Courses

In 1993, pioneering autistic activist Jim Sinclair delivered a seminal keynote speech titled “Don’t Mourn For Us” at a conference mostly for parents of autistic children. Widely considered radical for their time, Sinclair’s work developed in concert with other early pioneers of the neurodiversity movement including autistic activists Mel Baggs, Cal Montgomery, and Laura Tisoncik. Organizations such as the Autism Network International, Autistic Self Advocacy Network, and Autistic Women & Nonbinary Network infused ideals from the disability rights movement and early disability studies scholarship into social justice and civil rights focused activism. The neurodiversity movement remains contested space, with definitions of neurodivergence often disputed or misunderstood, and its issues ranging from abuse in residential treatment to autonomy for trans disabled youth, police brutality against neurodivergent people of color, and access to augmentative and alternative communication. This course uses a mixture of primary source material and recent academic texts to trace the origins and development of the neurodiversity movement from its birth in the autistic community to its connections today to the mad pride, broader self-advocacy, and disability rights movements. Readings include early work by activists and cultural workers including Tito Rajarshi Mukhopadhyay, Naoki Higashida, and Bev Harp; and literature and contemporary works by scholars and artists by Anand Prahlad, Leah Lakshmi Piepzna-Samarasinha, and Remi Yergeau situating neurodivergence, madness, and disability as sociocultural phenomena with profound political implications and possibilities for transforming ableist values and making new worlds.

This course is an introduction to the theory and practice of storytelling in connection with public speaking. One of the most important skills in the 21st century is the ability to authentically tell the story of who you are, what matters to you, and the change you want to see in the world. Since humans gathered around the campfire stories have been used to bring people together, tell our collective history, relay critical information, and inspire social change. In this course, we will examine approaches to structuring stories to engage specific audiences and performance techniques to deliver a message with confidence and authenticity. A particular focus of the course will be how stories are a critical communication tool in business, science, education, government, healthcare, and non-profit sectors. Students will be asked to apply storytelling to their own areas of study and personal interests through course readings, discussions, assignments, and presentations. Students will develop a portfolio demonstrating the ability to use stories to share knowledge, pitch a new idea or product, spark social change, connect to an audience using humor, lead people into the future, and communicate who you are for a job interview.

This course is the first half of the two-part course sequence at Level III. The course is designed to provide students thorough exposure to contemporary historical and social issues in Germany from 1945 to the present. In Advanced I, the students explore the following two themes: • Germany after 1945: end of war, division of Germany, rebuilding the country • Two German states (1949-1989) Drawing on the dual meaning of the German word Geschichte (i.e., history and story), the theme-oriented instructional units in Level III emphasize personal and public stories in German history, while connecting oral narratives with written narratives. Students improve their ability to narrate, compare and contrast and establish causal relationships in speaking and writing. Through the integration of all modalities, this course promotes accuracy, fluency and complexity in language use. The development of advanced reading and writing is considered the primary means for expanding students' language abilities at this level of language instruction. By the end of Level III, students will • have an understanding of post-war historical events and of contemporary life in Germany; • know how to approach authentic materials (television, news programs; videos) and use acquired knowledge to discuss and understand related issues; • produce paragraph-length dialogue, moving from the personal to the public narrative and to the formulation of argument and critical analysis in a formal setting; • possess knowledge of phrases necessary to engage in meaningful interactive discussion; • read non-fiction and literary texts independently; • improve their writing abilities through regular composition assignments • possess strategies for vocabulary building and reading.

This course is the second half of the two-part course sequence at Level III. The course is designed to provide students thorough exposure to contemporary historical and social issues in Germany from 1945 to the present. In Advanced II, the students explore the following two themes: • Fall of the wall and its consequences • Germany: en route to a multi-cultural society Drawing on the dual meaning of the German word Geschichte (i.e., history and story), the theme-oriented instructional units in Level III emphasize personal and public stories in German history, while connecting oral narratives with written narratives. Students improve their ability to narrate, compare and contrast and establish causal relationships in speaking and writing. Through the integration of all modalities, this course promotes accuracy, fluency and complexity in language use. The development of advanced reading and writing is considered the primary means for expanding students' language abilities at this level of language instruction. By the end of Level III, students will • have an understanding of post-war historical events and of contemporary life in Germany; • know how to approach authentic materials (television, news programs; videos) and use acquired knowledge to discuss and understand related issues; • produce paragraph-length dialogue, moving from the personal to the public narrative and to the formulation of argument and critical analysis in a formal setting; • possess knowledge of phrases necessary to engage in meaningful interactive discussion; • read non-fiction and literary texts independently; • improve their writing abilities through regular composition assignments • possess strategies for vocabulary building and reading.

For College students, HIST 111 fulfills the core requirement in History for a broad introductory survey; these students complete the requirement by taking HIST 099. This course is a general survey and explores the rich history of people living in Africa from very early times through the 19th century. We will focus our attention on several regional case studies, including the early urbanism and medieval states of the West African Sahel, equatorial societies and kingdoms of the southern savannas, the Swahili coast and its hinterland in eastern and central Africa, and the Kongo Kingdom and Atlantic slave trade. We seek to understand transformations common to early human histories, such as the emergence of food production or the rise of centralized states, as well as the situational and contingent nature of ethnicity, slavery, gender, and wealth and poverty in the African context. We will also consider social achievements particular to Africans’ history, such as the multiple inventions of heterarchical forms of governance. We will study how persistent ideas from western cultures shaped what outsiders thought they knew about Africans and their histories at the same time that we try to understand what Africans themselves thought about their own actions and those of their ancestors. We will access these histories by analyzing a range of primary historical sources: archaeological artifacts and site reports, travelers’ accounts, art, oral traditions, photographs, the reconstructed vocabulary of dead languages, and many others.

Soaring temperatures and increased aridity caused by climate change are predicted to make some parts of the globe virtually uninhabitable. What options remain available to policy makers, technical advisors, and citizens in the region? Carbon emissions have historically been produced by industrialized, ‘Northern’ societies, yet countries in the Global South are forced to bear the brunt, and asked to curb their emissions (affecting their economic development), is this fair? We will use anthropological perspectives and concepts with which to understand ethnocentric biases, power imbalances between ‘Northern’ and ‘Southern’ countries, and to explore Traditional Ecological Knowledge and its relationship to science. We will draw on Science Studies to analyze how scientific facts are constructed within cultural contexts, and explore how climate knowledge is constructed ordinary citizens (or not, in the case of climate change denial). Similarly, we will explore the limitations to technological progress and innovation in relation to paradigmatic behavioral change. Through ethnography, we will learn how to critique policy and development statements by taking local peoples' viewpoints seriously. Finally, as climate change is a global phenomenon, we will consider the ethical challenges associated with becoming a global citizen in an era of increasingly nationalist sentiments.

This course explores the practice and creation of unique artist books. Multiple bindings, sewing, folds, cutting methods, and techniques are taught to prepare students for personal expression through hand made books.

