how long is a history master's thesis

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M.A. Thesis: What is it and what does it need to do?

The purpose of a M.A. thesis is to demonstrate a student’s capacity to develop an original historical argument based on original research . Given the significant amount of work and effort that—beyond classwork—goes into completing and defending a thesis, students on the thesis track should seriously consider why is it that they want to write a thesis and discuss their reasons (and their intellectual and professional trajectory more broadly) with the History or Public History advisor early on, preferably during their first year in the program. Students should start thinking about possible topics and committee members (one chair and two readers) early on as well.

The Thesis “Pipeline” Students generally start developing their thesis topic during the third semester, as they enroll in the General Research Seminar (GRS) and Thesis A (see the Graduate Student Handbook for details). In consultation with the instructor of record and the History or Public History general advisors, they will select a paper advisor for the course, knowledgeable in the student’s field, who will very likely fulfill the role of thesis director and committee chair for the student after the GRS. During the Seminar, students will be working on research, methodology, and historiography which will serve as the basis of the thesis. To get credit for Thesis A, moreover, students will have to defend a thesis proposal (5-8 pages) before a committee, which will recommend that the student continues with the project or switches to the Comps track.

Scope Students must be able to assess the value of their source base—which can include textual primary sources, material culture, the built environment, oral interviews and oral histories, digital media, musical examples, and visual images—demonstrating the ability to critically evaluate and engage with several archival and non-archival sources. Students then must place their research into conversation with the existing literature on the topic. They must show their ability to summarize the recent historiographical trends on the subject, and then must illustrate the ways that their research contributes to, contends with, or challenges current trends. In other words, the original research needs to be put into a larger intellectual framework. This framing involves the skill to utilize the research of other scholars to help build students’ argument and analysis. Since the historical profession is built on acknowledging the contributions of other scholars, it is vital that the M.A. thesis integrate existing scholarship throughout the thesis.

Another feature of a thesis is that, although the thesis can be structured chronologically or thematically, the argument must address change over time . To effectively do this, the M.A. student must first set up the historical context, thereby establishing the “problem” that will be solved. Lastly, an M.A. thesis must comply with the academic conventions of historical writing . This includes using the Chicago/Turabian citation method, offering a clear and effective organization, and writing in a clear, concise, and readable style.

Public History students must incorporate a Public History component in their thesis. Types of components are categorized and described, with accompanying examples, in a separate guide.

Format M.A. History theses are typically comprised of an Introduction (~10 pages), 2-3 chapters (~20-25 pages each) organized chronologically or thematically, and a conclusion (~10 pages). To form an idea of the Department’s expectations, students are encouraged to peruse previous theses at the library’s website . Students are also encouraged to consult the Graduate College Guide to Preparing and Submitting a Thesis BEFORE beginning the writing process, as the guide provides templates with the proper formatting that will make the final submission a much easier endeavor.

Alternatively, and with the approval of the thesis committee and/or the History or Public History advisor, preferably before taking Thesis B (see the Graduate Student Handbook for details), students can opt for an article-length thesis, which will include a 9000-to-12,000-word standalone article chapter of publishable quality and, to satisfy Graduate College requirements, a thorough introduction chapter and a comprehensive conclusion chapter. Students considering a Ph.D. in History are particularly encouraged to discuss this option with their advisors, for an article chapter would provide a strong writing sample, which will enhance the student’s chances of gaining admission. In consultation with the thesis committee, students working on an article-length thesis should identify suitable publication venues and keep their scope and formatting guidelines in mind during the writing process, so that they can submit their work for consideration after the defense.

As with all M.A. History theses, the committee is the sole arbiter of the quality, scope, and length of all parts of the document.

Ver. 01/15/21

Master’s Thesis Length: How Long Should A Master’s Thesis Be?

Writing a thesis is one of the requirements for obtaining a master’s degree. If you are currently running a postgraduate program, you may be wondering what the actual length of a master’s thesis is.

A thesis is a comprehensive exploration of a topic or area of ​​interest. The idea is to chart your learning journey and conclude by discussing what you have learned and what others might learn from it, including opportunities for further research.

It can be as long as it takes to discuss your topic in detail. This is anything around 50 to 300 pages, including a bibliography. However, different institutions have standards for content, format, and length expectations.

This article discusses the length and structure of a master’s thesis in detail.

What is a master’s thesis?

A master’s thesis is a research project written by students in a master’s degree program to demonstrate their interest and expertise in a specific topic within their field of study. It is the final requirement for a master’s degree.

The thesis is a culmination of existing research and data that master’s students marshal and combine to make up a hypothesis that challenges an existing argument in the field or develops new arguments for academic debate.

Students are usually assigned an advisor who provides guidance and supervises their work. Once the thesis is complete, students must defend their work to a panel of two or more departmental faculty members.

How long is a master’s thesis?

A master’s thesis has no mandatory length. It can be anywhere from 50 to 300 pages depending on factors such as departmental requirements, university guidelines, topic, and research methodology.

However, what is most important is that your thesis contains all the necessary information about the topic clearly and concisely. Your argument must also be well structured with relevant references, figures, and tables to support your claim.

In fact, the quality of your work should be prioritized above the length of your work.

Ultimately, the aim is to demonstrate your mastery in the field by demonstrating the academic expertise and research skills you have developed throughout the master’s program.

Master thesis structure

Given the differences in the degree requirements between universities, Master’s theses do not follow the same structure. However, a typical master’s thesis follows these format:

•   Title page
•   Acknowledgment
•   Table of contents
•   Chapter 1: Introduction
•   Chapter 2: Literature review
•   Chapter 3: Data collection
•   Chapter 4: Analysis
•   Chapter 5: Conclusion
•   Reference list
•   Statement of independent work
•   Appendix (optional)

1. Title page

This is basically a page to tell your name, university, essay topic, and supervisor’s name.

2. Acknowledgment

This is the part where you appreciate those who contributed to the preparation of your thesis. If you probably received a fellowship or obtained data from an institution, then you should recognize and thank them here.

You should also thank your advisor, friends, and family who supported you during the course of your work.

3. Abstract

The abstract is a crucial part of your thesis. It is a one-page summary covering the questions you intend to answer, the data used, the methodology employed, and your findings.

The aim of an abstract is to give the thesis committee a brief but concise insight into what your research work entails.

4. Table of contents

It is a list of all the chapters and subsections contained in your work alongside the page number where each chapter begins.

Additionally, you need to provide a list of figures and tables with the page number to find them in the thesis.

5. Introduction

The introduction is the first chapter of a thesis. It provides context for the rest of the paper, telling readers what the scope of your work is and what you aim to achieve.

It doesn’t have to be technical rather it should communicate why your topic is relevant. The introduction should also highlight other chapters of your work and touch down on at least one research question.

6. Literature review

The literature review is the part of your thesis where you establish your arguments using various pre-existing scholarly publications and demonstrating your knowledge about your topic.

It is aimed to give a scientific overview of how your work contributes to existing knowledge on the subject matter. In other words, it shows readers the literature gap you hope to fill. For instance, your thesis may be based on new sets of data, methods, or applications.

7. Research methods

This chapter details the data used in your research and the method of gathering or collecting them. This could be qualitative data such as open-ended surveys, case studies, and more.

However, not all theses require a section covering research methods. Arts and humanities students for instance do not undertake research that involves fixed methodologies.

Instead, they outline their theoretical perspectives and methods in their introductions without explaining their data collection and analysis methods in detail.

8. Data analysis and findings

Data analysis and finding involve experimenting with the gathered data and presenting your result in a graphical, tabular, or chart form. The result could also be a written description of the research and findings.

9. Discussion

This is the largest part of a thesis containing a series of chapters. The chapters should flow logically and build your arguments from one chapter to the next.

The length of the discussion is based on the total length of the thesis. So, for a thesis of about 20,000 words, the discussion section may be 15,000 words.

10. Conclusion

A thesis conclusion is where you tie up your arguments and evidence and summarize your discussions stating key points.

It should also include explaining whether your research questions are confirmed or rejected based on your research and comparing your findings with existing publications.

Not only that, the conclusion should state parts of your topic that you couldn’t touch. This helps buttress what your research has achieved and parts others can explore for future studies.

11. List of reference

This is simply a list of all the sources you cited in your work.

12. Statement of Independent work

It is a declaration to confirm that your thesis was done independently by you. The declaration takes the format:

“I hereby confirm that this paper was written independently by me and did not use any sources other than citations and that all passages and ideas taken from other sources are cited accordingly”.

13. Appendix (or appendices)

The appendix is usually optional in a thesis. It is material that complements your argument. This could be a questionnaire or a case study.

If the content is too large to go into the body of your paper or could distract readers, then your research could use an appendix.

How to write a master’s thesis

There is a lot that goes into writing a master’s thesis. Aside from the fact that this is a large project that cannot be rushed, there are some requirements that you must adhere to.

That said, the first thing you should consider is approaching your advisor for guidance on your work. Second, look at past publications to see their structure and study their content.

Additionally, when choosing a topic, it’s best to find a subject that interests you, then create an outline to direct your flow, and make sure to keep a list of references used in your work.

A master’s thesis is longer than an undergraduate thesis, so, it would help if you start working on time to avoid rushing or late submission.

How fast can you write a master’s thesis?

Generally, students have two semesters to write their master’s thesis (usually the last two semesters of their degree program).

Can you finish your thesis in 3 weeks?

Let’s say you write at least 1000 words daily in three weeks that would be around 20,000 words. But it will be really difficult to achieve. Plus, it would be hard to do quality work in 3 weeks.

Can a master’s thesis be written in 20 pages?

20 pages may be too little to capture your arguments comprehensively in a master’s thesis. A typical master’s thesis has a length of about 50 pages and above.

A master’s thesis can be any length depending on how long it takes to thoroughly discuss your topic. Basically, you should follow the guideline given by your institution and advisor.

Your work must also demonstrate great quality, so you want to give it your best shot. Perhaps you have a short time to complete your thesis, don’t fret. Simply think about how many words you need to write every day to meet up and develop plans to achieve your goal.

