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EUS 305 • Intro To European Studies

36245 • Laubenthal, Barbara
Meets TTH 12:30PM-2:00PM CLA 1.106
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By the end of this course, you will be able to:

  • understand the significance of "United Europe" as a historical necessity and a historical accident, and how various political entities and social problems work for or against that unification

  • frame arguments about Europe in terms of the needs and experiences of three post-war generations' politics and experiences

  • find and assess current event and scholarly sources pertaining to the study of contemporary Europe, justifying their pertinence and quality with references to today's research norms.

    Scholars often claim that "Europe does not exist." Yet the continent is there, home to a bewildering puzzle of

    many different histories, nations, cultures and languages, with more than 450 million people now living in the European Union -- a Union that argues whether it can stay together as part of the "Eurozone" or even expand eastward to include supposedly "non-Christian" countries like Turkey. As the political, social and economic relationships among the member states of that European Union shift on an official level, Europe and European identities have constantly to be (re)defined and renegotiated, and "average Europeans" seek to understand the relationships between official accounts of "their" situations, the histories they were taught in school and by their families, and their everyday experiences.

    What, then, does it mean to study a Europe that is in flux this way? This course cannot answer that question straightforwardly, because US scholars in the social sciences and humanities who claim allegiance to "European Studies" all use different disciplines' strategies for understanding "Europe."

    To resolve that problem in another way, this course will start by introducing several earlier attempts to make a more united, and presumably more peaceful and prosperous, "Europe" out of the nation-states on the continent. Each "imagined" Europe, as we shall see, was proposed to correct problems with the nation-states -- to change politics and everyday lives in particular ways.

    A recent history of post-World-War-II Europe by Tony Judt will anchor the class' original work on Europe and its member nations. Judt tells the continent's story from the point of view of the era's global power politics, and then situates individual European states within them. Judt's text, then, provides accounts of Europe from the top-down and points to moments when those official accounts diverge for particular states and when they place individuals and groups who do not fit the national stereotypes under pressure.

    The historical account of Europe as seen from the point of view of world politics is an interesting counterpoint to the evolution of European government since World War II, as realized in the Council of Europe and the European Union. The next part of the course will introduce the evolving structure of European governance as a precursor to discussion of case studies about what this "Europeanization" does to individuals, groups, and nation-states.

    In the transition from official Europe to Europe's culture, the class will present resources and desiderata for researching issues in the European Studies context. The largest section of the course is devoted to a workshop on issues in contemporary Europe. In each case, readings form official sources are juxtaposed with news sources, writings from think tanks, and academic writing. The purpose of using official sources is to give students a springboard for juxtapositions between the "European" points of view and national ones that they research as the semester goes on.

    Assignments in this course are designed to introduce students to the materials, research strategies, and forms of professional communication that they will encounter later in specific disciplines' versions of European studies. The assignments build on each other to help each learner acquire a body of skills and knowledge that will aid in their personal studies of Europe and in their major courses.

    This course is the introductory core course for a concentration or major in European Studies at UT, but it requires no prerequisites except for the willingness to work in collaboration with others and to engage in a discovery process rather than seeking "right" answers.


305 Course Description, 1

  • Chapter review = 10%

  • Webpage: 5 tasks (one in two parts) assigned in syllabus to situate your country = 10%

    (2 points each: one for submitting it on time, one for correctness)

  • Source Analysis Assignment = 10%

  • Three one-hour online tests @ 10% each = 30%

  • Policy Brief= 20%

  • Final Evaluative Book Review of Postwar = 20%


    Tony Judt. Postwar: A History of Europe Since 1945. New York: The Penguin Press, 2005. ISBN 978-1-59420-065- 3. [[ORDERED AT COOP]]

    READINGS: PDFed materials on Class Canvas Site

    Michel de Certeau, Luce Giard, and Pierre Mayol. The Practice of Everyday Life, Vol. 2: Living and Cooking. Trans. Timothy J. Tomasik. Minneapolis: University of Minnesota Press, 1998, plus two pages from Volume 1.

    Jonathan W. Garlough. "Weighing in on the Wine Wars." William and Mary Law Review 46/4 (2005): Article 13.
    Richard Goff, et al. The Twentieth Century and Beyond: A Global History. 7th ed. New York: McGraw Hill, 2008 (excerpts). Tony Judt, A Grand Illusion?: An Essay on Europe. New York: New York UP, 2011 [orig. 1996]. ISBN 978-0-8147-4358-4. Ruth Keeling. "The Bologna Process and the Lisbon Research Agenda: the European Commission’s expanding role in higher

    education discourse." European Journal of Education, Vol. 41, No. 2 (2006)
    Magdalini Kolokitha. “It’s the End of the ‘University’ as we know it.” Unpublished speech: First RESUP International

    Conference. Paris 1st, 2nd and 3rd February 2007."European Agenda for the Integration of Third-Country

    Nationals." N. P.: European Commission, 2011.
    "Migration and Integration in Europe: State of the Research." ESRC Centre on Migration, Policy and Society (COMPAS).

    Oxford: Oxford University, 2008.


    Many readings are parts of websites. Generally, an excerpt from Wikipedia is present for its readibility, but WIkipedia is only usable as a point of comparison, not as "official" materials, which need to be found on official websites for governments and entities. The online archives of the various European Agencies, moreover, contain reference materials that are straightforwardly considered government documents. Use Wikipedia to steer you toward the right names and issues, especially in an area like European Studies, which present a dizzying array of names, dates, and quotations. Use websites that stem from the organizations themselves for quoting and for authoritative definitions in your written work; use scholarly literature for definitive work on your final projects.

    CLASS WEBSITE: Canvas Learning System
    BANDWIDTH: You will need enough bandwidth to post newslinks with commentary 5 times during the semester 

EUS 306 • Jewish Civ: 1492 To Present

36250 • Bodian, Marion
Meets TTH 9:30AM-11:00AM GAR 1.126
(also listed as HIS 306N, J S 304N, R S 313N)
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This is the second half of a two-semester survey of Jewish civilization, and deals with the period from the Expulsion of the Jews from Spain in 1492 to the present. It will cover major demographic shifts, the impact of the Reformation, the emergence of new attitudes to Jews, the breakdown of traditional authority and the trend toward secularization. It will deal with the following transformative events: the rise of eastern European Jewry, the spread of kabbalah (a form of mysticism), the entry of Jews into a modern economy, Hassidism, Jewish Enlightenment (Haskalah), emancipation, modern antisemitism, Zionism, Jews in the Muslim world, the rise American Jewry, the Holocaust, the establishment of the State of Israel, and the Arab-Israeli conflict. The thematic core of the course will be the concepts of exile and return – their various meanings and interpretations as new historical contexts took shape.

