| |
Graduate Education |
| |
-
GRED 664 - Practicum in Childhood Education
3 Credit(s)
The future childhood teacher will be provided supervised classroom experience. This practicum (at least 100 hours in the field) will involve working with all aspects of childhood curriculum. Particular emphasis will be placed on application of learning theory plus curriculum development, assessment and implementation. Fall and Spring.
Prerequisite(s): GRED 558 and GRED 607 .
|
| |
-
GRED 665 - Language and Culture
3 Credit(s)
This course is designed for the prospective teacher in pre-service training who is interested in teaching English to students in a country where the primary language is not English in grades K through 12. The course is geared to teaching language in cultural context with a focus on “Proficiency-Oriented Instruction”. MSEd Curriculum and Instruction Korean international students only. Fall.
|
| |
-
@GRED 667 - Topics and Research in Mathematics Education
3 Credit(s)
Designed as a capstone course for the secondary mathematics education Master’s degree programs, this course will allow students to review the research on a current issue related to secondary mathematics. They will develop and present a research proposal. Students will also finalize their teaching portfolio as part of this course. Summer.
|
| |
-
@GRED 668 - Professional Portfolio Development
1 Credit(s)
Before graduating, each student is required to complete a professional development performance portfolio (PDPP). This portfolio will demonstrate students’ progress and development over the tenure of their pedagogical preparation. The PDPP is a collection of select artifacts and reflections that represent pre-service teachers’ experiences, knowledge, and growth during the pre-student teaching and teaching experience. This requirement fulfills the culminating experience requirement.
|
| |
-
GRED 669 - Professional Development Performance Portfolio
3 Credit(s)
The Developmental Performance Portfolio (DPP) is an intentional grouping of artifacts that are reflective of the INTASC Standards that demonstrates the pre-service teacher’s progress and growth over the tenure of his/her pedagogical preparation. There should be evidence of achievement and reflection on the achievement. The DPP is a collection of select artifacts and reflections that represent the preservice teacher’s experiences. The artifacts will include samples of work completed during the program that represent the pre-service teacher’s experiences, knowledge and growth and samples of work from pre-student teaching and student teaching experiences. The DPP should prompt reflective thinking in the knowledge and skills determined by INTASC Standards by providing documented evidence of accomplishments. Fulfills the Culminating Experience requirement. Offered Fall and Spring.
Corequisite(s): GRED 613 , GRED 676 , and GRED 696 .
|
| |
-
GRED 670 - Culminating Experience (Project)
3 Credit(s)
The project may be an electronic or paper portfolio; a thesis; an empirical or library research project; a historical or philosophical study; a descriptive analysis; a curriculum design; a slide presentation; a module cluster; or something else of particular use to the student. The project must be related to and draw from the student’s graduate program. Full admission in an MSED or MST degree program required. Fall. Graded S*/U* only.
|
| |
-
GRED 671 - Developing a Professional Teaching Portfolio
3 Credit(s)
The Professional Development Performance Portfolio (PDPP) is an intentional grouping of work that shows the pre-service teacher’s progress in professional growth over time. There should be evidence of achievement and reflection on that achievement. The PDPP should be a collection of select artifacts and reflections that represent the pre-service teacher’s experiences, knowledge and growth during the pre-student teaching and student teaching experience. The PDPP is considered a work in progress and should prompt reflective thinking in the knowledge and skills determined by the faculty by providing documented evidence of accomplishments. Fulfills culminating experience requirement for MST Secondary English Degree. This course is taken in conjunction with student teaching. Spring.
|
| |
-
GRED 672 - Science Curricula, Programs and Standards
3 Credit(s)
This course is designed to introduce future teachers to school science curricula and programs in grades 7-12. Students will be made aware of current trends in science education as defined by the New York State Department of Education, the National Science Education Standards, Project 2061, and NSTA’s Science Scope and Sequence Project. This course will integrate study of educational technology with the study of curricula and programs. This course is designed to address and explore topics of adolescences in the middle and secondary science classrooms. Summer.
