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Douglas Biow, Director MEZ 3.126, Mailcode A1800, Austin, TX 78712 • 512-232-3470

Course Descriptions

EUS 306 • Jewish Civ: 1492 To Present

35565 • Bodian, Miriam
Meets TTH 1230pm-200pm WAG 214
(also listed as HIS 306N, J S 304N, R S 313N)
show description

This is the second half of a two-semester survey of Jewish civilization, from the Second Temple period (c. 500 BCE) to the present. In broad strokes, the sequence will give students a conception of a Jewish culture and history that has preserved important continuities, but has also undergone transformations as its bearers migrated, encountered other cultures, and adapted to changing circumstances.

This segment of the two-semester sequence, which can be taken independently of the first, will deal with the period from 1492 (the year of the expulsion of the Jews of Spain) to the present. It will give students a grasp of major demographic shifts, the impact of the Reformation, the emergence of new attitudes to Jews, the breakdown of traditional authority and the trend toward secularization. It will deal with the following transformative events: the rise of eastern European Jewry, the spread of kabbalah (a form of mysticism), the entry of Jews into a capitalist economy, Hassidism, Jewish Enlightenment (Haskalah), emancipation, modern antisemitism, Zionism, Jews in the Muslim world, the rise American Jewry, the Holocaust, the establishment of the State of Israel, and the Arab-Israeli conflict. The thematic core of the course will be the concepts of exile and return – their various meanings and interpretations as new historical contexts took shape.


  • Eli Barnavi, A Historical Atlas of the Jewish People: From the Time of the Patriarchs to the Present.
  • Paul Mendes-Flohr and Jehuda Reinharz, eds., The Jew in the Modern World: A Documentary History.


  • First mid-term (25%)
  • Second mid-term (25%)
  • Final exam (50%)


EUS 306 • Roots Religious Toleration

35575 • Bodian, Miriam
Meets TTH 330pm-500pm WEL 2.256
(also listed as CTI 310, HIS 317N, J S 311, R S 306)
show description

Religious intolerance seems to be endemic in human societies. It takes different forms, ranging from subtle discrimination to mass violence. There are times when it is less intense than at others. As a social phenomenon, there seems little chance that it can ever be eliminated.

But historically, political and legal structures have been developed that have ensured a high degree of freedom for religious minorities. These structures have been built gradually and with great effort. They have very particular roots in early modern Europe (sixteenth to eighteenth centuries). In this course we will try to understand in historical perspective how this happened, as well as the impact of this development on contemporary thinking.

To understand the extraordinary struggles of the early modern period, we’ll first have to understand the basic position and practices of the western Church toward heretics and non-believers as they were formulated in the first few centuries CE and as they were elaborated in the medieval period. We will then turn to the events and changed perspectives of the Reformation period. Finally, we will analyze the range of theoretical ideas about religious toleration proposed by European thinkers, and consider their practical implications. We’ll conclude with some reflections on the persistent problems that have arisen and still arise in the effort to achieve religious toleration, including recent issues particular to the multiculturalism experiment.

The course, then, has a three-part structure:

Part 1: A survey of the late antique and medieval European background;

Part 2: A look at how new conditions in the Reformation period encouraged the emergence of ideas of religious toleration;

Part 3: A study of a variety of theoretical positions – then and (briefly) now.


You will take an exam after the first two segments of the course (together, 50% of the grade), and a final exam (30%). In addition, you will write a 3-5 page exercise (10%), and attendance and participation will be evaluated (10%).

EUS 307 • Cuisine/Culture Centrl/E Euro

35579 • Hilchey, Christian
Meets TTH 200pm-330pm BUR 130
(also listed as REE 302)
show description

Cuisine is an integral component of culture. This course is an in-depth survey of the cultures of Central and Eastern Europe through the lens of food consumption. In our exploration of culture through cuisine, we will focus on certain common features: traditional techniques such as fermenting vegetables, culturing dairy, and smoking meats; production and consumption of various alcoholic beverages; and popular activities such as mushroom collecting and the gathering of medicinal herbs. Additionally, we will consider the role of food in shaping regional identities, and more broadly, the notion of a national cuisine. This survey will take us from the early days of recorded food culture to the present day, as we analyze the consumptive practices of the upper and lower classes, fasting and celebratory meals, the effect of communism on culinary traditions, and the role of globalization in changing national cuisine. Finally, we will examine recent developments in food culture: the popularity of celebrity chefs and cooking competitions, the revival of older traditions alongside more modernist techniques, and the organic and local food movements in contrast with conventional agriculture or the use of GMOs.



Everyone Eats: Understanding Food and Culture, by E. N. Anderson

Food is Culture, by Massimo Montanari


Additional course readings from food journals (such as Gastronomica) and other publications will be distributed on the course website.



Attendance/participation                      10%

Map quiz                                             5%

Midterm exam                                     25%

Final exam                                           25%

Response paper (5 pages)                   15%

Report (6-8 pages) and presentation    20%

EUS 346 • Hist Of Britain Restoratn-1783

35644 • Vaughn, James M.
Meets MWF 100pm-200pm WEL 2.308
(also listed as HIS 334J)
show description

This lecture course surveys the political, social, economic, and intellectual history of England (and, after the Union with Scotland in 1707, of Great Britain) from the end of the Interregnum to the conclusion of the War for American Independence.  It focuses on the transformation of England/Britain from an agrarian realm characterized by an absolute monarchy, an intolerant church, and a stagnant economy into a commercial and manufacturing society characterized by a vibrant public sphere, parliamentary rule, a dynamic economy, and unparalleled degrees of civil and religious liberty.  Over the course of this period, England/Britain emerged as a world power overseeing a vast commercial and territorial empire stretching across four continents.  As such, the lectures place English/British history firmly within its European and global contexts.


The major topics covered include the rise of capitalism; Stuart royal absolutism; the Glorious Revolution of 1688/89 and the consolidation of parliamentary government; the Financial Revolution and the fiscal-military state; the British Enlightenment, the public sphere, and civil society; commercialization, urbanization, and consumer society; overseas expansion and imperial transformation; party politics, patriotism, and extra-parliamentary radicalism; the rise of political economy; the American Revolution and the formation of a territorial empire in South Asia; movements for parliamentary reform; and the onset of the Industrial Revolution.



Paul Kléber Monod, Imperial Island: A History of Britain and Its Empire, 1660-1837 (Wiley-Blackwell, 2009).

