Undergraduate Level Courses

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 linked section. Registration in a linked discussion section of this course is also required. HIST 1099 fulfills one of the Core requirements for CAS and SFS students and must be taken at GU; it should ideally be taken in your first or second year. Please note that if you receive AP/IB history placement or credit, you cannot take HIST 1099 for credit.

The frightening vision of a Third World War has gripped the United States since even before the Second World War formally ended. When might the next global conflict start? How might it be fought? And what might a post-WWIII world look like? Throughout the Cold War and even today, politicians, diplomats, military officials, scientists, religious ministers, fiction writers, peace activists, and ordinary citizens alike have been struggling to anticipate, plan, survive, or prevent the world war that is yet to come.Using a wide range of scholarly publications and primary sources, ranging from secret war plans to civil defense manuals, from Sci Fi literature to video games, this course will explore the emergence, popularization, and transformation of discourses in the United States about WWIII from the middle of WWII to the present. We will consider a wide variety of popular speculations about a possible cause, development, and consequence of the global conflict. Those include, for example, communists, terrorists, mad scientists, extraterrestrial aliens, killer robots, computer errors, and human mistakes. By discussing each of these scenarios along with its historical context, we will ask ourselves what it tells us about the following key domestic and international issues for the United States since 1945: political ideology, class, race, gender, empire, science and technology, health and safety, and the natural environment. The ultimate goal of this historical inquiry is to contextualize and historicize our own ideas about WWIII today – and to imagine a more peaceful alternative of the future. This is a linked section. Registration in a linked discussion section of this course is also required. HIST 1099 fulfills one of the Core requirements for CAS and SFS students and must be taken at GU; it should ideally be taken in your first or second year. Please note that if you receive AP/IB history placement or credit, you cannot take HIST 1099 for credit.

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. HIST 1099 fulfills one of the Core requirements for COL and SFS students and must be taken at GU; it should ideally be taken in your first or second year. Please note that if you receive AP/IB placement or credit, you cannot take HIST 1099 for credit.

How and why has the American electorate changed since the nation’s founding? How have the campaigns for and outcomes of contests for national power evolved – and how have these elections altered the ideas and functions of those who won and those who lost? This class will address these questions and others critical to an understanding of electoral politics in U.S. history. This is a linked section. Registration in a linked discussion section of this course is also required. HIST 1099 fulfills one of the Core requirements for CAS and SFS students and must be taken at GU; it should ideally be taken in your first or second year. Please note that if you receive AP/IB history placement or credit, you cannot take HIST 1099 for credit.

This course will introduce students to the discipline of history through an exploration of the civil rights movement, understood as the mass social, political, and legal movement to abolish segregation, discrimination, and racial inequality in the United States in the mid-twentieth century. Examining a range of primary sources, many of which will focus on the black movement for freedom in Washington, D.C., as well as both classic and cutting-edge secondary literature, we will use the civil rights movement as a case study to investigate several themes in modern United States and African American history, including democracy, power, justice, equality, violence, class, gender, and rights. We’ll also discuss historiography, historical methodologies, public history, and other key facets of historical study. This is a linked section. Registration in a linked discussion section of this course is also required. HIST 1099 fulfills one of the Core requirements for CAS and SFS students and must be taken at GU; it should ideally be taken in your first or second year. Please note that if you receive AP/IB history placement or credit, you cannot take HIST 1099 for credit.

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. This is a linked section. Registration in another linked section of this course is required. HIST 1099 fulfills one of the Core requirements for COL and SFS students and must be taken at GU; it should ideally be taken in your first or second year. Please note that if you receive AP/IB placement or credit, you cannot take HIST 1099 for credit.

