Indiana University Bloomington
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Course Descriptions


Fall 2013


MEST-M 490 Christian Art of the Roman Empire, 4th-7th Centuries 4 cr Bassett, S.
MEST-M 502 Christian Art of the Roman Empire, 4th-7th Centuries 4 cr Bassett, S.
MEST-M 650 Manuscript Culture: Medieval Music 3 cr Long, M.
MEST-M 815 Readings in Medieval Civilization 1–4 cr McGerr, R.


CEUS-R 329 / 529 Topics in Central Asian Studies: Buddhism in Central Asia 3 cr Beckwith, C.
CEUS-R 351 / 551 Prophets, Poets, Kings: Iranian Civilization 3 cr Choksy, J.
CEUS-R 563 Mongolian Historical Writings 3 cr Kara, G
CEUS-T 151/ 551 Introductory Persian I 4cr/3cr Daneshgar
CEUS-T 251/ 651 Intermediate Persian I 4cr/3cr Daneshgar
CEUS-T 351/ 751 Advanced Persian I 4cr/3cr Losensky, P.
CEUS-T 171/ 571 Introductory Tibetan I 4cr/3cr Rabsal
CEUS-T 271/ 671 Intermediate Tibetan I 4cr/3cr Sperling, E.
CEUS-T 371/ 771 Advanced Tibetan I 4cr/3cr Rabsal
CEUS-T 131/ 531 Introductory Uyghur I 4cr/3cr Nazarova
CEUS-T 231/ 631 Intermediate Uyghur I 4cr/3cr Nazarova
CEUS-T 331/ 731 Advanced Uyghur I 4cr/3cr Nazarova
CEUS-T 398/ 598 Introduction to Tokharian (Tocharian) 3 cr Beckwith, C.


CLAS-G 500 Elementary Greek 2 cr  
CLAS-G 600 Intermediate Greek 3 cr  
CLAS-L 100 Elementary Latin I 4 cr  
CLAS-L 150 Elementary Latin II 4 cr  
CLAS-L 200 Second-Year Latin I 3 cr  
CLAS-L 250 Second-Year Latin II 3 cr  
CLAS-L 300 Intensive Introduction to Classical and Medieval Latin 3 cr Balint, B.
CLAS-L 540 Readings in Medieval Latin: The Consolation of Philosophy and the Medieval Boethian Tradition. 4 cr Balint, B.


COLL-C 103 King Arthur of Britain 3 cr McGerr, R.
COLL-C 103 A Question of Love 3 cr Mickel, E.


CLLC-L 210 The Crusades in Pop Culture 3 cr Rutecki, D.


CMLT-C 313/ 513 Narrative 3 cr / 4 cr McGerr, R.


ENG-E 301 Literatures in English to 1600 3 cr Adams, M.
ENG-L 306 Middle English Literature 3 cr Ingham, P.
ENG-G 601 Medieval Languages 4 cr Fulk, R.


FRIT-M 307 Masterpieces of Italian Literature 3 cr. Storey, H.
FRIT-F 361 La France Medievale (a 1500) 3 cr. Merceron, J.
FRIT-F 603 History of the French Language I 3 cr. Vance, B.


GER-G 635 Old Icelandic 3 cr Gade, K.


HIST-B 204 Medieval Heroes 3 cr Shopkow, L.
HIST-B 351 Western Europe in the Early Middle Ages 3 cr Deliyannis, D.
HIST-G 200 Frontier China: Migrants, Nomads, and Borderland Nobodies 3 cr Schlesinger, J.
HIST-G 357 Premodern Japan 3 cr Oxenboell, M.
HIST-G 383 China: The Later Empires--The Age of Empires: China to 1850 3 cr Schlesinger, J.
HIST-H 251 Jewish History: Bible to Spanish Expulsion 3 cr Mokhtarian, J.
HIST-J 400 Seminar in History: The Later Roman Empire 3 cr Aull, C.
HIST-H 610/ HIST-H 710 Medieval European History: The Fall of Rome 3 cr Deliyannis, D.


HPSC-X 100 Human Perspectives on Science: The Science of Sex from Ancient Attitudes to Victorian Secrets 3 cr Inglehart, A.
HPSC-X 406/ 506 Survey of the History of Science to 1750 3 cr Newman, W.


FINA-A 101 Ancient and Medieval Art 3 cr Reilly, D.
FINA-A 226 Survey of Medieval Art 3 cr Bassett, S.
FINA-A 421 Pagans and Christians, 4th-7th Centuries

(Also listed as MEST-M 490)

3 cr Bassett, S.
FINA-A 521 Pagans and Christians, 4th-7th Centuries

(Also listed as MEST-M 502)

3 cr Bassett, S.
FINA-A 624 Problems in Early Gothic Art: The Bible in the Middle Ages 4 cr Reilly, D.


