Course listings | Case Western Reserve University

Term: Spring 2015

USSO 201: Society and Technology: How Do They Impact One Another? (100/12001)

TR 04:30-05:45 PM Jan 12-Apr 27

Bruce, Y; Hudak, C

This course focuses on a systematic analysis of the relationships between society, and the specific institutional elements of technology and technological innovation. It describes the social aspects of computers and related technologies and explores the ways in which these technologies influence and impact organizations and individuals. The course explores the design, use and cultural significance of technologies and uses a historical focus to assess the integration of technology into all aspects of our society. The restructuring of traditional human interaction by information technology will provide a contemporary focus for the course. Offered in a seminar format, the course will provide opportunities for scholarly discussion, systematic inquiry and written communication.

USSO 234: Questions of Identity (100/12011)

MW 03:00-04:15 PM Jan 12-Apr 27

Arnoff, G

Who we are informs the ways in which we act in the world. How we respond to society in the individual, local, and global community is impacted by the way we see ourselves, the way others see us, and the way we see others. Who am I? How do I look at myself in relationship to others? How does the way in which society views me affect the way I think of myself? How have writers, historians, and philosophers dealt with the challenges of self and group identity? We will explore these issues through readings from the Civil Rights Era, the Holocaust, and the period of decolonization in Africa.

USSO 243: The Art of Fact (100/12024)

TR 01:15-02:30 PM Jan 12-Apr 27

Simakis, A

As evidenced by the tragedy that unfolded in New Orleans in the wake of Hurricane Katrina, we ignore the consequences of endemic poverty at our peril. How do you evacuate a city filled with thousands of people too poor to own cars? Where do you house them after they've been rescued from their drowned neighborhoods? Although Cleveland won't likely be erased by flood, it's one of the poorest big cities in the nation making it vulnerable to disaster in times of crisis and an incubator for a host of thorny social problems. Often, it's up to journalists to bring attention to these issues, give voice to the voiceless and force policymakers to come up with solutions to seemingly intractable problems. In this seminar, we'll read and dissect the works of journalists who've written stories about complex social problems and have done so using many of the conventions employed by writers of fiction. Writer Ben Yagoda described this literary journalism as "making facts dance." We'll spend our time researching numerous social issues and learn to write about them in a clear and compelling voice.

USSO 255: Hinduism (100/7778)

TR 10:00-11:15 AM Jan 12-Apr 27

Sarma, D

This course will provide an introduction to Hindu thought and culture. We will read a wide range of texts and secondary sources. Two readings, the Ramayana and Samskara, will focus on issues of ethics and proper dharma. We will also be watching Deepa Mehta's Fire. There will be a visit to the Shiva-Vishnu Temple in Parma. Heavy emphasis on research and writing.

USSO 266: Framing Our Legal System: Law in the Movies (100/7785)

TR 04:30-05:45 PM Jan 12-Apr 27

Mester, T

This course explores important themes in the study of law, lawyers, and legal institutions by regarding their representations in movies. We will cover such issues as race/class/gender and the law, legal ethics, legal education, the adversarial system, and the image and status of the lawyer in American culture. We will also look at the ways in which law and the legal profession affect popular culture and, conversely, the ways in which poplar views of legal problems and lawyers affect law.

USSO 271: Schoolhouse Rocked: Education Reform (100/12002)

MW 05:00-06:15 PM Jan 12-Apr 27

Ewing, K

Today, the term "education reform" may bring to mind standardized tests and No Child Left Behind. Many believe that our schools must become more rigorous, with stricter rules and definable goals. "Reform," however, used to be defined differently. John Dewey, Maria Montessori, and Paulo-Freire, for example, struggled to make schools freer and more humane. They hoped not to make the classroom less challenging, but more child-centered. Some disciples of such reformers, discouraged by schools' resistance to change, eventually turned to homeschooling--pulling kids out of school and educating them with real-life learning experiences. In this seminar, we will explore progressive educational theory and connect it with contemporary alternative schools and homeschooling. Visits to nearby Montessori and Waldorf schools and discussions with homeschoolers will make real-life connections to seminar reading and classwork. Challenging assumptions about how well our schools work and raising questions such as, "How do we learn?" and "What is good teaching?" will provoke thought, conversation, and interesting writing.

