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Home > Curriculum > Course Descriptions > Fall 2001 Newsletter
Fall 2001 Newsletter
News | Literature
| History | Science
| Social Science | Arts and Letters | Special Studies | Seminars
| Colloquia | Open-ended
courses | Winter and Spring Preview WELCOME TO THE HONORS COLLEGE The Robert D. Clark Honors College faculty and staff welcome our new and continuing stu-dents to the 2000-01 school year. We hope you will take full advan-tage of the resources available in the Honors Col-lege, many of which are described in this newsletter. If you have questions, be sure to ask one of us and we'll be happy to try to answer them--or let you know who can. The first resource we have is excellent teaching. Our faculty members have won every major teaching award available to UO professors. You will meet all of our fine professors, when you participate in the HC New Student Orientation in September. We urge you all to do so and to get acquainted with your HC adviser. The Honors College Faculty: Henry Alley, Professor of Literature, HC writing advisor The HC office staff: Janice Marshall, Office Manager, and expert on thesis and graduation requirements HC 101H CRN 12225 4 Credits The texts are The Odyssey, Sophocles I, Plato's Euthyphro, Apology, and Crito, The Aeneid, Dante's Divine Comedy, and Chaucer's The Canterbury Tales. Through these, we will study chang-ing models of heroes, such as Odysseus, Penelope, Oedipus, Antigone, Socrates, Aeneas, Dante the Wanderer, and Chaucer's Theseus and Knight. We will give at-tention to reading the poetic or prose texts closely, to some of the larger controversies raised by these great works, as well as to the continuing conflict between political and private com-mitments--as drama-tized by the epics, plays, dialogues and stories. We will also look at some particularly current literary criticism, which places these characters in a more contemporary context. The major emphasis of the class will be on discus-sion--the more debate the better. There will be three short papers and a journal (a chance to explore your responses to the lit-erature in a more informal context). MWF 9:00-9:50 307 CHA HC 101H CRNs 12226 or 12227 4 Credits How should we live and what should we value? Some of the greatest (and worst!) minds in history have attempted to answer this question, none definitively. Yet it must be answered, both by each of us individu-ally and by communities. In this course we will be examining how writers from Ancient Greece to Renaissance Italy created epics, plays, and dialogues, that confronted the most difficult issues of living together as human beings. We will consider these works from a variety of perspectives: in terms of the ancient forms and ideals they promoted, and in terms of their legacy, both positive and negative. Texts will include selections from the Politics of Aristotle, The Iliad (Homer), the "Apology" and "Crito" (Plato), The Trojan Women (Euripides), selections from The Aeneid (Virgil), and The Inferno (Dante). Class time will focus on discussion based on careful reading. There will be three short papers (2-5 pages), ungraded exer-cises, both in and out of class, a mid-term, and a final exam. CRN 12226: MWF 10:00-10:50 307 CHA HC 101H CRN 12228 or 12230 4 Credits In this survey of ancient and early medieval western literature, we will concentrate on narrative (plot and genre) and identity (character), and our role as inheritors of the western tradition. We will assess our texts with an eye to their contexts, paying close attention to history. Our interest will be particularly drawn to the shift of narrative form from epic to romance. Our reading list will include The Epic of Gilgamesh, The Odyssey, The Book of J, The Aeneid, Beowulf, and the Roman de Silence. Written work for the class will include ungraded response papers, two five-page formal papers, and a comprehensive final examination. Some special events related to the class will be held in the Honors Dorm during the term. CRN 12228: UH 9:30-10:50 307 CHA HC 101H CRN 12229 4 Credits This term we will be studying primarily the genre of Poetry, while simultaneously studying the development of literature (mostly but not exclusively Western) from the Ancient Period to the Middle Ages. During this time we will also study the dif-ferent types of heroes and heroines each culture produces—and if there are signifi-cant differences based on gender. Works studied will include narrative poetry (epics, romances), dramatic poetry (classical Greek drama) and lyric poetry (Sappho and Omar Khayyám). There will be three pa-pers (3-5 pages each) required or two pa-pers and a literary journal kept all term. No midterm, but an essay final. Additionally, one or two "plus, check, minus" ungraded small assignments (writing six epic lines, for example) will be required as well. Texts: Dramatic poetry (Greek tragedy) Eurip-ides—The Women of Troy; Lyric poetry (Greek ) Collected Poems of Sappho; (Persian) The Riubáiyát of Omar Khayyám Class will be a mixture of lecture/discussion with large class discussion alternating with small group discussion using guided open-ended discussion questions. UH 11:00-12:20 307 CHA ***NOTE ADDITIONAL SECTION OF HC 101H LITERATURE, NOT LISTED IN FALL SCHEDULE OF CLASSES**** HC 101H CRN 15989 4 Credits Instructor TBA
