Master of Arts in History-Capstone Option

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 academic advisor. SUMMER 2012 TOPIC: Freedom Rising, the Second Year of Civil War: 1862 TOPIC DESCRIPTION: This course will examine the critical Maryland Campaign of September 1862, which marked the first time Confederate General Robert E. Lee invaded Union territory and which culminated in the bloodiest single-day of battle in all of American history along the banks of Antietam Creek, near Sharpsburg, Maryland. While examining in detail the campaign and its four battles--South Mountain, Harpers Ferry, Antietam, and Shepherdstown--this course will also take a critical look at the larger implications and consequences of the campaign, including the impact on the people and the issuance of the Emancipation Proclamation. In this course we will examine how the Maryland Campaign of 1862 forever altered the course of American history. This course is specifically designed for middle school and high school educators and includes a mandatory four day workshop on site in historic Harper’s Ferry.

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 academic advisor with the name of their professor.

This course is an opportunity for students to write a research proposal in their field of interest under the mentorship of a single professor who is an expert in the field. Students must contact their Academic Adviser at least thirty (30) days prior to registering for this course and must have completed all degree requirements excluding HIST699 – Master of Arts - Thesis. The Program Director will approve the statement of the topic so that the concept can be implemented into a complete syllabus with readings and activities to warrant academic credit. The selection of the professor depends upon the choice of topic and content area.

Preparation for the Master of Arts in History Capstone (Thesis) seminar begins on day one of a student's graduate program of study. The theories, research methods and analytical skills, and substantive knowledge obtained through their master's curriculum provide the basis for the thesis project. Students are required to develop primary and secondary source materials on their research topic and address the writing requirements as described in the syllabus and classroom assignments. The thesis proposal must provide a clear description of a question or problem and a proposed method of answering the question or solving the problem. Guidance on the format of the research proposal and a sample proposal are contained in the APUS Thesis Manual. Students may not take the thesis seminar until all other courses are successfully completed.