In this class we will come to understand the vast changes in Spanish life that have taken place since Franco's death in 1975. We will focus on the new freedom from censorship, the re-emergence of movements for regional autonomy, the new cinema, reforms in education and changes in daily life: Sex roles, work, and family that have occurred in the last decade. In so doing, we will examine myths that are often considered commonplaces when describing Spain and its people.

A US history ancillary/textbook that examines some traditional some non-traditional aspects of American social, cultural, gender, racial, political, and military history. Most chapters include content provided by community college students.

This is the second edition of the open access textbook that arose out of a course at the University of California, San Diego, called HILD 10: East Asia: The Great Tradition. The course covers what have become two Chinas, Japan, and two Koreas from roughly 1200 BC to about AD 1200. As we say every Fall in HILD 10: “2400 years, three countries, ten weeks, no problem.” The book does not stand alone: the teacher should assign primary and secondary sources, study questions, dates to be memorized, etc. The maps mostly use the same template to enable students to compare them one to the next.

The 1st edition is in the supplemental material tab.

This class provides a historical survey of the ways that people have interacted with their closest animal relatives, for example: hunting, domestication of livestock, exploitation of animal labor, scientific study of animals, display of exotic and performing animals, and pet keeping. Themes include changing ideas about animal agency and intelligence, our moral obligations to animals, and the limits imposed on the use of animals.

" This course provides an introduction to important philosophical questions about the mind, specifically those that are intimately connected with contemporary psychology and neuroscience. Are our concepts innate, or are they acquired by experience? (And what does it even mean to call a concept 'innate'?) Are 'mental images' pictures in the head? Is color in the mind or in the world? Is the mind nothing more than the brain? Can there be a science of consciousness? The course includes guest lectures by Philosophers and Cognitive Scientists."

""Reading Poetry" has several aims: primarily, to increase the ways you can become more engaged and curious readers of poetry; to increase your confidence as writers thinking about literary texts; and to provide you with the language for literary description. The course is not designed as a historical survey course but rather as an introductory approach to poetry from various directions -- as public or private utterances; as arranged imaginative shapes; and as psychological worlds, for example. One perspective offered is that poetry offers intellectual, moral and linguistic pleasures as well as difficulties to our private lives as readers and to our public lives as writers. Expect to hear and read poems aloud and to memorize lines; the class format will be group discussion, occasional lecture."

Aims to develop a teaching knowledge of the field through extensive reading and discussion of major works. The reading covers a broad range of topics -- political, economic, social, and cultural -- and represents a variety of historical methods. Students make frequent oral presentations and prepare a 20-page review essay.

This collection of stories about immigration is based on oral histories with staff, faculty, and students of Portland Community College from over twenty countries. Their narratives cover such topics as education, economic hardships and opportunities, family, marriage, documentation status, citizenship, gender, sexuality, war, violence, xenophobia, refugee camps, religion, politics, and language.

Growing from Reframing History, a podcast about history theory and practice, Reframing Digital Humanities: Conversations with Digital Humanists, Julian Chambliss, Professor of English at Michigan State University, brings together a diverse group of digital humanities practitioners to reflect on theory and practice. From the question of public engagement and knowledge production to considerations of identity and cultural production, the conversations presented in this work shed light on the ways digital humanities offer scholars tools to ask humane questions. Are the benefits promised being achieved? Are the right tools and training available? Are we asking the right questions? In this volume, scholars deeply engaged in using digital tools reflect on their work and this dynamic academic field.

European history from the fourteenth through the sixteenth century. Consideration of political, social, artistic, and scientific developments during this period of transition to the modern world. Examines the connections between Renaissance Humanism and the Protestant and Catholic reform movements of the sixteenth century. Studies works by Petrarch, Machiavelli, Brunelleschi, Leonardo, Erasmus, More, Luther, and Montaigne. The "Renaissance" as a phenomenon in European history is best understood as a series of social, political, and cultural responses to an intellectual trend which began in Italy in the fourteenth century. This intellectual tendency, known as humanism, or the studia humanitatis, was at the heart of developments in literature, the arts, the sciences, religion, and government for almost three hundred years. In this class, we will highlight the history of humanism, but we will also study religious reformations, high politics, the agrarian world, and European conquest and expansion abroad in the period.

