Department of History
http://www.ncat.edu/~history/
Olen Cole, Jr., Chairperson

OBJECTIVES

The Department of History offers students a knowledge of the past which enables them to better understand today’s world and to prepare for the future. The department also helps students develop skills in research, analysis, decision-making, and communication. These skills prepare students for successful careers, constructive participation in civic affairs, and lifelong learning. In short, the department of history emphasizes the personal development of each student.

The specific objectives of the History Department are: 1) to contribute to the general education of students by providing the historical, geographical, and philosophical background for studying the arts, the sciences, and technical subjects; 2) to give historical content and professional skills to students preparing for careers in fields such as education, law, religion, international affairs, social service, journalism, history, or government; 3) to offer a curriculum which allows students to pursue the history of all areas of the world; 4) to offer a course of study leading to the Baccalaureate Degree in history or history education; 5) to offer a course of study leading to the Master of Science Degree in Education with a concentration in history; and, 6) to provide instruction for students preparing for doctoral programs.

In carrying out its aims and objectives, the History Department offers a broad range of courses in history as well as courses in geography and philosophy. To help ensure student success the Department assigns each student major to an advisor and it is particularly important that students consult their advisors when planning their educational programs. The Department also offers students a variety of extracurricular opportunities to enrich their college experiences. These activities include the History Magazine, Phi Alpha Theta International Honor Society in History, and numerous public lectures. Finally, the Department participates in the University Honors Program, which enables outstanding students to work closely with faculty members on special course and research assignments.

DEGREES OFFERED

History – Bachelor of Arts

History, Secondary Education – Bachelor of Science

History Education – Master of Science*

Leadership Studies– Doctor of Philosophy*

* See the Graduate School Bulletin

GENERAL PROGRAM REQUIREMENTS

The admission of students to the undergraduate degree programs in the History Department is based upon the general admission requirements of the University.

DEPARTMENTAL REQUIREMENTS

History Major - A student in the history major must complete 124 semester hours of University courses. Included in the 124 hours are 45 hours in history courses (24 hours at the 400 level or above; remaining hours must be at the 200 level or above) and 18 hours in the social sciences. A minimum grade of “C” must be achieved in these history and social science courses. Students who wish to specialize in the history of Africa and African-Americans may pursue the special concentration in Africana history within the history major.

Teaching Major in History - The Teaching Major in history requires 128 semester hours of University courses. Included in the 128 semester hours are 18 hours in history courses at the 400 level or above (remaining hours must be at the 200 level or above) and 18 hours in the social sciences. This major also includes 25 hours of education courses and field experience as a student teacher. Students in this major must earn at least a “C” in all history, social science, general education, and professional education courses.

Students in the history education program are provided an opportunity to:

• Become knowledgeable about man’s past experiences;
• Study the history of major world civilizations and understand the impact of various groups, institutions, and nations on global development;
• Understand the social, political, economic, and cultural forces at work in contemporary societies;
• Become more sensitive to the relationships between history and the other social science disciplines;
• Develop an understanding of the nature of history and of the scientific methodology of historical research;
• Develop competencies essential for effective teaching of history and social studies in secondary schools;
• Develop proficiency in using computer software and appropriate peripheral devices to enhance instruction;
• Qualify for initial certification in history or social studies in North Carolina; and
• Prepare for further study at the graduate level and understand the need for life-long learning.

The Minor in History - Students desiring to minor in history must complete 18 semester hours in history at the 200 level or above including HIST 204, 205, 408 and 409.

The Minor in African and African-American History - The minor in African and African-American History consists of 18 semester hours of history courses distributed as follows:

Required Courses: 12 hours
HIST 201, 202, 215, and 216

Elective Courses: 6 hours to be selected from the following:
HIST 272, 273, 320, 412, 416, 425, 455, 615, 616, 617, and 628

The Minor in Museum Studies - The minor in museum studies consists of 18 semester hours of courses as follows:
HIST 270, 271, 272, 273, 320, and 321

ACCREDITATION

All teacher education programs are accredited by the National Council for the Accreditation of Teacher Education and are approved by the state department of public instruction.

