Undergraduate Level Courses

Religion in African American History introduces students to the tools that historians use to study and explain the past while using those tools to investigate the production of different black religious perspectives throughout African American history. We will begin with the forced removal of Africans to the Americas. Then, we examine the social, cultural, political, and economic forces that shaped the development of “slave religion,” black churches, denominations, institutional religious life, cultural developments such as music, religious movements through the 20th century. We will assess how these religious developments produced distinct African American cultures, identity, and forms of resistance. Students answer key questions like: What is ‘religion’? How did religious life and institutions develop and change for Black peoples in America?

What makes someone a citizen? Is citizenship merely a legal designation, or is the definition broader, relating to a person’s acceptance as a full member of society? This course will explore these questions within the context of U.S. history, examining how issues of race, class, gender, and ethnicity have shaped ideas about legal, political, economic, and social citizenship from 1776 to 2020. The course will argue that citizen engagement and activism were central to the gradual expansion of citizenship rights over the last two centuries, and that this expansion in rights was neither inevitable nor linear, and that the process still is not complete. Through class lectures and discussions, lab exercises, a museum project, a midterm, and a final paper, students will gain a deeper understanding of how debates over citizenship and belonging have changed over time in the United States, how different groups have fought for their rights, and how memory and public history have shaped our understanding of these topics.

In the Middle Ages, European Christian kings sometimes ruled over religious minorities, such as pagans, Jews, and Muslims, but they were commonly small. Medieval England and France actually became officially one-religion states when their kings expelled the Jews. The Protestant Reformation changed this because Protestants were heretics – even worse than infidels – and in many cases, too numerous to expel. This course will explore how, between the Reformation and the French Revolution, European thinkers and ordinary people learned to cope with religious difference.

History is not simply the study of the past, but a specific way of thinking about and studying the past: history, like all disciplines within a liberal arts curriculum, pursues particular ways of formulating questions, identifying relevant evidence and contexts, analyzing and interpreting evidence, drawing conclusions, and constructing answers. In this course, we will focus on a specific topic – the Italian Renaissance – and use our study of it 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 evidence-based analysis: how do we know what we know.

This is a course on the social and cultural history of Rio de Janeiro, Brazil, in the 19th, 20th, and early 21st centuries. The course focuses especially on the African and Afro-descended populations of Rio from the 19th century to today. We work with music, paintings, photography, short stories, documentary films, and translated primary documents like letters and court cases to identify continuities and change over time in the richly diverse yet dramatically unequal city.

What has inspired historical actors to mobilize and fight for change? How have different historical groups conceptualized oppression and liberation? How and why have their conceptions of liberation changed over time? We will explore these questions through a study of social movements in the Middle East and North Africa from the late nineteenth century to the present. We will pay special attention to feminist activism, anti-colonial movements, labor organizing, religious-based social movements, and mobilization against authoritarianism. Through engagement with historical sources and scholarship, students will formulate questions and arguments about the historical imaginaries of activists, the movements they contributed to, and how those movements have shaped the history of the region.

Owing to a combination of its speed, magnitude, and human cause, present-day global warming has no precedent in Earth’s history. Yet climates have always changed for natural reasons – at times with remarkable speed, on a staggering scale. This course reveals how past populations coped with climate changes from the last ice age 20,000 years ago through the twentieth century. It explores whether the triumphs and failures of our ancestors have anything to teach us as we confront a climate crisis of our own making.

Beginning with the Gold Rush and the construction of the Transcontinental Railroad and covering up through the tech and service economies of today, this course will explore how Asian American labor and American capitalism have shaped one another for the past 150 years. Themes of the course include: how categories of race and class interact with one another; how Asian American workers organized with one another and other segments of the working class across time and space; and what it means to take a transnational view on American labor history. This course will also introduce students to 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; 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 evidence-based analysis: how do we know what we know.

In the eighteenth century, Russia undertook one of the most rapid and startling transformations any country has ever experienced. From a technologically backward, culturally isolated state it became one of Europe’s most powerful and modern empires. But the shift was chaotic, not orderly. Five empresses ruled Russia at different points in the century, some for as little as a few months; two emperors were assassinated in palace coups. Peter the Great created an All-Joking, All-Drunken Synod of Fools and Jesters with which he partied in the streets of the capital. Catherine the Great staged gender-bending masquerade balls; Empress Anna built an “ice palace” in the middle of St. Petersburg. In this class, we will use this tumultuous period to learn how to read and write history using the same kinds of skills and sources working historians use. We will look at some of the bitter debates that have divided scholars over the centuries. Was Peter’s revolution a step into modernity or was it driven by an obsession with occultism and ritual? Was Catherine the Great an enlightened reformer or a brutal oppressor? How do science, religion, and culture fit into the politics of a growing empire? With the help of everything from maps to diaries, we can grapple with these questions and learn something about our own society along the way.