In all of this, you want to avoid plagiarism in your work, as this can have serious consequences. Read this article to know if paraphrasing is plagiarism.

I hope this article helped. Thanks for reading.

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Master of Arts in History

Thesis option.

The thesis option, like the non-thesis option, requires 30 credits that include at least three 500-level graduate seminars.  Up to nine credits of HIS 599 may be taken for thesis credit, and a thesis defense with the student’s committee completes the requirements for the degree.

Considering the Thesis Option

Many students enter the program planning to write a thesis, and writing a thesis can be an extremely rewarding experience.  Before you decide to pursue this option, however, please consider that some students who choose the thesis option take an extra summer or semester to complete their degrees.  Why?  Students start to work on the thesis in the second semester and sometimes find it’s difficult to complete all the tasks that go into the project in three semesters: narrowing down the topic; completing research; developing historiographical and theoretical frameworks; and preparing drafts of each chapter.    

Completing a thesis within a two-year program is doable for students who demonstrate: efficient time management; persistence and the ability to work alone; good writing and organizational skills; the ability to frame a question for research that will result in a contribution to the literature; and access to faculty who are able and willing to advise you on the topic you have chosen.

We want you to have a satisfying research experience and have developed guidelines to help you complete your thesis in a timely fashion.  But you should be prepared to do research during the summer in between year one and two, and for the possibility of registering for one credit in the summer after year two if you cannot defend that spring.

Applying for and Completing the Thesis Option

Students who wish to pursue the thesis option may apply to do so after their first semester of coursework.  The process for applying, and moving forward, is as follows:

By the end of semester one or start of semester two:  

• Meet with your likely thesis adviser and the graduate director to discuss your interest.
• Have two URI professors you studied with during semester one provide the graduate director with references (emailed notes are sufficient).  While grades are important, we are most interested in whether you attended class regularly, submitted complete assignments on time, and demonstrated good writing and organization skills.  Students with incompletes are not good candidates for the thesis option.
• Provide the graduate director and your likely thesis adviser with an informal thesis proposal of about a page.
• Students may find HIS 401, 441 or 481 a good way to complete this requirement, but you also could take HIS 591 or a 500-level seminar.
• The advantage of HIS 401/441/481 is that you could go on to take HIS 495 and complete your major research paper through the non-thesis option if you change your mind. Any of these classes would provide valuable experience and a good scholarly product regardless of whether you conclude you have a viable thesis topic.
• All students writing a thesis must start thinking about how they will complete training in “Responsible Conduct of Research.” See the FAQ sheet for information about how to complete this requirement : http://web.uri.edu/wp-content/uploads/sites/423/RCRFAQflyer10_2015.pdf  

By the end of semester two:

• Identify two other thesis committee members, one inside and one outside the department. (Please remember that committee members must be members of the graduate faculty, which usually means full-time, tenured or tenure-track faculty, as well as long-term lecturers.  Most CCE instructors are part-time faculty or lecturers.)  
• Submit the Establishment of a Graduate Program Committee form available on the Graduate School’s website ( http://web.uri.edu/graduate-school/forms/ )
• Consider applying for any relevant grants if you will need funding to support your research over the summer or fall semester. Every spring and fall, URI’s Center for the Humanities awards grants of up to $1,000 to support graduate student research (depending on available funds).  Every fall, the Graduate School awards Enhancement of Graduation Research Awards of up to $1,000.

  By the START of semester three:

• Complete your formal Master’s Thesis Proposal for the Graduate School. Guidelines for the thesis proposal (and all subsequent steps) are located at:   https://web.uri.edu/graduate-school/academics/thesis-dissertation/
• Although the proposal is not due until the December before you graduate, students who wait until the last minute tend to defer the real work of finishing research and writing the thesis. We strongly discourage this!
• Before you complete and submit the proposal, schedule a meeting with your committee to formally present your proposal and seek feedback on the project. This is a new requirement for our department, implemented in keeping with Graduate School policy in order to help you by soliciting feedback from your entire committee early in the process.
• After that meeting, have your committee members sign your Thesis Proposal Approval form, available at http://web.uri.edu/graduate-school/forms/ .
• This also is the right time to submit your Program of Study form, available at http://web.uri.edu/graduate-school/forms/ . Please note that there are different POS forms for MA thesis and non-thesis students.
• If you are conducting oral history interviews or any other research involving “living human subjects,” pay very careful attention to the requirements of the Institutional Review Board and whether you need IRB approval for your research. Please see this website for guidelines:  http://web.uri.edu/researchecondev/about/irbexemptrequirements/  

By EARLY in semester four:

• Have a draft of your thesis prepared in time for your major adviser to read. (Other committee members will read the final draft and may or may not choose to read an earlier draft.)   You cannot expect your adviser to read your first draft a few weeks before your final draft is due.
• With your adviser, identify a second person from outside the department to serve as the chair of the defense proceedings.
• https://web.uri.edu/wp-content/uploads/sites/843/SCHEDULING-YOUR-DEFENSE.pdf
• https://web.uri.edu/graduate-school/academics/academic-calendar/
• http://web.uri.edu/graduate-school/forms/ .

How Long Should a Master’s Thesis Be?

This is a common question.  Most theses are in the 75-100-page range, but this is only a rough guideline and it may be more appropriate to consider word count.  Length varies considerably according to topic and subfield.

We Are Here to Help

Completing a thesis should be a rewarding process for both students and faculty.  We are here to consult anytime and want to see you succeed.

Talk to Other Students

Find out why other students at URI have decided to pursue the thesis or non-thesis option.  We can put you in touch with some of them before you take the plunge.

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The Master’s (MA) program in the Department of History is a 24-month program and requires full-time residential study. The history master’s program includes regional and thematic courses, methods and historiography, and a research seminar, culminating in the writing of thesis.

Program Requirements – MA Degree

Master’s students must complete six courses for a total of 18 credits. Below are the required courses.

• HIST 599 - The MA Research Seminar (3 credits) : The MA research seminar introduces students to the problems, materials, and research methods in the discipline; candidates must demonstrate their ability to use documents and other sources, and to write and defend papers based on such research. Ideally, the seminar paper will be the nucleus of the MA thesis. This is a mandatory course for MA students taken in Year 2 of the MA program.
• HIST 548D - Historiography (3 credits): The Historiography seminar involves an intense introduction to varieties of historical writing and the philosophic assumptions behind historical thinking. The Comparative History courses are designed to broaden student's knowledge and compensate for gaps created by specialization. This is a mandatory course for MA students taken in Year 1 of the MA program.
• Area and Thematic Courses (12 credits): The History Department's readings courses introduce students to the main historiographical problems and secondary literature in their fields of specialization. Readings and topics courses require written work (approximately 3,000-4,000 words per course) from students as evidence of their growing mastery of secondary literature.

Possible Options in lieu of Area and Thematic Courses (Readings and Topics Courses)

• HIST 525 - Professional Development For Historians (3 credits): This course (HIST 525) introduces students to professional skills and options for historians in both academic and non-academic careers.
• HIST 547D - Directed Studies Course (3 credits): This course (HIST 547D) represents a one-on-one directed readings course with a professor.  Normally, these courses are done with a supervisor and their student if there are no suitable graduate courses available for the student.  When a professor (usually the supervisor) agrees to do a directed readings course with a student, the professor must contact the graduate programme assistant to set up the course and register the student into the course.
• Graduate courses (3 credits) offered from outside of the History Department: With the permission of the Graduate Advisor, students may take up to 6 credits of graduate coursework from outside the History Department in lieu of readings and topics courses. Language courses may not be substituted for graduate readings courses.  Coursework should be consistent with the student’s program and approved by the supervisor, and if applicable, the graduate advisor.  Please consult your supervisor for possible graduate courses offered outside of the History Department, and then contact the graduate advisor for permission.  (Examples of non-history graduate seminars represent 500+ level courses from the STS department, Asian Studies, FNIS, etc.).
• Graduate course (3 credits) through the Western Dean's Agreement (WDA): Students at participating Universities in Western Canada can attend partner institutions as visiting students without having to pay the host university's tuition fees through the Western Dean's Agreement . Courses taken by MA students under the Western Deans' Agreement are eligible to be transferred as credits to their degree programs.

To Request a Transfer of Credits for Courses taken through the Western Dean's Agreement:

• Read through the GPS guidelines for Transfer Credits: https://www.grad.ubc.ca/faculty-staff/policies-procedures/transfer-credit
• Order an official transcript (hardcopy or e-transcript) from the University where you completed the graduate course to the UBC History Graduate Program:

For Hardcopy Transcripts (Mailing Address):

UBC History Graduate Program Room 1297 - 1873 East Mall Vancouver, BC Canada V6T 1Z1

For Electronic Transcripts:

The issuing institution must send a link to a secure site to the History Graduate Program at [email protected] .  The graduate program will download the transcript from the secure site. Important: an e-transcript is downloaded via a link to a secure site. It is NOT an email attachment of any kind, even if sent from an authority at the issuing institution.

• Contact the History Graduate Programme Assistant ( [email protected] ) to assist you in preparing the "transfer credit form".

Updated: May 26, 2023

Link to Document: Graduate Course Schedule Link to Document:  Graduate Course Planning Guide

The MA thesis is the culmination of your work in the history graduate program. The preparation of this document involves isolating, defining and explaining a historical problem through the use of primary materials. The emphasis of the thesis is on the quality of the historical work, rather than exhaustive treatment of the subject.

Once a research topic is identified in consultation with the advisor, students should prepare a thesis prospectus indicating the nature of the problem they plan to investigate, the research methods, the literature relevant to the problem, and the availability of relevant materials. Students will need to select a second committee member who will provide advice and assistance throughout the remainder of the process.

The master’s thesis is about 40 pages (10,000 words) in length and in the genre of a scholarly article ready for submission to a peer-reviewed journal.

A thesis is evaluated and graded by the supervisor, committee member, and a third independent reader. A thesis may be accepted as presented, returned for revisions, or rejected. If there is a disagreement among the evaluators, the graduate advisor will mediate. A thesis earning a grade lower than 60 will be rejected. If the thesis is rejected, the student will be asked to withdraw from the MA program.

