Undergraduate Level Courses

“Caliphs and Emperors” offers historical perspectives on trans-Mediterranean exchanges and confrontations from the sixth to sixteenth centuries. It examines these contacts from the standpoint of imperial and caliphal centers of power, with a focus on the Byzantine (395–1453), Carolingian (613–1124), and Holy Roman (Ottonian, 919–1024; Salian, 1024–1125; Hohenstaufen 1138–1254) empires, and on the Umayyad (Damascus, 661–750 and Cordoba, 756–1036), Abbasid (750–1258), and Fatimid (969–1171) caliphates. The aim of the course is to study the medieval Mediterranean world as a shared, yet contested, political, economic, and socio-cultural space, inscribed and unified by the constant trans-Mediterranean circulations and transfers of people, commodities, ideas, and technologies.

Nestled along the shores of its namesake lake, the Swiss city of Geneva stands as a testament to the complex interplay of historical forces and movements. For centuries, this cosmopolitan hub has been a crucible for groundbreaking developments in politics, diplomacy, science, economics, and culture, shaping not only the trajectory of individuals working in Geneva but also the course of history. From its pivotal role in establishing humanitarian principles to its status as the birthplace of key international organizations, Geneva embodies the constant tension and synergy between the local, national, international, and global. Through this syllabus, we embark on a journey to explore the myriad ways in which Geneva has influenced and been influenced by these intertwined narratives of nationalism, internationalism, humanitarianism, imperialism and anti-imperialism, scientific and economic development, and decolonization. During the course, we will answer the following questions: To what extent can one speak of a coherent “liberal international” order? What did ‘internationalism’ mean in different periods and in different contexts? Are there non-western internationalist traditions? How have empire and nationalism shaped the international system since 1918 and its imaginaries? What sense do we make of binary categories such as idealism/realism and internationalism/isolationism that have shaped the debate on international organizations, institutions, and policies? How did people working in Geneva promote international cooperation, a vision of modernity, and scientific progress? By exploring transnational encounters through their ‘placement’ in Geneva, the students will investigate the importance of international organizations and institutions as vehicles of globalization and anti-globalization. The conferences and meetings conferred in Geneva were also a forum for reinforcing and challenging different ideas about nationhood, economy, socio-economic progress, development, international law, governance systems, disarmament, colonialism, health, science, and rural environment. The thematic breadth of the course will allow you to choose the theme that best suits your academic interests to produce a final research paper integrating historical literature with an evaluation of a small group of primary sources of your choosing (great selection is available through the League of Nations and the UN Archives.)

This class will introduce students to the tools that historians use to study and explain the past, and allow them to use those tools to investigate the American Revolution. We will begin with the movement of people, commodities, and ideas across the Atlantic Ocean, examine the cultural, political, social, and economic forces that shaped the North American Colonies and led to the War for Independence, and assess the impact of the Revolution on institutions, ideas, and individuals. Students will develop their own answers to key questions like When did the American Revolution begin? When did it end? What were its causes? What were its effects? What was “American” about it and what was “revolutionary” about it? What difference did it make to the rest of the world? What difference did the rest of the world make to it? What kind of revolution was it? Throughout, we will constantly ask ourselves how we know what we know, and how we draw conclusions about the past.This is a linked section. Registration in a linked discussion section of this course is also required.

Conflict in Modern Latin American History: This course focuses on the topic of conflict in Latin America’s history since 1880 in order to demonstrate how historians think, read, and write. It will use case studies from across the region, traveling from the 1910 Mexican Revolution to the 2000 arrest of Peru’s President Fujimori, to introduce students to the process of finding, identifying, analyzing, and writing with primary sources; to comparing and contrasting different events and their historical causes in Latin America; to construct arguments based on different types of evidence; and to critically evaluate the work of other historians. Students will learn how to use historical methods to understand the world around them through the study of the fascinating history and culture of Latin America.

This course examines the changing meaning of work and the changing lives of workers over the course of U.S. history. It provides an introductory overview of this subject from colonial times to the present. Its purpose is to equip us to better grasp and grapple with the issues that define work and workers’ lives in the 21st century by providing deep historical context for understanding these issues.

Did women have a renaissance? A reformation? Did the pivotal events of history affect women in the same way as men? In this course we will explore the different experiences of women during the early modern period in Europe (roughly 1450-1789) and examine the gender and sexual constructs of society at large. We look at how race, gender, sexuality, and religious confession help determine gender roles. More important than the topic, however, is the methodology and format of a 1099. We will use the study of women in early modern Europe as a way to approach and understand at an introductory level various elements of historical work and analysis: what are primary sources, and how we can identify them, locate them, examine them, and employ them in our analysis; what other types of evidence historians use (visual sources, artifacts of all kinds, etc.) and how; how we construct an argument based on our evidence; how historians formulate the questions that guide their research and analysis; how to approach and understand the work of other historians in developing our own questions and analysis; how to present and employ historical evidence in our own writing; and so on. Throughout, we will seek to be always mindful of a fundamental question for all effective analysis: how do we know what we know.

This course meets for five hours once a week for seven weeks. The five-hour block will include some lecture, discussion, and lab activities. Some seats are reserved for freshmen and sophomore students and for Hagers Scholars. This iteration of the History Focus class explores the biggest demographic event in global human history: the Bantu Expansion. For over 150 years, scholars from dozens of fields have tried to explain how and why the 500-700 closely related languages of the Bantu language family came to be spoken by nearly 1/3 the population of Africa across 1/3 of the continent’s landmass. The mysterious process by which this large-scale linguistic event unfolded in Antiquity has long been explained by language shift: the adoption of Bantu languages by neighbors, facilitating the expansion of the languages themselves. However, new methods in archaeology and genetics are opening novel insights into what scholars now identify as the largest demographic even in Antiquity and perhaps even human history. Following the pattern of HIST 1099 courses, we’ll take a deep dive into the ‘historiography’ of the scholarly problem of the Bantu Expansion, learning not only historical analysis but how to draw historical inferences from datasets generated by the methods of archaeology, paleogenomics, and comparative historical linguistics. Students will work with such datasets (ranging from the reconstructed vocabulary of long-dead ancient languages to unrooted phylogenetic trees, to ancient objects to oral traditions of ethnic groups’ origins) in order to explore the various causes of the Bantu Expansion in different periods and places in ancient Africa. Given its interdisciplinary nature, this course is particularly well-suited for non-History majors. PLEASE NOTE: this course puts great emphasis on methods and generating original historical scholarship from datasets.

The events and processes initiated by Christopher Columbus’s voyage in 1492 transformed the world of Columbus’s contemporaries and shaped the world we live in today. Drawing together the histories of four continents, Europe, Africa, North America and South America, this course explores the new Atlantic world created as a consequence of the Columbian encounter. History 106 examines the Atlantic world through the experiences of the people who inhabited it from the mid-fifteenth century through approximately 1900. The final two weeks explore the legacies of Atlantic history on Georgetown’s own campus and beyond. A volatile mixture of people and pathogens, of labor systems and crops, of nations, empires, and subjects, contributed to the painful and unexpected emergence of this new Atlantic world. The unforeseen and, for many, tragic consequences of this process of cultural conflict and exchange lie at the heart of this class. Topics will include the destruction and reconfiguration of indigenous societies, the labor migrations of Europeans, Native Americans, and Africans, the new and transformed societies that developed in all four continents of the Atlantic world, independence movements, piracy, slavery, abolition, disease, commodities, and different strategies of accommodation, resistance, and rebellion.

