The study of history and the social sciences provides certain kinds of knowledge, skills, and understanding fundamental to a liberal education. An understanding of the American past continues to be a prerequisite for a participating citizen in a constitutional republic. Vital though such study is, an understanding of our nation alone is not enough. The examination of other cultures around the globe is crucial for broadening a student’s understanding of an interdependent world. The Department of History and Social Science therefore integrates the study of international cultures throughout its program. Detailed information on the department, faculty, courses, and other aspects of history and social science may be found at http://www.andover.edu/history

Entering four-year students must complete seven terms of departmental study successfully. History 100 is required for virtually all ninthgraders. For these students, a trimester of History 200, taken in the 10th grade, and three terms of U.S. history (History 300/4 or 300/5 and 310 ) complete the department’s requirement. Students entering as 10th-graders must complete four terms of departmental study successfully: a term of History 200 taken in 10th grade, and three terms of U.S. history as described above. Students entering as 11th-graders must complete three terms of U.S. history successfully as described above, or, if given credit by the department chair for a U.S. history course taken previously, three terms of other courses in the department. Students entering as 12th-graders and postgraduates are strongly encouraged to take courses in history and social science but are not required to do so unless (1) the department deems their previous preparation inadequate, in which case they will be required to complete a term of departmental study; or (2) they took U.S. history in ninth or 10th grade, for which the department ordinarily does not grant credit.

For one-year international students, the diploma requirement is the completion of three trimesters of history, starting with History 320.

Exceptional 10th-graders, if they have completed at least two terms of history–social science with distinction, havemade an outstanding score on the school’s History Qualifying Test, have received permission from the department chair, and have been approved by the Academic Council, may take History 340/0, the yearlong course in modern European history.

The Department of History and Social Science grants no credit for summer study, including work completed at the Phillips Academy Summer Session.

The department is dedicated to placing students in the appropriate level of history study. Such placement is ordinarily done by departmental review of a student’s previous record. For a number of students (certain Juniors and Lowers during spring term, and many new Uppers, Seniors, postgraduates, and international students during the orientation period in September), proper placement requires taking the History Qualifying Test (HQT). The HQT is one of several aids the department employs in making placements; no student is placed on the basis of the HQT alone.

On the basis of their previous academic record in history and social science and other subjects, some students may be advised to wait to begin the U.S. history sequence—a term (begin in January), or a year (begin the following September).

Whether so advised by the department or not, all students and their advisors should understand that there is no requirement that students begin U.S. history during the Upper year. Indeed, many students with strong interests in other areas may find it to their advantage to postpone completion of the history and social science diploma requirement until Senior year.

In all cases, final individual placement is determined by the department chair.

Phillips Academy Archive

The Department of History and Social Science encourages the use of the Academy’s extensive archival collection. For students who have completed History 300 or 310 and are interested in pursuing work with the raw materials of history (including oral history), the Academy archivist offers a unique tutorial-research opportunity on some aspect of the history of Phillips Academy or Abbot Academy. Students undertaking archival study for credit should apply for an Independent Project through the dean of studies.

REQUIRED SEQUENCE IN WORLD HISTORY

Four-year students are ordinarily expected to complete History 100 and History 200 before enrolling in other courses in the department. Three-year students must complete History 200 before enrolling in other courses in the department. Lowers seeking to qualify for admission to History 340 may attempt to do so by taking the HQT described above. Those Lowers seeking to postpone History 200 for academic reasons must consult with their advisors and petition the office of the dean of studies.

HIST-100/0 World History 1000–1550:
When Strangers Meet
(a yearlong commitment)
Four class periods per week. For Juniors. When Strangers Meet explores and connects key episodes in world history that contributed to the emergence of a global network. The course begins with the rise and reach of Islam, then
examines theMongol empire, and ends with the rise of European nation states and their subsequent competition overseas. By delving into specific stories, from Mansa Musa’s pilgrimage to Mecca, to Marco Polo’s appointment to the court of Khubilai Khan, to the first interactions
between European explorers and Native Americans, students examine the political, social, and cultural forces that shaped the development of society from 1000 to 1550. An equally important objective of the course is to hone the skills of historians and social scientists: the abilities to think objectively; to read and evaluate primary documents and secondary materials; to organize outline notes; to distinguish between more and less important evidence to employ in written and oral argument; to use library research tools; and to utilize a variety of textual, visual, statistical, and physical materials to understand and explain the past.