USSO 275: Psychology of Creativity (100/7768)

TR 01:15-02:30 PM Jan 12-Apr 27

Russ, S

The purpose of this course is to explore how individuals become creative. What are the most important qualities, emotional and cognitive, that are related to creativity? Is there a creative personality? What is the difference between artistic and scientific creativity? How does creativity relate to mental illness? How can we foster creativity in people? The course will study creativity in children and adults and will include research studies as well as descriptions of creativity from creative individuals. We will also discuss how different cultures view and effect creativity and the ethical issues involved. This course is a seminar and will use a discussion format.

USSO 285D: Advertising and the American Dream (100/12003)

MW 04:00-05:15 PM Jan 12-Apr 27

Doll, W; Hallman, T

This SAGES seminar will explore advertising in America, its social and cultural roots, and its impact (or lack thereof) on our values, tastes, and behavior as consumers and citizens. It is hard to find a space in the contemporary world that is not plastered with ads--from the Coke cups next to the judges on "American Idol" to stencils on the sidewalks we walk on. This blizzard of advertising images may, in fact, define our age. We will examine the forces that created this giant American industry and ask: Why do we have advertising? How is it created? What social functions does it serve? How has it changed? Where is it going? Central to this seminar is discussion, research, and writing to analyze and critique this in-our-face, but little understood, social institution. Some of our discussions will flow from advertising industry news (e.g., the Super Bowl ads), a contemporary or early 20th century ad campaign, or the backstage insights of a guest from one of Cleveland's major ad agencies.

USSO 285K: The Economics of Global Poverty (100/7784)

MW 03:00-04:15 PM Jan 12-Apr 27

DeLong, J

Developing countries make up at least three-fourths of the world population. This course focuses on international aspects of economics of the developing world. Questions we will ask include: why are the poorest countries failing to thrive, what can be done about it, and can the rich afford to help the poor? The term "developing country" means a country that exhibits low per capita income, high poverty level, little industrialization, or low life expectancy. However, these problems also affect developed countries. Why, then, do we study poor countries' economies separately from those of industrialized nations? The answer lies not in the types of problems but in the severity and causes of these problems. It is these issues, the causes and consequences of global poverty, and solutions to help the world's poorest, that concern us here. Raising people out of poverty requires economic growth, a more even income distribution, investment in education, health care, and infrastructure, social safety nets, honest political leaders, reliable social and financial institutions, and international aid from rich countries.

USSO 286F: Environment and Civic Culture in the Developing World (100/7773)

MWF 02:00-02:50 PM Jan 12-Apr 27

Schroeder, P

Can the fight against environmental degradation lead to an improved civic culture and political reform in developing nations? Developing nations typically sacrifice environmental protection in favor of economic development. Only when the costs of environmental degradation become obvious do nations consider a sustainable development regime that includes environmental protection. This seminar addresses whether implementing a sustainable development model requires a new civic culture that encourages political reform. In doing so, students will examine and write about literature on economic development, environmental degradation, and several international initiatives that encourage reforms to aid sustainable development. The seminar will use the People's Republic of China as a case study, but will also draw on evidence from other developing countries.

USSO 286L: Exploring Non-Profit Organizations (101/7783)

TR 08:30-09:45 AM Jan 12-Apr 27

Clemenson, B

This seminar is structured to expose students to the opportunities and challenges of working in and running non-profit organizations. Students will explore the importance and significant roles non-profit organizations play in our society. The class will learn how non-profits are organized and regulated and the importance of the organization's mission is to determining the impact of the non-profit organization in the community. Additionally, the students will learn how non-profits are funded and how these organizations maintain their financial stability and sustainability in the community. These goals will be accomplished through group analysis of non-profit organizational principles, and investigation of existing non-profit organizations.