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 offers an introduction to the history of Central Eurasia from prehistoric times to the present, focusing on its key role in phenomena ranging from the rise of Islam to the Mongol Empire and Soviet socialism.

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 the fall semester, we covered the formation of China’s social, political, and philosophical culture(s), going as far as the consolidation of imperial autocracy in the Ming dynasty (14th-16th centuries). This term we will cover roughly four centuries: 1580-1990. We start with both the resilience and weaknesses of China’s imperial system during its final quarter-millennium, including the tensions between a “Middle Kingdom” vision of China as a unitary, advanced, and self-sufficient civilization and the realities of the Manchu Qing state as a multi-ethnic empire in growing competition with others. We then take up the challenge to China’s traditions and stability posed by internal developments as well as external economic and cultural penetration by a number of “outsiders” in the 19th century. We conclude with China’s 20th century experiments in forms of government and search for new directions in social and cultural development, so as to survive, and later thrive, in an increasingly interconnected global environment.

The history of modern Japan, from the 1850s to the present. The course is built around thematic readings in a wide range of topics, with emphasis on political and economic as well as social history. We will explore the universal and particular aspects of Japanese nation-state formation, imperialism, industrialization, and postwar democratization.

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 Europe II sections offer an analysis of the significant political, social, economic, diplomatic, religious, intellectual, and scientific developments in European Civilization since the eruption of the French Revolution. Special attention is also paid to issues of class, gender, marginality, and the relationship of Europe to non-Western cultures.

Using primary and secondary sources, this course explores the period from independence to the present. We begin with the independence movements against colonialism, and analyze the diverse roles of Creoles, priests, peasants, indigenous groups and enslaved people. Post independence, we will examine the dynamics of frontier societies, conflicts between conservatives and liberals, the phenomenon of caudillismo, and the challenges of foreign interventions. Turning to the twentieth century, the class will focus on case studies of nation-building, modernization, industrialization and the political and economic mobilization of the working classes in selected countries. We will also study the impact of the hegemonic role of the United States on Latin America. The course concludes by examining contemporary issues, including environmental protection, the participation of women, neoliberalism and globalization, criminal cartels, migration, and the flourishing of Hispanic culture.

The course outlines the factors that have shaped the political and social features of the modern Middle East from 1500 to the present. Its geographic scope comprises the central provinces and territories of the former Ottoman and Safavid empires: Turkey, Iraq, Syria, Palestine, Egypt, Arabia, and Iran. The syllabus emphasizes three analytical themes: first, the historical evolution of “Middle Eastern” polities from dynastic and religious empires in the 16th century to modern “nation-states” in the 20th; second, the impact of industrial capitalism and European imperial expansion on local societies and their modes of production; and third, the socio-cultural and ideological dimensions of these large-scale transformations, specifically the rise of mass ideologies of liberation and development (nationalism, socialism, rights movements, political Islam), and the emergence of structural and social imbalances (economic polarization, cultural/ethnic conflicts, demographic growth, urbanization).

This lecture-based course is a survey of Russian and Eurasian history from the post-Napoleonic era to the present, covering the Russian Revolution, Stalinism, the Cold War, and the collapse of communism. It emphasizes the global connections of Imperial Russian history as well as the role of women, sexuality, and national minorities

About 1800 to the Present. Nineteenth-century nationalism, industralization, the euphoria of independence. Parliamentarism and democracy. Attempts at industrialization. Decline of democracy and resurgence of traditional conservatism and native fascism. The cauldron of World War II. The fate of the Jews. Sovietization. Titoism. Socialist society in Eastern Europe. The unraveling of Communism.

This course explores the history of North America from the arrival of the first Europeans in the Caribbean to the conclusion of the American Civil War. Focusing on the colonies that became part of the United States, this course explores the dynamics of imperial rivalry, relations between European, African and Amerindian peoples, economic development and regional differentiation, the emergence of revolutionary nationalism, the westward expansion of the United States, the collapse of the Union into civil war, and emancipation. We will read extensively from primary sources.

This course explores the rich history and culture of medieval Iberia. It will examine the interaction of Christians, Muslims and Jews in medieval Spain and Portugal, focusing on points of cooperation and conflict between the three communities. Class sessions will consist of close readings of a wide variety of literary, legal, and religious sources, and an analysis of medieval art and architecture.

This course counts for Europe and Middle East regional distribution requirements for History majors.

The aim of this course is to introduce Korean history to those students with little or no exposure to Korea and to challenge commonly held assumptions by those who do. The course will explore the cultural, political, and social impact of Korea’s internationalization from early modern times to the contemporary period. The first part of the course will explore the turbulent interplay between Chos?n Korea, dynastic overthrow in China, civil war in Japan, and the threat of Western imperialism. The second part of the course will focus on twentieth century Korea – the colonial experience, division, war, and relations between the two Koreas, Japan, China, Russia, and the United States.