This course examines the history of human interactions in and around the Pacific Ocean from roughly the 1400s to the present. The Pacific Ocean forms the world’s largest feature and has arguably its most expansive and diverse history. We will focus particularly on the islands, coastal zones, and ports where key encounters, exchanges and incursions took place that would have lasting significance for the peoples of the region and the history of the world. Bringing together global historical processes and local case studies, we will explore a wide range of exchanges that include commerce, diplomacy and warfare, migration, imperialism and colonialism, religion, and ideologies.

We can define the Islamic world in several ways: the regions in which Muslim populations predominate, states and societies in which the institutions of Islamic civilization flourished, or areas controlled by Muslim rulers. In the modern period, we can view the Islamic world through the lens of colonial experiences, religious revivalism (and its controversies) and efforts to negotiate and reclaim the heritage of classical Islam. The scope of this class is ambitious, but it is also rewarding. To understand the Islamic world one must understand the religion of Islam, its origins, internal debates and development. Exploring Islamic civilization means surveying how this faith brought about conversions and shaped institutions that redefined the world from Andalusia to Indonesia. Finally, understanding the Islamic world today means placing this legacy within the various geopolitical and religious contexts of the modern world. This course grapples with all these tasks.

This course meets for five hours once a week for seven weeks. The five hour block will include some lecture, discussion, and lab activities.

This course explores the rich history of people living in Africa from very early times through the 19th century by sampling a few case studies from various regions and time periods and through an emphasis on learning methods to engage with the sources produced by African people. We will focus our attention on the early urbanism and medieval states of the West African Sahel, equatorial societies and kingdoms of the southern savannas, the Swahili coast and its hinterland in eastern and central Africa. We seek to understand transformations common to early human histories, such as the emergence of food production or the rise of centralized states, as well as the situational and contingent nature of ethnicity, slavery, gender, and wealth and poverty in the African context. We will also consider social achievements particular to Africans’ history, such as the multiple inventions of heterarchical forms of governance. We will study how persistent ideas from western cultures shaped what outsiders thought they knew about Africans and their histories at the same time that we try to understand what Africans themselves thought about their own actions and those of their ancestors. We will access these histories by analyzing a range of primary historical sources: archaeological artifacts and site reports, oral traditions, photographs, the reconstructed vocabulary of dead languages, and many others. PLEASE NOTE: this course puts great emphasis on methods and generating original historical scholarship from datasets to ensure that students work with materials produced by African men and women, rather than just information generated about Africans by outsiders.

This course examines the history of Africa from the 19th century to the present. We will explore major political, economic, social, religious and environmental changes on the continent, but we will also think about how historical knowledge is created and how historians assess evidence about the past. Topics include Africa’s role in the 19th-century global economy and the political and social impacts of this early globalization; European conquest of the continent and African resistance to European domination; the political and economic impacts of colonialism; major cultural, social and religious changes of the early 20th century; and how independence from colonialism was achieved and what it meant. Then we’ll turn to the era of independent African nations and explore the historical context of some of the issues facing present-day Africa. We also will examine dynamics of age, gender, class, and ethnicity within African societies. And throughout the class, we will consider how Africans have acted to create their own history within the context of larger global and historical forces they do not control. Along the way, we’ll ask how we know what we think we know. What do terms such as “African” and “European” mean in practice, and what do they obscure? How has “the West” created knowledge about “Africa,” and what are the implications of this? With Africa serving as the context, you will practice the art of historical analysis. Questions we will ask throughout this class include: Why did something happen when it happened and what were its consequences? How have unequal relations of power shaped the kinds of historical evidence we have today, and how can we interpret that evidence? To what extent can history explain the world we now share?

The course is introductory, has no prerequisites, and assumes no prior knowledge of China or its language. The organization of the course is basically chronological, but within that framework we will be approaching China from a wide range of viewpoints, taking up political, economic, social, religious, philosophical, and artistic developments. In this fall semester, we will cover the formation of China’s social, political, and intellectual culture and its development through various dynastic regimes, up through the end of the Ming Dynasty in the late 16th century. The course has two basic goals: (1) to present a basic introduction to the traditions and legacies of the history and culture of China, including conflicting, even contradictory, interpretations of these traditions/legacies; and (2) to use the specific study of China as a means for developing more general skills in the discipline of historical analysis.

This course introduces students to the foundational events, concepts, and trends of historical change in Modern South Asia. The course has a particular focus on British imperialism but through subsidiary material students will familiarize themselves with the longue durée historical changes that made modern South Asia. Every week, in the discussion, students will be introduced to long-term changes in the pre-colonial period to recognize how perceptions of the pre-colonial period impacted politics in the modern period under British imperialism. The course roughly begins when the Mughal empire starts tottering and ends with India’s liberalization of its economy, covering the pre-colonial period in brief, the colonial period, nationalist mobilization, partition, decolonization, and the vicissitudes of India’s democracy. Through this course, students will get a strong foundation in South Asian history and politics which will enable them to further explore the complex and diverse landscape that is South Asia.

The basic aim of this course is to provide a foundation in the cultural, political, and social history of Europe since the Middle ages, but its broader focus is to demonstrate how such a course is necessary for understanding what constitutes modernity. To that end it will emphasize the decisive role played by the West in creating the modern world and its ongoing influence in determining the nature of modernization wherever it occurs. Accordingly, a knowledge of Europe’s changing perceptions of itself and the nature of the world is essential to an understanding of what modernity is about. The lectures and readings, therefore, will be organized around major themes that contribute to this understanding, such as the meaning of authority and the concepts of change and continuity.

This team-taught interdisciplinary seminar course is designed for first-year students interested in the opportunity for deeper study of particular themes and periods. Our main focus will be on careful reading of texts, active class discussion, and close attention to writing. Our main focus will be the cultural and historical developments of Europe, and to some degree of other parts of the world affected by Europe, in the eighteenth century, the era of the Enlightenment. In particular, we will consider the ways in which the political, scientific, economic, social, and religious developments of the period interacted with cultural and intellectual developments and expressions. Specific themes may include the relationship between religion and the state; the emergence of concepts of nationhood, citizenship, and representative government; the workings of the first truly global and consumer economy; and debates about the significance of race and gender. Throughout the eighteenth century, European thinkers, writers, and artists increasingly thought of themselves as “modern,” and at the same time also confronted cultural differences shaped by nation, class, race, religion, gender, and other factors. We will always try to highlight the interrelationships between historical and cultural developments, stressing especially the ways in which literature, music, drama, and the visual arts both responded and contributed to historical changes.