Pandemics are nothing new. Humanity has suffered and survived countless large-scale outbreaks of infectious disease. Most of those pandemics remain very poorly understood. This course explores debates, evidence and methods in the humanities and the sciences of the human past to examine four ancient and medieval pandemics: from the Athenian Plague to the Black Death. Students learn how to critically assess premodern written sources, are introduced to premodern conceptions of health and ‘public health’ efforts, and are exposed to the concepts, data and methods of the infectious disease sciences and paleosciences now fundamental for our assessments of past disease. The importance of thinking interdisciplinarily and applying our disease past to our present are stressed throughout. This is a linked section. Registration in a linked discussion section of this course is also required. HIST 1099 fulfills one of the Core requirements for CAS and SFS students and must be taken at GU; it should ideally be taken in your first or second year. Please note that if you receive AP/IB history placement or credit, you cannot take HIST 1099 for credit.

Atlantic World draws together the histories of four continents, Europe, Africa, North America, and South America, to investigate the new Atlantic world created as a consequence of the Columbian encounter in 1492. The class traces the creation of this world from the first European forays in the Atlantic and on the coast of Africa in the fifteenth century to the first wars for colonial independence and the abolition of slavery. Topics include the destruction and reconfiguration of indigenous societies; the crucial labor migrations of Europeans, Native Americans, and Africans; and the various strategies of accommodation, resistance, and rebellion demonstrated by the many different inhabitants of the Americas.This is a linked section. Registration in another linked section of this course is required. This class fulfills a Core History survey requirement for College and SFS students.

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.

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 class has a $100 lab/materials fee. Some seats are reserved for Hagers Scholars. This course is a general survey and explores the rich history of people living in Africa from very early times through the 19th century. We will focus our attention on several regional case studies, including 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, and the Kongo Kingdom and Atlantic slave trade. 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, travelers’ accounts, art, oral traditions, photographs, the reconstructed vocabulary of dead languages, and many others.

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 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 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.

After a brief overview of earlier developments, the course will survey the history of Europe from the fourteenth to the eighteenth century. We will consider social, cultural, political, economic, religious, intellectual, and artistic developments. We will use our study of the broad trends of European history also to approach and understand at an introductory level various elements of historical work and analysis: what are primary sources, and how we can examine them and employ them in our analysis; what types of non-textual evidence historians use (visual sources, artifacts of all kinds, etc.) and how; how we construct an argument based on our evidence; how we can formulate questions to guide our research and analysis; how to present and employ historical evidence in our 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. Thus, the course primarily aims to help students think historically and understand the process of historical reasoning and analysis. The emphasis will thus be less on memorizing events and facts than on raising and discussing questions and on examining evidence. The lectures will primarily offer a survey of events and developments, but several of them will also include exercises and analysis of sources and questions. Our readings are texts of varied nature, and we will try to understand how each type of text can help us analyze various historical problems. This is a linked section. Registration in another linked section of this course is required. This class fulfills the Core History survey requirement for College Students.

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.

Europeans linked the peoples of the Americas to global processes after 1500. Long histories within European empires and global capitalism led to regionally diverse societies that became the bases of national projects. Beginning in the 1770s, nations were shaped by diverse ways of power and life within—while linked together and facing global challenges that changed over time. We focus on the US, Mexico, Brazil, and Cuba, exploring their complex political, social, and cultural trajectories as they evolved together in a world of change.

Before 1800, Mexico made silver to fund global trades sustained by enduring indigenous communities, while Brazil set enslaved Africans to making sugar and gold. Both were pivotal to capitalism before 1800—while Cuba and the US found lesser dynamism. After decades of conflict and reconstruction from the 1790s to the 1830s, Brazil revived making coffee, Cuba led the world in sugar, and the US rose as an industrial power built on cotton—all made by enslaved hands. Meanwhile, Mexico revived silver and built industries, all sustained by family growers—to face a US invasion in the 1840s that blocked its northward expansion. From 1865 to 1888, the US, Cuba, and Brazil struggled to end slavery while the US drove west to claim continental hegemony. From 1895 to 1959, Cubans and Mexicans pressed revolutions seeking social justice in the shadow of US power, while Brazil struggled to industrialize after slavery, and the US fought to assert global hegemony set in social diversity. Then after 1950, globalization drew power to US cities while insecurities plagued families and communities across the world.

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.

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).