Elizabeth I’s 45-year reign in England was over 400 years ago and yet she still holds sway in the modern imagination. From movies (Cate Blanchett in Elizabeth and Judy Dench in Shakespeare in Love), to novels (by Philippa Gregory, Alison Weir and many others) and even in video games (she’s a character in Assassin’s Creed and Sid Meier’s Civilization), Elizabeth continues to be a powerful and charismatic figure. But who was she really? How do artistic renderings of the Virgin Queen compare to the historical reality? This course will examine the life and reign of Elizabeth I, in both fact and fiction. It will cover some of the most famous, transformative events in English history, such as the Elizabethan religious settlement, the defeat of the Armada in 1588, Shakespeare and the English Renaissance, as well as her use of gender and iconography to create a public, political identity. The course will be a mix of lecture and discussion; readings include primary and secondary sources as well as novels and periodic film screenings. Types of papers and exams will depend on the size of the class.

History 2414 explores Europe in the era of the two world wars, from 1914 to 1945. Rather than highlighting military history in the narrow sense of the term, the course focuses on the relationship between war and society. Why did European civilization virtually self-destruct during this period? Were the calamities of these years an outgrowth of fundamental structural problems or of highly contingent events? How did this era’s convulsive violence transform societies, cultures, values, and institutions? How did societies respond to the ordeal of military occupation, to the illusions of victory, and to the traumas of defeat? In what ways was the continent’s crisis related to broader global trends and how did it transform Europe’s role in the world? These are among the core issues that we will explore through a blend of lectures and discussions.

The course will survey French history, beginning with the causes of the French Revolution, and continuing to the 21st century. The focus will be on France internally, with some attention to its empire. Major topics will include Paris as Europe’s cultural capital, industrialization, gender/sexuality, the impact of the world wars and the Holocaust on France, and the rise of immigration and anti-immigrant sentiment in recent decades.

In this course, we will examine the United States in the last quarter of the twentieth century, a period that historians have referred to as an age of fracture and social disaggregation. Using fracture as a conceptual framework to investigate American politics and culture in the last quarter of the twentieth century, we’ll consider how the recent past has informed present-day American society. Themes of study will include the rise of neoliberalism, the culture wars, changing understandings of race, gender, and sexuality, political polarization, the changing nature of work, and evolving notions of self and society. In addition, we’ll investigate the theoretical and methodological challenges of doing recent history.

What factors have influenced the U.S. government’s and Americans’ interactions with the rest of world? Who has shaped these encounters? What has the relationship been between these relations and U.S. domestic affairs? How have foreigners responded to U.S. actors and influence? We will analyze U.S. foreign relations, a broader category than simply foreign policy by examining the political, military, economic, religious, and cultural influence of the U.S. In particular, we will discuss the U.S. as a global power following World War II through topics such as the Cold War, the Vietnam Wars, human rights, and globalization. We will also consider the different ways historians have sought to explain U.S. foreign relations. This course focuses on trends and ideas, focusing on critical thinking and events rather than attempting a comprehensive account of U.S. foreign relations.

This course covers the tumultuous era of the Gilded Age and Progressivism, and the emergence of modernity in the United States. The course will be organized around alternating lecture and discussion, with a strong emphasis on reading primary sources. Topics will include (but not be limited to) Populism, the rise of Jim Crow, woman suffrage, industrialization and urbanization, Progressive politics and the transformation of the American West. The lives of ordinary life and the transformation of popular culture will be at the center of our inquiries. Texts will include fiction and non-fiction, primary and secondary sources.

The Civil War emancipated four million slaves, shifted the balance of wealth and power in the United States (at least temporarily) from the South to the North, killed roughly 700,000 Americans, and changed the lives of all who survived it. It overturned institutions, political habits, and the role of government for everyone in the nation. It raised fundamental public questions about the meaning of citizenship, loyalty, and dissent in democratic governments, and fundamental personal questions about what it meant to be a man or a woman. The war abruptly eliminated the basic social structure that defined and ordered every aspect of life in one part of the nation while dictating foreign policy for the whole country, and it neutralized one of the nation’s greatest sources of sheer wealth: slaves. At the same time, the Civil War, emancipation, and Reconstruction left unanswered questions and ambivalent legacies with which we still wrestle. In this course, we will explore the causes, progress, controversies, and consequences of the Civil War and emancipation, constantly challenging ourselves to ask and answer the question, “How do we know what we know about the Civil War and emancipation?”

This class takes a comparative and interdisciplinary approach to the history of empires of the ancient and early modern worlds, with a special focus on empires and their cultural expressions. Topics include cultures of conquest and occupation, provincialism, slavery, resistance, critiques and celebrations, and legacies, as we explore how empires were created, challenged, sustained, and dismantled in the past. The class is discussion-based and incorporates excursions in Washington, including a visit to Dumbarton Oaks and a walking tour. This class is cross-listed by the Classics and History Departments.

