During the Renaissance and Reformation, many people throughout Europe became convinced that society was threatened by conspiracies of witches. The resulting panics led to the execution of thousands of people, mostly lower-class women. The course delves into intellectual, cultural and social history to explain how and why this happened, with discussion of both broad trends and local factors. As we will see, responses to witchcraft reflected major changes in European society, culture, and politics that lent new meanings to traditional ideas about witches, possession, and malefice and enabled the systematic condemnation of certain groups of people. The ways in which these ideas were mobilized in individual communities and the reasons for doing so varied widely, however, and we will therefore closely examine several specific examples of witch hunts in order to better understand why they were appealing to so many, why they flourished for a time, and why they ultimately faded.

Location

Lattimore Room 210 (MW 11:50AM - 1:05PM)

This course uses film, novels, and historical studies to examine the following themes in the making of modern Africa: the forging of new national identities, creation of wage laborers, and the restructuring of agricultural work, gender, and social age. Students will also explore how African women and men have sought to redefine their place in the global economy before, during and after the Cold War, against the backdrop of new opportunities and challenges presented by the HIV/AIDS pandemic, hunger, international debt, and engagement with China.

Location

Lechase Room 103 (MW 12:30PM - 1:45PM)

From the mid sixth century BCE until the end of the fourth century BCE, Greek city-states engaged repeatedly in warfare, diplomacy, and cultural exchange with the vast Persian Empire. In this course we will explore what the ancient evidence can tell us about episodes of such engagement, and about the ways in which these episodes shaped the historical development of both the Persian Empire and the Greek world. All sources will be read in English translation.

Location

Lattimore Room 210 (TR 12:30PM - 1:45PM)

When Oprah Winfrey founded a secondary school for girls in post-apartheid Johannesburg, she was following a long tradition of African American solidarity with the equally oppressed black population of South Africa. Forged in the 1780s by black north Atlantic mariners, the solidarity would encompass the following areas of life before and during the apartheid era: evangelical ties between African American churches and South Africa’s independent church organizations; the spread of the ideals of Booker T. Washington and Marcus Garvey, impact of the Harlem Renaissance on African popular township culture, and the cross-fertilization of political ideologies originating on both sides of the Atlantic. This course is about South Africans’ dreams for liberation, dreams that were realized when Cuba’s armed intervention helped liberate Angola, Namibia, and ultimately apartheid South Africa and its global allies.

Location

Lechase Room 181 (W 2:00PM - 4:40PM)

In this course, we will survey some of the major problems in Roman History, with particular emphasis on the period between the third century BCE and the second century CE (that is, the period in which the city of Rome became the capital of an expanding and multicultural empire).  We will explore how the development and articulation of Roman imperial power during this period affected not only the ancient world's political life, but also its demography, its economy, and its culture.  Considerable attention will be devoted to questions of method:  how do we answer questions about the Roman past?

Location

Dewey Room 2110E (TR 11:05AM - 12:20PM)

Vladimir Putin’s war in Ukraine was premised on and prepared for by his 2021 article “On the Historical Unity of Russians and Ukrainians,” which makes a number of controversial and contentious claims about Russian history. Using this speech as a starting point, we will interrogate Putin’s claims as a way of addressing important national "myths" (narratives with a variable connection to the historical record) that govern our (and Putin’s) understanding of Russian history and culture, including: the Rurik Dynasty and the (dis)unity of early Slavic tribes; the story of Vladimir’s baptism of Rus into Orthodox Christianity; Kiev as the “Mother of all Russian cities;” Moscow as the Third Rome; the myths surrounding the city of Petersburg; the idea of “Eurasianism” (Russia as a standalone civilization, neither European nor Asian); and Russia as the last stronghold and protector of “traditional (cisgender) values.” We will analyze tensions in Russian civilization between “own” and “other”, foreign influence and a strong national identity, chaos and order, innovation and tradition, and radical skepticism and faith. Readings will range from Russian fairy tales and saints' lives to historical documents and works by Russian authors of the past two plus centuries (Pushkin, Gogol, Dostoevsky, Tolstoy, Blok, Olesha, Pasternak, Solzhenitsyn). In English.