Eli Barnavi, A Historical Atlas of the Jewish People: From the Time of the Patriarchs to the Present.

Paul Mendes-Flohr and Jehuda Reinharz, eds., The Jew in the Modern World: A Documentary History.

First mid-term (20%), second mid-term (20%), two quizzes (10% each), final exam (40%)

EUS 306 • Western Civ In Medieval Times

36255 • Kaufman, Cheryl
Meets MW 4:00PM-5:30PM WEL 2.312
(also listed as AHC 310, CTI 310, HIS 309K)
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This course offers an introductory survey of Western European history, from about 300 to 1500 C.E. Although textual sources are central to the study of history, we will also focus on visual and material sources to discuss the cultural, social, political, economic, and intellectual history of the Middle Ages, with a focus on the formation of identity. Classes will be a mixture of lecture, discussion, and collaborative assignments.



Learn to analyze and articulate meaning from primary sources created in the Middle Ages - both texts and material culture.

Learn to read critically and gain a broad understanding of European history. Gain the ability to describe the major historical trends in the history of Western Civilization during the Middle Ages.

Become more aware of material culture and the significance of place/space both in the medieval and modern world.


Develop a deeper understanding of cultures that may be different from our own. (Note that this course has a Global Cultures flag)


Rosenwein, Barbara, A Short History of the Middle Ages (2014 - one volume ISBN: 978-1-4426-0611-1) paperback

Augustine, Confessions (translated by F.J. Sheed)

Einhard and Notker the Stammerer, Two Lives of Charlemagne (Penguin Classics, translated by Lewis Thorpe)

The Letters of Abelard and Heloise (translated by Betty Radice)

Additional required readings will be made available electronically on Canvas or in a required Course Packet. 



Map quiz: 5%

Quizzes (including pop quizzes): 15%

Mid-semester exams (cumulative): 30% (2 @ 15% each)

Final exam (cumulative): 30%

Attendance: 10%

Class Participation: 10%

EUS 307 • Cuisine/Culture Centrl/E Euro

36260 • Hilchey, Christian
Meets TTH 2:00PM-3:30PM BUR 214
(also listed as REE 302)
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Cuisine is an integral component of culture. This course is an in-depth survey of the cultures of Central and Eastern Europe through the lens of food consumption. In our exploration of culture through cuisine, we will focus on certain common features: traditional techniques such as fermenting vegetables, culturing dairy, and smoking meats; production and consumption of various alcoholic beverages; and popular activities such as mushroom collecting and the gathering of medicinal herbs. Additionally, we will consider the role of food in shaping regional identities, and more broadly, the notion of a national cuisine. This survey will take us from the early days of recorded food culture to the present day, as we analyze the consumptive practices of the upper and lower classes, fasting and celebratory meals, the effect of communism on culinary traditions, and the role of globalization in changing national cuisine. Finally, we will examine recent developments in food culture: the popularity of celebrity chefs and cooking competitions, the revival of older traditions alongside more modernist techniques, and the organic and local food movements in contrast with conventional agriculture or the use of GMOs.



Everyone Eats: Understanding Food and Culture, by E. N. Anderson

Food is Culture, by Massimo Montanari


Additional course readings from food journals (such as Gastronomica) and other publications will be distributed on the course website.



Attendance/participation                      10%

Map quiz                                             5%

Midterm exam                                     25%

Final exam                                           25%

Response paper (5 pages)                   15%

Report (6-8 pages) and presentation    20%

EUS 307 • Intro Study Of Northern Europe

36265 • Straubhaar, Sandra
Meets MWF 1:00PM-2:00PM BUR 220
(also listed as GSD 301)
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EUS 307 • War In Comics/Photo: Se Eur

36267 • Beronja, Vladislav
Meets TTH 11:00AM-12:30PM GEA 127
(also listed as REE 302, WGS 301)
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Thanks to the Internet and 24-hour news networks, wars in seemingly distant places have become more visible and proximate to us. Yet very often the images, videos, and news stories through which we encounter wartime violence come to us in fragmented, decontextualized, and overly simplified form. Instead of fostering empathy with civilian victims and nuanced understanding of political events, they aim for basic shock effect that frequently leaves us feeling numb or anxious.

In this class we will examine different ways to show and tell stories of armed conflict and state-sponsored violence, drawing on a variety of modern media forms— such as comics, cinema, novels, and photography—as well as contemporary digital platforms, including social media. The 1990s conflicts in the former Yugoslavia (Bosnia, Croatia, and Serbia) will serve as our main case study, but our reading materials and class discussions will inevitably invite comparisons to ongoing wars and attendant refugee crises.


Learning Objectives:

In this class, students will learn how to critically analyze images and stories of armed conflict and other forms of state-sponsored violence. They will be introduced to the history of the wars in the former Yugoslavia through perspectives of outside observers, participants in the conflict, as well as native informants; they will be encouraged to make meaningful comparisons to more contemporary examples of armed conflict; and they will be asked to question their own role as  consumers of news and media related to contemporary warfare. The seminar engages questions related to the effects of various artistic and documentary forms in representations of war atrocities, their channels of circulation (including social media), as well as their relationship to other media, both new and old.



10%-class participation and attendance

15%-bi-weekly discussion post (300 words or more)

25%-midterm essay (6 pages)/multimedia project

5%-abstract and outline of longer essay/multimedia project

10%-class presentation

35%-one longer analytical essay (8-9 pages) or multimedia project



Hillary Chute, Disaster Drawn: Visual Witness, Comics, and Documentary Form, Harvard UP, 2016

Joe Sacco, The Fixer and Other Stories, Drawn & Quarterly, 2009

Joe Sacco, Footnotes in Gaza, Jonathan Cape, 2009

Aleksandar Zograf, Regards from Serbia, Top Shelf Productions, 2007

Susan Sontag, Regarding the Pain of Others, Picador, 2003

Judith Butler, Frames of War: When is Life Grievable?, Verso, 2009 (excerpts)