JSTU-H 100 Elementary Hebrew I 4 cr  
JSTU-H 150 Elementary Hebrew II 4 cr  
JSTU-J 251 Jewish History: Bible to Spanish Expulsion 3 cr Mokhtarian, J.
JSTU-H 316 Jews, Christians, and Others in Late Antiquity 3 cr Mokhtarian, J.


ILS-Z 583 Rare Book Librarianship 3 cr Silver, J.
ILS-Z 584 Manuscripts 3 cr Williams, C.
ILS-Z 680 The Book to 1450 3 cr Williams, C.


MUS- Y 110 Early Music Performance Elective 2 cr  
MUS- Y 710 Early Music Grad Elective 2-4 cr  
MUS- Y 410 Early Music Performance Undergraduate Major 2-6 cr  
MUS- Y 810 Early Music Grad Minor 2-4 cr  
MUS- Y 910 Early Music Grad Major 3-8 cr  
MUS- Y 701 Doctoral Recital in Early Music 1 cr  
MUS- Y 450 Early Music Chamber Ensemble 1 cr  
MUS- Y 550 Early Music Chamber Ensemble 0-1 cr  
MUS- M 651 Medieval Music 3 cr Long, M.
MUS- M 458 Topics in Early Music 1 cr  
MUS- M 558 Topics in Early Music 1 cr  


NELC-A 600 Intermediate Arabic I 3 cr Morkus, N.
NELC-A 680 Advanced Arabic III 3 cr Morkus, N.
NELC-N 305/ 701 Poetry as Performance: The Arabic Ode 3 cr Stetkevych, S.
NELC-N 204 The Golden Age of Islamic Civilization 3 cr Afsaruddin, A.
NELC-N 365/ 680 Islamic Philosophy 3 cr Walbridge, J.
NELC-N 370/ 570 Koranic Studies 3 cr Walbridge, J.
NELC-N 707 Seminar in Classical Arabic Literature--Comparative Approaches to Classical Poetry 3 cr Stetkevych, S.


REL-A 316/ -R 511 Jews, Christians, and Others 3 cr Mokhtarian, J.


SLAV-R 503 Old Russian Literature 3 cr Stern-Gottschalk, A.


HISP-S 618 The Mester de Clerecia and Libro de Buen Amor 3 cr Giles, R.


THTR-T 370 History of Theatre and Drama I 3 cr Wainscott, R.


MEST-M 490/502 This course explores the dialogue between pagan and Christian culture that took place from the fourth century through the seventh as manifest in the visual traditions of painting, sculpture, and architecture. It examines the relationship between pagan Roman tradition and the new Christian religion in the context of such issues as the demise of pagan temples and the invention of the Christian church, the development of the cult of the saints and the veneration of relics and images, the codification and production of the Christian Bible, the persistence of pagan literary and intellectual culture and its impact on Christian visual forms.

CEUS-R 329/529 This course covers the Buddha, his Saka background, and his own teachings; early Buddhism in India and its spread to Gandhara; the invasion of Alexander the Great and his Graeco-Bactrian and Indo-Greek successors; Pyrrho and his sceptical Buddhist philosophy; the report of Megasthenes; Asoka and early Buddhism in Gandhara and Bactria; the Bactrian and Gandharan schools of Buddhism; the major Central Asian Buddhist teachers and their texts; Vasubandhu’s Abhidharmakosa; early Mahayana Buddhism in Central Asia; the spread of Buddhism from Central Asia to China, Korea, and Japan; early Tibetan religious ideas and Buddhism in the Tibetan Empire; the Central Asian Buddhist college and the Central Asian Buddhist scholastic method; the Barmakids of Balkh and the Arabs; Indian-Central Asian texts, numerals, and atomism in Baghdad; Central Asian Buddhism and early mystical Sufism; transmission of Islamicized Central Asian Buddhist culture to Europe and beginning of the Scientific Revolution.

CEUS-R 351/551 This course traces the history, beliefs, and culture of Iranians from ancient times through the Arab conquest to the twenty-first century. It focuses on politics, administrative and social institutions, religions including Zoroastrianism, Manichaeism, and Islam (Sunnism, Shi‘ism, and Sufism), relationship between secular and ecclesiastic hierarchies, status of minorities, devotional and communal change, and Iranian influences on other cultures. Lectures and discussions cover the Achaemenian, Parthian, Sasanian, Umayyad, ‘Abbasid, Samanid, Buyid, Seljuk, Mongol, Timurid, Safavid, Qajar, and Pahlavi dynasties, and the Islamic republic. Readings include the analysis of primary textual materials in translation. Visual aids will be used in class.

