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Spring 2020 Course Schedule | Wednesday

Click here to view a PDF version of the Spring 2020 Course Catalog. 

Click here to view a sortable schedule of Spring 2020 courses. Sort by day, class period, duration (5 or 10 week), or category.

To view the course schedule, click on each day of the week.

Spring 2020 courses will begin the week of March 2 and run through the week of May 11, with a break the week of April 6. There will be no courses on Patriot's Day, Monday, April 20. 5b courses will begin the week of April 13 and end the week of May 11, except Monday 5b classes which will end on May 18. For the Spring 2020 schedule, click here

If needed, make up classes will be held May 18-21.

Please be sure to click on the name of the course to read the description before signing up.


Monday

Tuesday

Wednesday

Thursday

Time Class

Period 1
9:30 am to 10:55 am

Muscles and Movement
Kat Page
*Location: Gosman Sports and Convocation Center
*9:45 am - 10:30 am

 

Introduction to Sculpture in Global Perspective
Ruth Ezra
*NOTE: This class will run during periods 1 & 2.
5 Week Course – April 15 - May 13. Because this course runs for two periods, it is considered a 10 Week Course for purposes of determining a member's full load (2-ten week equivalents.)  
 

Period 2
11:10 am to 12:35 pm

Introduction to Sculpture in Global Perspective
Ruth Ezra
*NOTE: This class will run during periods 1 & 2.
5 Week Course – April 15 - May 13

 

You Are There: The Framing of the U.S. Constitution
Steve Messinger
 
Telling the Story: Focusing on the Craft of Narrative Prose
Betsy Campbell
5 Week Course – March 4 – April 1

 

Deborah: Judge, Prophet, Warrior, and Mother in Ancient Israel    
Esther Brownsmith 
5 Week Course – April 15 – May 13
*Location: Liberman-Miller Lecture Hall, Epstein building, 515 South St

 

The Age of Wonder: Science and Culture in the Romantic Era, 1750-1850
Michael Dettelbach

 

CE1-10-Wed2  
Current Events (Section 1)

Lois Sockol 

12:35 pm to 2:00 pm

Lunch, Learning, and Social Life

Period 3
2:10 pm to 3:35 pm

History of Waltham
Dennis McCarthy
5 Week Course – April 15 – May 13
*Location: Waltham Senior Center, 488 Main Street, Waltham

 

Mozart’s Don Giovanni: A Guided Tour
Phil Radoff
5 Week Course – March 4 – April 1


The Neurobiology of Psychiatric Illnesses:  Dispatches from the Laboratory
Alyssa Fasset-Carman and Bradly Stone

 

Wonderful Writers Writing Mostly About Baseball
David Moskowitz

 

The Truman Presidency: The Buck Stopped There
George Model



Gym1-10-Wed1    Muscles and Movement

Leader – Kat Page

Wednesday – Course Period 1 – 9:45 am to 10:30 am  

Location    Gosman Sports and Convocation Center

There will be a $40 charge ($4 per class) to BOLLI Members. 

Registration for Muscles & Movement runs from January 13 to January 31. Spaces in the fitness course will be assigned by lottery and do not impact your study group assignments. 

Description    Have fun and keep moving through a variety of exercises designed to increase muscle integrity, balance, and range of movement. This class will use free weights, physio balls, resistance bands and other equipment to target the upper and lower body muscles. Build endurance for daily living. Maintain core strength to prevent back pain. Develop or maintain flexibility to prevent injury. This class is appropriate for participants seeking low and/or medium intensity exercise. Weights and equipment will be provided. Strong body, strong mind, enduring spirit!

Biography   Kat has been the Fitness Coordinator at Brandeis for five years and loves her job!  She is an avid fitness enthusiast, participating in marathon running, yoga, and Crossfit. Kat has a Masters in Exercise Science from Springfield College.  When she is not working out, she loves going out to eat, being out in nature, doing crafts and being around kids.

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ART3-5b-Wed1&2   Introduction to Sculpture in Global Perspective

Leader – Ruth Ezra

Wednesday – Course Periods 1&2 – 9:30 am to 12:35 pm

             5 Week Course – April 15-May 13

Because this course runs for two periods, it is considered a 10 Week Course for purposes of determining a member's full load (2-ten week equivalents.)  