Location

Meliora Room 218 (TR 12:30PM - 1:45PM)

Students will follow current events in Russia through the internet, newspapers, magazines, and other sources (including satellite broadcasts when available). Along with a general attention to current events, each student will follow a particular area of interest (e.g. national identity, the market economy, politics, health issues, crime, culture, foreign policy) throughout the term, do background work on this topic and write it up towards the end of the term. Students who read Russian will be encouraged to use available sources in that language. This course is designed to (1) familiarize students with the most important issues facing Russia today and the historical/political/cultural context in which to place them; (2) to acquaint students with a variety of resources from the US, Russia, and a number of other countries and the different perspectives these sources may give on one and the same issue. Students write two short essays and one longer research paper.

Location

Lattimore Room 401 (MW 3:25PM - 4:40PM)

The first of a sequence of two, the course approaches 'The Divine Comedy' both as a poetic masterpiece and as an encyclopedia of medieval culture. Through a close textual analysis of 'Inferno,' and the first half of 'Purgatorio,' students learn how to approach Dantes poetry as a vehicle for thought, an instrument of self-discovery, and a way to understand and affect the historical reality. They also gain a perspective on the Biblical, Christian, and Classical traditions as they intersect with the multiple levels of Dantes concern, ranging from literature to history, from politics to government, from philosophy to theology. A visual component, including illustrations of the 'Comedy' and multiple artworks pertinent to the narrative, complements the course. Class format includes lectures, discussion, and a weekly recitation session. Intensive class participation is encouraged. Dante I can be taken independently from Dante II. No prerequisites. Freshmen are welcome. Part of the Dante Humanities Cluster.

Location

Gavett Hall Room 310 (MW 3:25PM - 4:40PM)

This discussion-based course interrogates the construction and evolution of Japan’s cultural traditions and idioms from ancient times to the eve of modernity. Drawing from oral records and mythology, performing and visual arts,  literary, religious and historical texts, among other mediums, this course asks students to understand and appreciate the dynamic contexts of Japanese “tradition.” At the same time, innovative evocations of the past will help us understand the processes through which literary, cultural and religious traditions are challenged, (re)invented, and (re)made. This course is therefore invested in both the historical legacy of traditional Japan and the ways in which tradition itself remains central to contemporary evocations of Japanese culture. No prior knowledge of Japan is required or expected.

Location

Frederick Douglass Room 420 (MW 4:40PM - 6:05PM)

This course examines the complicated relationship between religion and society in China. It takes a sociological approach, emphasizing that religion should be studied as a social phenomena that closely interacts with the development of society at large. The focus is on contemporary times from the end of the 19th century through present. During this period of time, China experienced tremendous change. This course introduces how such change impacted on and was expressed through religion, religiosity, and religious politics.

Location

Hylan Building Room 102 (TR 11:05AM - 12:20PM)

Latinos now number more than 60 million people and represent one of the quickest population surges in the history of the American republic. But they include a diverse collection of nationalities and ethnic groups whose variety poses analytical challenges to historians and other scholars. Using a case study approach that will emphasize primary sources and monographs, we will analyze a variety of strategies through which recent historians have interpreted the relationship of Latinos to American society. We will ask whether it makes a difference to understand Latinos as immigrants with unique histories, products of empire resulting from American economic expansion, or sojourners with ongoing ties to Latin America. We will consider national differences between Mexico, Central America, and the Caribbean. And we will examine how scholars have interpreted the relationship of Latinos to America's other myriad peoples. Our ultimate concern will be to prepare students for further research and writing in the field.

Location

Meliora Room 219 (MW 10:25AM - 11:40AM)

This introductory survey focuses on the Spanish and Portuguese conquests and colonization of the region that we now know as Latin America. Contrary to popular belief, the Conquest was constantly negotiated. Indigenous and African rebels, French and Dutch pirates and religious minorities eroded the Iberian hold on this vast territory. Primary source readings are an important component to this class and will introduce you to the writings of Inca nobles, Spanish conquistadors, and free African merchants. As a result, our course focuses on the vibrant societies defined as much by their cultural mixture as by their inherent political, social and economic inequality. The course ends with a brief glimpse at the Latin American independence movements. No prior knowledge of Latin American history or Spanish/Portuguese language is necessary for this course.

