An introduction to the study of history focusing on a topic in Western History. The course will expose the student to the major issues and methods of historical study through the study of a specific historical period or topical area. In the study of this period or topic, students will be introduced to schemes of interpretation, critical readings and analysis, primary sources, and evaluation of evidence. This course grants HIST Category I credit.

An introduction to the study of history. The course will expose the student to the major issues and methods of historical study. This will be done through the study of a specific historical period or topical area. In the study of this period or topic, students will be introduced to schemes of interpretation, critical readings and analysis, primary sources, and evaluation of evidence. Prerequisite: Membership in the College Honors Program or consent of department.

Nature is our oldest home and newest challenge. This course surveys the environmental history of the earth from the extinction of the dinosaurs to the present with a focus on the changing ecological role of humans. It analyzes cases of ecological stability, compares cultural attitudes toward nature, and asks why this ancient relationship seems so troubled. (Same as EVRN 103.)

An introduction to important historical developments in Africa. Topics include empires, kingdoms, the slave trade, European colonialism, liberation movements, national identities, and a return to independence. (Same as AAAS 105.)

A general survey of the political, social, and economic developments of Mesopotamia, Egypt, Asia Minor, and Greece from Paleolithic times to 323 B.C. (Same as CLSX 105.)

A general survey of the political, social, and economic developments of ancient Rome from 753 B.C. to 475 A.D. (Same as CLSX 106.)

The history of Europe from the Barbarian Invasions to the beginning of the 16th century.

An interdisciplinary study of the history of the African peoples of the New World, relating their cultures and institutions to the African background and to their peculiar New World experiences up to and including the nineteenth century. While the main emphasis is on the U.S.A., attention is also paid to the Caribbean and Latin America. Approaches include demography, economics, social and political developments, literature, and music. (Same as AAAS 106.)

An introduction to the study of history focusing on a topic in non-Western History. The course will expose the student to the major issues and methods of historical study through the study of a specific historical period or topical area. In the study of this period or topic, students will be introduced to schemes of interpretation, critical readings and analysis, primary sources, and evaluation of evidence. This course grants HIST Category II credit.

This course will introduce students to the concepts, issues, and methods of historical study, at the same time as it explores the main processes and events which shaped the history of Britain and its imperial dependencies. Students will be introduced to the nature and validity of different historical interpretations, and to the purpose and merit of historical writings.

An introduction to early modern European history, with emphasis on the cultural, political, economic, and cultural forces which have helped to shape the modern world. The renaissance, the rise of nation states, the Reformation, absolutism and constitutionalism, the Enlightenment, and the coming of the French Revolution.

An introduction to recent European history, with emphasis on the social, political, economic, and cultural forces which have helped to create the Europe of today: the French Revolution, the romantic movement, the revolutions of 1848, nationalism, imperialism, Communism, and two World Wars, the cold war, and its aftermath.

This course introduces students to the history of Russia from its beginnings to the present. It explores Russia's ethnic and religious diversity, the relationship between the state and its peoples, the geopolitics of its place between Europe and Asia, and the revolutionary movements that shook Russia and shaped the world around it.

A survey of the premodern history of China, Japan, Korea, and other cultures in East Asia. Students are introduced to the major currents of East Asian history and historical methods used to study them. Not open to students with credit in upper division East Asian history.

A survey of the modern history of China, Japan, Korea, and other cultures in East Asia. Students are introduced to the major currents of East Asian history and historical methods used to study them. Not open to students with credit in upper division East Asian history.

The principal focus is on the evolution and analysis of societies, economies, and religions of native American peoples, the impact of Spanish and Portuguese conquests and settlement, government, trade and culture upon native civilizations, the influence of African population and culture, and the creole nature of the resulting society in the colonial period. Changes in the society and economy which presaged the movements for independence are also discussed.

A survey of Latin America since the 1800s. Students will examine the emergence of national identities and the processes of modernization and globalization in the region. The course also examines how race, social structures, and politics evolved after independence in the region, giving particular attention to the legacies of colonialism. Course readings and lectures highlight unique national experiences and continuities across the region. This course is offered at the 100 and 300 level with additional assignments at the 300 level. Not open to students who have taken HIST 315.

An introduction to the interdisciplinary study of Latin America, as manifest in the arts and literature, history, and in environmental, political, economic, and social realities. Explores and critiques the principal themes and methodologies of Latin American Studies, with an aim towards synthesizing contributions from several different disciplines. Emphasizes the unique insights and perspectives made possible by interdisciplinary collaboration and provides students with a basic knowledge base for understanding Latin America today. (Same as LAC 100.)

What is capitalism? Where did it come from? Where is it going? How has it shaped people’s lives over the last six centuries? This course explores the spread and development of global capitalism from its origins in the expansion of European seaborne empires to Africa, Asia and the Americas in the fifteenth century to the global economic crisis of 2008. We will examine the many forms of capitalism that have emerged over five centuries, including merchant capitalism, industrial capitalism, slave-based capitalism, war capitalism, financial capitalism, casino capitalism, and state-run capitalism. We will learn about the revolutionary economic and social changes, the technological inventions, and the intellectual frameworks that helped drive the expansion of this relentlessly adaptive economic system. We will pay close attention to the impact that capitalism had on the material realities of everyday life and on the lived experiences of the forced and free workers in capitalist economies. We will explore how capitalism—a constructed reality—has shaped and reshaped politics, the natural world and people’s core beliefs about human nature, human rights, and the meaning of life.

A historical survey of the United States from the peopling of the continent through the Civil War. This survey is designed to reflect the diversity of the American experience, to offer the student a chronological perspective on the history of the United States, and to explore the main themes, issues, ideas, and events which shaped that history.

A historical survey of the American people from Reconstruction to the present. This survey is designed to reflect the diversity of the American experience, to offer the student a chronological perspective on the history of the United States, and to explore the main themes, issues, ideas, and events that shaped American history.

A historical survey of fascist ideologies, parties, and movements. The first section of the course probes fascism’s roots in nineteenth-century political, intellectual, and cultural currents as well as the formative role of World War I and its aftermath in galvanizing fascist parties. The cases of Italian Fascism and German National Socialism anchor the course’s middle section on fascist regimes from 1922 to 1945, with comparisons to fascist movements elsewhere in Asia, Africa, Europe, and the Americas. The course’s final section explores the rise of neo-fascist movements after World War II, with particular emphasis on the resurgence of populist nationalisms in the 21st century and their similarities and differences to past fascist movements. Throughout the course we will consider how different forms of fascism engage with issues of race, gender, class, modernity, and the environment.

This course provides an immersive introduction to the global Cold War and its legacies. It explores how the contest between capitalism and communism unfolded not only in the United States and the Soviet Union, but also in Asia, Africa, Europe, Latin America, and the Middle East. Through interactive lectures, discussions, and role-playing games, students will learn to "think globally," gain an understanding of imperialism, nationalism, and decolonization, and discover how the Cold War shaped culture, economics, politics, the environment, and the international system in ways that remain relevant today. (Same as GIST 139.)

Foods and drinks such as chocolate, coffee, curry, and olive oil have changed the world in ways that transcend national boundaries; this course follows their stories tracing routes of imperialism and globalization while attentive to the impact of these foods on indigenous peoples. Each week offers new foods and new discoveries drawing from cases globally to ask why people choose certain foods, what that says about their culture, and how foods and drinks have changed historically. Besides learning how food can be a window to history and gaining an introduction to the interdisciplinary methodology of food studies, this course will help you understand the consequences of what you eat in terms of your own body, the environment, and communities a world away.

This course treats West African history through the first part of the twentieth century. The student is provided with a perspective on the major historical patterns that gave rise to West Africa's development as an integral part of world history. Special attention is paid to anthropological, geographical, and technological developments that influenced West African political and socioeconomic changes. (Same as AAAS 160.)

A limited-enrollment, seminar course for first-time freshmen, organized around current issues in history. Course is designed to meet the critical thinking learning outcome of the KU Core. May not contribute to major requirements in history. First year seminar topics are coordinated and approved by the Office of Academic Programs and Experiential Learning. Prerequisite: Open to Freshmen only (less than 30 hours).

Many of the words that human beings have written down in one form or another have been stories of events, people, and places from the past. History is a story of countless people-some famous, many anonymous-who have made up the human past. This course will introduce students to the basic skills of analytical, descriptive, and narrative writing and reading through the lens of history. Students will learn how to develop a voice of their own as writers and build a toolkit of skills that will help them effectively communicate in writing, in their course work and careers. This course will cover topics that will fulfill the Category I/Western requirement of the History major.

Many of the words that human beings have written down in one form or another have been stories of events, people, and places from the past. History is a story of countless people-some famous, many anonymous-who have made up the human past. This course will introduce students to the basic skills of analytical, descriptive, and narrative writing and reading through the lens of history. Students will learn how to develop a voice of their own as writers and build a toolkit of skills that will help them effectively communicate in writing, in their course work and careers. This course will cover topics that will fulfill the Category II/Non-Western requirement of the History major.

This seminar offers students the opportunity to learn about a specific theme or topic in history through the development of their verbal communication skills. A variety of scaffolded assignments will introduce students to the essential elements of interpersonal and public speaking, provide opportunities to practice their performances and receive constructive feedback, and hone their organizational and critical-thinking skills. In doing so, they will achieve a deeper understanding of an important aspect of the past. Specific historical topics will be determined by individual instructors. This course will cover topics that will fulfill the Category I/Western requirement of the History major.

This seminar offers students the opportunity to learn about a specific theme or topic in history through the development of their verbal communication skills. A variety of scaffolded assignments will introduce students to the essential elements of interpersonal and public speaking, provide opportunities to practice their performances and receive constructive feedback, and hone their organizational and critical-thinking skills. In doing so, they will achieve a deeper understanding of an important aspect of the past. Specific historical topics will be determined by individual instructors. This course will cover topics that will fulfill the Category II/Non-Western requirement of the History major.