The events and processes initiated by Christopher Columbus’s voyage in 1492 transformed the world of Columbus’s contemporaries and shaped the world we live in today. Drawing together the histories of four continents, Europe, Africa, North America and South America, this course explores the new Atlantic world created as a consequence of the Columbian encounter. History 106 examines the Atlantic world through the experiences of the people who inhabited it from the mid-fifteenth century through approximately 1900. The final two weeks explore the legacies of Atlantic history on Georgetown's own campus and beyond. A volatile mixture of people and pathogens, of labor systems and crops, of nations, empires, and subjects, contributed to the painful and unexpected emergence of this new Atlantic world. The unforeseen and, for many, tragic consequences of this process of cultural conflict and exchange lie at the heart of this class. Topics will include the destruction and reconfiguration of indigenous societies, the labor migrations of Europeans, Native Americans, and Africans, the new and transformed societies that developed in all four continents of the Atlantic world, independence movements, piracy, slavery, abolition, disease, commodities, and different strategies of accommodation, resistance, and rebellion.

Baroque Art introduces students to painting, prints, sculpture and architecture produced in the seventeenth century – the age of the Baroque. In this century of remarkably varied artistic production, regional distinctions arise in the context of explosive scientific discoveries, significant political changes, transformed religious beliefs, and wide reaching trade and exploration. We will examine selected works of art produced by artists such as Caravaggio, Velazquez, Poussin, Rubens, Rembrandt and Vermeer in Italy, Spain, France, Flanders and the Dutch Republic in the framework of the cultural, political, religious, and intellectual changes that make the art of this period so distinctive.

In this 3-credit, algebra based course, we will study the basic principles used to describe and explain physical phenomena. We will cover topics in Classical Physics, which include Mechanics, Waves, Sound, Heat, Electricity, Magnetism, Light Waves, basic ideas in Quantum Physics, and time permitting, a brief introduction to Special Theory of Relativity. This course is appropriate for nonscience majors and for those who desire a more conceptual and less mathematical introduction to physics before taking a two semester physics course required for science majors, and for those interested in gaining insight into the physical laws that governs observed phenomena. We will emphasize the conceptual understanding of the laws of nature and their applications in explaining and predicting the way matter and energy interact.

This course examines how evolution generates biodiversity, the abundant diversity of life on earth, the interconnectivity of living organisms, the major threats to biological diversity, and the tools that are used in conservation. In doing so, we will build upon current scientific understanding of how our natural world works and explore conservation management in practice. Students will also develop practical skills analyzing data and communicating science. Approaches to better connect the practice of conservation with the needs and priorities of a growing human population are emphasized.

Prerequisites: MATH 1001 or minimum score of 75 on the Calculus Readiness Assessment (CRA) Description: This course is an introduction to single variable calculus. It covers calculus of single variable functions, limits, continuity, derivatives, Mean Value Theorem, applications of the derivative, L’Hôpital’s Rule, antiderivatives, Riemann sums, the indefinite and definite integral, basic techniques of integration, and the Fundamental Theorem of Calculus. In this course, students review and extend their knowledge of the exponential, logarithmic, trigonometric and inverse trigonometric functions.

Prerequisites: MATH 1001 or minimum score of 75 on the Calculus Readiness Assessment (CRA) Description: This course is an introduction to single variable calculus. It covers calculus of single variable functions, limits, continuity, derivatives, Mean Value Theorem, applications of the derivative, L’Hôpital’s Rule, antiderivatives, Riemann sums, the indefinite and definite integral, basic techniques of integration, and the Fundamental Theorem of Calculus. In this course, students review and extend their knowledge of the exponential, logarithmic, trigonometric and inverse trigonometric functions.

This is the second course in the Calculus sequence and is a continuation of MATH-1350. Topics include techniques of integration, applications of the definite integral, improper integrals, sequences and series including Taylor's theorem and power series, and polar and parametric curves.

This is the second course in the Calculus sequence and is a continuation of MATH-1350. Topics include techniques of integration, applications of the definite integral, improper integrals, sequences and series including Taylor's theorem and power series, and polar and parametric curves.

This course introduces students to the diversity of views found in the history of Chinese philosophy, from the distinctive virtue ethical views of classical Confucians and the conceptions of a “state of nature” offered in the texts of the Mozi and the Xunzi to Daoist accounts of the inherent goodness of human nature and Chinese Buddhist views concerning the self. We will examine the profound ways in which the Confucian, Daoist, and Buddhist traditions influenced each other and were shaped by the critiques of competing schools of thought, particularly with the advent of Chinese Buddhism and Neo-Confucian philosophy. We will also evaluate the degree of influence that traditional Chinese philosophy has had on contemporary East Asian cultures, and the reasons why Confucianism, Daoism, and Buddhism seem to have more in common with (other) religious traditions than with Western philosophical schools or positions.

This course offers a broad introduction to comparative politics, the subfield of political science concerned mainly with political ideas, institutions, and behavior within states. The course examines such themes as the origins and functions of states, formal institutions such as legislatures and executives, the variety and impact of electoral systems, the nature of democracy and autocracy, internal and external challenges to political order, and the impact of international and domestic factors on state performance. Discussions of theoretical and cross-regional issues will be accompanied by treatment of individual countries and contexts. This course counts for the Comparative Government distribution requirement. This course has been renumbered, effective Fall 2014. A student who earned credit for GOVT 121 Comparative Political Systems in a prior term should not enroll and cannot earn credit in this class.

This course is intended for computer science majors and minors, and other students with a serious interest in learning C++ programming. The course covers the following topics: fundamental data types, the C++ string class, variables and constants, and their declaration, console input/output (cin/cout), assignment operators, arithmetic, relational, and Boolean operators, conditional control structures, repetition control structures, basic file operations, user-defined functions, value and reference parameters, scope rules, name precedence, function overloading, template functions, elementary software engineering principles, the Standard Template Library (STL), the vector class, elementary searching and sorting, user-defined classes, operator overloading, pointers, self-referential classes, dynamic object creation and destruction, linked lists, and recursion. COSC-1020 followed by COSC-1110 and COSC-1030 is the introductory sequence for the major and minor programs.

The class will involve a deep dive into human-technology interfaces, with future ethics taking a central concern as technology develops exponentially. Can regulations keep up? Do we need to consider robot ethics? Can human biases embeddedness within machine learning algorithms be understood or do they constitute black boxes? These are some of the questions this course will explore. Students will: • Understand current and future trends in AI • Develop critical thinking around ethics and philosophy of human machine enhancement • Learn how bias is encoded into algorithms • Debate how to regulate AI • Explore potential futures through literature and film • Debate robot personhood

This course surveys the history of documentary film (technological, stylistic, thematic, etc.), while taking up the theoretical debates around cinematic claims to truth and representations of reality. Students will examine how the documentary genre differs from other kinds of filmmaking, how documentaries make ‘truth claims’, and how these claims influence the ways in which these films are received and circulated. Beginning with the actualities of the Lumière Brothers, students will be exposed to multiple genres (e.g. ethnographic, cinéma vérité, experimental, self-reflexive) and filmmakers (e.g. Robert Flaherty, Frederick Wiseman, Albert Maysles, Errol Morris) while addressing the variety of arenas (e.g. scientific, civic, commercial) in which documentary has appeared.

The various disciplines, techniques, and theories of drawing will be studied as the student learns to train his or her hand, eye and imagination in the assigned practical problems of drawing. Students enrolled in Studio courses must devote a minimum of 4 - 6 hours per week outside of class to develop and complete assignments. These times are flexible and can be rearranged with the instructor. No prerequisite. Fall and Spring.

At a time when we face a number of serious environmental challenges, an understanding of ecology is important. The objectives of this course are to provide nonscience majors with an introduction to ecologic concepts and to discuss several important environmental issues. Includes a survey of mechanisms and processes at work in the environment, with a focus on current understanding of environmental issues such as climate change, population growth, pollution, agriculture, and emerging diseases. The course explores environmental sustainability and the connection between individual actions and global processes.