When a thesis has been approved, the Master's Thesis Approval and Program Completion form, signed by each of the student's committee members (Supervisor, committee member, third reader) must be submitted to the Faculty of Graduate Studies.

MA thesis evaluation procedure

• When the supervisor, committee member, and MA student consider that the MA thesis is ready to be submitted, they should choose an independent 3rd reader. As a general rule, the 3rd reader should be from the UBC History Department. However, recruiting a reader from another UBC department or even another institution would be acceptable if the supervisor, committee member, and student think it is advisable.  The use of an examiner external to the department should be exceptional. It would be the responsibility of the supervisor to discuss the department’s grading standards with the 3rd reader.
• The supervisor should contact this reader himself or herself on the advice of the committee member and MA student. In exceptional circumstances, she or he could submit a list of names to the graduate advisor who could contact the reader for the committee.
• The examiner would be given up to 2 weeks to assess a 40-pages MA thesis. She or he would be asked to submit a written report to the MA committee. This report should include a short summary of the thesis as well as a discussion of its strengths and weaknesses.
• The grade would be decided by a consensus between the supervisor, the committee member, and the 3rd reader. In matters of disagreement or failure to reach a consensus, the issue will be mediated by the graduate advisor on a case-by-case basis.
• The supervisor is responsible for conveying the decision to the graduate advisor and graduate programme assistant in writing. The final report should include the grade awarded by the examining team and summarize the reason behind the grade.

Before receiving the MA degree in History, candidates must satisfy the department's language requirement by demonstrating an adequate reading ability in a language other than English - either French or a foreign language appropriate to their field of study. Students who require a foreign language for their thesis research will be expected to take the language exam in that language.

The department holds language exams twice a year (usually in November and April). Candidates must translate a passage from the language they have chosen into English, with the aid of a dictionary, but without the assistance of a laptop computer.

The exam is a one page translation of text testing for reading ability of the target language. The grading scale represents:

• First class: student demonstrates professional level translation in target language.
• Pass: student demonstrates reading ability in target language
• Fail: student does not demonstrate reading ability in target language.

Requesting an Exemption to the Language Requirement/Exam:

Exemption from the language exam may be granted under certain circumstances, on a case by case basis, by submitting a written request to the History graduate advisor:

• Several departments at the university offer courses to help students acquire a reading knowledge of a foreign language, such as French, German, or Russian. Students who have successfully completed such a course at the third-year level or above, with at least a B (72%) average, can apply for exemption from the History Department's exam by submitting evidence of completion of the course to the History graduate advisor.
• Students whose projects rely on oral sources in a language other than English can make a request to be exempted from the language exam and to instead satisfy the language requirement with their demonstrated oral proficiency in the relevant research language. In such cases, the graduate advisor will consult with the student’s supervisor to confirm their ability and determine whether this requirement has been met.
• For all other circumstances, please contact the History graduate advisor in writing.  Exemptions may be granted on a case by case basis.

4. Submitting your MA Thesis To Formally Close Your Program

Once the MA thesis has been approved, the final step will be to submit the thesis to the Faculty of Graduate and Postdoctoral Studies (GPS) to close your program.

Step 1: Read the overview of the submission process: https://www.grad.ubc.ca/current-students/final-dissertation-thesis-submission

Step 2: Carefully follow the steps in the link below to submit your thesis to the Faculty of Graduate and Postdoctoral Studies to close your program: https://www.grad.ubc.ca/current-students/final-dissertation-thesis-submission/final-submission-instructions

In step 1, the MA student must fill out the "MA Thesis Approval Form" and coordinate with each committee member to get their signature approval.  Committee members can sign separate "MA Thesis Approval Forms" and return this to the student.  Once the student has all of the forms in step 1, they can email them to the History Graduate Programme Assistant ( [email protected] ) to verify the signatures and forward the forms to GPS on behalf of the student.

Dissertation/Thesis Submission Deadlines:

Check deadlines for dissertation/thesis submission dates: https://www.grad.ubc.ca/deadlines (Under Deadline Type --> Select Option: Thesis Final Submission --> Click: Filter)

Thesis approval deadlines are for having your thesis fully approved in cIRcle , not just submitted. You are expected to submit at least five days ahead of any deadline in order to allow yourself time to make any needed corrections.

5. Applying For Graduation

For Reference: https://www.grad.ubc.ca/current-students/graduation/applying-graduate

Every candidate for a degree must make formal application for graduation. Students apply through Student Workday . Login with your Campus-wide Login (CWL). Please check the Deadlines section of this website or contact your program to find out when the Application to Graduate is open.

If your application to graduate is not approved, then you must re-apply for the next graduation season.

Not attending the graduation ceremony?

You must apply to graduate regardless of whether or not you plan to participate in the scheduled ceremonies.

For questions about applying to graduate, please contact [email protected]

Conference Travel Funding

Graduate students are now eligible to receive travel funding to attend a conference at which they are presenting a paper. Over the course of a graduate career, each MA student will have access to $1,500 to attend conferences. Eligibility continues for up to four months after completion of the degree. As per University guidelines, payments will be made via reimbursement.

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Senior Thesis & Undergraduate Research

Every year, approximately 45%-55% of senior History concentrators choose to cap their Harvard careers by writing a senior honors thesis.

The senior thesis tutorial is a two-semester sequence  comprising Hist 99a and Hist 99b . While the overwhelming majority of students who start a thesis choose to complete it, our process allows students to drop the thesis at the end of the fall semester after History 99a (in which case they are not eligible for departmental honors).

The senior thesis in History is a year-long project involving considerable primary- and secondary-source research and a good deal of writing; finished theses are expected to be between 60 and 130 pages in length , and to make an original contribution to historical knowledge.

The department’s senior thesis program is one of the strongest in Harvard College. In recent years, one quarter or more of our thesis writers have received  Hoopes Prizes , which is well over the College average.

History 99 Syllabus 2022–2023

History 99: Senior Thesis Writers’ Tutorial Wednesdays, 6–7 and 7-8 PM Robinson Conference Room

Click here to view the History 99 syllabus for this year.

A Sampling of Past History Thesis Titles

For a list of thesis titles from the past five years, please click here .

Senior Thesis Conference

The History Department's annual Senior Thesis Writer's Conference is an opportunity for thesis writers to present their projects as members of three-to-four person panels moderated by a faculty member or advanced graduate student, to an audience of other faculty and graduate students. Their aim is to get the critical and constructive feedback they need to clarify their arguments, refine their methods, and ultimately transform their research projects into theses.

Like our faculty, our student presenters are conscious of their reliance on other disciplines in almost every aspect of their work. This conference supplies opportunities to engage in cross-disciplinary dialogues. Audience members also learn from these dedicated and talented young scholars even as they teach them new ways of conceiving and pursuing their projects.

For more information about the conference or the Department's thesis program as a whole, please write to the  Assistant Director of Undergraduate Studies in History, or visit the Senior Thesis Writers Conference and History 99a website. The  Conference is open to all active members of the Harvard community.

All seniors writing theses receive as part of the History 99a and 99b seminar materials a Timetable for Thesis Writers which lists approximate deadlines for staying current with work on this large-scale project. (For current copies of these documents, please click here .) Many thesis writers will submit work in advance of the deadlines listed on the timetable, following schedules worked out with their individual advisers. Several of the deadlines listed on the timetable must be met:

• Students who wish to enroll in History 99 must attend the first meeting of the seminar on Wednesday, September 5th at 6:00 pm in the Robinson Lower Library.
• By the beginning of the fall reading period, students must submit substantial proof of research to both their adviser and the 99 History instructors. This usually takes the form of a chapter or two of the thesis (20–30 pages).
• Theses are due to the History Undergraduate Office (Robinson 101) on Thursday, March 10, 2022  before 5:00 pm. Theses that are handed in late will be penalized.

Thesis Readings

Each History thesis is read by at least two impartial members of the Board of Tutors, assigned by the Department. The Board of Tutors consists of (1) all department faculty in residence and (2) all graduate students teaching History 97 and/or a Research Seminar, as well as those advising senior theses. If History is the secondary field of a joint concentration, there is only one History reader. Each reader assigns an evaluation to the thesis (highest honors, highest honors minus, high honors plus, high honors, high honors minus, honors plus, honors, or no distinction), and writes a report detailing the special strengths and weaknesses of the thesis.  Theses by students with a highest honors-level concentration GPA and one highest-level reading will automatically be assigned three readers. Additionally, a thesis by any student may be sent to a third reader when the first two evaluations are three or more distinctions apart (e.g., one high honors plus and one honors plus).

Department Standards for the Thesis Program

Seniors who wish to write a thesis must meet certain prerequisites:

• a ‘B+’ average in the concentration;
• a ‘B+’ average on a 20-page research seminar paper
• the recommendation of their Research Seminar tutor(s).

Students who do not meet the above standards may petition the  History Undergraduate Office for admission to the senior thesis; successful petitions must include a detailed thesis proposal, and will be evaluated at the discretion of the Assistant Director of Undergraduate Studies (Asst. DUS).

The Awarding of Departmental Honors in History

THE AWARDING OF DEPARTMENTAL HONORS IN HISTORY

 Nominations for departmental honors are made by the Board of Examiners at the degree meeting each spring.  In making its nominations, the Board first takes two elements into account:  the average of course grades in History and thesis readings.  All students who may be eligible for a recommendation of highest honors will then be given an oral examination by the Board of Examiners; performance on this exam will be considered in determining the final recommendation.  The standing of those students at the border of two different degrees may also be determined through an oral examination administered by the Board of Examiners.

To be considered eligible for highest honors in history, a student will ordinarily have a grade point average greater than or equal to 3.85 in courses taken for departmental credit, and have received at least two highest -level thesis readings.  In addition, the student must convince the Board of Examiners of their qualifications for the highest recommendation through their performance on the oral examination.  Whether any particular student falling into this numerical range receives highest honors in history will be determined in part by the performance on the oral examination. 

To be considered eligible for high honors in history, a student will ordinarily have a grade point average greater than or equal to 3.7, and will ordinarily have received two high -level readings on the thesis. 