The arrival of Europeans in the Caribbean in 1492 kicked off a dramatic exchange of peoples and cultures, plants and pathogens that would have vast global impact. This class focuses on the 300 years of community and life that followed these initial encounters. We begin with the early complex societies of the Americas before turning to the 16th century, as these communities dealt with devastating disease and the extraction of labor and resources that would come with European interests and assertions of power. We will think about how indigenous communities maintained elements of earlier structures and developed new ones in response. We will talk about how many thousands of African men and women were forced across the Atlantic to work as slaves – first in agriculture and mining, and later in many other trades – and how they built lives and communities under constraint. We will look at how European regimes (particularly Spain and Portugal) claimed power over centuries – and we will end the course thinking about how communities now influenced by indigenous, African, and European legacies challenged and resisted that power in the late eighteenth century.

The readings will be a mix of primary sources, such as memoirs and letters, and secondary sources across a wide range of Latin American geographies.

Through lectures, readings, class discussion and audio-visual material, this course examines the history of the Middle East from the late sixth to the late seventeenth centuries. The lectures focus on broader topics, such as the emergence of Islam; the history of major Middle Eastern empires; changing geo-strategic and cultural conditions; and the evolution and functioning of classical and medieval Muslim institutions. Discussion sections will enable students to deepen their knowledge regarding local diversities within the unifying systems of Muslim beliefs, law, and administration; the material and intellectual exchanges and interactions between the Muslim world and non-Muslim communities and polities; and Muslim reactions to the Crusades and the Mongol invasions.

A survey of the history of the Slavic, Hungarian, Romanian, Greek, and Jewish peoples, whose cultures developed on the borderlands between Catholic Christendom, Byzantine Orthodoxy, and the Islamic civilization of the Ottoman Empire. Over the course of the semester, students will become familiar with the major events, figures, trends, and ideas in the history of East Central Europe prior to the Congress of Vienna (1815), while gaining experience in the methods and practice of the historical discipline. Topics will include: the Christianization of East European “barbarians,” the formation of ethnically diverse societies, Jewish migration and settlement, the Hussite Reformation, the life and times of Vlad III Tepes (“Dracula”), religious tolerance and reform, gender relations and sexuality, and the influence of the Enlightenment and Romanticism.

This course traces the past 150 or so years of American history, covering the nation’s development from the end of the Civil War through the recent past. Over the past century and a half, the United States has undergone myriad social, political, economic and cultural transformations, and has assumed a decisive role in international affairs. This semester, among other topics, we will examine the United States’ development of an industrial economy, its forays into imperialism, its embrace of reform, its experiences of economic catastrophe and war, and its career as Cold War-era superpower. We will also look at how various groups of Americans have struggled for rights and equal treatment, attempting to get the United States to live up the promise of its founding ideals. The United States has been in many ways defined by Americans’ basic disagreements over the meaning of founding American principles – liberty, equality, freedom – and in this class we will consider the ways in which Americans’ conflicting definitions of these principles have defined the nation’s history.

Majors may petition to attach a 3-credit tutorial to an outside internship during the Fall or Spring semester. Eligible internships will require at least 10 hours a week, and include substantial research and writing, in an area at least somewhat related to historical work. The petition should include a description of the internship and a statement of how the student sees the internship fit with the student’s academic progress. The internship tutorial will consist primarily of meetings with a faculty supervisor to discuss the progress of the internship research and work and to review work written for the internship, and of writing a reflection paper that, among other things, connects the internship experience with the student’s academic work.

Antisemitism has been a persistent phenomenon in Western (and other) cultures for over two thousand years. This course will examine the nature and historical development of anti-Jewish sentiment and Antisemitic theories, from their roots in the ancient pagan world to their current political and social expressions. We will discuss the texts and ideas that shaped attitudes toward the Jews throughout history, giving special attention to the ways in which they intersected with politics, literature, religion, and popular culture. Finally, we will consider the different ways in which both Jews and non-Jews have responded to Antisemitic behavior and beliefs.

This course offers an overview of the history of the Iberian peninsula from the late Middle Ages through the early nineteenth century. We will cover the histories of Spain and Portugal, and also devote considerable attention to the development and evolution of their colonial empires. We will concentrate on the period from the union of Castile and Aragon (1469) to the end of Habsburg rule in Spain (1700), but we will also survey the background to this period, and the eighteenth-century era of reform and revolution until most colonies achieved independence after the Napoleonic period. We will cover the basic political and economic history, but also discuss social, religious, artistic, and cultural developments. One of our main themes will be the interaction between European and imperial agendas, forces, and concerns throughout the history of the Iberian colonial empires.

The course aims thus to offer a broad introduction to a complex period of history; to lead us to reflect on cultural interactions, differences, and similarities across wide geographical areas; and to allow students to further their understanding of historical thinking and analysis. The latter goal will especially be the focus both of our readings and of the writing assignments. The readings will consist of primary sources, works of many genres and origins. They will allow discussion of many diverse issues and themes of Iberian history, and we will examine how different types of sources shed light on various elements of that history. Writing assignments will push students to develop their critical reading, writing, and analytical skills. There will also be regular discussions, and a final examination.

This course looks at the wide sweep of British history through legend; it also asks questions as to why some figures become legendary and others do not. The semester begins with the Druids and their legends and ends with King Richard III (his life, legend and the recent discovery of his remains). It focuses on modern and medieval views of legendary figures while also tracing whatever contemporary historical evidence there is for the person behind the legend. The legends examined in this course include King Arthur, King Alfred, Thomas Becket and legends of saints, Robin Hood and outlaw legends, Braveheart (William Wallace) and Richard III. Final papers can focus on legends from other cultures, depending on one’s interest.

Modern Ireland: cultural Americana, Britannica, or Europeana? This course surveys the comparative transnational influences on the cultural development of modern Ireland, from the American Revolution to the European Union. It charts the social developments of ‘greater Ireland’ through an exploration of ‘island’ and ‘migrant’ cultures; examines Ireland’s relationship with political violence from enlistment in nineteenth-century British colonial campaigns in Egypt to the late twentieth-century IRA’s anti-colonial alliance with Libya; and evaluates the economic impacts of constitutional and cultural (dis)integration with America, Britain, and Europe, from the Act of Union to Brexit.

This course will cover the breadth of Iran’s social and cultural history from the Persian Empires of antiquity to the modern Islamic Republic. We will read a wide range of works from Iran’s impressive literary heritage in this class, including Zoroastrian and Islamic religious texts, mystical Persian poetry, and diplomatic, foreign policy, and business archives as we explore central themes in Iran’s history. Situated at the crossroads of Eurasia, Iranian societies have always been closely connected to broader global patterns. We will explore how diverse influences from Arab-Islamic invaders, to the Mongols, to European imperial powers have fused over the centuries to create a distinctly Iranian identity. We will also explore the influence of major social movements in Iran, including two major revolutions in the twentieth century – one of which brought to power the current Islamic Republic. This course will allow us to bring Iran’s modern politics into greater focus as communities of reformists, feminists, environmental activists, and artists are challenging Iran’s Islamic Republic on grounds of its authenticity in reflecting the diversity of Iranian society and long-held values surrounding human rights and dignity.