Nina Bunjevac, Fatherland, Liveright, 2015

Dubravka Ugrešić, The Museum of Unconditional Surrender, New Directions, 2001

Aleksandar Hemon, The Lazarus Project, Riverhead Books, 2008



Before the Rain (dir. Milcho Manchevsky), 1995

Grbavica: The Land of My Dreams (dir. Jasmila Žbanić), 2007

In the Land of Blood and Honey, (dir. Angelina Jolie), 2011

EUS 308 • Germany And Globalization

36349 • Hoberman, John
Meets TTH 12:30PM-2:00PM BIO 301
(also listed as AMS 315, GSD 310)
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Globalization is a historical process of worldwide integration that has both economic and cultural dimensions. As Europe's largest economy and labor market, Germany has experienced both economic and cultural globalization in ways that have transformed a society long associated with mythic ideas about German nationhood and identity. The new economic order of the European Union, characterized by multinational corporations and the free flow of capital and labor, has changed German society by internationalizing the products, services, travel opportunities, and mass media that are now available to all Germans. One aspect of this process has been the arrival of foreign workers that began during the 1950s. In recent decades the presence of 8,000,000 foreign residents, including 3,000,000 Turks, has forced the German myth of national identity to change toward a more multiethnic model. This model is now in crisis following the arrival in Germany of huge numbers of non-European refugees. The racial view of nationality based on bloodlines rather than a liberal, republican view of citizenship is, after a long postwar decline, now making a comeback on the German political right. The influence of xenophobia in Germany is currently one aspect of a “new normal.” At the same time, the postwar transformation of Germany's role in the world is evident in the fact that the prime movers of the European Union have been the politically conservative German Chancellors Helmut Kohl (1982-98) and Angela Merkel (2005-). German leadership within an unstable European Union confirms its international orientation in today’s world.

Cultural globalization during the postwar period has been driven primarily by an American "cultural imperialism" that includes the sheer power of the English language to infiltrate virtually all aspects of modern experience. Popular music, television programming, and Hollywood films exemplify the appeal of American cultural models in Germany and in other modern societies. The German language is absorbing American vocabulary ("Team," "Insider," "Know-How," "Power," etc.) at a breathtaking rate, a cultural process that has been accelerated in recent years by the ubiquity of a computer technology of American origin. All of these trends make German society an important case study in the epochal contest between cultural self-preservation and globalization that is taking place around the world.



Manfred B. Steger, Globalization: A Very Short Introduction (2009)

Readings posted on Canvas



Four 2-page papers and one 8-10-page paper 40%

midterm 20%

final 40%

EUS 346 • England In The 20th Century

36355 • Levine, Philippa
Meets TTH 2:00PM-3:30PM CLA 0.126
(also listed as HIS 362G)
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This class will consider the course of British history over the twentieth century, a time in which Britain moved from considerable authority in the world to a much reduced status, politically and economically most especially. Since so much of Britain’s power derived from its extensive imperial possessions, the British Empire is as central to this course as are considerations of domestic British history. Alongside this global decline, however, the twentieth century saw dynamic change in British society: in the mid-century years, Britain was transformed into a multi-racial and multi-ethnic society. It shaped one of the dominant welfare states of the century and dominated popular culture for at least a decade before reverting back to a deep conservatism in the 1980s under the long leadership of Margaret Thatche. We will also consider Britain’s recent and momentous decision to leave the European Union.


Peter Clarke, Hope and Glory: Britain 1900-2000 (Penguin, 2008: 2nd edition

There will also be primary source materials, and these will be available online


Three assignments/exams, weighted equally:

Paper on Class Readings – summarize, contextualize and analyze a selected primary reading

Mid-Term Exam

Research Paper

EUS 346 • French Revolution And Napoleon

36365 • Coffin, Judith
Meets TTH 3:30PM-5:00PM JGB 2.218
(also listed as CTI 375, HIS 353)
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The Revolution and its Napoleonic sequel are among the most extraordinary events of modern times. Historians, politicians, and social theorists have studied and debated them for over two centuries but still not answered the many questions they pose. Why does a regime collapse? How is a new state built? Are revolutions necessarily protracted and violent? The human drama of this  tumultuous time is no less compelling. How did ordinary people survive? How were extraordinary careers made – and ended?

In this course we’ll use the French revolution to think about all these questions concretely. We have three aims. The first is to help you master the major events of the revolution itself. The second is to introduce issues of interpretation and historical methods, for the French revolution has long been a forcing ground for new theories of history and new approaches to the past. The required readings represent some of those approaches. Third, we hope you will learn how the revolution has become one of the defining points of modern history, and how it has shaped the world we inhabit today.

William Doyle, The French Revolution: A Very Short Introduction

Jean-Jacques Rousseau, The Social Contract

Lynn Hunt, ed. The French Revolution and Human Rights.

Timothy Tackett, When the King Took Flight

David Bell, The First Total War

Robert Darnton, The Great Cat Massacre and Other Episodes in French Cultural History.

3 4-page take home papers (30% each)

various in-class assignments and quizzes. (10%)

EUS 346 • Hist Britain 1783 Thru WWI

36380 • Vaughn, James
Meets TTH 12:30PM-2:00PM JGB 2.218
(also listed as HIS 358M)
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This lecture course surveys the political, social, economic, and intellectual history of Great Britain from the end of the War of American Independence in 1783 to the outbreak of the First World War in 1914.  The central theme of the course is the radical transformation (or “modernization”) of British politics and society via the interconnected processes of democratization and industrialization.  The lectures and readings focus on such topics as British politics during the American and French revolutions, the transition from the First to the Second British Empire, industrial capitalism and the formation of a class society, the emergence and development of classical liberalism and proletarian socialism, the struggle for parliamentary reform and mass democracy, the creation of a unified world economy, and the Great Power rivalry and empire-building of the late nineteenth and early twentieth centuries.

Eric J. Evans, The Shaping of Modern Britain: Identity, Industry and Empire, 1780-1914 (Longman, 2011).

Antoinette Burton, ed., Politics and Empire in Victorian Britain: A Reader (Palgrave Macmillan, 2001).

1. Class attendance and participation – 15% of final grade.

2. Short reading response paper – 15% of final grade.

3. Mid-term exam – 30% of final grade.

4. Final exam – 40% of final grade.

EUS 346 • Nordic Welfare States

36369 • Garpenhag, Lars
Meets TTH 2:00PM-3:30PM PAR 103
(also listed as GSD 360)
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EUS 346 • Northern Lands And Cultures

36395 • Jordan, Bella
Meets MW 11:30AM-1:00PM BUR 134
(also listed as GRG 356T, REE 345)
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Designed to develop a geographical understanding of the Circumpolar region of the North, an ancient human habitat and a home to distinct, millenia old, civilizations. These indigenous Arctic cultures and livelihoods are being constantly challenged by modern industrial powers, and the clash between two contesting realities is profound. Emphasis is given to a historical geographical perspective on the major processes forming cultural and natural landscapes (including global warming), and influence society, economy, spiritual life and politics. Regions include: Alaska, the Canadian northern territories, Scandinavian North, including Sapmi (Lapland), Iceland, Greenland, the Russian North, and Siberia.

