African History
History 2303 History of Contemporary Africa, 1960 – Present
Instructor: Sikainga, Ahmad
Second Session
Days/Times: Hybrid, TR, 11:10am – 12:30pm
Description
After less than 100 years of colonial rule, most African societies gained their independence between the late 1950s and the mid-1960s. Formal independence from European colonial rule implied that Africans were in charge of their own political and economic destinies. What happened during this era of formal independence? How did African leaders seek to create stable political systems to promote economic progress in their societies and what difficulties did they encounter? In what ways did the colonial legacy and the new world order that emerged after the Second World War affect the processes of nation-building in Africa? What relationship emerged between Africa and the former colonial rulers on the one hand, and between Africa and the new world powers (the United States and the Soviet Union) on the other? This African course explores these questions to help us understand why Africa has continued to struggle to implement the desired political stability and sustainable economic development. Rather than seeking to provide you with a seamless and cohesive body of knowledge, the course will focus on important themes that will give you a broader picture of historical processes, contingencies and outcomes that will help us understand Africa’s predicaments as well as achievements since the 1960s. Students should leave this course with the ability to engage in well-informed discussions about modern Africa and its place in the global system.
General Education
GEN Foundation: Historical and Cultural Studies
History 3302 Nationalism, Socialism, and Revolution in Africa
Instructors: Sikainga, Ahmad
Second Session
Days/Time: TR, 2:20pm – 3:40pm
Description
This course examines the history of the nationalist, revolutionary, and socialist movements in Africa in the twentieth and early twenty-first centuries. The course will begin with a discussion of the establishment and the legacy of European colonial rule in Africa, and proceeds to examine the development of African nationalism and decolonization. Using a variety of secondary and primary sources as well as films and documentaries, the discussion will illuminate the complexities and the ideologies that informed the nationalist movements in Africa. The anti-colonial protests and the nationalism movements in Africa produced many charismatic leaders and intellectuals whose ideas and writings had a lasting impact on the nationalist and the post-colonial discourse in Africa. They included figures such as Kwame Nkrumah, Julius Nyerere, Patrice Lumumba, and Amilcar Cabral, just to name a few. The course will also examine the way in which conflict and tensions involving such issues as race, ethnicity, gender, and class have shaped nationalist thought, strategies, agenda, and the post-colonial realities in Africa. The last part of the course will focus on the theory and practice of socialism in Africa by looking at specific examples from countries such as Tanzania, Mozambique, Burkina Faso, and Ethiopia. We will conclude by assessing the experiences and the success and failures of these regimes and their impact.
African American History
History 3080 Slavery in the United States
Instructor: Cashin, Joan
Days/Times: Online, Asynchronous
Description
In this course, we will discuss the history of slavery in North America from the colonial era to the Civil War. We will include material on bondage in other societies, but the focus will be on African American slavery in what is now the United States. We will explore various aspects of the slave experience, such as work, religion, family life, resistance, and rebellion. We will also discuss free blacks, people of mixed race, yeoman whites, and slave owners, as well as the significance of slavery as a culture, economic, and political issues.
Required Materials
This class will have one or more required texts.
Assignments
Students will read several monographs, write several short papers, and take one exam.
History 3085 African American History Through Contemporary Film
Instructor: Jeffries, Hassan
Days/Times: M, 2:15 pm – 5:00 pm
Description
Uses contemporary film to explore the history of African American life, culture, politics, and resistance.
General Education
GEL Historical Study, GEL Diversity: Social Diversity in the US
History 5081 Storytelling for Social Justice (Name changing to Public History for Prison Abolition, effective SP26)
Instructor: Cook, DeAnza
Days/Times: Online, TR, 2:20pm – 3:40pm
Description
How do storytellers craft captivating narratives about tough topics most relevant to social justice issues? This seminar equips students with tools for creating community-engaged scholarship by exploring storytelling models championed by Black feminist scholars, community-based artists and educators, as well as oral historians, transformative justice activists, and imprisoned intellectuals.
Special Comments
This course is open to both graduate students and upper-level undergraduate students (Prereq for undergrads is any 3000-level History course or permission of instructor)
American History
History 2001 Multiple Americas: US History from Colonialism to Reconstruction
Instructor: Roth, Randolph
Days/Times: WF, 9:35 am – 10:55 am
Description
History 2001 is a one-semester introduction to American Civilization from colonial times through Reconstruction. Our emphasis will be the critical reading of primary sources--diaries, letters, political tracts, poems, songs, stories, paintings, buildings, and other material artifacts--through which we will try to understand the past. We will focus on social history and cultural history, but we will also pay close attention to the political history of the United States.
Assigned readings:
- John Mack Faragher, Out of Many, Vol. 1, Brief Fourth Edition (but any edition, brief or full, will suffice)
- Frederick Douglass, Narrative of the Life of Frederick Douglass (any edition, although the pagination may not match the one available at local bookstores)
- Various additional readings on Carmen
Essays: We will write one critical essay on primary sources (5-6 pp.).
Exams: There will be a midterm, a final exam, and five quizzes.
Prerequisites and special comments:
No previous work in history or American history is necessary.
General Education
GEN Foundation: Historical and Cultural Studies, GEN Foundation: Race, Ethnicity & Gender Diversity
History 2002 Making America Modern
Instructor: Rivers, Daniel
Days/Times: TR, 11:10 am – 12:30 pm
Description
A rigorous, intermediate-level history of modern U.S. in the world from the age of industrialization to the age of globalization. Sometimes this course is offered in a distance-only format.
Prerequisites and Special Comments: Not open to students with credit for 1152.
General Education
GEN Foundation: Historical and Cultural Studies
History 2015 History of American Criminal Justice
Instructor: Roth, Randolph
Days/Times: WF, 12:45 pm – 2:05 pm
Description
Crime and punishment are among the most important issues in contemporary America. This course offers an introduction to the historical study of crime in the United States from colonial times to the present. It highlights changes in criminal behavior and in the ways, Americans have sought to deter, punish, and rehabilitate. Primary topics include historical patterns of violence, the role and organization of the police, and the evolution of punishment in theory and practice. This course also emphasizes differences in crime and punishment by region, class, ethnicity, gender, and age. Topics will include riots, homicide, capital punishment, organized crime, gangs, prisons, policing, jurisprudence, and official violence.