Location and Format   This course will be led by an instructor in BOLLI’s Purple Room, 60 Turner Street, but will also feature opportunities for you to participate remotely. The room has been specially equipped with technologies to make participation possible even if you are on vacation, fleeing the snow for several months, or just home with a cold. You may choose to take some or all of the sessions for this course from a remote location, or simply take advantage of this feature by reviewing the audio/video recording for a missed session. You will receive further instructions about this course feature upon being enrolled. For more information about the remote participation feature and whether it is right for you, please email Carolyn Cross at ccross@brandeis.edu.

Description   Perched atop columns, confined to niches, or simply shrouded in shadow, sculpture can be hard to see and harder to wrap one’s head around. What’s with all the marble tree stumps? Why did the Taliban feel the need to destroy the Bamiyan Buddhas? Why did it take Europeans so long to master porcelain? In this course we will study historical materials and techniques, journeying from Carrara’s quarries and northern China’s ancient foundries to the silver and gold mines of the New World. We’ll watch as wax models turn to bronze and pointing machines poke plaster. We’ll learn how statues once imprisoned in medieval portals like Chartres finally broke free in the Renaissance, flaunting their newfound freedom in the civic squares of Padua and Florence; and we’ll debate the politics of public sculpture and the conditions of monumentality. Was the Walker Art Center right to remove Sam Durant’s Scaffold (2012) from its sculpture garden, and right, too, to have it burned? As wind, rain, and erosion threaten to destroy Robert Smithson’s land-art Spiral Jetty (1970), should we intervene or simply let the sculpture vanish? In the course of five weeks of double sessions, we will learn to think like sculptors, watching videos, reading maker-narratives, rotating 3D-models and visiting virtual exhibitions around the world. Not just a primer on sculpture, this course will also serve as an introduction to online resources in art history for the curious adult learner.

Readings   Required: Nicholas Penny, The Materials of Sculpture (New Haven: Yale University Press, 1993). The instructor will provide PDFs of other articles (handouts for those taking the course in class), and links to videos and online content will be distributed through the website.

Preparation Time   2-3 hours.

Biography   Ruth Ezra is a doctoral candidate in the history of art at Harvard University, where she specializes in late-medieval German sculpture. Her dissertation examines the oeuvre of celebrated carver Veit Stoss (ca.1447-1533). A committed educator, she has previously taught adult learners at the University of Glasgow and the University of Strathclyde and, closer to home, at the MFA, Boston, where she served as a gallery lecturer.

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H&G10-10-Wed2   You Are There: The Framing of the U.S. Constitution      

Leader – Steve Messinger

Wednesday – Course Period 2 – 11:10 am to 12:35 pm

             10 Week Course – March 4 – May 13

             (No Class April 8)

Description   The United States is governed by a constitution that has seen only 27 changes in over 220 years. The document when written was as revolutionary as the war we fought for independence. A small group of highly educated men from twelve newly independent states differed greatly on what this new document should say but agreed on the country’s need for one. The course will set the stage for these men meeting during a hot, humid Philadelphia summer. We will put ourselves back 220 years to comprehend the pressures, issues and concerns they faced. We will relive the months of debates, argument, near break-up and the ultimate emergence of a miracle. Though passed in Philadelphia, the constitution had to overcome heated disagreement among the States to get ratified. We will review both the 27 amendments that have been ratified and the 6 that were submitted to the states but not approved. The class will also have the opportunity to choose by voting what they believe should be the 28th Amendment. The course will be lecture with discussions in the class and the SGL will encourage class members to volunteer to give eight short, ten minute, presentations on key members of the Constitutional Convention.

Readings   Miracle at Philadelphia: The Story of the Constitutional Convention May to September 1787 by Catherine Drinker Bowen.

Preparation Time   Weekly preparation should be 45 minutes to 1 hour.

Biography   Steve Messinger has degrees in chemical engineering from Columbia University and spent his career in technical marketing of membrane processes to the pharmaceutical, dairy, and water industries. During his travels, plane time gave him the opportunity to read, become interested in, and finally passionate about history. While he has read widely on all Western history, he has had an ever-growing fascination with the formation of this country. He has read extensively and hopes to transmit some of the passion he has developed. This will be his eleventh opportunity to be an SGL All of the classes that he has led have concerned the formation of this country.