The growth of Latinx groups has transformed cities and communities throughout the United States, and has led to heightened debates about their political power, cultural influence, citizenship, and ethnic and racial categorization. While increasing attention to Latinx peoples may in fact feel “new,” Latina/o/x communities have played a pivotal role in U.S. history for centuries. This course explores the historical foundations and transformations of Latinxs groups across time and the range of issues that shaped their worldmaking from colonialism, immigration, race, gender, politics and culture. This course will draw on a range of historical, archival, and media materials in order to understand the histories of distinct groups, including Mexican Americans, Puerto Ricans, Cubans, Central Americans, and Dominicans – that forged communities in the U.S.

Born in 1775 as a loose confederation of former British colonies on the periphery of the Atlantic World, the United States rose to a position of world superpower over the course of 170 years. How can we account for this remarkable development in world history? While we tend to take an exclusive look at the United States to understand its history, we cannot understand its evolution without understandings its complex and multilayered interactions with the rest of the world. In this course, we will explore how the United States’ security environment, government capabilities, economic interests, social changes, and cultural forces changed over time and, combined together, powerfully shaped the shifting course of U.S. foreign relations through 1945. We will also examine how the United States developed and exercised hard power, soft power, and economic power in achieving its key policy objectives. The key events covered in the course include: the American Revolution, the War of 1812, territorial expansion, the Civil War, the Spanish-American War, the entry into the China market, and the two world wars. In examining these events, we will ask: What drove U.S. foreign policy? Why did the United States go to war? How did it make peace? Was the United States isolationist before 1945? If not, what was it?

This course explores key narratives, theories, and themes essential to the history of African Americans since emancipation. Students will engage topics including but not limited to: Civil War and Reconstruction, Jim Crow, Great Migration, the long Civil Rights Movement, the Black Power Movement, the 80s and 90s, and our contemporary moment. Students will explore the role that gender, religion, culture, politics, etc. played in the experiences of African Americans throughout the late 19th century to the present. This course will pay particular interest to the role of black people from the South in the development of African American history.

This course takes a multidisciplinary and long-term approach to studying the history and nature of globalization. It shows that some long-term forces of globalization have been at play for centuries or millennia, and it questions how and why new, stronger forces of globalization were unleashed with the industrial revolution and the rise of modern finance. By adopting a very broad definition of economics, this course treats globalization largely as an economic phenomenon, without neglecting its social and cultural implications. No previous training in economics is required. Other disciplines that help shape this courses’ approach and content are History, International Relations, Finance, Geopolitics, and Current Events. This is a seminar course, which means that instruction is mainly discussion-based. The course also consists of many historical workshops – class periods in which students have the opportunity to engage with historical material hands-on, to discover and debate the meaning of the traces of the past. While the course is a broad overview in the style of a world history, it does not attempt to tell history as a single story, and it certainly does not attempt history only from a Western perspective.

This course examines the fascinating––and often overlooked––history of Arab migration to the Americas. Syrians, Lebanese, and Palestinians started migrating out of the Ottoman Empire in the late nineteenth century. They settled in places like the United States, Brazil, Argentina, Mexico, Cuba, and Haiti, among others. This course explores the conditions that led to their departure and the process of their settlement in the continent, with particular attention to issues of race, class, gender, and identity-making. Students will be encouraged to rethink methodological nationalism and approach migration as a transnational phenomenon across borders.

Starting with the first ill-fated attempts at European colonization in the 16th century, all the way up to the rise of the far-right in the 21st, this course will offer students a deep understanding of the history of Latin America’s most populous, powerful, and diverse nation, and its importance in—and connections to—the broader Atlantic world. Along with standard historical primary and secondary sources, we will work with a wide variety of texts (fiction, memoir, ethnography, song lyrics) and visual materials (paintings, photography, feature film & documentaries) to consider key themes and trends of Brazilian history and the way that history is entangled with the histories of other Atlantic societies, especially West-Central Africa.

From Edward Blyden’s 1862 call for African-Americans to migrate back to Africa to the Ghanaian government’s celebration of 2019 as the “Year of Return” for Africans in the diaspora, people of African descent have debated and represented Africa as a site of belonging and resettlement. This course invites students to explore the history of black people’s (specifically African-Americans, West Indians, and West Africans who lived abroad) return to Africa from the eighteenth century to the present. We will examine how Africans engaged and reworked ideologies such as Pan-Africanism and Garveyism in their struggles against colonialism and postcolonial military rule. We will interrogate the following questions together: How and why did people of African descent pursue immigration to Africa? What were the limits of their political and cultural projects? How did they influence their host communities and vice-versa? To unpack these questions, we will situate the experiences of merchants, students, activists, formerly enslaved people, soldiers, and technocrats within the context of the Atlantic slave trade, colonialism, decolonization, and postindependence politics in Africa. Through lectures, discussions, and written assignments, you will gain a deeper understanding of the economic, political, and cultural relationships that people of African descent have forged across the Atlantic.

In a 2021 article, the Washington Post refers to African cities like Lagos and Khartoum as the “center of the world’s urban future.” Why and how are African cities central to discourses about futurity and urbanism? This course invites students to explore the evolution of cities on the continent of Africa and the innovative ways that its residents have developed to contend with everyday challenges. The first part of the course will focus on the rise and transformation of cities before and after the era of the slave trade, under colonial rule, and independent states. During this unit and the next one, we will address the following question: how have everyday people and policymakers adjusted to and shaped the cities’ shifting political and economic atmosphere? The second half will turn to how diverse actors such as architects, government officials, novelists, urban planners, young people, and garbage workers engaged with neoliberal policies and imagined new possibilities. We will consider themes such as governance, infrastructure, urban planning, and spatial practices. This course will enable students to think critically about the key themes and debates that have informed the field of African urbanism.

This undergraduate seminar studies the historical development of Hong Kong and China in relation to each other, from the colonial and late imperial experience to their shared histories in national and political movements, from postwar and post-1949 transformations to reform-era economic takeoff, culminating in the 1997 handover and recent political movements. The readings from the first half of the semester will come primarily from the literature in history, while the readings in the second half will draw from anthropology, sociology, and political science. Students will read both primary and secondary sources, and the course will culminate in an independent research paper on a topic of their own design.

Neighboring Worlds: The Moon, Mars, Venus, and Asteroids in History

We may be on the verge of a new era in humanity’s expansion into outer space. Space agencies in the United States, China, and Russia have all committed themselves to establishments settlements on or near the Moon, and are building enormous rockets to make that possible. A growing number of space agencies have now dispatched satellites or rovers to the worlds near Earth: the Moon, Mars, Venus, and nearby asteroids. These machines have revealed cosmic environments to be more dynamic places – with more dynamic histories – than scientists previously imagined. Companies led by ambitious tycoons are introducing revolutionary technologies that will allow them to reach, and perhaps even colonize, the Moon, Mars, and possibly Venus.