In the second half of the 20th century, Americans struggled over sex and gender-and both their behaviors and beliefs changed dramatically, though not without controversy. In this class, we use mainstream, popular American films produced during this volatile era to analyze historical understandings of gender identity and appropriate sexual behaviors in post-WWII American society. This course is also an introduction to the study of history: students will work extensively with film and other primary documents, and will analyze different scholarly interpretations of the same set of events.

This course analyzes the "cultural construction" of war in 20th century America by focusing primarily on World War II and the Vietnam War. How have Americans attempted to come to terms with the wars they have fought? How have Americans' cultural understandings shaped the wars they have waged? How have Americans used various cultural forms (film, music, photography, etc.) to support a war effort or to protest against it? We pay special attention to the place of the military in American society, to notions of patriotism and citizenship, to constructions of gender, race, and sexuality, and to the roles of government, media, technology, and public opinion.

This course is designed for the study of special topics in History at the freshman/sophomore level. Coursework must be arranged through the Office of KU Study Abroad. May be repeated for credit if content varies.

In fourteen hundred and ninety-two, Columbus sailed the ocean blue. But what happened before Columbus' great journey? And, more to the point, why did he and his contemporaries feel entitled to simply claim whatever land they found? This course proposes to explore the medieval experiences of cultural and racial Otherness in order to better understand the roots of some of the assumptions about difference (interpersonal, intercultural, and international) that continue to play out in American society today. Taught in English. (Same as FREN 285.)

A survey of social, political, and economic developments during the colonial era and independence struggles. Themes may include resistance, liberation, nationalism, gender issues, agriculture, genocide, and human rights. (Same as AAAS 305.)

This course introduces students to the practice of history and serves as the foundation to the major. HIST 301 focuses on the development of the core concepts and skills of our discipline: the construction of compelling historical questions and the practice of gathering evidence in support of answers and convincing arguments. The course trains students to think like historians, equipping them with skills in research, critical analysis, argument construction, and written expression. Students learn the value and function of primary and secondary sources and to recognize the variety of modes of historical production in our daily lives. Students will also gain practice with "historical thinking" and examine how to apply the same techniques of critical analysis to contemporary issues and debates. This course is required of all history majors. Prerequisite: Completion of KU Core 2.1 and recommended completion of KU Core 2.2. Open only to declared History majors or by consent of instructor.

This course offers a comparative global introduction to the history of the modern city by looking at the ways in which certain metropoli developed an attractive underbelly of decadence at the same time as they sought to be centers of refined and orderly cosmopolitan life. The course examines topics such as popular culture, gambling, prostitution, crime, violence, nightlife, tourism, and corruption in the context of the increased social mobility that characterized the beginning of the industrial age and that has extended into the 21st century. Students investigate the changing relation between work and leisure, spectacle and consumerism, and urban space and the struggle for order.

This course focuses on the social, political, and technological changes that contributed to and arose out of the Industrial Revolution of the eighteenth and nineteenth centuries, the Technological Revolution of the nineteenth and twentieth centuries, and the Information Revolution of the late twentieth and twenty-first centuries. By contextualizing these historical events as global phenomena within the history of technology, we will analyze how the invention of labor saving devices arose out of and shaped growing transnational networks, how new industrial devices and processes became tools of imperial exploitation, and how post-colonial states grappled with the legacy and challenges of these various “revolutions.”

An intensive version of HIST 300. A survey of social, political, and economic developments during the colonial era and independence struggles. Themes may include resistance, liberation, nationalism, gender issues, agriculture, genocide, and human rights. (Same as AAAS 307.) Prerequisite: Open only to students admitted to the University Honors Program, or by consent of the instructor.

A comparative historical analysis of major global developments from the late 15th century to the present. Some of the themes likely to be explored are empire-building, contact between cultures and colonial social relations; the attraction of cities, their role in a global economy and the shift to an urban world; and the impact of capitalism and industrialization on social organization including conflict between classes and changes in the nature of work. Students learn ways of interpreting primary historical documents and comparing historical investigations across time and space. (Same as GIST 308.)

This course will explore the intersection between empire and medicine. It will consider the role played by empire and imperialism in the development of modern biomedicine and the role played by medicine in facilitating imperialism. It will focus on the nineteenth and twentieth centuries but will also draw examples from earlier periods. It will consider such topics as disease and conquest, with an emphasis on both the spread of Eurasian disease in the new world as well as European encounters with and attempts to control diseases of the tropics; colonial appropriation of local medical knowledge and utilization of that knowledge in biomedical frameworks; the dissemination of colonial ideas of sanitation and hygiene and the ways those ideas shaped colonial views of the bodies and cultures of colonized peoples; hospitals and research institutes, the values they propagated and the ways they engaged with colonial peoples and environments; and colonial bodies as subjects or sites of experimentation and discovery. The course will use examples from the western conquest of the Americas of the sixteenth and seventeenth centuries, nineteenth century European imperialist expansion in Africa and Asia, and the Japanese empire in East and Southeast Asia.

An examination of the major historical shifts, trends, and conflicts that have shaped the multicultural nature of life in the United States from 1877 to the present. In addition to tracing developments in literature, architecture, drama, music, and the visual arts, this course will investigate patterns and changes in the popular, domestic, and material culture of everyday life in America. (Same as AMS 312.)

Explores the rise of global capitalism in the 19th and 20th centuries, contemporary debates about 21st century globalization, and the role of globalization in our everyday lives. Questions considered include: Is globalization an incremental process that has been going on for centuries, or it is a dramatic new force reshaping the post-Cold War world? Is it a cultural and social process or an economic and political one? Or is it all of these things? Not open to students who have completed HIST 315. (Same as GIST 314.)

A survey of Latin America since the 1800s. Students will examine the emergence of national identities and the processes of modernization and globalization in the region. The course also examines how race, social structures, and politics evolved after independence in the region, giving particular attention to the legacies of colonialism. Course readings and lectures highlighting unique national experiences and continuities across the region. This course is offered at the 100 and 300 level with additional assignments at the 300 level. Not open to students who have taken HIST 121. (Same as LAC 320.)

This course examines the history and diversity of African American religious expression from slavery until the present, emphasizing both mainstream and alternative faiths. It covers the religious world views of enslaved Africans, and examines faiths inside and outside of Christianity. Topics may include: independent black churches, magical practices, the Holiness and Pentecostal movements, black Islam, religious freemasonry, and esoteric faiths. The class emphasizes the influence of gender, class, race, migration, and urbanization on black religion. (Same as AAAS 316 and AMS 316.)

This course examines the cultural, social, economic, environmental, and political background of Indian territory in what is now the state of Oklahoma. It surveys the diverse geographical regions, tribal cultures, the impact of the Indian Removal Act, assimilation, acculturation, westward expansion, the Civil War, boarding schools, the Dawes Act, the Curtis Act, and land runs on Territory residents. The course also treats post-Civil War violence, outlaws, and the role of tribal courts along with controversies over removals, Land Run celebrations, allotment scandals, and Osage oil murders. (Same as HUM 345 and ISP 345.)

This survey course explores the history of being female in America through a focus on the ways differences in race, sexuality, ethnicity, class, and life cycle have shaped various aspects of women's lives. Themes to be explored could include, but are not limited to: social and political activism; intellectual developments; family; women's communities; work; sexuality; and culture. (Same as WGSS 319.)

This course examines the social, cultural, and political contexts of women's spirituality and their relations to gender relations in Europe from about 30,000 B.C.E. to the 16th century Protestant Reformation. Lectures move both chronologically and topically, covering such subjects as goddess-worshiping cultures, women's roles in Christian and Jewish societies, symbols of women, and male attitudes toward women. Students will be able to participate in weekly discussions of primary and secondary source readings about women. (Same as WGSS 320.)

This survey of women's history in Europe looks at changing patterns of women's economic roles and family structures in preindustrial and industrial society, the importance of women in religious life, cultural assumptions underlying gender roles, and the relationship of women to political movements, including the rise of feminism. (Same as WGSS 321.)

This course will take students on the first part of an exciting journey through an alternative version of U.S. history, exploring the experiences and treatment of men who love men, women who love women, and people with unconventional sexual and gender identities, telling this story as it unfolded in the British colonies established in North America, through the revolutionary period, and in the United States over the course of the nineteenth and twentieth centuries, and into the early twenty-first century. The first part of this two course sequence begins in the colonial period and ends around 1900 as modern categories of sexuality and sexual orientation came into existence. We will examine the ways in which individuals who craved intimacy with members of the same sex understood and negotiated their desires in an often hostile world. And we will consider how Early America's remarkable diversity shaped this history of same-sex love and desire. (Same as WGSS 322.)

This course will take students on the second part of an exciting journey through an alternative version of U.S. history, exploring the experiences and treatment of men who love men, women who love women, and people with unconventional sexual and gender identities, telling this story as it unfolded in the British colonies established in North America, through the revolutionary period, and in the United States over the course of the nineteenth and twentieth centuries, and into the early twenty-first century. The second part of this two course sequence focuses on the twentieth and twenty-first centuries. We will examine the changing understanding of non-normative sex, love, and desire; the political tactics, framings, and fights around sexual identities and rights; and the intersection of structural inequalities including, but not limited to, race, class, ability, and gender with LGBTQ histories. Please note that WGSS 322 or HIST 322 is not a prerequisite for WGSS 323 or HIST 323, though students interested in LGBTQ history should consider taking both. (Same as WGSS 323.)