Location

Bausch & Lomb Room 270 (MW 3:25PM - 4:40PM)

When visitors arrive on Alcatraz Island in the Bay Area today, they are greeted by the words, "You are on Indian land." Written by a participant in Native activists' occupation of the island in 1969, the statement is a reminder that there are Indigenous histories of the land that is currently the United States—and these histories are very much ongoing. This course is an introductory survey of the history of Native America, which consists of hundreds of distinct Indigenous nations. Among other topics, the course will explore how Native peoples navigated forced migrations and attempted genocide in the nineteenth century; the various ways they responded to efforts to Americanize them; Native activism and leadership on and off reservations across the twentieth century; and more recent developments from Standing Rock to Reservation Dogs. 

Location

Rush Rhees Library Room 305 (MW 10:25AM - 11:40AM)

Today’s culture wars over gender identities, affirmative action, abortion rights, and similar issues rest on a history of earlier battles that have roiled American society. This course will explore struggles over such topics as censorship, immigration restriction, Prohibition, religion in public schools, sex education, jazz, and the behaviors of youth in order to understand the political tensions, values, and anxieties involved in cultural conflict in the modern United States. Reading assignments will be drawn from primary sources.

Location

Gavett Hall Room 310 (MW 2:00PM - 3:15PM)

American history has been largely shaped by wars. This course will survey the history of American wars; the military, naval, and civil institutions that have been created to serve the changing needs of national defense; and the citizen-soldiers who have preserved the liberty of the Republic.

Location

Meliora Room 221 (MW 6:15PM - 7:30PM)

Description: Framed as a historical introduction to Islamic traditions, this course will explore the political, social, and intellectual histories of Islam as a global tradition from its emergence through the modern period. The goal of the course is to introduce students to the central texts, personalities, events, geographies, institutions, and schools of thought that make up Islamic histories. We will begin by tracing Islam’s political history as it spreads from the Arabian Peninsula and encounters diverse cultures and peoples, before moving on to discuss the development of intellectual sciences and social institutions. In the process of studying Islamic histories, the course will engage several critical issues in the academic study of Islam such as orientalism, authority and writing history, authenticity, and gendered representations of Muslim societies.

Location

Frederick Douglass Room 403 (MW 4:50PM - 6:05PM)

This First-year seminar introduces students to humanities research and digital media design as we study the life and activities of Frederick Douglass and Antebellum Rochester.  Students will work with primary source material to develop digital exhibits that relate aspects of Douglass's life to the public, mentored by historians, archivists, and digital media experts. As we do "hands-on history" set in Rochester, we will also consider Douglass's legacy and freedom struggles that still persist today.

Location

Rush Rhees Library Room 416 (TR 3:25PM - 4:40PM)

This discussion-based seminar is a Gateway course that introduces students to what professional historians do as interpreters of the past. In particular, the course will emphasize reading primary sources and demonstrate how fiction, in combination with other documents, can generate new insights and questions. The seminar will focus on Harriet Beecher Stowe’s Uncle Tom’s Cabin (1852) for the first half of the semester and Louisa May Alcott’s Little Women (1868-69) in the second part of the course. Stowe’s book was the best-selling novel of the nineteenth-century and famously earned its author credit for starting the Civil War. Alcott’s semi-autobiographical novel was likewise a great commercial success. Both books were repeatedly adapted for the theatre and the movies, inviting consideration of what those new forms meant to viewers. Together the books have become touchstones or markers for ways that Americans have thought about race and gender for the last one hundred fifty years. Students will read both texts closely and explore the historical issues they reflected and influenced. They will consider such topics as: the reception of Stowe’s book in relation to abolitionism, colonization, and other depictions of slavery; authorship for women; ideals of domesticity in the North and South; the role of religion in both works; constructs of American girlhood and masculinity; and sentimental culture in Victorian America. Uncle Tom’s Cabin will especially raise questions about how we should handle language and images that modern readers may consider offensive. Students will be encouraged to voice their views on ways to grapple with racism and gender stereotypes in books that have shaped Americans’ current quests for justice and equity. Requirements will include active participation in discussion and several writing assignments.

