History Undergraduate Courses and Descriptions-Spring 2024

HST 102:  America Since 1865

*This course includes the lecture and a weekly discussion section. By enrolling in discussion, you automatically enroll in the lecture.

This semester offers a broad look at the history of the United States in the 150 years from the end of the Civil War through the first decade of the 21st Century. Throughout the course, we will engage with the social, political, and cultural changes, ideas, and events that have profoundly shaped modern American society.

Key questions include: How have we defined being American? How has the nation’s relationship with the world changed?  How have the rights of citizens evolved over time? How have various groups in American society articulated their claims to citizenship and national belonging? What factors have affected the development of American political leadership?

Concentration: U.S. / Period: Modern

HST 112: Napoleon to the Present

*This course includes the lecture and a weekly discussion section. By enrolling in discussion, you automatically enroll in the lecture.

This course examines the major developments in European history since the late 18th century, including the French Revolution and the Napoleonic Era, the Industrial Revolution, imperialism, the First World War, the Bolshevik Revolution, the Fascist and Nazi seizures of power, the Second World War, the Holocaust, the Cold War, and European Unification. The thematic focus of this course is the relationship between the individual and the state. How does this relationship change over time – what makes it “modern”? To address this question, we will examine ideologies (liberalism, conservatism, socialism, nationalism, fascism), the birth of mass society, poverty, violence, women’s rights, and racism. There are two lectures and one discussion section per week. Discussions emphasize primary sources and historical debates. Grades are based on in-class exams, papers, and discussion.

Concentration: Europe / Period: Modern

HST 122: Global History 1750-Present

*This course includes the lecture and a weekly discussion section. By enrolling in discussion, you automatically enroll in the lecture.

This course introduces students to global history beginning in 1750 by focusing on social, economic, political, intellectual and religious developments in major regions of the world: Asia, the Middle East, Africa, and the Americas. Beginning with the Mughal Empire in India, the Ottomans, and the empires of the New World, it will trace the growing interaction of these areas with Europe through colonialism and trade. From the age of revolutions to the age of empires and the age of nation-states, this course studies the relevance of the early modern world for understanding today’s global patterns and economic interdependency. We will explore twentieth-century developments including the spread of Marxism, secular nationalism, and decolonization. The course ends by looking at current issues in world history, including the environment, global capitalism, and religious revivalism. Topics will be covered thematically in general chronological order. Lectures will be supplemented by maps, visual materials, music, documentaries and films. All students are required to attend lectures and one discussion section a week. Students need not have taken HST 121 Global History to enroll.

Concentration: Global / Period: Modern

Interested in the Middle East but not sure where to begin? This course is the perfect introduction to understanding a fascinating and dynamic part of the world today. It covers major aspects of Middle East history from the twentieth century to the present, including the countries from Turkey and Iran in the east, to Palestine, Israel, Syria and the Arabian Peninsula, and from Egypt across northern Africa to Morocco in the west. Lectures combine political basics with a insights on social and cultural life, and women’s rights. Readings blend specific details of political and economy change in each country while indicating broader regional trends, from as European imperialism, the impact of the two world wars, to revolutionary aspirations and radical social movement. These are supplemented by primary sources that incorporate the words, perspectives, and self-representations of individuals across the Middle East. Additional topics include intellectual life, constitutionalism and democracy, anti-colonial nationalism, feminism and women’s movements, the radical left, political Islam, and contemporary debates.

There are no prerequisites for this class.

This class meets twice a week, there is no discussion section.

Concentration: Global / Period: Modern

This course surveys the history of the ancient Mediterranean and Near East, and explores the classical roots of modern civilization. We will begin with the first civilizations of ancient Egypt and Mesopotamia, the roots of western religion in ancient Israel; then proceed through Bronze Age, archaic and classical Greece, the Persian wars, the trial of Socrates, the conquests of Alexander the Great, the Hellenistic world, the rise of Rome, and end with the fall of the Roman Empire and the coming of Christianity. The course will treat political, social, cultural, religious and intellectual history. We will focus on issues that the ancients themselves considered important – good and bad government, the duties of citizens and the powers of kings and tyrants – but we will also examine those who were marginalized by the Greeks and Romans: women, slaves, so-called "barbarians." The course will emphasize reading and discussion of primary sources, in order to provide a window into the thought-worlds and value systems of past societies.