HIST-SS200 The Early ModernWorld
(F-W-S) 1500–1800
Four class periods per week. For Lowers. Focusing on developments in both the Western and non-Western worlds, this course offers an interregional perspective on the period 1500–1800. The course examines the economic competition that drew the nations of Europe into Asia, Africa, and the Americas. Through close scrutiny of two case studies, the trades in spices and slaves, students will probe the intertwining of personal, political, and economic relations that developed during this time. As in History 100, a central aim of the course is to enhance student development of the central skills of historical analysis and exposition. Particular emphasis will be placed on the skills of critical reading and historical writing.

REQUIRED SEQUENCE
IN UNITED STATES HISTORY

HIST-300/4 The United States (T2)
HIST-300/5 (a two-term commitment)
Four class periods. For Uppers and Seniors. This course, along with History 310, completes the department’s diploma requirements. The sequence emphasizes three goals: a survey knowledge of American history through the Great Depression; the acquisition of skills by daily exercises in reading, note-taking, and writing; and in-depth study of organizing themes.

HIST-310 The United States
(F-S)
Four class periods. For Uppers and Seniors. Students must take History 310 in the term immediately following their completion of History 300. The focus is on the United States during and after World War II. Prerequisite: Successful completion of History 300/4 or 300/5. Students completing this course who wish to take the College Board Advanced Placement examination should check with their teachers, since extensive review is required.

HIST-320/4 Topics in United States History for International Students (T2)
(a two-term commitment)
Four class periods. A course for entering Seniors for whom English is a second language. The intention of this course is to recognize the particular needs and strengths of students.The content is focused around key questions and issues in United States history. These include how a “democracy” emerged in America, the enduring dilemma of race and ethnicity, the rise of the American economy, and America’s role in the world. The course emphasizes writing and language skills by gradually increasing the complexity of assignments and the amount of reading.

HIST-340/0 Modern European History
(a yearlong commitment)
Four class periods. This course is open to exceptional Lowers and Juniors (determined viaHQT results and with permission from the department chair) and to Uppers. The course has proven to be good preparation for the Advanced Placement examination in European history. Successful completion of this yearlong course, together with a year of U.S. history (History 300 and 310) and HIST-100/0 for four-year students, satisfies the department’s diploma requirements.

The fall term consists of a background survey of the 16th, 17th, and 18th centuries, with particular emphasis on the political, economic, and intellectual revolutions that helped to mold the modern world. The focus of the winter term is the period 1800–1914, with continuing attention given to the shaping of modern thought, the emergence of the nation-state, and the effects of industrialization. In the spring term, the course covers topics in 20th century Europe: the twoWorldWars and their effects, the nature of totalitarianism, and the Cold War and its aftermath. Reading is from primary and secondary sources, as well as fiction. Maps and visual materials are used where appropriate. (Mr. Quattlebaum)

HIST-SS480/ Disease and Medicine in
SCIE-480 the United States:
(F) Pox and Pestilence
Five class periods per week. Open to Uppers and Seniors. See also SCIE-480. In recent years, historians have begun to understand the impact of disease on the human story and have incorporated it into the more traditional narratives. In common with other parts of the world, the history of the United States has been profoundly influenced by infectious disease. In this course we invite you to come along on a multi-disciplinary journey to explore the impact of disease on the American experience in the 19th and 20th centuries. After exploring the pre-contact situation in the Americas, we will focus on syphilis, smallpox, bacterial sepsis, cholera, yellow fever, malaria, tuberculosis, influenza, polio, HIV/AIDS, and bioterrorism agents such as anthrax. Students will research the role these diseases played in the social, military, and political history of the United States together with the science and medicine that developed in response to them.This is a research seminar and students will use a variety of sources to write a term paper. There is no final examination. A student in this course is elegible for credit in either history or science. A student who wishes to receive history credit should sign up for HIST-SS480; a student who wishes to receive science credit should sign up for SCIE-480. (Ms. Doheny)

ADVANCED COURSES

HIST-SS520 Economics I:
(F-W-S) Macroeconomics and the Global Consumer
Four class periods per week. The course introduces students to the basic principles of macroand microeconomics and their application and relevance to national and international public policy. Students examine the development of the contemporary global economy and use basic theoretical tools to analyze current issues. Classes consist primarily of discussions, although the course also employs role-playing, debates, guest speakers, films, and student reports on their term projects. Students completing this course are eligible to enroll in History–Social Science 521 and/or History–Social Science 522.