To be considered eligible for honors in history, a student will ordinarily have a grade point average greater than or equal to 3.3, and will ordinarily have received two honors -level readings on the thesis. 

Please note that the Department recommends students’ English honors (highest, high, honors, no honors) and sends these recommendations to the College which determines students’ Latin honors based on total GPA.  Please visit:   https://handbook.fas.harvard.edu/book/requirements-honors-degrees    for more information on how the College awards Latin honors (summa cum laude, magna cum laude, cum laude, no honors).  In addition, you should consult with your Resident Dean.  Any degree candidate who does not receive the A.B. degree with honors in History will be considered by the FAS for the degree of cum laude.  

Departmental Support

Students who do decide to enter the thesis program benefit from a great deal of departmental support. The Department encourages its thesis writers to consider the possibility of devoting the summer prior to their senior year to thesis research, whether on campus or around the world. Each year a large number of rising seniors find funding for summer thesis research. The Undergraduate Office holds a meeting to advise students on how to write a successful fellowship proposal. In addition, we maintain a  listing of organizations that have supported concentrators’ thesis research.

The Department also supports its senior thesis writers through two semesters of a Senior Thesis Seminar, History 99a and 99b , which provide a useful framework for thesis writers as they work through the intermittent difficulties that all thesis students inevitably encounter. For many seniors, their thesis will turn out to be the best piece of writing done while at Harvard. It will also be the longest and most complicated. Consequently, the seminars will focus much attention on the unique challenges of writing an extended, multi-chapter work. History 99a and 99b also provide a common forum in which seniors can share with thesis-writing colleagues their feedback, successes, frustrations, interests, and techniques. This kind of collegiality and exchange of ideas is at the heart of the academic seminar, and it can be the most rewarding aspect of the seminar series.

Students must enroll in the Thesis Seminars in order to write a thesis by obtaining approval from the Asst. DUS  on their study cards.

• Thinking about a History Concentration?
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How to Write a Master's Thesis: A Guide to Planning Your Thesis, Pursuing It, and Avoiding Pitfalls

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Part 1: Initial Considerations

Who needs to write a master’s thesis.

Thesis writing is one of the more daunting challenges of higher education. That being said, not all master's students have to write a thesis. For example, fields that place a stronger emphasis on applied knowledge, such as nursing, business, and education, tend to have projects and exams to test students on the skills and abilities associated with those fields. Conversely, in disciplines that require in-depth research or highly polished creative abilities, students are usually expected to prove their understanding and independence with a thesis.

What's Your Goal?

Do you want to write a thesis? The process is a long one, often spanning years. It's best to know exactly what you want before you begin. Many people are motivated by career goals. For example, hiring managers may see a master's degree as proof that the candidate is an expert within their field and can lead, motivate, and demonstrate initiative for themselves and others. Others dream of earning their doctorate, and they see a master's degree as a stepping stone toward their Ph.D .

No matter what your desired goal is, you should have one before you start your thesis. With your goal in mind, your work will have a purpose, which will allow you to measure your progress more easily.

Major Types of Theses

Once you've carefully researched or even enrolled in a master's program—a feat that involves its own planning and resources —you should know if you are expected to produce a quantitative (which occurs in many math and science programs), qualitative (which occurs in many humanities programs), or creative (which occurs in many creative writing, music, or fine arts programs) thesis.

Time and Energy Considerations

Advanced degrees are notoriously time and energy consuming. If you have a job, thesis writing will become your second job. If you have a family, they will need to know that your thesis will take a great deal of your attention, energy, and focus.

Your studies should not consume you, but they also should not take a back seat to everything else. You will be expected to attend classes, conduct research, source relevant literature, and schedule meetings with various people as you pursue your master's, so it's important to let those you care about know what's going on.

As a general note, most master's programs expect students to finish within a two-year period but are willing to grant extra time if requested, especially if that time is needed to deal with unexpected life events (more on those later).

Part 2: Form an Initial Thesis Question, and Find a Supervisor

When to begin forming your initial thesis question.

Some fields, such as history, may require you to have already formed your thesis question and to have used it to create a statement of intent (outlining the nature of your research) prior to applying to a master’s program. Others may require this information only after you've been accepted. Most of the time, you will be expected to come up with your topic yourself. However, in some disciplines, your supervisor may assign a general research topic to you.

Overall, requirements vary immensely from program to program, so it's best to confirm the exact requirements of your specific program.

What to Say to Your Supervisor

You will have a supervisor during your master's studies. Have you identified who that person will be? If yes, have you introduced yourself via email or phone and obtained information on the processes and procedures that are in place for your master's program? Once you've established contact, request an in-person meeting with him or her, and take a page of questions along with you. Your questions might include:

• Is there a research subject you can recommend in my field?
• I would like to pursue [target research subject] for my thesis. Can you help me narrow my focus?
• Can you give me an example of a properly formatted thesis proposal for my program?

Don't Be Afraid to Ask for Help (to a Degree)

Procedures and expectations vary from program to program, and your supervisor is there to help remove doubt and provide encouragement so you can follow the right path when you embark on writing your thesis. Since your supervisor has almost certainly worked with other graduate students (and was one at some point), take advantage of their experience, and ask questions to put your mind at ease about how to write a master’s thesis.

That being said, do not rely too heavily on your supervisor. As a graduate student, you are also expected to be able to work independently. Proving your independent initiative and capacity is part of what will earn you your master's degree.

Part 3: Revise Your Thesis

Read everything you can get your hands on.

Whether you have a question or need to create one, your next step is simple and applies to all kinds of theses: read.

Seek Out Knowledge or Research Gaps

Read everything you can that relates to the question or the field you are studying. The only way you will be able to determine where you can go is to see where everyone else has been. After you have read some published material, you will start to spot gaps in current research or notice things that could be developed further with an alternative approach. Things that are known but not understood or understood but not explained clearly or consistently are great potential thesis subjects. Addressing something already known from a new perspective or with a different style could also be a potentially valuable project. Whichever way you choose to do it, keep in mind that your project should make a valuable contribution to your field.

Talk with Experts in Your Field (and Don't Be Afraid to Revise Your Thesis)

To help narrow down your thesis topic, talk to your supervisor. Your supervisor will have an idea of what is current in your field and what can be left alone because others are already working on it. Additionally, the school you are attending will have programs and faculty with particular areas of interest within your chosen field.

On a similar note, don't be surprised if your thesis question changes as you study. Other students and researchers are out there, and as they publish, what you are working on can change. You might also discover that your question is too vague, not substantial enough, or even no longer relevant. Do not lose heart! Take what you know and adjust the question to address these concerns as they arise. The freedom to adapt is part of the power you hold as a graduate student.

Part 4: Select a Proposal Committee

What proposal committees are and why they're useful.

When you have a solid question or set of questions, draft a proposal.

You'll need an original stance and a clear justification for asking, and answering, your thesis question. To ensure this, a committee will review your thesis proposal. Thankfully, that committee will consist of people assigned by your supervisor or department head or handpicked by you. These people will be experts who understand your field of study and will do everything in their power to ensure that you are pursuing something worthwhile. And yes, it is okay to put your supervisor on your committee. Some programs even require that your supervisor be on your committee.

Just remember that the committee will expect you to schedule meetings with them, present your proposal, respond to any questions they might have for you, and ultimately present your findings and thesis when all the work is done. Choose those who are willing to support you, give constructive feedback, and help address issues with your proposal. And don't forget to give your proposal a good, thorough edit and proofread before you present it.

How to Prepare for Committee Meetings

Be ready for committee meetings with synopses of your material for committee members, answers for expected questions, and a calm attitude. To prepare for those meetings, sit in on proposal and thesis defenses so you can watch how other graduate students handle them and see what your committee might ask of you. You can even hold rehearsals with friends and fellow students acting as your committee to help you build confidence for your presentation.

Part 5: Write Your Thesis

What to do once your proposal is approved.

After you have written your thesis proposal and received feedback from your committee, the fun part starts: doing the work. This is where you will take your proposal and carry it out. If you drafted a qualitative or quantitative proposal, your experimentation or will begin here. If you wrote a creative proposal, you will now start working on your material. Your proposal should be strong enough to give you direction when you perform your experiments, conduct interviews, or craft your work. Take note that you will have to check in with your supervisor from time to time to give progress updates.

Thesis Writing: It's Important to Pace Yourself and Take Breaks

Do not expect the work to go quickly. You will need to pace yourself and make sure you record your progress meticulously. You can always discard information you don't need, but you cannot go back and grab a crucial fact that you can't quite remember. When in doubt, write it down. When drawing from a source, always create a citation for the information to save your future self time and stress. In the same sense, you may also find journaling to be a helpful process.

Additionally, take breaks and allow yourself to step away from your thesis, even if you're having fun (and especially if you're not). Ideally, your proposal should have milestones in it— points where you can stop and assess what you've already completed and what's left to do. When you reach a milestone, celebrate. Take a day off and relax. Better yet, give yourself a week's vacation! The rest will help you regain your focus and ensure that you function at your best.

How to Become More Comfortable with Presenting Your Work

Once you start reaching your milestones, you should be able to start sharing what you have. Just about everyone in a graduate program has experience giving a presentation at the front of the class, attending a seminar, or watching an interview. If you haven't (or even if you have), look for conferences and clubs that will give you the opportunity to learn about presenting your work and become comfortable with the idea of public speaking. The more you practice talking about what you are studying, the more comfortable you'll be with the information, which will make your committee defenses and other official meetings easier.

Published authors can be called upon to present at conferences, and if your thesis is strong, you may receive an email or a phone call asking if you would share your findings onstage.

Presenting at conferences is also a great way to boost your CV and network within your field. Make presenting part of your education, and it will become something you look forward to instead of fear.

What to Do If Your Relationship with Your Supervisor Sours

A small aside: If it isn't already obvious, you will be communicating extensively with others as you pursue your thesis. That also means that others will need to communicate with you, and if you've been noticing things getting quiet, you will need to be the one to speak up. Your supervisor should speak to you at least once a term and preferably once a week in the more active parts of your research and writing. If you give written work to your supervisor, you should have feedback within three weeks.