CAREER OPPORTUNITIES

The undergraduate degree program in history leads to careers in journalism, business, archives and museums, international affairs, and government service, among others. It also prepares students for law school, theological seminary, and other graduate and professional school programs.

The undergraduate and graduate education majors prepare students to teach history or the social sciences in secondary schools. Businesses also find that teacher education majors make good human relations specialists, personnel directors, technical writers, sales managers, directors of training programs, and administrators.

REQUIRED MAJOR COURSES FOR HISTORY

	HIST 201	HIST 205	HIST 409
	HIST 202	HIST 250	HIST 599
	HIST 204	HIST 408

CURRICULUM GUIDE FOR HISTORY

FRESHMAN YEAR
First Semester	Credit	Second Semester	Credit
UNST 100 UNST 110 UNST 120 HIST 100 HPED 200 SPCH 250	1 3 3 3 2 3 15	BIOL 100, CHEM 100/110,     EASC 201, or PHYS 100 ENGL 101 PSYC 320 UNST 130 UNST 140	3-4 3 3 3 3 15-16
SOPHOMORE YEAR
First Semester	Credit	Second Semester	Credit
HIST 204 HIST 250 UNST Electives UNST Electives PHIL 260, 262, 263,    264, 265, or 266 HIST 201 or 202	3 3 3 3   3 3 18	HIST 205 POLI 200 or 210 UNST Electives UNST Electives ECON 305, SOCI 302, or    HIST 4001	3 3 3 3 3 15
JUNIOR YEAR
First Semester	Credit	Second Semester	Credit
HIST 408 Social Science    Elective2 ECON 200 or 201 FOLA	3   6 3 3 15	HIST 409 Free Electives3 HIST Electives4 FOLA HIST Elective    (Non-Western)5	3 3 3 3   3 15
SENIOR YEAR
First Semester	Credit	Second Semester	Credit
Social Science Elective2 HIST Electives4	3 12 15	Free Electives3 HIST Electives4 HIST 599 (Capstone)	3-4 6 3 15-16

Total Credit Hours: 124
¹ HIST 400 will count as a Social Science course for History majors who take it instead of ECON 305 or SOCI 302.
² 9 hrs. – Students may take any Geography, Political Science, Sociology, or Anthropology courses for which they meet the prerequisites.
³ 12 hrs. – Students may take any courses offered at the University for which they meet the prerequisites.
⁴ 18 hrs. of which 15 hrs. must be at the 400 level or above. Choose from HIST 203, 209, 215, 216, 220, 225, 230, 270, 271, 272, 273, 300, 302, 305, 306, 307, 312, 320, 321, 332, 334, 340, 351, 355, 400, 401, 402, 404, 405, 407, 410, 412, 413 ,414, 415, 416, 417, 418, 419, 420, 421, 422, 425, 430, 431, 432, 433, 435, 440, 450, 451, 455, 460, 461, or 477.  Seniors may also choose from HIST600, 603, 605, 606, 607, 610, 615, 616, 617, 618, 619, 620, 621, 622, 623, 625, 626, 628, 629, 630, or 633
⁵ 3 hrs. – Choose from HIST 215, 216, 417, 418, 320, 430, 431, 332, 412, or 444. Seniors may also choose from HIST 616, 617, 618, 619, 620, or 621.