General Education
GEN Foundation: Historical and Cultural Studies
Readings
- Walker, Samuel (1998) Popular Justice: A History of American Criminal Justice, 2nd ed. New York: Oxford University Press. 0-19-507451-3 (paper)
- Robert Perkinson (2010) Texas Tough: The Rise of America’s Prison Empire. Picador. ISBN-10:0312680473 ISBN-13:978-0312680473 (paper)
- Butterfield, Fox (1995) All God's Children: The Bosket Family and the American Tradition of Violence. New York: William Morrow. 0-380-72862-1 (paper)
- Quinones, Sam (2015) Dreamland: The True Tale of America’s Opiate Epidemic. New York: Bloomsbury Press. ISBN 13: 978-1620402528
Assignments:
Discussion and Attendance (10% of grade)
Quizzes on the Readings (10% of grade)
Midterm and Final Examinations (40% of grade)
Research Notes (20% of grade) / Research Essay (20% of grade): You will be asked to write a five-page paper on a topic in criminal justice history of interest to you (e.g., drugs, embezzlement, homicide). We will use online historical newspaper articles as sources. You will be required to turn in your research notes electronically as well as your essay, because the goal is to help you master the skills involved in careful historical research.
History 3011 The American Revolution and New Nation
Instructor: Newell, Margaret
Days/Times: Second Session; Hybrid, WF, 12:45 pm – 2:05 pm
Description
The American Revolution has never been more relevant. As we debate issues of race, democracy, citizenship, partisanship, and economic inequality today, Americans look to the founding era for roots of problems as well as solutions.
This class examines the social, economic, cultural, and political changes in early America that culminated in revolution and the creation of the republic. England had twenty-three colonies in the Americas and Caribbean and yet only thirteen rebelled successfully, so the broader imperial network and the differences among colonial regions and societies will be part of our inquiry. In this context, we will examine the origins of slavery as well as the ways in new ideas about race played out in the Revolution. Colonists enthusiastically toasted the coronation of George III in 1761, so why did they tear down his statues in 1776? Colonial rebellions were unprecedented, so what did Americans think they were doing? Where did ideas about natural rights come from, and who had them? We will analyze the Declaration of Independence for answers and look at the possibilities for profound social change that the Revolution unleashed.
Independence was a social event, a political event, an economic event, and a military event, and we will study all four aspects. For some the Revolution was distant or even unwelcome, so we will explore the experiences of Loyalists and Native Americans. Mobilization and warfare involved violence, and the Revolution was America’s largest slave uprising. Finally, we will assess the “revolutionary settlement”—the institutions that Americans created to sustain and carry out revolutionary goals, including state governments, definitions of citizenship and participatory democracy, and the Constitution’s model for the federal government. For some, this settlement abandoned certain revolutionary ideals. American history after 1800 reflects continued debate over this settlement and efforts to change it.
Assignments: In addition to completing readings and discussion prompts, students will delve into primary sources and will complete a project using 18th century newspapers and another based on the Constitution.
Books used in the past have included:
- Erica Armstrong Dunbar, Never Caught: The Washingtons’ Relentless Pursuit of their Runaway Slave, Ona Judge (Atria, 2017)
- David Hackett Fischer, Washington’s Crossing (Oxford, 2004)
- Woody Holton, Forced Founders: Indians, Debtors, Slaves, & the Making of the American Revolution in Virginia (North Carolina,1999) **library ebook available
- Rosemarie Zagarri, Revolutionary Backlash: Women and Politics in the Early American Republic (Penn, 2007) **library ebook available
History 3013 Civil War and Reconstruction
Instructor: Kurilla, Ivan
Days/Times: WF, 9:35 am – 10:55 am
Description
In this course we will discuss the origins of War, which side won and why, and various attempts to remake Southern society during the Reconstruction era. We will describe the experiences of Northerners, Southerners, and Westerners, including ordinary people (soldiers, slaves, farmers, women) as well as famous generals and politicians. Although this course includes military history, that is not the primary focus of the course.
History 3015 From the New Era to the New Frontier, 1921-1963
Instructor: Steigerwald, David
Days/Times: MWF, 11:30 am – 12:25 pm
Description
Examination of the major political, economic, social and cultural changes in the USA from the end of World War I through the early 1960’s. Emphasis on the polarized nature of American life in the 1920’s; the seismic shocks brought by the Great Depression, World War II, and the Cold War; how they helped propel the revival of a much bigger middle class and the decline of social polarization during the 1950's; and the problems that new social system began to create.
General Education
GEN Theme: Traditions, Cultures, & Transformations
History 3016 The Contemporary U.S. Since 1963
Instructor: Stebenne, David
Days/Times: TR, 11:10 am – 12:30 pm
Description
Examination of the major political, economic, social and cultural changes in the USA since the spring of 1963: mass suburbanization, causes and consequences of the Vietnam War, the civil rights movement, political polarization, the revival of feminism, the counter-culture, the new environmentalism, détente and the decline of East-West tensions, the new world disorder, the rise of a service-based economy, and globalization.
Required Materials
- Thomas Hine, Populuxe (1990)
- Frederik Logevall, The Origins of the Vietnam War (2001)
- Juan Williams, Eyes on the Prize: America’s Civil Rights Years, 1954-1965 (1988), chaps. 4-8
- Bruce Shulman, The Seventies: The Great Shift in American Culture, Society and Politics (2002)
- Jules Tygiel, Ronald Reagan and the Triumph of American Conservatism, 2nd ed. (2006), chaps. 7-11
- Barbara Ehrenreich, Nickel and Dimed: On (Not) Getting by in America (2001)
- David Owen, Green Metropolis: Why Living Smaller, Living Closer and Driving Less are the Keys to Sustainability (2010)
Assignments
A midterm, a final and a short (5-page) paper based on the assigned reading.
Notes
Students planning to pursue a masters in education should note that this course satisfies one of the course requirements in history. The course also fulfills a GE requirement. It also counts toward the history major and toward the four courses needed to complete a history minor.
History 3017 The Sixties
Instructor: Flamm, Michael
Days/Times: TR, 2:20 pm – 3:40 pm
Description
Examination of postwar America's pivot point, focusing on civil rights; liberal, radical, and conservative politics; sweeping social, cultural, and economic change; and the Vietnam War.
General Education
GEN Theme: Citizenship for a Diverse and Just World
History 2025 American Revolution(s)
Instructor: Hammack, Maria; Nichols Christopher
Days/Times: TR, 12:45 pm – 2:05 pm
Description
What is the legacy of the American Revolution? And how did many movements ultimately fashion the revolution that broke out in 1775? Using a broad geographic and chronological lens, students will examine the repercussions as well as reconsider the legacy (and relevance) of the revolution and its many revolutionaries in the construction of the nation, American citizenship and their lived experience.