Location

Rush Rhees Library Room 305 (MW 9:00AM - 10:15AM)

In 1950, writer Arna Bontemps declared that there had been two phases to the 20th century “Negro literary awakening”: The first had been in Harlem; the second, in Chicago. This class looks comparatively at these two cultural movements, the so-called “Harlem” Renaissance of the 1910s to 1930s and the Black Chicago Renaissance of the 1930s to 1950s. This class explores whether these two periods were actually two halves of the same “awakening” as Black politics and aesthetics changed both domestically and abroad during these decades. Students will examine major figures, ideologies, and events from each era while learning the basics of scholarly historical research.

Location

Rush Rhees Library Room 305 (MW 3:25PM - 4:40PM)

This course is an introduction to the history of Europe before, during, and after the First World War. Beyond studying the details of the conflict itself, we will be concerned mainly with the effect of the war on European culture, politics, society, and consciousness. Class sessions will include some lectures, films, and regular seminar discussions. Readings will include a wide variety of memoirs, letters, diaries, novels, and poems by those who experienced the war and its traumatic aftermath first hand.

Location

Genesee Hall Room 309 (TR 9:40AM - 10:55AM)

This course is an introduction to the history of Europe before, during, and after the First World War. Beyond studying the details of the conflict itself, we will be concerned mainly with the effect of the war on European culture, politics, society, and consciousness. Class sessions will include some lectures, films, and regular seminar discussions. Readings will include a wide variety of memoirs, letters, diaries, novels, and poems by those who experienced the war and its traumatic aftermath first hand.

Location

Genesee Hall Room 309 (TR 9:40AM - 10:55AM)

In this course, students will coordinate with a community partner to design and plan an exhibit about Rochester's own history. By collaborating with their classmates and a community partner over the course of the semester, students will be able to actively engage with the techniques and theories that they are reading about in the classroom. In addition to learning more about Rochester's own history, students can expect to explore how elements of ethnography, public outreach, design, and digital technology contribute to public history. As a culmination, students will plan the launch of the exhibit at an off-campus site for the greater Rochester community.

Location

Morey Room 525 (T 2:00PM - 4:40PM)

This course examines specific historical episodes and responses to public health crises to highlight the role of racism in shaping current disparities in the United States healthcare system. Students are encouraged to draw on their historical learning in this seminar to develop informed and well-argued opinions on current issues in health policy, as they learn about the many processes that have shaped these racial inequities over the course of the past century. The course pairs both a historical episode with discussion of a current manifestation of the same public health and policy challenge.

Location

Hylan Building Room 203 (TR 2:00PM - 3:15PM)

This course examines specific historical episodes and responses to public health crises to highlight the role of racism in shaping current disparities in the United States healthcare system. Students are encouraged to draw on their historical learning in this seminar to develop informed and well-argued opinions on current issues in health policy, as they learn about the many processes that have shaped these racial inequities over the course of the past century. The course pairs both a historical episode with discussion of a current manifestation of the same public health and policy challenge.

Location

Hylan Building Room 203 (TR 2:00PM - 3:15PM)

Current political conflicts and open wars both use the memory of past confrontations. Central and Eastern Europe is no exception here; only the Russian aggression on Ukraine in 2022 made us fully aware of those historical interconnections. Using various examples from the region (Germany, Poland, Ukraine, Russia, Hungary, Czech Republic, Slovakia, Belarus), the course has two parallel aims: (1) to present the main (collective) memory conflicts in that region in the 21st century and (2) to examine the usage of the past in current memory politics. We will focus on an in-depth study of selected historical conflicts on the "Bloodlands" (to use the term by Timothy Snyder) and their role in creating a politics of memory: the legacy of the Polish-Lithuanian Commonwealth (16th-18th century) and the Habsburg Empire (16th-20th century), World War One (1914-1918) and "wars of Pygmies" that followed, World War Two and the Shoah, Polish-German and Czech-German reconciliation, Russian imperialism and its implications in Ukraine and Belarus, communism and anticommunism. The course will have a form of a seminar which includes some lecture introductions from the instructor but predominantly students' presentations on chosen case studies and in-class discussions.