Steven C. A. Pincus, England’s Glorious Revolution, 1688-1689: A Brief History with Documents (Bedford/St. Martin’s, 2006).

Margaret C. Jacob, The Enlightenment: A Brief History with Documents (Bedford/St. Martin’s, 2001).



Attendance and Participation (10%)

Two Papers (or Short Take-Home Exams) (50%)

Take-Home Final Exam (40%)

EUS 346 • Military History To 1640

35645 • Brand, Steele
Meets MWF 1200pm-100pm CLA 0.128
(also listed as AHC 330, CTI 375, HIS 349R)
show description

This class surveys the military history of the Near Eastern and Western worlds from the beginnings of recorded history (~3100 BC) to the Reformation (~AD 1650). The course is chronologically arranged and examines the spectrum of data between material and textual. It begins by studying human conflict in the ancient Near East. It then transitions to warfare in the classical world, which culminated in Rome’s seemingly unstoppable legions. The course then traces the military ascendancy of Islam and the response of the crusades before concluding with the so-called “wars of religion.” Students will analyze the strategic, operational, and tactical objectives (or lack thereof) of the major campaigns. They will explore naval engagements, decisive land battles, siege warfare, subterfuge, and everything else on the periphery. Students will also examine the moral, religious, political, and economic factors that preceded battlefield encounters. Above all, this class follows the tragic, exciting, and unpredictable story of organized human violence.Texts:Philip de Souza, ed., The Ancient World at War: A Global History (Thames & Hudson)Maurice Keen, ed., Medieval Warfare: A History (Oxford University Press)Thomas F. Arnold, The Renaissance at War (Smithsonian Books)Grading:Examinations: 60% (2 x 30% ea.); Engagement 40% (2 x 20% ea.)

EUS 346 • Protest/Revolt Postwar Germany

35650 • Fulk, Kirkland A
Meets TTH 1100am-1230pm JES A303A
(also listed as GSD 360)
show description


The social, cultural, and political development of post-war Germany can hardly be thought apart from the protests that erupted in the streets in the 1960s. What initially began as a demand for a reform of the university system quickly became an outright challenge to the West German government. Issues ranging from the Nazi past, the Vietnam War, and German rearmament, to criticisms of the media and the politicization of literature and film became central concerns for a generation that viewed itself as a revolutionary force capable of effecting significant change. As the sixties together with the large-scale protests that characterized the decade came to an end, however, other movements arose in their wake. The rise of the Green movement, feminism, and terrorism in the 1970s as well as the anti-nuclear movement, anti-fascist (antifa) demonstrations, and the recent Occupy Germany movement all, in some way, owe a great deal to this pivotal moment in West Germany.

Throughout this course we will engage a wide variety of materials (film, literature, theoretical texts, and the internet) in order to examine the influence of protest, revolt, and revolution on post-war German society from the 1960s to the present. To what extent is the “spirit of the sixties” still alive and to what end? What are the legacies, and perhaps myths, that coalesce around such movements in the contemporary imagination? How does this triumvirate continue to shape Germany today?

Readings and class discussions in English. 


Readings and Films:

Michael (Bommi) Baumann: How it all began

Peter Schneider: Lenz

Verena Stefan: Shedding

Rudi Dutschke: The Students and the Revolution

Ulrike Meinhof: Everybody Talks about the Weather…We don’t

Herbert Marcuse: Repressive Tolerance, The One-Dimensional Man (excerpts)

Theodor Adorno and Max Horkheimer: “The Culture Industry”

Petra Kelly, Thinking Green! Essays on Environmentalism, Feminism, and Nonviolence


Artists under the Big Top: perplexed (Die Artisten in der Zirkuskuppel: ratlos)

dir. Alexander Kluge

Germany in Autumn (Deutschland im Herbst), dir. Rainer Werner Fassbinder, Alexander Kluge,

Volker Schlöndorff, et. al.

The Baader-Meinhof Complex, dir. Uli Edel

The Edukators (Die fetten Jahre sind vorbei), dir. Hans Weingartner


Primary and secondary sources will be available on the course website or in the course packet. Film screenings are mandatory.           



Participation (including attendance and homework):                          30%

2 response papers (3 pages):                                                                          20%

Final paper:                                                                                                     40%

Presentation:                                                                                                   10%

EUS 346 • Great Discovs In Archaeology

35659 • Wade, Mariah D.
Meets TTH 330pm-500pm CLA 0.112
(also listed as ANT 326F)
show description

These courses cover the topics of European Anthropology, Geography, History, and Sociology

EUS 346 • Law & Society Early Mod Eur

35660 • Hardwick, Julie
Meets TTH 200pm-330pm GAR 0.128
(also listed as HIS 350L, WGS 340)
show description

This research seminar will focus on how historians have explored the significance of law, criminal and civil, in the lives of early modern Europeans. We will explore how historians have used legal records to explore patterns of criminality (which were very highly gendered at the time, for example infanticide and fornication for women and drunkenness and theft for men) and rapidly growing rates of civil litigation (for instance over debt, slander and family disputes of various kinds).   We will investigate how historians have used court cases to examine a wide variety of issues for which few other sources survive, especially in terms of everyday social, cultural and economic patterns for families and communities.  We will combine reading the work of historians with our own readings of cases as preliminaries to research projects in which students will work on a case of their own choosing for their term papers.


Readings will be assigned for most class meetings in the first part of the semester until we move to working on the research projects.  The readings will be a mixture of journal articles (available on line through the PCL website), original legal documents (posted on BlackBoard) and a course packet to be purchased.

For some basic background into early modern Europe, I recommend: Euan Cameron, ed., Early Modern Europe: an Oxford History (in the PCL and widely available on line either new or used).