General Education
GEN Theme: Citizenship
History 3030 History of Ohio
Instructor: Colin, William
Days/Times: Online
Description
Survey of economic, social, political development of the geographic area that became Ohio from Native Americans to present.
History 3040 The American City
Instructor: Howard, Clay
Days/Times: MWF, 10:20 am – 11:15 am
Description
History of the American city (urban-suburban) from colonial times to the early 21st century.
General Education
GEN Theme: Lived Environments
History 3045 American Religious History
Instructor: Irwin, Ray
Days/Times: Hybrid; W, 3:55 pm – 5:15 pm
Description
This course covers the sweep of American religious history, from the colonial era to the present, focusing on the roles of religious movements and leaders in the development of the United States. Among the topics that we will consider are: spiritual practices and beliefs of indigenous peoples; African religious influences; the impact of religion on European colonization; varieties of Christian expression; Enlightenment ideas about deity; revivalism; evangelicalism and reform movements; the growth of denominations; religion and nativism; American Judaism; church and state; Islam; race and religion; unbelief; liberal theology; the Social Gospel; New Age movements; occultism; and religion and politics, including significant court cases. We will focus on connections between religion and political, social, economic, and cultural developments.
Assigned Readings: Primary documents and articles on digital reserve, between 50 and 75 pages of reading per week.
Assignments:
Modular quizzes.
Historiographical and primary source review.
Decision analysis paper.
Final presentation.
History 3071 Native American History from Removal to the Present
Instructor: Rivers, Daniel
Days/Times: WF, 11:10 am – 12:30 pm
Description
Covers major events in American Indian history from 1820s to present, including removal, reservations, cultural adaptation, federal policies, self-determination, activism, and contemporary issues.
Ancient Mediterranean History
History 2213 The Ancient Mediterranean City
Instructor: Sessa, Kristina
Days/Time: WF, 9:35 am – 10:55 am
Description
A study of cities in the ancient Near East, Greece, and Rome, with particular scholarly attention to the city as a locus of human-environment interaction, and how inhabitants perceived and represented the urban environments in which they lived. The course includes an extensive case study of daily life in the Roman city of Pompeii.
General Education
GEN Theme: Lived Environments
History 3211 Classical Greece
Instructor: Anderson, Greg
Days/Time: Online, Asynchronous
Description
This is an asynchronous online class, the second half of a two-course sequence on the history of ancient Greece. The first course (History 3210) explores developments in the Greek world from the Neolithic era to the end of the Archaic age (ca. 7000-480 BC). The second course (History 3211) focuses on the history and culture of the Classical age (ca. 480-320 BC), the "Golden Age" of ancient Greece. Major topics addressed include: Athenian democracy; the cataclysmic Peloponnesian War between Athens and Sparta (431-404 BC); the rise of Macedon and Alexander the Great; tragedy and comedy; art and architecture; and philosophy. The class places particular emphasis on engagement with original ancient sources and on trying to see Greek experience through the eyes of the Greeks themselves.
Required Materials
Thucydides, History of the Peloponnesian War (Penguin Classics)
General Education
GEN Foundation: Historical and Cultural Studies
History 3222 The Roman Empire, 69-337 CE
Instructor: Goggin, Caspian
Hybrid, Days/Time: F, 12:45 pm – 2:05 pm
Description
An advanced survey of Rome's imperial history from the end of the Julio-Claudian dynasty to the death of Constantine. Prereq or concur: English 1110.xx, or completion of GE Foundation Writing and Information Literacy Course, or permission of instructor. Not open to students with credit for Clas 3222. GE
General Education
GEN Theme: Citizenship
History 3229 History of Early Christianity
Instructor: Goggin, Caspian
Days/Time: WF, 9:35 am – 10:55 am
Description
A survey of the history of Christianity from its Jewish and Greco-Roman roots to the late sixth century.
General Education
GEN: Traditions, Cultures and Transformations
Asian & Islamic History
History 2352 The Ottoman Empire, 1300-1922
Instructor: Akin, Yigit
Days/Time: MW, 2:20 pm – 3:40 pm
Description
Studies the Ottoman Empire from the 13th to early 20th century, with an emphasis on the conquest of Istanbul, the consolidation of the borders of the empire, the establishment of the state apparatus in the classical period, a period of turbulence leading to a substantial transformation of the state in the early 19th century, and finally the empire's dissolution in the aftermath of WWI.
Prerequisites and Special Comments: Not open to students with credit for 3356.
General Education
GEN Foundation: Historical and Cultural Studies
History 3426 History of Modern Japan
Instructor: Reed, Chris
Days/Time: TR, 3:55 PM – 5:15 PM
Description
The roots of Japan’s contemporary global influence all date to the “late modern” and “near-contemporary” era covered by this course. The course provides a general but analytical survey of Japanese history from approximately 1800 to the 1990s with emphasis on the Meiji (1868-1912), Taishō (1912-1926), and Shōwa (1926-1989) imperial reign periods. After introductory background information on the early modern (Tokugawa shogunal) period, we will discuss key historical phenomena that have distinguished the evolution of Japan’s state & society in these later periods. The course is organized around the paired themes of (1) foreign, that is, Western attempts to impinge on Japan’s home island sovereignty, along with (2) Japanese responses, both political-military and socio-economic, to those efforts. From 1868 and the Meiji Restoration onwards, we will find, Japanese began to seek wealth, power, and international respect for their modernizing, Westernizing country—sometimes in ways beneficial & at other times in ways costly to its own people, to its neighbors, and even to the wider world. This process deeply influenced 20th-century Japan down through 1945 and beyond, producing today’s pragmatically conservative, hierarchical, and one-party parliamentary constitutional monarchy that is also America’s closest large ally in the Asia-Pacific Region. For these reasons, emphasis in this course is placed on political, military, and economic developments, although some attention is also given to sociological, cultural, and intellectual ones.
General Education
GEN Foundation: Historical and Cultural Studies
Required Texts
This class will have one or more required texts.
Notes
This course is open to anyone with an interest in the topic and period. Although not required, some background in East Asian history, particularly History 2402 (Modern East Asia) or 3404 (Modern China) can be useful. The course is conducted in English and knowledge of Japanese is NOT required.
General Education
GEN Foundation: Historical and Cultural Studies
History 3475 Arab-Israel Conflict
Instructor: Yehudai, Ori
Days/Time: TR, 9:35am – 10:55 am
Description
The course will enable students to reflect on the ways in which the past informs interpretations of the present and the ways in which the present informs interpretations of the past. The course will adopt a broad definition of the "present", investigating the Israeli-Palestinian conflict primarily against the background of the collapse of the Oslo peace process in the early 2000s.