Processes of historical change have become increasingly global during recent centuries. This seminar explores diverse approaches to historical globalization: political, diplomatic, economic, ecological, cultural. In addition, it examines the relations between globalizing processes and history as it is experienced, discussed, and debated in nations and communities. It asks why historical understandings have focused on national developments, while the forces of change have operated on ever larger scales.

How did Britain – an island nation – establish imperial hegemony across the Global South? In what texts and contexts, did religious, racial, and ethnic identities define a ‘British world’? How have anti-colonial communities negotiated the processes of decolonisation, past and present? This module charts the evolution of the British Empire from the end of the Napoleonic wars to the aftermaths of the Second World War. It explores the inequalities of the British imperial experience from the white dominions of Canada, Australia, and New Zealand to the colonial territories of India, Egypt, and South Africa. The course will examine themes such as slavery, state violence, immigration, nationalism, and multiculturalism from transnational perspectives. Students will interrogate contemporary debates on the memory of the British Empire through multidisciplinary sources, ranging from films such as James Bond to the street art of Banksy. Ultimately, this course asks, what is the legacy of the British imperial project to international relations, from the ‘gunboat diplomacy’ of the ‘scramble for Africa’ to the United Nations?

The seminar, “Expert Diplomacy,” traces the emergence and growing influence of experts as pivotal actors in the international system throughout the 20th century. It will explore how politicians increasingly viewed these individuals as indispensable carriers of specialized knowledge and relied on them as policymakers within technical committees of institutions like the League of Nations and the United Nations. Through seminar-style discussions, students will critically examine how international institutions provided platforms where experts could collaborate across borders, legitimize their knowledge, and establish themselves as influential players in shaping global diplomacy. We will also delve into how conferencing emerged as both a technique of internationalism and a means for advancing scientific progress, and assess whether this phenomenon is exclusive to a liberal international order.

The course is structured around six thematic sessions, each spanning two to three weeks, where we will explore the role of expertise in areas such as health, opium and international law, education and intellectual cooperation, economy, and development. Several central questions will guide our weekly discussions: How do expert communities form, and how have they shaped international relations? In what ways have experts balanced national interests with broader international goals? We will consider how these individuals, often navigating between the demands of national delegations and the priorities of international communities, have acted as de facto diplomats, shaping both state policy and non-governmental internationalism. By the end of the course, students will be equipped to critically assess the significance of experts in diplomacy and their impact on the trajectory of international governance.

Historical knowledge—and the knowledge of how nation states, politicians, world leaders, non-state actors, and national polities use history in the conduct of foreign affairs—is crucial to success as a diplomat or foreign policy practitioner. From the 1914 assassination of Archduke Franz Ferdinand, to myriad examples of American policymakers using the Munich and Vietnam analogies when debating policy, to China’s current use of history to make claims in the South China Sea, history is an ever-present factor in international affairs. This course will examine the ways in which these groups have used history to create historical narratives and its effects on the formulation and implementation of foreign policy. It will also examine the ways in which some countries deal with difficult aspects of their history. Key to this course will be an exploration of what history is, how it is portrayed, and who decides how it is portrayed. We will pursue the questions of how we can learn from history, how it affects international affairs, and what kinds of “lessons learned” policymakers can derive from history (and why). Furthermore, we will consider the question of whether or not historical analogies aid or burden policymaking decisions. Understanding history and how it is used is only one aspect of affective policymaking. Students will also explore how to sift through this information to make informed policy decisions in a fast-paced environment. Tasks will include weekly reading and short writing assignments; student led class discussions; and researching, writing, and presenting an eight to ten page final research paper on a topic of their choosing that deals with an issue of history in international affairs. Issues to be covered will include: -The uses and misuses of history: an overview of history in international affairs -Using history in the decision-making process -The Vietnam Syndrome and the Munich Analogy -The Boxer Rebellion: memory and its effects on policy -Knowing who’s across the table: history, culture, and race in foreign affairs -I’m sorry: apologies in the international arena The professor is Director of Programs and Research at the SFS Institute for the Study of Diplomacy. He is a diplomatic historian who served in multiple roles at the Department of State. He recently completed a one-year tour for the Office of the Director of National Intelligence as the Presidential Daily Briefing Book briefer for State Department senior officials.

Revolutionary Ireland, Woodrow Wilson famously observed in the aftermath of WWI, was the ‘great metaphysical tragedy of the day’. This course surveys the Irish Revolution, for the first time, as a transnational historical event. It examines the Irish Home Rule and Ulster Unionist movements during the Ulster crisis from Canada to Australia; explores the relationships of Irish-American nationalists with African-American, Native American, and Latin American activists; and measures the post-war political impacts of Ireland from the Kremlin to the White House. The course opens the study of the Irish Revolution to new transregional areas of inquiry. How did the Irish diaspora in the United States effect political change in Ireland? What impact did political violence in Ireland have on anti-colonial movements across the British Empire? Did the Irish Revolution form part of a post-war global ‘age of revolutions’? Students on this course will engage with unique primary source collections from archives around the world.