Research papers 60% (5% proposal, 20% paper, 35% revised paper)

Peer review of research paper 5%

Group projects 20%

Participation 15% (attendance, informed discussion, engagement with presentations, leading discussion)

EUS 346 • Vienna: Memory/The City-Aut

35665 • Hoelscher, Steven D
(also listed as AMS 370, GRG 356T, GSD 360, HIS 362G, URB 354)
show description

These courses cover the topics of European Anthropology, Geography, History, and Sociology

EUS 346 • Sport And English Society-Gbr

35670 • Carrington, Ben
(also listed as SOC 323M)
show description

These courses cover the topics of European Anthropology, Geography, History, and Sociology

EUS 346 • Women And The Holocaust

35675 • Bos, Pascale
Meets TTH 930am-1100am GEA 114
(also listed as C L 323, GSD 341F, J S 363, WGS 340)
show description

1. We will examine the historical role of non-Jewish German and of Jewish women during WW II and the Holocaust through autobiographical texts, film, and historical analyses. In doing so, we will simultaneously explore what doing feminist, or gender history may look like. How did fascism define the gender roles of non-Jewish women in Germany? How did the Nazis treat Jewish women and other female “enemies of the state”? Did the experience of persecuted (Jewish) women differ from that of (Jewish) men?     2. We will carefully examine autobiographical texts of women as self-representations that attempt to negotiate the different (and shifting) discourses on femininity and masculinity, and the role of women in the public and private sphere available during the war years. Although the texts (both autobiographical writing and interviews) sketch a picture of the experiences and gender constructions that we seek to examine, we will not just use these texts as “eyewitness” documents of women’s experience. Instead, we critically investigate how to interpret these texts. How are these texts produced? When were they produced, how much time elapsed between the event and the writing about it? What is the role of the interviewer or editor, what is the role of time and aging? Are the texts gendered? Is memory gendered, or are narratives? How do the texts relate to “lived experience?”

EUS 346 • Enlightenment & Revolution

35680 • Vaughn, James M.
Meets M 600pm-900pm GAR 1.134
(also listed as CTI 375, HIS 350L)
show description

This seminar course examines the relationship between the intellectual project of the Enlightenment and the political and social transformations that unfolded in western Europe and North America from the beginnings of the Dutch Revolt in the 1560s to the decade following the Paris Commune of 1871.  What was the connection between intellectual enlightenment and social-political revolution in the West?  The central theme of the course is the contemporary intellectual comprehension of far-reaching social, political, and economic change.  The seminar sessions involve close readings and extensive discussions of the writings of major European intellectuals who sought to understand, analyze, and criticize the upheavals and transformations taking place around them.  Authors read and discussed include Hugo Grotius, René Descartes, Thomas Hobbes, John Locke, Bernard Mandeville, Jean-Jacques Rousseau, Adam Smith, Immanuel Kant, Benjamin Constant, G. W. F. Hegel, John Stuart Mill, and Karl Marx.



René Descartes, Discourse on Method and Meditations on First Philosophy (Hackett, 2011).

John Locke, Political Writings (Hackett, 2003).

Bernard Mandeville, The Fable of the Bees and Other Writings (Hackett, 1997).

Jean-Jacques Rousseau, The Basic Political Writings (Hackett, 1987).

Adam Smith, An Inquiry into the Nature and Causes of the Wealth of Nations (Univ. Chicago Press, 1977).

Immanuel Kant, Perpetual Peace and Other Essays (Hackett, 1983).

Benjamin Constant, Political Writings (Cambridge Univ. Press, 1988).

G. W. F. Hegel, Introduction to the Philosophy of History (Hackett, 1988).

Robert C. Tucker, ed., The Marx-Engels Reader (W. W. Norton, 1978).



1. Class attendance and participation – 30% of final grade.

2. Weekly reading responses – 20% of final grade.

3. Mid-term analytical essay – 20% of final grade.

4. Final analytical essay – 30% of final grade.

EUS 346 • Intro To The Holocaust

35685 • Lichtenstein, Tatjana
Meets MW 430pm-600pm GAR 0.102
(also listed as HIS 362G, J S 364, REE 335)
show description

Please note: “Introduction to the Holocaust” is an upper-division history course with an intensive reading and writing component.

This course on the Holocaust examines the mass killing of Jews and other victims in the context of Nazi Germany’s quest for race and space during World War II.  Using sources that illuminate victim experiences, perpetrator perspectives, and bystander responses, we investigate the Nazi racial state, the experiments in mass killing, the establishment of a systematic genocidal program, collaboration and complicity, resistance and rescue, as well as the memory of the Holocaust in western culture.


Doris Bergen, War and Genocide: A Concise History of the Holocaust (2nd edition)

Thomas Blatt, From the Ashes of Sobibor: A Story of Survival

Jan T. Gross, Neighbors: The Destruction of the Jewish Community in Jedwabne, Poland

Marion Kaplan, Between Dignity and Despair: Jewish Life in Nazi Germany

Lianna Millu, Smoke over Birkenau

J. Noakes & G. Pridham, Nazism 1919-1945: A Documentary Reader vol. 3

Gitta Sereny, Into that Darkness: An Examination of Conscience


Attendance and Participation: 20%

Tests incl. final exam: 35%

Essays: 45%

EUS 347 • Freud, Feminism & Queer Thry

35698 • Rehberg, Peter
Meets MWF 1200pm-100pm GEA 114
(also listed as C L 323, GSD 360, WGS 345)
show description

Freud’s psychoanalytic project started in the 1890s and thus stands at the beginning of the 20th century’s discourse on sexuality. Queer Theory, emerging around 1990, marks its end. Within those 100 years all theorists on sexuality in the cultural context of the West such as Marcuse or Foucault had to position themselves in relation to Freud – whether they approved of his concepts or not.

In the context of Feminist and Queer Theory this conflict has played out in a particularly dramatic fashion: One of the reoccurring question has been, whether Freud provides a diagnosis of patriarchy or rather one of its manifestations.

In this course we will start with a close reading of Freud’s canonical texts, for instance The Three Essays on the Theory of Sexuality and The Interpretation of Dreams.  In the second part we will focus on the Feminist reception of Freud in the writings of Juliet Mitchell, Luce Irigaray, and Julia Kristeva, before we will eventually breach into Queer Theory and discuss a couple of essays by authors such as Leo Bersani and Tim Dean who renegotiate Freud’s thinking on the body and desire from a non-normative perspective.

While this course has its emphasis on psychoanalytic theory and its reception in the historical context of the 20th century for each of these three sections we will also analyze films and novels in order to put, in an exemplary fashion, the concepts on sexuality that these theories provide to the test. Readings include Thomas Mann, Alfred Hitchcock, and Jean Genet. 