General Education
GEN Theme: Traditions, Cultures, & Transformations
Required Texts
This class will have one or more required texts.
Diplomatic/International History
History 3500 U.S. Diplomacy from Independence to 1920
Instructor: Parrott, Joesph
Days/Time: TR, 12:45 am – 2:05 pm
Description
The formulation of U.S. foreign policy and foreign relations around the world from the independence of the republic to the aftermath of World War I.
General Education
GEN Theme: Migration, Mobility, and Immobility
History 3580 U.S. The Vietnam War
Instructor: Parrott, Joesph
Days/Time: TR, 12:45 am – 2:05 pm
Description
Study of the background, causes, conduct, and consequences of the Vietnam War, 1945-1975.
General Education
GEN Theme: Traditions, Cultures, & Transformations
Environment, Health, Technology, and Science
History 2703 History of Public Health, Medicine, and Disease
Instructor: Harris, Jim
Days/Time: TR, 3:55 pm – 5:15 pm
Description
Amid the ongoing COVID-19 pandemic there is no greater time than the present to understand how infectious diseases (such as plague, smallpox, cholera, tuberculosis, influenza, and HIV) have shaped the course of human history and the ways in which societies across time and place have responded to these public health crises. Over the course of this semester our goals will be twofold: first, through lectures, discussions, and films, to study these issues in a deep historical and global context with the goal of understanding how studying the history of disease informs our contemporary understanding of public health. Second, we will emphasize how pandemics have been remembered (or forgotten) to engage the critical question of how history has (or has not) influenced our response to the ongoing COVID-19 pandemic.
Assigned Readings:
- Mitchell L. Hammond, Epidemics and the Modern World (Toronto: University of Toronto Press, 2020).
- Charles Allan McCoy, Diseased States: Epidemic Control in the Britain and the United States, (Amherst: University of Massachusetts Press, 2020).
Assignments:
Weekly discussion post and quizzes
One primary source analysis essay
One book review essay (on Diseased States)
Final collaborative pandemic memorial project
General Education
GEN Theme: Health and Well-Being
History 2704 Water History
Instructor: Misa, Henry
Days/Time: WF, 11:10am – 12:30pm
Description
History of human use and understandings of water from ancient to modern times, with case studies taken from different geographic locations.
General Education
GEN Theme: Sustainability
History 2711 History of Nuclear Energy
Instructor: Eaglin, Jennifer
Days/Time: TR, 11:10 am – 12:30 pm
Description
Nuclear energy has been vaunted as a sustainable energy source yet remains a controversial part of the world's energy matrix today. This course will historicize its development from the product of WWII scientific tests to the promise of limitless energy in the 1960s and 1970s, to the infamous catastrophes of Chernobyl and Fukushima, to present day advances and climate change issues.
General Education
GEN Theme: Sustainability
History 3702 Digital History
Instructor: Staley, David
Days/Time: TR, 12:45 pm – 2:05 pm
Description
This course is a survey of the ways digital technology is impacting history: from the collection and preservation of primary sources, to the analysis of those documents with the aid of algorithms, to the representation of the past through digital means. Students will read and reflect upon important works in digital history, as well as engage in the process of creating digital history.
General Education
GEN Foundation: Historical and Cultural Studies
History 3704 HIV: From Microbiology to Macrohistory
Instructor: McDow, Dodie &
Days/Time: M, 3:00 pm – 3:55 pm; AND, TR, 12:45 pm – 2:05 pm
Description
In 2012, an estimated 35.3 million people around the world were living with HIV, a number startling close to the estimated number of people who have died from AIDs since 1981. Unlocking the virological secrets of HIV/AIDs has been one of the grand scientific challenges of the last three decades, and the disease remains one of the world’s most serious challenges to human health and development. The burden of the disease is very uneven globally, and sub-Saharan African, where the disease originated, is home to 69% of those living with HIV today. How did this virus and this global pandemic come to be? The course traces the evolution of the virus at both the molecular level and within its global historical context. Team-taught by a virologist and a historian, the goal of this class at the broadest level, is to put the sciences and humanities in conversation.
The course will require students to apply the theory of evolution by natural selection to explain the origin of HIV (chimpanzees in Africa) and the ability of HIV to develop drug resistance and evade an effective vaccine. The course will simultaneously put these scientific processes and the effects of disease into historical context. The very scientific revolutions that led to Darwin’s theory of evolution and Koch's postulates of infection transmission helped make European colonialism possible. For example, Social Darwinism justified imperial aims, Pasteurian ideals of contamination influenced notions of racial purity, and the new field of tropical medicine was created to protect colonial administrators and soldiers in their distant postings. Similarly, colonial rule and the creation of the extractive economies of central and southern Africa set in motion population movements, wealth inequalities, and structures of power that amplified the effects—decades later—of HIV and contributed to what would become a global pandemic. Although the academy approaches the medical facts of disease and its social consequences through distinct disciplines, those who have contracted the virus experience all aspects of the disease. This course makes it possible for students to consider the medical, scientific, social, political, and economic causes and consequences of one of the world's most devastating viruses.
This course is cross-listed with Microbiology.
General Education
GEN HIP: Interdisciplinary and Integrated Coll Tch, GEN Theme: Origins and Evolution
History 3708 Vaccines: A Global History
Instructor: Harris, Jim
Days/Time: MTWR, 11:30am – 12:25pm
4 credit hour High Impact GE Class
Description
This course examines the history and biology of vaccines. We explore the discovery and development of vaccines, along with the political and cultural controversies that have surrounded them for centuries. Team-taught course with faculty member in Pharmacy.
General Education
GEN HIP: Interdisciplinary and Integrated Coll Tch, GEN Theme: Health and Well-being
European History
History 1211 - European History I
Instructor: Goggin, Caspian
Days/Time: Online, Session 2
Description:
Ancient civilizations (Near East, Greece, Rome); barbarian invasions; medieval civilizations (Byzantium, Islam, Europe); Renaissance and Reformation.
General Education
GEN Foundation: Historical and Cultural Studies
History 2270 Love in the Modern World
Instructor: Kern, Stephen
Days/Time: MW, 2:20 pm – 3:40 pm
Description:
Love is a source of intriguing debates about male and female gender roles, courtship practices, and marriage as well as birth control, abortion, pornography, and prostitution. A historical approach deepens understanding of these issues. This course will trace the history of love by responding to the following questions: What were ancient Greek, Jewish, and Christian love, and how did those legacies play out in Western history? Why does no major love story in the Western world until the twentieth century focus on the love of a married couple? Were the Victorians sexually oppressed by others and sexually repressed by their inner moral sense, and if so, what was the impact on how they loved? Why are women's faces and eyes typically highlighted in courtship imagery, while men are in profile and off center? How has modern feminism shaped love? How was love influenced by new bicycles, automobiles, telephones, movies, television, and the internet?