This course and summer lab will explore the history of relations between Japan and Korea from the perspective of social and cultural interactions to understand historical memory issues in context. The Spring seminar will focus on topics ranging from early-modern diplomacy and trade to colonial rule, wartime mobilization, decolonization, and contemporary connections, including youth culture, J-pop, and K-pop. We will also explore social issues related to tourism, particularly the “dark tourism,” which will be one focus of the summer lab. The course’s main objective will be to co-author a guidebook to sites that connect the two countries.

After the end of the semester in May, participants will embark for two weeks of fieldwork in South Korea and Japan. In addition to visiting historical sites and museums, we will meet with Korean and Japanese faculty and students to discuss historical memories and share experiences. Based on fieldwork during the trip, we will flesh out the guidebook for online publication.

Please note that students will be registered by their deans or SFS OGE staff for these courses, following application review and interview.

This C-Lab module accompanies the semester-long course (ASST 3100/HIST 3300) with two weeks’ fieldwork in May. Students signing up for one are obligated to participate in the other, although the international fieldwork can be taken for no credit.

Their reputation is complex. Lionized by some, vilified by others, the Jesuits have been involved in virtually every facet of early modern and modern culture in all corners of the globe for half of a millennium. This seminar is about the what, why, and how of Jesuit thought and action, and the strong reactions they inspired.

Theology has been central to them, but they have also engaged in philosophy, the arts, and the sciences from their 16th-century founding by Ignatius Loyola to the present day, as a Jesuit reigns as pope. Jesuits, individually and corporately, have grappled with politics and political thought from Reformation de-bates over regicide to modern debates over social justice. Jesu-its can be found on all sides of the Galileo Affair, and Jesuits run the Vatican observatory today. Jesuits were among the first Europeans to enter the Forbidden Palace in the 17th century and were expelled from Saddam Hussein’s Iraq in the 20th. Jesuits developed havens for indigenous people in 17th century New Spain and simultaneously engaged in the transatlantic slave trade. Jesuits produced anti-semitic tracts in 1920s Vienna, but participated in the plot to overthrow Hitler in the 1940s. In the last century they ran elite high schools in Mexico, but were executed for advocating radical social and economic reform in Central America.

Theologians, polemicists, political theorists, astronomers, dramatists, pharmacists, architects, engineers, governors of Amerindian settlements, cartographers, musicians, and, above all, missionaries and schoolmasters, Jesuits were active in virtu-ally every country of Europe and Latin America, in many countries of Asia, and even in a few in Africa. They are thus an ideal subject for a seminar because participants have a wide range of areas of research to choose from.

Business historians often trace the origins of modern multinational firms – from Amazon to McDonalds – to the European trading companies of the early modern world. Like modern firms, these corporations had investors, governance structures, and often tense relationships with political authorities in their home states. But these early European trading companies also commanded armies and navies, ruthlessly colonized and subdued indigenous empires, and participated in the enslavement and human traffic of millions. This course will examine the global histories of early trading companies, including the Virginia Company, the Royal Africa Company, and the British, Dutch, and French East India Companies. Who were the investors and shareholders in these ventures, and what power did they have in governing their companies? What political, military, and economic relationships did the companies forge with major, non-Western powers like the Mughal Empire and China? What kinds of financial and political controversies did they generate in Europe, and what was the ultimate human cost of their business abroad? What happens when a company acts like a “state,” and what does the early modern period teach us about business structures today? We will read new historical work on the relationship between corporations and empire, from western and non-western perspectives. We will also read key primary source documents from the histories of the British, Dutch, and French companies, including charters, legal acts, diplomatic correspondence, and works of economic and political thought by authors such as Adam Smith, Josiah Child, Hugo Grotius, Denis Diderot, and Edmund Burke.

In this seminar course we will study the history of marriage in Europe, from the ancient Greek world all the way to today’s debates around same-sex marriage. Marriage is of course a fundamental institution of social life in all societies, but the ways in which it operates in the life of individuals and communities is shaped by many social, cultural, religious, political, scientific, legal, and other factors and ideas. We will aim to understand its developments in European history and to connect those developments to the broader context of each successive era. We will also consider depictions of individual marriages (and of marriage in general) in literary works, such as novels, poetry, (auto)biographies, and letters.

Most of our evidence will be textual, but we will also examine some visual sources. Our textual sources will be roughly evenly divided between primary sources of all genres and types (from fiction to judicial sources, from religious tracts to biographies of specific individuals) and secondary (i.e., scholarly) modern works of interpretation and historical analysis. This course is a seminar, and thus most of our class time will be devoted to group discussions of our sources. The writing assignments will give students a chance to practice various forms of academic writing.