CEUS-T 398/598 This course is an introduction to the Tokharian (or “Tocharian”) language. It will cover the sound system (phonology), grammar, and basic vocabulary (lexicon), as well as the writing system. The course will focus on reading selected passages from actual Tokharian texts in the two well-attested Tokharian “dialects”, East Tokharian (Tokharian A), which seems to have been the language of the Turfan area and vicinity, and West Tokharian (Tokharian B), the language of Kucha and Karashahr. The main thrust of the course will therefore be the acquisition of a basic practical knowledge of the language. In addition, because Tokharian is the easternmost attested Indo-European language, and also constitutes a branch of its own, some attention will be paid to the relationship of Tokharian forms to cognate forms in other Indo-European languages (for example, Germanic languages such as English). Tokharian was spoken in the eastern part of the Tarim Basin in what is now East Turkistan (currently the “Xinjiang Uighur Autonomous Region” of the People’s Republic of China) from early Antiquity through the Early Middle Ages, when it became a written language. The Tokharians are known from art and literature to have had medieval-style armored knights, as well as many Buddhist monks (who produced most of the surviving Tokharian literature) and famous orchestral groups—some of their music is still performed as traditional Japanese court music. Their civilization, as such, has so far been almost completely ignored. It is a fascinating language with an unusually beautiful, easy writing system. Learn Tokharian and bring them back!

CEUS-R 563 Overview of Mongol historical sources, reading and interpretation.
  • I. Classification of genres: inscriptions, genealogies, histories, biographies. History of research.
  • II. The Secret History. Its structure, sources, internal genres. Authorship. Date. Transmission. Lost chronicles and their echoes in Islamic and Chinese sources.
  • III. Mongol and Sino-Mongol inscriptions of the 13th and 14th centuries. Turfan and Kharakhoto documents.
  • IV. Mongol rulers’ letters to Western Mongol documents in the Early Ming Hua Yi Yiyu.
  • V. Historical sources of the time of the Buddhist Renaissance. The White Chronicle.
  • VI. The versified biography of Altan Khan of the Tumet. Historical information in Ligdan’s Kanjur.
  • VII. Mongol and Oirat princes’ letters in Russian archives.
  • VIII. Blo-bzang bstan-‘dzin’s Golden Summary. The Anonymous or Shorter Golden Summary. The Yellow History. Asaraltu’s History.
  • IX. Sagang Sechen’s Jewel Summary, its structure, historical and literary values, manuscripts,Manchu and Chinese translations.
  • X. The Oirat Zaya Pandita’s biography by Ratnabhadra. Zaya’s colophons. Oirat histories (Gaban Sharab’s chronicle; History of the Four Oirats, etc.). Neichi Toyin’s Vita.
  • XI.Mongol histories in the Manchu era. Dharma Guushi’s Thousand-Spoked Golden Wheel; Rashipungsug’s Crystal Mirror, etc. Injannashi’s Summary of his novel The Blue Book.
  • XII. History of the Jebtsundambas. History of Erdeni Juu.
  • XIII. Buriat chronicles. The Constitution of the Mongol Theocracy. Amar’s Short History.
  • XIV. The Oath of the People’s Party. History of the National Revolution by Choibalsan, Losol and Demid.
Units II-XIV include reading and interpretation of sources.

CLAS-L 540 The Consolation of Philosophy and the Medieval Boethian Tradition.
King Alfred, Jean de Meun, Chaucer, and Elizabeth I all translated the most famous text by “the last of the Romans”: now it’s your turn! We will spend several weeks reading Boethius’s De Consolatione Philosophiae, while investigating its historical, literary, and philosophical situation. Subsequently, we will trace the rediscovery and promotion of the text in Carolingian Europe; its reverberations in the Latin literature of the twelfth and thirteenth centuries (with special attention to the work of Alan of Lille); and its diffusion into the European literary commons. Advanced-intermediate Latin reading skill recommended; no previous experience with medieval Latin necessary.