CE1-10-Wed2   Current Events (Section One)

Leader – Lois Sockol   

Wednesday – Course Period 2 – 11:10 am to 12:35 pm
10 Week Course – March 4 – May 13
No Class April 8)

Description   We live in a complex time when what happens in one part of our world affects us all, which requires us to stay informed as the world rapidly changes. This course is designed to inform, to discuss current news stories, and provide thoughtful analysis. In most sessions, our attention will be divided between world events and national news. Class members are encouraged to present reports, lead a class discussion on a current topic, and take part in group discussions. Interest and keeping up to date with the news are the only prerequisites.

Readings   Access to newspapers, news magazines, and web sources will be required.

Preparation Time   Approximately one hour per week

Biography   Lois Sockol taught children and adults for 25 years. Her undergraduate degree is from Boston University with a masters from Lesley College. The bulk of Lois’ professional years were spent in the Newton Public Schools where she taught children and was a consultant to teachers. She was an educational consultant to schools throughout New England. After retirement, Lois again became a student, and a writer of short stories. Four of her short stories have been published: one in a literary journal, and three online. Retirement allows Lois to feed her current events habit. BOLLI affords the opportunity to share with others who habitually follow the news.

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WRI2-5a-Wed2   Telling the Story: Focusing on the Craft of Narrative Prose       

Leader – Betsy Campbell

Wednesday – Course Period 2 – 11:10 am to 12:35 pm

             5 Week Course – March 4 – April 1

Description   Our lives are rich with experience that can be written as memoir or transformed into fiction, but in either case, the goal is to tell a good story that will entertain and enlighten the reader. In this class we will write from prompts chosen to focus on specific aspects of narrative writing, such as point of view, dialogue or characterization with attention to style and structure. Participants in this class will write a short piece of fiction or personal narrative each week and will share the work in class to receive feedback from the group. Class response is supportive and specific, keeping its focus on the writing. The goal of this class is to encourage each other as writers and to enjoy the stories we each have to tell.

Readings   There are no assigned readings for the course. SGL will provide relevant handouts.

Preparation Time   A piece of writing of no more than 500 words is expected each week.

Biography   Betsy Campbell has always enjoyed writing and working with aspiring writers of all ages. She began her career as a high school English teacher and later spent twenty-five years teaching kindergarten and first grade. She has led writing classes at BOLLI since 2014. Her published stories and articles have appeared in The Boston Globe, The Vineyard Gazette, Martha’s Vineyard Magazine, and The Brown Alumni Magazine. Betsy’s undergraduate degree is from Brown University, and she has Masters degrees from The Harvard Graduate School of Education and Lesley University.

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REL1-5b-Wed2   Deborah: Judge, Prophet, Warrior, and Mother in Ancient Israel 

Leader – Esther Brownsmith

Wednesday – Course Period 2 – 11:10 am to 12:35 pm

             5 Week Course – April 15 – May 13

Location and Format The course will take place at the Brandeis Women’s Studies Research Center in the Liberman-Miller Lecture Hall in the Epstein building located at 515 South Street, next to South Street Market. Parking will be available for class participants in the Epstein building lot which wraps around the side and back of the building. Unfortunately we will be unable to offer snacks or coffee at this location. 

Description   The “Wonder Woman" of ancient Israel, Deborah was a heroine renowned as much for her prowess in battle as her wisdom in the courts. Famously, the Bible describes how she led the Israelites to military victory, then records her triumph with an epic poem in praise of God’s conquest over chaos. Praise is also reserved for Deborah herself:  the Bible calls her “wife of torches” and a “mother in Israel” and celebrates her accomplishments. In a time when men like Samson and Gideon seemingly dominated Israel’s religious and military leadership, Deborah broke the mold. Sage, prophet, warrior, and poet, she may be without rivals, a super-achiever among biblical women. With recourse to historical scholarship and textual criticism, we will reflect on Deborah as portrayed in the canonical sources and marvel at their depiction of her gender-bending qualities. We will also consider how later rabbinic sages wrestled with Deborah and her transgressive character. Finally, we will ask to what degree Deborah might be a role model for modern readers confronted with society’s sometimes uncomfortably constraining expectations. This course centers around discussions generated by careful text analysis, provocative weekly readings, and short lectures.

Readings   The SGL will provide a course reader and/or series of pdfs.

Preparation Time   20-30 pages + optional short written reflection.