FALL TERM—Limited to Seniors. Coupled with Hist-SS521 in the winter, the fall course will prepare students to take both the macroeconomics and microeconomics AP exams.

WINTER TERM—Preference to Seniors. Students enrolling in Hist-SS520 in the winter will be prepared to take the macroeconomics AP exam.

SPRING TERM—Preference to Seniors. Students seeking opportunities to develop a basic understanding of the discipline prior to attending college are encouraged to enroll, although those enrolling in the spring will not be prepared for an AP examination.

HIST-SS521 Economics II:
(W) Microeconomics and the DevelopingWorld
History–Social Science 521 continues the introduction to economics begun in History–Social Science 520. Students utilize the basic principles learned in History–Social Science 520 and study microeconomics, theory of the firm, the organization of markets, and the role of governments in all areas of the global economy. Special attention is given to development economics, resource markets, questions concerning racial and gender wage discrimination, and public sector issues such as health care and the economics of the environment. Students also study a range of economic development models and complete an applied research project using such models in relation to a contemporary developing country. Classes consist primarily of discussions, simulations, problem sets, and guest lectures. Prerequisite: Successful completion of History–Social Science 520.

HIST-SS522 Economics Research
(S) Colloquium
This research colloquium investigates public policy issues in the field of economics. Topics include the debates over sustainable growth, tax reform, supply-side economics, labor organization, national industrial policy, pollution, population growth and welfare policy, and the ethical responsibilities of business. Classes center around discussion of individual students’ works in progress; a term paper and presentation on an issue of choice are required. There is no final examination. Prerequisite: Successful completion of Hist-SS520.

HIST-SS530 International Relations
(F-W-S)
This course will introduce the student to international relations by investigating the major schools of thought in international relations. The class also will examine the historical setting in order to understand emerging developments in various areas of the world. Events in Asia, Africa, the Middle East, Europe, and the Americas will be addressed as the current international situation unfolds. Class discussion is a major component of this course. (Mr. Gurry)

HIST-SS531 Comparative Government
(F-W-S)
This course introduces students to the world’s diverse political structures and practices. A comparative study of six nations—Britain, Russia, China, Nigeria, Mexico, and Iran—serves as a core for the course. By examining the political implications of different types of social and economic development, students become familiar both with general political concepts and with a broad array of specific issues, and they are able to use their knowledge as a template for examining how other countries respond to global challenges. Students customarily choose whether to write an in-depth paper or take a final exam. The course does prepare students to take the AP examination in Comparative Government and Politics, though this is not its primary goal.

HIST-SS532/1 East Asia
HIST-SS532/2
Each of these courses can be taken separately. If taken as a sequence, they offer students a comprehensive introduction to three of the world’s most important countries, the region they share, and their relations with the rest of the world. When practical, these classes engage in collaboration with Chinese and Japanese language classes, respectively. There are term-long film series, and students use extensive intranet sites as resources and in daily assignments.

FALL TERM(Modern China)—Four class periods per week. Following a rapid survey of Chinese history, the class concentrates on modern China since the early 19th century. Required reading includes traditional and online texts and/or selected articles and works of fiction chosen by students from an extensive booklist. Recent texts have included The Search for Modern China by Jonathan D. Spence and its accompanying documents anthology, as well as works by Ha Jin and other contemporary Chinese authors. Students write a research or other major paper or a series of short essays. There is no final exam.

