The course is built up of four main parts, each of which will be assessed in a different way. The course begins with an overall introduction and zooms in on the underlying theoretical concepts (weeks 1-2); the second part focuses on three major notions in as many weeks (#3-5), examining them in a range of relevant historical contexts. The following four weeks (#6-9) make up the third part of the course that delves into the details of a number of major case studies, each of which highlights a particular theme. The final four weeks (#11-14) are set aside for student investigations and concluding discussions how we can use these insights to think about our current historical situation.

A course blog for students to discuss readings will help to tie together concepts and events. The fourth part of the course (weeks 11-13) is mostly dedicated to student-led presentations and discussions that are thematically organized, and in which students are encouraged to combine theoretical notions with specific historical, ethnographic or archaeological evidence. The course is wrapped up with a concluding discussion (week 14).

Over 14 weeks, students will spend three hours per week in class (42 hours total). Required reading and/or watching of video material for the class and seminar meetings is expected to take up approximately seven or eight hours per week (110 hours). In addition, writing and commenting to blog posts as well as researching for and writing of the class presentation and final paper are estimated at a total of approximately 50 hours over the course of the term.

The course will be assessed through two short written assignments and blog posts during the parts two and three of the course (weeks 3-9) as well as a substantial final paper due by the end of the course. Students are also required to lead a class discussion and to make an in-class presentation. Overall course participation will be monitored and assessed through contributions to class discussion, presentations and a course blog.

For details, see Assignments