More generally we will be asking: Is love an unchanging instinct or does it have a history? If it has a history what is its meaning? Is it conceivable that love became more authentic and humanizing across history? Or have we rather lost something along the way? Or both? How does reading about love affect the way one loves? How have psychoanalytic theory and existential philosophy influenced love? What do we know about sexuality and love that our ancestors did not? In light of the fact that the past century has brought about major changes in the social, economic, educational, political, medical, and legal status of women, how have they affected love between men and women? How does the history of gay and lesbian love fit into this history? How do wars and sexually transmitted diseases affect love? How is love socially constructed? Do men and women love differently, and if so, how do those gender modes of love vary historically? How has COVID impacted love?
The readings will be from my book on the subject, selections from Simone de Beauvoir's classic statement of existential feminism, selections by Sigmund Freud, and three representative novels. A few lectures will be slide presentations exploring love in art. We will discuss images of love in art to develop analytical skills and interpretive language that students will be using in writing the assigned papers, but they will be based on the three novels and material from my book. The first weeks of lecture present my theoretical orientation, offer some deep historical background, and introduce the elements of loving that the students will study throughout the course. These elements are the chapters in my book, The Culture of Love.
Required Books
Charlotte Brontë, Jane Eyre
D. H. Lawrence, Women in Love
Carol Shields, The Republic of Love
Readings on Carmen
Stephen Kern, The Culture of Love: Victorians to Moderns (selections)
Diana Hacker, A Pocket Style Manual (selections)
Recommended Readings on Carmen
Sigmund Freud, Introductory Lectures on Psychoanalysis (selections)
Simone de Beauvoir, The Second Sex (selections)
Assignments
Students will write three papers of 4-5 pages (1200-1500 words) on assigned topics based on the readings, lectures, and class discussions. I emphasize writing and conduct a writing workshop before the first paper.
General Education
GEN Foundation: Literary, Visual & Performing Arts, GEN Foundation: Historical and Cultural Studies
History 2272 Reacting to the Past: Citizenship in Historical Context
Instructor: Harris, Jim
Days/Time: TR, 2:20 pm – 3:40 pm
Description:
History 2272 invites students into an active learning environment. We will follow the Reacting to the Past curriculum, an award-winning approach for engaged learning based on role-playing games. We are not re-enacting the past. Students will read documents from the past, consider historical contexts, and then decide for themselves how to respond. Students will take on an assigned persona and work in teams to react to primary source documents from the periods we are studying. Students will work individually in writing preparation and in teams during class sessions.
After an introductory module on historical skills and methods, we spend most of our semester studying two transformative moments that set the world on the path towards "modernity" and in which national/global citizenship were redefined: the French Revolution and the 1945 Yalta Conference that ended the Second World War. As we play the two games, we will unpack the idea of citizenship as it were shaped in these pivotal moments, and as it is understood by the students today.
In this course, students can anticipate a fast-paced and immersive learning experience. In each of the modules, the professor will lead a series of orientation lecture and discussion sessions to prepare students with the background knowledge they need to get started in the role-playing game. The remaining weeks in each module will be student-led preparation and in-class presentations (games). Students will work in groups to interpret primary sources, prepare arguments, and make their faction’s case in front of their peers in class.
Required Texts
- Jennifer J. Popiel and Mark C. Carnes, Rousseau, Burke, and Revolution in France, 1791 (UNC Press, 2022)
- Nicolas W. Proctor and John E. Moser, Restoring the World, 1945: Security and Empire at Yalta (UNC Press, 2020)
GEN Theme: Citizenship for a Diverse and Just World
History 3245 The Age of Reformation
Instructor: Flannigan, Laura
Days/Time: TR, 9:35 am – 10:55 am
Description:
The history of the Protestant, Catholic, and Radical Reformations of 16th and early 17th century Europe.
General Education
GEN Theme: Citizenship for a Diverse & Just World, GEN Theme: Traditions, Cultures, & Transformations
History 3253 20th Century Europe to 1950
Instructor: Kern, Stephen
Days/Time: TR, 2:20pm – 3:40pm
Description
Description: This course covers one of the most dynamic periods in modern European history from 1900 to 1950 that spans the two world wars. It will concentrate on Modernist culture, World War I, the Russian Revolution, Weimar Germany, the rise of Nazism, and Hitler and the holocaust.
Required Texts / Assigned Readings:
Richard Hamilton, Decisions for War, 1914-1917.
Rex Wade, The Russian Revolution, 1917.
Eric Weitz, Weimar Germany: Promise and Tragedy.
Rudolph Binion, Hitler and the Holocaust
Assignments:
Three papers, 5 pages each.
General Education
GEN Theme: Traditions, Cultures, & Transformations
History 3260 The Victorians: Power, Money, and Empire
Instructor: Otter, Christopher
Days/Time: TR, 11:10 am – 12:30 pm
Description
This lecture course provides a survey of British history, including imperial history, from the late eighteenth to the early twentieth century. It covers many dimensions of British history: political, economic, social, religious, medical, technological, scientific, imperial, and environmental. The central themes of the course are the rise of liberalism as a political and economic theory, the development of industrial and urban society, the dramatic growth of the British Empire, the Irish famine, individualism and self-help, the development of Darwinian evolutionary biology, and the rise of social problems. The course will explore how Britain and its governments attempted to generate economic strength while simultaneously ameliorating the ‘social question’. The tensions between economic freedom and social protection remain central to British politics, just as they do in America.
Required Materials
No required texts, all materials provided online.
General Education
GEN Theme: Traditions, Cultures, & Transformations
History 3281 Imperial Russia
Instructor: Breyfogle, Nicholas
Days/Time: WF, 9:35 am – 10:55 am
Description
In this course, we will study fundamental events and changes in Russian politics, economics, intellectual thought, artistic life, culture, and society from the reign of Peter the Great to the February and October Revolutions of 1917. Russia was an eclectic place in these two ands a half centuries: creative and destructive Tsars who ruled with absolute power; peasants in bark sandals who waded every spring through knee-deep mud and struggled every fall to bring in the harvest; bomb-throwing anarchists; a multi-ethnic empire which grew during these years to stretch from the German lands in the west to the Pacific Ocean in the east (and even into North America), an empire that included peoples from a vast collection of different cultures, religious beliefs and ways of life (and an empire that only came apart with the collapse of the Soviet Union in 1991); millions of Russian peasants who left their homes to move into Moscow, St. Petersburg, and other cities forming Russia’s working class; revolutions and rebellions; and, at the turn of the century, arguably Europe’s most brilliant intellectual and artistic life, ranging from Stanislavsky’s theater and Nijinsky’s dancing to the Avant Garde art of Liubov Popova, Natalia Goncharova, and Kazimir Malevich. The course ends with the world-changing revolutionary events that brought to life the world's first socialist state.