HC 107H CRN 12231 or 12233 4 Credits This course examines, through lecture and discussion, the history of Western and Non-Western cultures from the civilizations of the Mediterranean and Middle East through the rise of Western Europe in the high Middle Ages. Subjects of special interest include the history of religion, social institutions, government, and culture, foremost the Crusades. With recourse to reading and discussion of original texts, including art and architecture, this class offers an opportunity to think through the process of historical development and the corollary development of the history of ideas. CRN 12231: MWF 12:00-12:50 307 CHA HC 107H CRN 12232 4 credits In studying these topics, our goal will be to paint a portrait of each society: its modes of material reproduction, the economy; its social order including class and gender divisions; its political institutions, who controlled them and on what basis; and its cultural forms. Through an analysis of socio-economic forms, we will attempt to reconstruct modes of behavior and the tone of daily life; and through an analysis of art and literature, religion and philosophy, we will attempt to understand the self-image of the various cultures--the ways in which members of those cultures viewed themselves, their society, and their relation to the natural and supernatural. Throughout, our purpose will be to ask historical questions, to understand socio-economic, political, and cultural forms not as static entities, but as the evolving means by which human beings satisfy their needs, order their affairs, and attempt to make sense of their worlds. We will also try to understand the causes of historical change. The dual aim of thinking historically is to learn how past societies evolved and to learn how to ask historical questions about, and enhance our understanding of, our own evolving society. The class meetings will be a combination of lecture and discussion. Brief lectures will generally be used to introduce each topic and to describe the socio-economic order and political institutions of each society. Discussions will be used to analyze cultural forms and will be based on the readings of primary source materials. Readings include: The Epic of Gilgamesh, selections from Plato’s Republic, The Oresteia by Aeschylus, The Bible, The Koran, and The Song of Roland. MWF 11:00-11:50 307 CHA HC 107H CRN 12234 or 12235 4 Credits Traditionally, Western Civilization has been taught as a "roots" curriculum. In the United States, educational institutions taught a "Western Tradition" that was supposed to have led directly from Greece and Rome to Western Europe and finally to North America. It was also understood to represent the highest of history's cultural and intellectual achievements. In recent years, critics have argued that this story excludes the many other building blocks of the modern world, be they the stories of the historically silenced or those outside of the "West" entirely. These critiques have inspired new ways of studying history and new fields of study. In this course, we will set out to understand what has been called the "Western Tradition" in different terms. On the one hand, we will try to ground ourselves in some of the historical and literary foundations for modern institutions and ideas. On the other hand, we will constantly observe and examine divisions, conflicts, contacts, multiplicities, and hybrids. And we will treat the study of ancient and medieval history as an opportunity to understand historical difference as well as historical continuity. In general, we will try to understand the cultural power of stories and symbols. We will be particularly attentive to origin stories, whether they are narratives of the beginning of the world, of a particular faith or nation, or of new periods in history. And we will try to develop a historical language in which to discuss both the meaning of "civilization" and of "the West". CRN 12234: UH 9:30-10:50 303 CHA HC 107H CRN 12236 4 Credits In this course, we will explore the rise of "western civilization" by examining the essential historical developments (social, political, economic and cultural) in Europe and the Mediterranean from 3000 BCE to 1300 CE. In doing so, we will be sure not to lose sight of what life was really like for those who did not typically wield much influence, such as women and peasants. In order to guide us through this survey of over 4000 years of history, we will focus on three main themes: 1. the idea of citizenship and the relationship of the individual to the collective; 2. the role of law in society; and 3. the relationship between men and women and the roles of men and women in society. The class meetings will usually include both lecture and discussion. The discussions will focus mainly on primary source documents that will be available as a course packet and on the internet. Writing assignments will include two short text analyses and one longer paper. UH 14:00-15:20 307 CHA