The Slavs, Origins of Russia, Kiev, the Mongol period, Muscovy, Imperial Russia to 1825 with special attention to autocracy, serfdom, foreign policy, the Orthodox Church, Westernization, society, culture, and the birth of the revolutionary movement.

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.

Enrollment by tutorial form and permission of Department only 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.

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.

From the 1600s to the 1950s, France – as both a monarchy and a republic – governed many colonial and European empires, embracing (at different times) territories as diverse as Haiti, Algeria, Vietnam, India, and Canada. This course will trace the French Empire’s extraordinary rises and falls from its seventeenth-century origins to the era of decolonization in the mid twentieth-century. How did the French Empire come into being? Who ran it and how? How did French rule affect its colonial subjects overseas? And how did the French at home respond to imperial challenges and opportunities? Although the Age of Empires has gone, we will trace its political and cultural legacies as they are stamped across our world today.

This course will study major issues and developments in Christian life and thought during the Reformation era. It will begin by examining problems of Church and theology on the eve of the Reformation, and will trace the development of the Reformation in the theology and actions of the major Protestant reformers. Similarly, it will examine the currents leading up to the Council of Trent and its reforming impact on Catholic religious life. Finally, it will deal with the consequences of the Reformation on Christian life in general, including its effects on popular culture, women, gender, and sexuality. Readings include a mix of primary and secondary sources, covering the history, theology, politics, and culture of the sixteenth century.

This course will examine the role of gender and sexuality in the making of the modern Middle East from the late Ottoman period to the present. It will focus on the relationship between gender and sexuality and how they have been transformed by processes of colonialism, capitalism, nation-building, middle-class formation, and racialization. Through key sources in feminist history, we will also explore the ways in which women in the MENA region have responded to and shaped these historical processes.

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?

Jazz, Civil Rights and American Society will trace social conflict and social progress through the study of Jazz music. Starting with its antecedents, the Negro spirituals of the mid and late 19th Century, and the development of Blues music at the beginning of the 20th century, we will explore how the lyrics and music of Black people have expressed their desires for freedom and equality. From Duke Ellington’s “Black Brown and Beige” to Louis Armstrong’s “Black and Blue” to Billie Holiday’s “Strange Fruit” to Charles Mingus’ “Fables of Faubus” and Charlie Haden’s “Liberation Music Orchestra,” the sweet syncopations and heartfelt realities of Jazz music will be explored. We will look at how the music differed in various cites and areas of the country. We will look at similarities and differences among black and white musicians. In addition to studying and analyzing the influence of Jazz on America society we will also look at its spread throughout Europe, Latin America and the Caribbean, South America, Asia and Africa. In addition to class readings, we will weekly listen to music, view audio clips of live performances and hear what the musicians themselves have to say. And most importantly, we will have fun as we learn.

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 explores the environmental and social history of the Eastern Mediterranean during the Roman period (1st-7th centuries CE), with particular attention to the Levantine eastern Mediterranean–roughly encompassing Roman Syria, Phoenicia, and Judaea/Palestina. It examines how climate, landscapes, and human management of land and resources shaped settlement, agriculture, and urban life, and how imperial frameworks and local communities interacted over time. Using archaeological, textual, and paleoenvironmental evidence, the course traces processes of continuity and change from the early Roman Empire through Late Antiquity, emphasizing regional diversity, resilience, and transformation.

Women and Movement in the Early Modern Atlantic: Captives, Travelers, and Migrants The purpose of this course is to examine the shifting ideals, expectations, and realities faced by early modern women through the lens of human movement around the Atlantic world. Colonialism, slavery, and imperial conflict compelled women to move, both willingly and unwillingly. Other women’s lives were changed by the movement of others whose arrival forced massive changes upon them. Through readings about these women, students will discuss how the intersections of race, gender, and religion shaped women’s individual lives as well as larger developing systems and ideologies.