Required Materials
This class will have one or more required texts.
General Education
GEN Theme: Citizenship for a Diverse and Just World
History 3642 Women and Gender in Modern Europe (1750-1950): Diversity in Context
Instructor: Soland, Birgitte
Days/Time: TR, 3:55 pm – 5:15 pm
Description
This course is designed as an introduction to the history of women and gender in Europe, from the late eighteenth century to the mid-twentieth century. Several themes will be central to the course. We will study the enormous social, political and economic upheavals Europe underwent in the 18th century, and how these upheavals also recast gender relations and produced new ideas about men and women and their respective roles and responsibilities. We will also explore how women strove to shape and improve their lives under changing circumstances, and how relationships between women and men developed both inside the family and in society in general. Finally, we will look at how economic position, religion, sexuality, marital status, ethnic and national differences influenced women's experiences.
General Education
GEN Foundation: Historical and Cultural Studies
GEN Foundation: Race, Ethnicity & Gender Diversity
Assigned Readings
Most assigned readings will consist in primary sources, i.e. evidence drawn from the time under investigation. The primary sources will be complemented with historical scholarship in the form of articles and book chapters. All required readings will be made available electronically, and students will not be required to purchase any books for the course.
Assignments
Students are required to complete one take-home midterm exam and one take-home final exam. Both of these exams will be in essay format. The expected page length for the midterm essay will be approximately 7-8 typed, double-spaced pages; the expected page length for the final exam will be approximately 10-12 typed, double-spaced pages.
Jewish History
History 2455 Jews in American Film
Instructor: Goldish, Matt
Days/Time: Hybrid; M, 11:10 am – 12:30 pm
Description
A study of how modern Jews appear in film compared with historical reality.
General Education
GEN Foundation: Historical and Cultural Studies, GEN Foundation: Race, Ethnicity & Gender Diversity
History 3475 Arab-Israel Conflict
Instructor: Yehudai, Ori
Days/Time: TR, 11:10am – 12:30pm
Description
The course will enable students to reflect on the ways in which the past informs interpretations of the present and the ways in which the present informs interpretations of the past. The course will adopt a broad definition of the "present", investigating the Israeli-Palestinian conflict primarily against the background of the collapse of the Oslo peace process in the early 2000s.
General Education
GEN Theme: Traditions, Cultures, & Transformations
Required Texts
This class will have one or more required texts.
Military History
History 2550 History of War
Instructor: Grimsley, Mark
Days/Time: Online, Asynchronous
Description
“History of War” is an introduction to the salient concepts and problems involved in the study of military history. Although it examines war from prehistoric times to the present, the course is thematic rather than strictly chronological—less a survey of wars and military developments per se than an examination of the major concepts involved in the study of war. In addition, the course focuses extensively on the warrior codes of various cultures (Greek, Roman, Japanese, Native American, etc.). The study of the warrior code will include a practical exercise on incorporating the warrior ethos into one’s own life. Students will achieve an understanding of the causes, conduct, and consequences of war, as well as how various societies—past and present, western and nonwestern—have understood and practiced war. They will also hone their skills at critical writing and analysis, and gain greater insight into the way historians explore the human condition.
General Education
GEN Foundation: Historical and Cultural Studies
Required Texts / Assigned Readings (tentative)
Shannon E. French, The Code of the Warrior: Exploring Warrior Values Past and Present.
Victor Davis Hanson, Carnage and Culture: Landmark Battles in the Rise of Western Power.
Wayne E. Lee, Waging War: Conflict, Culture, and Innovation in World History.
Kelly McGonigal, The Willpower Instinct: How Self-Control Works, Why It Matters, and What You Can Do to Get More of It.
William Strunk and E.B. White, The Elements of Style, 4th edition.
Selected articles and primary source documents.
Assignments
Participation in Discussions – 10 percent of course grade
Personal Challenge Assignment – 10 percent (for details, see special comments, below)
Quizzes – 30 percent
Completion and Submission of Surveys – 5 percent
Midterm Examination – 20 percent
Final Exam – 25 percent
Notes
The Personal Challenge Assignment (PCA) is a practical exercise to carry the warrior ethos from the realm of mere head knowledge to an opportunity to experience it personally and, in the process, to discover and explore the warrior within oneself. The essence of the warrior ethos is aggressive, self-disciplined action taken on behalf of a cause larger than oneself. Self-improvement counts as such a cause, because it creates a person larger than one’s present self, a person better equipped to deal with the demands, stresses, and opportunities of life. Students will select one of the following challenges: 1) overcoming procrastination; 2) mental and emotional health; 3) general exercise; 4) strength training; 5) weight control; 6) improving study skills. Students will be divided into Discussion Groups based on their selected challenge.
History 3560 American Military History, 1607-1902
Instructor: Grimsley, Mark
Days/Time: Online, Asynchronous
Description
This course explores the American military experience from the colonial period to the end of the Philippine War. In part, it focuses on “traditional” subjects; the creation of American military institutions, for example, the genesis of policy-making and maintenance of civilian control over that process, the interrelationship between foreign and military policy, the conduct of war, and the influence of American society upon the armed forces as social institutions. But it also treats events such as Nat Turner’s 1831 slave rebellion as part of the American military experience.
Students will achieve an understanding of the main developments in American military history, the ways in which these developments have reflected or shaped developments in general American history, and the main interpretations advanced by scholars who have studied this subject. They will also hone their skills at critical writing and analysis, and will gain greater insight into the way historians explore the human condition.
The course contends that the martial warrior ethos, exemplified by the Native American warriors of the western plains (as well as numerous other cultures), translates metaphorically into civilian life. As used in the course, the ethos is defined as aggressive, disciplined action taken on behalf of a cause larger than oneself. That cause may take the form of military service, but it may take many other forms, ranging from social justice activism to a sustained effort to improve one’s own life. As a direct encounter with the warrior ethos, students will therefore undertake a Personal Challenge Assignment (PCA).
Assigned Readings:
Allan R. Millett and Peter Maslowski, For the Common Defense: A Military History of the United States of America, Revised and Expanded Edition.