USSO 286L: Exploring Non-Profit Organizations (100/7826)

TR 10:00-11:15 AM Jan 12-Apr 27

Clemenson, B

USSO 286V: Management of Chronic Illness in a Cultural Context (101/7781)

M 11:30-12:45 PM Jan 12-Jan 12, W 11:30-12:45 PM Jan 21-Jan 28, M 11:30-12:45 PM Jan 26-Jan 26, MW 11:30-12:45 PM Feb 01-Feb 16, W 11:30-12:45 PM Feb 18-Mar 18, M 11:30-12:45 PM Feb 23-Mar 11, M 11:30-12:45 PM Mar 16-Mar 16, M 11:30-12:45 PM Mar 23-Mar 23, W 11:30-12:45 PM Mar 25-Mar 25, M 11:30-12:45 PM Mar 30-Mar 30, W 11:30-12:45 PM Apr 01-Apr 01, MW 11:30-12:45 PM Apr 06-Apr 13, W 11:30-12:45 PM Apr 15-Apr 22, M 11:30-12:45 PM Apr 20-Apr 20

Zhang, A

This course will explore the cross cultural, self-care approaches to health problems. It covers substance-based (e.g., herbs, acupuncture), mind-body (e.g., yoga, qigong), spiritual (e.g., prayer) and social (e.g., communal, family) approaches that have been used to manage chronic diseases and promote wellness in various cultural settings.

USSO 286V: Management of Chronic Illness in a Cultural Context (100/7827)

M 09:30-10:45 AM Jan 12-Jan 12, W 09:30-10:45 AM Jan 14-Jan 14, W 09:30-10:45 AM Jan 21-Jan 21, M 09:30-10:45 AM Jan 26-Jan 26, W 09:30-10:45 AM Jan 28-Jan 28, MW 09:30-10:45 AM Feb 02-Feb 16, W 09:30-10:45 AM Feb 18-Mar 18, M 09:30-10:45 AM Feb 23-Mar 09, M 09:30-10:45 AM Mar 16-Mar 16, M 09:30-10:45 AM Mar 23-Mar 30, W 09:30-10:45 AM Mar 25-Mar 25, W 09:30-10:45 AM Apr 01-Apr 01, MW 09:30-10:45 AM Apr 06-Apr 13, M 09:30-10:45 AM Apr 20-Apr 20, W 09:30-10:45 AM Apr 15-Apr 22

Zhang, A

USSO 287C: Murder in the Jazz Age (100/7758)

MW 04:00-05:15 PM Jan 12-Apr 27

Absher, A

Enrollment in this class after the first week of classes requires the instructor's approval.

USSO 288B: Doing Good: How Nonprofits Change Lives (100/12004)

TR 11:30-12:45 PM Jan 12-Apr 27

Henry, C

The American economy is made up of three sectors: government, business, and nonprofit. It's pretty obvious what government and business do, but the activity of nonprofits, while it is everywhere, is much more subtle. A nonprofit is most likely where you were born, went to school, attend church, or adopted your family dog. If you became an Eagle Scout, watched "Sesame Street," attended a benefit concert, or participated in a walk for a cause, you were engaged with a nonprofit. Perhaps you haven't given much thought to the way the organization was structured, where it gets its money, or what kind of an impact it's really having. In this seminar, students will learn what nonprofits are, how they operate, how they influence everyday lives, and their role in advancing social change and a civil society. We will consider the economic impact of nonprofits as well as their role in protecting culture, environment, values, and heritage. We will also look at the key challenges facing nonprofits today and how they are addressing them. Writing assignments will include a grant proposal for a new or existing nonprofit. The seminar will feature guest speakers and class visits to nonprofits in the Cleveland area.

USSO 288C: Green Transformation and Globalization (100/7774)

TR 11:30-12:45 PM Jan 12-Apr 27

Yang, P

This seminar introduces students to the recent major green transformation in China and elsewhere in the world, focusing on the way the green changes took place in relation to globalization, environment and climate protection, technology innovation, income redistribution, domestic consumption, and education, to meet the challenges of financial crisis, climate change, energy insecurity, and international competition. The seminar will also assess the impacts of various aspects of green transformation and globalization on today's and future world and vice versa. This seminar promotes broad knowledge of-and increased appreciation of the importance of diversity in China's cultural past, social frameworks, economic conditions, and natural environment. In a close connection to the primary readings, which include several recent relevant works, the students will be exposed to a variety of related primary and secondary materials (such as texts, photos, film clips, music, songs, and websites). In addition to receiving informative yet concise instruction, the student will also be involved in practice in critical reading and thinking, in writing and orally presenting research papers. In these activities, the students will be introduced to basic methods and concepts critical to the understanding of important economic, social, and cultural developments and changes as products of movements rather than isolated incidents.