A Global History of Borders Borders are so pervasive in our daily lives that we tend to take their existence – and enforcement – as an inevitability. How does a politically imagined line have such real consequences on our daily lives? This course is a global history course with a strong focus on the borders of Southwest Asia since 1800. We will learn about borders and their afterlives in Turkey, Syria, Palestine, Israel, Namibia, the United States, Mexico, Russia, Bosnia-Herzegovina, and Germany – just to name a few. The structure of this course is thematic. Together, we will read about and discuss the different social and political mechanisms that contribute to the making and unmaking of a border. We will look at infrastructure, environmental factors, census making, population transfers, walls, informal economies like smuggling, and land ownership as they relate to boundaries and their (un)enforcement. Assignments throughout the course of this semester will prepare you to write a final research paper that relates to borders.The purpose of the class is to interrogate borders as man-made and ideologically enforced entities. By examining borders as fluid, cosmopolitan, and products of both empires and nations, you will come away from this class with the tools to think critically about how borders shape the idea of a “global majority” today.

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.

This course explores 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; interrogates 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. Revolutionary Ireland, Woodrow Wilson would famously conclude, was the ‘great metaphysical tragedy of the day’.

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.

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.

2026 marks the 800th anniversary of the death of St. Francis of Assisi, whose relics will be displayed publicly for the first time this year. The course will focus on the life and death of Saint Francis, including many of his writings, his work with St. Clare of Assisi, founding the Franciscan Order, the Canticle of the Sun, and his other theological texts. We will read Thomas of Celano’s vita and examine the swift canonization process of St. Francis. It’s impossible to understand the vision that Pope Francis had for his papacy without understanding his medieval namesake, whose ministry espoused care for the poor and the environment. By reading parts of Pope Francis’s autobiography (Hope) and his most celebrated papal encylical (Laudato Si), we will understand how this Jesuit pope framed his papacy around the medieval Franciscan’s identity.

The French Wars of Religion nearly destroyed the strongest state in Europe, and the St Bartholomew’s Massacre was the worst episode of religious violence in European history. They were thus a crucial turning point in European history for both religion and politics.

Inventing Nations: Central Asia in the Long Twentieth Century (1880s-2000s) This course offers a broad overview of Central Asian history from the late nineteenth century, when Turkestan’s violent incorporation into the Russian Empire turned it into Tsarism’s most overt colonial possession – through the Soviet and post-Soviet periods, focusing on the emergence of the “Stans” (Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan). Tracing the region’s metamorphosis over three state formations, this course examines how these five nations were forged, categorized, and institutionalized across the long twentieth century. Central Asia’s transformation during Russian and Soviet rule entailed profound interventions into local society: the regulation of Islam and management of gender norms, the reorganization of nomadic and sedentary ways of life, the promotion of ethnicity and the redrawing of borders, as well as the imposition of new economic and environmental regimes. The course examines these topics as it situates Central Asia at the heart of empire and nation-building processes, challenging portrayals of the region as merely a peripheral “bridge” or “pit stop” between civilizations. Instead, it highlights Central Asia as a dynamic space where imperial ambitions, local agency, and transnational ideologies intersected. The title Inventing Nations reflects the course’s central analytical concern: how modern Central Asian nations were not primordial or inevitable entities, but rather contingent products of historical shifts defined by colonial rule, Soviet social engineering, and local negotiation. Students will critically engage with the concept of nation and national identity, investigating how categories such as “Kyrgyz,” “Uzbek,” or “Turkmen” were assembled, contested, and crystallized over time. The final part of the course turns to the post-Soviet period, analyzing independence, state-building, and the growing significance of Central Asia as a more cohesive and strategically important region in the contemporary world. Students will also be introduced to the rapidly expanding body of new scholarship in Central Asian studies, reflecting the field’s dynamism and global relevance. Students will develop critical skills in historical analysis through engagement with primary sources, secondary scholarship, and visual materials. By the end of the course, they will have a nuanced understanding of Central Asia’s social transformations and political trajectories across the twentieth and early twenty-first centuries.