HC 207H CRN 12237 4 Credits Almost every day, we see headlines like "Chemical Spill Poisons Fish," "Exposure to Dioxin Linked to Cancer," and "Greenhouse Gases Warming Atmosphere." In the age of chemistry, we release thousands of substances into the air and water, subjecting each other and the environment to a witch’s brew of compounds that may affect our health, the vitality of the organisms around us, and the very climate in which we live. In this class, a chemist and a biologist will guide an exploration of the pollutants we release, their effects on us and the ecosystem, and the ways in which the damage may be prevented or remedied. We will examine the chemistry underlying the problems, the impacts on our health, the ecosystem’s responses to the pollutants, and the actions that can be taken to protect ourselves and our environment. Laboratory and field investigations will provide students with hands-on experience. Class participation and in-class discussions will be emphasized. This course is designed for non-science majors. No background in physics, chemistry, biology, or mathematics is required. Students will write two papers and give an oral presentation. Two open book exams. There will be two hour-and-a-half lecture/discussions and one lab meeting per week. UH 11:00-12:20 303 CHA HC 204H CRN 15109 4 Credits Introduction to Microeconomics This course is organized with the intention of familiarizing the student with the fundamental microeconomic concepts and tools utilized by economists and policy makers. In general, the focus will be on theoretical models of consumer and producer behavior in markets and their application towards real world problems and policies. The fundamental economic concepts in this class will help students disentangle many complex issues facing the world economy today and prepare them for further study in economics. Course requirements include several homework assignments, a midterm and final exam, and a short paper. The homework problems will be posted on my web site at regular intervals. The midterm and final will be comprised of short answer and problem solving questions. The paper topic is to examine a current economic issue in the context of the analysis in the economic philosophy book A Conflict of Visions by Thomas Sowell. The main text for the course is Microeconomics by Michael Parkin, 5th Edition. UH 9:30-10:50 240B GRAY
HC 311H CRN 12238 4 Credits In this course we will focus on music of the baroque era in Europe and Latin America within its broader cultural context. We will study political and economic history, art and architecture history through critical reading and discussion of several recent articles and various book chapters in order to come to an understanding of the Baroque as a concept. In class we will discover stylistic characteristics of baroque art and music, discussing slides and listening to musical examples. Attendance and active participation are required, as well as thorough preparation of the readings for discussion in class. Each student will give a short class presentation, write a short mid-term paper and a longer final essay. The final exam will be oral. MUSIC MAJORS WHO TAKE THIS COURSE CAN PETITION TO BE RELEASED FROM THE SECOND SEGMENT (BAROQUE & CLASSICAL) OF THE UNDERGRADUATE MUSIC HISTORY SURVEY (MUS 268) UH 12:30-13:50 303 CHA HC 399H CRN 12239 1-5 Credits The Honors College hosts the University of Oregon Forensics Program, which won a national championship in debate in the 2000-01 academic year. The program is designed to teach rhetorical habits of mind and speech through intercolle-giate debate and individ-ual events. The program travels to about 13 tournaments, hosts two on-campus tournaments, and engages in some on-campus speaking activities. Debate students will be paired with partners and will be expected to conduct extensive research on the debate topics selected by the Cross Ex-amination Debate Association (CEDA). Two de-bate topics are debated each academic year. Novice and experi-enced student debaters are welcome. Individual events students select from among ten to fifteen public speaking and oral interpretation events. Individual events students work to pre-pare and perfect speeches designed to per-suade, entertain and move. Individual events speakers are expected to debate as well. Students are graded on their performances. MW 16:00-17:20 471 GRAY
HC 407H CRNs below 2 Credits Senior Thesis Seminar should be taken at least two terms before the term of graduation and may be taken in the junior year if one has a clear idea for one's thesis. Class will consist of an initial overview of the thesis process with attention to the writing of the prospectus. Most of the class will be de-voted to oral presentations of each stu-dent's prospectus. Those students who are al-ready well into their research will be en-couraged to present a completed thesis chapter or section of a chapter. Presenta-tions will be made to the full class and to the student's departmental thesis director; presentations will also include a ques-tion and answer session. Students will sign up for presentation times during the first semi-nar meeting. Attendance is mandatory. Pass/No Pass only Students must complete an Application for Enrollment form in the HC Office in order to be pre-authorized to register through Duck Call. The form must be signed by either your departmental thesis advisor or HC advisor. CRN 12243: M 8:00-9:50 303 CHA CRN 12244: M 14:00-15:50 303 CHA CRN 12245 M 11:00-12:50 303 CHA CRN 12246 W 12:00-13:50 303 CHA CRN 12247 W 15:00-16:50 303 CHA