WINTER TERM (Modern Japan and Korea)— This course offers a survey of Japanese history, an introduction to Japanese culture, and an intensive examination of modern Japanese and Korean issues.While it is taught in loose collaboration with Japanese 300, no knowledge of the Japanese language is necessary. Topics closely examined have included Japanese modernization, “Japan Inc.,” “Japan: Economic Giant, But Political Pygmy?” “Korea: The Forgotten War,” “The South Korean Economic Miracle,” and “North Korea: Starved, Armed, and Dangerous.” Students read two required texts and/or choose a third from an extensive booklist. In recent years, required texts have been chosen from among Japan’s Postwar History, by Gary D. Allinson; The Two Koreas, by Don Oberdorfer; Inventing Japan, by Ian Buruma; North Korea: Another Country, by Bruce Cumings; and Japan: A Modern History, by James L. McClain. For the third title, students have chosen from among Learning to Bow, by Bruce Feiler; Norwegian Wood, by Haruki Murakami; and The Book of Masks, by Hwang Sun-won. Students write a research or other major paper or a series of short essays. There is no final exam.

HIST-SS533/1 The Middle East
HIST-SS533/2
Each of these courses can be taken separately. If taken as a sequence, they offer students a comprehensive introduction to a broad swath of the world in which Islam is the most widely practiced faith and with which the United States is intimately—and increasingly—involved. Stretching from Morocco to Kashmir, from the Balkans to Sudan to the former Soviet Central Asian republics, this vast area includes the world’s oldest crossroads in the heart of the Middle East and a contemporary cauldron of issues competing for our attention. The class will feature guest speakers, a film series, and opportunities for corresponding via e-mail with students in the region. Andover’s intranet and off-campus Internet sites are used extensively as resources and in daily assignments. (Mr. Drench)

FALL TERM (The Middle East Heartland)— Four class periods.The fall term concentrates on the interior Middle East and North Africa. We survey history from the dawn of Islam to the present day, and then examine selected issues in depth. These issues have included the Israeli- Palestinian conflict, the Gulf War, statelessness, political Islam, terrorism, women and minorities, water and oil, the Iraq War, and the post- 9/11 world. During the term, students are assigned several books to read. Titles used in recent years include Bad Moon Rising: A Chronicle of theMiddle EastToday and Jihad:The Trail of Political Islam, both by Gilles Kepel; The Arab-Israeli Conflict, by Kirsten E. Schulze; The Iraq War Reader, edited by Micah L. Sifry and Christopher Cerf; and Night Draws Near, by Anthony Shadid. Other readings have included journal articles and primary documents. Students write a research or other major paper or a series of short essays, and contribute weekly reports from online media sites they follow regularly throughout the term. There is no final exam.

WINTER TERM (The Greater Middle East)— Four class periods.The winter termconcentrates on the area between the Persian Gulf and the borders of Russia and China. There is a historical survey highlighting major themes, followed by an in-depth investigation of modern and contemporary issues. These have included political Islam, Afghanistan’s instability, Iran’s revolutions and nuclear program, the partition of India and the Indian-Pakistani rivalry in its Kashmiri and nuclear dimensions, regional energy-related issues, and the emergence of Muslim-majority states in Central Asia following the breakup of the Soviet Union. Students are assigned one or two books to read and/or choose another title froma varied booklist. Most recently, students read The Punishment of Virtue, by Sarah Chayes; and Hidden Iran, by Ray Takeyh.Other choices have included Come Back to Afghanistan: A California Teenager’s Story, by Said Hyder Akbar and Susan Burton; Chasing the Sea, byTom Bissell; Reading Lolita in Tehran, by Azar Nafisi; Holy War, Inc, by Peter L. Bergen; and Charlie Wilson’s War, by George Crile. Students write a research or other major paper or a series of short essays, and contribute weekly reports from online media sites that they follow regularly throughout the term. There is no final exam.