EUS 346 • Sport & English Society-Gbr

36390 • Carrington, Ben
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EUS 346 • Stuart England, 1603-1689

36370 • Levack, Brian
Meets TTH 11:00AM-12:30PM GAR 1.126
(also listed as HIS 375L)
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This lecture course explores the most significant political, religious, social, economic and cultural developments in seventeenth-century England. The unifying theme of the course is the problem of revolution, and the lectures investigate the causes, nature, and development of the two revolutions of the seventeenth century—the Puritan Revolution of the 1640s and the Glorious Revolution of 1688-89. The lectures are topical and therefore do not follow a strict chronological order.

Roger Lockyer, Tudor and Stuart Britain (3rd ed., 2005)

William Hunt, The Puritan Moment: The Coming of Revolution in an English County  (1983)  [Xerox at Jenn’s]

Brian Levack, Witch-Hunting in Scotland (208)

Barry Coward, Oliver Cromwell  (1991)

Peter Laslett (ed.), John Locke's Two Treatises of Government (2nd ed., 1989)

Three exams (75%) and a final essay (25%)

EUS 346 • Vienna: Memory/The City-Aut

36385 • Hoelscher, Steven
(also listed as GRG 356T, GSD 360, HIS 362G)
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EUS 347 • Art & The City In Renais Italy

36400 • Johns, Ann
Meets MWF 2:00PM-3:00PM ART 1.110
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EUS 347 • Berlin

36410 • Hake, Sabine
Meets TTH 11:00AM-12:30PM GEA 114
(also listed as C L 323, GSD 360, HIS 362G, URB 353)
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Course Description 

What is the place of the city in history? What makes urban culture so unique? And how do big cities influence politics and society? These are the larger questions that will be addressed in this comprehensive introduction to Berlin, its histories, stories, images, places, and peoples. As the largest German city and the nation’s capital, Berlin has been at the center of the most dramatic historical of during the twentieth century: two world wars, two dictatorships, and two revolutions, but also exhilarating periods of artistic creativity, architectural innovation, and dramatic social and cultural change. The city saw the rise of the historical avant-gardes during the 1920s and the assault on freedom and democracy after 1933; it functioned as an incubator for new social movements and a laboratory for technological progress. Interdisciplinary and multimedia, this course approaches modern German history through the lens of urban history and examines the representation of Berlin in literature, criticism, art, photography, and film. Special attention will be paid to contemporary Berlin, from the challenges of reunification to current problems such as mass migration and growing social and economic inequality. A good course for anyone who loves big cities and want to learn more about the enduring appeal of Berlin as a site of innovation, freedom, and change.

Prerequisites: No prerequisites. The course will be taught in English. All readings are in English; all films are subtitled. In addition to the required books, short articles are made available on Canvas (as PDF files). The course will be of interest to students in German Studies, European Studies, Urban Studies, History, Geography, and Government.

Class format/ method of instruction: Class will be conducted in a combined lecture-discussion format. Writing assignments, including rewrites, will be an integral part of the coursework. The course fulfills the Writing and Global cultures requirements.


Course Objectives:

--to introduce students to the rich and complex history of Berlin, 1871-present;

--to  study the function of the metropolis in the making of mass culture and modernity;

--to analyze a wide range of architectural practices and urban representations (buildings, films, novels, theories, paintings); and

--to improve critical reading and writing skills in a systematic fashion.



20% Attendance, preparation, and active participation

10% one five-minute class presentation

20% midterm exam

50% writing assignments, including two shorter papers (10% each) and one final paper (8-10 pp. including bibliography, 20%), plus peer review and rewrite (5% each).


Required Readings:

Large, David Clay. Berlin. New York: Basic Books, 2000.

Constantine, Helen, ed. Berlin Tales. Trans. Lynn Marveen. Oxford: Oxford University Press, 2009. 

EUS 347 • Central Euro Lit 20th Cent

36414 • Forbes, Meghan
Meets MWF 12:00PM-1:00PM PAR 303
(also listed as C L 323, REE 325)
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The geographic and linguistic scope of Central Europe is a fluid space that exists and is redefined in relation to what is considered East or West. The contested construct of Central Europe, the violence of the two World Wars, and the turbulent political environment in the region throughout the Twentieth Century has produced a distinct body of literature that expresses both cultural specificity and a more universal tension between unease and optimism brought about by a constant state of flux. A historical contextualization of Central Europe in the Twentieth Century will foreground discussions of literary texts from former Czechoslovakia and Yugoslavia, Germany, Poland, and Hungary. The course will focus on two temporal periods: the interwar era (1919-1938), and the 1960s through the fall of the Berlin Wall in 1989. The majority of readings will be of prose (in the form of novels and short stories), though some essays and selected poetry will also be assigned and discussed in class. All texts are available in English translation; please be sure to purchase or check out from the library the specific edition of each book as listed here.


Selected Readings:

  • Alfred Döblin. Berlin Alexanderplatz. Trans. Eugene Jolas. New York: Continuum, 2003. (excerpts)
  • Bohumil Hrabal. Harlequin’s Millions. Trans. Stacey Knecht. New York: Archipelago, 2014.
  • Zofia Nalkowska. Medallions. Evanston, IL: Northwestern University Press, 2000.
  • Magda Szabó. The Door. Trans. Len Rix. New York: New York Review of Books, 2015.
  • Dubravka Ugrešić. Fording the Stream of Consciousness. Trans. Michael Henry Heim. London: Virago Press, 1991.


Course Requirements:

Students will be evaluated (in equal thirds) on 1) participation, as defined by regular attendance and active engagement in class discussion; 2) brief reading responses and an in-class presentation; and 3) a final research paper of 10-12 pages, with rough drafts submitted for revision three times throughout the semester. 

EUS 347 • Contemp Scandinavn Stories

36440 • Cortsen, Rikke
Meets MWF 11:00AM-12:00PM CLA 0.122
(also listed as GSD 341J)
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EUS 347 • Fictions Of The Self/Other

36450 • Wettlaufer, Alexandra
Meets TTH 2:00PM-3:30PM BEN 1.122
(also listed as C L 323, CTI 345, F C 349, WGS 345)
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In this course we will examine representative works from 19th and 20th-century French literature, from Balzac's Realism of the 1830s to Beckett's Theatre of the Absurd of the 1950s. We will consider literature in its relation to history, with special attention both to form and style in the development of narrative, prose poetry and avant-garde theatre. All students will be expected to give one in-class presentation on an aspect of French culture and history related to one of the works we are reading, and this presentation will be turned into a brief (5-7 page) paper. A final paper on a French novel from this period not included on the syllabus will be due the last day of class.