|
| |
-
GRED 673 - Secondary Science Practicum
3 Credit(s)
Field experience provides opportunity to apply what has been learned in a classroom setting, and to develop the skills and understandings necessary for student teaching. The guidelines (principles, teaching, assessment, content, program evaluation, school system evaluation) for this field experience are provided in the National Science Education Standards (nap.edu/readingroom/books/nses/html). You will be assigned to a mentor teacher during the first week of the course. You will develop on “Proficiency-Oriented Instruction”. MSEd Curriculum and Instruction Korean international students only. Fall.
|
| |
-
GRED 674 - Culminating Experience/Thesis Research
This course is designed to help the student in planning his or her Culminating Experience under the supervision of his or her graduate adviser. For this exit requirement project, the student should be able to complete his or her work relative to “Teaching English As a Second/ Foreign Language” or “English-Korean Bilingual Education”. The project should include appropriate aspects of previously completed SUNY Potsdam coursework and must have written documentation.
|
| |
-
GRED 675 - Secondary Science Teaching Research
3 Credit(s)
This course is designed to introduce future teachers to science education research in grades K-12. Students will study current issues and trends in science education research, and relate those to local school issues. Students will design and defend a research proposal linking their study of national issues and trends with observations in local schools. This course is designed to address and explore topics of adolescences in the middle and secondary science classrooms.
|
| |
-
GRED 676 - Student Teaching Seminar: Policies and Practice in American Education
2 Credit(s)
The course will provide a forum for discussion of the broad range of contemporary educational and professional issues, as well as their historical routes.
Corequisite(s): MST Childhood: GRED 613 and GRED 696 ; MST Secondary Math and Social Studies: GRED 694 and GRED 697 ; MST Secondary English and Science: GRED 692 and GRED 697 .
|
| |
-
GRED 677 - Development and Learning in Adolescence
3 Credit(s)
This course is designed to provide classroom teachers with a sufficient understanding of the principles and theories of both learning and human development to be better able to plan and carry out instruction. MST Adolescence students only. Summer and Fall.
|
| |
-
GRED 680A - Education Leadership Institute I
3 Credit(s)
The purpose of this course is to understand the context of leadership for the common good and for purposeful modification in education. Candidates will become acquainted with current topics and studies in the area of school leadership. Students will explore a wide range of current school leadership topics through critiques and analysis of perspectives. Summer.
|
| |
-
GRED 680B - Educational Leadership Institute II
3 Credit(s)
This course is a study of practical approaches to issues such as school budget, curriculum/program initiatives, school board relations, contract, leadership, shared decision-making, long range planning, physical plant maintenance, policy development, public relations and additional topics as deemed relevant to school leadership. Essential characteristics of school leadership will be examined in depth. Facts and principles of educational leadership will be explored as it related to problem identification and resolution. Summer.
|
| |
-
GRED 681 - Social Studies Curriculum in Middle/Secondary School
3 Credit(s)
Introduction to the social studies curriculums of middle and secondary schools. Defines and analyzes the processes and products of funded knowledge and conventional wisdom, curricula development, curriculum, instructional planning, instructional plan, instruction, and evaluation, as they are used in social studies. Also examines the interrelationships of these eight. Emphasizes concepts, their definitions, their uses, and their roles in social studies. Examines the substantive and syntactical contributions to social studies of the disciplines of anthropology, economics, geography, history, sociology, and political science. Studies definitions of citizenship; the roles of controversial issues in social studies; and the changing definitions of social studies. Summer.
|
| |
-
GRED 682 - Research in Social Studies Education
3 Credit(s)
Review of selected research of current issues in middle and secondary school social studies education. Practice for conference like presentations of research. Fall.
|
| |
-
GRED 684 - Secondary Social Studies Content Portfolio
1 Credit(s)
In this course students prepare a portfolio designed to allow them to demonstrate their content knowledge of social studies as aligned with the National Council for the Social Studies (NCSS) ten thematic standards. In addition, a reflective essay for each standard is required in which students discuss how they integrated this content knowledge into their student teaching.
Prerequisite(s): GRED 681 .