This course provides an introduction to macroeconomics. The first part of the course explores how GDP, inflation, unemployment, and other macroeconomic aggregates are measured in practice. The second part develops analytical models of macroeconomic performance and growth in the long run. The third part focuses on short-run (business-cycle) fluctuations and fiscal and monetary policies. Fall and Spring.

This course provides an introduction to macroeconomics. The first part of the course explores how GDP, inflation, unemployment, and other macroeconomic aggregates are measured in practice. The second part develops analytical models of macroeconomic performance and growth in the long run. The third part focuses on short-run (business-cycle) fluctuations and fiscal and monetary policies. Fall and Spring.

This course first develops simple graphical and mathematical models of decision-making by individual economic agents: consumers, workers, and businesses. We analyze interactions between these agents in product and factor markets using concepts of market demand, supply, and equilibrium. Finally, we demonstrate the efficiency of perfectly competitive markets, describe the conditions under which that efficiency arises, and examine market failures that occur when those conditions are not met.

This course first develops simple graphical and mathematical models of decision-making by individual economic agents: consumers, workers, and businesses. We analyze interactions between these agents in product and factor markets using concepts of market demand, supply, and equilibrium. Finally, we demonstrate the efficiency of perfectly competitive markets, describe the conditions under which that efficiency arises, and examine market failures that occur when those conditions are not met.

Who should rule? This is, in many ways, the fundamental question of politics that has been animating political thought to this day. Should it be the few or the many? The most virtuous or the most calculating? Or should we decide who rules by lot? In the course of considering this fundamental question of politics, we will come upon others: Do you have to obey an unjust law? Where does the legitimacy of the modern state come from? Are we tied to one another through a social contract? Who is included in such a social contract, who is excluded? What would true emancipation require? In pursuing these thematic questions, we will proceed both conceptually and in chronological order from antiquity to modernity, emphasizing both philosophical and historical approaches to political theory. Throughout the course we will explore key concepts such as the social contract, sovereignty, violence, freedom, and equality; we will address the relation between politics and language; and investigate the foundations and meaning of the quest for freedom and equality. Finally, throughout the course we will link these discussions to larger questions of liberalism and democracy. The course will ask you to read difficult texts, but it does not presume any prior experience with political science, political theory, history, or philosophy.

Who should rule? This is, in many ways, the fundamental question of politics that has been animating political thought to this day. Should it be the few or the many? The most virtuous or the most calculating? Or should we decide who rules by lot? In the course of considering this fundamental question of politics, we will come upon others: Do you have to obey an unjust law? Where does the legitimacy of the modern state come from? Are we tied to one another through a social contract? Who is included in such a social contract, who is excluded? What would true emancipation require? In pursuing these thematic questions, we will proceed both conceptually and in chronological order from antiquity to modernity, emphasizing both philosophical and historical approaches to political theory. Throughout the course we will explore key concepts such as the social contract, sovereignty, violence, freedom, and equality; we will address the relation between politics and language; and investigate the foundations and meaning of the quest for freedom and equality. Finally, throughout the course we will link these discussions to larger questions of liberalism and democracy. The course will ask you to read difficult texts, but it does not presume any prior experience with political science, political theory, history, or philosophy.

This course will treat climate change as an ethical issue. Topics covered may include: the moral relationship between humans and non-human nature, obligations to humans that exist now and those that will likely exist in the future, cost benefit analyses, and different types of responsibility. Specific topics and readings will vary by semester and instructor. Consult the relevant semester’s syllabus for more information.

HIST 007 Intro Early History: World I or Europe I For College students, all sections of HIST 007 or HIST 008 fulfill the core requirement in History for a broad introductory survey; these students complete the requirement by taking HIST 099. Please note that if you receive AP/IB placement or credit, you cannot take HIST 007 (or 008 or 099) for credit. The various sections of HIST 007 have different focuses, for which see below; moreover, each instructor may develop or stress particular themes within her/his focus. Students are urged to consult syllabi available on line or at the History Department. The World I sections examine the history of the human experience from a global perspective. The bulk of the semester concerns societies and states from the time of ancient civilizations to about 1500 AD. The course pays particular attention to political, economic, and social changes, but also considers cultural, technological, and ecological history. The evolving relationship between human identities and their social and material environments forms one of the major points of analytical focus for this course. The overarching goal is to provide a general framework for the history of the world to help students understand the big picture, and to help them to contextualize what they will later study about history, politics, religion--in short, about the human experience. The Europe I sections offer an analysis of the major political, social, economic, diplomatic, religious, intellectual, and scientific developments in European Civilization to 1789.

This course introduces students to a variety of theoretical perspectives and empirical processes linking gender to the dynamics of security and armed conflict, both at the domestic and international levels. After reviewing historical connections between gender, war and peace, it focuses on a comparative analysis of gender integration in the armed forces of western democracies. Major topics to be discussed are: the military as a gendered organization; gender equality, citizenship and military participation; women in combat; sexuality, sexual orientation and the military; masculinity and military culture; patterns and policies of gender integration. A final block is then devoted to analyzing the implications and challenges of a new gender regime in international security which has been developing since the approval of UNSC Resolution 1325 in 2000. This includes examining and discussing issues such as the participation of women in international operations; gender, crisis management and the security sector reform; and gender-based violence in armed conflicts.

This introductory course surveys the field and acquaints the student with the major areas of Psychology, including perception, memory, cognition, neuroscience, learning, motivation, emotion, personality, social behavior, development, and psychopathology. PSYC-001. GENERAL PSYCHOLOGY IS A PREREQUISITE FOR ALL OTHER PSYCHOLOGY COURSES.

This introductory course surveys the field and acquaints the student with the major areas of Psychology, including perception, memory, cognition, neuroscience, learning, motivation, emotion, personality, social behavior, development, and psychopathology. PSYC-001. GENERAL PSYCHOLOGY IS A PREREQUISITE FOR ALL OTHER PSYCHOLOGY COURSES.

HIST 1099 is one of the required core classes in History for students in the College of Arts & Sciences and the SFS. All sections fulfill the same role, though each instructor will develop a specific topic. Please see individual section description or online syllabi for more information. The general aim is to introduce students to various elements of historical work and thinking, within the context of looking at a particular historical period, event, or theme in some depth. Though lectures and discussion will focus on particular topics, there will also be labs with class exercises, assignments, and readings that will allow instructors and students to explore how historians identify, define, and employ primary sources of all types, how historians analyze those sources, how they formulate questions, how they engage with the work of prior historians, and how they aim to reconstruct various elements of the human experience in particular times and places. Please note that if you receive AP/IB placement or credit, you cannot take HIST 1099 for credit. HIST 1099 must be taken at GU and cannot be transferred.

HIST 1099 is one of the required core classes in History for students in the College of Arts & Sciences and the SFS. All sections fulfill the same role, though each instructor will develop a specific topic. Please see individual section description or online syllabi for more information. The general aim is to introduce students to various elements of historical work and thinking, within the context of looking at a particular historical period, event, or theme in some depth. Though lectures and discussion will focus on particular topics, there will also be labs with class exercises, assignments, and readings that will allow instructors and students to explore how historians identify, define, and employ primary sources of all types, how historians analyze those sources, how they formulate questions, how they engage with the work of prior historians, and how they aim to reconstruct various elements of the human experience in particular times and places. Please note that if you receive AP/IB placement or credit, you cannot take HIST 1099 for credit. HIST 1099 must be taken at GU and cannot be transferred.

