus Box 8714
x7925
jwillia2@email.smith.edu