Leo Bersani: The Freudian Body

Tim Dean and Christopher Land (eds.): Homosexuality and Psychoanalysis

Anthony Elliott: Freud 2000

Sigmund Freud: Three Essays on the Theory of Sexuality

Sigmund Freud: The Interpretation of Dreams

Sigmund Freud: Beyond the Pleasure Principle

Sigmund Freud: Dora: An Analysis of a Case of Hysteria

Jean Genet: Funeral Rites

Alfred Hitchcock: The Birds

Luce Irigaray: The Sex which Is not One

Julia Kristeva: The Portable Kristeva

Thomas Mann: Death in Venice

Thomas Mann: The Magic Mountain (excerpts)

Juliet Mitchell: Psychoanalysis and Feminism


2 Writing Assignments (3 Pages)                                  20%

Participation (incl. Attendance & Homework)                   40 %

Presentation                                                            10 %

Final Paper                                                             30 %

EUS 347 • European Avant-Gardes

35699 • MARTIN, ERIK
Meets TTH 330pm-500pm MEZ 1.208
(also listed as GSD 360, REE 325)
show description

At the beginning of the 20th century in Europe emerged an artistic movement that radically transformed the established aesthetic norms in literature, painting, theatre, movie – with one word in the whole realm of art. The term that was coined to describe this upheaval was avant-garde. The word’s origin from the military (it literary means “vanguard” or “fore-guard”) neatly corresponds with the artists’ aggressive attitude towards social norms, their endeavor to break artistic taboos and destroy traditions.

This course will analyze characteristic pieces of art from this time (texts, films, paintings), show the connection and differences between various artistic groups and movements (Futurism, Cubism, Dadaism, Primitivism, Suprematism etc.) and also trace back the exchange of ideas between the geographical centers of the avant-garde in Eastern and Western Europe (like Paris, Zurich, Kiev, St. Petersburg).


Ball, Hugo. Dada Manifesto (,_ Hugo_Ball%29).

Bartelik, Marek. Early Polish Modern Art: Unity in Multiplicity (Manchester: University Press 2005)

Bogdanov, Alexander. Tektology. (Hull: University of Hull 1996)

Bojtár, Endre. “The Avant-Garde in Central and Eastern European Literature”. (Art Journal 49(1), 1990, 56-62.)

Bowlt, John E. Ethnic Loyalty and International Modernism: The An-sky Expeditions and the Russian Avant-Garde (Stanford: Stanford University Press 2006)

Breton, André. Manifestoes of Surrealism. (Ann Arbor: University Press 1971)

Buchloh, Benjamin. Neo-avantgarde and Culture Industry: Essays on European and American Art from 1955 to 1975. (Cambridge: MIT Press 2001)

Bürger, Peter. Theory of the Avant-garde (Minneapolis: University of Minnesota Press. 1984)

Eisenstein, Sergey. “The Montage of Attractions”. In: I. Christie / R. Taylor (eds.): The Film Factory: Russian and Soviet Cinema in Documents, 1896–1939, New York: Routledge 1994, 87-89)

Feldman, Seth. “’Peace between Man and Machine’: Dziga Vertov’s The Man with a Movie Camera”. In: B. K. Grant / J. Sloniowski (eds.): Documenting the Documentary: Close Readings of Documentary Film and Video (Detroit: State University Press 2014, 40–53)

Green, Christopher. Art in France: 1900-1940. (New Haven, Connecticut: Yale University Press 2000)

Groys Boris. The total art of Stalinism: Avant-garde, Aesthetic Dictatorship, and Beyond (London: Verso 2011)

Henry, Michel. Seeing the Invisible. On Kandinsky (London: Continuum 2009)

Kandinsky, Wassily. Concerning the Spiritual in Art (New York: Dover Publications 1977)

Kharms, Daniil. Today I Wrote Nothing: The Selected Writings of Daniil Kharms. (New York, London: Overlook Duckworth 2007)

Kruchenych, Alexey. “The Word as Such” In A. Lawton (ed.): Russian Futurism Through Its Manifestoes (Ithaca: Cornell University Press 1988, 57-63.

Lawton, Anna. “Futurism in Russia”. In A. Lawton (ed.): Russian Futurism Through Its Manifestoes (Ithaca: Cornell University Press 1988, 11-33)

Lodder, Christina. Russian Constructivism. (Yale: University Press 1985) 

MacGill, Peter (ed.). Rodchenko (Göttingen: Steidl Edition 2012)

Manouelian, Edward. “Invented Traditions: Primitivist Narrative and Design in the Polish Fin de Siècle” (Slavic Review,  59(2), 2000, 391-405)

Marinetti, Filippo. “The Futurist Manifesto”. In: U. Apollonio (ed.): Futurist manifestos (London 1973, 19-24)

Melzer, Annabelle 1994. Dada and Surrealist Performance. Baltimore and London.

Mudrak, Myroslava. “THE ART WORLD: Kazimir Malevich and Ukraine”. In: http://www.zo­

Nadeau, Maurice. History of Surrealism. (Cambridge, Mass.: MIT Press 1989)

Perloff, Nancy / Reed, Brian (eds.). Situating El Lissitzky: Vitebsk, Berlin, Moscow (Los Angeles: Getty Research Institute 2003)

Poggioli, Renato. The Theory of the Avant-grade translated by Gerald Fitzgerald (Cambridge, Mass.: MIT Press 1968)

Richter, Hans. Dada: Art and Anti-Art (London: Thames & Hudson 1965)

Rickey, George. Constructivism: Origins and Evolution (New York: G. Braziller 1995)

Shishanov Vladimir. Vitebsk Museum of Modern Art: a history of creation and a collection. 1918-1941 (Minsk: Medisont 2007)

Shishanov, Vladimir. “’Double Portrait With a Glass of Wine’ – In Search of the Sources of the Plot of Marc Chagall Paintings”. In: : O.L. Leykind, D.Y. Severyukhin (eds.): Marc Chagall and St. Petersburg. The 125th anniversary of the birth of the artist (St.Petersburg: Gileja 2013, 167-176)

Shkandrij, Myroslav. “Kyiv to Paris: Ukrainian Art in the European Avant-Garde, 1905-1930” (

Shklovsky, Victor. “Art as Device”. In: idem Theory of Prose (Elmwood Park: Dalkey Archive Press 1990, 1-15)

Tynianov, Yuri. “On Literary Evolution”. In: L. Matejka and K. Pomorska (eds.): Readings in Russian Poetics: Formalist and Structuralist Views (Cambridge, Mass.: MIT Press 1971, 66-78)

Tzara, Tristan. Dada Manifesto (

Grading Policy

Participation and Attendance 20%

Minutes                                              10%

3-4 Page Paper (x2)                 30%

Quizzes                                               10%

Final Essay                                         30%

EUS 347 • Kierkegaard And Existentialism

35700 • Holm, Jakob
Meets MWF 1100am-1200pm WAG 308
(also listed as C L 323, GSD 360, PHL 334K)
show description

Soren Kierkegaard is one of the most influential thinkers from the 19th century and widely considered to be the first existentialist philosopher. He has exerted an enormous influence on Western culture during the last 150 years and has inspired numerous writers, artists, and filmmakers, who have found new perspectives in his philosophy and theology.