HIST 1099 is one of the required core classes in History for students in the College of Arts & Sciences and the SFS. All sections fulfill the same role, though each instructor will develop a specific topic. Please see individual section description or online syllabi for more information. The general aim is to introduce students to various elements of historical work and thinking, within the context of looking at a particular historical period, event, or theme in some depth. Though lectures and discussion will focus on particular topics, there will also be labs with class exercises, assignments, and readings that will allow instructors and students to explore how historians identify, define, and employ primary sources of all types, how historians analyze those sources, how they formulate questions, how they engage with the work of prior historians, and how they aim to reconstruct various elements of the human experience in particular times and places. Please note that if you receive AP/IB placement or credit, you cannot take HIST 1099 for credit. HIST 1099 must be taken at GU and cannot be transferred.

This lecture-based course is a survey of Russian and Eurasian history from the post-Napoleonic era to the present, covering the Russian Revolution, Stalinism, the Cold War, and the collapse of communism. It emphasizes the global connections of Imperial Russian history as well as the role of women, sexuality, and national minorities

This course introduces students to the basic structures of the Persian language. All four language skills: speaking, listening comprehension, reading comprehension, and writing will be taught equally using the immersion method. This method will help students achieve confidence communicating in the Persian language. Aspects of Persian culture will be introduced on a regular basis. At the end of this course, students will be able to: 1. Have basic level conversation in Persian: 1st level 5 minutes, 2nd level 10 minutes. 2. Read texts of elementary level: 1st level 50- 100 2nd level 100-200 words. 3. Write short paragraphs with reasonable accuracy: 1st level 50- 100 2nd level 100-200 words. 4. Develop cultural awareness through readings, films, music, etc.

This course introduces students to the basic structures of the Persian language. All four language skills: speaking, listening comprehension, reading comprehension, and writing will be taught equally using the immersion method. This method will help students achieve confidence communicating in the Persian language. Aspects of Persian culture will be introduced on a regular basis. At the end of this course, students will be able to: 1. Have basic level conversation in Persian: 1st level 5 minutes, 2nd level 10 minutes. 2. Read texts of elementary level: 1st level 50- 100 2nd level 100-200 words. 3. Write short paragraphs with reasonable accuracy: 1st level 50- 100 2nd level 100-200 words. 4. Develop cultural awareness through readings, films, music, etc.

Along with Intensive Intermediate Spanish, this course was originally developed for FLL students and therefore assumes a certain level of motivation to learn languages. The course aims to develop students' ability to communicate in Spanish and to help them acquire the skills necessary to understand oral and written texts. Different aspects of Hispanic culture will be introduced in reading passages and videos. Grading criteria are based on lexical breadth, grammatical accuracy, reading and listening comprehension skills, and a basic knowledge of Spanish-speaking areas.

Continuing from Intensive Basic Spanish, and designed for highly motivated students who seek daily contact with the language, this course is designed to further develop students' ability to communicate satisfactorily in Spanish in everyday situations and to help you acquire skills necessary for effective speaking and writing in Spanish. A second goal is to develop your cross-cultural competence and awareness, i.e., your ability to critically understand, analyze, and reflect on a broad spectrum of narratives (biographies, news, interviews and reports, historical narratives, music) in written and visual forms (television news, newspaper articles, interviews and reports, and cinema) with Spanish as the primary communication tool. Class time is devoted to active and constant communication with your classmates and the instructor. Prior to every class meeting, you are expected to complete independent work, either to consolidate the knowledge and linguistic skills developed during class time or to prepare for in-class discussions. Independent work includes active reading and listening to multimedia materials as well as a number of computer-based assignments; in the classroom, personal computer/cell phone use is reduced to a minimum. Our third goal is to promote awareness of questions of normativity and deviance, stigma and power, and specifically how Spanish-speaking communities grapple with physical and mental differences. This course counts towards the minor in Disability Studies. Assessment: three written tests, one cumulative final exam, compositions, oral exams, and daily tasks.

This course is the first half of the two-part course sequence at Level II. The course is organized topically to familiarize students with contemporary life in the German-speaking world. In Intermediate I, students explore the following themes: • Where home is: What does “Heimat” mean? • National pride – a German debate • From art to kitsch: the cultural city of Vienna The primary text type that is used at this level to explore each theme is the story, — personal, public and literary stories. Students typically encounter each text first in class and then engage it further out of class in preparation for subsequent in-depth thematic discussions in class. Class discussions often involve role play and/or group work as a way to enhance conversational and negotiating abilities. The course’s emphasis on improving students ability to narrate, compare and contrast, express opinions, and establish causal relationships in speaking and writing lays the groundwork for the historical treatment of stories and histories in Level III. By the end of the level II students • will have a good understanding of contemporary life in the German-speaking world with some in-depth knowledge of major social, political and cultural issues; • will be able to comprehend authentic materials ( video, native speaker conversation) with global comprehension and some fine point knowledge analysis; • will be able to produce spoken and written discourse from description to narration, to formulation of argument and/or hypothesis, incorporating an increasing variety of style and complexity.

This course is the second half of the two-part course sequence at Level II. The course is organized topically to familiarize students with contemporary life in the German-speaking world. In Intensive Intermediate, students explore the following themes: • Nature, people, environment • Fairy tales • The German-speaking world from a view of a foreigner The primary text type that is used at this level to explore each theme is the story, — personal, public and literary stories. Students typically encounter each text first in class and then engage it further out of class in preparation for subsequent in-depth thematic discussions in class. Class discussions often involve role play and/or group work as a way to enhance conversational and negotiating abilities. The course’s emphasis on improving students ability to narrate, compare and contrast, express opinions, and establish causal relationships in speaking and writing lays the groundwork for the historical treatment of stories and histories in Level III. By the end of the level II students • will have a good understanding of contemporary life in the German-speaking world with some in-depth knowledge of major social, political and cultural issues; • will be able to comprehend authentic materials (video, native speaker conversation) with global comprehension and some fine point knowledge analysis; • will be able to produce spoken and written discourse from description to narration, to formulation of argument and/or hypothesis, incorporating an increasing variety of style and complexity.

Permission needed from Instructor. This intensive intermediate level I course is designed to continue developing the student's communicative skills (reading, writing, listening, and speaking). This course is conducted in the target language. Initially, it affords students a view of basic Persian, then an introduction to more complex syntactic grammatical forms. Aspects of Persian history, culture, and contemporary life are also introduced through readings, listening materials, videos and films, and through the use of language technologies (web tools). The students will also be given practice in reading aloud and giving oral presentations of materials taken from the web, media, and television broadcast. As a final project, students will write a composition of 200-350 words (Intermed. I), 400-500 words (Intermed.II).

Non-Intensive Intermediate French I (FREN 1501) builds on the Introductory sequence (Introductory French I and II) and its initial presentation of French and Francophone cultures, the study and practice of basic and functional vocabulary, and essential grammatical structures. The Intermediate sequence (FREN 1501 and FREN 1502) provides students with a solid foundation for pursuing further study of the language and culture at the Advanced level (FREN 2001 or FREN 2011). The prerequisite for this course (FREN 1501) is the successful completion of Introductory II (FREN 1502) or Intensive Basic (FREN 1011) or French for Spanish Speakers (FREN 1009) at Georgetown U., a score of 41-55 on the French Placement or Confirmation Exam (see the departmental web page), or a recommendation from a Georgetown University French Department instructor.