What is surveillance? Who conducts it, and who subject to it? How have state actors, businesses, and private individuals justified and used surveillance, and how have people resisted being watched? This course explores these questions within American history, from the nation’s founding to the post-9/11 era. Key themes that the course considers are the relationship between surveillance and privacy, the state and society, and national security and civil liberties. The course will give particular consideration to the interplay between public and private actors and to ways in which race, class, gender, ethnicity, and sexuality shape experiences of surveillance. Through in-class discussions and debates, a midterm exam, policy memo, and final research paper, students will gain a better understanding of changes and continuities in tactics, policies, and responses to surveillance by state institutions and private actors over time. This course is particularly relevant for anyone interested in history, government, security studies, and ethics.

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.

Where Do We Go From Here: Black America Since the 1960s – 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.

This upper level seminar will examine the institution of slavery as a global historical phenomenon. We will consider case studies from a wide range of time periods and regions. In doing so, we will also investigate the global history of categories such as race which have been intimately connected to the history of enslavement and consider how the lens of global history can deepen our understanding of slavery as an institution.

Russia and China: Imperial Encounters, 1619-1927 explores the encounter between Russia and China in an era when both states were ruled by powerful imperial dynasties: the Romanovs and the Qing. We’ll talk about how the two states traded, fought, spied on one another, and managed their mutual frontier–the longest land border in the world. By the end, we’ll see both empires overthrown by powerful, interconnected revolutionary movements, whose legacy continues to shape our world. This course fulfills the Group A requirement for History majors.

Global Highways examines cities from a historical perspective focused on urban and suburban development, particularly infrastructure; experiences of slavery, resistance, and freedom unique to urban spaces; cultures of sound and music that have special relationships to urban populations, such as jazz, kwela, and samba; and the legacies of colonialism and forced labor in present-day tourist economies. The class centers weekly readings related to New Orleans, Louisiana; Johannesburg and Cape Town, South Africa; Paris, France; and Rio de Janeiro, Brazil. Using primary sources, including text, music, and film, as well as secondary literature written by historians, musicians, artists, and activists, students will learn how to listen to a city to know its history; acquire broad knowledge of the relationship between urban development and slavery in the Atlantic world; and apply this knowledge to urban planning, historic preservation, performance studies, and historical analysis.

This seminar examines selected aspects of 19th- and 20th-century nationalism, combining theoretical readings with case studies. The case studies are mostly European (simply because that happens to be the instructor’s field), but not exclusively so. The approach is broadly comparative, and issues discussed will include some of the classic ones debated in the field, such as: What connections are there between modernity and nationalism? What is the relationship between civic and ethnic conceptions of nationhood? How did evolving information/communication environments and systems shape the development of nationalisms? Although the geographical focus of most assigned readings is on modern Europe, students are encouraged to write their term papers on any region and time period they are interested in, as long as the theme is connected to nationhood and nationalism. The course can thus be counted toward any regional field, depending on the paper topic and subject to approval.

Human beings, regardless of when and where, have looked to the skies and pondered, “what’s up there”. Answers and speculations have found their way into religious texts, scientific books, and the canon of world literature. Some reflections highlight the differences between the world above and the world we live in, others on connections and similarities. But from tide tables to horoscopes, a common conviction linking Antiquity to the present is that the world(s) above influences the world below. The subject of this seminar is ideas about and reflections upon what in the pre-modern West, from Greek Antiquity to early modern Europe (seventeenth century), has been variously called “outer space,” “the heavens,” “the celestial sphere”. An upper-level history seminar, there will an emphasis on the analysis of primary materials, but the course is constructed to accommodate students with a variety of academic backgrounds and interests. Thus, while a background in pre-modern western history will at times be an advantage, so too will basic knowledge in physics, theology, and literature. In this respect, the seminar will benefit from the variety of strengths and interests the students collaboratively bring to the table. Research papers will be required rather than examinations.

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/

As a historical “cradle of conflict” between a variety of competing ethnicities, empires, and nationalities, Manchuria is an important key to understanding the construction of the modern nation-state in East Asia from the 17th to 21st centuries. From the ethnically Manchu Qing Dynasty to imperial Russia, from the Japanese puppet-state of Manchukuo to the Republic of China to the People’s Republic of China, this course will chart how rulers and intellectuals from a variety of ethnic and national contexts conceptualized “Manchuria” to further their own imperial and national aspirations.