HST 211: Medieval and Renaissance Europe

*This course includes the lecture and a weekly discussion section. By enrolling in discussion, you automatically enroll in the lecture.

This introductory survey traces Europe’s transformation during the Middle Ages and Renaissance, from roughly 300 CE to roughly 1500 CE. It begins as the Roman Empire slowly gave way to new societies in both East and West, and then follows the fortunes of these societies over more than 1000 years. It explores the religious, political, economic, social, cultural, intellectual, and artistic aspects of these societies and how they changed over time. Readings will include both primary sources (those written at the time) and secondary sources (by modern scholars). Students will learn to analyze these sources in order to find out what happened in this period, how people understood events, and how historians use evidence to explain the past. Requirements include reading and participation, midterm and final exams, and two papers.

Concentration: Europe / Period: Pre-modern

Elizabeth I: Cultural icon? Virgin queen? ‘Father/Mother’ of the nation? This course will examine the images, personality, words and actions of one of the most important monarchs in English history. How did Elizabeth manage to negotiate her rule of a patriarchal society as a ‘weak-willed woman’? Did she exploit her considerable political skills to benefit the country or simply to maintain her position on the throne? And what of those who sort to assassinate or replace her? How did she react to threats of foreign invasion, domestic rebellion and a barely concerned hostility among many in the governing classes? Using both early modern and modern iconography, we will explore the images and representations of Elizabeth to unravel her life and examine how she sought to portray herself and how others have seen her through the years.

Concentration: Europe / Period: Pre-Modern

HST/HNR/PSC 300, M002: White Nationalism/Right Populism in Modern America

Honors ONLY 

This course will examine why White Nationalism and Right-wing Populism have become so prominent on the early 21st-century American political landscape. Although such tendencies have long been evident (consider the Second KKK in the 1920s and the Dixiecrats of the 1940s and '50s as two examples), we will explore why they have achieved such significance in recent years. Among the questions we will consider are these:

To what extent is there continuity between earlier forms of right-wing radicalism and those we see today?

Was the emergence and ongoing influence of Donald Trump (and pro-Trump groups like QAnon, Proud Boys, Militias, and America First) a cause or consequence of the surge in such beliefs?

In what ways are US developments distinctive, and how are they part of a global authoritarianist wave?

How has social media enabled the development of movements like these? Throughout the term, emphasis will be on reading, reflection, and discussion.

Concentration: U.S. / Period: Modern

As A.I. (Artificial Intelligence) has exploded into contemporary consciousness and its uses in everyday life have expanded exponentially (ChatGPT, for example), it is vital to pause to reflect on its potential impact on nearly every realm, from education, jobs, popular culture, and entertainment to how we think of ourselves as human beings, form relationships, interact with others, and navigate other aspects of our public and private lives. In this course, we will explore AI as a cultural phenomenon through its history, imaginative portrayals in film and the arts, and current debates over its pros and cons, with special attention to the impact of the virtual world of computer technology, social media, the internet, and now AI, on the self. Comparison with earlier concepts of the self, emotion, and thought in intellectual history and cultural criticism of technology and media—with their visions of what the human person is and might strive to be—can help us assess what might be different in emerging concepts and practices.

Concentration: U.S./Europe / Period: Modern

This course is part two of the Native North American Survey. Beginning with the Indian Removal Act of 1830, this course will take a chronological approach to Native North America to understand how major historical events and themes connect the past to the present. This is mostly a discussion-based course with major topics including Native sovereignty and self-determination, forced removal, forced assimilation, the Red Power movement, Landback, Native repatriation, and other forms of Native resistance and cultural perseverance. The course culminates with a major research paper on a topic related to the course’s themes.

Concentration: U.S./Native / Period: Modern

HST 300, M006: Indigenous History and Culture Through Film and Literature 

This course explores the history of representations of Native Americans and their culture in popular media by both Native and non-Native peoples. Through analyses of both films and literature, this course will investigate major several major themes that affect Native people in the present-day such as colonialism, erasure, survivance, missing and murdered Indigenous women and girls, forced assimilation and boarding schools, the myth of the vanishing Indian, and Natives dealing with a post-apocalyptic future. The course will be accompanied by a weekly film viewing series where we watch movies from several different genres, mostly written and produced by Native filmmakers.