Kierkegaard wrote about a wide range of topics, e.g. organized religion, Christianity, ethics, and psychology, and he explored our emotional responses when we are faced with life choices. In that way, much of his philosophical work deals with the issues of how one lives as a unique individual in a concrete human reality. In his texts, he is displaying an almost postmodern fondness for metaphor, irony and parables, and he made use of various pseudonyms, which he used to present different viewpoints.

In this course we will explore excerpts from a number of Kierkegaard’s key texts such as Either/or, Fear and Trembling, The Concept of Anxiety, Stages on Life’s Way, The Sickness unto Death and Works of Love. It will give us a thorough understanding of his concepts and ideas which we will apply on a wide-ranging number of authors, among others Friedrich Nietzsche, Fyodor Dostoyevsky and Franz Kafka as well as the two most well-known writers connected with existentialism, Albert Camus and Jean-Paul Sartre. We will also watch movies from the heyday of existentialism, the mid-20th century, by directors such as Ingmar Bergman, Federico Fellini and Akira Kurosawa, and look at the influence of Kierkegaard and existentialism within theater as well. In that way, the course will examine the scope and range of Kierkegaard’s ideas in the 20th century and up till today where his ideas seem more relevant and inspiring than ever.

The course aims at increasing your ability to think and work analytically – and ponder some of the most important questions you’ll face in your life. Furthermore, you will in this course develop the ability to read and analyze literary and non-literary texts, to present your ideas through coherent argumentation, to formulate good questions and to communicate your discoveries to others. This Kierkegaard course is an opportunity to explore one of the most pivotal philosophical directions within the last 150 years – and in that process explore yourself.



Essays: 30%

Final essay: 20%

Quizzes: 20%

Midterm: 10%

Participation: 20%

EUS 347 • Literary Maps Of The Ukraine

35703 • MARTIN, ERIK
Meets TTH 1100am-1230pm JES A207A
(also listed as REE 325)
show description

The territory of modern Ukraine encompasses various cultural spaces with rather local than national identity thus demonstrating the cultural and ethnical diversity of this country. These places can poorly be represented on political maps for they lack distinct borders and a clear national affiliation. They are more likely to be thought of as palimpsests where certain literary “inscriptions” from different cultures create a unique regional cultural identity, like Galicia on the western border of Ukraine.

In this course we will examine the representation of certain geopolitical (Galicia, Crimea), geographical (steppe, Carpathians), cultural (city, shtetl) and memorial (Babji Jar) spaces in the Ukrainian, Yiddish, Polish, and Russian literature from 18th century until now. A special center of interest will be the current geopoetics of Jurij Andruchovyč and Serhij Žadan.


Andrukhovych, Yuri. Perverzion (Evanston, Illinois: Northwestern University Press, 2005)

Babel, Isaac. Red Cavalry (New York: W. W. Norton & Company 2003)

Bulgakov, Mikhail. The White Guard (Cambridge, Mass.: Yale University Press 1996)

Certeau, Michel de. The Practice of Everyday Life. (Berkeley: University of California Press 1984)

Evtushenko, Yevgenij. Babi Yar (

Foer, Jonathan Safran. Everything is Illuminated. (Boston: Houghton Mifflin 2002)

Gogol, Nikolaj. Evenings on a Farm Near Dikanka (London. Chatto & Windus 1926)

Gogol, Nikolaj. Taras Bulba (New York: Modern Library 2003)

Khromeychuk, Olesya. 'Undetermined' Ukrainians: Post-War Narratives of the Waffen SS Galicia Division (Bern: Peter Lang 2013)

Kotsiubynsky, Mykhailo. Shadows of Forgotten Ancestors (Littleton, Colo: Ukrainian Academic Press 1981)

Mickiewicz, Adam. Sonnets from the Crimea. (

Miller, Hillis. Topographies (Stanford: Stanford University Press 1995)

Risch,  William Jay. The Ukrainian West: Culture and the Fate of Empire in Soviet Lviv (Cambridge, Mass.: Harvard University Press 2011)

Roth, Joseph. Job: The Story of a Simple Man (London: Archipelago 2000)

Sholem Aleichem. Tevye the Dairyman (London: Penguin 2009)

Sienkiewicz, Henryk. With Fire and Sword: An Historical Novel of Poland and Russia (eBook)

Somov, Orest. Selected Prose in Russian (Ann Arbor: University Press 1974)

Stasiuk, Andrzej. On the road to Babadag: Travels in the Other Europe (London: Houghton Mifflin 2011)

Tally, Robert T. Spatiality: The New Critical Idiom (London: Routledge 2013)

Taras Prokhasko. FM Galicia (

Taras Prokhasko. The Unsimple (eBook)

White, Kenneth 1992. “Elements of Geopoetics”. In: Edinburgh Rewiev 88, 163-178.

Zabuzhko, Oksana: The Museum of Abandoned Secrets (Las Vegas: AmazonCrossing 2012)

Zhadan, Serhiy. Anarchy in the UKR (Frankfurt/Main: Suhrkamp 2007)

Zhadan, Serhiy. Depeche Mode. (London: Glagoslav Publications 2013)

Grading Policy

Participation and Attendance 20%

Minutes                                              10%

3-4 Page Paper (x2)                 30%

Quizzes                                               10%

Final Essay                                         30%

EUS 347 • Lit/Art Florence At The Renais

35704 • Eibenstein-Alvisi, Irene
Meets MWF 1100am-1200pm PAR 101
(also listed as CTI 375, ITC 349)
show description

Florence in the 1300s lived through a tumultuous period of internal strife and wars, bankruptcies, floods, famines, and epidemics that culminated in the Black Death of 1348. And yet, this is also the century that saw the beginning of Italian literature with the creation of three masterpieces that will forever influence the Western tradition:  Dante’s Divine Comedy, Petrarch’s Canzoniere, and Boccaccio’s Decameron. This course will analyze these fundamental texts written at what is traditionally considered the point of transition between the Middle Ages and the Renaissance and will place them in their cultural and historical context with emphasis on the visual arts, Giotto in particular; architecture; and music.