USSO 288S: The Second Amendment and Society: The Role of the Gun (100/12005)

MW 04:00-05:15 PM Jan 12-Apr 27

Cheatle, J

The role of the firearm in modern society is one of the most polarizing issues in the United States today. This course will attempt to unpack the sometimes dizzying array of information and misinformation surrounding the Second Amendment debate in the country. As with many emotionally charged issues, such as reproductive rights or same sex marriage, any people come to the discussion with firmly entrenched beliefs. This seminar will challenge students to identify their belief systems, then deconstruct and critically examine them in their writing assignments. At the same time, students will critically examine and research the merits and fallacies of opposing views and discuss these as well. The unique role the personal firearm has played in our history and culture will be explored, along with its role in cinema and video games and its symbolic place in our national psyche. The internet, scholarly articles and current news stories will serve as sources to fuel discussion. Finally, different types and calibers of handguns and general firearm safety will be discussed. Students can choose from a wide variety of topics for writing assignments.

USSO 289C: Ethics For The Real World: Developing a Code of Ethics to Guide Decisions in Work and Life (100/11961)

TR 01:15-02:30 PM Jan 12-Apr 27

Case, S

This seminar addresses two major questions: How do the contexts in which we live or work affect ethical behavior? And how can we manage to struggle through personal and organizational challenges if we find they present us with something ethically compromising? In this course, we look to religion, spiritual teaching and cultural upbringing to understand sources of personal values and standards of behavior that might help structure one's life in the midst of difficult contexts. One way we consider this is through practical exercises including development of your own personal code of ethics, an iterative process designed to help you articulate the principles of your own moral construction. These can serve as a foundation for leadership integrity and moral courage for ethical decisions throughout life and work.

USSO 289D: Law and Social Change (100/12006)

MW 09:00-10:15 AM Jan 12-Apr 27

Gerhart, P

This course examines the role of law in society, inviting students to think critically about how the law shapes social norms and how social norms shape the law. We focus on judge-made law -cases in which a judge is interpreting the Constitution or statutes, or is applying precedent through the common law. Judges understand law as a social construct and, either explicitly or implicitly, respond to their perception about social beliefs, sometimes lagging behind the formation of social beliefs and sometimes leading in the creation of social beliefs. We will examine a series of social issues concerning individual rights and social cooperation to interpret the law's response to those issues through various theories about the way judges interact with society in the formation of social beliefs. Among the social issues we will discuss are racial discrimination, religious discrimination, same-sex marriage, the death penalty, internet piracy, interpersonal fairness and social cooperation. Among the theories we will discuss the theories of judicial pragmatism, the law's expressive function, judicial politics, social norms, and social change. Each student will pick a social issues that interests the student and will write a series of reflection papers discussing that issue in light of the theories we are discussing. Their final paper will theorize about the relationship between law and society in the context of the issue the student has studied during the semester. Grades will be based on class participation, including a final presentation, and written work. Students will emerge from this course with a greater appreciation of how a society forms its social values.

USSO 289G: Privacy-None of Your Business (100/12007)

MW 12:30-01:45 PM Jan 12-Apr 27

Ku, R

When can the government or private individuals and institutions demand and gather information about us? Can these groups monitor and demand access to your social media? Could you be denied a job because of something you posted to your friends? Under what circumstances do we have an expectation and a right of privacy that prevents others from accessing information and regulating our behavior? This seminar will explore these questions, and more, through literature, popular culture, and legal analysis.