This course will guide you through the long and often surprising history that has led us to this new era. You will discover, among other topics, how what happens in space has helped shape life on Earth; how early astronomers mapped and often misinterpreted environments on the Moon, Mars, and Venus; and how sudden environmental changes on Earth and on Mars provoked sightings of canals – and fears of alien invasion – across the western world. You will learn about the twin “space races” that led humans to the Moon and robots further afield; the plans to establish military bases on the Moon; the Martian dust storm that inspired the idea of nuclear winter on Earth; the shocking greenhouse effect on Venus that strengthened theories of global warming on Earth; and the history of a radical ambition to turn Mars into a world like Earth. You will also study the history of the quest for life on Mars, the Moon, and Venus, and the schemes to mine the rich resources of Near Earth Asteroids to save our world from environmental catastrophe.

Conflict (resolution) in Northern Ireland’ explores the communal cultures underpinning nationalist and unionist politics in Ulster; examines the dynamics of political violence and terrorism in modern Ireland; and evaluates the international influences on the Belfast/Good Friday Agreement, from the political mediation of the United States to South Africa’s Truth and Reconciliation Commission. The course will investigate contemporary terrorist campaigns and political agreements in the Middle East, Europe, North Africa, and Latin America, offering an international assessment of the Northern Ireland Peace Process. Emerging from my European Union-funded ‘Peace Process: layers of meaning’ project, students will have access to unique heritage interviews on the Northern Ireland Troubles, opening the study of conflict resolution in Northern Ireland to new sources of inquiry. What local/national/international factors framed violence in Ulster as an ‘intractable conflict’? How can religion moderate communal understandings of a ‘just society’ in Northern Ireland? How has ‘treaty consciousness’ informed strategies for peacebuilding after Brexit? Students will participate in unique Q&A sessions with policymakers from Dublin, London, and Belfast during this course.

The goal of this course is to introduce students to the development of Marian beliefs, devotions, practices, and representations within Christianity, as well as in Judaism and Islam from Late Antiquity to the present day. Through examining Marian doctrines, Marian devotions, Mary in art and liturgy, Marian feasts, and principal Marian literary works, students will understand the historical development of this familiar and global figure. By examining the central influence of the Virgin Mary, students will gain a broader historical understanding of the cultures of world Christianities, Judaism and Islam. No previous history knowledge is required, though a cursory familiarity with European and religious history will be helpful.

This seminar class focuses on the history of the city of Florence, from its ancient foundation through its contemporary position as an international tourist mecca. We will focus on the structure and appearance of the city, on its buildings and urban spaces, on their political, cultural, religious, ideological, and other meanings and impact; we will also examine how ancient ideas about city life and urban practices and policies shaped the development of Florence.

Florence is a place, but over the centuries it has also acquired a mythical role as the epicenter of the Renaissance and as a sort of living museum. Therefore, though the history of the city and its people will be our main focus, we will also discuss the image of Florence, the perception of the city by outsiders, and its broader role in European and western culture.

The course aims thus to allow for a close analysis of specific themes and topics and of how they developed over a significant span of time. The course also has a methodological aim: to introduce students to the advanced use of primary sources and to further their understanding of historical thinking and analysis. Both class discussion and writing assignments will push students to hone their critical reading, writing, and analytical skills. In particular, we will try to understand how to read textual, visual, and other sources with an awareness of historical context and with attention to the specifics of genre, authorship, and audience.

After the United States and Haiti, Spanish and Portuguese America achieved political independence from European powers. In an age where monarchy was the dominant political formation of “civilized” countries, the new nations, with the exception of Brazil, chose a republican form of government. How to organize a country and create a nation from a colony? Who counted as a citizen? Who wanted to count as a citizen and how did they perceive their own roles within the new state? What territories could be included in the new state? All those questions and more were asked in the nineteenth century in Latin America as the different countries emerged from their colonial condition. Many of these issues, especially regarding the full integration of people as citizens into the nation-state persist into the twentieth and the twenty-first centuries. This course will explore many of these questions, based on some of the new exciting research that has been published in the past decade. The course examines these issues through theoretical perspectives, biography, intellectual history, and the new cultural/political history.

In this seminar, students will master major works and debates in the emerging field of Iranian environmental history. Iran’s modern history has played out within a very unique set of environmental circumstances. Lying in the rain shadow of the Zagros Mountains, much of the Iranian Plateau has little rainfall, with farming communities suffering frequent drought alongside large numbers of mobile animal herders surviving on seasonal grasses in marginal lands. How have these environmental pressures shaped Iran’s modern history? We will use an environmental framework to explore how climate change, water scarcity, mobility, and environmental hazards like famine, disease, and earthquakes have shaped modern Iran’s history from the Little Ice Age in the 17th century to the dire environmental challenges shaping the politics of the Islamic Republic today. We will also explore the ways in which modernizing states have attempted to reshape Iran’s environment to serve human ends, from oil industrialization to railway and infrastructural development to the creation of Iran’s nuclear program. Underlying this seminar is the question of how environments are implicated in the rise of global inequality in the modern world.

This course examines the influence of intelligence on U.S. foreign policy from 1914, when the First World War brought American entry onto the global stage, and will trace its evolution through a Second World War, a Cold War, and a War on Terror, to today. We will ask whether and how, and to what extent, intelligence impacted policy in some cases, and why, in others, it did not. In doing so, we will explore core themes of culture and emotion, the influence of sources, the efficacy of tradecraft and the phenomenon of intelligence failure, bureaucratic rivalries, and the relationship between American intelligence and the policymaker.

Clara Barton was one of the most significant Americans of the 19th century. Her home and headquarters of the American Red Cross, which she founded, are managed by the National Park Service in the DC Region. Students will partner with the NPS to learn about Barton, the 19th c. US, and public history while also learning how to do hands-on original research. Student work may contribute to the Barton site as interpretive materials, exhibits, displays, or talks delivered to the public.

California: the state that gave us Ronald Reagan and the Black Panther Party; New Age hippies and Silicon Valley; the Free Speech Movement and the tax revolt. How did one locale produce so much seeming contradiction? This course introduces students to the history of California from pre-colonial times to our own contemporary moment, with a particular focus on California as the vanguard of U.S. capitalist development and imperial conquest; and histories of grassroots responses from both the left and the right. We will both explore what makes California special and treat it as a case study to build broader historical understanding of big-picture issues like capitalism, settler colonialism, and social movements.

In the decades following the formal end of Jim Crow segregation, Black Americans achieved historic gains in political representation, economic success, and cultural influence, yet deepening racial inequality, state violence, and economic precarity persisted. This course examines this paradox, exploring how Black political culture evolved amid deindustrialization, austerity politics, the ascendance of the New Right, and neoliberal governance. Using Ruth Wilson Gilmore’s definition of racism as “the state-sanctioned or extralegal production of group-differentiated vulnerability to premature death,” we will analyze shifting anti-Black ideologies and policies since the 1960s, as well as the ways Black communities have resisted, survived, and thrived despite persistent oppression. Examining a range of primary sources as well as the latest secondary literature, we will study a variety of topics, including Black political representation, environmental justice, the welfare rights movement, Black capitalism, hip-hop culture, the development carceral state, queer activism, and the fight for reparations.