Corequisite(s): GRED 688 and GRED 689 . MST Adolescence Social Studies majors only.
|
| |
-
GRED 687 - Action Research
3 Credit(s)
With approval from the instructor, an action research topic will be selected by the student that is directly related to his/her content area and classroom setting. This is a field-based course so students will be conducting action research in their own schools and classrooms. A written paper and oral defense will be required for all students. A copy of the action research paper will be maintained in Crumb Library. Fall, Spring, and Summer.
|
| |
-
GRED 688 - Social Studies Instruction in Middle/Secondary School
2 Credit(s)
Introduction to methods and materials of instruction and evaluation in social studies in the middle and secondary schools. Analyses and practice in the development of lesson plans; the designing of social studies aims and objectives; the specific levels of the cognitive and affective domains; and the evaluation of learning and of teaching including tests and other means of assessment. Full admission into the MST Program required. Fall.
Prerequisite(s): GRED 681 .
Corequisite(s): GRED 684 and GRED 689 .
|
| |
-
GRED 688E - Economics Instruction in Middle/Secondary Schools
2 Credit(s)
Introduction to methods and materials of instruction and evaluation in Economics in the middle and secondary schools. Analyses and practice in the development of integrated inquiry and issues based lesson plans designed to teach standards based Economics; the designing of goals and objectives; the specific levels of the cognitive and affective domains; and the evaluation of learning and of teaching including tests and other means of assessment. Fall.
Prerequisite(s): Full admission into the MST program (including all required undergraduate courses). For MST students only. GRED 681 . Permission of instructor.
|
| |
-
GRED 688G - Geography Instruction in Middle/Secondary Schools
2 Credit(s)
Introduction to methods and materials of instruction and evaluation in Geography in the middle and secondary schools. Analyses and practice in the development of integrated inquiry and issues based lesson plans designed to teach standards based geographic literacy; the designing of goals and objectives; the specific levels of the cognitive and affective domains; and the evaluation of learning and of teaching including tests and other means of assessment. Fall.
Prerequisite(s): Full admission into the MST program (including all required undergraduate courses). For MST students only. GRED 681 . Permission of instructor.
|
| |
-
GRED 688H - History Instruction in Middle/Secondary Schools
2 Credit(s)
Introduction to methods and materials of instruction and evaluation in History in the middle and secondary schools. Analyses and practice in the development of integrated, inquiry and issues based lesson plans designed to teach standards based historical literacy; the designing of goals and objectives; the specific levels of the cognitive and affective domains, and the evaluation of learning and of teaching including tests and other means of assessment. Fall.
Prerequisite(s): Full admission into the MST Program (including all required undergraduate courses). For MST students only. GRED 681 . Permission of instructor.
|
| |
-
GRED 688P - Political Science/Government Instruction in Middle/ Secondary Schools
2 Credit(s)
Introduction to methods and materials of instruction and evaluation in Political Science and Government in the middle and secondary schools. Analyses and practice in the development of integrated inquiry and issues based lessons designed to teach standards based Political Science and Government; the designing of goals and objectives; the specific levels of the cognitive and affective domains; and the evaluation of learning and of teaching including tests and other means of assessment. Fall.
Prerequisite(s): Full admission into the MST Program (including all required undergraduate courses). For MST students only. GRED 681 . Permission of instructor.
|
| |
-
GRED 689 - Practicum in Middle/Secondary School Social Studies Instruction
4 Credit(s)
Students will observe and instruct social studies in the middle and secondary school. Fall.
Prerequisite(s): Permission of the instructor.
Corequisite(s): GRED 688 . A total of 100 hours of field-based experience required for certification. Must be completed prior to student teaching.
|
| |
-
GRED 690B - School Building Leader Internship
6 Credit(s)
This is a required internship experience in school building leadership for candidates in the educational leadership certificate program. Candidates will complete a minimum of 150 required internship hours over the course of a full semester. Selected experience will apply knowledge and skills of school building leader candidates in areas of mission, vision, and improvement; ethics and professional norms; equity, inclusiveness and cultural responsiveness; learning and instruction; community and external leadership, operations and management; and building processional capacity. Fall. S*/U* grading only.
|
| |
-
GRED 690D - School District Leader Internship
6 Credit(s)
This is a required internship experience in school district leadership for candidates in the educational leadership certificate program. Candidates will complete a minimum of 150 required internship hours over the course of a full semester. Selected experiences will apply knowledge and skill of school district leader candidates in areas of mission, vision, and improvement; ethics and professional norms; equity, inclusiveness, and cultural responsiveness; learning and instruction; community and external leadership; operations and management; and building professional capacity. Spring. S*/U* grading only.
|
| |
-
GRED 692 - Student Teaching: Jr. High 7-9
6 Credit(s)
This course will consist of eight weeks of field experience in a public school setting. Students will be assigned to a Grades 7-9 experience over the course of half a semester. Students are expected to demonstrate skills in defining educational objectives, developing learning experiences, selecting educational materials and assessing/ evaluating pupil performance. MST students only.