An exploration of the changing role of the monarchy in British politics and culture, beginning with the accession of the House of Hanover (later Windsor) in 1714. The dynasty has encountered a series of crises, in which the personal and the political have been inextricably combined: for example, George III's mental illness; the scandalous behavior of his son, George IV; Victoria's withdrawal from public life after the death of Prince Albert; the abdication of Edward VIII; and the public antagonism sparked by sympathy for Diana, Princess of Wales. In addition to readings, materials include portraits, news footage, and films.

This is a series of 5 capstone lessons based on 5 interviews. Topics of the lesson are: Sergei Khrushchev (about the historical legacy of his father, Nikita Khrushchev), Sergei Enikolopov (crime), Viktor Loshak (journalism), Evgenii Aksenov (business), and Aleksandr Asmolov (education).

This is a series of 5 lessons based on an interview with historian Aleksandr Logunov. The topics of the lessons are: Historical figures, Peter the Great, Catherine the Great, Khrushchev and the Cold War, Khrushchev and the Thaw.

This is a series of 9 lessons based on films "Solovky Power" and "The Children of Ivan Kuzmich" and interviews by filmmaker Marina Goldovskaya. Topics of the lessons are: The director of the films, About the camp, Heroes, Life in the camp and after, About the film Solovky Power, The country and Stalinism, School 110, Parents and children, Adult life.

Examines different types of historical writing: political, social, cultural, demographic, biographical, and comparative. Includes discussion of historical films, fiction, memoirs, and conventional history. Particular attention given to works which have broken new ground in terms of their methodology and approach. Required writing includes brief weekly response papers and a substantial research paper (including proposal, first draft, and final draft), in conjunction with a formal oral presentation. Weekly discussion of readings include periodic student-led discussion and/or presentations. Open to all students, but required of history majors and minors in junior year. This course is designed to acquaint students with a variety of approaches to the past used by historians writing in the twentieth century. The books we read have all made significant contributions to their respective sub-fields and have been selected to give as wide a coverage in both field and methodology as possible in one semester's worth of reading. We examine how historians conceive of their object of study, how they use primary sources as a basis for their accounts, how they structure the narrative and analytic discussion of their topic, and what are the advantages and drawbacks of their various approaches.

Examines the experiences of ordinary Chinese people as they lived through tumultous change in the twentieth-century. Class discussion focuses on personal memoirs and films. Includes comparisons of the People's Republic of China, Taiwan, Hong Kong, and Singapore. 21F.991 is for students pursuing a minor in Chinese; students complete assignments in Chinese.

Intensive reading and analysis of key works in the theory and methods of the social study of science and technology. Aims at understanding the different questions and methods social scientists have posed and used in exploring how social context and norms influence the work of scientists and engineers. Students read studies of science labs, science policy, Internet culture, and science in popular culture.

This course is a graduate reading seminar, in which historical and contemporary studies are used to explore the interaction of technology with social and political values. Emphasis is on how technological devices, structures, and systems influence the organization of society and the behavior of its members. Examples are drawn from the technologies of war, transportation, communication, production, and reproduction.

The purpose of Speaking of Culture is to define culture and many other concepts associated with it. My hope is that the readings in this book will help you to better understand the breadth of the concept of culture and provide you with a vocabulary for discussing it more articulately.

Culture is one of those broad concepts that is used widely, although somewhat imprecisely, in everyday English. It also cuts across many academic disciplines, and this book draws on many of them. It touches, for instance, on anthropology, biology, history, mythology, political science, psychology, and sociology.

Provides an integrated approach to understanding the practice of engineering in the real world. Students research the life cycle of a major engineering project, new technology, or startup company from multiple perspectives: technical, economic, political, cultural. Emphasis on analyzing engineering artifacts, understanding documentation, framing logical arguments, communicating effectively, and working in teams.