Location

Harkness Room 112 (MW 4:50PM - 6:05PM)

This upper-level seminar will analyze the arrival of over 6 million Africans to Latin America and their impact on the Portuguese and Spanish societies of the Western Hemisphere from 1500 to 1867. We will properly begin the study the African Diaspora in Latin America by studying the transition from Indigenous slavery to African slavery in Bahia, Brazil. The following weeks will cover the emergent demand for African laborers in the urban centers of Mexico, Colombia, Cuba and Peru. Throughout the class we will study the creative and creolizing cultural processes that accompanied the African presence in the region.

Location

Genesee Hall Room 308 (MW 11:50AM - 1:05PM)

This upper-level seminar will analyze the arrival of over 6 million Africans to Latin America and their impact on the Portuguese and Spanish societies of the Western Hemisphere from 1500 to 1867. We will properly begin the study the African Diaspora in Latin America by studying the transition from Indigenous slavery to African slavery in Bahia, Brazil. The following weeks will cover the emergent demand for African laborers in the urban centers of Mexico, Colombia, Cuba and Peru. Throughout the class we will study the creative and creolizing cultural processes that accompanied the African presence in the region.

Location

Genesee Hall Room 308 (MW 11:50AM - 1:05PM)

This seminar examines the shifting relationship between people, food, and the environment that ties them together. It asks how have distance and space between the sites of production and consumption affected the economic and social relations of food? How has geography influenced the types of food people eat? How do views of scarcity and plenty shape approaches to farming? What is the role of governments and markets in agriculture? How does food refract and transform social divisions, cultural attitudes, and daily life? Topics include rural development; subsistence gardening; famine; histories of sugar, corn, pork, fish, whales, ice cream, and anything else that fits on a dinner plate.

Location

(TR 12:30PM - 1:45PM)

This seminar examines the shifting relationship between people, food, and the environment that ties them together. It asks how have distance and space between the sites of production and consumption affected the economic and social relations of food? How has geography influenced the types of food people eat? How do views of scarcity and plenty shape approaches to farming? What is the role of governments and markets in agriculture? How does food refract and transform social divisions, cultural attitudes, and daily life? Topics include rural development; subsistence gardening; famine; histories of sugar, corn, pork, fish, whales, ice cream, and anything else that fits on a dinner plate.

Location

(TR 12:30PM - 1:45PM)

The British and the Brazilian empires were connected in very peculiar ways. Their relationship, which went back to the centuries-old partnership between England and Portugal, became even closer when the Portuguese royal court moved to Brazil in 1808 – as Napoleon invaded the lands of the last British ally in continental Europe. The transatlantic United Kingdom of Portugal, Brazil, and Algarve was born by the end of the Napoleonic wars. A few years later, in 1822, the former colony, and then kingdom, became an independent nation known as the Empire of Brazil. Throughout this time and beyond, the British presence was felt in significant ways – not only in the economic and political spheres but also in different aspects of everyday life in Imperial Brazil, especially in its capital, Rio de Janeiro. The parallels between Britain and Brazil are not limited to similarities in the terms historically used, officially or not, to refer to these countries, such as “United Kingdoms” and “Empires.” It may be curious to learn, for example, that the first historian of Brazil, in the modern disciplinary sense, was the English romanticist intellectual, Robert Southey. Thus, this course focuses on the repercussions in Brazil of three moments of British history: Romanticism, the Catholic question, and the 1851 London Great Exhibition.

Location

Bausch & Lomb Room 270 (MW 9:00AM - 10:15AM)

This course looks at the American Civil War, one of the most studied events in popular and academic history. As a class, we will examine and evaluate the war’s causes, its major events and battles, the politicians, authors, and reformers who have shaped our understanding of the conflict, its effect on the home-front, and its (long) lasting consequences. Additionally, we will develop an understanding of the vast historiography surrounding the Civil War by reading, discussing, and comparing influential historians’ interpretations of the conflict. In this class, we will elevate the experiences not just of the most famous generals and politicians, but also the experiences of women on the home-front, enslaved individuals who challenged chattel slavery, and immigrant communities thrust in the roiling conflict.