Corequisite(s): GRED 676 and GRED 697 .
|
| |
-
GRED 693 - Supervised Clinical Experience/Student Teaching, Grades 10-12
6 Credit(s)
Students will be assigned to a Grades 10-12 experience in a public school setting over the course of eight weeks. Students are expected to demonstrate skills in defining educational objectives, developing learning experiences, selecting educational materials and evaluating pupil performance. MST only.
Corequisite(s): GRED 692 and GRED 676 .
|
| |
-
GRED 694 - Student Teaching in the Middle/Junior High School 5-9
6 Credit(s)
Eight weeks of student teaching in the student’s certification program in grades 5, 6, 7, 8, and/or 9, under the guidance of a sponsor teacher and a college supervisor. For MST and BA/MST secondary students only.
Corequisite(s): GRED 676 and GRED 697 .
|
| |
-
GRED 696 - Student Teaching: Childhood Education 1-6
6 Credit(s)
This course provides the student with the initial opportunity to student teach eight weeks in the public school setting. Students are assigned to an elementary classroom in which the induction process leads to full teaching responsibilities under the direction and supervision of a sponsor teacher and college supervisor. Students are expected to demonstrate skills in defining educational objectives, developing learning experiences, selecting educational materials, and evaluating pupil performance. MST students only.
Corequisite(s): GRED 613 and GRED 676 .
|
| |
-
GRED 697 - Student Teaching: Senior High 10-12
6 Credit(s)
This course will consist of a field experience in a public school setting. Students will be assigned to a secondary experience over the course of eight weeks. Students are expected to demonstrate skills in defining educational objectives, developing learning experiences, selecting educational materials and assessing/evaluating pupil performance. For MST and BA/MST students only.
Corequisite(s): GRED 692 or GRED 694 and GRED 676 .
|
| |
-
GRED 699 - Thesis Research
3 Credit(s)
The thesis topic is selected by the student according to his or her interest, with the approval of his or her graduate adviser and thesis committee. An oral defense of the thesis is required. The original typescript of the final document, presented in standard thesis format, becomes part of the holdings of the School of Education and Professional Studies. Summer, Fall and Spring.
|
Graduate English and Communication Where possible, the academic term the course is generally taught has been provided. All other courses are taught as demand warrants.
|
| |
-
GECD 595 - Special Topics
1-12 Credit(s)
|
| |
-
GECD 598 - Tutorial
1-3 Credit(s)
Independent study in speech communication, composition, literature, or linguistics with faculty supervision. Plans for specific program must be approved by department chair and Dean of Arts and Sciences.
|
| |
-
GECD 601 - Introduction to Graduate Studies
3 Credit(s)
Practice in the skills and processes necessary to the graduate student, including compiling and evaluating sources, writing literature reviews, generating research topics, conducting research, and presenting one’s findings within a discourse community. Also, students would be able to identify the ways research questions are formulated and research methods are used in literary studies, composition studies, communication studies, and interdisciplinary humanities. Fall.
|
| |
-
GECD 602 - Introduction to Discourse Studies
3 Credit(s)
Surveys major theories in the field, including discourse analysis, sociolinguistics, and ethnography of communication. As warranted.
|
| |
-
GECD 603 - Semiotics
3 Credit(s)
Semiotics is the study of signs and symbolic systems, especially in relation to verbal and nonverbal communication. This course investigates the relationship between signs and their symbolic systems, with specific attention to the culture and media in which they are produced: from language and its generic structures, to such nonverbal media as images (artwork, tattoos, money, fashion, and landscapes), sounds and music, and gestures (both conscious and unconscious). As warranted.
