Examines how and why twentieth-century Americans came to define the "good life" through consumption, leisure, and material abundance. Explores how such things as department stores, advertising, mass-produced cars, and suburbs transformed the American economy, society, and politics.

This class examines how and why twentieth-century Americans came to define the “good life” through consumption, leisure, and material abundance. We will explore how such things as department stores, nationally advertised brand-name goods, mass-produced cars, and suburbs transformed the American economy, society, and politics. The course is organized both thematically and chronologically. Each period deals with a new development in the history of consumer culture. Throughout we explore both celebrations and critiques of mass consumption and abundance.

This course surveys American political thought from the colonial era to the present. Required readings are drawn mainly from primary sources, including writings of politicians, activists, and theorists. Topics include the relationship between religion and politics, rights, federalism, national identity, republicanism versus liberalism, the relationship of subordinated groups to mainstream political discourse, and the role of ideas in politics. We will analyze the simultaneous radicalism and weakness of American liberalism, how the revolutionary ideas of freedom and equality run up against persistent patterns of inequality. Graduate students are expected to pursue the subject in greater depth through suggested reading and individual research.

Agha Ibrahim Akram was a lieutenant general who served in the Pakistan Army during the 1965 and 1971 wars with India. In this video segment, Akram recalls 1974 as the watershed year when India detonated a nuclear explosive and took one step toward becoming a nuclear power in hopes of enhancing its global status. That moment also coincided with skyrocketing oil prices, which stiffened Pakistan's resolve to develop nuclear energy for electricity and, if need be, weapons. The interview Akram conducted for War and Peace in the Nuclear Age: 'The Haves and Have-Nots' concentrates on the history of tension and conflict between Pakistan and India. He reviews the three wars: the devastating bloodshed that followed partition in 1947, the pride he felt in 1965 as chief of staff of an infantry division along the West Pakistan border, and his bitterness toward India over the Bangladesh war in 1971. Despite the persistence of tension between Pakistan and India, Akram recognizes circumstances in which their perspectives and geopolitical positions meet. For instance, he fully supports India's critique of the Nuclear Non-Proliferation Treaty: that the major nuclear powers only selectively enforce and adhere to its provisions. He wishes that South Asia could be a nuclear-weapons-free zone but is willing to settle for India and Pakistan's interdependence: 'The two countries are the protagonists of South Asia. We'll actually cross the threshold together or not cross it at all.'

From 1969 to 1973, Paul Nitze served as a member of the U.S. delegation to the Strategic Arms Limitations Talks (SALT). In this video segment, Nitze describes the useful role that 'back channel' negotiations can play and discusses the particular problems with national security adviser Henry Kissinger's negotiations in the final days of SALT I. The second part of the segment addresses Watergate's impact on Nitze's participation in SALT II.Nitze's interview conducted for War and Peace in the Nuclear Age: 'One Step Forward' focuses on SALT I and SALT II. He recounts how he became part of the SALT I delegation, the key issues within the negotiating process, and the initial position statements he drafted for the Soviet delegation. Increasingly critical of U.S. arms policy, Nitze re-formed the Committee on Present Danger, which argued for a massive military buildup of U.S. forces in the post-Vietnam period. He spends considerable time in his interview going over the then-persistent threat of Soviet expansionism. Nitze explains his objection to President Jimmy Carter's nomination of Paul Warnke as his chief arms negotiator. He also explains his opposition to the SALT II Treaty, which he saw as codifying Soviet superiority in missile megatonnage and throw-weight.

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)

Clark Clifford was special counsel to President Harry S. Truman from 1946 to 1950. In this video segment, he recounts the 1948 Berlin blockade-the first major East-West confrontation in which Western policymakers were required to grapple with choices that risked war with the Soviet Union, a power seen as capable of overrunning Western Europe. Clifford recalls assessing the risk of an unexpected escalation of tension if moves made by the West were perceived as provocations. He heralds the decision to airlift supplies to Berlin in order to fracture the Soviet blockade, although at the time, few believed the airlift could fully supply the city. In the interview Clifford conducted for War and Peace in the Nuclear Age: 'The Weapon of Choice,' he looks back at key moments of the Truman presidency. He recalls his role in drafting what became known as the Truman Doctrine, a founding speech of the "containment order" in which the administration generalized its obligations to Greece and Turkey into a commitment to resist Soviet expansionism wherever it occurred. Following his work on the Truman Doctrine, Clifford helped formulate the Marshall Plan speech, which outlined a program to aid in the rebuilding of a devastated post-war Europe. This speech was part of the United States' search for a new economic order at home and abroad. As the president's top policy adviser, Clifford was on hand for Truman's private reactions. They included shock, disappointment, and hopefulness, as well as anxiety about entering the nuclear age as hostilities with the Soviet Union were deepening and the electorate was becoming increasingly war weary.

'A curious, eclectic tour throughout the greater Los Angeles area. Reflecting man's relationship to nature and his culture, this visual poem is an elegy for what is past and a sardonic commentary about contemporary life in America.' Images from the greater Los Angeles landscape include a lizard in a cage, a man painting a billboard mural, firemen on the roof of a building, a makeshift shooting range, cars driving up and down sand dunes, traffic, and the ocean. The piece is approximately 11 minutes in length and was broadcast as a segment of episode 504 (1989) of 'New Television.' Produced and directed by John Arvanites.