Concentration: U.S./Native / Period: Modern

A study of Herodotus, the father of history, the first anthropologist, the first ethnographer…and the father of lies.  Herodotus was the product of ancient Greece, which defined itself in cultural terms in opposition to non-Greeks, or ‘barbarians.’  This cultural framework provides the context from which to consider Herodotus’ narrative of the Persian Invasions of Greece.

Concentration: Europe / Period: Pre-Modern

The Second World War in Europe lasted for six years and cost the lives of more than 50 million soldiers and civilians. It transformed the continent's politics, economics, society, and culture. Its memory continues to haunt Europe and influences every aspect of the region's current affairs. Studying its causes, conduct, and consequences, then, is an essential precondition for understanding modern Europe. In this seminar we will combine close classroom readings of important primary and secondary sources with independent research on aspects of the conflict chosen by the students themselves. The end goal for each participant will be an original research paper drafted and presented to the class.

Concentration: Europe / Period: Modern

This course examines the development and role of historical memory as it shapes our collective understanding of the past and present and informs the construction of our collective future.  By exploring museums across the United States, examining the role of television and film in shaping public perceptions of U.S. history, and the influences of celebrations and commemorations of the past, we will be introduced to the theoretical work of Public History and its practical applications.   

Concentration: U.S. / Period: Pre-Modern/Modern

This course is aimed at forming an understanding of the history of Ukraine from ancient times to the present in the context of international relations. Ukraine is considered an integral part of European civilization, its Frontier and Gate from one side, and an intersection of different politics and cultures from the other. Against this background of Ukrainian-European interaction, this course examines the political and cultural development of Ukraine, the traditions of Ukrainian statehood, and the origins of the Ukrainian nation. Additionally, the course discusses the characteristic features of the national and cultural identity of Ukrainians and their contribution to the development and promotion of European democratic values.

Students will improve their skills in analyzing sources, critical thinking, and communication.

The course will also contribute to students' understanding of the formation and development of the system of European relations and the role of Ukraine in this process.

Concentration: Europe / Period: Pre-Modern/Modern

What is History? How do scholars “do” history? This seminar introduces history majors to the methods and goals of historical study, and to the skills needed to conduct independent historical research. The first part of the course will be spent discussing what exactly history is and has been. We will then move on to discussing the kinds of history that have developed across the century in the American Historical profession. Finally, students will spend a large portion of the course familiarizing themselves with the analytical and practical skills needed to develop their own research projects. 

M/W 2:15-3:35

What is History? How do scholars “do” history? This seminar introduces history majors to the methods and goals of historical study, and to the skills needed to conduct independent historical research. The first part of the course will be spent discussing what exactly history is and has been. We will then move on to discussing the kinds of history that have developed across the century in the American Historical profession. Finally, students will spend a large portion of the course familiarizing themselves with the analytical and practical skills needed to develop their own research projects. 

European invasion of America. Native American resistance. Institutions of conquest, colonization, and empire. Anglicization of the colonists and interactions with Indigenous peoples. Servitude, slavery, and the family.

Concentration: U.S. / Period: Pre-Modern

The Civil War was a second American Revolution, and considerably more transformative than the first. Through lectures, readings of primary and secondary-source texts, discussions, and films, this course will show why. We begin by asking what led Southern states to secede in 1861, why the North resolved to restore the union by force of arms, and how emancipation evolved from a military expedient to a defining war aim. We will ask how changing military strategies and tactics related to political struggles over the objectives of the war, and why the war took so many lives. The role of political and military leaders – Abraham Lincoln and Jefferson Davis, Ulysses S. Grant and Robert E. Lee, to name a few – will be placed alongside the experiences of soldiers, slaves, and civilians. Our examination of Reconstruction will pay particular attention to the efforts of freedmen and women to secure their freedoms despite the hostility of white Southerners and the indifference of Northerners. Care will also be taken to understand the Civil War and Reconstruction in relation to larger social, economic, and cultural developments in nineteenth-century America, and to place them in global context. Finally, we will look at how Americans have remembered the war, from struggles over memorialization, to the persistence of "Lost Cause" mythology, to changing interpretations of the war advanced by historians in the twentieth century.