Jane Austen is one of the two or three major novelists in English. Around her twentieth year she began to quietly revolutionize both the subject matter and the techniques of the young English novel. In our discussions we will explore these advances and her ability to people the conventional plot of the popular romance with an astonishing variety of unique invented characters and their interrelationships. Grades will be based on the extent and quality of participation in class discussion and on six papers of 1000 to 1500 words, one for each of her six major novels. UH 15:30-16:50 307 CHA HC 412H CRN 12252 4 Credits The texts are Marlowe’s King Edward II (play), Wilde’s The Picture of Dorian Gray (short novel), Stokes’ Oscar Wilde (play), Puig’s Kiss of the Spider Woman (novel), Fierstein’s Torchsong Trilogy (play) Leavitt’s The Lost Language of Cranes (novel), Dixon’s Vanishing Rooms (novel), and selections from The Penguin Anthology of Homosexual Verse. The course will provide an overview of gay men’s literature, as it has evolved from the Renaissance to the present day. We will discuss how social acceptance has both grown and created more backlashes, as dramatized in the literature. We will look at five tragic perspectives in Marlowe, Wilde, Stokes, and Puig, two epic outlooks in Leavitt and Dixon, and one comic approach in Fierstein. These works will trace out the birth of the gay man’s Arcadia, where two lovers may retreat from adversity, to the development of the gay marriage and family in the twentieth century. We will have a special look at the war against homophobia, particularly as expressed in the life and work of Oscar Wilde. While race and gender will be additional considerations, this syllabus will not repeat any of the material in the Literature of Androgyny seminar. There will be two short papers and one long one. A reading journal will be optional. There will be a strong emphasis on discussion, and videos of several of the works will be available. MWF 10:00-10:50 303 CHA Pre-requisite: Completion of HC Literature 101, 102, 103. THE PRECEDING COURSE WILL FULFILL HC REQUIREMENTS FOR EITHER ARTS AND LETTERS OR COLLOQUIUM, IN ADDITION TO THE UO'S MULTICULTURAL REQUIREMENT (IP CATEGORY) HC 412H CRN 15569 4 Credits Visions of Freedom III: The Constraining Violence of Race, Gender, and Class In our world, in which “violence” is defined as that which “criminals” and “terrorists” do, we might do well to recall the etymology of the English term—from the Greek βια, meaning bodily strength, but which has the derived meaning: “to constrain.” Seen as “constraint,” “violence” becomes a much wider and deeper term, referring not to just to the exercise of physical force, but as the exercise of any kind of constraint that infringes on a person’s or a group’s freedom. Seen as “constraint,” then, violence is the direct opposite of “freedom”—a term that has become so inflated today that it is applied to, in order to sell, everything from shoes, to cars, to cell phones. In this course we intend to return to this original meaning of “violence” in order to rethink notions of freedom. We will focus specifically on race, gender, and class, and study how these socially constructed categories exercise constraints that obstruct the freedom of those whose identity and life-experience are defined by them. By exposing the constraining dimensions of violence, we will be able to define in greater depth the hidden dimensions of freedom. In the study of each of these categories, our inquiry will be concerned with three issues: the social construction of the category; the consequences of its institutionalization; and the lived experience of those whose lives are constrained by them—both the violence suffered and the forms of resistance they develop. MW 15:00-16:20 307 CHA HC 415H CRN 15570 4 Credits For many black writers in the United States and the Caribbean, the idea of "returning to one's roots," of literally or symbolically travelling back to Africa, has offered a powerful way of exploring complex issues of trans-Atlantic slavery, individual and group identity, history and historical memory. This class will focus on fiction, drama, and autobiography by writers of African descent who have used the motif of travel to explore these broader concerns. We will be concerned with the literary techniques and rhetorical strategies to be found in these texts, as well as the philosophical questions they raise. Primary reading will include the following: Maryse Condé, Heremakhonon, Charles Johnson, Middle Passage, George Lamming, The Pleasures of Exile, Paule Marshall, Praisesong for the Widow, Toni Morrison, Song of Solomon, and Derek Walcott, Dream on Monkey Mountain. MWF 10:00-10:50 9 PAC THE PRECEDING COURSE WILL FULFILL HC REQUIREMENTS FOR EITHER ARTS AND LETTERS OR COLLOQUIUM, IN ADDITION TO THE UO'S MULTICULTURAL REQUIREMENT (IC CATEGORY)
*Note procedure for open-ended courses and telephone registration. HC 403H CRN 12240 (Variable Credits: usually taken in the major) HC 405H CRN 12241 (Variable Credits) HC 406H CRN 12242 (Variable Credits) HC 409H CRN 12251 (Variable Credits) PLEASE NOTE: STARTING WINTER TERM 2002 THE UNIVERSITY WILL EXPAND THE TEACHING DAY. CLASSES WILL BE OFFERED FROM 8:00 AM UNTIL 8:00 PM MONDAY THROUGH FRIDAY.
WINTER TERM: LITERATURE HISTORY SCIENCE SPECIAL PROBLEMS SEMINARS HC 407H Senior Thesis Seminar COLLOQUIA HC 408H Waging Peace Through Song HC 408H Histories of the Future HC 408H Beyond Vengeance and Forgiveness: Responses to the Holocaust and Apartheid as Historical Crimes HC 415H Race/Ethnicity in Modern Latin America LITERATURE HISTORY SCIENCE SOCIAL SCIENCE SPECIAL PROBLEMS SEMINARS COLLOQUIA HC 408H Human Genome Project HC 408H Evolution, Cooperation, Ethics HC 408H Literature of Testimony HC 415H Global Human Rights |
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