Class participation: 20%

In-class presentation: 20% Short paper: 25%

Final paper: 35%



Balzac, Old Goriot Baudelaire, Spleen de Paris Flaubert, Madame Bovary Proust, Swann 's Way Colette, The Vagabonde

Camus, Exile and the Kingdom

Sartre, No Exit

Becket, Waiting for Godot

EUS 347 • Mong/Nom/Musl In Euro Mid Ages

36415 • Heng, Geraldine
Meets W 6:00PM-9:00PM PAR 103
(also listed as E 360S)
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E 360S  l  Mongols, Nomads, and Muslims in the European Middle Ages


Instructor:  Heng, G

Unique #:  35505

Semester:  Spring 2017

Cross-lists:  EUS 347

Restrictions:  n/a

Computer Instruction:  No


Prerequisites:  Nine semester hours of coursework in English or rhetoric and writing.


Description:  Although the Renaissance is widely characterized as the era in which the West initiated travel and contact with the rest of the world, Christian Europe in fact encountered global races from every part of the world very much earlier, during what is commonly called its Middle Ages—through trade, missionary activity, war, diplomacy, and even imaginary kinds of voyaging.


This course looks at how medieval contact and encounter is depicted in literary texts, with a focus on the international populations that made the greatest impact on the consciousness of the Latin West:  Mongols, Nomads, and Muslims.  We’ll consider Europe’s responses to the steppe peoples who periodically emerged from Central Asia and swept westward—occupying lands, transforming cultures, and changing the face of the earth—by reading accounts of Mongolian habits and practices, written by Franciscan friars and traveling merchants, who had to make sense of such foreign peoples.  We’ll follow changes in such depictions over time, as the foreign becomes the familiar.


We’ll also see how Muslims—the international enemy and main competitor of the West during centuries of crusades—trouble the European imagination, and how Europe itself, especially northern and Eastern Europe, appeared to Islamic travelers.  Questions we will ask include the following:  how does the West make sense of people who appear unimaginably strange, when encountered for the first time? What helps to bridge otherness and difference between cultures and populations, and what conditions ensure failure or success? What role did religion play? How did gender figure in such encounters?  Ultimately, we will ask: what did it mean to be human, in different parts of the world?


Possible Texts (subject to change):  John of Plano Carpini’s History of the Mongols • William of Rubruck’s Travels • Franciscan letters • Ordoric of Pordenone’s Description of the World • The Secret History of the Mongols (selections) • Mongol (film) • Marco Polo’s Travels • The Book of Sir John Mandeville • Ibn Fadlan’s Journey to Russia and Scandinavia • The Sultan of Babylon • Chaucer’s Man of Law’s Tale, Squire’s Tale • Emare • The Letter of Prester John • Floris and Blancheflor.


Requirements & Grading:  a term paper of at least 12 pages (50%), 1 or 2 in-class presentations (30%), attendance (10%) and active participation (10%).  Texts listed are suggestive, not final.

EUS 347 • North Renais Art 1350-1500

36420 • Smith, Jeffrey
Meets TTH 9:30AM-11:00AM DFA 2.204
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EUS 347 • Punks/Divas In Se Europe

36424 • Beronja, Vladislav
Meets TTH 9:30AM-11:00AM GEA 127
(also listed as REE 325, WGS 345)
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“What kind of music do you listen to?” can be a loaded question. Based on your taste in music, others will invariably place you in a specific (sub)culture, class, lifestyle, and even speculate about your political commitments. Your taste in music can make or break a friendship, produce feelings of camaraderie as well as of repulsion.

For some time now, scholars have viewed popular music as a dynamic cultural field, where various social meanings—attached to race, nationality, gender, and sexuality—are constantly being produced, contested, and negotiated among different communities of listeners.

This insight into music as crucial site of political struggle and collective identity formation will be the starting point in our analysis of popular music genres in the Balkans, a region of Europe that has undergone sweeping historical changes in the 20th and 21st centuries, including the fall of Communism and—in the case of former Yugoslavia—the formation of seven new nation-states through a series of bloody and brutal wars. We will begin the class by examining the emergence of Western pop genres, such as punk and new wave rock, in late socialism (in the 1980s), which became associated with urban youth subcultures, sophisticated irony, and liberalization of the one-party state.  From there, we will move to the analysis of “turbo-folk,” a curious mixture of contemporary electronic and traditional folk music that became extremely popular in the 1990s, when the conflict in Yugoslavia was at its peak. Featuring extravagant and scandalous Balkan divas, roughly equivalent to Rihanna and Lady Gaga in the U.S., turbo-folk was (and still is) connected with nationalism, the new mafia elite, and general cultural decline. We will watch videos, examine arguments for and against turbo-folk, and try to pin down its political functions, cultural meanings, and recent transformations. We will end the class by examining new trends in Balkan popular music, such hip-hop and Balkan brass, and their relationship to recent protest movements, minority politics, and claims of cultural (in)authenticity.

In addition to scholarly literature, we will make a substantial use of a class Tumblr blog, featuring music videos, song lyrics, links to other blogs, album covers and other visual and audio materials, which will allow us to fully immerse ourselves in different sounds, scenes, fashion styles, and communities we will be studying throughout this course.


Learning Objectives:

By examining the changes in the production and consumption of popular music in the Balkans, students will gain an understanding of larger historical shifts both in the region and on a more global scale. Additionally, students will refine their analytical and critical thinking skills by situating cultural objects in a dynamic historical and political context and by reflecting on the social effects and assumptions surrounding the consumption of popular music more generally. Our discussion of Balkan popular music will be guided by the following questions:

  • How does popular music shape collective identities?
  • What is the role of popular music in large-scale social and political transformation?
  • How is popular music used as medium of political mobilization by the state and civil actors?
  • How do musical tastes produce, reflect, and reinforce social differences and hierarchies?
  • Why are claims of cultural authenticity often attached to popular music? Who makes these claims and why?
  • How do different music genres function in different political and cultural contexts?



Readings in the course pack include selections from:

Simon Frith (ed.), Performing Rites: On the Value of Popular Music, (Harvard UP, 1998).

Jennifer C. Lena, Banding Together: How Communities Create Genres in Popular Music (Princeton UP, 2012).

Sabrina P. Ramet, Social Currents in Eastern Europe (Duke UP, 1995).

Eric Gordy, The Culture of Power in Serbia (The Pennsylvania State UP, 2001).

Catherine Baker, Sounds of the Borderland: Popular Music, War and Nationalism in Croatia since 1991 (Ashgate, 2010).

Carol Silverman, Romani Routes: Cultural Politics and Balkan Music in Diaspora (Oxford UP, 2012).