If your supervisor does not provide feedback, frequently misses appointments, or is consistently discouraging of your work, contact your graduate program advisor and ask for a new supervisor. The relationship with your supervisor is crucial to your success, especially if she or he is on your committee, and while your supervisor does not have to be friendly, there should at least be professional respect between you.

What to Do If a Crisis Strikes

If something happens in your life that disrupts everything (e.g., emotional strain, the birth of a child, or the death of a family member), ask for help. You are a human being, and personal lives can and do change without warning. Do not wait until you are falling apart before asking for help, either. Learn what resources exist for crises before you have one, so you can head off trauma before it hits. That being said, if you get blindsided, don't refuse help. Seek it out, and take the time you need to recover. Your degree is supposed to help you become a stronger and smarter person, not break you.

Part 6: Polish and Defend Your Master's Thesis

How to write a master’s thesis: the final stages.

After your work is done and everything is written down, you will have to give your thesis a good, thorough polishing. This is where you will have to organize the information, draft it into a paper format with an abstract, and abbreviate things to help meet your word-count limit. This is also where your final editing and proofreading passes will occur, after which you will face your final hurdle: presenting your thesis defense to your committee. If they approve your thesis, then congratulations! You are now a master of your chosen field.

Conclusion and Parting Thoughts

Remember that you do not (and should not) have to learn how to write a master’s thesis on your own. Thesis writing is collaborative, as is practically any kind of research.

While you will be expected to develop your thesis using your own initiative, pursue it with your own ambition, and complete it with your own abilities, you will also be expected to use all available resources to do so. The purpose of a master's thesis is to help you develop your own independent abilities, ensuring that you can drive your own career forward without constantly looking to others to provide direction. Leaders get master's degrees. That's why many business professionals in leadership roles have graduate degree initials after their last names. If you already have the skills necessary to motivate yourself, lead others, and drive change, you may only need your master's as an acknowledgement of your abilities. If you do not, but you apply yourself carefully and thoroughly to the pursuit of your thesis, you should come away from your studies with those skills in place.

A final thought regarding collaboration: all theses have a section for acknowledgements. Be sure to say thank you to those who helped you become a master. One day, someone might be doing the same for you.

Image source: Falkenpost/Pixabay.com 

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How to Research and Write a Compelling History Thesis

The Importance of Research for Writing a History Thesis

Just as history is more than a collection of facts about past events, an effective history thesis goes beyond simply sharing recorded information. Writing a compelling history thesis requires making an argument about a historical fact and, then, researching and providing a well-crafted defense for that position.

With so many sources available—some of which may provide conflicting findings—how should a student research and write a history thesis? How can a student create a thesis that’s both compelling and supports a position that academic editors describe as “concise, contentious, and coherent”?

Key steps in how to write a history thesis include evaluating source materials, developing a strong thesis statement, and building historical knowledge.

Compelling theses provide context about historical events. This context, according to the reference website ThoughtCo., refers to the social, religious, economic, and political conditions during an occurrence that “enable us to interpret and analyze works or events of the past, or even the future, rather than merely judge them by contemporary standards”.

The context supports the main point of a thesis, called the thesis statement, by providing an interpretive and analytical framework of the facts, instead of simply stating them. Research uncovers the evidence necessary to make the case for that thesis statement.

To gather evidence that contributes to a deeper understanding of a given historical topic, students should reference both primary and secondary sources of research.

Primary Sources

Primary sources are firsthand accounts of events in history, according to Professor David Ulbrich, director of Norwich University’s online Master of Arts in History program. These sources provide information not only about what happened and how it happened but also why it happened.

Primary sources can include letters, diaries, photos, and videos as well as material objects such as “spent artillery shells, architectural features, cemetery headstones, chemical analysis of substances, shards of bowls or bottles, farming implements, or earth or environmental features or factors,” Ulbrich says. “The author of the thesis can tell how people lived, for example, by the ways they arranged their material lives.”

Primary research sources are the building blocks to help us better understand and appreciate history. It is critical to find as many primary sources from as many perspectives as possible. Researching these firsthand accounts can provide evidence that helps answer those “what”, “how”, and “why” questions about the past, Ulbrich says.

Secondary Sources

Secondary sources are materials—such as books, articles, essays, and documentaries—gathered and interpreted by other researchers. These sources often provide updates and evaluation of the thesis topic or viewpoints that support the theories presented in the thesis.

Primary and secondary sources are complementary types of research that form a convincing foundation for a thesis’ main points.

How to Write a History Thesis

What are the steps to write a history thesis? The process of developing a thesis that provides a thorough analysis of a historical event—and presents academically defensible arguments related to that analysis—includes the following:

1. Gather and Analyze Sources

When collecting sources to use in a thesis, students should analyze them to ensure they demonstrate knowledge and understanding of the materials. A student should evaluate the attributes of sources such as their origin and point-of-view.

An array of primary and secondary sources can help provide a thorough understanding of a historical event, although some of those sources may include conflicting views and details. In those cases, the American Historical Association says, it’s up to the thesis author to determine which source reflects the appropriate point-of-view.

2. Develop a Thesis Statement

To create a thesis statement, a student should establish a specific idea or theory that makes the main point about a historical event. Scribbr, an editing website, recommends starting with a working thesis, asking the question the thesis intends to answer, and, then, writing the answer.

The final version of a thesis statement might be argumentative, for example, taking a side in a debate. Or it might be expository, explaining a historical situation. In addition to being concise and coherent, a thesis statement should be contentious, meaning it requires evidence to support it.

3. Create an Outline

Developing a thesis requires an outline of the content that will support the thesis statement. Students should keep in mind the following key steps in creating their outline:

• Note major points.
• Categorize ideas supported by the theories.
• Arrange points according to the importance and a timeline of events addressed by the thesis.
• Create effective headings and subheadings.
• Format the outline.

4. Organize Information

Thesis authors should ensure their content follows a logical order. This may entail coding resource materials to help match them to the appropriate theories while organizing the information. A thesis typically contains the following elements.

• Abstract —Overview of the thesis.
• Introduction —Summary of the thesis’ main points.
• Literature review —Explanation of the gap in previous research addressed by this thesis.
• Methods —Outline how the author reviewed the research and why materials were selected.
• Results —Description of the research findings.
• Discussion —Analysis of the research.
• Conclusion —Statements about what the student learned.

5. Write the Thesis

Online writing guide Paperpile recommends that students start with the literature review when writing the thesis. Developing this section first will help the author gain a more complete understanding of the thesis’ source materials. Writing the abstract last can give the student a thorough picture of the work the abstract should describe.

The discussion portion of the thesis typically is the longest since it’s here that the writer will explain the limitations of the work, offer explanations of any unexpected results, and cite remaining questions about the topic.

In writing the thesis, the author should keep in mind that the document will require multiple changes and drafts—perhaps even new insights. A student should gather feedback from a professor and colleagues to ensure their thesis is clear and effective before finalizing the draft.      

6. Prepare to Defend the Thesis

A committee will evaluate the student’s defense of the thesis’ theories. Students should prepare to defend their thesis by considering answers to questions posed by the committee. Additionally, students should develop a plan for addressing questions to which they may not have a ready answer, understanding the evaluation likely will consider how the author handles that challenge.

Developing Skills to Write a Compelling History Thesis

When looking for direction on how to write a history thesis, Norwich University’s online Master of Arts in History program can provide the needed skills and knowledge. The program’s tracks and several courses—taken as core classes or as electives in multiple concentrations—can provide a strong foundation for thesis work.

Master of Arts in History Tracks

In the Norwich online Master of Arts in History program, respected scholars help students improve their historical insight, research, writing, analytical, and presentation skills. They teach the following program tracks.

• Public History —Focuses on the preservation and interpretation of historic documents and artifacts for purposes of public observation.
• American History —Emphasizes the exploration and interpretation of key events associated with U.S. history.
• World History —Prepares students to develop an in-depth understanding of world history from various eras.
• Legal and Constitutional History —Provides a thorough study of the foundational legal and constitutional elements in the U.S. and Europe.

Master of Arts in History Courses

Norwich University’s online Master of Arts in History program enables students to customize studies based on career goals and personal interests through the following courses:

• Introduction to History and Historiography —Covers the core concepts of history-based study and research methodology, highlighting how these concepts are essential to developing an effective history thesis.
• Directed Readings in History —Highlights different ways to use sources that chronicle American history to assist in researching and writing a thorough and complete history thesis.
• Race, Gender, and U.S. Constitution —Explores key U.S. Supreme Court decisions relating to national race and gender relations and rights, providing a deeper context to develop compelling history theses.
• Archival Studies —Breaks down the importance of systematically overseeing archival materials, highlighting how to build historical context to better educate and engage with the public.

Start Your Path Toward Writing a Compelling History Thesis

For over two centuries, Norwich University has played a vital role in history as America’s first private military college and the birthplace of the ROTC. As such, the university is uniquely positioned to lead students through a comprehensive analysis of the major developments, events, and figures of the past.

Explore Norwich University’s online Master of Arts in History program. Start your path toward writing a compelling history thesis and taking your talents further.

Writing History: An Introductory Guide to How History Is Produced , American Historical Association     How to Write a Thesis Statement , Scribbr     The Importance of Historic Context in Analysis and Interpretation , ThoughtCo.     7 Reasons Why Research Is Important , Owlcation     Primary and Secondary Sources , Scribbr     Secondary Sources in Research , ThoughtCo.     Analysis of Sources , History Skills     Research Paper Outline , Scribbr     How to Structure a Thesis , Paperpile     Writing Your Final Draft , History Skills     How to Prepare an Excellent Thesis Defense , Paperpile

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During the late 1800’s, only a trickle of dissertations were submitted annually, but today, the department averages about 25 per year. See who some of those intrepid scholars were and what they wrote about by clicking on any of the years listed below.

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RMA Modern and Contemporary History

Master's thesis.

Your Master's thesis (30 EC) is an extensive research report on a specific topic. You are free to formulate your own research question and to find relevant literature and source material. You can always turn to one or more thesis advisors to help guide your research and offer constructive feedback.