USSO 289J: Treasure or Trash: Examining Theatrical Credibility (100/12166)

MWF 10:30-11:20 AM Jan 12-Apr 27

Ullom, R

This seminar is a fundamental study of theatre from the standpoint of developing the critical acumen of a potential audience. It covers each ingredient of the theatrical experience-audience, playwriting, acting, directing, theatre architecture, design and technology-and attempts to help students define a reasonable set of standards to judge that part of the experience as an audience member and to clearly communicate their feelings and thoughts regarding that experience. In addition to class discussions, lectures, and readings, students are also required to attend four live performances-two theater productions offered by Case Western Reserve University's Department of Theater and two productions at the Cleveland Play House. The students will write critical essays about their experience as an audience member in relation to a particular aspect of the performance.

USSO 289L: The Origins of the Arab-Israeli Conflict, 1900-1948 (100/12277)

W 05:00-07:30 PM Jan 12-Apr 27

Broich, J

The British Empire took control of Palestine after driving the Germans and Turks from the region near the end of World War I. From that moment on, the British had an increasingly difficult time administering the region. Jewish colonists had already been settling int he land for decades, and with their takeover, the British gave them and other Zionists reason to believe that the Empire would facilitate Jewish efforts. At the same time, the indigenous Arabs of Palestine appealed to the British to protect their very birthright, to keep their country from passing into someone else's hands. The British gave Arabs, too, reason to believe that they would recognize and defend their claims. In the few decades that the British Mandate governed Palestine it oversaw riots, revolution, and terrorist bombings. When it withdrew from Palestine, its legacy was a brutal war between Arabs and Jews; and the legacy of that war holds an iron grip on the course of world history to this day. Had the British Empire not been in Palestine, and not made the fateful decisions that it did, there would be no Israel and no Arab-Israeli conflict as we know them. Course materials include histories of Zionism, pre-Zionist Palestine, the British Mandate years, the British Empire in other Arab lands, and the 1948 war and aftermath. Primary sources from the perspective British officials on the ground in Palestine receive much attention. The histories of engineering and agriculture are highlighted alongside traditional social and political perspectives.

USSO 289M: The Detective Novel (100/12278)

MWF 10:30-11:20 AM Jan 12-Apr 27

Marling, W

Enrollment in this class after the first week of classes requires the instructor's approval.

USSO 289Q: The Nazis Next Door: Everyday Germans and National Socialism 1919-1990 (100/7777)

TR 02:45-04:00 PM Jan 12-Apr 27

Ledford, K

From the beginning of the National Socialist Party in 1919 until German Unification in 1990, everyday Germans had to deal with the reality that, regardless of their own political beliefs, many neighbors and even relatives embraced the doctrines of National Socialism. This seminar explores this complex reality from the rise of National Socialism, through the crimes of the Third Reich, and the stumbling and mixed efforts of the postwar Germanies to cope with the presence of Nazis in German society. Ranging from the defeated and divided society of the Weimar Republic, through the Nazi triumph, crimes, and defeat, to the recivilization of Germans after the war, we will examine how Germans dealt with the fact that to some degree, there were always Nazis next door.

USSO 289S: Political Losers (100/7772)

TR 02:45-04:00 PM Jan 12-Apr 27

Beckwith, K

Political Losers shifts the usual focus of political science research, from who wins and the factors that explain the victory, to who loses, why they were defeated, and what impact defeat has upon the losers. The course considers the effects of losing on voters (what happens to voters whose candidates never win?), on candidates (can electoral defeat position a candidate for future success?), on political parties (do small parties lose forever?), on social movements (what happens when a social movement loses badly?), and on nations (can defeat in war benefit the losing party?). Exploring political losers through books and articles, videos, and interviews, we will draw our own conclusions about what it means to be a political loser...and why losing might not be a bad thing.

USSO 289T: Music and Community (100/7770)

MWF 11:30-12:20 PM Jan 12-Apr 27

Koops, L

The central question of this course is "How does music create community?" Together we will seek to answer this question through observations, class experiences, and readings that examine a range of musical communities nearby (undergraduate a capella groups) to far (musical communities of drummers in The Gambia, West Africa). Students will experience community-building musical events including listening, movement, singing, and music games; read materials on musical communities around the world; discuss the role of music in social, cultural, and political settings and movements; and observe musical communities on and near campus. For the final paper, students will describe and analyze a musical community based on a field observation using ethnomusicological research techniques; analysis will be informed by course discussions, experiences, and readings. The theoretical lens through which a student analyzes the observation may be sociological, psychological, and/or anthropological, based on the student's interests and the salient issues arising from the observation.