This course covers the upheavals and transformations of the period historians call the long 1960s (roughly 1955-1975) across Latin America, looking at radical movements, the counterculture, and their repression; gender and student movements; transnational anticolonialism; and the tremendous impact of the Cuban Revolution. We will focus especially on cultural production from the period, examining how artists, filmmakers, and composers sought to depict history and effect change. We will also consider the history versus memorialization of the so-called Global Sixties.

Since the declaration of the world’s first Modern Art Week in São Paulo in 1922, Brazilian artists and creative leaders have self-consciously positioned themselves in the cultural vanguard. This course explores Brazilian cultural movements and manifestations including modernism, neo-concretism, bossa nova, tropicalism, desbunde, and more, in literature, painting, film, sculpture, graffiti, comics and other media. This is a designated CAS CURE (Course-based Undergraduate Research Experience Class).

This seminar explores political cults of personality in imperial, Soviet, and post-Soviet Russia. We shall specifically examine the leadership cults of Tsar Nicholas, Aleksandr Kerensky, Vladimir Lenin, Joseph Stalin, and Vladimir Putin, in addition to thinking about leadership cults comparatively in a global context. What is a personality cult? How are they produced? Who orchestrates their mass production? How successful have they been in mobilizing the masses? We shall grapple with these questions, among others, while examining a range of primary sources, including newspaper articles, speeches, official histories, novels, songs, poems, paintings, posters, and feature films.

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.

What’s in an archive? This class explores one of the basic building blocks of historical scholarship: archives. Students will learn about the theory and history of archives and get practical experience in navigating, managing, analyzing, understanding, and using historical archives in both analog and digital forms. Students will visit archives in person and meet with archivists at Georgetown and in the Washington, DC area. This class is especially designed for students who are planning to write a senior thesis based on archival research.

What are the origins and manifestations of fascism? Why did fascist ideology entice so many Europeans from different social backgrounds between World Wars I and II? Is fascism something that belongs to the history of the 20th Century, or are there parallels with what some call fascism today? In this course students will find responses to these and related questions, learning about the nature of fascism as an ideology and as a set of practices. The course will explore the birth and first flourishing of fascism in interwar Italy, Germany, Romania, Hungary, and other regions, before turning to its legacy for today’s far-right populism and debates about fascism’s resurgence.

Economic historians have debated when western European economic development surpassed China and other world regions, with answers ranging from 1500 to the late nineteenth century. This course takes a multi-regional approach to the study of economic development in the period. We will begin with foundational questions like how economic development should be measured, and then consider how political, economic, social and intellectual institutions interacted with global developments to foster industrialization, initially in Britain but rapidly spreading to the Low Countries, France, and Germany. Readings will be comparative, including detailed discussion of economic developments in China, India, Africa, the Caribbean, and Latin America.

Existential risks threaten to drive humanity to extinction, or at least permanently prohibit humanity’s future flourishing. We seem to live in an era defined, in part, by the proliferation of such risks, from extreme climate change to nuclear war, from engineered pandemics to artificial intelligence. Half of this this course guides students through the history of such risks. It explores the origins of existential risk as a concept, and then reveals how different existential risks – including nuclear winter, asteroid impacts, the ozone hole, runaway global warming, and even alien invasions – were mitigated or exacerbated in different parts of the world between the nineteenth and twenty-first centuries. In the second half of the course, students collaborate to develop solutions to a present-day or near-future existential risk that seems particularly urgent. The solutions could, hopefully, guide government responses to that risk – and thereby make the world a little safer than it once was.

This is a multidisciplinary research colloquium on the Indian Ocean with an experiential learning component, designed to allow students to develop independent research projects.

South Africa in the Indian Ocean: The port city of Cape Town provides a rich environment for the study of relations between South Africa and the wider Indian Ocean. In this co-taught intensive research seminar, we will examine the histories that have shaped this region by researching maritime trade, colonization, slavery, and indentured servitude through historical, anthropological, and imaginative writing. Admission is by departmental approval ONLY (email the professor to ask for access to the application form). Students in the class will travel to Cape Town, South Africa (exact dates TBC, costs covered by GU) in the first week of March 2026 as part of the class, and will complete a 20-page research paper.

This course introduces students to the subject matter and methods of the economic approach to studying the past. Students will learn how quantitative data and economic logic can help historians frame and answer certain historical questions. Readings and examples from economic historians will represent various schools of thought and will address salient questions in world history. This is a seminar course, which means that instruction is mainly discussion-based. The course will also include 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. No prior course in economics is required.

Between 1945 and 1975, Europe’s former colonies in Asia and Africa became sovereign and independent nations. More than 60 nation-states gained independence in these three decades. This course will examine the process of decolonization, both the anti-colonial liberation movements that preceded as well as the many challenges that followed formal independence. Amongst other aspects of decolonization, this course will examine the formation of the Third World; the Cold War context; the role of multi-lateral institutions like the United Nations and the International Monetary fund; neo-colonialism; the challenges of post-colonial state formation; and the enduring problems of poverty and material deprivation in Asia and Africa.