Supervision

For supervision and grading, you will have to choose a lecturer in the History Department. Make sure to start looking for a supervisor in time! Your thesis will be assessed and graded by your supervisor and by a second assessor who has not been involved in the supervision.

More information

» Thesis Manual » Graduation

What is a thesis?

Your Master's thesis (30 EC) is comparable to a final exam that you must pass in order to graduate with a master’s degree. In all probability, it will be the most extensive research report that you will write during your graduate studies. You will be given a great amount of freedom to choose a topic and formulate a specific research question.

Your thesis is the culmination of your entire master’s education: with it you demonstrate your ability to formulate research questions, conduct independent research, and present your results in written form according to the highest academic standards.

The thesis is a large project that often takes months to complete. The basis of every thesis is an academic research question: a question or issue that is the subject of scholarly debate but has yet to be fully resolved or adequately answered. The idea is to contribute to a current academic discussion or debate by way of a systematic analysis of primary and secondary source material, an analysis which ultimately guides your arguments and leads to (new) conclusions. For further guidelines on the thesis, including deadlines, length, suggestions on how to find a topic and the role of your thesis supervisor, please consult the Thesis Manual .

How do I find a topic?

Sometimes there seems to be an abundance of attractive topics, which makes it difficult to choose. Sometimes attractive topics seem less suitable because you think that you do not know enough about them. Maybe you have no idea what you might add to the scholarly literature on a particular topic. Few students realize that most topics will become ‘attractive’ once you start investigating them; try browsing around some sources to see what it’s like working with them and how much information they yield.

Look for a problem instead of a topic

It may also be useful to look for a problem rather than a topic. Use the reading and written work in your courses, and especially tutorials and research seminars, for inspiration. You may also want to discuss potential topics with your personal tutor and/or internship supervisor. An internship can be a valuable way of locating a distinct source base that you can then analyse further in your thesis.

How do I find a supervisor?

The Research MA Thesis is a compulsory component of the Research MA programmes and ought to be supervised by a lecturer in the History Department. You can approach a lecturer who is teaching one of your courses, which are, after all, meant to prepare you for your thesis. You can also browse the departmental pages and look at some of the staff research profiles. Usually a lecturer will respond positively if your topic aligns with their research interests and specialisation. In some cases, however, the teaching load has been divided in such a way that a teacher will have to say no. If this happens, you will need to find another supervisor, so leave enough time to explore several possibilities.

Choose a supervisor in time

If you will be spending the first semester of your second year abroad, you are advised to start looking for a thesis supervisor before the summer, i.e., before the end of the fourth teaching period in your first year. If you are not going abroad, you have slightly more time, but in that case, too, it helps to have located a supervisor sooner rather than later.

It is best to approach a potential supervisor with some ideas in mind to form the basis of your first conversation.

Assessment and grading

The thesis will be assessed and graded by your supervisor and by a second assessor who has not been involved in the supervision. The Programme Coordinator appoints the second assessor. 

Submitting your proposal

Submitting your thesis proposal.

Do your supervisor and second reviewer approve your thesis proposal? Then submit your proposal in Osiris Student  > Cases > My cases > Start a new case by using the plus icon in the bottom right corner. A new window will open. Make sure your pop-up blocker is turned off for the new window to open.  Choose HUM: Thesis proposal.  Your supervisor and second assessor will then officially confirm that you can start your writing process. You will be notified of this by e-mail.

Doing independent research

The thesis writing process will be closely supervised by a designated member of staff with expertise in your research area. You will discuss your ideas on research questions, sources, methodologies and scope of the project with your supervisor. In addition, you may find the following books to be useful guides in setting up your research project:

• Kate Turabian, A Manual for Writers of Research Papers, Theses, and Dissertations and Wayne C. Booth et al., The Craft of Research (both have several editions).
• The UU History Department Research Guide  also has helpful hints for doing original research.

In your final thesis, the central research question should be clearly formulated at the beginning and its relevance to scholarly discussions within the discipline set out. The body of the text should show how you went about trying to answer this question, why you proceeded the way you did, and what your findings were. In your conclusion you should analyse your findings in the light of your original question and explain the broader implications of your conclusions.

Submitting your thesis

Handing in your thesis

Once you have completed your thesis, you must submit it in Osiris (and not via an email to your supervisor). Osiris provides you with an evaluation progress as well as your final grade. 

If your supervisor has indicated that your final paper is ready for assessment, proceed as follows:

• You can upload your thesis in Osiris via Cases  > My Cases .
• Consult with your supervisor how the plagiarism check is carried out (e.g. by uploading your thesis in  Blackboard  or otherwise)

Did you get a pass?

If you have received a satisfactory grade, you will need to upload your thesis' final version in Utrecht University's thesis archive. This is mandatory.

• Go to  Osiris Student  > Cases
• Choose  Archive & publish thesis - Follow-up Case
• Archive your thesis and, if so desired, you can publish it 

Digital history thesis award

The Department of History and Art History annually awards a prize of € 750 for the best thesis using digital methods or techniques. With this award we aim to stimulate digital (art)historical research among students.

When is a thesis eligible?

Your thesis qualifies if you have successfully applied digital methods or techniques in it:

• The answer to the research question relies predominantly on digital methods or techniques.
• All digital methods are allowed: from digital text analysis to GIS and from network analysis to 3D modeling.
• The method is based on existing software or on (your own) programming code (in R or Python, for example).
• Your thesis is written in the academic year 2023/24.

To submit a thesis

Please send an email to Pim Huijnen  before 15 September 2024, including the following information:

• Subject : Thesis prize Digital (Art)History
• Attachment : the thesis itself (as .doc or .pdf)

You can both be nominated by thesis supervisor or you can compete on your own initiative. 

• Joris van Eijnatten (Professor of Digital History, head of the NL eScience Center Amsterdam)
• Pim Huijnen (Assistant professor of Cultural History, Coordinator of the GKG Digital History Group)
• Ortal-Paz Saar (Assistant professor for Ancient History and Classical Civilization
• Selin Dilli (Assistant professor for Economic and Social History

Best RMA thesis 2021-2022: Edo Storm Best bachelor thesis 2020-2021: Suzanne Ros

Send an email to Pim Huijnen: [email protected]

Forms and procedures master's thesis

Your Master's thesis will be assessed following specific evaluation procedures. You can prepare for this by reading the following documents and explanations prior to starting your thesis.

All theses will be evaluated by two separate evaluators. If your supervisor is a professor connected to your Master's programme, he/she will also be the first evaluator. 

Your Research Master's thesis will be evaluated using a standardised assessment form (word). In some cases a third evaluator will be asked to assess your paper. This third evaluator will use another form (word) to evaluate your thesis.

Fraud and plagiarism

Utrecht University considers any form of academic dishonesty to be a serious offense. Utrecht University expects each student to be familiar with and to observe the norms and values that ensure academic integrity.

Therefore, when you start writing your thesis you will have to hand in the Plagiarism rules awareness statement (pdf). With this, you declare to know about and abide by the norms and rules on fraud and plagiarism of Utrecht University. When your professor or supervisor suspects fraud or plagiarism, they will notify the Board of Examiners.

Do you use participants for your research?

In case you are doing research that involves experiments with human participants, interviewing people, submitting questionnaires or involving people in any other way, you are probably doing human-subject related research . If so, please review the  checklist  and discuss it with your supervisor. The checklist contains information on privacy, ethics and data management.

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How Long is a Masters Thesis? [Your writing guide]

Writing a Masters thesis can be quite the undertaking. It presents the research findings of your graduate-level masters study. It can be difficult to work out exactly how much you need to write to pass your masters degree because you can generate so much research throughout your course.

The average masters thesis is typically between 50 and 100 pages long. The length of the thesis will vary depending on the discipline and the university requirements but will typically be around 25,000 to 50,000 words in length.

My Masters thesis in theoretical computational chemistry was 60 pages long. It was quite short for a master’s thesis in chemistry because of the theoretical computational twist. Some organic chemistry Master theses were much longer – in terms of pages – because they relied on a lot of diagrams and schematics to explain their work.

Irrespective of its length, a master’s thesis must demonstrate an individual’s ability to conduct independent research and to effectively express their findings in writing.

It must pass peer-review and is often accompanied with a short oral presentation about the work to an academic committee put together by their advisor.

It must also show that the student has acquired sufficient knowledge about their chosen subject to contribute to existing scholarship in their field. Once you have graduated with your masters you can then consider whether or not a PhD is a good option for your career goals.

How Many Pages Should a Master Thesis Have?

Typically, a master thesis is expected to be anywhere between 100-200 pages long depending on the research field and topic.

In general, most master theses should have at least 30-40 pages of research content (including a literature review) with an additional 10-20 pages for other aspects of academic reports such as acknowledgements, appendices, abstracts, references and schematics or diagrams.

Furthermore, certain schools may require that your master thesis meet additional criteria such as formatting guidelines or word counts in order to be considered complete.

Your supervisor should not let your master’s thesis go to examination if it does not meet the minimum requirements for your specific field. Your academic supervisor will be your biggest asset while writing your master’s thesis.

If you want to know more about how long a Masters’s thesis and PhD dissertation is you can check out my other articles:

• How long is a Thesis or dissertation? [the data]
• Is writing a masters thesis hard? Tips on how to write a thesis
• How to write a masters thesis in 2 months [Easy steps to start writing]

How is a Masters thesis assessed and examined?

A Masters dissertation is assessed by academics in your department or university and it may also include an external examination by experts in the specific field you are studying.

The thesis will typically require a student to conduct extensive research to answer a research question and come up with an original argument or thesis on the topic.

Once the thesis has been written, the student must submit it to their faculty or university for assessment and examination.

The university will then grade the dissertation based on its content, structure, and accuracy. Most universities require that the dissertation be at least 60 pages in length and be written according to academic standards of writing and style guides.

These academic writing style guides can be very confusing and are often not something people have encountered before. However, reaching out to, and using the services of, a trusted editor will help make the process much easier.

The faculty at the university will then assess the submitted dissertation and provide feedback to help guide the student in making any necessary corrections or revisions before finally submitting it for examination.