USSO 289U: They Laughed `til They Cried: The Complexities of Emotion (100/11962)

MWF 09:30-10:20 AM Jan 12-Apr 27

Mitchell, M

Understanding our emotions may initially seem straightforward. After all, we know when we are happy or sad, surprised or bored, proud or embarrassed. This course, however, begins with the idea that our experience of emotions is in fact surprisingly nuanced. How does the brain make cognitive sense of physiological sensation? How do we know, for example, whether we are attracted to something or merely interested in it? And how do we make sense of others' emotional experiences? How do our brains process information to determine whether a person is angry, as opposed to disgusted or fearful? Do all cultures experience the same emotions? Do all emotions look the same regardless of culture? To guide our inquiry, we will engage theoretical perspectives from psychologists, neuroscientists, and philosophers. To help us test these ideas, we will also examine the appearance of emotional experience in news footage and documentaries, as well as how artists can manipulate our perception of emotions in visual art, film, and stage productions.

USSO 289V: To Everest and Back: The Politics and Culture of Mountaineering (100/11867)

MW 12:30-01:45 PM Jan 12-Apr 27

Pecastaings, A

In April 2014, at the start of the climbing season, 16 Sherpas working for commercial operators died in an avalanche on Mount Everest. This event precipitated an unprecedented crisis: after tense negotiations with their Western employers and clients, the Sherpas brought the spring climbing season to an abrupt close. Although this action seemed sudden, it had been a long time coming. Conditions on the mountain had by all accounts been deteriorating for decades: ugly trash heaps, tensions caused by economic disparities between Western guides and their indigenous counterparts, and ever more demanding--yet often under-prepared--Western clients indicated that what had once been the site of adventure and achievement had devolved into crass commercialism and exploitation. What is Everest for anyway? To whom does it belong? This course will chart the history of the "conquest" of Everest. We will ask the following questions: What prompted Westerners to venture into landscapes that their ancestors had previously shunned? When and how did the West's aesthetic appreciation of high mountains begin? When did this appreciation morph into a competitive drive to scale ever higher peaks in far-away lands? How does this history overlap with that of colonialism? Is mountaineering an ethical endeavor?

USSO 289Y: The Symphony Orchestra and its Place in Contemporary Culture (100/11871)

TR 02:45-04:00 PM Jan 12-Apr 27

Charnofsky, E

In measuring the cultural profile of a metropolitan area, the presence of a successful symphony orchestra is often used as a model to determine cultural sophistication and refinement. In recent years, however, the model of the orchestra has encountered significant challenges. Using the world-renowned Cleveland Orchestra as a paradigm, this seminar will examine the orchestra in contemporary culture and attempt to answer the questions: what will the symphony orchestra be in the near future and what must it become to sustain its cultural importance? In this seminar, we will focus our seminar-style discussions, formal presentations, and research-based writing on the following topics: defining evolving cultural norms and the place of the orchestra in today's culture as compared to previous eras; discovering how technology has affected the institution of the orchestra, including performances, recordings, marketing, and communications; analyzing changes in fund-raising techniques and searching for ideal future models; examining the financial challenges and bankruptcies of orchestras in recent years and analyzing their causes; describing the orchestra audience of the future based on social and cultural trends; and defining the ideal balance of orchestral repertoire for tomorrow's listeners. We will also attend orchestra concerts and write concert reports, and host occasional guests from the Cleveland Orchestra and other University Circle institutions who will provide a direct cultural perspective.

USSO 289Z: China and the World: 19th and 20th Century Encounters (100/11994)

MW 03:00-04:15 PM Jan 12-Apr 27

Fu, J

Although frequently characterized as a country with a past that was marked by insularity and disdain for all things foreign, until the West "opened [it] up," China's engagement with the world has been long and deep. China--Chinese emperors, Chinese governments, and Chinese people across the social spectrum--have energetically engaged with the broader world, permitting, encouraging, and seeking the circulation of foreign ideas and goods. This course is about how China has taken measure of the world and the goods and ideas that have flowed into and out of China during the past several centuries, from roughly the sixteenth through the twentieth centuries. Students will examine one topic in depth as an historical case study during the semester-long course. Possible topics from which the case study will be drawn include the Opium Wars, meanings of revolution, gender and sexuality, religion and political ideology, the environment, nationalism, history of science and technology, etc. Focus on a single thematic topic serves as a microcosm of social, political, and economic exchanges that highlight the complex ways in which understandings of China and the world have shifted over time.