Biography   Esther Brownsmith is a PhD candidate in Bible and Ancient Near East at Brandeis. Her interests include intersectionality, intertextuality, and interpretive techniques. Her dissertation in progress, "Inconspicuous Consumption: Conceptual Metaphors of Women as Food in the Deuteronomistic History," explores three biblical texts of violence against women as they metaphorically portray the women as food. In her work, Esther draws on Brandeis's rich tradition of philological exegesis, applying it to modern questions of gender and violence.  Outside of studying ancient texts, Esther enjoys baking, social justice activism, cross stitch, and spending time with her spouse and pet degu.


H&G9-10-Wed2   The Age of Wonder: Science and Culture in the Romantic Era, 1750-1850

Leader – Michael Dettelbach

Wednesday – Course Period 2 – 11:10 am to 12:35 pm

             10 Week Course – March 4 – May 13

             (No Class April 8)

Description   In this course, we will look at the emergence of modern science in the Romantic period, using Richard Holmes’s The Age of Wonder: How the Romantic Generation Discovered the Beauty and Terror of Science (2008) as a platform. Holmes’ portraits of British scientists—James Cook and Joseph Banks; William, Caroline, and John Herschel; Humphry Davy and Michael Faraday—and the culture of public spectacle that surrounded them—of ballooning, polar expeditions, glaciers and mountain ascents, Frankenstein and the first “science fiction”—will give us an opportunity for thinking about the relationship between science and empire; science and nation-state; science and industry; and of course science and literature in Britain and beyond. The hope is that participants come away stimulated, intrigued, and provoked to think about the relationship between science and culture, not just around 1800, at the very origin of modern science, but in our own time as well.  Is science part of culture or beyond it? This class will be mostly discussion.

Readings   Richard Holmes, The Age of Wonder. Required supplementary reading available free on-line.

Preparation Time   40-50 pages of supplemental reading per week. Class members will also be expected to have read the main text BEFORE the start of term.

Biography   Michael Dettelbach leads the Corporate and Foundation Relations Office at Brandeis and is a historian of science and technology. He taught at Stanford University, the University of Virginia, and Smith College before moving into university administration, but still researches and publishes, primarily about Alexander von Humboldt and 18th/19th century Europe and America.

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H&G12-10-Wed3   The Truman Presidency: The Buck Stopped There     

Leader – George Model

Wednesday – Course Period 3 – 2:10 pm to 3:35 pm

             10 Week Course – March 4 – May 13

             (No Class April 8)

Description   Harry Truman rose from a modest background to be elected to the Senate in 1934 and served there with distinction until he was elected Vice President in 1944. Everything changed on 4/12/45 when he was suddenly thrust into the presidency. Despite generally low expectations, HST rose to the occasion as he presided over the end of the war. Lurking beneath the euphoria at the war’s end, there was a pent-up demand for easier and more lucrative times from the general public, organized labor and business. This public unrest and a desire for change resulted in a smashing defeat for the Democrats in the 1946 midterm elections. But HST soldiered on and laid our national security foundation through the Truman Doctrine, Marshall Plan and National Security Act. He went into the 1948 campaign as an overwhelming underdog, but achieved an inspiring victory thanks to his indefatigable whistle-stop tour and demonstration of character. His second term posed intractable challenges, most notably anti-communist hysteria amidst the Cold War and the outbreak of the Korean War. In this context, HST decided not to run in 1952.  Over the years, his popularity soared and HST is now regarded as one of our best presidents.  This course will comprise class reports, video clips and, most important, extensive classroom discussions. 

Readings   Truman by David McCullough.

Preparation time   About 65 pages per week.

Biography   George Model is a retired consulting actuary who spent 40 years in the health benefits field.  In this capacity, he conducted several training classes, made frequent presentations and often led discussion groups. He holds a BA and MA in Mathematics from Queens College and the University of Maryland respectively and was a Fellow of the Society of Actuaries. This is George’s seventh year at BOLLI where he enjoys taking history and literature courses. George has led several prior courses on Harry Truman.