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/

Since the seventh century, millions if not billions of Chinese men (and, in extremely rare cases, women) shared a dream: to pass the civil service examinations. The exam shaped both the literati world and popular culture of imperial China and still influence Chinese society today. This course gives you a chance to learn the basic texts of the exams (i.e. certain Confucian schools) and a minor dose of the exam-taking experiences. More importantly, it focuses on the dynamic and evolving interactions between the exam system and its curriculum (certain Confucian schools) and politics, culture, and the experiences and struggles of exam-takers and their families.

At the same time, this course aims to introduce common digital humanities tools in historical studies. Throughout the course, you will learn text analysis, text analysis, georeferencing, geocoding, and other skills that pave the way for developing your own digital humanities skill set for your own research. No coding experiences are expected.

This course will look at the origins, practice, and nature of Fascism as it developed in Europe between the world wars. To that end, readings by Fascist theorists such as Mussolini and Hitler, as well as by historians who analyze and describe the phenomenon will be used. Films from and about the era will also be part of the material for the course. In addition to discussing historical Fascism, the course will also take a look at what, if anything, connects the meaning of Fascism as it existed in the past and how that term is used today.

Mexico and Cuba, so different in social trajectories, have been shaped by revolutions more than any other nations in the Americas. Mexico was built upon Mesoamerican communities and forged under Spanish rule, its silver pivotal to the rise of global capitalism. Beyond the port of Havana, Cuba was marginal to Spain’s empire and the world economy—until it became the Americas’ leading sugar and slave society after 1800.

The Haitian revolution of 1790 to 1804 opened the way to Cuba’s rise; The Bajío revolution broke Spain’s empire and made Mexico from 1810 to 1820. Cubans rose against Spain from 1868 to 1878, then again from 1895 to 1898, when they claimed independence, only to face US hegemony. Mexicans drove a national revolution after 1910; Cubans made a socialist revolution in 1959. Then the world turned: in Mexico the Chiapas rising failed in 1994 while Cuba’s revolution collapsed as Soviet socialism fell. This seminar explores why two such different nations, both forged in the shadow of US power, were shaped and reshaped by revolutions—until revolutions dissolved in times of globalization.

The course will analyze the traditions of insurrection in the Andean countries, from the Túpac Amaru/Túpac Katari rebellions of the late eighteenth century to the modern-day indigenous movements in Ecuador and Bolivia. Other major movements, such as the role of indigenous peoples in the construction of the Peruvian nation, the 1952 Bolivian Revolution, and the Peruvian Shining Path guerrilla movements will be studied in comparative perspective. Each student will prepare a research paper on an Andean indigenous movement and present it to the class.

The course examines the relationship between the Islamic World and Europe under four subheadings: 1) Encounters, 2) Diplomacy and Espionage, 3) Warfare and Soldiers, and 4) Pirates, Corsairs, and Slaves. The course aims to explore the complex relationship between the Ottoman Empire and Europe, challenging the “clash of civilizations” approach and more recent historiography that has overstated the importance of encounters and acculturation, downplayed the significance of religion, and portrayed Ottoman sultans as Renaissance princes. We will focus on the multi-layered encounters and relations (diplomacy, intelligence gathering, commerce, and wars) between the Ottoman Empire and its main European neighbors and adversaries (Venice, Spain, and the Habsburg Monarchy) in the early modern period. While discussing trans-cultural violence, the course studies competing ideologies (jihad/ghaza and crusade) and practices such as raids, piracy, imperial campaigns, and frontier warfare.

The Russian Empire played a major role in global debates about the nature and purpose of political power after the French Revolution. In this seminar, we will discuss works by prominent Russian conservative, liberal, and socialist thinkers, including Dostoevsky, Herzen, and Lenin, in order to understand how Russia developed as a hotbed of ideological experimentation culminating in the revolutions of 1917. Topics will range from terrorism to religion, from economic thought to the rights of women and national minorities. We will pay particular attention to the relationship between Russia and other parts of the world, especially Europe and the United States.

Embark on a profound journey through Ukraine’s tumultuous history, exploring the haunting theme of genocide from the era of Hitler to the present day under Putin’s regime. This course offers a meticulous examination of historical events and political dynamics, providing students with a deep understanding of the tragic occurrences that have shaped Ukraine’s destiny. By engaging with primary sources and expert analyses, participants will critically evaluate the far-reaching impact of genocidal actions against Jews and Poles on the nation’s culture, identity, and relationships with its neighbors. Additionally, the course will shed light on Putin’s view of history and global order, highlighting their relevance in Russia’s war against Ukraine and offering insights into how historical narratives can be manipulated for political purposes.