USSO 290A: Literature on Trial: Obscenity, Sex, and Social Norms in the Twentieth Century (100/12043)

TR 04:30-05:45 PM Jan 12-Apr 27

Cheatle, J

We tend to associate censorship with the prudish values of the Victorian era. In many ways, this association is grounded in historical fact. Before 1870, there were only a handful of obscenity cases in America and England, but after 1870 there were numerous works prosecuted for obscenity in both countries. Obscenity laws were a reaction to a perceived threat to the status quo and normative standards. Literature, in particular, was targeted because it was thought that its enduring and effective popularity was a threat to public morality and a corrupting influence on young minds. This was before the time of television, the internet, and other influential forms of media. Literature was the subversive way to communicate ideas. But literature continued to function as a cultural battleground between the status quo and radical thinkers well into what we imagine to be the more liberated twentieth century. Works like Radclyffe Hall's The Well of Loneliness (1928), D.H. Lawrence's Lady Chatterley's Lover (1928), and Henry Miller's The Tropic of Cancer (1934) all faced charges of obscenity and were subject to obscenity trials in England and America. Why were these works targeted? How can we use the controversies that surrounded these novels to understand the social norms of the time, as well as how those norms were changing? How can we use these historical examples to better understand our own cultural moment?

USSO 290B: Contemporary American Rhetoric (100/11974)

TR 08:30-09:45 AM Jan 12-Apr 27

Schaffer, M

The health of a democratic society depends on an informed electorate. And yet the attack ads, unverified accusations, sound-bites, and carefully scripted and staged media events that fill television and the Internet tend to misinform, confuse, and disengage voters. How might we reverse this trend? How can we meaningfully enter into political conversations? How can we listen to others, form our own beliefs, and then communicate them respectfully and with purpose? To help answer these questions, we will return to modern democracy's ancient roots, using the lens of classical rhetoric to explore contemporary political debate. While the word "rhetoric" is often used today to deride precisely what's wrong with political discourse, as when a policy proposal is dismissed as mere "campaign rhetoric," it more properly denotes the techniques of effective persuasion. By learning how rhetorical devices are used, we can empower ourselves to analyze policy debates and to make our own contributions. As part of this investigation, we will research issues, debate and develop positions, read and evaluate speeches, write about our own positions, participate in public conversations by writing letters to representatives and opinion pieces for newspapers, and prepare an oral presentation. We will also complete a research project in which we analyze the different perspectives on an issue of interest, formulate our own positions on an issue, and reflect on our internal processes as we take on a belief and act on it.

USSO 290C: Marginalization & Health (100/11963)

TR 11:30-12:45 PM Jan 12-Apr 27

Warner, C

Even in a free and democratic society such as the US, individuals and even entire groups can be systematically marginalized: they are blocked from various rights, opportunities, and resources that are normally available to others. One especially important consequence of marginalization is diminished health and well-being. This seminar examines the social factors associated with marginalization and health in American society. Why are some individuals and groups at risk for marginalization? How does marginalization produce health inequalities? What can be done about them? Using quantitative and qualitative research methods and careful analysis of current scholarly literature, students will critically examine the current evidence related to these inequalities and generate their own social justice strategies to address them and their causes. In addition, students will have the opportunity to hear from guest experts in the field and participate in off-campus learning activities.

