Master of Arts in History

The course addresses the development of core research skills for advanced historical study. Through case studies analyses, the evaluation of different types of historical evidence, and the consideration of how valid research questions are formulated and applied, it is designed to refine the critical thinking, research, and writing skills that are fundamental to valid historical scholarship.

This course is the study of historical thought from its emergence in the classical world to the present. Students concentrate on how history has been interpreted, rather the facts of history themselves as well as contemplate the fundamental questions about the nature of history, and investigate the relationships between theory and evidence in historical writing. Emphasis is on the narratives historians have used to reconstruct the past, and the major historiographical schools of thought that have developed over time.

This course is a comprehensive seminar in world history designed to provide a foundation in historical theory, trends, and concepts for further study of topical history at the graduate level. Students examine the broad sweep of world history, major interpretive questions in world historiography, and major periods of interaction between civilizations. This course is not designed as a refresher of undergraduate history survey courses; rather, it is a concentrated study of world history for serious history students and professionals.

This course compares and contrasts revolutions recognized as monumental in scope and/or consequences they are labeled "great"; specifically, the American, French, Mexican, Russian, Chinese, Cuban, Vietnamese, and Iranian. Students examine their causes and consequences, to include the transformation of economic, social, and political systems of social stratification. Of particular interest is the relationship among the structural and intentional elements, the impact of revolutionary crisis in a society, and various insurgent challenges to the ancient regime.

This course examines the relationships among technology, culture, and politics in a variety of social and historical settings ranging from 19th century factories to 21st century techno dance floors. Students focus on three questions: What cultural effects and risks follow from treating biology as technology? How have computers and information technologies changed the ways we think about ourselves? How are politics built into the infrastructures within which we live? The cross-cutting themes address whether or not technologies facilitate and undermine inequality, and if resulting changes in technology produce a better world.

This seminar explores past and recent historiographical approaches within the history of science. Students examine a wide variety of topics primarily from the 17th through the 21st centuries, to include the fields of physical sciences, natural history, and medicine. Emphasis is placed on deciphering various theoretical approaches; the pros and cons of different research questions, subjects, and sources of evidence; and what makes the history of science valuable to our understanding of global change.

This course examines the far-ranging exploits of pirates, including the practice of piracy in ancient times and the rise of modern piracy with high-speed boats and automatic weapons. Topics emphasize the relationship between piracy and sea power as well as the evolution of organizations and practices of piracy and efforts to combat it. Lessons of past events -- successful and unsuccessful -- show how challenges related to piracy have existed consistently throughout our global history.

This course explores the historical development and central beliefs and practices of each of the major world religions. Students employ a multi-disciplinary approach to religious study (e.g., the use of literary criticism, anthropology, psychology, phenomenology and other tools) to examine the importance of religious thought and expression within each religion. The scope of the course is international, and each religious movement is approached from both a chronological and geographical perspective.

This course examines the heritage of Latin America from pre-Columbian civilizations (Aztec, Maya, and Inca) and Iberian colonial patterns, through the independence movements of the early 19th century, and the global relationships that oriented the region toward Europe and the United States. Purpose is to distinguish early Latin American history, from the arrival of the first peoples on the American continents through the 19th century, and Latin American culture, economics, and politics.

This course is a study of central Asia's history, culture, and ways of thinking. The focus is on the political and social organization of central Asia, cultural changes as expressed in art and literature, and formal and informal interactions with China, India and the Middle East. Students examine the sweep of Central Asian history and culture from the earliest times to the present time, and distinguish cultural, religious, social, military-security, political, and economic developments in the region, with special focus on the impact of Islam, as well as Soviet and Russian influences, concluding with the post-9/11 era.

This course examines Southeast Asia as an historical and cultural area through the 20th century. Students compare and contrast Vietnam, Laos, Cambodia, Myanmar, Thailand, Indonesia, Malaysia, the Philippines, Singapore, and Brunei and distinguish different socio-political systems and development levels, geographical conditions, cultural origins, values, and interests in national independence. Special emphasis is on the cultural patterns in the formation of Southeast Asia nations, including traditional notions of authority, political and cultural identity, state-society relations, and regionalism.

This course, when offered, is a one-time offering on an area of special interest that will vary each term. NOTE: Open to graduate students as an elective. Any substitution as a Concentration or Major course must have Dean Approval through your Student Advisor. SUMMER 2009 TOPIC: John Brown’s Raid at Harpers Ferry. This course focuses on the causes and consequences of John Brown’s raid on the United States Armory and Arsenal at Harpers Ferry, Virginia (now West Virginia), on October 16, 1859. Students read and discuss early newspaper accounts of the raid, contemporary opinions, early biographical and historical accounts, and explore how and why accounts and interpretations of John Brown’s actions and motives have changed over the nearly 150 years since the raid occurred. Students apply what they learn from accounts of John Brown’s raid and become historians of this event.

This course is an opportunity for History students to pursue an independent research project or examine a specific area of history under the mentorship of a single professor. Students must complete 24 credits of study before taking this course. The course will typically involve a major research paper; there will be no examination. Students will submit a proposal prior to the start of the project, and a rough draft of the paper, both of which will count toward the final grade. Prerequisite: University approval and Upper Level standing. Prior to registering, students should first contact the professor with whom they wish to mentor their independent study, coordinate an agreement on the grading requirements, and then NOTIFY their Student Advisor with the name of their professor.

This course prepares graduate students for the Comprehensive Examination in the Master of Arts in History program. The purpose of this course is to provide a structured weekly review of key concepts, theories, and knowledge skill sets in their degree and particular concentration. Students are required to submit responses to a number of assignments over the 8-week course prior to taking the exam. Students apply historical methodology in preparation for the exam and consult texts, journal articles, print & media reports, and documentaries, as well as collaborate with other students enrolled in the course to help them prepare for the exam. Assignments serve as a means of final preparation for the student and calibration with the course instructor, who will grade the exam. The exam requires an approved proctor and is scheduled prior to the last week of the course. Students may not schedule the exam early and will not receive a grade until the end of the course. The "Comprehensive Final Exam" is tailored specifically to each student’s program. This option requires a minimum of 36 hours of coursework. A minimum of 21 hours must be taken within the concentrations and 6 credits in electives. A non-thesis student receives the MA degree upon successful completion of the required coursework and passing.