Marina Terkoufari (ed.), The Languages of Global Hip Hop (Continuum, 2012)



10%-class participation and attendance

10% map quiz of the Balkan countries/major historical events

25%-weekly discussion post (250 words or more)

25%-take-home midterm exam (short essay format)

5%-abstract and outline of long essay

25%-one long essay (8-9 pages) or multimedia project

EUS 347 • Romanesque Art & Architecture

36425 • Holladay, Joan
Meets MWF 10:00AM-11:00AM DFA 2.204
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EUS 347 • Scandinavia Cinema Since 1980

36430 • Wilkinson, Lynn
Meets TTH 9:30AM-11:00AM BUR 337
(also listed as C L 323, GSD 330)
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What does it mean to be a Scandinavian in the last decades of the twentieth and early twenty-first century? To what extent does film reflect or even construct a sense of national or transnational identity?

This course will begin with two detective films which tie these issues to the presence of new groups of people within the borders of Scandinavia and to the links between contemporary Scandinavian culture and society and the European past. We will then turn back to Ingmar Bergman’s After the Rehearsal, which marked the end of one phase of the prolific filmmaker’s production, before moving on to films by younger filmmakers in the 1980s, 1990s, and 2000s. Some, such s Lasse Hallström’s My Life as a Dog, Bille August’s Pelle the Conqueror, Liv Ullmann’s Sofie, and Lukas Moodysson’s Together, turn back to the past, at times reverently, at others critically. Others, such as Thomas Vinterberg’s The Celebration, turn a scathing eye on contemporary Scandinavian culture. Still others, such as Per Fly’s The Inheritance and Susanne Bier’s Open Hearts respond to economic and political crises of recent years. 


ASSIGNMENTS AND GRADING:  One two-page paper (5%); one five-page paper which may be rewritten (25%); one storyboard (10%) accompanied by a five-page essay (25%), and five quizzes (25%; you may drop the lowest grade). Class participation will count 10%.



Tytti Soila et al.:  Nordic National Cinemas

Bordwell and Thompson:  Film Art



August:  Smilla’s Sense of Snow

Oplev:  The Girl with the Dragon Tattoo

Bergman:  After the Rehearsal

Hallström:  My Life as a Dog

August:  Pelle the Conqueror

Ullmann:  Sofie

Vinterberg:  The Celebration

Moodysson:  Together

Scherfig:  Italian for Beginners

Bier:  Open Hearts

Dagur Kári:  Noí albínói

Fly:  The Inheritance

Trier:  Dogville

Kaurismäki:  The Man without a Past

Bier:  In a Better World

EUS 347 • Tolerance In Dutch Culture

36445 • Bos, Pascale
Meets TTH 12:30PM-2:00PM BUR 337
(also listed as GSD 361E)
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EUS 347 • Wine/Socty In Ancient Italy

36439 • Thomas, Michael
Meets MWF 11:00AM-12:00PM ART 1.110
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EUS 348 • Eur Union/Regional Integrtn

36454 • Somer Topcu, Zeynep
Meets TTH 12:30PM-2:00PM PAR 301
(also listed as GOV 365N)
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GOV365N: European Union/ Regional Integration

Spring 2017

PAR 301

T-Th 12:30-2:00pm


Professor: Zeynep Somer-Topcu, PhD


Office: BAT 3.124

Office hours: T-Th 2:30pm-4pm, or by appointment




From the European Coal and Steel Community of six countries, the European Union has grown to be composed of 27 member states. It is governed by an ever-growing and strengthening set of political institutions. Member states share common economic and social policies, a common foreign and security policy, and (for some member states at least) a common currency, the Euro. They are also together suffering through the current economic recession.


This course provides students with a general introduction to the politics, history, governing structure, and policies of the European Union. The course begins with an overview of the theories and the evolution of European integration. We will then look at how the EU is governed, and where the power lies. Finally, we will survey important European-level policies and issues, and conclude with a discussion on the future of the EU.


By the end of the semester, students should be familiar with:


a)     The history of the European Union starting with the early history after the World War II and the developments throughout the years from the European Community of six countries to the European Union of twenty-seven.


b)    The main theories and conceptual approaches used to explain and make sense of the European integration process.


c)     The composition, structures, and functioning of the main EU institutions (the European Commission, the Councils, the European Parliament, and the European Court of Justice)


d)    The European elections to the European Parliament and the democratic deficit problem


e)     The European Union policies and its areas of regulation from agriculture to monetary policies and foreign policies of the European Union.


Course Requirements:


Class participation:                  5%

In-class quizzes x2                  10% each

In-class midterm exam            25%

In-class debate                       20%

Final exam                              30% 




Attendance is NOT required. However, the exams will heavily rely on what we will discuss in class. I make the power-point slides available after class (on Canvas). However, there are more details beyond the slides we will discuss in class, and you will be responsible of those details in the exam. Therefore, I strongly encourage you to come to class.


While attendance is NOT required, I would like to strongly emphasize the following two points:

-       Given that some of you may be on the other side of the campus for an earlier class, you can be a few minutes late to the class. However, you should not be late to class for more than a few minutes (unless there is a exceptional circumstance like an exam, which should be notified in advance). Please do not be late and disturb the class.

-       You are NOT allowed to leave the class early. If you must leave early this can happen only once or twice during the semester. You must let me know in advance and can only leave within the last 10 minutes of the class.


Class Participation (5%)


Class participation is different from attendance. Throughout the course students are encouraged to raise questions and relevant discussion topics in class, and expected to contribute to class discussions. Students are expected to do the assigned readings before we discuss the topic in class, and arrive at class ready to discuss the readings.


Note that I make a distinction between attendance and participation. Attending every class, without ever speaking up or turning these assignments, does not constitute participation. If you do so, you will receive 60 points (D-) for this part of the class. To receive more credit for participation, students are required to ask questions, raise issues, express opinions, etc. regarding the topics covered.


I reserve the right to occasionally call your name to discuss a topic or answer a question.


Two Short-Quizzes (10% each)


This is a course with a lot of factual information on European politics and the European Union. There will be two in-class short quizzes that will check your facts. These quizzes will NOT be cumulative. Each quiz will be composed of multiple-choice, fill-in-the-blank, and bullet point questions, and last about 30-45 minutes (at most) at the beginning of the assigned class period.


If you are late to the class you will NOT be given extra time to complete the quiz. Make-up quizzes will not be offered except in extremely rare circumstances. These extremely rare circumstances require a doctor’s note or a note from the Dean’s office. If you have an unanticipated emergency that causes you to miss the exam, contact me as soon as possible.


Midterm exam (25%)


The exam will have two parts: the first half of the exam will be like the first quiz and test your facts since the first quiz (multiple choice, fill-in-the-blank, bullet point questions). The second part of the exam will be composed of one-page essays and will cover all the material since the beginning of the class. The exam date is listed in the schedule below. If you foresee problems with the exam date, see me after class, during office hours, or contact me by e-mail before the assigned dates.