This course examines different notions about women and their bodies from a historical perspective. It discusses the arguments and circumstances that have shaped women's lives in relation to their bodies, and women's responses to those arguments and circumstances. This course covers a wide geographical and chronological spectrum, from Ancient societies to the present, from Latin America and the Middle East, to North America and Western Europe. (Same as WGSS 324.)

A broad historical study of the Spanish Inquisition from 1478 to its afterlife in modern culture, including its use in political debates and its depiction in popular culture. Topics include anti-Semitism, the nature of the inquisitorial investigation, the use of torture, censorship and the relationship between the Inquisition, the Spanish monarchy and other religious and lay authorities. Taught in English. Will not count toward the Spanish major. (Same as JWSH 315 and SPAN 302.)

Since 1492, Native American societies have struggled against European conquest and colonization. This course examines the history of Native American encounters with Europeans and their empires from 1492 through 1800 in North and South America. Native American cultures varied widely as did their interactions with Europeans of diverse nations. Using a comparative framework this course will examine the continuities and differences in indigenous reactions to European imperialism in the Americas. Themes of the course include: conquest, colonialism, religion, and resistance and accommodation.

A survey of the history of the Middle East from the origins of Islam in the seventh century to the rise and consolidation of the Ottoman Empire in the eighteenth century. Lectures and discussions focus on diversity within the Middle East at the height of the Islamic empires. Topics include the life of Muhammad and early Islamic communities, expansion of Islam into Asia, Africa and Europe, intellectual strength in the medieval period, and the everyday lives of women, Christians, Jews and other minority groups.

A survey of the history of the Middle East from 1800 to the present. Lectures and discussions focus on diversity within the Middle East over two centuries of major political and cultural change. Topics include causes for the decline of the Ottoman Empire, debates over modernization, European imperialism and the formation of nation-states, twentieth century cultural revolutions and women's activism, the Arab-Israeli conflict, and the revival of Islamic social movements.

This course examines the history of empires in the Atlantic World. During this period African, European and Native American empires encountered each other vying for people and territory. These encounters vastly transformed the people and societies of this broad geographic region. Not only did these empires challenge each other, anti-imperial groups including pirates and African maroons actively undermined imperial systems. This course will examine themes of empire in the Atlantic including conquest, enslavement and slave trades, indigenous and African resistance, and independence.

This course offers a survey of the history of human sexuality in the Western world; the second half of the semester emphasizes the American experience. Topics for consideration may include: masturbation, pornography, sex work, homosexuality, bisexuality, "perversions" (paraphilias), sex and marriage, racialized sexualities, sexual violence, trans* identities and experiences, sexuality and national identities, and colonialized sexualities. The course demonstrates the various ways in which sex, specifically the social and political meanings attributed to physical acts, changes over time and shapes human experiences and interactions far beyond the bedroom. (Same as AMS 323, HUM 332 and WGSS 311.)

This course investigates the interrelated symbols of the European metropolis during the "Age of Great Cities", from the filth of the sewers to the "filthiness" of prostitution. Students investigate gender and class in the metropolis by exploring a few stereotypes: the juvenile delinquent, the woman on the street, and the flaneur. The course format stresses discussion of common texts, including short readings of literature from the period and historical scholarship. Students also analyze contemporary photographs, art, architecture, and advertising.

A historical survey of the causes, course, and consequences of the conflict, 1878-1919, stressing its socio-economic dimensions as well as its political ramifications and military aspects. Considerable use will be made of visual aids. No prerequisites.

This course explores the history of Jewish women from antiquity to the twentieth century. It examines the historical constructions of women's gender roles and identities in Jewish law and custom as well as the social and cultural impact of those constructions in the context of the realities of women's lives in both Jewish and non-Jewish society. (Same as JWSH 335, WGSS 335.)

This course examines the ethical frameworks developed for thinking about, using, and protecting the natural world. Examples of topics include indigenous approaches to nature, the history of ecological ideas, environmental movements, the role of the state in managing resources, utilitarianism and progressivism, environmental lawmaking, wilderness advocacy, nature and theology, the rights of nature, and environmental justice. Students are introduced to the theories of duty ethics, justice ethics, utilitarianism, and rights ethics, and required to apply ethical decision making to contemporary and historical environmental issues. Multiple perspectives on the history of human interactions with nature demonstrate the importance of reflecting upon the value systems inherent in human-centered environmental ethics and nature-centered environmental ethics. (Same as EVRN 336.)

This course will examine how human dignity is preserved and violated in the modern age. Cast in a global framework, themes may include the history of human rights; the moral universe of health and wellbeing; narratives of genocide and collective resistance; the shifting status and treatment of the poor and the colonized; and the impact of changing technology on ethics in medicine, science, and the environment.

A survey of the origins, course, and consequences of the war, 1930-1945. Political, economic, military, and social aspects will be dealt with in the context of their global effects. Extensive use will be made of motion pictures and other media.

An examination of the rise of Hitler and Nazism, beginning with the breakdown of 19th century culture in the First World War and continuing through the failure of democracy under the Weimar Republic. The course will also discuss the impact of Nazism on Germany and how Nazism led to the Second World War and the Holocaust. Particular attention is paid to the moral and ethical dilemmas facing individuals living under the Nazi regime, as well as those concerning victims and perpetrators in the Holocaust. (Same as GERM 341 and JWSH 341.)

The systematic murder of the Jews of Europe by the Nazis during World War II is one of the most important events of modern history. This course studies the Holocaust by asking about its place in history. It compares other attempted genocides with the Holocaust and examines why most historians argue that it is unique. Other topics covered include the reasons the Holocaust occurred in Europe when it did, the changing role of anti-Semitism, and the effects of the Holocaust on civilization. The course also discusses why some people have sought to deny the Holocaust. The course concludes by discussing the questions people have raised about the Holocaust and such issues as support for democracy, the belief in progress, the role of science, and the search for human values which are common to all societies. (Same as JWSH 343.)

This course explores the complex of interactions between Jews, Judaism, and modernity by examining the challenges to Jewish life and thought, community and culture, self-understanding and survival, from the early modern period to the present day. Through the lenses of religious, cultural, intellectual, and political expression, the course examines the social, economic, and demographic changes in Jewish communities in Western, Central and Eastern Europe, the United States, and Israel along with the impact of antisemitism and the Holocaust. (Same as JWSH 344.)

An analysis of the experiences of the American people during the Great Depression. Attention will also be given to the global dimensions of the crisis, socioeconomic dislocation, cultural and institutional change, and the impact of the Asian and European wars.

A survey of changes in the landscape and in people's perceptions of the natural world from 1500 to present. Topics include agroecology, water and energy, the impact of capitalism, industrialism, urbanization, and such technologies as the automobile and the origins of conservation. (Same as EVRN 347.)

A survey of culture and society in Kansas from prehistory to the present. Topics include Native American life, Euro-American resettlement, Bleeding Kansas and the Civil War, agricultural settlement, urbanization and industrialization, depression and recovery, and modern Kansas in transition. Emphasis in the course will be on social and economic conditions, the experience of ethnic and racial groups, inter-racial relations, and the role of women.

This course surveys the genesis, evolution and persistence of antipathy towards Jews and Judaism from late antiquity through the twentieth century, exploring its connections to religious and secular ideologies and its changing nature over time, place, and culture. Using primary source documents, religious and secular art and literature, the mass media and popular expression, the course examines how antisemitism was articulated and implemented, how Jews and Judaism were perceived and represented, and how Jews and Judaism responded to antisemitism. (Same as JWSH 349.)

An examination of the origins, pattern of development, and legacy of this still unsettled conflict, which in many ways set the tone for the entire post-1945 era of the Cold War. Points of emphasis will include the motives and policies of the major participants (Koreans, Americans, Chinese, and Soviets), as well as the effects of the war on their domestic politics and foreign policy positions.

This course provides an intensive survey of the Indians of North America from Prehistory to 1865, and focuses on ancient indigenous cultures, early European-Indian relations and the impact of European culture upon the indigenous peoples of North America. (Same as HUM 348, ISP 348.)

This course examines American Indian/White relations from reconstruction to the present. It surveys the impact of westward expansion and cultural changes brought about by the Civil War, forced education, intermarriage, the Dawes Act, the New Deal, the World Wars, termination, relocation and stereotypical literature and movies. The class also addresses the Red Power and AIM movements, as well as indigenous efforts to decolonize and to recover and retain indigenous knowledge. After learning about the past from both Native and non-Native source materials, students will gain multiple perspectives about historical events and gain understandings of diverse world views, values, and responses to adversity. (Same as HUM 350 and ISP 350.)

This course surveys the history of the first peoples to inhabit North America from prehistory to present. Commonly and collectively referred to as American Indians, indigenous peoples include a diverse array of nations, chiefdoms, confederacies, tribes, and bands, each of which has its own unique cultures, economies, and experiences in dealing with colonial and neocolonial powers. This class seeks to demonstrate this diversity while at the same time providing an understanding of the common struggle for political and cultural sovereignty that all indigenous nations face. Indigenous nations that have developed a relationship with the United States will receive primary focus, but comparative reference will be made to First Nations of Canada.

This course discusses issues associated with the Mexican borderlands region after conquest and acquisition by the United States. Themes include race relations, immigration, labor, economics, politics, culture, and the environment. We discuss how the region was incorporated into the United States, and how this relationship is evolving. We also examine the notion of a borderlands region and whether or not this is a valid characterization for Kansas.

The motion picture was invented right here in the United States more than a century ago, and Americans have been going to the movies ever since. Movies have expressed their dreams and nightmares, aspirations and fears, hopes and dreads. Through a wide-ranging study of Hollywood films from the 1920s to the present, including the industry that created them and the people who watched them, this course explores what Americans have seen and felt at the movies.