This course explores Korea’s long twentieth-century history through its engagement in regional and global conflicts. Focusing equally on geopolitics and social history, the course will examine Korea’s shifting significance in international affairs as well as how modern Korea’s institutions, culture, values, economy, and identity were transformed by its involvement in multiple global conflicts.

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.

This course examines Islamic warfare from the earliest Muslim conquests through WWI. After discussing classical Islamic conceptions of war and peace, the course examines the early Muslim conquests, the Crusades, the Mongol invasion of the Islamic world, and the wars of the Mamluk, Ottoman, and Safavid Empires. In the second part of the course we consider topics such as land, naval, and siege warfare, military manpower and military slavery in Islam, war financing, military technology, weapons and tactics, logistics and provisioning, fortresses and border defense, and the impact of war upon societies. The last phase of the course studies military modernization attempts of the Ottoman Empire and Egypt in the nineteenth century, and the ultimate defeat of modernized Muslim armies by the combined forces of ethnic nationalism and Great Power imperialism. In this section we also consider the increased destructiveness of modern warfare for non-combatants and the displacement of civilian populations.

What role have race and racialization played in the historical development of the Middle East and North Africa? How have local conceptions of race shaped historical institutions and processes, including slavery, imperialism, capitalist development, and nation-building? How did European conceptions of race intersect with and transform local understandings? This course will explore these questions through a study of histories of race and racialization in the Middle East and North Africa from the medieval period to the present.

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.

Take a look around where you are right now, or picture the view from your bedroom window at home. Whether you see an ancient temple or a fire hydrant in front of your neighbor’s yard, wherever you are has a history. This semester, you will dig into that history to learn about where you live, about the field of local history, and about how to do historical research. We will begin by reading and discussing some important works of and about local history, but most of the semester will consist of your research into whatever place you call home, whether that be a town, a block of apartment buildings, a county, or some other geographical unit. (You can also choose Georgetown University as your home, or Washington, DC as your home). Students will research a significant building, significant cultural landscape, significant individual, significant event, significant cultural or social institution, and significant controversy or social issue in the place they call home, and will share the results of their research with the class. They will also pick one of those categories to dive into even deeper and produce a written work based on primary research with a view to publishing their work (or a piece of it) in a local historical society newsletter, town website, local newspaper, or some other venue meaningful to the particular student’s home. We will devote purposeful attention to the steps necessary for good historical research (locating sources, evaluating credibility, constructing a bibliography, citing sources properly, etc.), but students will also be expected to exercise substantial creativity and independent resourcefulness. Assignments will include: a powerpoint tour of your home place, oral presentations, intermediate assignments (primary source analysis, annotated bibliography, project proposal, pitch to the venue you hope will publish your work), and a final piece of historical research such as an article for a local historical society publication.

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. The purposes of this course are to provide a common capstone experience to senior majors; to help them reflect on and highlight what they have learned in the course of their studies; to help them develop and present the skills they have gained; to assist them as they prepare either for further studies or for entering the work force; and to give them a chance to gain essential experiences in the presentation of their own work and accomplishments. Students will not need to prepare much new work for this course, but they will present work they have already done, offer reflections on it, and learn to present it in different ways. Registration in this class requires instructor/departmental approval. Restricted to Senior HIST majors.

By permission of Department only. HIST 4998-4999 form a two-semester study of History as an intellectual discipline. Enrollment is through an application process. Fall: Readings and discussions with departmental faculty on the various methods, concepts, and philosophies of history, and the development of a research prospectus with a faculty mentor. Spring: Research seminar under the guidance of the mentor and Seminar Director. (Enrollment only by permission of the Director of Undergraduate Studies). Students must commit themselves for the full two semesters.