The century between 1776 and 1871 was one of the most transformative periods in world history, one that saw the emergence of political, economic, and social forces that continue to shape the lives of every human being alive today. From the birth of industrial capitalism to the emergence of its socialist opponents, from the creation of modern democracies to the consolidation of contemporary nationalism, from the abolition of slavery to the establishment of a world order defined by race and empire, understanding this era is vital for making sense of the modern world. In this class, we will look at the Age of Revolutions as a global phenomenon, linking familiar events like the US Civil War to less familiar ones like the Haitian Revolution and seeing how events in Asia both reflected and shaped what happened in Europe. By the end of the semester, these connections will unsettle and transform what you think you know about history.

This course examines Washington’s Asian history by focusing on sites, monuments, and markers throughout the District. Students will identify, research, and document the evidence of cultural and social interactions in the nineteenth- and twentieth centuries, examining present and bygone sites in the city through research that utilizes university, city, and national archives. Throughout the semester, we will explore the historical footprints of Asians and Asian Americans in Washington, with opportunities to study high politics, social interactions, cultural exchanges, and migration history, among many other approaches. Classes will be structured around discussion and fieldwork. Course requirements will be one major research paper and biweekly contributions to a guidebook to the capital.

In 1948, South African voters – a minority of the country’s population – elected a government on the platform of apartheid, a radical form of racial segregation. For much of the next half century, apartheid was official government policy and South Africa became a pariah to much of the rest of the world. This seminar delves into the historical roots of apartheid and what it meant for South Africans living it. We will examine the resistance of South Africans of all races to apartheid, as well as the international anti-apartheid movement of the 1970s and 1980s. We conclude by exploring what might be called “apartheid’s afterlives” – the persistence of its social and economic structures in contemporary South Africa – as well as the internationalization of the idea of “apartheid” and its application to other contexts. Class readings will include a variety of historical documents and monographs; reading loads are substantial. Requirements include weekly discussion posts, student presentations, and a final research paper.

This course is aimed at establishing literacy in the Pacific Islands, their storied histories and their complex presents. It will take students through the Indigenous human geographies in the Pacific, the coming of Europeans and the establishment of spheres of influence through various economies and imperial activities. It will pay close attention to the causes and consequences of power shifts, the imposition of imperial powers and resistance to it as well as the movement of Asian people into the island Pacific as indentured plantation laborers from the mid-C19th. It will investigate the building of tensions that led to World War Two and what happened in its aftermath. From here the course looks at the reasons the Pacific Islands have returned to western focus as the frontline of climate change and more urgently still, driven by massive and recent Chinese attention as an extension of its Belt and Road Initiative. As well as paying close attention to perspectives from Washington, Canberra, Wellington, Paris and Beijing, this course will be Pacific focused, giving much attention to Pacific island actors, voices and perspectives, and framed around the urgent situation of the present. Information about the course instructor Patricia O’Brien, Ph.D., can be found at this link: https://www.tautaithebook.com/

Do every time you think about gender, you think about women or sexual minorities? This seminar guides you through the history of gender from the perspective of “heterosexual” men in imperial China. Asking what it meant to be a man, it delves into the dynamics within which men articulated their manhood, asserting the gendered characteristics, negotiating their masculinities with women and their fellow men, and placing a heterosexual male gaze to women, homoerotic behaviors, and transsexuality. The course comprises three distinct but interacted themes: “Hegemonic Masculinity and Elite Men,” “Men’s Crisis and the Women Problem,” and “Sodomy, ‘Love between Women,’ and Transgender.” Through these themes, we explore the influence (or the lack thereof) of Confucianism, social class and biological sexes, penetration in sexual intercourse, non-heterosexuality, as well as the masculinity crisis posed by colonialism that still haunts.

The Enlightenment is widely seen as the key intellectual movement that created the modern world. This course will provide a historical survey of this movement, beginning in the late 17th century and ending in the late eighteenth century. It will focus on the movement’s origins and development, especially in France but including other important European and American writers. Class discussion will emphasize close reading of key texts.

Indigenous Politics explores the struggles of Indigenous Peoples to decolonize their past and present while seeking autonomy and self-determination. We are looking at Indigenous peoples in: USA, Canada, Mexico-Central America, The Caribbean, South America and Oceania. Our approach will be intersectional and multidisciplinary. We will start by studying the invasion and the 19th-century reserves relocations. Then, we are analyzing Residential School atrocities, pacific/violent protests, the role of international organizations, and persecution of environmental and human rights defenders. We will practice historical critical-thinking by relying on diverse historical sources, including Indigenous point of view presented via filmography, art, and music. A number of guest speakers, experts in their respective fields —including Indigenous Peoples— will join us virtually or in person. Students will write two independent analytical essays, one on a region of choice and another on a present-day topic they select.

The Republic of Turkey has transformed itself from a remnant of the multi-ethnic Ottoman Empire into a nation-state. This course examines the major political, social, and cultural expressions of that transformation, in law, architecture, fiction, film, TV, and music. Readings focus on the First World War and the violence amidst which the Turkish state was first established, the state- and nation-building projects under Mustafa Kemal Ataturk, and on the struggles for empowermentof women, Kurds, and migrants.

What is the context of Putin’s bewildering claim of “de-Nazifying” Ukraine in his current war? Why are the European celebrations of May 8 and May 9 – the end of WWII – a constant source of conflict inside societies in Eastern Europe? Why does the history of WWII create tension in the post-Soviet space, leading to jailed historians, protest movements, and diplomatic expulsions? Why has 20th century history remained such a gripping topic in peoples’ minds today, and how has it shaped contemporary relations between countries in the region? This course will help students to find answers to these and other challenging questions related to the unprecedented weaponization of history and memory in the region. Course listed as REES 4463 and JCIV 4630.

This 1-credit workshop course is required for all senior History majors who are not pursuing the Honors program (and thus are not enrolled in HIST 4998). It is offered in the Fall of senior year. Its purpose is to provide a common capstone experience to senior majors by helping them to reflect on and integrate what they have learned in the course of their studies and to present their work in varied ways. It will also help hone skills needed for further studies or for entering the work force. Rather than produce much new work from scratch in this class, students will have the opportunity to revisit, revise, reflect upon, and present work they have done over the course of their college career. Students should note that the skills of revising, reflecting, and presenting are essential skills and the class will be graded, not pass/fail.