The final project for the course will be a web-based documentary jointly produced by the class that will showcase the century in all the aspects discussed in class.

The class will be held in English and texts will be read in translations.

The course carries the Writing Flag and has no final exam.

EUS 347 • Turks In Europe

35715 • Okur, Jeannette
Meets MWF 200pm-300pm PAR 304
(also listed as ISL 372, MEL 321)
show description

In the last century, international markets, political conditions, and the desire for “a better life” have spurred mass migration to “First World” nations, creating a myriad of new socio-cultural and political-economic constellations as well as serious structural challenges. Interactions between Europeans and Turks, for example, are not new, but seem have increased in variety and complexity since the post-World War II era, when European countries began importing Turkish labor. Today over 9 million Turks live, work and study in Europe, some with full citizenship rights, others with permanent or temporary visas; and their presence has impacted not only European economies, but also European politics, media, education systems, social structures, cultural norms, the arts scene, and even language. Students in this course will first examine local and transnational forces that have driven (and continue to drive) Turkish-European interactions, and then focus on key issues that have emerged in the context of 20th century Turkish migration to and settlement in Europe as well as in the context of Turkey’s more recent bid to join the European Union. In addition to texts by sociologists, political scientists and cultural anthropologists, students will analyze Turkish-European literary and cinematic depictions of the distinctive economic, socio-cultural, and political changes associated with the migration of Turks to Europe and their transition from guest worker to transnational citizen. Among the topics to be discussed are: social processes and cultural adaptation; the education of second-, third- and fourth-generation migrants; the relationship of civil society and Islam; ethnic communities and ethnic business; citizenship and political participation; asylum movements and xenophobia; and attitudes toward the European Union. Class sessions will be discussion-based and focus on a critical analysis of the arguments presented in the readings and films. Languages Across the Curriculum Component: Students who have completed the Intermediate Turkish sequence (ie. have earned a grade of C or higher in TUR 320L) are eligible to sign up for an additional credit hour in Turkish language via the “Languages Across the Curriculum Program”. Students taking this credit hour with Dr. Okur will read and discuss short texts in Turkish (and view and discuss additional Turkish films) related to the main course topics.


Required Full Texts (to buy): 1. Abadan-Unat, Nermin. Turks in Europe: from guest worker to transnational citizen. New York : Berghahn Books, 2011. 2. Öner, Selcen. Turkey and the European Union: The Question of European Identity. Lanham: Rowman & Littlefield Publishing Group, Inc., 2011. (e-book available through UT Library) 3. Ören, Aras. Please, No Police. Trans. Teoman Sıpahigil. Austin, TX: Center for Middle Eastern Studies, University of Texas at Austin, 1992. 4. Özdamar, Emine Sevgi. The Bridge of the Golden Horn. Trans. Martin Chalmers. London: Serpents Tail, 2009. All other excerpted texts will provided via Blackboard/Canvas.


Attendance and Participation 20%, Reader Response Papers 40%, “Turks in Europe Snapshot” Presentation 10%, Final (Critical Essay) Exam 30%

EUS 347 • The European Novel

35720 • Garrison, James D
Meets MW 300pm-430pm PAR 105
(also listed as E 356)
show description

E 356  l  The European Novel

Instructor:  Garrison, J

Unique #:  34815

Semester:  Spring 2015

Cross-lists:  EUS 347

Restrictions:  n/a

Flags:  Global Cultures

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Description: E356 will consider representative continental novelists of the 19th and early 20th centuries. We will distinguish three different national traditions of the novel – French, Russian, and German, while at the same time asking how these traditions might converge to create a transnational European form. The reading will be demanding but rewarding, offering a chance to become acquainted with fiction that has an enduring claim on the western imagination.

Texts: Goethe, Elective Affinities; Stendhal, The Red and the Black; Dostoievsky, Crime and Punishment; Flaubert, A Sentimental Education; Tolstoy, Anna Karenina; Mann, Buddenbrooks.

Requirements & Grading: Two one-hour exams (30% each); final exam (40%).

EUS 347 • Tolerance In Dutch Culture

35730 • Bos, Pascale
Meets TTH 1230pm-200pm RLM 5.120
(also listed as GSD 361E, WGS 340)
show description

The Dutch are commonly known for their “tolerant,” laid back attitude towards immigration, drug use, prostitution, euthanasia, and homosexuality, among others. This course explores both the stereotypes and the actuality of Dutch policies (are the Dutch really this tolerant? What do the citizens themselves think of their government’s liberal policies?), and examines the background to these policies within the context of Dutch cultural history. An exploration of these issues in the Dutch context allows one to reconsider what makes our own culture(s) “tick” and offers a revealing look at cultural differences and their genesis in different contexts. At the same time, we will be asking ourselves how many of these cultural differences will remain in an increasingly global culture in which Western Europe is strongly tied to an American economy and world view.

EUS 347 • Dante

35735 • Raffa, Guy P
Meets TTH 200pm-330pm BEN 1.106
(also listed as CTI 345, E 322, ITC 349)
show description

Dante: Spring 2015

ITC 349, same as E 322, crosslisted with EUS 347 and CTI 345

TTH 2-3:30 in Ben 1.106

Professor Guy Raffa, Dept. of French and Italian

E-mail:; Home Page:

The Divine Comedy offers a remarkable panorama of the late Middle Ages through one man's poetic vision of the afterlife. However, we continue to read and study the poem not only to learn about the thought and culture of medieval and early modern Europe but also because many of the issues confronting Dante and his age are no less important to individuals and societies today. Personal and civic responsibilities, governmental accountability, church-state relations, economics and social justice, Dante's influence on artists and other writers, benefits and limitations of interdisciplinarity—these are some of the themes that will frame our discussion of the Divine Comedy. Although you will read the poem in English, a bilingual edition will enable you to study and learn famous lines in the original Italian. The course is taught in English and contains flags for Writing and Global Cultures.

Danteworlds ( In addition to detailed entries, audio recordings, and study questions, this Web site contains hundreds of images from works by Sandro Botticelli, an anonymous 16th-century artist, John Flaxman, William Blake, Gustave Dorè, and Suloni Robertson.