CURRICULUM GUIDE FOR HISTORY (AFRICANA HISTORY)

REQUIRED COURSES FOR HISTORY, SECONDARY EDUCATION

CURRICULUM GUIDE FOR HISTORY, SECONDARY EDUCATION

FRESHMAN YEAR
	First Semester	Credit	Second Semester	Credit
	BIOL 100 or CHEM 100 and 110	4	EASC 201 or PHYS 110 and 111	3
	ENGL 100	3	ENGL 101	3
	MATH 101	3	MATH 102	3
	HIST 100	3	SPCH 250	3
	PHED (one course 101-118)	1	HIST 101	3
	CUIN 101	1		14-15
	CUIN 102	2
		16-17
SOPHOMORE YEAR
	First Semester	Credit	Second Semester	Credit
	HIST 204	3	HIST 205	3
	HIST 250	3	POLI 200	3
	PSYC 320	3	PHIL 260, 261, or 262	3
	FOLA	3	CUIN 301	2
	ENGL 200	3	FOLA	3
	PHED 200	2	ENGL 201	3
		17		17
JUNIOR YEAR
	First Semester	Credit	Second Semester	Credit
	HIST 403	3	HIST 404	3
	HIST 201	3	SOCI 100	3
	ECON 300	3	CUIN 436	3
	CUIN 400	3	ECON 301	3
	GEOG 210	3	HIST 202	3
	HIST Electives1	3	HIST Elective (Non-Western)2	3
		18		18
SENIOR YEAR
	First Semester	Credit	Second Semester	Credit
	CUIN 536	3	CUIN 500	3
	HIST Electives1	3	CUIN 560	6
	SOCI 200	3	CUIN 624	3
	HIST 599	3		12
	Free Electives3	2-3
		14-15

Total Credit Hours: 128
¹ 6 hrs. which must be at the 400 level or above. - HIST 400, 401, 402, 404, 405, 407, 410, 412, 413, 414, 415, 416, 417, 419, 418, 420, 421, 422, 425, 430, 431, 432, 433, 435, 440, 444, 450, 451, 455, 460, 461, or 477.  Seniors may also choose from HIST 600, 603, 605, 606, 607, 610, 615 616, 617, 618, 619, 620, 621, 622, 623, 625, 626, 628, 629, 630, 631, or 633.
² 3 hrs. - HIST 417, 418, 431, 432, 412, or 444. Seniors may also choose from History 616, 617, 618, 619, 620, or 621.
³ 2-3 hrs. – Students may take any course offered at the University for which they meet the prerequisites.

COURSE DESCRIPTIONS IN HISTORY

This course is a survey of the social, political, economic, religious, and cultural developments in world civilizations from the beginnings in the ancient world through the 16th century. (F;S;SS)

This course is a continuation of the social, political, economic, religious, and cultural developments in world civilizations from the 17th century to the present. (F;S;SS)

This is a survey of the history of African-Americans in the United States from the African background through the Civil War. The emphasis is on American slavery, the abolition movement, the free African-American community, Civil War, Emancipation, and Reconstruction. (F;S;SS)

This course emphasizes African-American leadership organizations, achievement, and the struggle of African-Americans for equality in the United States since 1877. (F;S;SS)

This course examines establishment and evolution of North Carolina A&T State University within the context of the development of American higher education. With the use of various primary and secondary sources, students will gain a greater knowledge of the development and growth of the institution during major historical periods by examining past and present leaders, facilities, programs, and accomplished alumni. Attention will be given to the impact of the University and its alumni on political, social, economic, and intellectual development at the local, national, and international levels. Emphasis is placed on the institution’s and activists’ impact on the Civil Rights movement and the pivotal role that each played. The course will also explore relevant contemporary issues and the institution’s global perspective in the new millennium. (F;S;SS)

This course examines the basic diplomatic, political, economic and sociocultural forces in the formation and development of the United States to 1877. Emphasis is placed upon political developments within a broad economic, social and cultural context. (F;S;SS)

This course continues the examination of basic diplomatic, political, economic and sociocultural forces in the development of the United States since 1877. Study of these major historical elements is pursued in an effort to help students to better understand the problems and challenges of contemporary American life, both domestic and foreign. (F;S;SS)

This course is designed primarily to enable the student to understand better the role played by the armed forces in American society today through a study of the origins and development of military institutions, traditions, and practices in the United States, from 1775 to the present. (DEMAND)

This course is a general survey of the history of Africa to 1800. Major areas of study include the genesis of man in Africa, the ancient world, early East and West civilizations, and the coming of Europe. (F)