Make-up exam will not be offered except in extremely rare circumstances. These extremely rare circumstances require a doctor’s note or a note from the Dean’s office. If you have an unanticipated emergency that causes you to miss the exam, contact me as soon as possible.


In-Class Debates (20%):


Each student, as a member of a team, will be responsible for debating one of the topics from the list below. A sign-up sheet for the debate teams will be made available in the second week of the classes. If you do not sign up you will be randomly assigned to a group.


Debates are of the form “yes/no”, where one side supports an initiative or idea and the other side does not. There will be three students in each debate team. After you sign-up for a topic, I will randomly assign you to the “yes” or “no” side of the debate.


You are expected to do the background preparation necessary to be informed about your topic and to address questions from the debate moderator and audience. Each team will receive a grade given the group’s debate performance. In addition, each student will receive a grade based on his/her solo presentation performance. Your final debate grade will be calculated using these two separate grades.


Final exam (30%)


The details of the final exam will be made available later in the semester.


Required Text:


The following book is available for purchase at the bookstore:


Cini, Michelle, Nieves Perez-Solorzano Borragan. European Union Politics. Oxford University Press. 5th edition (2016). ISBN : 9780198708933


There will be additional required articles/chapters for some classes. These readings are denoted with an asterisk (**) in the syllabus, and will be available on Canvas in advance. 

EUS 348 • Europe Environmntl Politics

36475 • Mosser, Michael
Meets TTH 9:30AM-11:00AM JES A209A
(also listed as GOV 365N)
show description

Course concept

Environmental politics is one area where Europe arguably leads the world. Europe has, at both the national and European-Union level, committed itself to achieving reductions in carbon emissions far greater than anywhere else in the world.

This course will examine the history of environmental politics in both the member states of the European Union and the EU itself. Beginning with a conceptual treatment of general environmental politics and policies, the course moves to a history of European environmentalism, before shifting to a discussion on the institutional responses at important ‘traditional’ Member States (Germany, France, Italy and the UK) as well as ‘new‘ Member States (Czech Republic, Poland and Hungary). The final section of the course examines EU environmental policies themselves, such as the EU Emissions Trading System and its institutional commitment to meeting Kyoto Protocol goals.

Assignments and grading

Your course grade will consist of a midterm exam grade, a take-home final exam grade, a short paper grade and a discussion/participation grade. All assignments will be converted to a 100-point scale with no curve. All grades, including final grades, will use the plus (+) and minus (-) system. Grade standards for all assignments are as follows:

93 >     A

90-92   A-

87-89   B+

80-86   B

77-79   B-

75-76   C+

70-74   C

67-69   C-

60-66   D

<60 F

Assignment grade percentages are as follows:

Exams: 50%

As this class is an upper-division course, a major portion of the grade for the course will consist of exams, consisting of a midterm exam and a take-home final exam. Both the midterm and the take-home final exam will be worth 25% of your course grade.

Paper: 30%

The paper for this class will be a short (2000 word) exploratory paper on one of the five topics chosen by the instructor. Such a paper should be a reasonably thorough treatment of the topic chosen, including a clear thesis statement, logical consistency in the arguments used to show the validity of the thesis, and a clear and concise conclusion that effectively summarizes your argument. The paper should be no more than 2000 words in length. Soon after the beginning of the semester, I will meet with each of you individually to discuss your choice of paper topic and your approach chosen to address it. The paper will comprise 30% of your total grade for the course. The paper grade itself will be divided into four sections:

     Topic choice: due 31 January . Worth 10% of paper grade (3% of course grade).

     Topic outline and list of references: due 14 February. Worth 20% of paper grade (6% of course grade).

     First draft of paper:  due 18 March.  Worth 20% of paper grade (6% of course grade).

     Final draft of paper: due 2 May.  Worth 50% of paper grade (15% of course grade).

Participation / Discussion Questions: 20%

Class discussion in a an upper-level seminar is more than expected; it is a given. Everyone has his or her own style of discussion, and I do not expect to turn those who prefer not to speak often in class into debate champions. Participation will be divided into two sections:  Discussion questions and in-class participation. Since not everyone enjoys speaking in class, discussion questions will count for more than in-class participation. Discussion questions will count for 15% of your course grade, while in-class participation will count for 5% of your course grade.

So that we can discuss points raised in the online postings in Thursday’s class, discussion questions for the week on which I am lecturing will be due by 5:00 pm every Wednesday (unless directed otherwise). They should be drawn from the readings and should reflect any questions, comments, or cries of outrage you may have regarding the arguments set forth by the authors. They most definitely will help you get the most from the class. I will prepare the first set of discussion questions as a template for future assignments.

The total number of discussion postings will be counted at the end of the semester, and also will be examined throughout the semester for evidence of consistent posting. Do not expect to “catch-up” post only at the end of the semester and receive full participation credit.


         12-15 postings: Full credit

         8-11 postings: 70% credit

         5-7 postings: 50% credit

         Less than 5 postings: No credit


A word on late or missed assignments. Over the course of the semester, it is inevitable that some event will cause a time management issue, which might lead to a missed assignment deadline. Though normally handled on a case-by-case basis, there are some baseline penalties for missed or delayed assignments, detailed here:

     Late topic choices will receive a 1% deduction per day before grading.

     Late topic outline and list of references will receive a 2% deduction per day before grading.

     Late paper drafts will receive a 5% deduction per day before grading.

     Missed exams will receive a 5% deduction per day until made up.

EUS 348 • Govs/Polit Of Eastern Europe

36455 • Liu, Amy
Meets MWF 8:00AM-9:00AM PAR 1
(also listed as GOV 324J, REE 335)
show description

Politics of Eastern Europe

Amy Liu, Department of Government

GOV 324J




Students must have taken a foundational course in government, European studies, or Russian/East European studies. The course also assumes basic knowledge of world history.



Course Description

This course is designed to introduce students to the politics of Eastern Europe. The course is divided into three parts. The first part (pre-communist era) focuses on the politics behind and the consequences of the collapse of two empires (tsarist Russia and the dual monarchy of Austria-Hungary). In the second part (communist period), we will pay special attention to the institutional differences between these otherwise ideologically similar states. And in the third part (post-communist years), we will study the different political trajectories adopted in response to a forthcoming European Union membership and once admitted into the Union.



