This course asks students to consider the ways in which social theorists, institutional reformers, and political revolutionaries in the 17th through 19th centuries seized upon insights developed in the natural sciences and mathematics to change themselves and the society in which they lived. Students study trials, art, literature and music to understand developments in Europe and its colonies in these two centuries. Covers works by Newton, Locke, Voltaire, Rousseau, Marx, and Darwin.

This course will examine the history of Western art from approximately 1600 to approximately 1800 period that bridges the gap from the Renaissance to the earliest days of the Modern era. Beginning with the Baroque in Counter-Reformation Italy and concluding with Neoclassicism in the late 18th century, the student will trace the stylistic developments in Europe and America through a variety of religious, political, and philosophical movements. Upon completion of this course, students will be able to: Identify works of art from the Baroque, Rococo, Enlightenment, and Neoclassical periods and be able to distinguish between these different periods; Discuss and identify the oeuvre of the major artists working in Western Europe from 1600-1800; Explain and identify the regional and cultural differences between works of art produced in the same period (i.e., Baroque, Rococo, Enlightenment, or Neoclassical); Recognize important works of art from the Baroque through Neoclassical periods, recalling such information as date of creation, artist, patron (if known), medium, and period; Recognize the features (stylistic and iconographic) typical of each period studied; Explain and discuss the general arc of Western history from approximately 1600-1800, as seen through the lens of the arts; Explain the forces influencing the change in style and subject matter in Western art from 1600-1800; Discuss the sources of influence (from previous historical periods as well as from neighboring geographical regions) that affected art produced from the Baroque to Neoclassical periods; Compare and contrast works of art from the Baroque through Neoclassical periods to those of other periods and cultures; Describe the methods and materials used to create works of art from the Baroque to Neoclassical periods; Explain the ways in which Baroque, Rococo, Enlightenment, and Neoclassical art reveal the social, religious, and political mores of their respective times and places. (Art History 207)

For those new to music history, a discussion of the meaning of the term "classical music", and an introduction to the Western art music of the second half of the eighteenth century.

The period between the Renaissance and the Modern Era are referred to as the long 18th and 19th centuries, meaning that they span from around 1680-1830 and 1775-1910 - a time in which so many literary movements and cultural changes took place. In this course, the student will examine these formative cultural and literary developments such as the Enlightenment and Restoration Literature; the Rise of the Novel; Romanticism; and the Victorian Period. The student will identify and contextualize the principal characteristics of each of these movements/developments by reading representative texts. Upon completion of this course, students will be able to: identify the major literary trends of the 18th and 19th century, from Restoration comedy and satires through Victorian poetry and prose; outline the major developments in philosophical thought during the Enlightenment and identify these strains of thought in works like Voltarie's Candide; identify the factors that led to the rise of the novel as a literary form; identify the specific traits that characterize early sentimental, Gothic, and picaresque novel; describe the political factors that led to the popularity of Romanticism; describe the shift in thought that led to the split between Romanticism and Enlightenment; identify the themes, conventions, and tropes of Romantic poetry; define and explain the significance of the term/concept of Ňthe Romantic imagination; define the political, social, and economic factors that led to the surge in popular Victorian fiction; explain the significance of poetic experimentation in the 19th century works of writers like Tennyson, Hopkins, and Browning. (English Literature 203)

The unit will examines the Enlightenment. To help understand the nature and scale of the cultural changes of the time, we offer a 'map' of the conceptual territory and the intellectual and cultural climate. We will examine the impact of Enlightenment on a variety of areas including science, religion, the classics, art and nature. Finally, we will examine the forces of change which led from Enlightenment to Romanticism.