This course is a general survey of the history of Africa since 1800. Major areas of study include the slave trade, the underdevelopment of Africa, Western imperialism and the African partition, and the growth of nationalism. (S)

This course is a survey of major scientific discoveries and technological innovations since the Scientific Revolution. Special attention will be paid to the Newtonian mechanistic worldview, theories of evolution, relativity, industrial revolution, medical advances, nuclear energy, computers and robotics. The social, economic, and ethical impact of modern scientific and technical discoveries will also be discussed. (DEMAND)

This course surveys and analyzes the various movements which made the 1960s one of the most important and tumultuous decades in American history. Special emphasis will be placed on the civil rights movement, opposition to the Vietnam War, environmentalism, youth culture, and feminism. Attention will also be given to the continuing influence of the 1960s on the development of American society. (DEMAND)

This course surveys the development of modern medical theories and practices, the professional development of physicians and nurses, the impact of technology on health care, the rise of hospitals, the intersections between society and medicine, factors affecting wellness, and the current problems facing the American health care system. Attention will also be given to the ethical dilemmas faced by doctors and nurses in this age of high tech health. (DEMAND)

The course includes material and presentations leading to an understanding of the basic nature of history, how to study it, methods and techniques in researching and writing it, basic computer and quantification skills, and more summarily, historiography and philosophies of history. (F;S)

This course introduces the student to the collecting and educational functions of the museum. Students will learn how museum professionals research, interpret and exhibit the holdings of a museum for the benefit of the community. Students will gain experience in developing their own exhibits. Students will also have the opportunity to visit local historical projects, and museums to study how these agencies carry out mandated duties. (DEMAND)

This course introduces students to the duties of museum registrars, curators, conservationists, and administrators. Students will learn how to catalog and preserve the items in a museum’s collection. Students will also visit other local museums to gain greater knowledge of museum operations. (DEMAND)

This course will introduce students to the ethics and techniques of collecting, preserving, and interpreting oral interviews. They will gain practice in using oral evidence, along with original primary sources and photographs, by exploring the role, impact, and consequences of race, gender and class on American history. (DEMAND)

Students will develop collections of materials and create exhibits on themes in African American history, especially in North Carolina. Students will learn how to preserve and catalog photographs, documents, and archival materials. They will also be introduced to the theory and ethics of historical collecting, including the criteria, which should be used to determine if an item is of museum quality and historical importance. Prerequisite: HIST 202 or permission of instructor. (DEMAND)

This course is a history of civilizations from the beginnings in the Near East and Egypt through Hellenism and the Roman Empire. (DEMAND)

This course is a survey of major developments in the Mediterranean and Western Europe from the origins of the Roman Empire through the end of the Middle Ages. (DEMAND)

This course analyzes the transformation of socialist thought and practice since the time of Marx. Special attention will be devoted to Marxist doctrines, nineteenth century Revisionism, Social Democracy, and twentieth century Communism. (DEMAND)

This course will trace the changes in female self-images and roles since the early 19th century in Europe and the United States. It will concentrate upon the growth of new educational and occupational opportunities for women, changing concepts of motherhood, and the rise of female protest movement. (DEMAND)

This course will deal with man’s changing philosophical and technological relationship with his natural environment since the start of the Industrial Revolution. (DEMAND)

This is a course that surveys the origin and development of the traditional religions of India and China and the three “Religions of the Book”: Judaism, Christianity, and Islam. (DEMAND)

Drawing heavily on the holdings of the Mattye Reed African Heritage Center and other museums, this course will demonstrate how to use material culture collections of art, artifacts, and archaeological findings to document and interpret African history. (DEMAND)

By drawing upon the ethnographic and multicultural collections of museums in North Carolina, students will become familiar with the role that museums can play in documenting and interpreting the culturally diverse history of the United States. (DEMAND)