|
| |
-
GECD 604 - Professional Writing
3 Credit(s)
Practice in writing texts for professional publication in which students refine their understanding of form and style. Projects and readings are shaped by class interests and may include: 1) articles and essays for academic, professional, or mass media, 2) fiction or poetry, 3) technical communications. As warranted.
|
| |
-
GECD 605 - Rhetoric and Society
3 Credit(s)
Examines important contributions to rhetorical theory, with particular emphasis on how those theories have influenced contemporary rhetoric. As warranted.
|
| |
-
GECD 606 - Thesis Workshop
3 Credit(s)
Students will apply advanced writing and research techniques learned in GECD 601 - Introduction to Graduate Studies in order to write a literature review and develop a polished draft of thesis proposal, including bibliography and project timeline, for submission. Topics include techniques needed to define an effective research question and methodology, compiling and evaluating sources within specialized field of study, refining scholarly arguments, and effective processes of writing, revising, and eliciting feedback. Spring.
Prerequisite(s): GECD 601 .
|
| |
-
GECD 610 - Theories of Interpretation
3 Credit(s)
Examines the interpretative methods leading to the perception, interpretation, and understanding of texts. This course explores recent theories of interpretation by literary critics, philosophers, and other scholars. Consideration will also be given to the role of interpretation in students’ writing, speaking, teaching, and research. As warranted.
|
| |
-
GECD 615 - Narratology
3 Credit(s)
Narratology is the study of the structural components of a narrative. Drawing upon the works of various theorists-from Russian formalists to French structuralists-this course examines narrative as a distinct system of rules, exploring literary and cultural productions as embodiments of these rules. As warranted.
|
| |
-
GECD 620 - Poetics
3 Credit(s)
Poetics is concerned with the principles and rules of poetic composition. This course examines how such principles relate to various rhetorical and aesthetic theories about poetry. As warranted.
|
| |
-
GECD 625 - Psychology and Discourse
3 Credit(s)
Examines theories of the human mind and their effects on personal, cultural, and literary constructions. While the specific subject matter may vary, recent topics have included the study of writing as a vehicle for psychological healing; the study of archetypal and myth criticism; and the study of shame-based literature. As warranted.
|
| |
-
GECD 640 - Discourses of Nationalism
3 Credit(s)
The purpose of this course is twofold: to explore discourses of nationalism and to examine the role that literary and non-literary texts have played in fostering, complicating, and resisting nationalist sentiments. As warranted.
|
| |
-
GECD 645 - Discourses of Humanism
3 Credit(s)
Examines the history and development of humanism, its relation to the divine, to the world as a scientifically observable phenomenon, to the individual, and to social and cultural institutions. As warranted.
|
| |
-
GECD 650 - Discourses of Culture
3 Credit(s)
Examines the varied discourses of culture, with particular attention given to forms of cultural production and networks of cultural dissemination. As warranted.
|
| |
-
GECD 655 - Discourses of Ecology
3 Credit(s)
Examines the discourse of ecological movements. Particular concerns are the shifts in aesthetic and communicative discourses as they respond to and influence community action, public policy, and scientific inquiry. As warranted.
|
| |
-
GECD 660 - Gender and Identity in Discourse
3 Credit(s)
Examines the discourse of gender and how such discourse serves to construct, reify, or challenge gender identities. As warranted.
|
| |
-
GECD 680 - Special Topics
3 Credit(s)
Topics will vary. Recent courses include Documentary Film, Book History, and Discourses of Science Fiction. As warranted.
|
| |
-
GECD 690 - Thesis Credits
1-6 Credit(s)
|
| |
-
GECD 695 - Special Topics
1-12 Credit(s)
|
Greek |
| |
-
GREK 101 - Intro to Classical Greek
3 Credit(s)
Introduction to the study of ancient Greek language. Intended for beginning students. As warranted.
|
| |
-
GREK 102 - Intermediate Classical Greek
3 Credit(s)
Continuation of the study of the Classical Greek language course GREK 101. Assumes completion of GREK 101 .
|
History |
| |
-
HIST 100 - World History
3 Credit(s)
Gen Ed: XC CG credit.
Applying a cross-cultural, comparative approach to understanding social, political, economic, and cultural developments, this course surveys significant themes in historical development from ancient to modern times. Fall and Spring.
|
| |
-
HIST 101 - Europe from 1500 to 1815
3 Credit(s)
Gen Ed: WC TH credit.