This course examines major themes in the history of the American West from Columbus to the present. The course includes topics familiar to the American West such as the California Gold Rush and the Battle of Little Bighorn. More importantly, it also offers a way of understanding North American history that is different from that of most U.S. history courses: through the lens of imperial settlement. The course focuses on: 1) cultural encounters between settlers and indigenous peoples as well as among Anglo settlers, the Spanish-speaking populations of the Mexican borderlands, and Asian immigrants to the Pacific Coast; 2) the impact of hunting, logging, ranching, and mining on the environment and the influence of the arid Western environment on human societies; and 3) the cultural symbolism of the American West in literature and film as an enduring national icon and ideology that has shaped settlement and regional history.

This course is a survey of the Vietnam War. It covers the early days of Cold War, 1945-54, and all phases of the Vietnam War: the advisory phase (1955-64); the Americanization phase (1965 -68); the Vietnamization Phase (1969-73); and the final phase, the Vietnam Civil War, 1972-75. This course covers the causes, course, conduct, and consequences of the war and in so doing provides a political, military, and social history of the war.

An interdisciplinary study of the history and culture of Black people in America from Reconstruction to the present. Topics covered include an analysis of Reconstruction, Black leaders, organizations and movements, the Harlem Renaissance, migration, and race relations. Demographic variables covered include socio-economic class, education, political persuasion, and influence by avant-garde cultural changes. (Same as AAAS 306 and AMS 306.)

This course is a survey of American Military History from World War II to current military operations. It covers the Cold War, the Korean War, the Vietnam War, both Persian Gulf wars, the global war on terrorism, and the war in Afghanistan. The course examines the causes, course, conduct, and consequences of the wars and covers advances in technology and doctrine, civil-military relations, foreign policy, and inter-service rivalry, providing a political, military, and cultural history of the wars.

This course places the historical creation of scientific and technological knowledge within a broader social, cultural, and political context. Students will learn that the STEM disciplines are not merely a static body of facts, theories, and techniques but involve diverse, evolving processes which are continually generated and reformulated. By examining the role of failure in knowledge creation, the religious motivations behind space exploration, the continued legacy of racist practices in medicine, the construction and ramifications of "Big Science," and other topics, students will go beyond the "genius inventor" narrative to question the presumed neutrality and progressive inevitability of scientific and technological advancements. Through a mixture of online activities, readings, videos, and synchronous online discussions, we will also examine the formulation and codification of "expertise," investigate the process of professionalization within the STEM fields, and interrogate how science and technology have supported systems of oppression throughout history.

This course charts the rise of the "angry white male" in America and Britain since the 1950s, exploring the deeper sources of this emotional state while evaluating recent manifestations of male anger. Employing interdisciplinary perspectives this course examines how both dominant and subordinate masculinities are represented and experienced in cultures undergoing periods of rapid change connected to modernity as well as to rights-based movements of women, people of color, homosexuals and trans individuals. (Same as AMS 365, HUM 365 and WGSS 365.)

This course surveys the history of the tropical environment and its diverse peoples from early European encounters until the current boom in extractivism and ecotourism. It focuses on portrayals of the tropics in historical travel accounts and films. Through these sources, we will seek to understand cross-cultural interactions, and the ways in which science, technology, and tourism have reconstructed these environments over time. Case studies are drawn from Latin America, Africa, Oceania, and/or Asia. (Same as EVRN 365.)

This course traces the changing role and understanding of magic in European culture, religion, politics and science from the late Middle Ages through the early 20th century. Topics may include alchemy, miracles, magical healing, witchcraft, monsters and demonic possession.

This course examines the history of Africans and their descendants in Latin America. In this region, Africans could be found serving as militia commanders, laboring as skilled tradesmen, running their own businesses, working as household servants, and toiling on plantations. Students will study the varied experiences of these men and women across colonial and national boundaries. Topics include: acculturation/ Creolization, manumission, family formation, social networks, economic roles, political mobilization, and interaction with indigenous peoples.

In this course students will gain an in-depth knowledge of modern American conservatism, primarily through the lens of political history. We will focus on the development of the conservative political movement from the 1930s through contemporary times. We will ponder several interrelated questions: how did conservatives build a movement capable of exercising political power; what do conservatives mean when they discuss equality, liberty, and freedom; how have conservatives conceptualized the role of the United States in the world; what role have ideas played in the conservative movement; how have different factions of conservatives fought for control of their movement while struggling to maintain political unity; and how have conservatives governed? Finally, we will contextualize modern American conservatism in the broader, dynamic political culture of the United States.

This course looks at people who choose to cross political borders, are forced to flee beyond them, or constitute ethnic minorities living outside a homeland. Examining these groups from a global historical perspective, this course explores how ethical debates about the rights of non-citizens and ethnic outsiders have evolved in the modern age. Students learn about important issues that have affected the lives of immigrants, refugees, and diasporas, including citizenship, mobility, cultural representation, asylum policies, and the concept of human rights. The course concludes with a look at contemporary manifestations of these issues, from debates over the place of Muslims in Europe to discussions about immigration policy in the United States. (Same as GIST 376.)

This course investigates through film, literature, memoirs, photography, architecture, and scholarship the experience of ordinary citizens under Soviet-style communism in Eastern Europe. We study the ways people supported, resisted, opposed, and merely got by under state socialism from the late 1940s to the collapse of Communism in 1989.

This course reimagines the Cold War through Soviet eyes, challenging assumptions and offering less familiar perspectives on a global conflict. Analyzing Soviet and American mass media, popular culture, declassified documents, and personal stories, students investigate the following: Who started the Cold War, and who won it? Was it a time of relative peace or paranoia? How did the two sides view each other and did espionage help them know each other better? How did people and culture sometimes cross the iron curtain? What were the Soviets doing in places like Latin America and the Middle East? And why were both sides so concerned with Olympic athletes, ballet defectors, and cosmonauts?

In the Sixties, millions of Americans rejected socially-sanctioned established wisdom, long-standing cultural precepts and conventional political policies and practices. In this gateway course we will examine how and why they did so, why so many other Americans rejected their challenges to the status quo, and what difference these rebellions made in Americans' lives. By placing their struggles in historical context, we will think about how and why people make and resist social change and how historical circumstances restrain and enable people's individual and collective ability to act and to make their own futures. Through readings, lectures, discussion, and various assignments students will have opportunities to debate the great questions of that era and ponder the relevance of historical events and understandings to their own lives and to the life of the nation, as they sharpen their analytic abilities and their capacity to communicate those analyses effectively. Formerly known as HIST 229. Not open to students with credit in HIST 229.

Transgender issues are in the news with almost daily references in mainstream and social media on medical, legal, and cultural aspects connected to transgender lives. Yet, despite increased trans visibility, we often overlook the fact that transgender people have a long history. This course addresses that shortcoming, by exploring not only the historical evidence of the existence of trans people in the past but explaining why documenting trans lives matters to us today. Trans history is as old as human history. Rigid gender categories are only characteristic of recent history and in mostly Western cultures. The history of trans individuals before the twentieth century is largely unknown, not due to a lack of sources, but because of the difficulties of translating trans experiences of the past to modern readers. Categories such as “transgender” did not exist before the twentieth century, and yet there have always been people who felt their lived gender did not conform with the gender they were assigned at birth. This course is structured thematically and chronologically as a survey of the history of transgender people while also examining how “trans” as a category has changed throughout history and in different cultures and geographies. An overarching thread of the course examines how the prevailing view of a gender binary—human beings divided as either women or men—is only one of multiple ways of understanding gender. (Same as WGSS 386.) Prerequisite: One prior course in WGSS or HIST or permission of instructor.

This course explores the life, times, and legacy of Alexander the Great (356-323 BCE). It covers the historical context of ancient Greece and Macedon from which Alexander emerged; his engagement with ancient Greek, Egyptian, and Persian cultures; his military campaigns; his aims in creating an empire; and the immediate aftermath of his conquests. In addition, the course considers the role of “great men” in history and historiographical problems in reconstructing the past. It also explores how the image of Alexander has been transmitted, interpreted, challenged, and reshaped from antiquity to the present. Topics may include: the use of the memory of Alexander by later Greeks and Romans; the medieval Alexander tradition; responses to Alexander in Middle Eastern and Indian thought and literature; the legacy of Alexander’s conquests in the age of empires; his transformation in Hollywood; and his contested place in the modern political dispute between Greece and North Macedonia. (Same as CLSX 322.)

This course explores the life, times, and legacy of Julius Caesar (c. 100-44 BCE). It covers Caesar’s early political career, his military campaigns, and his rise to power through civil war, with special attention paid to his aims, political reforms, and the institutions that enabled his rise to power. In addition, it considers the role of “great men” in history and historiographical problems in reconstructing the past. It also explores how the image of Caesar has been transmitted, interpreted, challenged, and reshaped from antiquity to the present. Topics may include: the impact of Julius Caesar in Rome with the creation of an empire ruled by “Caesars”; Medieval responses to Caesar as tyrant, king, and emperor; Caesar as a paradigm of populist tyranny from the Renaissance to the present; the legacy of his literary output and the Romantic image of Caesar as a genius; his impact on the modern age of empires; and re-imaginings of Caesar in film, TV, and video games. (Same as CLSX 323.)

A study of a specialized theme or topic in Western History. Students will examine major issues and methods of historical study through the study of a specific historical period or topical area. This course grants HIST Category I credit. May be repeated for credit when topic varies.

A study of a specialized theme or topic in non-Western History. Students will examine major issues and methods of historical study through the study of a specific historical period or topical area. This course grants HIST Category II credit. May be repeated for credit when topic varies.