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MUS3-5a-Wed3   Mozart’s Don Giovanni: A Guided Tour

Leader – Phil Radoff

Wednesday – Course Period 3 – 2:10 pm to 3:35 pm

             5 Week Course – March 4 – April 1

Description   The course is intended to provide a first acquaintance with Don Giovanni, one of the greatest operas ever composed, to students unfamiliar with the opera, and also to afford a greater appreciation of the opera for students already familiar with it. Much of the class time will be spent watching and listening to DVDs of the opera, studying and discussing the libretto, and developing an appreciation for Mozart’s genius in writing music that both enhances the libretto and illuminates the personalities and motivations of the characters. The excerpts presented in class will be supplemented by the SGL's explanatory comments. The opera is about three hours long, and the objective will be to watch and listen to all or nearly all of it over the five-week period. We will begin with an overview of the early sources of the Don Juan legend that Lorenzo Da Ponte drew upon in writing the libretto, the circumstances under which the opera was composed, and the changes that Mozart and Da Ponte made to the score and the libretto between its opening in Prague and its later performances in Vienna. We will also take note of the sometimes contradictory commentary on the opera by noted composers and music scholars over the years. The SGL will provide written questions before each class period to focus the students’ preparation and to provoke discussion.

Readings   Students should have access to a recording of the opera and a libretto, Italian and English. Any audio or video recording will do except the Peter Sellars version from the mid-80s. Several complete recordings of the opera with English subtitles, as well as the libretto in English and Italian, are available at no cost online (YouTube) and in libraries.

Preparation time   Less than two hours if the student reads the assigned portion of the libretto and then watches or listens to the assigned portion of the opera.

Biography   Phil Radoff has undergraduate and graduate degrees in physics but spent most of his career as a lawyer, working successively in a large Washington law firm, in the Pentagon at a senior level, and in several large corporations, finishing his law career at Raytheon. Phil sings in a community chorus, writes short stories, and has had a lifelong interest in opera. Since joining BOLLI, he has led a number of opera courses and a series of lunchtime presentations.

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LIT8-10-Wed3   Wonderful Writers Writing Mostly About Baseball

Leader – David Moskowitz

Wednesday – Course Period 3 – 2:10 pm to 3:35 pm

             10 Week Course – March 3 – May 12

             (No Class April 8)

Description   Years ago, this SGL taught a course (three times) in order to share some great sports writing with both sports fans and especially non-fans. Many current BOLLI members who were not around then have urged him to repeat it, while a number of past participants asked if he might offer a new version. There is such an amazing amount of wonderful sports writing that, in the past, the reading was revised each semester by replacing up to a quarter of the prior material, and still, this course is virtually brand new! Previously, baseball comprised less than one-half of the readings, whereas in this new course they comprise about 75%. Three weeks will be devoted solely to fiction about baseball by such great writers as: Rod Serling, John O’Hara, Ray Bradbury, PG Wodehouse, John MacDonald, Ring Lardner, and Paul Gallico. The other seven weeks are comprised as follows: four weeks solely about baseball including one consisting just of humorous pieces; one week devoted to boxing; one eclectic and the other devoted to four works by Frank Deford, the SGL’s particular favorite. Non-fiction writers include: Gay Talese, George Plimpton, Roger Angell, Jimmy Breslin, AJ Liebling, William Faulkner, and John Steinbeck. No more than six pieces will be assigned each week, and never more than 64 pages. Writings will be discussed both for their literary merit and their subject matter. Class discussions are paramount. The course will be a fun-filled, absorbing, and irreverent learning experience. Non-sports fans are especially welcome.

Readings    Sports Illustrated: Fifty Years of Great Writing [We will be reading approx. 50%]
On the Diamond: A Treasury of Baseball Stories, Martin H. Greenberg [We will be reading approx. 25%]
For the Love of Baseball: A Celebration of the Game That Connects Us All, edited by Lee Gutkind and Andrew Blauner [We will be reading just under 50%]
All three works are readily available including many used copies, all for rather inexpensive prices.

Preparation time  Weekly readings range from 44 to 64 pages, about 2 hours/week. Addition biographical information will be provided.

Biography   David Moskowitz holds a B.S. degree from the Wharton School of the University of Pennsylvania and a J.D. from Harvard. His legal career was spent predominantly as a general counsel, including 11 years as Brandeis’ initial general counsel. This is his 11th BOLLI-led course (21st time leading), and 8th literature course. David is a passionate and knowledgeable sports fan. He encourages dynamic, vibrant class discussions into which he injects humor.

