Graduate Course Descriptions
Below you will find descriptions for the graduate courses which we are offering in Fall semester. All graduate classes are restricted and you must contact the instructor for admission to the course and a permission number.
It is important to meet regularly (once a semester) with the graduate coordinator to discuss your program and to make sure that you are taking a mix of courses that will lead to graduation. You can make an appointment with Dr. Nuño by calling the History department office (818) 677-3566.
History 510 Colloquium in Greek History Professor Frank Vatai Wednesday 1900-2145 SH288
The course will focus on the 5th Century and the Persian Wars. The readings will include the two “autobiographers of the era,” Herodotus and Thucydides. These will be read in the Landmark editions. In addition, the readings will consist of modern studies of the period that offer analyses from the point of view of cultural, political, social and military history. Some of the works are modern classics, others demonstrate how contemporary historians are interpreting this key period in Western and World history. The grade will be based on critical reviews on all the books, class presentations and contributions to class discussions.
History 531 (Will be History 596__) Pedagogical Approaches to Modern World History Professor Miriam Neirick Tuesday 1900-2145 SH279
This course will focus on topics in world history since 1500, with an emphasis on preparing materials and developing strategies for teaching those topics to high school and college students. Our goal will be to work toward more completely globalizing a standard course in Western Civilization. We will first read and discuss secondary historical monographs on topics to include: the global consequences of the European Reformation; the Enlightenment in China; the global age of exploration; republicanism and revolution in the Atlantic World; the global causes and consequences of industrialization; nationalism in the Americas; fascism in Japan. Students will then be asked to develop various teaching resources that they propose to use in the classroom, and we will discuss strategies for working with these materials with students at both the high school and collegiate levels. For their final projects, students will work independently to prepare a set of materials and a lesson plan on a topic of their own choosing to present to their classmates.
History 585 Slavery and Freedom: The African-American Experience in the Colonial and Antebellum South Professor Joyce L. Broussard Tuesday 1600-1845 SH268
This readings colloquium explores the rich scholarship dealing with the experiences of those men, women, and children who lived as enslaved and free-black people from the Colonial era through the American Civil War. Focus in our readings will range from the life and labor of enslaved blacks in the urban South to those cotton and sugar plantations where the vast majority of enslaved people lived as chattel property. Students will read and discuss the origins of slavery in the American South, the character of Native-American enslavement, the laws of slavery, the slave trade, enslaved families, and issues of sex, miscegenation, and gender as well as slave rebellions, “free people of color” within the world of slavery, and the role of the enslaved and free blacks during the Civil War. Although the readings will focus on the lower-Mississippi River Valley from Memphis to New Orleans, slavery in the larger South will be discussed as appropriate. Along with in-class discussions, each student will write a historiographic essay related to a topic of their choosing.
History 671 (Will be History 692A) Research Seminar in Southwestern Borderlands History Professor John Paul Nuño Monday 1900-2145 SH288
During the late nineteenth century, the Southwest went from being a borderlands (frontier) to a bordered land (firm state boundaries). Eventual United States political, economic, and social incorporation of the region had significant consequences for local native peoples, Californios, and other non-white groups. With the option of using this “borderlands to borders” framework, students will write a research paper on one particular aspect of U.S. Southwestern Borderlands occurring sometime between the colonial period to more contemporary times. They will use local archives and online databases to find primary sources such as diaries, court documents, newspaper accounts, government reports, as well as state and federal legislative acts. These materials will enable students to write a twenty-page essay that will be an original piece of scholarship that contributes to U.S. Southwestern Borderlands history.