CLLC-L 210 The medieval Crusades were a time of great religious fervor, war, cultural contact, death, disease, and innovation. They ended a long time ago, and yet the battles are still being waged every day on TV screens around the world. Fascination with the events of the Crusades continues to enthrall and entertain us today in the form of movies, books, and video games. This course examines how the Crusades are represented in Western popular culture by companies, spending millions of dollars on selling a specific kind of representation. But is what is it that they are actually selling? There are always multiple sides to a story. We will look at how research and popular media, such as next generation gaming, special effect movies, and novelists’ exploits, combine in creative license to affect the telling of the story of the Crusades and how this story continues to play out in contemporary societies.

HIST-B 204 Societies get the heroes they need any which way they can. They find real people who embody the ideals and values of the society in whole or in part. They designate certain real people heroes and then mythologize them. They invent heroes and tell stories about them aloud, in writing, in pictures, in song, and (very recently) on film. And when a society no longer needs a particular hero, it recreates the hero in a new form, makes the hero a joke, or forgets the hero.
Because heroes are so revealing of what societies hold dear, studying their stories is an excellent way to understand past societies better. What do Edward Cullen and Lara Croft tell us about modern American society? Studying medieval heroes gives us insight into how the audiences for these stories thought about their world, its politics, its institutions, its social structures, the obligations of individuals, people's dreams and desires. The differences between different heroes (or the same hero over time) also points to the ways medieval society changed over time and our distance from the Middle Ages.
Our focus this semester will be on understanding the relationship between the medieval audiences and the stories of the heroes they loved. We will have a textbook for broad background, but we will also read one primary source-a story about a medieval hero-per week. We will practice approaching these kinds of materials as a historian would. To support this practice, we will have weekly writing assignments which will prepare you for the big tasks of the course, a series of professional posters. Students will learn how to analyze a primary source and also how to construct an historical argument using appropriate primary and secondary source evidence.

HIST-G 200 Frontier China: Migrants, Nomads, and Borderland Nobodies (Schlesinger) There is a rich China, a beautiful China. And there is a China that is anything but: poor, marginal, and hardscrabble. In our minds, a Great Wall separates the two. High civilization, productivity, and the state lie on one side, crude lawlessness lies on the other. Yet, throughout Chinese history, ordinary people straddled the line between heartland and frontier: settlers, immigrants, merchants, missionaries, runaways, and nomads. What, then, did the Great Wall represent? What dynamics defined the historical relations between settled and mobile communities in China? How was everyday life shaped by these dynamics? What role did the environment play? And was China's frontier experience comparable to those of America, Russia, Africa, or Southeast Asia? To answer these questions, we will examine different types of historical evidence, from the archaeological record, to written sources, to aerial photography. In the process, we will survey roughly 2000 years of history. Topics covered include the Silk Road, the Mongol empire, the Great Wall, theories of global frontiers, shifting patterns of resource exploitation, and changing conceptions of nation and ethnicity in twentieth-century China.

HIST-B 351 The Early Middle Ages (c. 400-1000 AD) was a time of dramatic cultural, political, and social change. In the year 400, the Roman empire was a political entity that embraced most of western Europe, as well as much of eastern Europe, the Levant, and North Africa. People belonged to a variety of different religious, cultural, and ethnic groups, but all coexisted under a common Roman administrative and social umbrella. In the year 1000, western Europe was divided into various different political units, but again shared similar sorts of economic and social institutions, and had a common religion centered on Rome. However, the eastern and southern Mediterranean areas had gone in very different directions. The civilization of 1000 was very different from that of 400; during these seven hundred years, Europe experienced invasion, conversion, and other upheavals that overturned the old Roman order and shaped entirely new systems. Europe in 1000 contained many of the political, cultural, religious, ethnic, and linguistic boundaries that we know today, and thus the Early Middle Ages can be regarded as the period in which the foundations of modern western society were put into place. We will be examining the different ways that Roman, Germanic, Christian, and Islamic traditions interacted to produce this new world. Assignments: four essays (5-7 pp.) on primary source readings, participation in one in-class debate, a midterm, and a final exam.

HIST-G 383 This course provides an overview of Chinese history in the period 755-1850. It surveys the events, processes, and personas that defined imperial China during its second millennium: the demographic and commercial expansion south, incorporation into the Mongol and Manchurian empires, the rise of the exam system and print culture, and the dramatic environmental, demographic, and international upheavals that brought the order to its heals. Through this long stretch of history, we ask: what traditions bound China together, and what transformations tore it apart? What were the key turning points, and what were the engines of change? The course finds answers across a broad range of human experience. Themes covered include the shifting roles of men and women in families, war and foreign relations, the importance of local history, the interplay between state, environment, and environment, and trends in popular culture, fashion, philosophy, and literature. The course centers on weekly lectures and discussion sections. Assigned readings range from recent secondary studies to short stories, community compacts and business agreements in translation. Students will make use of extensive visual materials, including movies and interactive maps.