Sometimes the examiners will require the thesis to undergo small amendments.

This is quite normal and you will be expected to address each of the criticisms before being admitted to your degree.

Also, many institutions require a public presentation on your Masters research for admission to the degree. This can be relatively nerve racking for young career academics. Nonetheless, presenting your work to a general audience is always good experience and will help prepare you for a PhD if you decide to pursue further research studies.

Effective tips on how to write a thesis successfully

Writing a master’s thesis is not an easy task and many students struggle to complete it with a smile on their faces.

Making sure that you work on your thesis little by little and that you do not get bogged down in the details too quickly is an important step to finishing your thesis without it causing too much mental anguish.

However, writing a thesis is often a very challenging thing no matter what you do. You can check out more about this in my YouTube video below right talk about the unglamorous truths about writing a thesis, whether it Masters, PhD or for peer review.

Small chunks

Work on your thesis in small chunks. Do not think of it as one big thesis but rather as small chapters and subsections within that chapter.

I actually had multiple documents with different chapters and did not combine my thesis until the end. This allowed me to compartmentalise my work and ensure that I was focused on one aspect of the thesis at a time without jumping between many other sections – which would have been a huge distraction.

Get feedback as often as possible

I’ve always been incredibly lucky with my research supervisors. I’ve been able to get feedback about my writing quickly and effectively.

Speak to your research supervisor about what would be an appropriate amount of work for them to mark at any given time.

Some supervisors like small amounts of work – such as a chapter or a subsection, whilst others prefer to have full chapters submitted at a time.

Try to work out the smallest amount of work they be happy to look over as then you can get feedback much quicker.

Also, you can reach out to other supervisors and academics that may be able to give you feedback on your writing. You do not just have two work with your primary supervisor when looking for feedback.

Do what you must to get through

Even though many helpful PhD and thesis writing blogs and videos talk about making yourself as productive as possible, the truth is sometimes you have to do whatever you can to get through.

For example, I used to eat a lot of chocolate and drink a lot of energy drinks to try to focus myself while writing up my thesis.

I only did this for a short period of time and it certainly wasn’t sustainable. But, when you have got a tight deadline sometimes you just have to do whatever you can to get through your writer’s block.

Protect your flow

Protect your flow as much as possible. Getting into a flow state can be achieved regularly if you change your environment to make sure that you are able to focus effectively.

For example, I like to completely turn off my mobile phone and email or other computer notifications so that I can focus for at least one hour on writing my thesis.

You may also find white noise helpful if you are in a particularly noisy environment such as a shared office.

If you find yourself becoming distracted – remove that distraction as best you can. Protecting your flow and working for one-hour blocks will really help you finish on time.

Wrapping up

This article has been through everything you need to know about the length of a Masters thesis and how to write your thesis effectively.

The length of a Masters thesis is very much dependent on the field of study and the University’s requirements for your course. Nonetheless, they are typically between 50 and 200 pages long and are examined by experts in the field and other academics before you are admitted into the degree.

There may also be a short presentation that is given to the public or academics in your department.

Dr Andrew Stapleton has a Masters and PhD in Chemistry from the UK and Australia. He has many years of research experience and has worked as a Postdoctoral Fellow and Associate at a number of Universities. Although having secured funding for his own research, he left academia to help others with his YouTube channel all about the inner workings of academia and how to make it work for you.

Thank you for visiting Academia Insider.

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Master's Thesis Guide

A master’s thesis must show that the student truly applies a scientific approach to research and understands the main questions and doctrine related to the chosen topic.

The thesis must also put forth an original contribution, which, as an article, could be published without major corrections. The final text should range in length between 20,000 and 25,000 words but may not exceed 35,000 words (between 100 and 130 pages). The thesis is comprised of the following steps:

• Preparation of a research proposal
• Theoretical framework
• Methodology
• Data collection
• Data analysis
• Thesis preparation
• Thesis defence before a committee of professors

The thesis supervisor, or co-supervisor, will form a thesis committee to help guide the thesis, and may discuss the selection of thesis committee members with the student. The committee will comprise the following members:

• the thesis supervisor or co-supervisor;
• two other professors who have expertise in fields related to the thesis project. One member may be from another faculty.

The student is responsible for submitting through service request the  Master's Thesis Committee Member List . This form will state the research topic along with the names of the thesis committee members.

The thesis proposal

The student drafts a thesis proposal, whose length should not exceed 20 pages (excluding tables and list of references) using the following conventions: 1.5 line spacing; Times New Roman, 12-point font; 2.5cm margins, numbered pages and single-side printing.

This document will include the following elements:

• statement of problem;
• theoretical or conceptual framework;
• literature review;
• one or more research questions;
• a methodological framework (e.g. a research plan, participants, tools, procedure);
• the contribution of the research to the field of education;
• a relevant and exhaustive list of references.

The order in which these elements are presented may vary.

Although there is no evaluation grid for the thesis proposal, the committee members will submit written comments to the thesis supervisor before the approval meeting between the thesis supervisor, the committee members and the student.

Thesis approval meeting

The thesis supervisor and the committee members will meet to discuss their evaluation of the thesis proposal with the student, who will be advised on how to improve the quality of his/her research.

In light of this discussion, the thesis committee will take one of the following decisions:

• Option 1:  Satisfactory –  The student may continue to conduct the research as proposed.
• Option 2:  Unsatisfactory  – The student may not continue to conduct the research as proposed. In such cases, the reasons for this decision are stated and the student must submit a revised version of the research proposal to the committee and another meeting of the committee must take place. A grade of NS will be entered in the students file.

The supervisor submits a duly completed  Approval of the Thesis Proposal  form to the academic secretariat at  [email protected] , and a copy of the form is added to the student’s file.

Ethics approval

Once the research proposal has been approved, the student will submit a request for ethics approval for any research involving human subjects to the  Office of Research Ethics and Integrity . Students who fail to comply with this requirement may be subject to academic sanctions.

When requesting ethics approval, the student will need to submit a duly signed copy of the  Approval of the Thesis Proposal  as proof that the thesis proposal has been approved.

Thesis format

1. monograph thesis.

The monograph thesis is the most usual form in the humanities and social sciences and it resembles a non-fiction book in that it deals in depth with a particular topic.

In a monograph thesis, a student presents a proposition or a “thesis” and the research findings to support it. The student reads existing research on the topics and may accept or reject it partially or totally.

The thesis usually follows a simple overall format: it begins with an introduction, which is followed by a main section or several sections, and ends with a conclusion. The students should keep these in mind but also remember that not all of these components will be required or even recommended for the particular field of study, so it is always best if they check with their own academic unit and supervisor.

For more information please consult the following link:  Monograph components .

2. Article-format thesis

Students who wish to write a thesis in an article format must first notify the thesis supervisor, co-supervisor and thesis committee members, and obtain their approval. The student must submit a request at  [email protected]  for approval from the Faculty’s graduate studies director by checking of the appropriate box on the  Approval of the Thesis Proposal  form.

A thesis submitted in article format must meet the following requirements:

• The article must be substantial and equivalent to a monograph. The student must be the sole, or first and principle, author. If the student is not the sole author, the student must have contributed at least two-thirds of the original content and writing of the article. The student must formally specify his/her contribution. The article must be considered equivalent to a master’s thesis.
• The article may have been published during the student’s time as an active student. Alternatively, it may have been submitted for publication, or may be in the form of a manuscript ready for submission for publication, in a peer-reviewed academic journal. If the article has already been published, a copy of the article as published must be included in the thesis, with the permission of the journal. If the committee members require changes or additions, these must be added as an appendix, since a published article cannot be modified.
• The manuscript must be typed, with 1.5 line spacing in 12-point, Times New Roman font with 2.5cm margins. The manuscript must be page numbered, single-paged (printed on one side only) and unbound.

For more information please consult the following link:  Components of a thesis in a series of articles.

Submission of the thesis for evaluation

Master’s students must submit a service request through uoZone four weeks before submitting their thesis for evaluation, failing to do so will delay the evaluation process. This request must include the following document:

• The  List of examiners for the evaluation of the thesis  form that includes at least two eligible internal examiners.

The service request will be sent to the program director for approval.

Review how to submit a service request.

Check the  Graduate and Postdoctoral Studies website  for information on thesis submission, evaluation and defence.

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2024-2025 Undergraduate Student Handbook

Studying History at the Ohio State University

The author James Baldwin once famously quipped, “History is not the past. It is the present. We carry our history with us. We are our history.” To Baldwin’s point, history—perhaps more than any other subject—is the key to understanding ourselves and the world around us. As a discipline, history touches upon every human endeavor, from science and technology to art, psychology, and politics and everything in between. History is the sum total of the human experience, and that experience serves as a mirror reflecting today’s events.

Baldwin implied something that all students of history know: that only through the study of the past may the human species confront and solve its biggest problems: climate change, racism, war, genocide, the rise of authoritarianism, economic downturns, terrorism, famine, inequality and, yes, pandemics. “Renewing the connection between past and future,” wrote Jo Guldi and David Armitage in The History Manifesto , “and using the past to think critically about what is to come, are the tools that we need now. Historians are those best able to supply them.”

History majors develop and sharpen critical thinking skills and many others. Richard Neusdtadt and Ernest May argued that historical thinking was indispensable to formulating effective policy. Former Secretary of Defense James Mattis credited his study of the past for making him a better decision-maker and leader. One of Ohio State’s own, former ambassador and B.F. Goodrich CEO John Ong underscored the value of the history major in developing deep understanding of human beings and institutions and in instilling cultural competence, all crucial elements in business success. Students of history analyze change and continuity, develop sensitivity to context and awareness of contingencies, and understand better than most the complexities of human experience. They learn to read closely, write persuasively, and think clearly and imaginatively about the problems that people have confronted for thousands of years and, more importantly, the ones that this planet’s citizens will  have to solve in the coming decades.

As a result of this broad training, one may find history majors in a wide range of fields.

Our department’s alums are pursuing careers in business, publishing, journalism, public relations, non-profit administration, government, law, military and foreign service, libraries and archives, information technology, logistics, education, art and design, medicine and public health, economic development, and regional planning, among many others. The study of history is a great way to prepare for graduate or professional school in disciplines as diverse as medicine, education, business, the humanities and social sciences, and law.