Concentration: U.S. / Period: Modern

This course provides a survey of the most important political, cultural and social developments in the period between 300 and 900, or roughly between the reign of Constantine and end of the rule of the Carolingian kings, mostly focusing on Western Europe. In this period falls one of the most dramatic historical breaks: the “Fall of the Roman Empire” and the “Beginning of the Middle Ages.” But was there really a “Fall of the Roman Empire?” When, how and why did the Roman Empire come to an end? This still ferociously debated question will play a central role in the course. Other topics will be the rise of Christianity, the development of medieval institutions (such as kingship, church structures, and feudalism), and the continuity and discontinuity of intellectual traditions. A special emphasis will be laid on reading and interpreting (translated) primary sources and on methods of historical research.

Concentration: Europe / Period: Pre-modern

This course will survey the history of China from the seventeenth century to the present. Our focus will be on revolution and reform: the primary means through which Chinese people responded to the challenges of a new world, and, most particularly, to Western encroachment and invasion. Topics to be considered in depth include:  politics and society under the Qing dynasty (1644-1911); the end of the dynastic system and the continuing quest for a viable political system; reform of Chinese culture through revolution; the challenge of changing old attitudes about gender roles; conflicting visions for the new nation; the critique of communism by dissident Chinese; the persistence and resurgence of traditional ways, and the renewed interest in Maoism during the 2000’s. Assigned readings include a slim textbook to provide chronology and a variety of historical materials including memoirs, fiction and poetry.

Concentration: Global / Period: Modern

In this course, we will explore Latin American history from independence to the late twentieth century. This course is broad, geographically and temporally, but no prior knowledge of Latin American history is necessary. Drawing upon primary documents, audio and visual materials, and secondary historical literature, this course will explore the nation-building process and the ways that ordinary people interacted with the state. We will also analyze the construction of racial, class, and gender hierarchies in various Latin American contexts. We draw from case studies and national histories, but we will place these historical moments within a global perspective, elucidating how Latin American actors shaped imperial practices, nation-state formation, revolutionary and counterrevolutionary dynamics during the Cold War, and innovative political practices against neoliberalism.

Concentration: Global / Period: Modern

This course explores the subject of American sport as a lens through which to view race relations in U.S. History. Sports have long served as important symbolic sites of both resistance and assimilation for individuals from various racial and ethnic groups. Our readings and discussions will consider the role of individual athletes, key events, and sports as cultural and corporate institutions in an effort to understand how organized athletics have shaped racial identity and political protest in American history. Key topics will include how sport has influenced discourses of manhood/womanhood, citizenship, and power as we navigate the events, lives, and sociopolitical changes from the era of slavery to the present day.

Concentration: U.S. / Period: Modern

This course surveys the history of science and technology from the ancient world to the present.

It focuses on how scientific investigation and technologies are shaped by society, as well as how discoveries and innovations reciprocally shape societies.  In studying major scientific developments and technological achievements in civilizations past and present, from the Antikythera device to the Enigma machine, the computer, and the cell phone, we will investigate how the history of science and technology has been written into economic, political, and social narratives.  We will use evidence from archaeology, historical narratives, journalism and science fiction to explore how science and technology, then and now, are not isolated from society; non-specialists have a stake in which scientific projects are promoted (and funded) and which technologies receive the lion’s share of consumer purchases.  An historical perspective on science and technology informs our understanding of the modern embrace of innovation and the ways that the products of such innovations infuse our cultural practices and daily life. 