Non-Intensive Intermediate French II (FREN 022) builds on Non-Intensive Intermediate French I (FREN 021) and its presentation of French and Francophone cultures through various themes, the study and practice of fundamental vocabulary to explore these themes, and essential grammatical structures. FREN 022 provides students with a solid foundation for pursuing further study of the language and culture at the Advanced level (FREN 101 or FREN 111). The prerequisite for this course is the successful completion of Intermediate French I (FREN 021) at Georgetown, a score of 56-65 on the French Placement or Confirmation Exam (see the departmental web page), or a recommendation from a Georgetown University French Department instructor.

Permission needed from Instructor. This intensive intermediate level I course is designed to continue developing the student's communicative skills (reading, writing, listening, and speaking). This course is conducted in the target language. Initially, it affords students a view of basic Persian, then an introduction to more complex syntactic grammatical forms. Aspects of Persian history, culture, and contemporary life are also introduced through readings, listening materials, videos and films, and through the use of language technologies (web tools). The students will also be given practice in reading aloud and giving oral presentations of materials taken from the web, media, and television broadcast. As a final project, students will write a composition of 200-350 words (Intermed. I), 400-500 words (Intermed.II).

In this intermediate course, students will reinforce their knowledge of the first year courses and further develop their ability to 1) communicate satisfactorily in Spanish in everyday practical situations that may occur either here in the U.S or abroad, 2) continue acquiring some of the skills necessary for effective reading in Spanish, and 3) write Spanish with a satisfactory level of accuracy. Students will be exposed to aspects of Hispanic culture and literature via movies and written texts. Three key components that will assist students to attain these three goals are vocabulary, language awareness, and practice/participation. Some seats in this class are reserved.

This course is a continuation of SPAN 021 that further develops students’ ability to 1) communicate satisfactorily in Spanish in everyday practical situations that may occur either here in the U.S or abroad, 2) continue acquiring some of the skills necessary for effective reading in Spanish, and 3) write Spanish with a satisfactory level of accuracy. Students will be exposed to aspects of Hispanic culture and literature via movies and written texts. Three key components that will assist students to attain these three goals are vocabulary, language awareness, and practice/participation.

This course provides an introduction to key theories, concepts, historical events, and contemporary issues in the study of international relations (IR). The course has six learning objectives: Students will come to understand (1) the fundamental concepts unique to the field of international relations; (2) the major theories of international conflict and cooperation, particularly realist, liberal, and constructivist theories; and (3) several watershed conflicts in the last century, including World War I, World War II, and the Cold War. Students will then apply this theoretical and empirical knowledge to make sense of salient contemporary issues in (4) international security (including nuclear weapons and proliferation, ethnic conflict, civil war, and terrorism), (5) political economy (including trade, finance, and globalization), and (6) global governance (including international law, human rights, humanitarian intervention, and the environment). In short, the course is meant to provide students with the tools to analyze contemporary international affairs and debates in a rigorous and sophisticated manner.

This course provides an introduction to key theories, concepts, historical events, and contemporary issues in the study of international relations (IR). The course has six learning objectives: Students will come to understand (1) the fundamental concepts unique to the field of international relations; (2) the major theories of international conflict and cooperation, particularly realist, liberal, and constructivist theories; and (3) several watershed conflicts in the last century, including World War I, World War II, and the Cold War. Students will then apply this theoretical and empirical knowledge to make sense of salient contemporary issues in (4) international security (including nuclear weapons and proliferation, ethnic conflict, civil war, and terrorism), (5) political economy (including trade, finance, and globalization), and (6) global governance (including international law, human rights, humanitarian intervention, and the environment). In short, the course is meant to provide students with the tools to analyze contemporary international affairs and debates in a rigorous and sophisticated manner.

This course provides an introduction to key theories, concepts, historical events, and contemporary issues in the study of international relations (IR). The course has six learning objectives: Students will come to understand (1) the fundamental concepts unique to the field of international relations; (2) the major theories of international conflict and cooperation, particularly realist, liberal, and constructivist theories; and (3) several watershed conflicts in the last century, including World War I, World War II, and the Cold War. Students will then apply this theoretical and empirical knowledge to make sense of salient contemporary issues in (4) international security (including nuclear weapons and proliferation, ethnic conflict, civil war, and terrorism), (5) political economy (including trade, finance, and globalization), and (6) global governance (including international law, human rights, humanitarian intervention, and the environment). In short, the course is meant to provide students with the tools to analyze contemporary international affairs and debates in a rigorous and sophisticated manner.

Part I of Level I. The two-course sequence of Level I introduces students to various aspects of the German-speaking world as a way of enabling them to begin building communicative abilities in German in all four language modalities: reading, listening, writing, and speaking. Instruction proceeds from guided to more creative and independent work. The courses incorporate a variety of activities that are based on a range of topics, text types, and different socio-cultural situations. Through diverse collaborative and individual tasks, students begin to find personal forms of expression that are based on these materials. Students learn basic strategies for reading, listening, and writing, and for participating in every-day conversations. In the process they become familiar with and learn to use with some confidence the major sentence patterns and grammatical features of German as well as high-frequency vocabulary of everyday life. Integration of current technology (e.g., the Internet, e-mail, video) familiarizes students with the German-speaking world while at the same time enhancing language learning.

Part 2 of Level I. The two-course sequence of Level I introduces students to various aspects of the German-speaking world as a way of enabling them to begin building communicative abilities in German in all four language modalities: reading, listening, writing, and speaking. Instruction proceeds from guided to more creative and independent work. The courses incorporate a variety of activities that are based on a range of topics, text types, and different socio-cultural situations. Through diverse collaborative and individual tasks, students begin to find personal forms of expression that are based on these materials. Students learn basic strategies for reading, listening, and writing, and for participating in every-day conversations. In the process they become familiar with and learn to use with some confidence the major sentence patterns and grammatical features of German as well as high-frequency vocabulary of everyday life. Integration of current technology (e.g., the Internet, e-mail, video) familiarizes students with the German-speaking world while at the same time enhancing language learning.

This course introduces students to the fundamental principles of acting without working with a formal script. Through structured exercise and games, students study Concentration, Observation, Given Circumstances, and Stage Awareness. Students will create their own performance material, exploring the physical self, space/staging, working with props, and ensemble and interplay with fellow actors. The coursework is very physical and creative. The work is focused on understanding the art of acting through games, exercises, reading, discussions, and evaluations of one’s own work and the work of fellow classmates. No acting experience is required.

Introduction to Biblical Literature promotes the close reading of ancient texts, first on their own terms and then in relation to how they have been interpreted over time and may be interpreted today. As such, IBL teaches students to think critically about what a text is, and how it functions for those who value it. Learning to read texts in context challenges students to question the assumptions they bring to biblical texts and to enter into an adventure of discovery of the Bible, its origins and significance over time. IBL asks students to become “strangers in a strange land” as they confront the various “distances” they experience when reading biblical texts. Meeting unfamiliar language, cultures, customs, mores, and ideas requires that students suspend their judgment about what they think they know and asks them to learn how to expect the unexpected, as they delve deeper and deeper into biblical literature and the worlds from which it emerged. In this way, IBL can be a very liberating experience for students and lays a foundation that they can rely on in other courses they will take in during their undergraduate years.