A study of a specialized theme or topic in History. May be repeated for credit when topic varies. Open only to students admitted to the University Honors Program. Prerequisite: Permission of instructor.

This course examines the development of business culture in China since 1900. Looking particularly at how it has transformed and adapted in response to China's own changing political environment as well as China's changing engagement with the West and Japan. We examine cases of western businesses in China and Chinese businesses in both China and the West. Topics include the rise of industrialism, the role of foreign investment, China's role in the global market place, the relationship between business and the state, state-run enterprises, factory life, entrepreneurialism, advertising, consumerism, and economic nationalism.

Sushi, now served at Midwestern supermarkets and university cafeterias, reveals the transformation of an ancient Japanese dish into a global phenomenon. This course takes familiar Japanese dishes like sushi and ramen as starting points to ask how food accrues or sheds national characteristics in an age of globalization. To learn the origin of sushi and ramen, the class traces the evolution of the diet in the context of the development of Japanese civilization. Using the methodology of food history, course assignments include short research papers on Japanese foodstuffs; analyses of primary sources from statistics to comic books to movies; and short essays drawing from participant observation of Japanese foods now available locally.

An examination of the rise of Hitler and Nazism, beginning with the breakdown of 19th century culture in the First World War and continuing through the failure of democracy under the Weimar Republic. The course will also discuss the impact of Nazism on Germany and how Nazism led to the Second World War and the Holocaust. Particular attention is paid to the moral and ethical dilemmas facing individuals living under the Nazi regime, as well as those concerning victims and perpetrators in the Holocaust. (Same as EURS 396, and GERM 396 and JWSH 396.) Prerequisite: Membership in University Honors or consent of instructor.

This course on China's Communist revolution considers the evolution of Maoism, or Chinese Communism, from its ideological origins through its implementation during and after the Chinese Communist revolution. It examines major Maoist movements such as Land Reform, the Great Leap Forward, the Cultural Revolution, and the cult of Mao. It further considers the globalization of Maoism by examining examples of other Maoist revolutions and revolutionaries in places like Cambodia, Peru, and Nepal.

Japan's warrior class, the samurai, dominated politics and society for more than half of Japan's recorded history. This course traces the history of the samurai from their origins to the dissolution of their class in 1877, examining their military role, philosophy, and cultural contributions. It also considers continued references to the "spirit of the samurai" in the twentieth century.

This course examines the emergence of horse-mounted indigenous societies in the Great Plains; the nature of the indigenous societies of the Great Plains in the nineteenth century; conflicts with the United States; the beginning of the reservation period; and indigenous people of the Great Plains in the modern era. Readings combine primary documents and novels with selections from anthropology, social history, and environmental history. (Same as ISP 400.)

Examination of a limited aspect of a general subject; other aspects of the same subject may be offered other semesters.

This course explores the military history of the ancient world, with a focus on the connections between warfare and political, social, and cultural developments. Through extensive reading, analysis, and discussion of a wide variety of ancient sources (literary, epigraphic, archaeological) and contemporary scholarship, this class will survey both the major developments in warfare in Greece and Rome, while at the same time investigating the relationship of military institutions, technologies, tactics, and strategies to the key political and economic changes, social structures, and value systems of antiquity. Beyond exploring famous and influential campaigns and battles (Persian Wars; Peloponnesian War; rise of Macedonia; Punic Wars; Roman civil wars; barbarian invasions), topics will include: hoplite warfare and the emergence of Sparta and Athens; sea-power, democracy, and imperialism; citizen militia and professionalization in Rome; trauma, triumph, and memorialization; gender roles and ethnic identity. (Same as CLSX 402.)

Humans have played games since prehistoric times. Frequently games are more than just entertainment; they often convey political, cultural, social, economic concepts. Games are more than just leisure; they are historical texts that do work to shape our understanding of the past. This class examines the relationship between history and games. How do games portray history? How do they shape our understanding of the past? How can games help us understand the way that the past has influenced the present? How do games tackle historically constructed issues such as race and gender? Can games be used to challenge power systems, stereotypes, and social inequities? Students will be asked to play and analyze a variety of board games and videogames to better understand these questions.

We live in a technological world. From the moment we wake up until the moment we fall asleep, our lives as modern human beings are defined by the existence of and our interactions with various technologies. Far from neutral, technologies embody the values, priorities, and power disparities of a society. As a result, their creation, use, and proliferation raise profound ethical questions such as their environmental impact, equitable access, and potential unintended consequences or "spillover effects". In this class, we will apply ethical codes to key case studies within the history of technology to understand how moral issues inherent within contemporary discussions of emerging technologies have developed and changed over time.

This course will provide students with an overview of how the history of women have profoundly shaped and given meaning to the development of the North American West (which includes present-day states and provinces in the U.S., Canada, and Mexico). The class will examine the lives of women who represent diverse backgrounds, lands, and time periods in this western region. In addition to women, lectures, readings, and discussion will focus on the themes of gender, masculinity, class, race, ethnicity, sexuality, labor, and environment. Broad in chronological scope that spans pre-contact into the twenty-first century, this course is not a comprehensive survey. Rather, the class will examine how women and groups of women across the region defended, survived, explored, cultivated, and imagined the West as a place that defined their homes, migrations, settlement patterns, as well as sites of captivity, displacement, war, and development. (Same as WGSS 305.)

In this course, students examine the role that technological development and proliferation have played in American history from the nation’s founding to the present. Drawing on key areas of study within the history of technology, we will analyze the historical debate over the place of technologies in American society, how cultural values and political movements have shaped the creation and adoption of new technologies, and the ways that technologies have become tools for equality and oppression. Topics may include the railroad, electrification, mass production, the automobile, radio, air conditioning, television, computers, and the internet.

This course is an overview of the history of the North American Great Plains up to 1900. Today's plains region comprises ten American states and three Canadian provinces, but it also connects dozens of Indigenous nations that (historically and presently) overlapped through seasonal migrations, trade, resources, and sacred lands. The Great Plains is a unique geographical area that is united by several environmental traits: flatness, aridity, unusual elevations, and an abundance of grasslands. It is also a region of North America characterized by significant cultural diversity, contested spaces, and national myths of empire and settlement. Lectures, readings, and discussion will cover these topics chronologically while emphasizing major themes of ethnicity, race, gender, class, environment, politics, and economic development.

This course will focus on the meaning the American Revolution had for different groups of Americans. Particular emphasis will be on the relationship between ideology and experience, and the impact of the Revolution on such groups as women, slaves, Indians, African-Americans, the poor, merchants, and loyalists.

This course analyzes the history of the American Civil War from the growing sectional tensions of the late 1820s to the collapse of Reconstruction in 1877. Students will explore the political, social, and economic issues that led to the war, including African American enslavement, the Constitutional crises, and westward expansion. This course will also examine how wartime leadership, diplomacy, strategy, and the home front affected the outcome of the war and how plans for post-war Reconstruction were frustrated by the politics of reunification, gender, and race.

A study of evolutionary processes leading to the birth of the early great urban civilizations of the Old World and the New World. Patterns of growth and similarities and differences in the rise of urban complexes and states in Mesopotamia, Egypt, the Indus Valley, and in Mexico/Guatemala and Peru. (Same as ANTH 415.)

The war of 1948 shaped the history of the modern Middle East more than any other single event. Issues discussed include the participating parties, the efforts of the international community, the establishment of Israel, the division of Palestine, and the unsolved status of the Palestinian refugees. (Same as GIST 414 and JWSH 414.)

Using the long-term relationship between China and Latin America as a focal point, this course will examine the four topics of trade, migration, transfer of knowledge and ideas, and cultural interconnectedness. Organized chronologically, the course will cover the period from the 16th century to the present focusing primarily on the past two centuries. It will examine the early modern silver trade and its political, economic, and cultural importance in China as well as the impact of silver extraction on Latin American sites such as Mexico, Bolivia, and Peru; the movements of plants, including chili peppers and potatoes, from Latin America to China and the cultural and social impact of those new crops in China; Chinese labor migrations to Latin America and the Caribbean, including Mexico and Cuba, in the nineteenth century and more recently; twentieth century ideological connections between Maoism and Latin American liberation and revolutionary movements with a particular focus on Peru and Cuba; China’s neo-imperialist soft-power and influence peddling strategies of the late twentieth and early twenty-first centuries, with a focus on Costa Rica and Nicaragua; direct trade and economic relations between China, Brazil and Mexico in the twenty-first century; and cultural connections throughout the period including Spanish colonial treatises and imaginings of China in Mexico and cultural activities like salsa dancing in contemporary China.

This course examines the complex relationship between powered flight and American society from the invention of the airplane to the rise of drone warfare. Through a mixture of scholarly works, personal accounts, and primary sources, we will investigate how use of and access to the airplane became a focal point for the construction and deconstruction of race, gender, and class distinctions and an important site in the struggle for equality and social justice. Using the airplane as a lens, we will recognize and challenge key assumptions within American technoculture such as technological messianism, technological neutrality, and the role of government in technological development. (Same as HUM 373.)

In this course, students will examine, in detail, four historical eras in which the American people struggled over anti-Black racial injustice in the United States. While the role and efficacy of social change movements and grass-roots activism in that struggle will be analyzed, the course will emphasize political, policy, and institutional responses and remedies to the problem of American racism. In particular, discussions, readings, and assignments will evaluate the successes and failures of specific legislative, judicial, administrative, and organizational interventions. How and why these responses developed and fared as they did-as well as the debates over their efficacy-will be the focal point of this course. (Same as AAAS 442.)

This course is designed for the study of special topics in History at the junior/senior level. Coursework must be arranged through the Office of KU Study Abroad. May be repeated for credit if content varies.

