History

This course examines the early history of the United States, starting with the settlement of the North American continent by nomadic hunter-gatheres and concluding with the American Civil War and its aftermath. The first half of the course will focus on the European incursion into North America. We will explore cultural encounters and conflicts between Europeans and Native Americans, the competition between empires for dominion over the New World, the settlement and development of British colonies, and the struggle for American independence. In the second half of the course, we will examine the formation and consolidation of the American nation-state in the early republic and antebellum era, focusing specifically on capitalist development, political democratization, slavery and race, westward expansion, and reform movements. The course will conclude by examining the growing conflict over slavery that would eventually lead to a crisis of disunion and the American Civil War.

This course examines the history of the United States from the end of the Civil War to the beginning of the twenty-first century. At the beginning of this period, America was a predominantly agrarian nation coming out of a devastating internal conflict, a second-class international player that could not assert military or political control over the continental territory it claimes as its own. Yet, by the end of the twentieth century, the United States was the world’s only superpower, able to confidently exert its power at home and abroad, while also boasting the most advanced economy on the face of the earth. This class will examine America’s dramatic tranformation over the last century and a half, surveying broad developments in modern US history along with close analysis of the lived experiences of individual historical figures and social groups.

These courses are designed as introductions to topics in American history. In contrast to the surveys, these courses will emphasize specific topics in history. Topics shall vary and may be organized chronologically, geographically, or thematically. The courses will focus on developing students’ information literacy and historical knowledge as well as provide depth and breadth via the course topics: and they will have opportunities to develop oral and information skills as long as students are not repeating a specific topic. May be repeated four times when topics vary.

An overview of the development of the world’s civilizations from earliest times to the European Renaissance. The major focus is on developments in the West, but societies in China, India, Southwest Asia, and Africa are also examined.

A continuation of HI160G, this course examines the development of societies in and beyond Europe since the Reformation. Special emphasis is given to the emergence of "modern" or "developed" forms of social, economic, and political organization and their spread around the globe after the mid-nineteenth century.

This course aims to provide students with a functional knowledge of Ohio history, tracing developments from the ancient Indian civilizations of North America to the post-industrial era of the late twentieth century. The class will examine the dramatic economic transformation of Ohio, exploring how a land of nomadic hunter-gatherers successively transformed into a frontier economy, a market society, an industrial powerhouse, and finally a post-industrial landscape. The course will approach Ohio as a zone of cultural interchange, a place throughout history where different peoples, communities, and cultures have come into contact and conflict.

These courses are designed as introductions to topics in global history. In contrast to the surveys, these courses will emphasize specific topics in history. Topics shall vary and may be organized chronologically, by world area, or thematically. The courses will focus on developing students’ information literacy and historical knowledge as well as provide depth and breadth via the course topics; and they will have opportunities to develop oral and information literacy skills as long as students are not repeating a specific topic. The course may be repeated four times when topics vary.

Public history defines a constellation of historical work outside the academy. It most often refers to historians who work in institutions like museums, preservation offices, and cultural resource agencies. It also refers to popular history or the various ways the public constructs and maintains ideas about the past.

This course focuses on the in-depth examination of varying topics in United States history. Topics may include, but are not limited to Andrew Jackson, Native-American History, Race, Gender, and Ethnicity in American History, Depression-Era America, and The Sixties. May be repeated when topics vary.

A thematically focused examination of a selected topic in the history of an area other than the United States. Course content will emphasize the experiences of people from the Global South and/or marginalized backgrounds and encourage students to trace the origins of global inequality. Examples include, but are not limited to, U.S./Latin American Relations, the African Diaspora, and Latin American Agricultural History. May be repeated when topics vary.

This course provides an in-depth examination of various periods throughout US history. The topic of the course will change year-to-year, but some of the offerings will include: The Early Republic; the Era of Civil War and Reconstruction; the Gilded Age; 1945 to the Present. While the specific time period will change, each course will provide a comprehensive overview of a historical epoch. Each class will examine an era’s political, economic, social, and cultural landscapes, paying particular attention to the dynamics of race, class, gender, and ethnicity. May be repeated when topics vary.

This course examines a single era in world history from a global perspective. Examples may include the Ancient World, the Early Modern World, the Long Nineteenth Century, and the Post-War Era. Regardless of the period studied, both primary and secondary sources related to the era will be used to advance students’ knowledge of the historical chronology and to introduce students to the major historiographical debates in the discipline. May be repeated when topics vary.

An introduction to historical research with emphasis on identifying and locating primary and secondary sources, conducting basic research, and exposing students to the challenges of preparing and presenting a research paper in a seminar setting.

The capstone seminar for the major focuses upon historiography and methodology in the discipline. A major research paper is required.