Major developments and issues in European history from 1500 to 1815.
|
| |
-
HIST 102 - Europe since 1815
3 Credit(s)
Gen Ed: WC credit.
Major developments and issues in European history from 1815 to present.
|
| |
-
HIST 110 - Europe since 1500
3 Credit(s)
Gen Ed: WC credit.
This hybrid course is a comprehensive, thematically organized overview of European history from the 16th century to the present. It is designed to meet the needs of students in the General Education Program.
|
| |
-
HIST 121 - U.S. History and Geography
3 Credit(s)
Gen Ed: AH credit.
This course is a comprehensive overview of American history and geography from pre-Columbian times to the present. It is designed to meet the needs of students in the Childhood Education Program.
|
| |
-
HIST 195 - Special Topics
1-12 Credit(s)
|
| |
-
HIST 198 - Tutorial
1-3 Credit(s)
|
| |
-
HIST 201 - United States to 1877
3 Credit(s)
Gen Ed: AH TH credit.
Major developments and issues in American History to 1877. Equivalent to HIST 203 and 205.
|
| |
-
HIST 202 - United States Since 1877
3 Credit(s)
Gen Ed: AH TH credit.
Major developments and issues in American History since 1877. Equivalent to HIST 204.
|
| |
-
HIST 210 - American Identities in Song
3 Credit(s)
Gen Ed: AH credit.
This course explores the impact of music on the development of American history since the end of the Civil War, focusing on ways that music helped to define the national identity, as well as the separate identities and struggles of the nation’s myriad population groups as they fought for power and civil rights.
|
| |
-
HIST 225 - East Asian History
3 Credit(s)
Gen Ed: XC credit & CG credit
Introduction to the history of East Asia from the emergence of ancient cultures to the present. Its main focus will be on the political, cultural, and social developments of China and Japan, with some attention to Korea and Taiwan. Counts for Asian Studies.
|
| |
-
HIST 230 - Introduction to Africa
3 Credit(s)
Gen Ed: XC credit
Introduces students to Africa by exploring the continent’s diverse history, geography, politics, and cultures through lectures, novels, and film. Counts for Africana Studies.
|
| |
-
HIST 240 - Immigrant America
3 Credit(s)
Gen Ed: AH credit
This course takes a cross-cultural approach to American history with a focus on the movement of people, goods, and ideas across national boundaries. Special attention to America’s evolving relationships with Asia, Africa, and Latin America.
|
| |
-
HIST 250 - Sick History of Early America
3 Credit(s)
Gen Ed: AH. TH. credit
Charts political, social, and cultural change through the lenses of disease, health, sickness, and healing. Covers up to Reconstruction.
|
| |
-
HIST 252 - Eat: A Global History of Food
3 Credit(s)
Gen Ed: XC credit
Surveys the global history of food since 1450, with particular attention to areas outside Europe and the US. Examines the history of various aspects of what has become a global agri-food system, including the economics, politics, technologies, and cultures of food. Surveys the major events from the Columbian exchange to GMOs.
|
| |
-
HIST 295 - Special Topics
1-12 Credit(s)
|
| |
-
HIST 298 - Tutorial
1-3 Credit(s)
|
| |
-
HIST 302 - Fighting Words: History & Story
3 Credit(s)
Introduces majors to the theories and methods that historians employ as they seek to construct plausible and compelling interpretations of the past. Nine credits of history required. A minimum of sophomore standing required. Fall and Spring.
|
| |
-
HIST 304 - History of American Women 1
3 Credit(s)
Gen Ed: AH credit.
Women in America from colonial times to 1890: legal positions, social roles, employment, education, reform movements, suffrage, and women’s organizations. A minimum of Sophomore standing required.
|
| |
-
HIST 305 - Modern American Women
3 Credit(s)
Gen Ed: AH credit.