Through close reading, class discussion, and the use of Danteworlds, you are expected to identify and explain the significance of major characters, references, and ideas in Dante's Divine Comedy (Inferno, Purgatory, and Paradise) and Vita Nuova. You will be tested on this ability in responses to study questions (a low-stakes writing assignment) and two in-class exams. An essay, which you will rewrite based on my feedback, will assess your ability to support an interpretation of a specific aspect of Dante's poetry with detailed textual analysis and scholarly research. A peer-editing activity will help you to revise and edit your own work. I expect you to have read the assigned cantos and reviewed the corresponding material in Danteworlds (including the study questions) before class.

Required Texts: (you must use the editions of these texts ordered for the class)

            Inferno, Purgatorio and Paradiso (Trans. Allen Mandelbaum)

            Vita Nuova (Trans. Barbara Reynolds)

Optional Text: The Complete Danteworlds: A Reader's Guide to the "Divine Comedy" (Raffa)

Assignments and Computation of Grade:

10%: 1500-word essay on the Inferno (credit for successful completion)

25%: Major rewrite of this essay incorporating scholarly research (graded)

5%:   Annotated bibliography of research sources (credit for successful completion)

5%:   Peer-review (credit for successful completion)

10%: Responses to study questions in Canvas Discussion Forum (credit for successful completion)

30%: Two in-class examinations  (graded: 15% each)

15%: Classwork and participation

Attendance Policy: Your attendance, which obviously influences your classwork and participation grade, is expected at all class meetings. You are expected to arrive on time to class and to stay for the entire lesson. Repeated late arrivals to—or early departures from—will count as absences. For every class that you miss (for whatever reason) after the fifth absence your final course grade (on a 100-point scale) will be reduced by 3 points up to a maximum of 15 points.

Late Work: Late work will lose a full letter grade for each day it is late except in the case of documented emergencies (e.g., serious illness, death in the family), religious holidays (see university policy below), or university-sponsored events (with prior notification).

Canvas: We will use the CANVAS learning management system to organize and provide course content on-line. When you log in to Canvas ( and select the course, you will have access to the syllabus, assignments, lecture presentations (pdf), grades, and a discussion forum (for posting responses to study questions). You will be required to submit most assignments on-line using Canvas. For help with Canvas, consult the student tutorials ( or contact support staff (

Writing Flag: This course carries the Writing Flag. Writing Flag courses are designed to give students experience with writing in an academic discipline. In this class, you can expect to write regularly during the semester, complete substantial writing projects, and receive feedback from your instructor to help you improve your writing. You will also have the opportunity to revise one or more assignments, and you may be asked to read and discuss your peers’ work. You should therefore expect a substantial portion of your grade to come from your written work. Writing Flag classes meet the Core Communications objectives of Critical Thinking, Communication, Teamwork, and Personal Responsibility, established by the Texas Higher Education Coordinating Board.

Global Cultures Flag: This course carries the Global Cultures flag. Global Cultures courses are designed to increase your familiarity with cultural groups outside the United States. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one non-U.S. cultural group, past or present.        

Grading and Plagiarism: All graded assignments will be marked on a 100 point scale and converted to letter grades consistent with university policy:

A (94-100) = 4.0, A- (90-93) = 3.67, B+ (88-89) = 3.3, B (84-87) = 3.0, B- (80-83) = 2.67, C+ (78-79) = 2.3, C (77) = 2.0, C- (70-73) = 1.67, D+ (68-69) = 1.3, D (64-67) = 1.0, D- (60-63) = 0.67, F (below 60) = 0.0

Plagiarism, intentional or not, will result in an automatic F on the assignment—the numerical grade (0-59) depending on the extent of the plagiarism and the quality of the non-plagiarized portion of the essay—as well as possible disciplinary action. For the definition of plagiarism and the University's policy on it, see:

Writing Center: For questions and feedback on writing, you are encouraged to meet with consultants at the Undergraduate Writing Center (FAC 211; for appointments and information, see call 471-6222).

All cell phones, tablets, laptops, and similar electronic devices must be turned off (or put in airport mode) and put away during class except if the instructor grants permission to use them for specific activities. Students who use devices in class without permission will be marked absent. 

EUS 348 • Dynamics Of Eu Busn Envir

35740 • Roberts, M K III
Meets M 500pm-800pm UTC 1.116
show description

This course covers a topic dealing with European Economics, Government, Business, and/or Policy.

EUS 348 • European Environmntl Politics

35745 • Mosser, Michael W
Meets TTH 930am-1100am JES A209A
(also listed as GOV 365N)
show description

EUS 348/GOV 365N: European Environmental Politics

Spring 2015

Unique: 38050


Dr. Michael W. Mosser

Course location: JES A209A

Office:  Mezes 3.222

Course time: TTh 930 am-11:00 am

Phone: 512.232.7280

Office hours: W 1000 – 1100


(and by appointment)

Course concept

Environmental politics is one area where Europe arguably leads the world. Europe has, at both the national and European-Union level, committed itself to achieving reductions in carbon emissions far greater than anywhere else in the world.

This course will examine the history of environmental politics in both the member states of the European Union and the EU itself. Beginning with a conceptual treatment of general environmental politics and policies, the course moves to a history of European environmentalism, before shifting to a discussion on the institutional responses at important ‘traditional’ Member States (Germany, France, Italy and the UK) as well as ‘new‘ Member States (Czech Republic, Poland and Hungary). The final section of the course examines EU environmental policies themselves, such as the EU Emissions Trading System and its institutional commitment to meeting Kyoto Protocol goals.

Assignments and grading

Your course grade will consist of a midterm exam grade, a take-home final exam grade, a short paper grade and a discussion/participation grade. All assignments will be converted to a 100-point scale with no curve. All grades, including final grades, will use the plus (+) and minus (-) system. Grade standards for all assignments are as follows:


93 >     A  

90-92   A-

87-89   B+  

80-86   B   

77-79   B-   

75-76   C+   

70-74   C

67-69   C-

60-66   D

< 60  F




Exams: 50%

As this class is an upper-division course, a major portion of the grade for the course will consist of exams, consisting of a midterm exam and a take-home final exam. Both the midterm and the take-home final exam will be worth 25% of your course grade.