Location

Hylan Building Room 105 (TR 12:30PM - 1:45PM)

Interviewed by the Chicago Daily News in 1924, Benito Mussolini, the Italian dictator and founder of Italian Fascism, said that Fascism was “the greatest experiment in history in making Italians.” Within the historical and political framework of the so-called Ventennio Fascista (Fascist Twenty Years) – from 1922 to 1943 – the course examines Mussolini’s cultural politics as a fundamental strategy not only to gain popular consent and propagate the ideology of the regime, but to implement his vision of Italian national identity.

More in detail, the course consists of three component. The first component is short and introductory. It is set against the backdrop of the historical vicissitudes that brought to the political unification of Italy in the 19th century, the Italian involvement in WWI, the aftermath of the war and the circumstances that brought Fascism to power. The second component focuses on the Ventennio (a twenty year period) until the demise of the Regime in 1943 and its epilogue at end of WWII in 1945. The third component examines various interpretations of Fascism, Fascisms in countries other than Italy, and Fascism today, posing the question of its contemporary relevance and potential or actual resurgence.

Topics include the fascist philosophy and politics of education, the myth of Rome and its imperial legacy, the archaeological, architectural, and restoration projects, the graphic arts, fashion, sports, gender normativity, dissent, historiography, and both feature and documentary films produced during the regime. Emphasis is placed on original documents in addition to secondary sources. Films that look retrospectively and from a multiplicity of perspectives at the fascist era complement the program.

The course aims to provide students with knowledge of historical and cultural facts, ability to identify problematic issues, and acquisition of critical tools for their interpretation. To that effect, our method of inquiry capitalizes on class discussions and on the juxtaposition of conflicting ideologies in the form of class debates.

The course is part of a cluster on Totalitarian Europe. It is conducted in English and is open to all students (from freshmen to graduate students) interested in modern and contemporary history, political ideas, Italian and European culture, cultural phenomena of various nature and their interpretation, contemporary ramifications, and general questions of political education and citizenship. No prerequisites.

Location

Morey Room 501 (TR 4:50PM - 6:05PM)

What marked out some people as friends of God in medieval and Renaissance Europe? How could contemporaries and how should modern authors write about interior religious states? The notion of sainthood and the status of mystical visionaries could, in fact, be topics of major dispute, as the example of Joan of Arc demonstrates. This course examines the linked phenomena of mysticism, visions, and sanctity through an introduction to major scholarship on the field, as well as to important contemporary sources for the study of saints and mystics.

Location

Lechase Room 161 (TR 2:00PM - 3:15PM)

What marked out some people as friends of God in medieval and Renaissance Europe? How could contemporaries and how should modern authors write about interior religious states? The notion of sainthood and the status of mystical visionaries could, in fact, be topics of major dispute, as the example of Joan of Arc demonstrates. This course examines the linked phenomena of mysticism, visions, and sanctity through an introduction to major scholarship on the field, as well as to important contemporary sources for the study of saints and mystics.

Location

Lechase Room 161 (TR 2:00PM - 3:15PM)

This course explores the history of the idea and condition of nature from the Enlightenment to the present. Drawing on contemporary historical scholarship as well as a range of thinkers and writers from Thoreau to Carson and beyond, we will study the many ways in which humans have thought about and treated the natural world around them and how the natural world has shaped human history in turn. We will also meet occasionally with a parallel course on "the Politics of Nature" (GSWS 213). Some background in history is recommended.

Location

Rush Rhees Library Room 305 (T 2:00PM - 4:40PM)

This course surveys recent scholarship on the early modern Atlantic world emphasizing comparative, transnational and connective methodologies. Topics will include imperial rivalries, the emergence of creole cultures, trade and smuggling, oceanic and coastal environments, the circulations of commodities, diseases, print, and ideas, slavery and the slave trade, community studies of Atlantic places, and the promise and limits of an Atlantic perspective. Students will produce an original research paper on an Atlantic topic.