HIST 1099 – Religion in African American History – Kelsey Moore
HIST 1099 – Contested Citizens – Erica Lally
HIST 1099 – EuroReligTolerance1500-1800 – Allan Tulchin
HIST 1099 – Italian Renaissance – Tommaso Astarita
HIST 1099 – History of Rio de Janeiro – Victoria Broadus
HIST 1099 – Social Movements in MENA – Nefertiti Takla
HIST 1099 – Climate & Human History – Dagomar Degroot
HIST 1099 – Asian American Labor History – Crystal Luo
HIST 1099 – Westernizing Russia – Greg Afinogenov
HIST 1106 – Atlantic World – Alison Games
HIST 1108 – Cent. Eurasia:World Crossroads – James Millward
HIST 1302 – History of China II – Emily Matson
HIST 1304 – History of Modern Japan – Jordan Sand
HIST 1308 – Modern South Asia – Tariq Ali
HIST 1402 – Europe II – Elizabeth Cross
HIST 1504 – Latin America II – Erick Langer
HIST 1602 – Middle East II – Mustafa Aksakal
HIST 1702 – Russia II – Anna Smelova
HIST 1704 – East European History II – Christopher Stolarski
HIST 1801 – U.S. History to 1865 – Adam Rothman
HIST 2105 – Medieval Iberia: Cultures in Contact – Jonathan Ray
HIST 2311 – Korea/Northeast Asia – Christine Kim
HIST 2409 – Elizabeth I: Fact and Fiction – Amy Leonard
HIST 2414 – Europe in the Era of the World Wars, 1914-1945 – Aviel Roshwald
HIST 2425 – History of France since 1750 – Allan Tulchin
HIST 2802 – Age of Fracture: US Since 1974 – Danielle Wiggins
HIST 2807 – The US in the world since 1945 – Susan Perlman
HIST 2816 – Conflict and Reform – Michael Kazin
HIST 2818 – Civil War and Emancipation – Chandra Manning
HIST 3103 – Comparative Empires – Alison Games & Josiah Osgood
HIST 3105 – Crossing Boundaries – Anna von der Goltz
HIST 3111 – The British Empire – Darragh Gannon
HIST 3113 – Expert Diplomacy – Nicole Albrecht
HIST 3114 – History’s Influence on For Aff – Kelly McFarland
HIST 3124 – Global Irish Revolution – Darragh Gannon
HIST 3300 – Japan in Korea, Korea in Japan – Christine Kim & Jordan Sand
HIST 3302 – CLabJapaninKor,KoreainJapanIFW – Christine Kim & Jordan Sand Kim
HIST 3401 – Jesuits: Ignatius to Francis – David Collins
HIST 3406 – Corporations and Empire in the Early Modern World – Elizabeth Cross
HIST 3432 – Marriage in Western History – Tommaso Astarita
HIST 3503 – Global Sixties in Latin America – Victoria Broadus
HIST 3504 – CURE: Brazilian Vanguards – Bryan McCann
HIST 3701 – Cult of the Leader – Christopher Stolarski
HIST 3817 – Capitalism and the American Metropolis – Mike Amezcua
HIST 3820 – Intel in US Foreign Relations – Susan Perlman
HIST 3900 – What’s in an Archive? – Adam Rothman
HIST 4107 – Fascism and its Legacy – Diana Dumitru
HIST 4109 – Global Industrial Revolution – Allan Tulchin
HIST 4110 – Existential Risk – Dagomar Degroot
HIST 4132 – South Africa in the Indian Ocean – Ananya Chakravarti
HIST 4161 – Economic History – Michael Douma
HIST 4306 – Decolonization in Asia and Africa – Tariq Ali
HIST 4308 – ThePacific:Past,Present,Future – Patricia O’Brien
HIST 4310 – How to Pass the Exams – You Wang
HIST 4509 – Resistance/Rebellion in the Andes – Erick Langer
HIST 4601 – Pirates, Soldiers, Diplomats – Gabor Agoston
HIST 4707 – Ideology in Imperial Russia – Greg Afinogenov
HIST 4710 – Hitler, Putin, Ukraine – Diana Dumitru
HIST 4816 – US Women & Gender History – Katie Benton-Cohen
HIST 4817 – US WorkingClassHist Since 1945 – Joseph McCartin
HIST 4999 – Sr. Sem: History Honors – Aviel Roshwald & Joseph McCartin

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