HIST-SS534/2 Africa and theWorld
HIST-SS534/3
WINTER (A Brief History Up to the 20th Century)—This course examines the history of Africa and the world from the standpoint of three commodities: water, gold, and rubber.We begin with water and its central role in the unfolding of the earliest civilizations along the Nile River, ancient Nubia, and relations with Egypt, 4000 to 1000 B.C.E. We move to gold, the engine of growth and power for the great West African kingdoms from 800 to 1500 C.E., and the relations these kingdoms had with Europe, the Middle East, and eventually India and China.We conclude with a look at the rule of rubber, a modern commodity that helped to spur one of Africa’s tragic genocides as King Leopold of Belgium tried to capitalize in the Congo on global demand for automobile tires. As we examine history, every student will research a modern country. Open to Uppers and Seniors. No prerequisites. (Dr. Shaw)

SPRING (The Modern Challenge)—Among the greatest achievements of the 20th century was the liberation of African countries from colonial rule. This course examines the modern history of the continent using the lens of economics. However, the course is designed for those who have not enrolled in formal economics courses but are interested in learning a few basic economic concepts. From the rationale for colonialism and the sharing in Europe of the “Magnificent African Cake” (1885–1945) through the heady promise of growth and development with independence (1945–1980) to the current challenge of debt, aid, and the question of post-colonialist dependency (1980–present), we will look at all three stages of modern history on the continent. Students will research one topic in depth. Open to Uppers and Seniors. No prerequisites. (Dr. Shaw)

HSS-535/3 Introduction to Latin America
(S)
This one-term course will introduce the student to many of the basic issues and themes that contribute to an understanding of Latin America. The class will deal briefly with the region’s common history, the pre-colonial and colonial experiences. Rather than attempt a full survey, the course will review in some depth historical and contemporary issues in Brazil and Mexico, by far the largest countries of the region. Regionally, the class will look at a number of common themes: the New Left in Latin America; issues of U.S. foreign policy; common economic problems and prospects; and regional integration, etc. Each student will be asked to look at a given Latin American country, invoking this thematic material as appropriate. The goal is to understand this important and neglected region, in its diversity and commonality, as its many links with the United States become ever more pressing. (Mr. Perry)

HIST-SS536 Topics in European History
(not offered in 2007–2008)
For Seniors; not open to those who have taken History 340. Four class periods. The study of Europe in this setting will follow the broad scheme of organization presented in History 340. Selected topics may be given greater attention than they receive in a survey course. Students wishing to prepare for the College Board Advanced Placement examination should confer with the instructor early in the fall term.

HIST-SS537 Ancient History
(not offered in 2007–2008)
Four class periods. Each term of the course covers a unit of Greek and Roman history from the Minoan Period to the beginning of theMedieval Period. The fall term survey of Greek history, ending with the empire of Alexander the Great, makes full use of the Perseus Project: An Interactive Curriculum on Ancient Greek Civilization, a program incorporating the use of microcomputers with compact discs and video laser images. No experience in the use of computers is required. The winter term covers the period from the beginning of Rome until its transition from Republic to Empire; the spring term covers the Roman Empire until its transition to the Medieval Period.

HIST-SS570 United States Race Relations
(not offered in 2007–2008)
This seminar focuses upon the myth of the melting pot and examines the forces that have made race a continuing theme in politics, economics, and social interactions. Students analyze opposing viewpoints of recognized experts in the field of race relations and examine definitions of race, ethnicity, prejudice, discrimination, and racism. To enhance communications, definitions of diversity and multiculturalism are examined and refined. Students are encouraged to discover impediments to positive race relations and to develop ways to facilitate greater understanding and respect among the several races that constitute the population of the United States. A major project paper is required as the culmination of the term’s work. There is no final exam.

HIST-SS571 Issues in Gender Relations
(W-S)
How does your moment in history shape your sexuality and your identity as a man or a woman? How does your culture shape those same aspects of your self? How do differences of gender create cross-cultural misunderstanding? Who decides what is feminine or masculine? How have mass media shaped our beliefs about gender? This course will include reading, discussions, films, guest speakers, short papers, and a final research project. There is no prerequisite and there is no final examination. (Dr. Rotundo)

HIST-SS572 Nuclear Power and Weapons: Proliferation
and Response
(W)
This seminar follows the evolution of and reaction to atomic energy and The Bomb, from the discovery of fission in 1938 on Otto Hahn’s table in Nazi Germany, to Hiroshima, the Cuban missile crisis of 1962, the START talks, SDI and Chernobyl in the 1980s, and the increased danger of proliferation and nuclear terrorism after the Cold War into the 21st century. Historians, chemists, physicists, political scientists, and journalists are among those who tell the story in lectures, documents, and secondary accounts. Readings include Sheldon Stern, The Week the World Stood Still; Richard Smoke, National Security and the Nuclear Dilemma; and Bulletin of Atomic Scientists articles (2006–2007). The course entails class seminars, field trips, films, readings, a research project, a period test, and a final examination. (Mr. Quattlebaum)