Hist 4998-4999 form a two-semester study of History as an intellectual discipline and culminate in the production of a history thesis, an original work of scholarship grounded in primary source research. Enrollment is by invitation of the Department. Fall: Readings and discussions of theory, method, and research process, resulting in a research prospectus and the drafting of one substantive, primary-source based chapter. Spring: Drafting, peer editing, and revising the thesis with the assistance of the seminar and a faculty mentor. Students commit to the full two semesters. The Department expects the Honors Seminar to be each student’s main academic priority. Enrollment only by permission of Director of Undergraduate Studies

HIST 1099 – The Empire of Chains: A History of Convict and Unfree Labor in Russia – Anna Smelova
HIST 1099 – The Bantu Expansions – Kathryn de Luna
HIST 1099 – Race Policing & Incarceration – Luke Frederick
HIST 1099 – Italian Renaissance – Tommaso Astarita
HIST 1099 – Global Irish Diaspora – Darragh Gannon
HIST 1099 – Rethinking the American West – Katie Benton-Cohen
HIST 1106 – Atlantic World – Greg Beaman
HIST 1107 – Pacific World – Syrus Jin
HIST 1200 – Africa I – Kathryn de Luna
HIST 1302 – History of China II – Denise Ho
HIST 1308 – Modern South Asia – Tariq Ali
HIST 1311 – Korea/Northeast Asia – Christine Kim
HIST 1402 – Europe II – Elizabeth Cross
HIST 1504 – Latin America II – Erick Langer
HIST 1602 – Middle East II – Mustafa Aksakal
HIST 1702 – Russia II – Michael David-Fox
HIST 1704 – East European History II – Christopher Stolarski
HIST 2002 – Internship Tutorial Spring – Tommaso Astarita
HIST 2206 – West Africa and the World – Titilola Somotan
HIST 2411 – Mid Ages: Millennium-Black Death – Jo Ann Moran Cruz
HIST 2419 – Science and Religion in the West – David Collins
HIST 2507 – Women & Gender in Latin America – Rebecca Andrews
HIST 2606 – Gender and Sexuality in MENA – Nefertiti Takla
HIST 2607 – Civilizing the Native: Colonial North Africa – Osama Abi-Mershed
HIST 2807 – The US in the World since 1945 – Susan Perlman
HIST 2812 – Black Lives Matter – Maurice Jackson
HIST 3105 – Crossing Boundaries – Anna von der Goltz
HIST 3110 – History of Family Businesses – Joseph Sassoon
HIST 3110 – Env & Cultures of N. Atlantic – Emma Moesswilde
HIST 3110 – Revolutions from the Global South – Samar Saeed
HIST 3110 – Cultural Cold War – Anita Kondoyanidi
HIST 3113 – Expert Diplomacy – Nicole Albrecht
HIST 3114 – History’s Influence on Foreign Affairs – Kelly McFarland
HIST 3300 – Japan in Korea, Korea in Japan – Christine Kim and Jordan Sand
HIST 3302 – Summer Lab: Japan in Korea, Korea in Japan – Christine Kim and Jordan Sand
HIST 3404 – Crime/Justice:Europe 1300-1800 – Tommaso Astarita
HIST 3406 – Corporations and Empire in the Early Modern World – Elizabeth Cross
HIST 3407 – Saints and Society – David Collins
HIST 3421 – Monsters, Masses, and Modernity – James Shedel
HIST 3429 – Medieval Travel and Pilgrimage – Vanessa Corcoran
HIST 3510 – Justice & Violence in Modern Latin America – Calla Cameron
HIST 3820 – Intel in US Foreign Relations – Susan Perlman
HIST 4107 – Fascism and its Legacy – Diana Dumitru
HIST 4129 – Indian Ocean Research Colloquium – Ananya Chakravarti and Coilin Parsons
HIST 4160 – Medical Humanities – Timothy Newfield
HIST 4161 – Economic History – Michael Douma
HIST 4211 – Decolonization in Africa – Titilola Somotan
HIST 4308 – The Pacific: Past, Present, Future – Patricia O’Brien
HIST 4403 – Sex & Power in Europe 800-1600 – Jo Ann Moran Cruz
HIST 4405 – European Fascism: From Nietzsche to Hitler – James Shedel
HIST 4509 – Resistance/Rebellion in the Andes – Erick Langer
HIST 4510 – Mexico & Mexicans: History & Film – John Tutino
HIST 4702 – Dostoevsky’s Russia – Christopher Stolarski
HIST 4710 – Hitler, Putin, Ukraine – Diana Dumitru
HIST 4815 – Undocumented Immigrant History – Katie Benton-Cohen
HIST 4999 – Senior Seminar: History Honors – Chandra Manning and Meredith McKittrick

HIST 1099 – Caliphs & Emperors – Osama Abi-Mershed
HIST 1099 – Internationalism: The Geneva System – Nicole Albrecht
HIST 1099 – American Revolution – Chandra Manning
HIST 1099 – Asian American Labor History – Crystal Luo
HIST 1099 – Rio de Janeiro – Bryan McCann
HIST 1099 – US Working Lives – Joseph McCartin
HIST 1099 – 1741 New York Slave Revolt – Maurice Jackson
HIST 1102 – World II: Global Warming – Emma Moesswilde
HIST 1106 – Atlantic World – Alison Games / George Clay
HIST 1107 – Pacific World – Christine J Kim
HIST 1109 – The Islamic World – Jonathan Brown
HIST 1111 – World I: The Little Ice Age – Emma Moesswilde
HIST 1201 – Africa II – Ishmael Annang
HIST 1401 – Europe I – James Shedel / David Collins
HIST 1410 – Europe: Age of Reason/Sentiment – Tommaso Astarita
HIST 1501 – The Americas I – John Tutino
HIST 1703 – East European History I – Christopher Stolarski
HIST 2410 – Europe After Rome – Timothy Newfield
HIST 2416 – The Crusades – Stefan Zimmers
HIST 2421 – Modern Ireland – Darragh Gannon
HIST 2422 – The French Empire since 1600 – Elizabeth Cross
HIST 2806 – The US in the World to 1945 – Susan Perlman
HIST 2821 – U.S. in the 1960’s – Michael Kazin
HIST 3106 – History of Globalization – Michael Douma
HIST 3110 – Pirates: Atlantic & Caribbean – Claire Steele
HIST 3133 – Global Env. History since 1900 – John McNeill
HIST 3313 – Life and Legacy of Mao Zedong – Emily Matson
HIST 3333 – Uses of the Past in Modern China – Denise Ho
HIST 3410 – The European Left: 1870-1945 – J. Killion
HIST 3419 – Conflict (Resolution) in Northern Ireland – Darragh Gannon
HIST 3428 – Eternal City: History of Rome – Tommaso Astarita
HIST 3501 – Making Nations in Latin America – Erick Langer
HIST 3810 – Workers on Strike! – Joel Berger
HIST 3815 – Latinx Social Movements – Mireya Loza
HIST 3820 – Intel in US Foreign Policy – Susan Perlman
HIST 4108 – Russia & China: Imp. Encounters – Gregory Afinogenov
HIST 4132 – South Asia in the Indian Ocean – Ananya Chakravarti & Cóilín Parsons
HIST 4206 – Apartheid – Meredith McKittrick
HIST 4308 – ThePacific: Past, Present, Future – Patricia O’Brien
HIST 4408 – Kristallnacht as Global Hist – Aviel Roshwald
HIST 4600 – Islam and War – Gabor Agoston
HIST 4607 – Ottoman Palestine in the Global Age – Mustafa Aksakal
HIST 4711 – Memory Wars: Ukr, Rus & EE – Diana Dumitru
HIST 4900 – History Portfolio Workshop – Meredith McKittrick
HIST 4998 – Sr Sem: History Honors – Chandra Manning