Women in America from 1890 to present; legal positions, social roles, employment and unionization, education, reform movements, suffrage, and women’s organizations. Changing ideals of American womanhood, women’s lib, and future of American women. A minimum of Sophomore standing required.
|
| |
-
HIST 309 - Colonialism in the Caribbean
3 Credit(s)
Explores the impact of race, class, and colonialism on the development of Caribbean society. Examines the political geography of the pre-Hispanic Caribbean, the political and technical developments in the Iberian Peninsula that made colonialism possible, patterns of settlement, the rise of the plantation system, the connections between slavery and capitalism, the birth of African-American culture, the social structure of plantation society, slave resistance, and the process of emancipation. A minimum of Sophomore standing required.
|
| |
-
HIST 310 - Cultures of Mexico & Central America
3 Credit(s)
Cultures of Mexico and Central America from conquest to present day. Emphasis on effects of conquest and colonial governmental systems on indigenous cultures. Cross-listed with ANTH 360 . A minimum of Sophomore standing required.
|
| |
-
HIST 311 - Indians and Iberians
3 Credit(s)
A history of Latin American focused on the exchange and transformation of native American and Spanish cultures to form the Hispanic American world. Areas of emphasis will include pre-conquest Spain, pre-Columbian Indian Civilizations, the Spanish conquest, the establishment of a new, cross-cultural society, and the break between Spanish American and Spain up through the 19th century. A minimum of Sophomore standing required.
|
| |
-
HIST 312 - Latin America in the 20th Century
3 Credit(s)
Major developments in Latin American history during the 20th century. Country and area studies. U.S. - Latin American relations. A minimum of Sophomore standing required.
|
| |
-
HIST 314 - Vietnam War
3 Credit(s)
Origins of the war in Vietnam from the tradition of resistance by the Vietnamese people against foreign intruders to the development of the Cold War in Asia: the war perceived as both a Vietnamese and American experience. Counts for Asian Studies. A minimum of Sophomore standing required.
|
| |
-
HIST 315 - Modern Japanese Women’s History
3 Credit(s)
Examines the development of gender roles in Modern Japan, particularly in relation to the economic and political developments of the Tokugawa, Meiji, Taisho, and Showa periods, and the various responses those changes evoked among women. Counts for Asian Studies. A minimum of Sophomore standing required.
|
| |
-
HIST 318 - Premodern Japan
3 Credit(s)
Covers Japanese history from the prehistoric period to the Tokugawa period, paying particular attention to the development of political institutions, cultural and intellectual trends, and the long-term transformation of the economy and society. Counts for Asian Studies. A minimum of Sophomore standing required.
|
| |
-
HIST 319 - Modern Japan
3 Credit(s)
Traces Japan’s historical development from the Meiji Restoration (1868) to the present, exploring the process of modernization, the growth of the imperial state, the Second World War, defeat and occupation, and post-war recovery. Counts for Asian Studies. A minimum of Sophomore standing required.
|
| |
-
HIST 321 - Ancient Greece & Rome
3 Credit(s)
This course examines the Mediterranean world from 1550 BC to AD 500. It is divided into a unit on Greece and a unit on Rome. In addition to considering the ancient Mediterranean’s political history, the course will focus on the region’s cultural legacy. A minimum of Sophomore standing required.
|
| |
-
HIST 322 - Ancient Middle East
3 Credit(s)
Examines the Middle East from 3100 to 332 BC. It is divided into three parts: 1. Mesopotamia; 2. Egypt; and 3. the Holy Land. It presents the region’s political and cultural traditions through primary and secondary sources. A minimum of Sophomore standing required.
|
| |
-
HIST 323 - Middle East: Alexander to Islam
3 Credit(s)
Examines the Middle East from 332 BC to AD 570. It is divided into three parts: 1. the Hellenistic Age; 2. the advent of the Romans, and 3. the Orient in Late Antiquity. It looks at the influence of Alexander the Great, the spread of Greek culture, Christianity in the East, and the conflict between Rome and Persia. A minimum of Sophomore standing required.
|
| |
-
HIST 326 - Egypt in Late Antiquity
3 Credit(s)
Covers Egyptian history from the collapse of the New Kingdom to the Arab Conquest. Major topics include the Saite Renaissance, cooperation and confrontation with Persian, Greek, and Roman occupiers, and Coptic Christianity. A minimum of Sophomore standing required.
|
| |
-
HIST 330 - Black Diaspora: 1500 to Present
3 Credit(s)
A social, economic, political, and cultural survey of the migrations (forced and otherwise) of black Africans to, and between, the Americas and Europe over the past 500 years. A minimum of Sophomore standing required.