USSO 290D: Help Yourself: Self-Help and the Science of Human Behavior (100/11995)

MWF 10:30-11:20 AM Jan 12-Apr 27

Plow, M

Each year, people seeking to improve their lives spend millions of dollars on self-help books, classes, and programs. Why? How are they useful? And if they work so well, why do people continue to need them? This course uses some basic theories and research of human personality and behavior to investigate whether and how self-help works. In addition to using this information to investigate the claims made by self-help gurus, students will provide students with strategies they can apply to their own lives, including how to change unwanted behaviors, how to cope with stress, and how to promote overall health and wellness. The course will be conducted in a seminar-format to allow for scholarly discussion and facilitate critical thinking. Students will demonstrate their knowledge of the course material through the writing of a scientific paper reporting results of a self-experiment and an oral presentation discussing the merits of a self-help book.

USSO 290E: The Evolution of Running (100/12009)

TR 10:00-11:15 AM Jan 12-Apr 27

Korley, L

This course focuses on the evolution of running from survival to competition to recreation. The appeal of running has transcended time and provides a rich historical backdrop from which to explore themes of diversity, innovations in running technology, relationships and community activism through running, and running health and fitness. We will ask questions such as: What inspired Nike technology and the appeal of mainstream recreational running? What is the intersection between the sport of running and "Boston Strong?" What is the physiological impact of running from a gender perspective? To address these questions and more, emphasis will be placed on cultural, societal, socioeconomic, and technological aspects of the diverse world of running. In addition to discussion-based lectures and use of on-line media, students will engage with a local running club, have an opportunity to document race day through volunteer opportunities, and interview local runners, particularly faculty, staff, and administrators.

USSO 290F: Shooting the Messenger: Journalists at War (100/11975)

MW 12:30-01:45 PM Jan 12-Apr 27

Sheeler, J

It has rarely been more dangerous to be a war correspondent. The beheading of journalist James Foley in 2014 in Syria came 12 years after the beheading of Wall Street Journal reporter Daniel Pearl in Pakistan, and between their deaths hundreds more reporters have been killed, kidnapped and tortured. This course will examine the history of the war correspondent with an emphasis on the wars in Iraq and Afghanistan which have raged for the majority of our students' lives. We will read about the reporters' experiences and will speak to several war reporters via Skype. Because even though today's war correspondents know the danger, they also know there has rarely been a more important time for them to bear witness.

USSO 290G: A History of Workers in the US (100/12010)

TR 06:00-07:15 PM Jan 12-Apr 27

Flores, J

This course examines the lives of the ethnically and racially diverse women and men, skilled and unskilled, and rural and urban laborers that produce the goods and provide the services that society consumes. At crucial moments, working people have joined social movements in an effort to improve some aspect of their lives. We therefore will assess workers in relation to several known and less known American social movements, such as the eight-hour day movement during the late nineteenth century, the peace movement during WWI, and the Civil Rights movement in the wake of WWII. As we study these social movements through the lens of labor history, we will focus on making sense of periods of conflict and cooperation between European American, African American, and Mexican American workers. Throughout the course we will also discuss the politics of time-managed work, the role of unions within a competitive market economy, the influence of public policy and government institutions, and the relationship between industrial economies and blue-collar communities.

USSO 290H: The Social World of YouTube (100/12015)

TR 04:30-05:45 PM Jan 12-Apr 27

Cowart, G

Created in 2005, YouTube, in a mere decade, has changed how we perceive and interact with the social world. This course will focus on the cultural significance of YouTube and its reflection of 21st-century values, propensities, and ideas. Discussions and research will focus on such topics as the uses of YouTube as a communication medium, the impact of YouTube on the roles of media producer and media consumer, YouTube as an instrument for social and political change, and possible futures of YouTube.

USSO 290K: Modernizing European Cities (1850-1930) (100/12298)

TR 01:15-02:30 PM Jan 12-Apr 27

Geller, J; Levin, M

Many aspects of the modern, Western city as we know it today emerged in Europe between 1850 and 1918. We will examine the changes in urban planning, architecture, economics, social relations, culture, and fine art that defined this change. We will seek to answer questions such as: What does a modern European city look like? How do residents of a modern(izing) city relate to each other? How do newcomers come to understand their surroundings in a modern city? What makes commerce different in a modern city from a pre-modern city? How were modern European cities depicted in art? While the phenomena that we consider occurred, to some degree, in almost every city in Europe, we will concentrate on Paris, Berlin, London, and Vienna.