This course will focus on the Middle East from the mid 19th century to the present. Areas of study will include the nature of Islamic society; the rise of nationalism and independence movements; the creation of the state of Israel; and the Arab-Israeli conflict. (DEMAND)

This course includes intensive reading and study or research in the field of history for departmental majors with a 3.0 average. (DEMAND)

This course concentrates on English history since 1688. Special attention is given to the following topics: The Glorious Revolution, industrialization, imperialism, decolonization, Victorianism, Ireland, and contemporary English society. (DEMAND)

This course covers African-American contributions to the development of the western United States. Emphasis will be on reading, research, and discussion of the African-American experience. (DEMAND)

This course is a study of the historical relationship of African-Americans with Africa, stressing the political, economic, and cultural significance of the continent in African-American history and thought. Missionary, repatriation, and Pan-African movements will be analyzed, as well as the evolving image of Africa in African-American popular culture. (DEMAND)

This course enables students to use computers to research historical topics and prepare materials for distribution both in print and electronically. Students will learn to find, access, and critically evaluate the quality of on-line databases and the Internet sites of libraries, archives, and museums. They will also interact with scholars and each other using electronic mail, electronic message boards, and Usenet news. (DEMAND)

This course is a survey of the books sacred to Judaism, Christianity, and Islam commonly called the Old Testament, in the context of the history of the people of Israel who composed them. (DEMAND)

This course is a historical study of the origins and development of the Christian Church from its beginnings to the end of the ancient world (around 476 A.D.). The political, social, economic, intellectual, and religious environment will be considered equally along with the internal development of Christian institutions, beliefs, and practices. (DEMAND)

This course surveys the origins and development of religious beliefs and organizations among African-Americans. Topics that will be studied include the rise of separate Christian denominations, African antecedents, the political and social role of the African-American church, and the appearance of Islamic and other religious groups. The relationships of religion to African-American reform and protest movements will be highlighted. (DEMAND)

American foreign policy and diplomacy from the Spanish-American War to the present will be covered in this course. Emphasis is on the impact of foreign policy upon domestic (U.S.) society and the growing involvement of the U.S. in international relations. Students are encouraged to understand fully and think critically about America’s role in the world. (DEMAND)

This course is a survey of major trends in the development of early modern Europe. Topics to be discussed include Renaissance, Reformation, Scientific Revolution, Enlightenment, Absolutism, and the French Revolution. (F)

This course is a survey emphasizing main trends in European development including political and social impact of the French Revolution, Industrial Revolution, authoritarianism vs. liberalism, church vs. state, nationalism, imperialism, World Wars I and II, Communism, Nazism, and present-day Europe. (S)

The development of American constitutionalism from English origins to the present will be covered in this course. Emphasis on the development of separation of powers, states’ rights, the Supreme Court, and the sectional controversy, economic regulations, and the modernization of the Bill of Rights, especially problems of desegregation, free speech, obscenity and criminal justice. (DEMAND)

This course is the study of African development since World War I. Areas of study include nationalism and independence movements, conflicts between traditional and modern ideas, United States and African relations, and racism in Southern Africa. (DEMAND)

The topic for this seminar is identity and “double-consciousness.”  This topic will be explored through a comparison of the creative responses of Russians and African-Americans to Western standards of culture and literacy that marginalized and even attempted to erase the historic voices of these cultures.  In both instances the response was cultural construction of an alternative literacy, which involved the very definition of “soul” and rhetoric based on the idea of “double-consciousness.”  After examining the construction of the East European  “other” by Western Europeans and the shared experience of unfree labor by slaves in North America and serfs in Russia, the emergence and assertion of a distinct cultural identity among both Russian and African-American thinkers will be examined.  (F;S;SS)

Nationalism is one of the most powerful forces in the modern world and is at the root of many of the problems facing humanity.  This theoretical and comparative course will utilize scholarship from a variety of disciplines (history, political science, sociology and geography) in order to examine how and why individuals have joined together to construct a collective identity and how the present draws upon the past to create nationalism. (F;S;SS)

