Global Histories, Local Identities

History 490 — SENIOR SEMINAR, “Global Perspectives on Food, Hunger and Identity”

            The common readings for the course will link the cultural history of food and foodways to economics, politics, anthropology, psychology, film and literature. Because the seminar is part of the Senior Learning Community, it will also explore connections between the study of the past and issues facing our global community in the present and consider ways in which training in the history major prepares students for civic life beyond college. Students will complete their senior theses on topics of their choice. They will each make a formal presentation of their research to the seminar, placing their own work in a global context and working with each other to develop and refine important questions related to their topics. The work of the seminar consists of a 25-page senior thesis (which goes through two complete drafts, preceded by an annotated bibliography and a historiographical essay) and the common readings and discussion at weekly meetings.

History 400 — SENIOR REFLECTIVE TUTORIAL, “Going Global: Autobiography and History”

            The class will explore the dynamic fashion in which cultural and intellectual identities, including our own identities, are shaped within specific socio-political contexts by looking critically at autobiographies. Students will also have the opportunity to explore and craft their own cultural and intellectual autobiography as a 21st century citizen and imagine their own past, present and future. As part of the senior learning community, the RFT will offer a broader theoretical context and support for the senior research thesis. It will also provide opportunities for applied learning — on the job market, in public debate and in personal decision-making. The goal of writing a 20-page cultural and intellectual autobiography is to explore the dynamic relationship of their cultural and intellectual identity within the context of modern American and global developments. In the process, students will demonstrate an awareness of themselves as historically minded citizens and professionals in the early 21st century. The writing process should involve extensive reflection and a bit of research, particularly for analyzing their cultural roots and family background. The work of the RFT includes 100 hours of experiential learning and weekly meetings devoted to discussions of common readings (including autobiographies by Gandhi and Madeline Albright, for example) and reflections on experiential learning.

The Senior Seminar and the RFT are highly integrated and largely team-taught by the two faculty members in order to give the Learning Community the greatest amount of flexibility. However, the work done for each course is graded separately.