This course is a thematic introduction to Korean art and culture with an emphasis on modern and contemporary Korea. Pre-modern works are contextualized with respect to contemporary issues. Students learn how to conduct a comprehensive analysis of an artwork by considering the political, historical and social conditions of its time within a broader East Asian cultural framework. (Same as EALC 373 and HA 363.) Prerequisite: An introductory course in art history at the college level, or consent of instructor.

This course will introduce students to the fundamentals of planning and organizing job search strategies. Students will identify their professional interests, research specific careers, and prepare applications to positions or internships based on the skills, experience, and knowledge acquired in the humanities, such as history. The final project assignment will consist of preparing a digital portfolio that will include a cover letter, c.v., or resume, lists of specific positions or internships they could apply for, and a video of a mock professional interview.

This reading-intense seminar examines the multiple visions of "the Orient" that appeared in the letters, memoirs, and novels of Western travelers to the Middle East in the nineteenth and twentieth centuries. We examine the rise of tourism and travel-writing within the Middle East and their links to European imperialism. Working closely with primary source documents, we question what these highly personal and often misinformed types of writing can tell us about the politics and culture of everyday life in the Middle East.

This reading-intensive seminar examines shifts in gender roles and expectations in the Middle East during the twentieth and twenty-first centuries. The course begins with the importance of harem within Middle Eastern society, and traces Middle Eastern women's increasingly public presence in national movements, feminist activism, and peace protests as well as the impact of Western standards of marriage, child-rearing, beauty, and sexuality on gender roles. The course uses primary and secondary sources to analyze how gender identity is informed by religion and culture and grounded in specific historical moments.

This course provides an introduction to the Israeli-Palestinian conflict including its history from the Ottoman period to the present day, the social and political effects on Israeli and Palestinian life and citizenship, official and unofficial narratives, and international responses. (Same as GIST 329, JWSH 329, and POLS 369.)

Investigation of a subject selected by the student with the advice and direction of an instructor. Individual reports and conferences. Two (2) Readings in History courses may be applied to the major and no more than one (1) may be applied to the minor. Prerequisite: Ten hours of college history including at least two upper-class courses and a "B" average in history. Consent of instructor.

The course allows students to work with a faculty mentor and learn firsthand the tasks that historians undertake to research and present their findings. Potential student assignments include database entry and retrieval, translation, fact checking, and compiling sources. Graded on a satisfactory/unsatisfactory basis. Prerequisite: At least one 300- level history course; declared major in history; and permission of the instructor.

This course is designed to give students the opportunity to apply historical knowledge and ideas gained through course work to real-life situations in volunteer service agencies and community centers. Open to History majors and others with significant History backgrounds. Permission of instructor is required.

A study of a specialized theme or topic in western History. Students will examine major issues and methods of historical research through the study of a specific historical period or topical area. This course grants HIST Category I credit. May be repeated for credit when topic varies. Prerequisite: Successful completion of a history course numbered below 500, or permission of instructor.

This course explores the Greek Bronze and Dark Ages and in particular the relationship of the Iliad and the Odyssey to early Greek history. The course is organized around current methods, problems, and debates in the fields of Greek history, archaeology, and Classics. Topics include the rise and fall of the Minoan and Mycenaean worlds, the historicity of the Trojan War, and social, religious, and political institutions of the Dark Ages. These topics will be studied through extensive analysis and discussion of literary, documentary, and archaeological sources, and close engagement with perspectives from works of contemporary scholarship. No knowledge of the ancient languages is required. (Same as CLSX 502.) Prerequisite: Any CLSX or HIST course.

History of the rise of civilizations in the ancient Near East from the earliest time to the Muslim conquest of the early seventh century, including the areas of Mesopotamia, Egypt, Syria, Palestine and Asia Minor. An archaeological approach is used in focusing attention on the cultural phenomena and achievements of the peoples of these areas, including the Babylonians, Assyrians, Persians, ancient Israelites, Greeks and Romans.

This course explores the history of Archaic and Classical Greece, focusing on the rise and fall of the rival states of Sparta and Athens. The course is organized around current methods, problems, and debates in the fields of Greek history and Classics. Topics include the emergence of the Greek polis; Greek colonization; developments in political, religious, and social institutions, including the Spartan constitution and the rise of Athenian democracy; the changing definitions of personal, cultural, and national identities; cultural, political, and economic tensions between rival Greek city-states and neighbouring cultures, especially Persia and Macedonia. These topics will be studied through extensive analysis and discussion of literary, documentary, and archaeological sources, and close engagement with perspectives from works of contemporary scholarship. No knowledge of the ancient languages is required. (Same as CLSX 504.) Prerequisite: Any CLSX or HIST course.

This course investigates the origins, development, and eventual crisis of the Roman Republic, from its foundation in the eighth century BC to Civil War in the first century BC. The course is organized around current methods, problems, and debates in the fields of Roman history and Classics. Topics include the contexts and causes for the rise of Rome, the growth, development, and eventual collapse of the Roman republican constitution, and the impact of empire on Roman society, culture, religion, economy, and identity. These topics will be studied through extensive analysis and discussion of literary, documentary, and archaeological sources, and close engagement with perspectives from works of contemporary scholarship. No knowledge of the ancient languages is required. (Same as CLSX 505.) Prerequisite: Any CLSX or HIST course.

This course investigates the establishment and development of the Roman Empire, from the rise of Augustus to the peak of Roman power and prosperity in the second century AD. The course is organized around current methods, problems, and debates in the fields of Roman history and Classics. Topics include the creation of the imperial system; developments in the role of the emperor and the Roman government; continuity and transformation in society, culture, religion, economy, and identity with the shift from republic to empire; daily life across the empire and in the army. These topics will be studied through extensive analysis and discussion of literary, documentary, and archaeological sources, and close engagement with perspectives from works of contemporary scholarship. No knowledge of the ancient languages is required. (Same as CLSX 507.) Prerequisite: Any CLSX or HIST course.

This course investigates the history of the later Roman Empire, from the height of its power in the second century AD to the fall of the Western Roman Empire in the fifth century AD. The course is organized around current methods, problems, and debates in the fields of Roman history and Classics. Topics include continuity and change in Roman culture, identity, and institutions; the Christianization of the empire; contact and conflict between Romans and the "barbarians"; political decline and daily life across the empire. These topics will be studied through extensive analysis and discussion of literary, documentary, and archaeological sources, and close engagement with perspectives from works of contemporary scholarship. No knowledge of the ancient languages is required. (Same as CLSX 508.) Prerequisite: Any CLSX or HIST course.

A study of a specialized theme or topic in non-Western History. Students will examine major issues and methods of historical research through the study of a specific historical period or topical area. This course grants HIST Category II credit. May be repeated for credit when topic varies. Prerequisite: Successful completion of a history course numbered below 500, or permission of instructor.

This course surveys the traditional foodways of the indigenous peoples of North America. We survey hunting, gathering and fishing methods, meal preparation, medicinal plants and the cultivation of crops according to tribal seasons. Because modern indigenous peoples are suffering from unprecedented health problems, such as diabetes, obesity, high blood pressure and related maladies, the course traces through history the reasons why tribal peoples have become unhealthy and why some have lost the traditional knowledge necessary to plant, cultivate and save seeds. The course also addresses the destruction of flora and fauna from environmental degradation. (Same as HUM 551 and ISP 551.) Prerequisite: Upper division course on indigenous/ American Indian history, or permission of the instructor.

This course explores traditional foods, ways of eating, and cultural significance of food among peoples of Latin America. The course surveys the vast array of flora in Central and South America and the Caribbean, and focuses on issues of environmental protection, bioethics, food security, and the growth of farming and ranching. The class studies the impact that foods such as maize, potatoes and cacao have had globally, and includes African, Asian, and European influences on Latin cuisine, as well as health problems associated with dietary changes. (Same as HUM 552 , ISP 552, and LAC 552.) Prerequisite: Upper division course on Latin America or permission of the instructor.

An examination of the Civil Rights Movement in American History. Emphasis is placed on the activities of major Civil Rights organizations, Civil Rights legislation and its impact on American life, and conflicts between integrationist and separatist forces in politics, economics, education, culture and race relations in the United States. (Same as AAAS 511.)

Americans who lived through the 1970s witnessed more than their fair share of historically significant events. The President resigned in disgrace. America ran out of gas and got run out of Vietnam. New York City went bankrupt, blacked out, and caught on fire. Women rebelled and gay Americans stormed out of the closet. Racial integration died and Black Power went mainstream. The Beatles broke up, Muhammad Ali ruled the world (again), Lucas and Spielberg birthed the blockbuster, and disco, rap and punk put the smack down on Rock ’n’ Roll. Everywhere you look in the 1970s, you can find evidence of the end of one period of American history—the postwar period—and the beginning of a new historical epoch—the Age of Reagan, the Neoliberal Age, or, perhaps, Postmodern America. Students will explore this pivotal decade in American history through weekly readings, watchings, and listenings; twice-weekly class discussions of prepared material; and an independent research project. Prerequisite: Prior course in HIST or a related field or permission of the instructor.

This is an upper level course designed to analyze the experiences that define the African American relationship to the American economy. The course begins with the slave trade and ends in the present. It explores and explains how African American economic development intimately intertwined with the movement for freedom. Students will learn how African Americans addressed issues around slavery, housing, banking, capitalism/socialism, underground economy, and gentrification. This course is chronological in nature with thematic elements. Lectures will provide brief histories and conceptual framework for readings. This background will help students understand and explore how black identity, culture, and politics interact with economy. However, the bulk of the course will operate as a seminar. By the end of the course, students will be able to summarize African American past experiences with capitalism and its relevance to contemporary economic issues affecting African American people today. (Same as AAAS 518 and AMS 518.) Prerequisite: Any American Studies or History courses on American History.