Readings in this upper level seminar will be oriented around the concept of political economy of cities. We will focus on U.S. capitalism in its spatial and material form in so far as it helped create and shape U.S. cities, their prosperity and inequality. Readings, mostly focused on the 19th and 20th centuries, will enable us to look at how economic development, the state, labor, and markets gave rise to cities and their regional industries. City-making has been a product of uneven relations between the state, corporations, elites, reformers, activists, and others at different moments in time. How has the workings of American capitalism shifted in the lives of the city residents over time? What social movements have risen to address the inequities built by capitalist imperatives? How has urbanism reflected not only market power but people power? Students will write a major research paper or historiographical paper on one aspect of capitalism and the American metropolis, drawing on archival, primary, and secondary sources.

This is an upper-level seminar offering deep reading into books and formative articles on women’s and gender history. Not a survey, but a deep dive into the literature, this course is an opportunity to examine the formative and recent methods and theories in use to undetstand the past of women and gender in the United States. We will also read primary sources. Papers, no exams.

This course will examine the history of workers in the U.S. from 1945 to the 2020s, looking closely at changing labor relations and labor markets, the rise of women’s wage-earning, civil rights, immigration, law and government policy, public sector employment, the impact of technology and the reorganization of work, union decline and efforts at revival, and debates over the “future of work.”

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 – Caliphs & Emperors – Osama Abi-Mershed
HIST 1099 – Internationalism: The Geneva System – Nicole Albrecht
HIST 1099 – American Revolution – Chandra Manning
HIST 1099 – Conflict in Mod LatinAm Hist – Calla Cameron
HIST 1099 – US Working Lives – Joseph McCartin
HIST 1099 – Women in EME – Amy Leonard
HIST 1099 – Bantu Expansions – Kathryn de Luna
HIST 1106 – Atlantic World – Greg Beaman & Victoria Broadus
HIST 1107 – Pacific World – Christine Kim
HIST 1200 – Early Africa: Histories & Methods – Kathryn de Luna
HIST 1201 – Modern Africa – Meredith McKittrick
HIST 1301 – History of China I – You Wang
HIST 1308 – Modern South Asia – Ethan Weisbaum
HIST 1401 – Europe I – James Shedel & Alan Tulchin
HIST 1410 – Europe:Age of Reason/Sentiment – Tommaso Astarita
HIST 1503 – Latin America I – Rebecca Andrews
HIST 1601 – Middle East I – Gabor Agoston
HIST 1703 – East European History I – Christopher Stolarski
HIST 1802 – US History Since 1865 – Erica Lally
HIST 2001 – Internship Tutorial Fall – Tommaso Astarita
HIST 2103 – History of Antisemitism – Jonathan Ray
HIST 1109 – The Islamic World – Jonathan Brown
HIST 2405 – Spain & Portugal: Age of Empire – Tommaso Astarita
HIST 2412 – History-Legend in Med Britain – Stefan Zimmers
HIST 2421 – Modern Ireland – Darragh Gannon
HIST 2608 – History of Iran – James Gustafson
HIST 2801 – U.S. Latinx History – Mike Amezcua
HIST 2806 – The US in the World to 1945 – Susan Perlman
HIST 2823 – Af Am History since 1865 – Kelsey Moore
HIST 3106 – History of Globalization – Michael Douma
HIST 3110 – Arab Migration to the Americas – Diogo Bercito
HIST 3116 – Brazil and the Atlantic World – Victoria Broadus
HIST 3211 – Back to Africa Movements – Titilola Somotan
HIST 3260 – History of African Cities – Titilola Somotan
HIST 3350 – HK&China:Cross-BorderHistory – Denise Ho
HIST 3415 – Neighboring Worlds – Dagomar Degroot
HIST 3419 – Conflict in N Ireland – Darragh Gannon
HIST 3425 – Mary Through The Ages – Vanessa Corcoran
HIST 3431 – Florence:The City & its Image – Tommaso Astarita
HIST 3501 – Making Nations in Lat Amer – Erick Langer
HIST 3614 – Environmental History of Iran – James Gustafson
HIST 3820 – Intel in US Foreign Policy – Susan Perlman
HIST 3823 – HandsOn DC History: C. Barton – Chandra Manning
HIST 3824 – California Capitalism – Crystal Luo
HIST 3825 – Black America Since the 1960s – Danielle Wiggins
HIST 4102 – Global Age of Revolution – Gregory Afinogenov and Elizabeth Cross
HIST 4123 – Asia in Washington – Christine Kim
HIST 4206 – Apartheid – Meredith McKittrick
HIST 4308 – The Pacific:Past,Present,Future – Patricia O’Brien
HIST 4314 – Masculinity in Imperial China – You Wang
HIST 4410 – The Enlightenment – Allan Tulchin
HIST 4512 – Indigenous Politics – Daniel Cano
HIST 4605 – Society/Politics Modern Turkey – Mustafa Aksakal
HIST 4711 – Memory Wars: Ukr, Rus & EE – Diana Dumitru
HIST 4900 – History Portfolio Workshop – Chandra Manning
HIST 4998 – Sr Sem: History Honors – Aviel Roshwald

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 – Middle 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 1960s – 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 Worlds: 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 History 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