This course is intended for non-majors seeking an introduction to computer science and Python programming. The course covers the following topics: basic data types in Python, variables and constants, input and output, Python reserved words and built-in functions, operators, conditional control structures, repetition control structures, basic file operations, user-defined functions, value parameters, lists, scope rules, importing packages, elementary data processing and visualization, and elementary software engineering principles.

Philosophy 010 is a general introduction to philosophical ethics. Questions addressed include: What is the nature of morality? How do we know what is right and what is wrong? What sorts of moral obligations do we stand under? What are our duties to others and to ourselves? What is the nature of virtue and vice? How do we assess moral character? Readings are generally drawn from both traditional and contemporary philosophical authors. Reading lists and specific topics addressed vary from semester to semester and from instructor to instructor, as do required work and expectations. Please consult the syllabi posted online by individual instructors for more detail.

Philosophy 010 is a general introduction to philosophical ethics. Questions addressed include: What is the nature of morality? How do we know what is right and what is wrong? What sorts of moral obligations do we stand under? What are our duties to others and to ourselves? What is the nature of virtue and vice? How do we assess moral character? Readings are generally drawn from both traditional and contemporary philosophical authors. Reading lists and specific topics addressed vary from semester to semester and from instructor to instructor, as do required work and expectations. Please consult the syllabi posted online by individual instructors for more detail.

FMST 181-20: This course explores introductory film production techniques and strategies. Students will learn video and audio recording, scriptwriting and non-linear editing using Adobe Premiere Pro software. Visual storytelling concepts and creative post-production editing will be emphasized. In-class exercises and short film projects will allow students to become comfortable working in various film production roles. Additionally, critiques and screenings of student and professional film work will provide students with an understanding of the narrative film genre.

FMST 181-20: This course explores introductory film production techniques and strategies. Students will learn video and audio recording, scriptwriting and non-linear editing using Adobe Premiere Pro software. Visual storytelling concepts and creative post-production editing will be emphasized. In-class exercises and short film projects will allow students to become comfortable working in various film production roles. Additionally, critiques and screenings of student and professional film work will provide students with an understanding of the narrative film genre.

This course is designed for the non-science major students to stimulate their interest in the forensic chemistry and help them appreciate and understand the basic fundamental concepts of chemistry. In each chapter, chemical concepts related to a forensic topic are introduced in addition to a brief description of an analytical instrumentation or methodology used in crime investigation lab and a case study. The main purpose of this course is to deliver the chemistry concepts to students without going into great details.

An introduction to some of the central questions of philosophy through the writings of both traditional and contemporary authors. Questions addressed may include the relationship between mind and matter; between causation and free will; meaning, truth, and reality; knowledge, perception, belief, and thought. Topics and readings vary from semester to semester and instructor to instructor, as do the course requirements and expectations. Please consult the syllabi of the individual instructors for more detail.

An introduction to some of the central questions of philosophy through the writings of both traditional and contemporary authors. Questions addressed may include the relationship between mind and matter; between causation and free will; meaning, truth, and reality; knowledge, perception, belief, and thought. Topics and readings vary from semester to semester and instructor to instructor, as do the course requirements and expectations. Please consult the syllabi of the individual instructors for more detail.

An introduction to some of the central questions of philosophy through the writings of both traditional and contemporary authors. Questions addressed may include the relationship between mind and matter; between causation and free will; meaning, truth, and reality; knowledge, perception, belief, and thought. Topics and readings vary from semester to semester and instructor to instructor, as do the course requirements and expectations. Please consult the syllabi of the individual instructors for more detail.

Required course for Sociology majors and minors. Introduction to Sociology is the systematic study of human society, social life, and behavior. The purpose of this course is to offer an overview of the major concepts, theories, and methodologies of sociology that will enable you to think sociologically. We will examine important issues and institutions of contemporary society, including culture, socialization, stratification, social class, gender, race, ethnicity, education, religion, family, and social movements in order to develop an awareness of the connection between personal experiences and the larger society. Some seats are reserved.

Required course for Sociology majors and minors. Introduction to Sociology is the systematic study of human society, social life, and behavior. The purpose of this course is to offer an overview of the major concepts, theories, and methodologies of sociology that will enable you to think sociologically. We will examine important issues and institutions of contemporary society, including culture, socialization, stratification, social class, gender, race, ethnicity, education, religion, family, and social movements in order to develop an awareness of the connection between personal experiences and the larger society. Some seats are reserved.

Introductory French I (FREN 001) is the first course in the non-intensive Introductory French sequence and is intended for students with little to no previous background in French. This course covers the basics of French grammar and conversation through lectures, cultural readings, pronunciation drills, oral and written exercises, and conversational practice. Course materials include the Introductory French textbook, En Avant (Third Edition) as well as various French-language audio, visual, and written materials.

Introductory French II (FREN 002) is the continuation of Introductory French I (FREN 001) and is aimed at preparing students for the Intermediate French sequence. Students who enroll in this course have typically taken Introductory French I (FREN 001) or have placed into this course by means of the Department of French & Francophone Studies' online French Placement Exam. This course continues with the basics of French grammar and conversation through lectures, cultural readings, pronunciation drills, oral and written exercises, and conversational practice. Course materials include the Introductory French textbook, En Avant (Third Edition) as well as various French-language audio, visual, and written materials.

This course is for students with some prior high school knowledge of Spanish. Students will fulfill their needs to 1) develop their ability to communicate satisfactorily in Spanish in everyday practical situations that may occur either here in the U.S or abroad, 2) to acquire some of the skills necessary for effective reading in Spanish, and 3) to write Spanish with a satisfactory level of accuracy. Students will be exposed to aspects of Hispanic culture via videos and written texts. Three key components that will assist students to attain these three goals are vocabulary, language awareness, and practice/participation.

This course is a continuation of SPAN 001/003 in which students will further fulfill their needs to 1) develop their ability to communicate satisfactorily in Spanish in everyday practical situations that may occur either here in the U.S or abroad, 2) to acquire some of the skills necessary for effective reading in Spanish, and 3) to write Spanish with a satisfactory level of accuracy. Students will be exposed to aspects of Hispanic culture via videos and written texts. Three key components that will assist students to attain these three goals are vocabulary, language awareness, and practice/participation.

For College students, HIST 1504 fulfills the core requirement in History for a broad introductory survey; these students complete the requirement by taking HIST 1099. Using primary and secondary sources, this course explores the period from independence to the present. We begin with the independence movements against colonialism, and analyze the diverse roles of Creoles, priests, peasants, indigenous groups and enslaved people. Post independence, we will examine the dynamics of frontier societies, conflicts between conservatives and liberals, the phenomenon of caudillismo, and the challenges of foreign interventions. Turning to the twentieth century, the class will focus on case studies of nation-building, modernization, industrialization and the political and economic mobilization of the working classes in selected countries. We will also study the impact of the hegemonic role of the United States on Latin America. The course concludes by examining contemporary issues, including environmental protection, the participation of women, neoliberalism and globalization, criminal cartels, migration, and the flourishing of Hispanic culture.

How have societies across time and in different places developed and practiced law? What can cross-cultural comparison and the use of ethnographic methods reveal about law, legality, and notions of justice? And how might these insights inform contemporary debates around criminal justice reform, freedom of speech, or attempts to address global economic inequality? In this course, students will embark on a critical introduction to legal anthropology. Course readings will immerse students in the ways different cultures have devised legal systems to resolve social conflict, prosecute and punish crime, create categories to organize social relations such as across gender or race, and to secure and maintain political legitimacy. We will also examine contemporary approaches to the anthropological study of law by looking at cutting-edge research underway including indigenous rights, international criminal law enforcement, transnational financial and economic regulation, migration, and the role of contemporary social movements in the United States, like Black Lives Matter, and globally, like climate change activism, to bring law closer to justice.