Paper: 30%

The paper for this class will be a short (2000 word) exploratory paper on one of the five topics chosen by the instructor. Such a paper should be a reasonably thorough treatment of the topic chosen, including a clear thesis statement, logical consistency in the arguments used to show the validity of the thesis, and a clear and concise conclusion that effectively summarizes your argument. The paper should be no more than 2000 words in length. Soon after the beginning of the semester, I will meet with each of you individually to discuss your choice of paper topic and your approach chosen to address it. The paper will comprise 30% of your total grade for the course. The paper grade itself will be divided into four sections:


     Topic choice: due 29 January . Worth 10% of paper grade (3% of course grade).

     Topic outline and list of references: due 12 February. Worth 20% of paper grade (6% of course grade).

     First draft of paper:  due 2 April.  Worth 20% of paper grade (6% of course grade).

     Final draft of paper: due 30 April.  Worth 50% of paper grade (15% of course grade).

Discussion Questions / Participation: 20%

Class discussion in a an upper-level seminar is more than expected; it is a given. Everyone has his or her own style of discussion, and I do not expect to turn those who prefer not to speak often in class into debate champions. Nevertheless, I do expect that each of you to post one discussion question per week in the online discussion forum. The discussion posting will count for 15% of your grade and in-class participation will comprise 5% of your course grade.


So that we can discuss points raised in the online postings in Thursday’s class, discussion questions for the week on which I am lecturing will be due by 5:00 pm every Wednesday (unless directed otherwise). They should be drawn from the readings or current news events and should reflect any questions, comments, or cries of outrage you may have regarding the arguments set forth by the authors. They most definitely will help you get the most from the class. I will prepare the first set of discussion questions as a template for future assignments.

The total number of discussion postings will be counted at the end of the semester, and also will be examined throughout the semester for evidence of consistent posting. Do not expect to “catch-up” post only at the end of the semester and receive full participation credit.


  • 12-15 postings: Full credit
  • 8-11 postings: 70% credit
  • 5-7 postings: 50% credit
  • Less than 5 postings: No credit


A word on late or missed assignments. Over the course of the semester, it is inevitable that some event will cause a time management issue, which might lead to a missed assignment deadline. Though normally handled on a case-by-case basis, there are some baseline penalties for missed or delayed assignments, detailed here:

  • Late topic choices will receive a 1% deduction per day before grading.
  • Late topic outline and list of references will receive a 2% deduction per day before grading.
  • Late paper drafts will receive a 5% deduction per day before grading.
  • Missed exams will receive a 5% deduction per day until made up.
  • Discussion postings will not be counted on an individual-post basis, but will be examined throughout the semester for evidence of consistent posting. Do not expect to “catch-up” post only at the end of the semester and receive full participation credit.

EUS 348 • Govs/Polit Of Eastern Europe

35749 • Liu, Amy
Meets TTH 800am-930am GAR 3.116
(also listed as GOV 324J, REE 335)
show description




Couse Description

In the past 100 years, the map for “Eastern Europe” has been redrawn more than a dozen times. This course examines the politics behind and the consequences of these border changes. We will begin with the collapse of two empires—the dual monarchy of Austro-Hungary and tsarist Russia—at the end of World War 1. We will then continue on through the Interwar period, World War 2, and the Cold War. We will give special attention to the institutional differences across these otherwise similar-in-ideology “communist states.” We will examine how these differences affected subsequent transitions and government policies toward minorities. We will conclude by looking at how the European Union has redrawn Eastern Europe by opening up borders and the implications of these opened borders.


The importance of the Soviet Union in Eastern Europe politics cannot be overstated. To this end, we will study the Soviet Union/Russia briefly, but note that the primary emphasis in this course is on the region to the west of present-day Germany and to the east of present-day Russia. This would include Ukraine.


Grading Policy

  • Quizzes: 25%
  • Midterm Examination: 25%
  • Final Examination: 25%
  • Coding Assignment: 25%



  • Bunce, Valerie and Sharon L. Wolchik. 2011. Defeating Authoritarian Leaders in Postcommunist Countries. Cambridge, NY: Cambridge University Press.
  • Krenz, Maria. 2009. Made in Hungary: A Life Forged by History. Boulder, CO: Donner Publishing.
  • MacMillan, Margaret. 2003. Paris 1919: Six Months That Changed the World. Random House Trade Paperbacks.

EUS 348 • International Trade

35750 • Gerber, Linda
Meets MW 930am-1100am CBA 4.324
show description

This course covers a topic dealing with European Economics, Government, Business, and/or Policy.

EUS 348 • International Trade

35755 • Gerber, Linda
Meets MW 1230pm-200pm CBA 4.324
show description

This course covers a topic dealing with European Economics, Government, Business, and/or Policy.

EUS 348 • International Trade

Meets MW 200pm-330pm CBA 4.324
show description

This course covers a topic dealing with European Economics, Government, Business, and/or Policy.

EUS 350 • Govs & Polit Of Western Europe

35765 • Givens, Terri
Meets MWF 900am-1000am MEZ B0.306
(also listed as GOV 324L)
show description


GOVERNMENT 324L (37880)




Course Description

Europe has experienced major change since World War II, from the fall of the Berlin Wall to European enlargement, with Croatia increasing the size of the EU to 28 member states. European integration, and ethnic conflict have presented major challenges for the governments of Western Europe. The current fiscal crisis has complicated politics in the EU, and challenged the survival of both the Euro and the broader European project. This course will introduce the governments and politics of countries in Western Europe and a comparative politics approach will be used.


What is comparative politics?

Comparative politics is the field within political science that tries to explain why countries vary in their domestic political institutions, their level of political and economic development, and their public policies.  Other fields in political science include international relations, political theory and American politics.


Course Requirements

This course is designed to provide students with an overview of the political institutions of European governments and the European Union.  By the end of the course students will be expected to be able to describe the different types of government institutions and how they impact politics and policy making in Europe. They will also be expected to describe some of the important issues facing European governments, including issues related to immigration, the financial crisis and European enlargement. Student achievement of these goals will be assessed through exams and written assignments as described below.


To receive credit for the course, students are required to complete all assigned readings and to attend lecture (the TA will be taking attendance after the first week of class).  Any assignments not completed within a week of the due date will be given a zero.  There will be two exams and weekly assignments.  The overall grading breakdown is as follows:


Exam 1                                                            25%

Exam 2                                                            25%

Weekly assignments                                       40%

Participation                                                    10%

Total                                                                100%


Plus-Minus grading will be used



Gallagher, Laver and Mair, Representative Government in Modern Europe (Fifth Edition)

John McCormick, Understanding the European Union: A Concise Introduction (The European Union Series), Fifth edition.

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