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SCI5-10-Wed3   The Neurobiology of Psychiatric Illnesses:  Dispatches from the Laboratory       

Leaders – Alyssa Fasset-Carman and Bradly Stone

Wednesday – Course Period 3 – 2:10 pm to 3:35 pm

             10 Week Course – March 4 – May 13

             (No Class April 8)

Description   Advances in evolutionary biology, neuroscience and social psychology can clear up many widespread misconceptions about psychiatric illness. For example, does Alzheimer’s disease have a genetic basis?  Could preventive measures and clinical therapies be efficacious? Are pharmacological treatments for depression and anxiety optional or required for most patients with chronic anxiety and depression? Is cognitive behavioral therapy for eating disorders a genuine advance or just the latest fad? This course will present an overview of the history and current understandings of research on brain mechanisms underlying commonly discussed psychiatric disorders. We will take an evolutionary approach to the neurobiology of psychiatric disorders through reading and discussing research articles that have shaped our interpretation of the biological and social foundations of disorders of the brain. Classes will begin with a brief discussion of the designated research articles, followed by a discussion-based lecture on further research related to the articles’ topic. 

Reading   Handouts, scientific journal review articles, peer-reviewed journal articles (while reading the whole article is meritorious, reading certain paragraphs will suffice). There will be a charge to cover copy fees, which will be determined on final selection of course readings.

Preparation Time   The readings will assist in background clarification of topics and act as discussion platforms. We estimate an average 2-3 hours/week outside of class to complete designated material prior to next meeting date.

Biography   Bradly Stone and Aly Fassett-Carman are both PhD candidates in the Neuroscience Program at Brandeis University. Brad earned his BS in Biopsychology from the University of California, Santa Barbara. He has previously worked on EEG and fMRI - based human research assessing emotion and empathy, neurophysiological biofeedback, and visual perception of threat detection. He has also worked as an adjunct faculty member teaching Psychology. Brad now works in systems neuroscience studying the how body states impact stimuli processing. Aly earned her BS in Neuroscience from Middlebury College where she studied learning and problem-solving behavior in octopuses. At Brandeis, she investigates how life stress affects the brain and confers risk for psychological disorders. Aly and Brad taught a Neurobiology course at BOLLI in the Spring of 2018 which covered the neurobiological underpinnings of sexuality. They also served as teaching assistants for a biology laboratory at Brandeis in the Fall of 2017. 

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H&G11-5b-Wed3   History of Waltham

Leader – Dennis McCarthy

Wednesday – Course Period 3 – 2:10 pm to 3:35 pm

             5 Week Course – April 15 – May 13

Locataon and Format – The course will take place at the Waltham Senior Center located at 488 Main Street in Waltham. Parking is onsite and ample. The classroom will be set up lecture style with clusters of chairs and tables arrayed around the room and accommodating up to 30 people. The course will include substantial lecture with opportunities for questions and discussions. There will be no snacks or coffee offered at this location. This class will be advertised to Waltham Senior Center patrons as a special opportunity to join BOLLI as a Trial Member. 

Description   In the 1600s Waltham and its surrounding towns, Lexington, Newton and Weston were farming communities. And then things changed. This class will examine how Waltham distinguished itself by becoming more urban, commercial and diverse than its neighbors. All through its history, Waltham has embraced change and diversity. The city was at the forefront of the Industrial Revolution and continued to lead for over a century. Not only did the first modern factory open in Waltham in 1815, but more than a century later the first suburban office park opened in the city in 1954. Industrial workers along the Charles have given way to “knowledge” workers along the Route 128 Technical Corridor. Daily, thousands of people commute to work in Waltham from other towns. The availability of jobs and inexpensive housing have attracted successive groups of immigrants to the city, starting with the Irish in the 1840s and continuing through today with 24% of Waltham residents having been born outside the United States. Immigrants continue to contribute their distinctive religions, music and cuisine to Waltham’s rich cultural mix. We will examine how Waltham’s historical development fits into the context of the history of the metropolitan Boston area. The course will include substantial lecture with opportunities for questions and discussions.

Readings   The Hub’s Metropolis by James O’Connell. You can buy the book from Amazon, borrow it from the Minuteman Library Network, or read it on-line for free through the Brandeis library. Additional readings will be posted from time to time on the class website.

Preparation time   2 hours of reading per week.

Biography   Dennis McCarthy is in his third year at BOLLI.  He has lived in Waltham since 1982. Long ago he was a Teaching Fellow in the Mathematics Department at Boston College. During his career as a software engineer, he led study groups on emerging technologies. Dennis leads walking tours for Boston By Foot and leads art and architecture tours at the Boston Public Library. He also conducts a “Boston By Map” workshop for the Leventhal Map and Education Center.

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