Patrick H. Breen, The Land Shall Be Deluged in Blood: A New History of the Nat Turner Revolt.
James M. McPherson, For Cause and Comrades: Why Men Fought in the Civil War.
Kelly McGonigal, The Willpower Instinct: How Self-Control Works, Why It Matters, and What You Can Do to Get More of It.
Assignments:
Twice weekly quizzes (15 percent of course grade)
Surveys, both graded and anonymous (5 percent)
Participation in Discussion Groups (10 percent)
Personal Challenge Assignment (10 percent)
Midterm Examination (25 percent)
Final Examination (35 percent)
Prerequisites and Special Comments:
Although any undergraduate may enroll in History 3560, I encourage students who have not already completed at least one history course at the 2000-level to take the other course I’m teaching Spring Semester: History 2550 – The History of War.
More information about the Personal Challenge Assignment may be found in a 6-minute video on YouTube: https://youtu.be/MRgDZH-7bX0
History 3570 World War II
Instructor: Douglas, Sarah
Days/Time: WF, Online
Description
World War II was the largest and most destructive war in human history. More than seventy years after it ended, the war continues to shape our world. This course examines the causes, conduct, and consequences of this devastating conflict. Through readings, lectures, and video, the class will study the politics that shaped the involvement of the major combatants; military leadership and the characteristics of major Allied and Axis armed services; the national and theater strategies of the various major combatants; the military operations that led to victory or defeat on battlefields spanning the globe; war crimes; and other factors such as leadership, economics, military doctrine and effectiveness, technology, ideology, and racism that impacted the outcome of the war. This course falls under the GE Foundation of Historical and Cultural Studies.
General Education
GEN Theme: Citizenship for a Diverse and Just World
History 3670 Trans-National History of World War II in Europe
Instructor: Steigerwald, David
Days/Time: M, 2:15 pm – 5:00 pm
Description
One of Spring prerequisite courses to the World War II Study Program's May term in Europe. Only students accepted into the program during the October registration period may enroll. This class will deepen the contextual knowledge of students about the different national histories and the specific sites they will encounter in May.
Prereq: Students must be accepted into the WWII Study Abroad program for the upcoming 'May' term.
General Education
Theme for Citizenship for Diverse and Just World
Seminars
History 2800 Introduction to the Discipline of History
Instructor: Cashin, Joan
Days/Time: Online, TR, 2:20 pm – 3:40 pm
Topic: Abraham Lincoln and Emancipation
This is the gateway course for history majors, and it is designed to introduce undergraduates to the historical method, that is, how historians write history. We will learn how to distinguish between primary sources (those created by historical figures) and secondary sources (those created by historians), and how to interpret primary sources in context. We will concentrate on dissent in the Civil War, and the debate among historians on the impact it had on the war's outcome. Students will read chapters in a textbook, two monographs, and documents generated by people who lived through the conflict. They will also write papers on the secondary reading and on different aspects of wartime dissent.
Required Materials
- Michael Fellman, Lesley J. Gordon, and Daniel Sutherland, THIS TERRIBLE WAR: THE CIVIL WAR AND ITS AFTERMATH, Third Edition (Upper Saddle River, NJ: Pearson, 2015).
History 2800 Introduction to the Discipline of History
Instructor: Stebenne, David
Days/Time: WF, 9:35 am – 10:55 am
Description
This course will introduce honors students planning to major in history to history as a discipline and a major. The course is designed to give students practice in the analysis of historical sources and in developing logic and clarity in both written and oral assignments.
Required Materials
- Josephine Tey, The Daughter of Time (1951)
- James Romm, Herodotus (1998)
- E. H. Carr, What is History? (1961)
- David Cannadine, ed., What is History Now? (2002)
- John Gaddis, The Landscape of History: How Historians Map the Past (2002)
- Eric Foner, Who Owns History? Rethinking the Past in a Changing World (2003)
- Elliott Gorn, Randy Roberts and Terry Bilhartz, Constructing the American Past, 8th ed., Vol. 1 (2017)
Assignments
Discussion of the assigned reading; three-chapter summaries (précis); book review and oral presentation of the results; journal analysis and oral presentation of the results; website review and oral presentation of the results; history based on primary documents and oral presentation of the results.
Notes
This course is required for all students majoring in history and highly recommended for honors students seeking a minor in history (and counts toward the four courses needed to complete a history minor). Other students interested in history for its own sake and wanting a better sense of the field are also welcome.
History 2800 Introduction to the Discipline of History
Instructor: McDow, Dodie
Days/Time: TR, 9:35am – 10:55am
Description
Investigation of the methods and analytical approaches historians use to understand the past.
History 2800H Honors Introduction to the Discipline of History
Instructor: Goldish, Matthew
Days/Time: MW, 2:20 pm – 3:40 pm
Description
Investigation of the methods and analytical approaches historians use to understand the past.
Prerequisites
Honors Standing
History 4015 Seminar in Modern U.S. History
Instructor: Howard, Clay
Days/Time: M, 2:15pm – 5:00pm
Description
Advanced research and writing on selected topics in Modern U.S. History.
Prerequisites
A grade of C or above in History 2800, and any 3000-level History course; or permission of instructor.
History 4085 Seminar in African American History
Instructor: Fontanilla, Ryan
Days/Time: Online, R, 2:20pm – 5:05pm
Description
Advanced research and readings on selected topics in African American History.
Prerequisites
A grade of C or above in History 2800, and any 3000-level History course; or permission of instructor.
History 4125 Seminar in Latin American History
Instructor: Delgado, Jessica
Days/Time: TR, 11:10 am – 12:30 pm
Description
Advanced research and readings on selected topics in Latin American History.
Prerequisites
A grade of C or above in History 2800, and any 3000-level History course; or permission of instructor.
History 4217 Seminar in Women and Gender in Ancient Christianity
Instructor: Brakke, David
Days/Time: WF, 2:20 pm – 3:40 pm
Topic: Women and Gender in Ancient Christianity
Description
This seminar will study the roles that women played in Christian communities from the New Testament through the fifth century C.E. and the images of women and notions of gender that (usually male) authors constructed in Christian literature of the same period. After brief consideration of methodological questions in the historical study of women and gender, we will gain an overview of our topic and then consider some case studies (e.g., Mary Magdalene, Thecla, Perpetua, Melania the Younger). Students will then develop, present, and write relevant research projects.