Concentration:  U.S./Europe/Global / Period: Pre-Modern/Modern

Focusing mainly on the past 150 years, this course is intended to provide an overview of women’s experiences in America from the Civil War to the present. While it is not a course on the history of feminism, it will be taught from a feminist perspective. What does that mean? Stated simply, in this class women will be considered as subjects—as actors who themselves “make history,” and not simply as passive objects of the actions of others. Moreover, it assumes the full personhood of women, the reality of discrimination against women, and the intrinsic significance of women’s experience. Beyond that, it is not expected that students in the course will share the professor’s point of view on all matters (indeed, with any luck, the class will contain a healthy diversity of backgrounds and perspectives). It should be understood from the outset that “U.S. women’s history” is not monolithic. Therefore, we will pay considerable attention to the diversity among women and their experiences over time. This diversity adds to the complexity of what we will be studying—but it also will add to the richness of understanding that I hope you will take away from this class. Student participation is not only welcome, but essential! Finally, this course also assumes the seriousness with which women's history needs to be considered—so, know from the outset that HST/WGS349 is designed to be both demanding and challenging. There is a lot of assigned reading (after all, we are dealing with a lot of long-neglected material). Though it may be impossible for you to do it all, the more you read, the more you will get out of the class (and the better your grade will be). And you are expected to do most of it! As we go along, certain readings will be noted as deserving special emphasis.

Concentration: U.S. / Period: Modern

Survey of ancient Greek political, economic, social and cultural history based on interpretation of primary sources, both literary and archaeological, from the Bronze Age through Alexander the Great.

Concentration: Europe / Period: Pre-modern

A comprehensive survey of ancient Roman political, economic, social and cultural history based on the interpretation of primary sources, both literary and archaeological, from the foundation of the city through the dissolution of the Empire in the west. Special focus is given to important topics and themes in Roman history, including Roman foundation legends, the interrelationship of Roman statecraft and Roman religion, Roman aristocratic ethical values and imperialism, the Roman reaction to Greek culture and literature, the imperial cult of the Roman emperor, the position of women in Roman society, the Roman institution of slavery, the origins and early growth of Christianity, the third century CE military and economic crises, and modern ideas on Rome's transformation into medieval Europe. Short paper, mid-term and final examinations.

Concentration: Europe / Period: Pre-modern

This course examines the civilization that developed in the states of northern and central Italy between 1300 and 1520 and the concept of the Renaissance itself. The course is divided into three parts. The first part examines Renaissance Italy as the birthplace of modern republicanism. In this part of the course we examine the republics of Florence and Venice and the art and ideology which accompanied those regimes. The second part of the course explores the social history of Renaissance Italy (women, family, and sexuality) and the social significance of Renaissance art. The third part of the course looks at Renaissance Italy as the originator of the court system which dominated Europe until the time of the French Revolution. Here much consideration is given to the creation of an aristocratic style of life and princely art. The goal of the course is for students to understand not only the Renaissance itself but also the ways in which historians have interpreted the Renaissance to fit their vision of the world.

Concentration: Europe / Period: Pre-modern

This course examines the political, cultural and social history of Early Modern England. Topics covered will include the power and image of the monarchy (cases studies - Henry VIII, Elizabeth I and Charles I); the role of the printing press in both ‘high’ and ‘low’ culture; the impact of crime and the treatment of criminals; the importance of London as a center of commerce and culture; the myth and reality of Shakespeare and the role of the theater; witchcraft and the dominance of religion in everyday life; and the role of women in a patriarchal society. The course will emphasize reading, discussion, visual culture and the use of primary sources.

Concentration: Europe / Period: Modern

This course begins in the catastrophic aftermath of the Second World War, traces out the reconstruction of Germany, its incorporation into capitalist and communist blocs, and its emergence as a leader of contemporary Europe. Throughout, the course highlights the legacies of the Nazi past, international connections from the Cold War to the so-called refugee crisis, and the truly profound transformations of political and cultural life from aggressive racial dictatorship to pluralistic democracy.

Concentration: Europe / Period: Modern

The history of twentieth-century Europe can be understood in large part as the aftermath of the Russian Revolution of 1917. The first half of the century was dominated by the antagonism between the Soviet and Fascist powers; the second half, between Soviet and Western spheres of influence in the Cold War. Likewise, if the 20th century began in 1914 with the start of WWI, it arguably ended in 1991 with the collapse of communism in Eastern Europe and Eurasia. This course has two main objectives: to examine the major issues surrounding the rise and fall of communism in Russia in the 20th century, and to give you a glimpse of what life was like for people who lived through the Soviet era.