This course will introduce the student to the history of Europe from the medieval period to the Age of Revolutions in the eighteenth century. The student will learn about the major political, economic, and social changes that took place in Europe during this 800-year period including the Renaissance, the Protestant Reformation, European expansion overseas, and the French Revolution. By the end of the course, the student will understand how Europe had transformed from a fragmented and volatile network of medieval polities into a series of independent nation-states by 1800. Upon successful completion of this course, the student will be able to: Think critically and analytically about European history in the medieval and early modern eras; Identify and describe the religious, intellectual, social, and political components of the European Middle Ages; Identify the origins and characteristics of the Italian and Northern European Renaissance, as well as describe new developments in art, philosophy, religion, architecture, and science during the era of ŇrebirthÓ; Identify and describe the causes and effects of the European Age of Discovery. Students will also be able to analyze the impact of overseas expansion on European monarchies, the world economy, and indigenous peoples; Describe and analyze the Protestant Reformation. Students will be able to identify the origins of the movement, the various inflections of the Reformation across Europe, and the Catholic Counter Reformation; Identify the era of religious warfare that plagued Europe after the Protestant Reformation. Students will analyze causes and effects of the religious conflicts that erupted in France, England, the Netherlands, and the Holy Roman Empire; Identify and explain why and how 'absolute' monarchs gained power in western Europe in the sixteenth and seventeenth centuries. Students will also be able to identify and describe why two nations - England and the Netherlands - embraced constitutionalism rather than absolutism; Assess how and why absolutism characterized the monarchies of Prussia and Austria in the 1600s. Students will also be able to identify and describe the development of Russia and the reign of Peter the Great; Identify the origins and characteristics of the Scientific Revolution, as well as describe its impact on European civilization as a whole; Identify the origins of the European Enlightenment and assess how this movement altered the social, political, and religious fabric of Europe; Identify and describe the social and economic changes that swept across Europe during the eighteenth century. Students will be able to assess the origin and impact of the 'agricultural revolution,' the marked increase in Europe's population, the development of 'cottage industries,' the rise of the Atlantic economy, and the changes in domestic and religious practices; Identify and describe the origins and impact of the French Revolution. Students will also be able to analyze the rise of Napoleon Bonaparte; Analyze and interpret primary source documents from the Middle Ages to the eighteenth century, using historical research methods. (History 201)

This course provides an introductory survey of the Western classical tradition, exploring music as a phenomenon of both sound and culture. The focus of this course is the development of aural skills that lead to an understanding and appreciation of music; making use of live performances and streaming audio available on the Internet, the student will listen to and explore some of the most important and influential repertoires and genres of music that emerged in the last four centuries. Upon successful completion of this course, the student will be able to: Identify aesthetic qualities and compositional processes by studying and listening to significant works of music in both live performances and recorded media; Explain the historical and/or cultural contexts of musical works studied in this course; Demonstrate an aural ability by identifying specific forms, genres, musical techniques, and historical styles of Western classical music; Describe subjective reactions to musical examples and analyze specific expressive qualities that evoke responses; Write about music analytically and effectively, using vocabulary, language and a style appropriate to the discipline and expressing ideas clearly. (Music 101)

This course introduces students to the major topics, problems, and methods of philosophy and surveys the writings of a number of major historical figures in the field. Several of the core areas of philosophy are explored, including metaphysics, epistemology, political philosophy, ethics, and the philosophy of religion. Upon successful completion of this course, students will be able to: Identify and describe the major areas of philosophical inquiry, explain how those areas differ from and relate to one another, and place the views and arguments of major philosophical figures within those thematic categories; Use philosophical terminology correctly and consistently; Identify and describe the views of a number of major philosophers and articulate how these views are created in response to general philosophical problems or to the views of other philosophers; Explain the broad outlines of the history of philosophy as a framework that can be applied in more advanced courses; Identify strengths and weaknesses in the arguments philosophers have put forward for their views and formulate objections and counterarguments of your own invention; Apply critical thinking and reasoning skills in a wide range of career paths and courses of study. (Philosophy 101)

This course explores main answers to the question, "When do governments deserve our allegiance?" It starts with a survey of major political theories of the Enlightenment—Utilitarianism, Marxism, and the social contract tradition—through classical formulations, historical context, and contemporary debates relating to politics today. It then turns to the rejection of Enlightenment political thinking. Lastly, it deals with the nature of, and justifications for, democratic politics, and their relations to Enlightenment and Anti-Enlightenment political thinking. Practical implications of these arguments are covered through discussion of a variety of concrete problems.

Childcare, education, working conditions, healthcare, crime … these issues are hotly debated in today's society. They are also issues that Robert Owen, seen by some as a visionary and by others as a knave and a charlatan, sought to address in the early

How is it that a small, poor country in northern Europe became one of the most dynamic centres of Enlightenment thinking? This unit examines the cultural, intellectual and religious characteristics of Scotland in the eighteenth century that led to the eme