A survey of economic, political, social, and cultural developments in Italy in the 14th and 15th centuries, with special attention to those elements in the life of the age which look forward to the modern world.

The Protestant revolt of the 16th century.

A study of modern France through the lens of its overseas empire and the relations between French colonies and the metropolitan "Hexagon." This course studies the establishment of New France in the early modern period, the relationship between the French Revolution and colonies like Haiti, the French obsession with North Africa in the nineteenth century, the "Second Empire" at home and abroad, the French role in the Scramble for Africa and the global age of imperialism, the participation of colonial troops in the world wars, the post-World War II age of colonial wars and decolonization, and the contemporary role of imperial memory and immigrants to France from its former colonies. Prerequisite: Requires a prior history course or permission of the instructor.

A study of the issues and themes that have shaped the contemporary European world, exploring European politics, economy, and society from the zenith of Europe's power and influence at the turn of the century through two world wars and into the contemporary era. This survey begins with the period of consolidation of a system of major national states in western Europe and ends with the search for alternatives to that system in the break-up of empires and movements for European unity in the post-World War II era. The course also considers the emergence of the states of central and eastern Europe and examines the impact of the Russian Revolution and the Soviet state on European affairs. Not open to those who have credit in either HIST 435 or HIST 436.

A survey of women's roles as housewives, mothers, consumers, workers, and citizens in pre-industrial, commercial, and early industrial America. (Same as AMS 510 and WGSS 510.)

A survey of women's history in the United States that will include radical and reform movements, the impact of war and depression, professionalization, immigration, women's work and the biographies of leading figures in women's history. (Same as AMS 511 and WGSS 511.)

This course examines struggles for freedom in southern Africa and the consequences of political, economic, and social changes in the region. The end of colonial rule, the demise of white-settler domination, and the fall of the apartheid regime is discussed. As a major political event of the twentieth century, the liberation of southern Africa had both local and global consequences. The course analyzes transnational issues of liberation and resistance to consider broader regional and international perspectives. Course themes pay particular attention to gender and ethnicity and include a focus on democratization and contemporary meanings of liberation. Prior coursework in African Studies is strongly recommended, but not required. (Same as AAAS 561 and POLS 561.)

Explores both leading and dissident ideas that Americans have had about the natural world since 1900. Broad chronological periods are explored in some depth, including the Progressive Era, New Deal, Cold War, the Sixties, and the Reagan Eighties. The course uses articles and books, as well as visual and aural forms of communication. Commercial speech, as well as scholarly and literary works, are considered. (Same as EVRN 563.) Prerequisite: EVRN 148 or HIST 129, or by permission of instructor.

Political, economic, social, cultural, and religious developments of Russia from the beginnings of the Russian state in the 9th Century through the 17th Century.

An exploration of the Soviet Union's creation, evolution, collapse, and legacy in contemporary Russia and Eurasia. Drawing on historical scholarship, literature, music, and film, the course examines the major trends and developments in Soviet politics, ideology, society, economy, and culture. Special attention is paid to how the multiethnic Soviet state's rise and fall reflected broader changes in the world during the "Soviet century."

An intensive study of developments and changes in the Middle East since World War II. Topics and themes will vary, but may include the long-lasting effects of European imperialism, Big Oil and the energy crisis, the Arab-Israeli conflict and peace process, American intervention in the Middle East, minority communities, and the revival of Islamic and popular protest movements.

A survey of indigenous, Pre-Hispanic cultures of Mexico and Central America, including Olmecs, Teotihuacan, Mayas, Zapotecs, Toltecs, and Aztecs. This course teaches how to interpret art, architecture, artifacts, and culture change in the context of iconography and symbols, metaphysical beliefs and ritual practices, crafts and technologies, trade and exchange, social inequality and conflict resolution, and the relationships among these cultures and their environments. (Same as ANTH 506 and LAC 556.) Prerequisite: A course in Anthropology, Latin American Studies, Art History, Museum Studies, Indigenous Studies, History, or permission of instructor.

An archaeological survey of the ancient peoples of Peru and neighboring countries in South America. The origins of complex societies on the coast and in the Andean highlands will be reviewed with special consideration of the role of "vertical" environments in the development of Andean social and economic systems. Cultures such as Chavin, Moche, Nazca, Huari, Tiahuanaco, Chimu, and the rise of the imperial Inca state will be examined through artifacts, architectural remains, and ethnohistoric documents. (Same as ANTH 508 and LAC 558.) Prerequisite: A course in Anthropology, Latin American Studies, Art History, Museum Studies, History, or Indigenous Studies, or permission of instructor.

Slavery, slave culture, and the slave trade in the U.S., Latin America, and the Caribbean will be examined comparatively. Attention will also be given to African cultures, the effects of the slave trade on Africa, and the effects of African cultures on institutions in the New World. (Same as AAAS 574.)

The Andean environment is defined by its mountains, but includes all of the earth's major biomes: from tropical rainforest to the world's oldest and driest desert. These diverse landscapes have nurtured one of the most ancient and durable, yet diverse sets of Indigenous cultural lifeways. Most of the Andes was governed by a single power during the Inca and Spanish colonial eras, but the region is now divided between seven independent states with their own regional traditions. The Andean World has long been recognized as a laboratory for understanding the relations between nature and culture, and the tensions between tradition and revolutionary change. This course will examine the history of this region from a long-term perspective, from its indigenous roots to contemporary struggles over globalization and extractivism. (Same as EVRN 577, ISP 577 and LAC 577.) Prerequisite: Prior 300+ level course in related discipline (ANTH, EEB, EVRN, HIST, LAC, SPAN, etc.) or permission of instructor.

In this course, students are introduced to a global comparative history of Indigenous peoples and nations, offering a unique opportunity to study how Indigenous nations have made a significant impact from ancient to contemporary times. Global Indigenous history provides invaluable insights into key historical debates about the processes/systems of colonization, international law, treaty rights, citizenship, nationalism, democratization, war, sovereignty, community & nation building, and cultural revitalization. This lecture class explores histories of the Ancient Mayan and Incan empires; Red Power to Idle No More; Māori and Aboriginal rights movements; Tibetan independence and Gandhi’s Satyagraha; Irish and Scottish devolution; and contemporary conflict(s) in the Middle East, just to name a few. This course is offered at the 500 and 800 level with additional assignments at the 800 level. Not open to students with credit in ISP 878. (Same as ISP 578.) Prerequisite: Requires a prior history course or one in a related field or permission of the instructor.

The history of Brazil from European discovery to the present with emphasis on social and economic change. Topics discussed will include the Indian, African, and European backgrounds, slave society, the frontier in Brazilian development, cycles of economic growth and regionalism, the role of foreign capital, industrial development, labor, urban problems, the military in government, and human rights.

A study of the changing economic conditions in Latin America from Colonial times through the Twentieth Century and the effect of these conditions on Latin American society. Emphasis will be on the major theoretical issues of development economics, patterns of growth, and suggested strategies for economic development. Analysis will center on changes in agriculture, industry, labor, finance, transportation and technology, urbanization, immigration, role of women, export and commerce, and foreign involvement.

An intensive survey of China's history from the early 19th century to the present. Key topics include the decline of the traditional system, the rise of communism, the Maoist era, and the tensions of change and control in the 1980s and 1990s. (Same as EALC 584.)

An examination of the history of sexuality and gender in Africa with a focus on the 19th and 20th centuries. Major issues and methods in the historical scholarship on gender and sexuality will be covered. Topics of historical analysis include life histories, rites of passage, courtship, marriage, reproduction, education, masculinities, homosexuality, colonial control, and changing gender relations. Prior course work in African history is suggested. Graduate students will complete an additional project in consultation with the instructor. (Same as AAAS 598 and WGSS 598.)

This course surveys the cultural and political history of Tibet from the eighth to the twentieth century. Through readings, lectures, and discussions, students gain familiarity with the dominant features of Tibetan civilization. Topics include the relationship between Tibet and the civilizations of India and China, Tibetan Buddhism, and the tensions between the struggle for Tibetan independence versus claims of Chinese sovereignty. The course also considers the Tibetan diaspora and the reception of knowledge about Tibetan civilization in the West.

This course considers contemporary China, Taiwan, and Hong Kong in comparative perspective. It begins in the early twentieth century so as to set up a comparison between Nationalist, Communist and Colonial China. It focuses on the evolution from the 1940s to the present studying the political, economic and social systems of the three regions that constitute what we now call 'Greater China' and considers, in particular, important points of difference and similarity between them.

An intensive examination of the role of the human body in the creation of personal and social identities in the Western world. Students become acquainted with contemporary theories of embodiment and senses as they are applied to a variety of historical themes, and develop research projects on a topic negotiated with the instructor. (Same as HUM 575, WGSS 575.) Prerequisite: An upper-division course in History, Humanities, or Women Gender and Sexuality Studies; or permission of instructor.

An examination of the history of United States foreign relations over the course of the twentieth century. Treats America's emergence as a world power before World War I, imperialism and interventionism, involvement in World War I and World War II, internationalism, the Cold War and America's anti-communist crusade, third world nationalism, responses to a global economy, and the obligations of a military superpower in a chaotic world.

This discussion course will cover the development of feminist theories from the late Middle Ages to the 1970s. Reading will include Pisan, Wollstonecraft, Mill, Freud, Woolf, Beauvoir, Friedan, Daly, Kristeva, and others. (Same as WGSS 549.) Prerequisite: Any previous course in WGSS or HIST or permission of instructor.