Location

Rush Rhees Library Room 456 (W 2:00PM - 4:40PM)

Today Latin America is the most urbanized region of the world. Over 80 percent of its population lives in urban areas, many of which are megacities or primate cities. Just over one hundred years ago, however, the region was largely agrarian and rural. This seminar explores the process of that urbanization from 1850 to the present. From the mass arrival of immigrants to cities like Montevideo, São Paulo, and Buenos Aires, to the internal migrations spurred by land accumulation and mechanization, students will read about and discuss the politics of urban spaces, the daily negotiations that occurred between residents and officials, the environmental challenges that urbanization provoked, and the persistence of cultural diversity. Students will write an original research paper on a topic of their choosing.

Location

Rush Rhees Library Room 456 (TR 9:40AM - 10:55AM)

This seminar examines the history of beliefs about the end of the world in the western Judeo-Christian tradition. We will examine such topics as the birth of apocalyptic thought, the medieval development of various aspects of traditions about the End (such as the figure of Antichrist and millenarian traditions), millennial influences on the discovery and colonization of the New World, millennial movements of the last two centuries (such as the Millerites and the Mormons), and contemporary apocalyptic scenarios. A major theme of the course will be the flexibility of apocalyptic language, its ability to interpret various historical situations, and its power to move people to acceptance or action.

Location

Rush Rhees Library Room 305 (TR 11:05AM - 12:20PM)

This Fall semester course (4.0 credits) is reserved for History seniors whose Honors proposal has been approved. (Approval process takes place during spring semester of junior year.) In HIST 389H students conduct independent Honors research under the supervision of their faculty advisor.  Students who successfully complete 389H will enroll in HIST 399H (2.0 credits with the Honors director) in the spring and continue their Honors research in HIST 393H (4.0 credits with their advisor). Students who have not demonstrated enough progress in HIST 389H will not advance to the spring sequence of Honors and will receive HIST 391W credit instead. ​

This Fall semester course (4.0 credits) is reserved for History seniors whose Honors proposal has been approved. (Approval process takes place during spring semester of junior year.) In HIST 389H students conduct independent Honors research under the supervision of their faculty advisor.  Students who successfully complete 389H will enroll in HIST 399H (2.0 credits with the Honors director) in the spring and continue their Honors research in HIST 393H (4.0 credits with their advisor). Students who have not demonstrated enough progress in HIST 389H will not advance to the spring sequence of Honors and will receive HIST 391W credit instead.

This Fall semester course (4.0 credits) is reserved for History seniors whose Honors proposal has been approved. (Approval process takes place during spring semester of junior year.) In HIST 389H students conduct independent Honors research under the supervision of their faculty advisor.  Students who successfully complete 389H will enroll in HIST 399H (2.0 credits with the Honors director) in the spring and continue their Honors research in HIST 393H (4.0 credits with their advisor). Students who have not demonstrated enough progress in HIST 389H will not advance to the spring sequence of Honors and will receive HIST 391W credit instead. ​

This Fall semester course (4.0 credits) is reserved for History seniors whose Honors proposal has been approved. (Approval process takes place during spring semester of junior year.) In HIST 389H students conduct independent Honors research under the supervision of their faculty advisor.  Students who successfully complete 389H will enroll in HIST 399H (2.0 credits with the Honors director) in the spring and continue their Honors research in HIST 393H (4.0 credits with their advisor). Students who have not demonstrated enough progress in HIST 389H will not advance to the spring sequence of Honors and will receive HIST 391W credit instead. ​

This Fall semester course (4.0 credits) is reserved for History seniors whose Honors proposal has been approved. (Approval process takes place during spring semester of junior year.) In HIST 389H students conduct independent Honors research under the supervision of their faculty advisor.  Students who successfully complete 389H will enroll in HIST 399H (2.0 credits with the Honors director) in the spring and continue their Honors research in HIST 393H (4.0 credits with their advisor). Students who have not demonstrated enough progress in HIST 389H will not advance to the spring sequence of Honors and will receive HIST 391W credit instead. ​

Individual instruction in the teaching of history under the supervision of a faculty member.

Experience in an applied setting supervised on site. Approved and overseen by a University instructor.

Registration for Independent Study courses needs to be completed thru the instructions for online independent study registration.