General Pierre-Marie Gallois, often regarded as the 'father' of the French nuclear strategy, served with the Supreme Headquarters Allied Powers Europe (SHAPE) and with French president Charles de Gaulle. In this video segment, Gallois provides a perspective that was shared by many Europeans, including General de Gaulle: that to replace the strategy of 'massive retaliation' with 'flexible response' meant a weakening of the United States' commitment to defend Europe with nuclear weapons. In his interview conducted for War and Peace in the Nuclear Age: 'The Education of Robert McNamara,' Gallois expands upon tensions within French-American relations in the critical post-war period. He also discusses the dynamics among European nations as they faced economic reconstruction, Soviet forces, and the prospect of Germany's rearmament. Gallois recounts his late-night conversations with French prime minister Guy Mollet and with General de Gaulle, when, as a young member of the planning group at SHAPE, he presented his case for France developing its own atomic bomb. At various points he explores the origins of the North Atlantic Treaty Organization (NATO) and SHAPE, shares why the U.S.-proposed Multilateral Force was nicknamed the Multilateral Farce, and explains his support for limited nuclear proliferation in order to keep the peace.

This course introduces undergraduate planning students to the role of the planner in researching issues in cities both in the United States and abroad. This course is a practical, hands-on workshop that challenges students to research, write and present their ideas on two different cities: A U.S. City (preferably somewhere close) and Copenhagen. Students will be equipped to: select and research a thesis topic,work professionally with faculty and other experts on the topic of their choice, and research, write and present.

Subject consists of five sections. After a general survey of the field, students consider cases of stable civilian control, stable military rule (coups), and transitions from military to civilian rule. Cases are selected from around the world.

A comparative study of the grand strategies and military doctrines of the great powers in Europe (Britain, France, Germany, and Russia) from the late nineteenth to the mid-twentieth century. Examines strategic developments in the years preceding and during World Wars I and II. What factors have exerted the greatest influence on national strategies? How may the quality of a grand strategy be judged? Exploration of comparative case study methodology also plays a central role. What consequences seem to follow from grand strategies of different types? Open to undergraduates with permission of instructor.

Analyzes the health policy problems facing America including adequate access to care, the control of health care costs, and the encouragement of medical advances. Considers market and regulatory alternatives as well as possible foreign models including Canadian, Swedish, British, and German arrangements. Emphasis on historical development, interest group behavior, and organizational influences in setting and implementing policy.

This lesson on comparing governments will focus on looking at the similarities and differences between local, state, and federal governments in North Carolina and the United States. It is suggested that this lesson be followed by "Comparing Governments - International" by Tami Weaver and Wendy Pineda, also found on the Learn NC website.

The role of the family in human evolution, and as a symbol in our own social and political lives. Topics include: sex, marriage, and parenting; the labor market; class, race, and ethnicity; and the family's probable future. We begin by considering briefly the evolution of the family, its cross-cultural variability, and its history in the West. We next examine how the family is currently defined in the U.S., discussing different views about what families should look like. Class and ethnic variability and the effects of changing gender roles are discussed in this section. We next look at sexuality, traditional and non-traditional marriage, parenting, divorce, family violence, family economics, poverty, and family policy. Controversial issues dealt with include day care, welfare policy, and the "Family Values" debate.

This course focuses on the institutional relationships that affect the raising, maintenance and use of military forces in the United States. It is about civil/military, government/industry, military/science and military service/military service relations. The course examines how politicians, defense contractors, and military officers determine the military might of the United States. It analyses the military strategies of the nation and the bureaucratic strategies of the armed services, contractors, and defense scientists. It offers a combination of military sociology, organizational politics, and the political economy of defense.

This course focuses on the institutional relationships that affect the raising, maintenance and use of military forces in the United States. It is about civil/military, government/industry, military/science and military service/military service relations. It examines how politicians, defense contractors, and military officers determine the military might of the United States and analyzes the military strategies of the nation and the bureaucratic strategies of the armed services, contractors, and defense scientists. It offers a combination of military sociology, organizational politics, and the political economy of defense.

Role of the engineer as patent expert and as technical witness in court and patent interference and related proceedings. Rights and obligations of engineers in connection with educational institutions, government, and large and small businesses. Various manners of transplanting inventions into business operations, including development of New England and other US electronics and biotech industries and their different types of institutions. American systems of incentive to creativity apart from the patent laws in the atomic energy and space fields. For graduate students only; others see 6.901.

Explores the changing map of the public and the private in pre-industrial and modern societies and examines how that map affected men's and women's production and consumption of goods and leisure. The reproductive strategies of women, either in conjunction with or in opposition to their families, is another major theme. How did an ideal of the "domestic" arise in the early modern west, and to what extent did it limit the economic position of women? How has it been challenged, and with what success, in the post-industrial period? Focuses on western Europe since the Middle Ages and on the United States, but some attention to how these issues have played themselves out in non-Western cultures. This course will explore the relation of women and men in both pre-industrial and modern societies to the changing map of public and private (household) work spaces, examining how that map affected their opportunities for both productive activity and the consumption of goods and leisure. The reproductive strategies of women, either in conjunction with or in opposition to their families, will be the third major theme of the course. We will consider how a place and an ideal of the "domestic" arose in the early modern west, to what extent it was effective in limiting the economic position of women, and how it has been challenged, and with what success, in the post-industrial period. Finally, we will consider some of the policy implications for contemporary societies as they respond to changes in the composition of the paid work force, as well as to radical changes in their national demographic profiles. Although most of the material for the course will focus on western Europe since the Middle Ages and on the United States, we will also consider how these issues have played themselves out in non-western cultures.