Grading Criteria

  • 25%     Weekly Quiz
  • 25%     Midterm Examination
  • 25%     Final Examination
  • 25%     Data-Based Paper




  • Krenz, Maria. 2009. Made in Hungary: A Life Forged by History. Boulder, CO: Donner Publishing. ISBN-13: 978-0982539309

EUS 348 • International Trade

36470 • Gerber, Linda
Meets TTH 2:00PM-3:30PM CBA 4.348
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EUS 348 • International Trade

36460 • Gerber, Linda
Meets TTH 9:30AM-11:00AM CBA 4.348
show description

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EUS 348 • International Trade

36465 • Gerber, Linda
Meets TTH 11:00AM-12:30PM CBA 4.348
show description

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EUS 348 • Memories Of Migratn: Ger/US

36453 • Laubenthal, Barbara
Meets TTH 3:30PM-5:00PM GEA 114
(also listed as GSD 360)
show description

How is migration remembered in immigration societies, and what role does memory play in the integration of migrants? This course addresses these questions by first discussing the most important theoretical concepts from cultural and sociological memory studies. We will then put a specific focus on 19th century transatlantic migration from Germany to the US, and the ways in which these migration processes are remembered today. How does the common migration history of the two countries resurface in cultural memory and in monuments, museums, commemorative events or fiction? What traces of immigration can be found in the collective memories of Germans and Americans, and how do the memory narratives that have emerged in the two countries complement or contradict each other? In its second part, the course will focus on the role that memories play in German and US immigration politics today. With several case studies, we will analyze how narratives and framings of past events are used in negotiating current questions of identity and inclusion in immigration societies.

The course aims to enable students to understand central theories and concepts of memory studies, and to apply them to the field of migration. At the end of the course, students will have a thorough theoretical and empirical understanding on the ways in which memory and migration intersect both as research fields and as narratives and cultural, social and political practices in contemporary immigration societies.



Assmann, Aleida/Conrad, Sebastian (eds.) (2010): Memory in a Global Age. Discourses, Practices and Trajectories. Basingstoke: Palgrave Macmillan.

Halbwachs, Maurice (1980): The Collective Memory. New York: Harper and Row.

Kleist, Olaf/Glynn, Irial (eds.) (2012): History, Memory and Migration. Perceptions of the Past and the Politics of Incorporation, Basingstoke: Palgrave Macmillan.

Misztal, Barbara A. (2003): Theories of Social Remembering. Maidenhead: Open University Press.

Langenbacher, Erik/Eigler, Friderike (2005): Memory Boom or Memory Fatigue in 21st Century Germany, German Politics and Society 23 (3), 1-15.

Olick, Jeffrey, K./Vinitzky-Seroussi, Vered/Levy, Daniel (eds.) (2011): The Collective Memory Reader, New York: Oxford University Press.



Participation and homework (20 %)

Two response papers (30 %)

Oral presentation (20 %)

Final paper (30 %)

EUS 350 • Govs & Polit Of Western Europe

36480 • Somer Topcu, Zeynep
Meets TTH 9:30AM-11:00AM BUR 216
(also listed as GOV 324L)
show description

GOV324L: Government & Politics of Western Europe

Spring 2017

BUR 216

T-Th 9:30-11am


Professor: Zeynep Somer-Topcu, PhD


Office: BAT 3.124

Office hours: T-Th 2:30pm-4pm, or by appointment




This course provides students with a general introduction to the political institutions, voter behavior, and issues in West Europe. The objective is to equip students with a broad overview of the politics and political systems of Western Europe, as well as on concepts, methods, and tools to understand and analyze contemporary developments. The course is organized thematically (rather than in a country-specific way) around a framework that emphasizes the political determinants and policy consequences of institutional differences.


We will start the course with a short overview of the countries and the history of Europe. We will then look at political institutions in Europe, and briefly discuss the European Union. Toward the end of the course we will discuss West European voters, their political behavior, and important issue areas and policies in Europe.


Course Requirements:


Class participation      5%

Three short papers     10% (each)

Two Midterms            20% (each)

Final Exam                25%      




Attendance is NOT required. However, the exams will heavily rely on what we will discuss in class. I make the power-point slides available after class (on Canvas). However, there are more details beyond the slides we will discuss in class, and you will be responsible of those details in the exam. Therefore, I strongly encourage you to come to class.


While attendance is NOT required, I would like to strongly emphasize the following two points:

-       Given that some of you may be on the other side of the campus for an earlier class, you can be a few minutes late to the class. However, you should not be late to class for more than a few minutes (unless there is a exceptional circumstance like an exam, which should be notified in advance). Please do not be late and disturb the class.

-       You are NOT allowed to leave the class early. If you must leave early this can happen only once or twice during the semester. You must let me know in advance and can only leave within the last 10 minutes of the class.


Class Participation (5%)


Class participation is different from attendance. Throughout the course students are encouraged to raise questions and relevant discussion topics in class, and expected to contribute to class discussions. Students are expected to do the assigned readings before we discuss the topic in class, and arrive at class ready to discuss the readings.


Note that I make a distinction between attendance and participation. Attending every class, without ever speaking up or turning these assignments, does not constitute participation. If you do so, you will receive 60 points (D-) for this part of the class. To receive more credit for participation, students are required to ask questions, raise issues, express opinions, etc. regarding the topics covered.


I reserve the right to occasionally call your name to discuss a topic or answer a question.


Short papers (10% each):


There are seven topics with deadlines scattered throughout the semester. You have to choose three of these topics and write short papers. These short papers should not be longer than 6 pages

(double-spaced), or shorter than 3 pages (double-spaced), excluding the title page and the bibliography.


In these assignments, you will provide the facts about the question asked. However, you can receive full grade only if you provide a critical analysis for the question. You have to have a bibliography part and show your research. Wikipedia is not accepted as a scholarly citation.


There will be a sign-up sheet on my door (the date will be announced). Please come and sign up for three topics. There are limited slots available for each topic. If you do not sign up for a specific topic, you will be randomly assigned to three topics.


You can work in groups for these assignments but your write-up must be original and demonstrate your own point of view.



Midterm Exams (20% X 2) and Final Exam (25%)


Each exam will be a combination of multiple-choice questions, short or bullet-point answer questions, and a few long (one-page) essays. The final exam may also have one long essay (2-3 pages long). If you foresee problems with the exam dates, see me after class, during office hours, or contact me by e-mail at least two weeks before the assigned dates.


Required Text:


The following book is available for purchase at the bookstore:


Gallagher, Laver and Mair. 2011. Representative Government in Modern

Europe: Institutions, Parties, and Governments. McGraw Hill. 5th Edition. (Make sure you have the correct edition)


There will also be required news articles or editorials assigned for each class period. These will be based on the current events for the topic under discussion. We will post them on Canvas on Fridays before each week.


There will be additional required articles/chapters for some classes. These readings are denoted with an asterisk (**) in the syllabus, and will be available on Canvas in advance. 

  • Center for European Studies

    University of Texas at Austin
    158 W 21st Street
    Austin, Texas 78712