This course explores antecedents to what is imagined and consumed as modern sport. We will push on diverse knowledge production systems from around the world to complicate interpretations of sport as a human endeavor. We will study, discuss, present and contextualize issues, personalities, events, social forces, and historical moments that have and continue to shape Americans athletes. In this course, chronology is circular rather than linear, as we will discuss issues from a wide range of periods. The primary focus of this course will be to examine the ways race, class, gender, politics and history concentrically inform athletes across time and spaces. Although this class requires no formal prerequisite, it is recommended that students either can grasp and have a theoretical and historical understanding of United States and African American History.

This course explores the rich history of pre-Columbian societies such as the Aztecs, Inca, and Maya as well as post-conquest societies. It centers Indigenous lives, experiences, and contributions not only to Latin America, but the world more broadly. This course will also address the myths and misconceptions related to Latin America's social, cultural, and political development stemming from the initial period of contact with Europeans, the conquest, and the early days of Iberian colonization.

This course offers a study of the histories, theories, and practices associated with hierarchy and injustice based on caste. We focus primarily on caste in modern India, from the colonial period to today, and explore debates in the understanding of caste as a form of identity and social structure. We then turn to “caste” in other historical and social contexts and analyze the politics of comparison and translation in the application of “caste” to other contexts, such as racialization in the United States. Throughout the course, our discussions highlight the struggles and achievements of anti-caste activists and the movements against caste injustice.

This course is designed for students seeking to learn about, challenge, or expand their understanding of modern Latin American history. The main goal of this course is to critically examine the major events in Latin American history from the colonial period (1521- early 1800s) to the modern day addressing the myths and misconceptions about Latin America’s development. We will discuss the region’s place within broader global politics today as well as the formative histories, experiences, and perspectives of people distinguished by race, ethnicity, country of origin, gender, language, and other aspects of social identity. To explore the region’s rich history and complex history this interdisciplinary course will draw on readings, film, and literature from the fields of History, Art History, Anthropology, and Archaeology.

This groundbreaking course centers multidisciplinary ways of thinking rooted in healing epistemologies that counter violence as hegemonic ways of thought that inform the being, doing, living, existing, and energies of human beings. It imagines possibilities of being human in ways that de-center violence as a hegemonic way of thinking that consequently shapes our lives. Students will engage work from The Center for Action and Contemplation (CAC), The Wellbriety Journal to Forgiveness, The Center for the Practice of Somatic Extimacy, mindfulness practices, scholarly sources, and a field trip to Santa Fe.

This course is designed for students seeking to learn about, challenge, or expand their knowledge about how ideas about race, gender, sexuality, class, and ethnic identity shaped the development of Latin America from the colonial period to the modern day. Students will trace the emergence and construction of the categories of race and gender and how these ideas informed significant developments throughout Latin America. We will examine topics such as colonial conquests and rule; the development of new American societies; the rise of the Atlantic slave trade; the creation of ethnic identities and social movements; and nation-making. Through personal testimonies, travel narratives, artwork, film, and archival documentation as well as a variety of contemporary secondary literature, this course will center the experiences of Indigenous, African, creole, and African-descended persons as they navigated spaces throughout Latin America and pushed back against the imposition of Eurocentric ideas about race, gender, and sexuality to create and maintain their own meaning, spaces, and communities. Students will gain a critical “genealogy of the present,” by investigating the historical roots of persisting gender and racial hierarchies and inequalities in present-day Latin American societies including Brazil, Cuba, Mexico, and Panama.

This course opens the historian's toolkit and familiarizes students with its contents: close reading of texts, discovery of documents and artifacts, analytical frameworks, development of evidence-based arguments, textual and visual communication of materials/interpretation of the past to interested others. Our common study will deploy these tools on a topic of troubling contemporary significance and profound historical depth, concentrating on the analogy between confinement for mental illness and incarceration strictly speaking. Students interested in this version of HY 200 should be aware that, in order for them to experience original archival research, the class will travel to a museums and archives in Pueblo and Canon City, both about an hour from our campus. There will be no additional fee for these field trips.

Sequel to RU255, this course examines post-Emancipation Russia (1861) through the lens of Realism, as well as the Soviet and post-Soviet periods as represented in Russian Modernism, Socialist Realism, and Postmodernism (Dostoevsky, Tolstoy, Chekhov, Gorky, Platonov, Bulgakov, Solzhenitsyn, Tolstaya and others). (Meets the Critical Perspectives: Global Cultures requirement.) (Meets the Critical Learning: AIM requirement.) (Meets the Critical Learning: HP requirement.) 1 unit - Pavlenko.

Sometimes called “the Forgotten War” in the U.S., the Korean War was anything but forgettable to the millions of Koreans, Chinese, Americans and others who lived through it. This course approaches the conflict from a regional and transnational perspective, examining its impact and implications for the two Koreas and China, as well as considering lesser-known dimensions of the American experience.

This course offers students the opportunity to reflect on representations of LGBTQ+ individuals and communities in the United States over the course of the twentieth and twenty-first centuries. How have queer identities been normalized, resisted, and transformed by producers, directors, actors, critics, and audiences? Has cinema been more of a leader or more of a follower when it comes to queer subjects? <br><br> Conceptualized as a senior experience, the course may also enroll other students at earlier stages of their college careers. Every day, we will watch a movie in the morning (9:00 am-noon) and then return to the classroom to discuss it in the afternoon (1:00-3:00 pm). All readings will be done during class time, and no papers or exams will be required.

This course explores diverse issues pertinent to American athletes. We will study, discuss, present and contextualize issues, personalities, events, social forces, and historical moments that have and continue to shape Americans athletes. In this course chronology is circular rather than linear as we will discuss issues from a wide range of time periods. The primary focus of this course will be to examine the ways race, class, gender, politics and history concentrically impacted American athletes. Although this class requires no formal prerequisite, it is recommended that students either can grasp and/or have a theoretical and historical understanding of United States and African American History.

This course examines the development of “criminal” as an identity over the course of the eighteenth century in Britain. What was the cultural impulse that led to the categorization of people as criminals? Who defined which behaviors constituted criminality? How did gender, sexuality, race, and wealth help determine criminality and the punishments levied against those so defined? Together, we’ll examine the connections between scientific inquiry, property, wealth, spectacle, imperialism, identity, and criminality over the course of the long eighteenth century (1660-1815) in Britain.

Survey of the archaeology, art, and history of ancient Greece and Rome and their influence from antiquity to the modern period. This course surveys the art, architecture, archaeology and history of Greece and Rome from their origins in Bronze Age to their transformation in the late Roman Empire using methods of history, art history, archaeology and literary studies. Includes the study of ancient Greek cities and sanctuaries, the spread of Hellenism, and the formation of an imperial visual language under Alexander the Great and Roman emperors. In addition, the influence of Etruscan and Greek art in the Roman Republic will be investigated, as well as Imperial monuments in the city of Rome and throughout the empire as instruments of power. The class will consider political and social factors in the formation and utilization of Classical forms in both ancient and modern times.

This course will engage with the diverse range of African experiences in the Atlantic world from the 15th century to the present. Students will examine economic, political, cultural, and social transformations in Cabo Verde and West Africa more broadly to gain a greater understanding of slavery and its afterlives in the Atlantic world.