No country on earth has embraced the automobile as thoroughly as the United States. This course analyzes the reasons for the American love affair with the car and the impact of automobility on American society and culture from the early twentieth century to the present. Topics discussed include the advent of mass production as pioneered by Henry Ford, the transformation of the American landscape to meet the needs of the car, the growth of big labor, the rise of consumer culture, the car as a cultural icon, environmental problems created by unchecked automobile use, the Japanese challenge to American industrial practices, and current efforts to reinvent the car to meet the needs of the future. Prerequisite: HIST 205, HIST 220, or permission of the instructor. (DEMAND)

This course begins with an investigation of early African-American cultural developments, folk culture, and religious expression in Antebellum America. It also pays special attention to the cultural trends of the twentieth century, the “Harlem Renaissance,” and urban life. (DEMAND)

This survey course begins with an examination of pre-Columbian societies. It then considers the changes that accompanied the various European colonial projects in the region, and the coming of Latin America’s political independence. Topics considered include agrarian change and conflict, colonial economic practices, slave systems and slave cultural practices, indigenous resistance and rebellion, the spread and impact of Christianity, colonial state policies, and the role of women. Students will have the opportunity to develop their ability to analyze and evaluate historical materials, and formulate written and oral arguments. (DEMAND)

This course surveys social and political conflict and change beginning with the movements for political independence and concluding with an assessment of recent developments. Topics considered include agrarian change and conflict, economic development and underdevelopment, slave emancipation, gender, urbanization and populism, social revolution, labor, and international relations and foreign intervention. Students will have the opportunity to develop their ability to analyze and evaluate historical materials, and formulate written and oral arguments. (DEMAND)

For most of the recent past the nations of Eastern Europe have been prevented from asserting their identities fully in independent nation states.  In such conditions the idea of the nation became utopian.  The collapse of the Soviet Union engendered endless conflicts that resulted in the rise of ethno nationalism throughout Eastern Europe, and led to genocide in the Balkans and still threatens peace and stability in the region today.  The critique of nationalism from the standpoint of democracy and the relationship between democracy and nationalism will also be examined. (F;S;SS)

This course includes special topics in the rise of the American city and the development of urban patterns of life, concentrates on such themes as population shifts to cities, the development of slums and ghettos, growth of municipal institutions and services, and the relationship of government with city residents. Prerequisites: HIST 205 and consent of the instructor. (DEMAND)

This course will examine that deliberate historical construction of the image of “Eastern” Europe and the “Balkans” which categorized entire peoples as being half-barbarian and thus only half-civilized.  This served to convince “Western” Europeans of their own superiority so that the terms “Eastern” Europe and “Balkans” became synonymous with ethnic hatred, backwardness and barbarism.  Students will look at literature from these regions in order to understand their struggle to confront, resist and critique these stereotypes.  (F;S;SS)

Imperialism was a shared experience that remade the cultures of both the colonized and the colonizers.  Using Great Britain in general and London in particular as a basis for comparison, the course will begin with a discussion of the classic interpretations and criticisms of empire and then look at how the imperial experience changed Victorian England into today’s vibrant multicultural and multiracial society.  Students will also examine the psychological effects of empire on both colonizers and colonized through the reading of several classic novels.  (F;S;SS)

This is an intensive reading, research, and discussion course that will address selected topics in African-American history, including the African background, the institution of slavery, Abolitionism, the Reconstruction era, migration out of the South, the Civil Rights Movement, and African-American intellectual traditions. Prerequisite: HIST 201 and HIST 202 or permission of the instructor. (DEMAND)

This course includes in-depth analysis of selected topics since the late nineteenth century, with special emphasis on written historical communication. Prerequisites: 6 hours of American history (204 and 205) and the consent of the instructor. (DEMAND)

This course is a study of the history and culture of the Chinese, Japanese, and Vietnamese peoples from the early classical civilizations to the middle Ch’ing. (DEMAND)

Areas of study include traditional China under the Ch’ing the impact of the West, feudal Japan, modernization in Meiji Japan, the Chinese Revolutions, and the Chinese model in Vietnam. (DEMAND)