HIST 1099 – Far-Right Politics in Global Perspective – Brent McDonnell
HIST 1099 – Propaganda in Russia/USSR – Michael David-Fox
HIST 1099 – Race Policing & Incarceration – Luke Frederick
HIST 1099 – Italian Renaissance – Tommaso Astarita
HIST 1099 – Internationalism: The Geneva System – Nicole Albrecht
HIST 1099 – Hist Focus: Women in Early Modern Europe – Leigh Stephens
HIST 1102 – World II: Global Warming – Dagomar Degroot
HIST 1102 – World II, World History: Power, Health, Environment – John McNeill
HIST 1106 – Atlantic World – Matthew Goetz
HIST 1150 – Global History of Skateboarding – Bryan McCann
HIST 1201 – Africa II – Elijah Zehyoue
HIST 1301 – History of China I – Yuan Gao
HIST 1302 – History of China II – Emily Matson
HIST 1308 – Modern South Asia – Ananya Chakravarti
HIST 1311 – Hist of Korea in NE Asia – Christine J Kim
HIST 1401 – Europe I – Elena Brizio
HIST 1402 – Europe II – Susan Pinkard
HIST 1504 – Latin America II – Xenia Wilkinson
HIST 1602 – Middle East II – Idun Hauge & Yasser Sultan
HIST 1702 – History of Russia II – Christopher Stolarski
HIST 2104 – Italy’s Muslim Empire – Mustafa Aksakal
HIST 2105 – Medieval Iberia: Cultures in Contact – Jonathan Ray
HIST 2411 – Mid Ages: Millennium–Bl Death – Jo Moran Cruz
HIST 2414 – Europe in World Wars:1914–1945 – Aviel Roshwald
HIST 2417 – The Reformations in Europe – Amy Leonard
HIST 2421 – Modern Ireland – Darragh Gannon
HIST 2424 – The Renaissance – Tommaso Astarita
HIST 2603 – Mediterranean in History – Mustafa Aksakal
HIST 2807 – The US in the World Since 1946 – Susan Perlman
HIST 2811 – Baseball/American Society – Chandra Manning
HIST 3103 – Comparative Empires – Alison Games & Josiah Osgood
HIST 3105 – Global History: Empires in History – Osama Abi-Mershed
HIST 3300 – Japan in Korea, Korea in Japan – Christine Kim & Jordan Sand
HIST 3308 – Manchuria – Emily Matson
HIST 3310 – Indochina: The Makings of Vietnam, Cambodia, and Laos – Jeffrey Ngo
HIST 3401 – Jesuits: Ignatius to Francis – David Collins
HIST 3412 – Art & Power Europe: 1300–1800 – Tommaso Astarita
HIST 3415 – Neighboring Wrlds: Mars, Moon, V – Dagomar Degroot
HIST 3418 – Medieval Cooking in America – Susan Pinkard
HIST 3419 – Culture of Conflict– Northern Ireland – Darragh Gannon
HIST 3425 – Mary Through the Ages – Vanessa Corcoran
HIST 3610 – Political Ethnic Conflict in ME/EUR – Armen Manuk-Khaloyan
HIST 3710 – Russian Borderlands – Christopher Stolarski
HIST 3807 – History of American Gentrification – Mike Amezcua
HIST 4104 – Global Plague – Timothy Newfield
HIST 4107 – Fascism and its Legacy – Diana Dumitru
HIST 4160 – Medical Humanities – Timothy Newfield
HIST 4301 – The Silk Road – James Millward
HIST 4308 – The Pacific: Past, Present, Future – Patricia O’Brien
HIST 4403 – Sex & Power in Europe 800–1600 – Jo Ann Moran Cruz
HIST 4405 – European Fascism – James Shedel
HIST 4505 – Capitalism/Community/Americas – John Tutino
HIST 4601 – Pirates/Soldiers/Diplomats – Gabor Agoston
HIST 4603 – Colonial North Africa – Osama Abi-Mershed
HIST 4707 – Ideology in Imperial Russia – Gregory Afinogenov
HIST 4710 – Hitler, Putin, Ukraine – Diana Dumitru
HIST 4804 – Social Movements in US History – Michael Kazin
HIST 4999 – Sr. Sem: History Honors – Chandra Manning
HIST 4999 – Sr. Sem: History Honors – Amy Leonard

HIST 1099 – Caliphs & Emperors – Osama Abi-Mershed
HIST 1099 – American Activism – Mireya Loza
HIST 1099 – Women in Early Modern Europe – Leigh Stephens
HIST 1099 – Rio de Janeiro – Bryan McCann
HIST 1099 – Material Culture – Susan Pinkard
HIST 1099 – Nationalism – Aviel Roshwald
HIST 1106 – Atlantic World – Alison Games
HIST 1107 – Pacific World – Michael Wall
HIST 1107 – Pacific World – Christine J Kim
HIST 1109 – The Islamic World – Nader Hashemi
HIST 1111 – World I: The Little Ice Age – Dagomar Degroot
HIST 1201 – Africa II – Elijah Zehyoue
HIST 1301 – History of China I – Yuan Gao
HIST 1308 – Modern South Asia – Dale Menezes
HIST 1401 – Europe I – James Shedel
HIST 1401 – Europe I – Tommaso Astarita
HIST 1410 – Europe:Age of Reason/Sentiment – Tommaso Astarita
HIST 1501 – The Americas I – John Tutino
HIST 1601 – Middle East I – Gabor Agoston
HIST 1701 – History of Russia I – Gregory Afinogenov
HIST 1703 – East European History I – Christopher Stolarski
HIST 2103 – History of Antisemitism – Jonathan Ray
HIST 2302 – History of Australia – Patricia O’Brien
HIST 2410 – Europe after Rome – Timothy Newfield
HIST 2413 – The Vikings – Stefan Zimmers
HIST 2806 – The US in the World to 1945 – Toshihiro Higuchi
HIST 2815 – Black History and Culture – Maurice Jackson
HIST 2816 – Conflict & Reform: US 1877-1920 – Michael Kazin
HIST 3101 – Global Catholicism – David Collins
HIST 3106 – History of Globalization – Michael Douma
HIST 3110 – Global Hist of Photography – Idun Hauge
HIST 3210 – Urban History of Africa – Tracy Mensah
HIST 3310 – Historical Memory of WWII in East Asia – Emily Matson
HIST 3402 – Collaboration/Resistance in WWII – Aviel Roshwald
HIST 3501 – Making Nations in Lat America – Erick Langer
HIST 3810 – New Orleans in the Atlantic World – Greg Beaman
HIST 4102 – Global Age of Revolution – Elizabeth Cross & Greg Afinogenov
HIST 4105 – Global Slavery – Ananya Chakravarti
HIST 4106 – Environmental Inequality – Meredith McKittrick
HIST 4209 – Resistance/Reparations in Africa – Meredith McKittrick
HIST 4305 – China since 1949 – Michael Wall
HIST 4308 – The Pacific: Past, Present, Future – Patricia O’Brien
HIST 4600 – Islam and War – Gabor Agoston
HIST 4811 – Islam, Black Atl, Afr Am – Maurice Jackson
HIST 4812 – Genealogy & U.S. History – Katherine Benton-Cohen
HIST 4900 – History Portfolio Workshop – Amy Leonard
HIST 4998 – Sr Sem: History Honors – Chandra Manning