The term “martyrdom” appears widely in contemporary religious and political cultures. While the martyr feels like such a recognizable figure, it is also a concept whose precise definition and appropriate deployment feel impossible to pin down. Martyrdom is never simply a single act, but a cultural system forming and being formed by an audience or community of interpreters. This course traces the development and use of martyrdom to generate meaning out of suffering and to establish a relationship between violence, belonging, and truth. We begin with classical and early Jewish, Christian, and Muslim sources, and then end with other self-sacrificial phenomena in Chinese Buddhism and Japanese samurai culture, considering along the way the felt effects of this history on the present.

In this course, we will study biology in the context of three types of diseases: a multifactorial disease, a genetic disease, and an infectious disease. We will consider the biology from a human perspective, including research approaches and consequences—both the good and the problematic. From another angle, we will discuss the role that society plays in the progress of medical science. This course will help students to gain a deeper understanding of biology from proteins to cells to the cardiovascular system, while practicing scientific inquiry, strengthening their communication and critical thinking skills, and placing biology knowledge into a broader context.

For College students, HIST 161 fulfills the core requirement in History for a broad introductory survey; these students complete the requirement by taking HIST 099. The course outlines the factors that have shaped the political and social features of the modern Middle East from 1500 to the present. Its geographic scope comprises the central provinces and territories of the former Ottoman and Safavid empires: Turkey, Iraq, Syria, Palestine, Egypt, Arabia, and Iran. The syllabus emphasizes three analytical themes: first, the historical evolution of "Middle Eastern" polities from dynastic and religious empires in the 16th century to modern "nation-states" in the 20th; second, the impact of industrial capitalism and European imperial expansion on local societies and their modes of production; and third, the socio-cultural and ideological dimensions of these large-scale transformations, specifically the rise of mass ideologies of liberation and development (nationalism, socialism, rights movements, political Islam), and the emergence of structural and social imbalances (economic polarization, cultural/ethnic conflicts, demographic growth, urbanization).

This is an introductory painting course that teaches the basic techniques of painting. Students learn to paint from observation, in a manner that results in a realistic depiction of the subject. However, the goal of this course is not to make copies, but to strike a balance between an art historical approach to painting with a contemporary one – fostering an environment that encourages students to think creatively and to experiment with the paint and the subject. This is achieved through live demonstrations, artist slide lectures, group, and individual critiques.

This course is a three-credit, non-intensive introduction to Persian for students who read and write Arabic with ease. Offered as an alternative to Intensive 1st Level Persian I (PERS 011), this course is ideal for students seeking a similar level of proficiency with fewer credits, and counts equally towards the Persian minor. Conducted entirely in Persian with a heavy focus on communicative language skills, the class also introduces aspects of history, culture, and current events. Special reference will additionally be made to the many ways in which students' knowledge of Arabic will facilitate the acquisition of Persian (through loanwords, expressions, certain grammatical structures, etc.), all while emphasizing those areas in which the two languages diverge, such as differences in pronunciation, separate writing conventions, and false cognates. Upon successful completion, students typically continue with Persian for Arabic Speakers II (PERS 010). Together these two non-intensive courses bring students to the intermediate level in only half the number of credits as Intensive 1st Level Persian I and II. Taking advantage of students' advanced literacy in Arabic script, the Persian for Arabic Speakers sequence is part of an innovative ongoing initiative at Georgetown to create alternative pathways towards proficiency for bilinguals seeking to learn a third language.

This course is the second part of a two-semester, non-intensive introduction to Persian for students who read and write Arabic with ease. Offered as an alternative to Intensive 1st Level Persian II (PERS 012), this course is ideal for students seeking to cover a similar amount of content in fewer credits, and counts equally towards the Persian minor. Conducted entirely in Persian with a heavy focus on communicative language skills, the class centers around various aspects of history, culture, and current events. Special reference will be made to the many ways in which students' knowledge of Arabic will facilitate the acquisition of Persian (through loanwords, expressions, certain grammatical structures, etc.), all while emphasizing those areas in which the two languages diverge, such as differences in pronunciation, separate writing conventions, and false cognates. Taking advantage of students' advanced literacy in Arabic script, the non-intensive Persian for Arabic Speakers sequence is intended to bring students to the intermediate level in only half the number of credits as Intensive 1st Level Persian I and II.

Photography plays a predominant role in how we explore and express ourselves, how we connect. Even after the pandemic, that will still be true. This class explores how the craft challenges, the cultural framework, and the photographer’s perspective are potential tools to help be better at making and understanding photographs.

Photography plays a predominant role in how we explore and express ourselves, how we connect. Even after the pandemic, that will still be true. This class explores how the craft challenges, the cultural framework, and the photographer’s perspective are potential tools to help be better at making and understanding photographs.

This course is intended as a preparation for MATH-1350: Calculus I. Topics include: algebraic operations, factoring, exponents and logarithms, polynomials, rational functions, trigonometric functions, inverse trigonometric functions, and the logarithmic and exponential functions.

A first course on tools and approaches for making marketing decisions. Marketing is viewed as a broad technology for influencing behavior, beyond functions like selling and advertising. Topics covered include consumer behavior, marketing research, and marketing planning, with emphasis on marketing mix decisions: product strategy, communications, pricing, and distribution.

A first course on tools and approaches for making marketing decisions. Marketing is viewed as a broad technology for influencing behavior, beyond functions like selling and advertising. Topics covered include consumer behavior, marketing research, and marketing planning, with emphasis on marketing mix decisions: product strategy, communications, pricing, and distribution.

A performance course designed to introduce basic principles of communication and the classical roots from which they were derived. Students will prepare and present speeches in both formal platform settings and informal group discussions. While attention will be given to extemporaneous delivery, the emphasis of the course is on work behind-the-scenes: organizing ideas, structuring messages, and adapting messages for specific audiences. Attention will also be given to methods for evaluating oral discourse. Students who experience anxiety in public speaking situations are encouraged to enroll. Fall and Spring..

This course will examine how race and racism in global interactions play out.

This course will ONLY examine cults in America. Religious extremism is a reaction to the perceived chaos and loneliness of modern life, and understanding why people join and how people leave is crucial. This course will take a socio-psychological approach to understanding how cults in America originate, who is attracted to joining, and the legal issues cults generate.

This course surveys major work and developments in European and American painting, sculpture, and (to a lesser extent) architecture from c. 1300 to the present. We focus on changing aims, means, and perceptions of art amid political, religious, social, economic, and other contexts. What have artists, patrons, institutions, and others wanted works of art to accomplish, and in what ways? For more information about this and other courses in the Department of Art and Art History, please visit https://art.georgetown.edu

HIST 1099 is one of the required core classes in History for students in the College of Arts & Sciences and the SFS. All sections fulfill the same role, though each instructor will develop a specific topic. Please see individual section description or online syllabi for more information. The general aim is to introduce students to various elements of historical work and thinking, within the context of looking at a particular historical period, event, or theme in some depth. Though lectures and discussion will focus on particular topics, there will also be labs with class exercises, assignments, and readings that will allow instructors and students to explore how historians identify, define, and employ primary sources of all types, how historians analyze those sources, how they formulate questions, how they engage with the work of prior historians, and how they aim to reconstruct various elements of the human experience in particular times and places. Please note that if you receive AP/IB placement or credit, you cannot take HIST 1099 for credit. HIST 1099 must be taken at GU and cannot be transferred.