This course examines the evolution of the relations between the United States and East Asian countries in the 19^th and 20^th centuries. It will focus on such themes as mutual perceptions of Americans and East Asians, activities of American merchants and missionaries in the region, East Asian immigration to the United States, the Pacific War, the Korean War, the Vietnamese War, and the normalization of Sino-American relations. (F;S;SS)

At the end of the World War II, the world political order was fundamentally restructured. The old European empires soon came to an end and the world was divided into two dominant blocks. This course explores the coming into being of the bipolar world order of the postwar period and its eventual demise. Special attention will be given to such issues as global vs. local cultures and social formation, development vs. underdevelopment, economic inequalities between the northern and southern hemispheres of the globe, wars of national liberation, ethnicity and nationalism, technological change and the environmental impact of technology, nation states vs. multi-national corporations, and the transformation of global capitalism. The final section of the course will deal with the definitions of postmodernity and their relevance for analyzing the developments in the postwar world. Prerequisite: HIST 101 or permission of the instructor. (DEMAND)

This course examines the ideologies and programs of African-American leaders who have commanded both national and international attention from the antebellum period to the present. Special consideration will be given to the philosophical continuities and differences among leaders in the twentieth century. (DEMAND)

This course explores the process by which the peoples of West Africa became integrated in the modern world system, examines cultural and scientific developments of the region, analyzes regional and Pan-African issues, and provides an in-depth study of major themes and problems in West African history. (DEMAND)

This course concentrates on an analysis of the various paths to modernity taken by several advanced societies, notably the United States, England, France, Germany, Russia, and Japan. Particular attention will be devoted to the causes and effects of industrialization, population growth, urbanization, social protest, changes in family structure, intellectual responses to rapid change, and the development of the modern state. (DEMAND)

This course surveys the history of Russia from earliest times to the present, with emphasis on the twentieth century. (DEMAND)

This course compares the development of different slave labor systems in the Americas from the fifteenth through the nineteenth centuries. After a brief consideration of slavery in the ancient world, the course examines the African origins of the slaves; the Atlantic slave trade; and slave life, work, culture, resistance, and emancipation in North America, Latin America, and the Caribbean. (DEMAND)

This course will focus upon the social, political, cultural, and economic evolution of the Old South from the 17th century through the Civil War and Reconstruction eras. In addition, the question of Southern distinctiveness and the tension between democracy and slavery will be analyzed. Issues of race, class, gender and religion will also be central to the course’s investigation of rural and urban development in Southern society through 1877. North Carolina will be used frequently as a case in point. (DEMAND)

This course offers a chronological exploration of the history of the South from the end of Reconstruction in 1877 through the development of the concept of “The New South” to the politics and culture of the “Sunbelt South” of today. Major topics will include the political, economic and social conditions after Reconstruction; the myths and realities of the “New South”; Populism and Fusion politics; segregation and disfranchisement in the “New South”; the South in the Progressive Era and World War I; race, religion, gender, class and culture; the Depression and the new Deal; the South after World War II; urbanization and industrialization; and the Civil Rights movement. North Carolina will be used frequently as a case in point. (DEMAND)

This course focuses on the technologies of the New Imperialism of the late nineteenth Century both in the context of their use against native populations in various parts of the world and as mechanisms for building consensus in home countries for imperial adventures abroad. It will also examine the process whereby East Asia, South and Southeast Asia, Latin America, and Africa were consolidated into a new global system of Western dominance. Sites such as international expositions, public museums and libraries, and new forms of mass culture and amusement will be explored to demonstrate the appeal of empire in the West. Prerequisites: HIST 250 and 101 or 205 or permission of the instructor. (DEMAND)

This is a capstone course for undergraduate majors in the History Department. The course will address enduring topics of historical interest requiring extensive readings and a research paper. Prerequisite: Senior standing with a major in History or History Education. Other students may take the course with the permission of the instructor. (F)