|
| |
-
HIST 331 - Africa to 1870
3 Credit(s)
Explores African history from the emergence of the earliest human societies through the mid-nineteenth century, with particular focus on the period after 1400. Considers the developments of lineage societies and centralized states, the trans-Saharan trade, the Atlantic slave trade, the spread and influence of religions such as Islam and Christianity, and Africa’s encounters with other parts of the world. Counts for Africana Studies. A minimum of Sophomore standing required.
|
| |
-
HIST 332 - Africa since 1870
3 Credit(s)
Explores modern African history, paying particular attention to imperialism and its impact on African societies and cultures, the rise of nationalist and independence movements, independence and the creation of nation-states, and recent and contemporary politics, society, and culture. Counts for Africana Studies. A minimum of Sophomore standing required.
|
| |
-
HIST 341 - Colonial American History
3 Credit(s)
Explores the history and culture of early America as described by both participants and historians. Considers the development of early American society and culture from 1598 to 1763. Religion, gender, class, social status, economics, war, and Native-European relations will be examined. A minimum of Sophomore standing required.
|
| |
-
HIST 342 - Revolutionary America
3 Credit(s)
Explores the colonies in the English Atlantic world and the individual and collective decisions to break away from Great Britain. Considers how independence, revolution, and war allowed the former colonies to create a new and fragile Republic. A minimum of Sophomore standing required.
|
| |
-
HIST 350 - Practicing Public History
3 Credit(s)
This introduction to public history has two main goals. The first is to help students become thoughtful consumer of histories produced in personal settings and public life. The second is for each student to become an active participant in a collaboration with stakeholders to make historical knowledge relevant to a particular audience. A minimum of sophomore standing required.
|
| |
-
HIST 351 - Medieval and Renaissance England
3 Credit(s)
Examines the History of England from the Medieval period through the reign of Queen Elizabeth I, paying special attention to the manorial system. Feudalism, the growth of Parliament, the emergence and structure of the Tudor state, the Protestant Reformation, the rise of Puritanism, and the flowering of Elizabethan culture. A minimum of Sophomore standing required.
|
| |
-
HIST 352 - Revolutionary England
3 Credit(s)
Examines the history of England from the beginning of the Stuart dynasty to the beginning of Industrialization, paying particular attention to the origins and progress of the Civil War, and Interregnum, the Restoration, the Glorious Revolution, the financial and consumer revolutions, and the movement for reform. A minimum of Sophomore standing required.
|
| |
-
HIST 353 - Renaissance & Reformation
3 Credit(s)
Examines the intellectual, cultural, religious, social, economic, and political dimensions of two profound transformations in European history: the Renaissance and the Reformation, roughly spanning the years 1350 to 1650. A minimum of Sophomore standing required.
|
| |
-
HIST 354 - The Enlightenment
3 Credit(s)
Examines in detail the process by which Enlightenment culture took shape, spread, and evolved during the 18th century. Between the publication of Newton’s Principia Mathematica in 1685 and the outbreak of the French Revolution a century later, the political, social, and economic assumptions of European thought were radically revised. This intellectual revolution in turn ushered in new forms of sociability and ultimately new political orders. A minimum of Sophomore standing required.
|
| |
-
HIST 370 - African American History
3 Credit(s)
Explores African American History from the end of the Civil War to the 1990s, paying particular attention to the Civil Rights movement of the 1950s and 1960s. A minimum of Sophomore standing required.
|
| |
-
HIST 371 - The First World War
3 Credit(s)
The causes, course, and consequences of the First World War; Origins of the war in imperialism and Balkan nationalism; the July Crisis and war of illusions; total war; revolution in Russia, and the consequences to Europe, the Middle East, and the global balance of power. A minimum of Sophomore standing required.
|
| |
-
HIST 372 - Civil War America
3 Credit(s)
The Civil War era in history and memory. Emphasis on politics, society, and culture as well as military affairs. A minimum of Sophomore standing required.
|
| |
Page: 1 <- 5
| 6
| 7
| 8
| 9
| 10
| 11
| 12
| 13
| 14
| 15
… Forward 10 -> 25 |
Print this Page