Required Texts:
Elizabeth A. Clark, Melania the Younger: From Rome to Jerusalem (Oxford Univ Press 2021)
Kate Cooper, Bands of Angels: The Forgotten World of Early Christian Women (Overlook Press 2013)
Christian Bible (Old and New Testament)
History 4245 Seminar in Early Modern European History
Instructor: Flannigan, Laura
Days/Time: W, 12:45 pm – 3:30 pm
Topic: Reading, Writing and the Public Sphere in Early Modern England
Description
In the early modern period England experienced a ‘reading revolution’, it has been said. The trade in personalised manuscript books of poetry and prose was at its height. The invention of the printing press made knowledge and ideas about politics, religion and the wider world more widely accessible. Literacy rates rose, and long-existing oral means of communication intersected with new, written forms. Was this, as some historians and sociologists have argued, the beginning of a true ‘public sphere’ in English (and Western) history?
In this advanced-level seminar, students will explore changing cultures of reading and writing in early modern England, between 1450 and 1650. They will be introduced to the study of manuscripts, books, and reading in the premodern past. The course will be divided into forms or contexts of reading and writing: in the home, where knowledge was ‘domesticated’ and created through the purchasing of guidebooks and the creation of personal notes; in the public, discursive world of pamphlet culture, where everything from theological doctrine to the qualities of the king were debated; and in the wider world, with scientific and geographical discoveries from Europe and beyond making their way into English bookshops. Using a range of online resources and the Thompson Library’s Special Collections and Rare Books and Manuscript Library, students will develop an independent research project on these themes.
Required Texts
- Adam Fox, Oral and Literate Culture in Early Modern England 1500-1700 (Oxford, 2002)
- David Zaret, Origins of Democratic Culture: Printing, Petitions, and the Public Sphere in Early-Modern England (Princeton, 2000)
Prerequisites
A grade of C or above in History 2800, and any 3000-level History course; or permission of instructor.
History 4410 Seminar in Chinese History
Instructor: Reed, Christopher
Days/Time: WF, 2:20 pm – 3:40 pm
Topic: The (Second) Sino-Japanese War, 1937-45
Description
Although not required, some background in East Asian history, particularly History 2402 (Modern East Asia), 3404 (Modern China), or 3426 (Modern Japan), as well as some general knowledge of World War II, will be useful. Students should note that this is a course on the Sino-Japanese War (Japan vs. China), not on the Pacific War (Japan vs. the Rest), and their self-chosen research papers must reflect that fact. This course is designed for junior- or senior-level History majors, especially those who have already taken History 2800 and other History courses. It fulfills a 4000-level seminar requirement for History majors. It can also count toward the History minor. Non-History majors/minors are welcome to take the course, but must first consult with the professor via email at reed.434@osu.edu.
Prerequisites
A grade of C or above in History 2800, and any 3000-level History course; or permission of instructor.
History 4475 Seminar in Jewish History
Instructor: Yehudai, Ori
Days/Time: T, 2:15 pm – 5:00 pm
Topic: Jewish Migration and Displacement in the 20th Century
Description
Advanced research and readings on selected topics in Jewish History.
Prerequisites
A grade of C or above in History 2800, and any 3000-level History course; or permission of instructor.
History 4625 Seminar in Women/Gender
Instructor: Soland, Birgitte
Days/Time:
Topic: Sources and Methods, Theory and Practice in Women’s/Gender History
Description
If you are interested in the history of women and gender and would like to learn how historians approach this area of investigation, this course is for you! And if you have already taken classes or conducted research in women’s/gender history, but would like to expand your knowledge and skills, this course is for you too! In short, whether you are a newbie to this field of study, or already have some experience, this course is designed to expand your understanding of how to study women’s and gender history.
We will investigate how historians have sought to gain knowledge about women’s history and the ways in which gender has been understood across time and place. We will examine examples of the sources and methods that historians have utilized to expand our knowledge of women’s lives and experiences, and the ways in which historical, scientific, religious, cultural and political norms have shaped dominant understandings of gender. Moreover, we will explore how scholars have uncovered evidence of challenges to conventions of appropriate behavior for women and prescriptive understandings of gender.
The seminar will include readings from around the world and across historical eras. All students are expected to conduct a research project and produce a carefully crafted paper based on the research. Research and writing may be undertaken individually of as part of a group consisting of up to three people. (If working individually, the expected length is approximately 15 pages; if working in groups of two, the expected length will be approximately 20 pages; and if working in groups of three, your paper should be around 25 pages.) Projects must focus on a specific aspect of women’s/gender history, and topics must be approved by the instructor. However, topics are not limited to a specific historical era or geographical location. You may choose to investigate any aspect of women’s/gender history irrespective of time and place.
Prerequisites
A grade of C or above in History 2800, and any 3000-level History course; or permission of instructor.
History 4705 Seminar in History of Environment, Technology, and Science
Instructor: Eaglin, Jennifer
Days/Time: W, 12:45pm – 3:30pm
Description
Advanced research and readings on selected topics in Environmental History, Technology and Science.
Prerequisites
A grade of C or above in History 2800, and any 3000-level History course; or permission of instructor.
History 4706 Chronic: Illness, Injury, and Disability in Modern History
Instructor: Moore, Erin
Days/Times: TR, 3:55pm – 5:15pm
Description
This seminar explores the emergence of "chronic" - the disease category and the illnesses it names - over the course of the 20th century. We consider the political economic, environmental, and techno-social conditions that gave rise to chronic illness in modern history, and consider factors including public health policy, the pharmaceutical industry, activism, pop culture, and more.
General Education
GEN Theme: Health and Well-being
Prerequisites
A grade of C or above in History 2800, and any 3000-level History course; or permission of instructor.
History 4870 The Ohio State University: Its History and Its World
Instructor: Staley, David
Days/Time: TR, 9:35am – 10:55am
Description
An introduction to the past and present of OSU, its importance, its disciplines, the interrelations of the academic and other components of the institution, and the contributions over the years of OSU to the wider world.
Prereq: A grade of C or above in History 2800, and any 3000-level History course; or permission of instructor. Not open to students with credit for ArtsSci 4870.
General Education
GE foundation historical and cultural studies course.
Cross-listed in ArtsSci.
World, Global, Transnational History
History 5650 Studies in World History
Instructor: McDow, Dodie and Van Beurden, Sarah
Days/Time: F, 10:00 am – 12:45 pm
Other
History 3190 Career Development for History Majors
Instructor: Swygart, Kari
Days/Time: Online, Asynchronous
This course is designed to help history majors prepare for their careers. We’ll examine the unique skills and values that the formal study of history develops and discuss their applicability to various types of work and their usefulness in career advancement. Students will also become familiar with the career preparation services that the University provides.