Concentration: Europe / Period: Modern

Is there, as some historians have claimed, a distinctive ‘American way of war’ traceable over the four centuries since the beginning of the European colonization of North America? If so, what are its characteristics, how has it changed over time, and what does it reveal about a peculiar American attitude to state violence and the relationship between military and civilian society? In this course, we will examine the ‘small’ and ‘big’ wars of the United States from the colonial period to the recent campaigns in Iraq and Afghanistan. Class meetings will be a mixture of lectures and discussion. Students will complete a number of primary and secondary source readings. Assessment will be based on class discussion and several reading and writing assignments.

Concentration: U.S. / Period: Modern

Religion has been an explosive issue in recent South Asian politics. Commencing with a look at contemporary events, such as the Rohingya refugee crisis, the consolidation of a Hindu nationalist state in India, and the recently concluded Civil War in Sri Lanka, this course will work its way back through the twentieth and nineteenth centuries to understand their historic roots. Key themes discussed will include the gendered nature of religious violence; majoritarian politics and religious identities; colonial rule and enumerated communities; everyday and extraordinary violence.

Concentration: Global / Period: Modern

Starting in 1095, Christian armies from Western Europe attacked groups they viewed as their religious enemies. These campaigns took place in what is now the Middle East, but also within Europe itself. By studying these campaigns, this course explores what the crusades were, why people fought them, and how they justified violence in the name of religion. In particular, the course investigates the ways in which crusaders dehumanized their enemies and depicted their own violent acts as holy. Students will read and analyze primary sources (those written at the time) in order to learn what happened and to explain how it happened. We will also consider the significance and legacy of these wars.

The course emphasizes critical reading and analysis, and writing. Each class will involve a combination of lecture and discussion. Careful reading and active participation in discussion are vital. Requirements include in-class debates, in-class exams, and a final paper. Fulfills the Critical Reflections requirement.

Concentration: Europe / Period: Pre-modern

This course explores the history and meaning of the Vietnam War. How and why did the United States become involved in Vietnam? How did the conflict shape popular culture in the United States, Vietnam, and globally? How does popular culture contribute to the historical record? Drawing on a range of films, fictional and non-fictional accounts, and music, this class examines the intersection of history and memory.

Concentration: U.S. / Period: Modern 

"Tell me what you eat, and I will tell you who you are.” This oft-quoted line from the French gastronome Jean Anthelme Brillat-Savarin encapsulates how food informs identities, histories, and power. The origins, abundance, scarcity, and meanings of food reveal global connections, local conditions, and social hierarchies, constituting everything from national dishes and migrant identities to consumer culture and genocide by starvation. Students in this capstone seminar will conduct primary source research using food as a historical lens to produce a 25-30 page paper in their area of concentration.

Concentration: U.S./Europe/Global

This seminar will center around how race, racism, and processes of racialization shape understandings of identity in the modern world. Individual papers can focus on any area of the globe, movement or migration between different parts of the globe, on national identity, or a specific community. We will examine how national identities are racialized and exclusionary, consider the significance of colonial empires in Africa, Asia, and the Caribbean in shaping modern Europe, and unpack anti-racist constructions of identity promoted by transnational resistance movements such as Afro-Asian solidarity or movements for Indigenous rights.

Concentration: U.S./Europe/Global

This is an advanced research and writing seminar on selected ideas/movements/episodes in cultural history, ancient and modern, as seen in images. Through close-reading, students investigate texts, images, and other cultural artifacts. Research centers especially on representations of the self, emotion, and the art of living as reflected in a range of primary sources, including philosophy, literature, art, architecture, and film. Secondary readings help students to situate their sources in time and place and to identify original research questions. Attention to each step of the project allows students to master such skills as the choice and proposal of topics, archival research (including digital), footnoting and use of evidence, bibliographical annotation, logical argumentation, revision of rough drafts, constructive critique of others’ work, and enhancement of the literary quality of their final papers. Students produce a 25-30 page research paper on a subject of their choosing dovetailing with the course theme. This seminar is the capstone of the History major and is required for majors.

Concentration:  U.S./Europe/Global / Period: Modern

Instructor Consent Required

Students doing the thesis will take 3 credits of HST 495 the first semester and 3 credits of HST 496 the second semester (2 semesters for a total of 6 credits), which may begin in their junior or senior year.  Students should register for HST 495 and 496 upon approval from the faculty advisor and Undergraduate Director.