This course is the first part of a two-part course that provides a group setting for writing the Senior Honors Thesis, which is a substantial work of historical research based above all on the analysis of primary sources. During this first semester students must produce a serious working draft of the thesis. Assignments and discussions will help students to prepare this draft, which will establish a solid foundation for the Honors Thesis. In addition, this course will provide a close experience of advanced, professional, historical work. Presentations, weekly comments on the work of others, and active participation in seminar discussions with constructive observations and questions will complete that professional experience. A History faculty advisor will provide essential guidance throughout the process of writing the thesis. Prerequisite: HIST 301 and permission of instructor.

Required for students in the History major honors program, normally in the second semester of their History honors projects. Another seminar experience may be substituted, with the approval of the Honors Coordinator. Prerequisite: Approval of the Honors Coordinator of the Department of History.

This independent study is designated for students who did not, or are unable to, complete one of the department's other capstone offerings (HIST 696 or HIST 691). The course will introduce students to the theory and practice of historical inquiry and require a substantial research project. May not be repeated for credit. Prerequisite: Completion of 75 credit hours of undergraduate study, including HIST 301, and consent of the instructor.

A seminar designed to introduce students to the theory and practice of historical inquiry. A research paper will be required. May not be repeated for credit. Prerequisite: Completion of 75 credit hours of undergraduate study and completion of HIST 301, and recommended completion of one 500 level history course, or consent of the instructor.

A study of the increasing interaction among world societies since 1500 and an investigation of the long-term developments behind current world problems. Major topics include western expansion since 1500, the spread of state sovereignty, the formation of a world economy, and spread of international institutions. The current world problems investigated will vary, but may include issues such as environmental crises, human rights, migration, free trade and the spread of consumer culture, ethnicity and nationalism, and international intervention within states. (Same as GIST 705.)

The purpose of this course is to provide an overview of the kinds of museums, their various missions, and their characteristics and potentials as research, education, and public service institutions responsible for collections of natural and cultural objects. (Same as MUSE 801.) Prerequisite: Museum Studies student or consent of instructor.

Consideration of the goals of an institution's public education services, developing programs, identifying potential audiences, developing audiences, and funding. Workshops and demonstrations are designed for students to gain practical experience working with various programs and developing model programs. (Same as AMS 797, BIOL 784, GEOL 784, and MUSE 705.) Prerequisite: Museum Studies student or consent of instructor.

This course will acquaint the future museum professional with problems in conserving all types of collections. Philosophical and ethical approaches will be discussed, as well as the changing practices regarding conservation techniques. Emphasis will be placed on detection and identification of causes of deterioration in objects made of organic and inorganic materials, and how these problems can be remedied. Storage and care of objects will also be considered. (Same as AMS 714, BIOL 700, GEOL 780, and MUSE 706.) Prerequisite: Museum Studies student or consent of instructor.

Presentation of principles and practices of exhibit management, design, and production. Topics will include developing a master plan for museum exhibits; concept development; design, installation, and maintenance of exhibits; design theory; design process; label writing and editing; selection of materials architectural requirements and building codes; cost estimating; publicity; security; and exhibit evaluation. Consideration will be given to exhibition problems in public and private museums in the areas of anthropology, art, history, natural history, and technology. (Same as AMS 700, BIOL 787, GEOL 781, and MUSE 703.) Prerequisite: Museum Studies student or consent of instructor.

This course examines the roles collections play in fulfilling a museum's mission; the obligations ownership/preservation of collections materials create for a museum; and the policies, practices, and professional standards that museums are required to put in place. The course will cover utilization of collections for research, education, and public engagement; address how that utilization informs the need for and structure of collections policies, and introduce the basic practices of professional collections management. (Same as ANTH 798, AMS 730, BIOL 798, GEOL 785, and MUSE 704.) Prerequisite: Museum Studies student or consent of instructor.

Study of the principles and practices applicable to the preservation, care, and administration of archives and manuscripts. Practical experience will be an integral part of this course. (Same as MUSE 707.)

Lecture, discussion, and laboratory exercises on the nature of museums as organizations; accounting, budget cycles, personnel management, and related topics will be presented using, as appropriate, case studies and a simulated museum organization model. (Same as AMS 731, BIOL 785, GEOL 783, and MUSE 701.) Prerequisite: Museum Studies student or consent of instructor.

The aim of the course is to provide students with the linguistic tools needed for archival research in East Asian history by assisting them in gaining experience reading primary and secondary language materials in Japanese and/or Chinese including texts in classical forms of these languages. After studying the rules of classical grammar and the particulars of historical materials as needed, students will read primary documents in conjunction with secondary readings in Japanese and/or Chinese. Fundamental aspects of paleography may also be introduced in this course depending on student need. Prerequisite: Capability of reading Japanese or Chinese and permission of the instructor.

Prerequisite: Consent of instructor.

Reading and discussion of selected topics.

Research Seminar on selected topics.

The goal of this course is to train students in the skills essential to becoming effective scholars and educators, and successful members of the profession. The material to be covered by these three iterations includes 1) the ethics and practice of feminist research (e.g., protection of human subjects, conflicts of interest, confidentiality, legal strictures); 2) the practical aspects of producing knowledge (e.g., writing research papers, proper citation methods, conference presenting, responding to peer reviews); and 3) acquiring and securing a place in the work force (e.g., CV preparation, job interviews, grant writing, getting promotion [and, in the academy, tenure]). (Same as WGSS 804.) Prerequisite: Must be Women, Gender, and Sexuality Studies graduate students.

The introductory course to graduate study, this colloquium introduces students to the practice and epistemology of history, familiarizing them with various methodological schools, theoretical touchstones, and historiographical subfields. Required of all incoming M.A. and Ph.D. students.

The core course for each thematic major field in the graduate program in History. The course, offered in a colloquium style format, will serve as an introduction to the principal standard literature in the field, and will consider the full range of methodologies or approaches appropriate to the field.

This course will help train future professional historians to teach. It will focus on a variety of pedagogical topics for future college history faculty, including: developing students' critical and analytical thinking; teaching research skills; promoting student involvement/participation; determining course goals; use of multi-media technology. In addition to attending class meetings of History 807, students will attend as observers throughout the semester one 500/600-level course in an area relevant to their future teaching and complete the readings assigned to the class. They will produce a course portfolio for an undergraduate course, including: a syllabus designed by the student; a set of assignments that will be part of that course, such as examinations and papers; sample lesson plans; an annotated bibliography of materials relevant to the subject-matter of the course.

Exploration of the major contemporary scholarly theories of nationalism and other forms of group identification, supplemented with case studies.

This colloquium explores the evolution of empires across space and time by surveying the rather contentious scholarly literature on the subject, offering a methodological introduction to comparative and transnational history in the process.

In this methods class, students will gain foundational knowledge in the archival and preservation of Indigenous source materials: oral histories, printed materials, Tribal documents, letters/journals/diaries, artwork, and a host of other sources. Students will also utilize digital history technology to create online exhibits and an original research paper. Beyond the archives this course introduces students to the important work of Tribal Historical Preservation examining the laws, ethics, cultures, policies, histories, ethics, recovery/restoration, Indigenous GIS, consultation, management, and career paths in Tribal Historical Preservation. Finally, students will gain invaluable experiences by writing grants and developing final projects that can lead to real-world applications of their research. (Same as ISP 862.)

This graduate colloquium examines the intersection between environmental history, world history, and global history as interdisciplinary fields of inquiry, as well as regional approaches to environmental history from around the globe.

Intensive survey of significant works in the field from colonial times to the present, with attention to bibliography, research methods and needs, and leading issues in interpretation.

A graduate colloquium examining the historical roots, processes, experiences, and legacies of human slavery from local, regional, comparative, and global perspectives.

A graduate colloquium that develops methodologies and examines historical case studies for the study of ethnicity, interethnic relations, and cultural hybridity from a hemispheric perspective, not only for indigenous peoples, but also for African-, Asian-, European-, or Pacific-derived groups, as well as new ethnic groupings and identities that emerged from their interaction.

Study of the leading interpretations of major issues in the history of the United States in the 19th century. The second course in the sequence of colloquia in United States history.

Study of the leading interpretations of major issues in the history of the United States in the 20th century. The third course in the sequence of colloquia in United States history.

Analysis of key historiographical conversations and major trends in US-focused Military, War, and Society scholarship, including their relation to the broader fields of military and US history.

This colloquium will cover theoretical and topical readings on the history of manhood, womanhood, and gender systems. (Same as AMS 835 and WGSS 835.)

A course for students preparing to complete their Master's degree. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Consent of instructor.

Study of issues and interpretations in the history of the American West from prehistory to the present, including attention to new approaches and techniques in research.

This course allows students to receive credit for participating in an internship, practicum, or other non-academic context in which they take part in the preservation, dissemination, interpretation, or presentation of History. Students taking this course will meet regularly with the instructor, ideally their advisor, to discuss and reflect upon the experience and its relationship to the student’s research and professional development. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Consent of Instructor.

In this course, students who have successfully completed their doctoral oral comprehensive exam will research, write, and workshop dissertation chapters, while engaging in other professionalization exercises and discussions. Graded on a satisfactory progress/limited progress/no progress basis. Prerequisite: Must pass oral comprehensive exam before enrolling.

This course will guide students through the process of preparing and submitting their written portfolio and preparing for the oral defense. In this course, students will complete field readings and prepare the cover letter, professional essay, grant application, and sample syllabus they are required to submit to their Advisory Committee in advance of the oral defense. Working closely with their Advisory Committee members, students in HIST 998 will generate these documents and workshop them with the course instructor and their fellow students. The instructor will mentor students through the process of scheduling their exams and preparing the final written document for submission. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Must be a second year Ph.D. student and obtain permission of the instructor.

An inquiry into the source material upon a specific subject. Graded on a satisfactory progress/limited progress/no progress basis. Prerequisite: Consent of instructor.