HIST-H 610/710 The Fall of Rome:
The Roman empire existed as a geographically, ethnically, linguistically, and religiously diverse political unit for over four centuries. After AD 400, however, its geographical boundaries became smaller and smaller, and by the year 500, western Europe had dropped out completely, fragmented into many smaller kingdoms. For at least 1000 years, people have been fascinated by the "fall of Rome", and have blamed it on a variety of causes. In this class, we will look at what is meant by the term "fall of Rome", and will then consider some of the theories, both ancient and modern, proposed to explain it. Students will present short oral reports in class, and will write either a bibliographic essay or a research paper (depending on whether the class is being taken as a colloquium or a seminar) on a subject of the student's choice.

HIST-J 400 The later Roman Empire was one of the most dynamic and interesting periods in ancient history. Extending from the third to the sixth century CE, it stands at the threshold that separates antiquity from the early Medieval and Byzantine worlds. The generations of Romans who lived through this time witnessed the rise of Christianity, the sack of Rome, and Justinian's campaigns in Italy and Africa. It is an ideal setting for modern historians to explore questions of historical transformation, continuity, and tension. This course will examine the history of the later Roman Empire from the reign of Diocletian (284-305) to the death of Justinian in 565 CE. We will explore a wide variety of issues that are of central importance to this remarkable period of history. Topics will include the rise of monotheism; ancient paganism; slavery; literature and culture in the fourth century; bureaucracy and taxation; hagiography and religious asceticism; the emperor in the Roman world; Greek, Roman, and barbarian identities; and the later Roman economy. This course is designed to teach students how to access, evaluate, and use ancient sources to provide sophisticated answers to complex historical questions. It will require analyses of a variety of ancient sources materials (in translation) including both textual and archaeological evidence. Students will also learn to evaluate modern scholarship. Assignments will consist of written responses to weekly reading questions, two short presentations, submission of a bibliography, and a final research paper. No prior knowledge of ancient history will be assumed. Experience with Latin and/or Greek is not required.

HPSC-X100 How did various thinkers from the past explain the physiological processes in sex? This course addresses that question in a survey from the Hippocratic corpus in Ancient Greece to Victorian science in the 19th century. Topics we address include the study of anatomy, explanations of the orgasm, discovery of the clitoris, varying theories of seeds, and debates about what contribution the female makes to reproduction. We will also look at problems with disease and its treatment, most notably Hysteria and Syphilis. During the course, the class will take a trip to both the Lilly Library and the Kinsey Institute.

HPSC-X 406/506 This is an introductory course designed for all students with an interest in the history of the science and their cultural contexts. We will cover select topics from Greek, Medieval, and early modern science, emphasizing both primary sources and contemporary historiographical debates. We will include aspects of natural philosophy, astronomy, the medical disciplines, and the development of experiment. Students from a broad variety of backgrounds will be welcome and their varied expertise in the science, humanities, or languages will be valued highly.

JSTU-J 251 This course introduces students to various aspects of Judaism from the Biblical Era to the Middle Ages. Key historical events to be studied include the origins of the ancient Israelites; the composition of the Hebrew Bible; the destruction of the Second Temple; the Jewish encounter with Hellenism; the rise of the Rabbis and Rabbinic Literature; symbiosis and conflict between Jews, Christians, and Muslims in Medieval Europe; and the Spanish Expulsion. As we work our way through these major stages of Jewish history, we also pay close attention to the formation of religious ideas and practices that characterize Jewish life in each period, such as monotheism, covenant, Torah, temple, liturgy, mysticism, and diaspora. Course readings incorporate a large selection of primary texts in translation alongside secondary literature from various introductory-level books. Assignments include exams and short research papers.

HISP-S 618 The thirteenth-century school of clerical poetry known as the Mester de clerecía has been seen as providing an intertextual background for the writing and early reception of the Libro de buen amor. This course will reexamine the relationship between the Archpriest of Hita’s irreverent masterpiece and the moralizing poetry that came before, including selected works by Gonzalo de Berceo, the Libro de Alexandre and Libro de Apolonio—all of which were written in the same mono-rhyming quatrains (cuaderna vía). Our discussions will, at the same time, delve into a larger cultural context by consulting resources from the period housed at the Lilly Library. Secondary readings include relevant criticism, and scholarship on premodern theories of translation and hermeneutics. This framework will help us understand how the Libro de buen amor reflects on, remakes, and subverts the poetics of an earlier Mester de clerecía tradition.