HIST-SS573 Urban Studies
(not offered in 2007–2008)
Urban Studies is both an academic and a servicelearning course, with each part informing and enlarging the other. The course explores the history and present shape of the nearby “immigrant city” of Lawrence and examines its people and their special situation in the context of broader historical, social, and economic urban issues. It also will introduce developmental psychology, curriculum development, and group skills. Urban Studies students will engage in internships in a Lawrence school. Beyond the core course work, reading, writing, and discussion will be tailored to support the specific internship tasks. The course will culminate in an exhibition to synthesize the multidisciplinary academic work and the active internship learning. Urban Studies is a double course, counting for two credits. It is primarily for Seniors, who should apply to the instructor early in the winter term, although interested Uppers may apply.

HIST-SS574 Expansion and Indian
Policy in 19th Century
America: “Kill the Indian,
Save the Man”
(not offered in 2007–2008)
In this course, students will explore the dramatic and often tragic events that accompanied the rapid expansion of white America in the 19th century. With the Louisiana Purchase in 1803, Thomas Jefferson hoped to realize his dream of expanding the United States. The journeys of Lewis and Clark and other explorers helped open up the continent and make the dream a reality. The remarkably rapid expansion of white America permanently altered the way of life for native peoples as they faced intrusion into their traditional homelands. Throughout the 19th century the white government developed policies to deal with the “Indian problem,” from assimilation to removal, from reservations to allotment. In this course, students will examine these policies and the race theories that underpinned them. How influential, for example, was the measurement of human skulls by Samuel Morton for his Crania Americana? What did it mean to “kill the Indian and save the man?” And how, then, could white officials justify the destruction of the buffalo in the name of progress? Students will use the collections at the Peabody Museum, together with traditional written source materials, to uncover white and Indian perspectives as the continent came under the control of the U.S. government. (Mrs. Doheny)

HIST-SS575 Six Lives of the
(W) 19th Century
Honors/Pass/Fail. This seminar explores the 19th century American antislavery movement through the lives of six prominent figures— Frederick Douglass, William Lloyd Garrison, Angelina Grimke, Harriet Beecher Stowe, SojournerTruth, andTheodore DwightWeld— each of whom came to Andover Hill at one time or another, either as a resident or a visitor. We will consider the religious fervor that led up to the abolitionist movement and the sweeping array of reform movements that took place alongside abolitionism. The stories of these six remarkable characters will serve as our basis for understanding abolitionism in all its intensity and complexity. Finally, we will consider what role less famous people played in the movement by using a case study even closer to home: the 1835 “antislavery rebellion” at Phillips Academy. Among the questions we will address are: What was it about this era in American history that spawned so many passionate efforts to improve the world? What motivates people to devote their lives to a crusade like antislavery? To what degree do the abolitionists deserve credit for bringing about the end of slavery? Can an individual life change the course of history?

Both secondary sources and extensive primary sources (especially the writings of the six historical figures) will be used. Students will be asked to write several short papers and undertake independent research. Informed class participation will be a vital part of assessment in this seminar. (Mrs. Chase)

HIST-SS576 The GreatWar, 1914–1919:
(W) Triumph and Tragedy
Starting with a deceptively simple question— Who fought whomand why?—this seminar will study World War I in both geopolitical and human terms. By exploring the balance of power in Europe and the world in 1914, students will examine issues of nationhood, economic interdependence, and political leadership. Study of the events of the war itself will raise another set of questions about the justification of war and the means of fighting it. Equal attention will be given to the human costs of the war; literature, memoirs, and film will be used to capture the physical and psychological trauma of World War I. The course will end with a look at the new world map drawn by the victors at Versailles in 1919 and its implications for the future. Independent reading, research, and writing will be the bases for assessment. There is no final examination. (Ms. Mulligan)