The Problem of God introduces students to the study of religion and theology, broadly understood. Our aim in the course is not only to introduce students to different religious traditions and perspectives, but, as the title of the course suggests, to encourage critical reflection on some of the most challenging questions relating to religious commitment. In other words, the goal of the course is not only to help students learn about religious traditions, but to reflect critically on what it means to be a religious person, what it means to study religion and theology, and what the significance of religious belief is. It is one of two courses (along with IBL) that fulfill the first Theology course requirement at Georgetown, and the importance of promoting critical reflection on religious belief through this requirement has taken on new meaning in a post-9/11 world, in which religious literacy and understanding are more important than they have ever been. Mirroring the diversity of our faculty, the course is taught in a diverse number of ways, including a variety of different primary texts and focusing on a variety of significant questions relating to religion and theology. Georgetown graduates consistently report that The Problem of God was one of the most important courses that they took during their time at Georgetown.

The Problem of God introduces students to the study of religion and theology, broadly understood. Our aim in the course is not only to introduce students to different religious traditions and perspectives, but, as the title of the course suggests, to encourage critical reflection on some of the most challenging questions relating to religious commitment. In other words, the goal of the course is not only to help students learn about religious traditions, but to reflect critically on what it means to be a religious person, what it means to study religion and theology, and what the significance of religious belief is. It is one of two courses (along with IBL) that fulfill the first Theology course requirement at Georgetown, and the importance of promoting critical reflection on religious belief through this requirement has taken on new meaning in a post-9/11 world, in which religious literacy and understanding are more important than they have ever been. Mirroring the diversity of our faculty, the course is taught in a diverse number of ways, including a variety of different primary texts and focusing on a variety of significant questions relating to religion and theology. Georgetown graduates consistently report that The Problem of God was one of the most important courses that they took during their time at Georgetown.

This class explores the current political moment through media coverage from a diversity of viewpoints, as well as the latest scholarship in political science and U.S. history.

Government 020 provides students with a broad understanding of the political system in the United States. It is one of the four introductory courses in the Department of Government. The goal of the class is to train students both as citizens and as scholars. As citizens, students will learn the shared history of U.S. politics and be able to think critically about how the system has succeeded and failed. As scholars, students will be introduced to the theoretical and analytical tools of political science as applied to American government. By the end of the semester students will 1) Be politically literate, knowing core historical and contemporary facts about the U.S. political system 2) Understand important theories about U.S. politics, including theories about the importance and functioning of political institutions, the roots of popular political preferences, and the functioning and consequences of elections.

Government 020 provides students with a broad understanding of the political system in the United States. It is one of the four introductory courses in the Department of Government. The goal of the class is to train students both as citizens and as scholars. As citizens, students will learn the shared history of U.S. politics and be able to think critically about how the system has succeeded and failed. As scholars, students will be introduced to the theoretical and analytical tools of political science as applied to American government. By the end of the semester students will 1) Be politically literate, knowing core historical and contemporary facts about the U.S. political system 2) Understand important theories about U.S. politics, including theories about the importance and functioning of political institutions, the roots of popular political preferences, and the functioning and consequences of elections.

Government 020 provides students with a broad understanding of the political system in the United States. It is one of the four introductory courses in the Department of Government. The goal of the class is to train students both as citizens and as scholars. As citizens, students will learn the shared history of U.S. politics and be able to think critically about how the system has succeeded and failed. As scholars, students will be introduced to the theoretical and analytical tools of political science as applied to American government. By the end of the semester students will 1) Be politically literate, knowing core historical and contemporary facts about the U.S. political system 2) Understand important theories about U.S. politics, including theories about the importance and functioning of political institutions, the roots of popular political preferences, and the functioning and consequences of elections.

Born in 1775 as a loose confederation of former British colonies on the periphery of the Atlantic World, the United States rose to a position of world superpower over the course of 170 years. How can we account for this remarkable development in world history? While we tend to take an exclusive look at the United States to understand its history, we cannot understand its evolution without understandings its complex and multilayered interactions with the rest of the world. In this course, we will explore how the United States’ security environment, government capabilities, economic interests, social changes, and cultural forces changed over time and, combined together, powerfully shaped the shifting course of U.S. foreign relations through 1945. We will also examine how the United States developed and exercised hard power, soft power, and economic power in achieving its key policy objectives. The key events covered in the course include: the American Revolution, the War of 1812, territorial expansion, the Civil War, the Spanish-American War, the entry into the China market, and the two world wars. In examining these events, we will ask: What drove U.S. foreign policy? Why did the United States go to war? How did it make peace? Was the United States isolationist before 1945? If not, what was it?

HIST 1099 is one of the required core classes in History for students in the College of Arts & Sciences and the SFS. All sections fulfill the same role, though each instructor will develop a specific topic. Please see individual section description or online syllabi for more information. The general aim is to introduce students to various elements of historical work and thinking, within the context of looking at a particular historical period, event, or theme in some depth. Though lectures and discussion will focus on particular topics, there will also be labs with class exercises, assignments, and readings that will allow instructors and students to explore how historians identify, define, and employ primary sources of all types, how historians analyze those sources, how they formulate questions, how they engage with the work of prior historians, and how they aim to reconstruct various elements of the human experience in particular times and places. Please note that if you receive AP/IB placement or credit, you cannot take HIST 1099 for credit. HIST 1099 must be taken at GU and cannot be transferred.

Would you like to cultivate a deeper understanding of the relationship between the West and the Middle East? This course is an introduction to late medieval and early modern interactions between Europe and the Islamic world through historical travel narratives. Students engage with the shared histories of daily interaction between these regions and are exposed to the methodologies and paradigms driving scholarship on Europe’s pre-modern relationship with portions of Asia and the Middle East. Texts are used to explore episodes of conflict, mediation, reconciliation, trade, patronage, pilgrimage, captivity, conversion, apostasy and intellectual exchange. The course is of interest to students exploring the history of science, gender, sexuality, warfare, geography, economics, art history and Area Studies.

Writing and Culture is an interactive seminar, enrolling no more than 15 students, that should be taken in the first year. The Writing and Culture Seminar helps students develop their ability to: 1) experiment with diverse strategies for planning, drafting, and revising writing; 2) adapt writing to respond to, engage, and persuade audiences; 3) employ rhetorical strategies for analyzing, designing, and communicating in writing and other forms of media; 4)engage in writing as a form of thinking, inquiry, and learning.

Writing and Culture is an interactive seminar, enrolling no more than 15 students, that should be taken in the first year. The Writing and Culture Seminar helps students develop their ability to: 1) experiment with diverse strategies for planning, drafting, and revising writing; 2) adapt writing to respond to, engage, and persuade audiences; 3) employ rhetorical strategies for analyzing, designing, and communicating in writing and other forms of media; 4)engage in writing as a form of thinking, inquiry, and learning.

Writing and Culture is an interactive seminar, enrolling no more than 15 students, that should be taken in the first year. The Writing and Culture Seminar helps students develop their ability to: 1) experiment with diverse strategies for planning, drafting, and revising writing; 2) adapt writing to respond to, engage, and persuade audiences; 3) employ rhetorical strategies for analyzing, designing, and communicating in writing and other forms of media; 4)engage in writing as a form of thinking, inquiry, and learning.