The history major at Ohio State may be completed in as few as three semesters and pairs well with other majors and minors. The only requisite for history courses is a writing and information literacy course, which may be taken during the same semester as one’s first major- applicable courses. Prospective majors  should contact Raymond Irwin ( [email protected] ) for more information and to discuss the many opportunities that the Ohio State University Department of History offers.

The history major consists of a minimum of 33 credit hours at the 2000-level and above. At least 21 of these 33 credit hours must be taken at the 3000 level and above. Three courses, History 2800, two 4000-level Seminars are required, and at least 24 more hours must be chosen within the categories outlined below. Students are encouraged to design a history major in consultation with an academic advisor, who must approve all courses taken toward the major. Ideally, the student should select history courses to complement general education (GE) courses, as well as those contained in another major or in minors. Many history courses may be counted toward the major and toward the embedded literacies requirements of the current GE program.

The 33 credit hours must fulfill the following four required areas (see below for details):

• Skills Acquisition                  (9 credit hours)
• Breadth                                   (12 credit hours)
• Concentration                       (12 credit hours)
• GE Embedded Literacies    (included in above credit hours)

If students double count courses and fulfill all of the requirements in Categories A-C before reaching the required 33 credit hours, they must still satisfy the 33-credit-hour requirement of the major. They will fill in the remaining credit hours with history courses of their choosing, but a student is never required to exceed 33 credit hours in order to fulfill the requirements in Categories A-C. With the academic advisor’s approval, up to six credit hours of courses from other departments may be designated as part of Category B (Breadth) requirements for the major program in history.

Limitations: No more than three credit hours of History 3193 or 4193 (“Individual Studies”), six credit hours of History 2798, 3798, or 4798 (“Study Tour”), or nine credit hours of 4998, 4998H, 4999, and 4999H may be counted towards the major program. Students must earn a C- or higher on all courses that apply to the major (except 2800, which must be a C or higher); one must have a GPA of 2.00 or higher in the major.

Category A: Skills Acquisition (9 credit hours) The following three seminars (9 credit hours) are required of all history majors.

A (1) History 2800: Introduction to the Discipline of History (3 credit hours) The “gateway” course for history majors, History 2800 emphasizes critical reading and writing, and introduces students to the methodologies, approaches, and historiographies of historical study. A student must pass History 2800 with at least a “C.”

A (2) Two 4000-level Seminars in History (6 credit hours) The two seminars—normally taken in the third or fourth year—will focus on historiography, analysis, methodology and interpretation, and will emphasize research and writing skills. Note: History 4193, 4194 and 4797-4999 do not fulfill this requirement.

4005  Seminar in Early American History 4015  Seminar in Modern U.S. History 4085  Seminar in African American History 4125  Seminar in Latin American History 4215  Seminar in Greek History 4216  Seminar in Roman History 4217  Seminar in Late Antiquity 4218  Seminar in Byzantine History 4245  Seminar in Early Modern European History 4255  Seminar in Modern European History 4285  Seminar in Russian, Eastern European and Eurasian History 4235  Seminar in Medieval History 4325  Seminar in African History 4375  Seminar in Islamic History 4410  Seminar in Chinese History 4430  Seminar in Japanese History 4475  Seminar in Jewish History 4525  Seminar in International History 4575  Seminar in Military History 4625  Seminar in Women’s/Gender History 4675  Seminar in World/Global/Transnational History 4705  Seminar in the History of Environment, Technology, and Science 4730  Seminar in the History of the State 4795  Seminar in History

Category B: Breadth (12 credit hours)

Students are required to develop a program that includes chronological and geographic breadth.

This includes:

B (1)  2 courses (6 credit hours) focusing chronologically on the period before 1750;

B (2)  2 courses (6 credit hours) focusing chronologically on the period after 1750;

B (3)  2 courses (6 credit hours) focusing primarily on East Asia, Africa, Latin America, the Middle East, Central Asia, and South Asia;

B (4)  2 courses (6 credit hours) focusing primarily on North America and/or Europe;

B (5)  1 course (3 credit hours) focusing on comparative, transnational, transregional, or global history. Lists of courses that fulfill each of these requirements are below.

Students are permitted to use one course to satisfy more than one of these five areas of breadth simultaneously. For example, a course on Ancient Rome would satisfy the pre-1750 requirement and a “Europe” requirement simultaneously. That is, geographical and chronological requirements can be fulfilled by the same course. In addition, the two 4000-level seminars can also fulfill any of these chronological and geographic requirements. That is, A (2) can simultaneously satisfy any of the requirements in Category B. For Example, History 4235 (Seminar in Medieval History) would not only satisfy one of the A (2) requirements of a Seminar but would also satisfy one pre-1750 requirement and one “Europe” requirement. Courses used to satisfy Category C (Concentration) can simultaneously count towards Category B and vice versa.

As a result, the total credit hours required for each of the five different sub-categories of Category B “Breadth” do not add up to the 12 credit hours required in this category. However, because of double counting, both within the requirements of Category B and among Categories A-C, no student will be required to take more than 12 distinct credit hours in Category B.

B (1) Two courses (6 credit hours) focusing on the period before 1750.

Courses in this category need not focus on a single region. The following courses fulfill the pre- 1750 requirement.

2001    Launching America 2045    History of American Religion to the Civil War 2065    Colonialism at the Movies: American History in Film 2080    African American History to 1877 2100    Introduction to the Spanish Atlantic World 2110    Introduction to Native American Peoples from Mesoamerica 2111    Introduction to Native American People of the Andes 2115    Saints and Sinners: Women, Gender, Sexuality, and Race in Latin American History 2201    Ancient Greece and Rome 2202    Introduction to Medieval History 2203    Introduction to Early Modern Europe 2205    Western Civilizations to 1600: Rise, Collapse, and Recovery 2210    Classical Archaeology 2211    The Ancient Near East 2213    The Ancient Mediterranean City 2220    Introduction to the History of Christianity 2221    Introduction to the New Testament: History and Literature 2231    The Crusades 2240    Elizabethan England 2250    Empires and Nations in Western Europe, 1500 – Present 2251    Empires and Nations in Eastern Europe, 1500 – Present 2271    Happiness in History and Practice 2275    Children and Childhood in the Western World 2301    African Peoples and Empires in World History 2350    Islam, Politics, and Society in History 2351    Early Islamic Society, 610 – 1258 2352    The Ottoman Empire, 1300 – 1922 2375    Islamic Central Asia 2390    Ancient India 2391    Islamic India 2401    History of East Asia in the Pre-Modern Era 2450    Ancient and Medieval Jewish History, 300 BCE – 1100 CE 2451    Medieval and Early Modern Jewish History, 700 – 1700 CE 2600    Introduction to Women’s/Gender History 2641    Global History to 1500 2651    World History before the Modern Age 2680    It’s the End of the World! Apocalypticism in Christianity, Judaism & Islam 2700    Global Environmental History 2720    Big History 2725    Power in History 3001    American Political History to 1877 3010    Colonial North America to 1763 3070    Native American History from European Contact to Removal, 1560 – 1820 3080    Slavery in the United States 3090    Comparative Slavery 3100    Colonial Latin America 3106    History of Mexico 3110    The Jewish Experience in Latin America 3115    History of Medicine and Public Health in Latin America 3210    Archaic Greece 3211    Classical Greece 3212    Greece and the Mediterranean from Alexander to Cleopatra 3213    Slavery in the Ancient World 3214    Women, Gender and Sexuality in the History of Christianity 3215    Sex and Gender in the Ancient World 3216    War in the Ancient Mediterranean World 3217    Family, Household, and Kinship in the Ancient World 3218    Paul & His Influence in Early Christianity 3219    Historical Jesus 3220    The Rise of the Roman Republic 3221    History of Rome: Republic to Empire 3222    The Roman Empire, 69 – 337 CE 3223    The Later Roman Empire 3225    Early Byzantine Empire 3226    Later Byzantine Empire 3227    Gnostics and Other Early Christian Heresies 3228    Religion and Society in Late Antiquity 3229    History of Early Christianity 3230    Saints and Demons in Medieval Europe 3231    Creating Medieval Monsters: Constrictions of the “Other” 3232    Solving Crime in Medieval Europe 3235    Medieval Europe I, 300 – 1100 3236    Medieval Europe II, 1100 – 1500 3239    Medieval England 3240    History of the Italian Renaissance, 1250 – 1450 3241    History of the Italian Renaissance, 1450 – 1600 3242    The Holy Roman Empire, 1495 – 1806 3245    The Age of Reformation 3246    Tudor and Stuart Britain, 1485 – 1714 3247    Magic and Witchcraft in Early Modern Europe, 1450 – 1750 3249    Early-Modern Europe, 1560 – 1778 3280    History of Russia to 1700 3304    History of Islam in Africa 3305    History of Islamic Movements in West Africa 3306    History of African Christianity 3307    History of African Health and Healing 3351    Intellectual and Social Movements in the Muslim World 3353    Jewish Communities under Islamic Rule 3354    Islamic Spain and North Africa 3355    The Early Islamic Conquests (Near East, pre-1750; PCS, RLN) 3375    Mongol World Empire: Central Eurasia, 1000 – 1500 3376    The Silk Road: Cross-Cultural Exchanges in Eurasian History 3401    Foundations of Chinese Civilization 3402    Chinese Empire, 10th – 14th Centuries 3403    History of Early Modern China: 14th – 18th Century 3411    Gender and Sexuality in China 3425    History of Japan before 1800 3435    History of Early Modern Korea 3450    History of Ancient Israel (to 300 BCE) 3455    Jewish Life from the Renaissance to the Early Enlightenment 3470    Messiahs and Messianism in Jewish History 3550    War in World History, 500 – 1650 3551    War in World History, 1651 – 1899 3640    Women: Navigating the Patriarchy in Medieval Europe 3641    Women and Gender in Early Modern Europe: 1450 – 1750 3710    European Environmental History 3711    Science and Society in Europe, from Copernicus to Newton 3715    Explorations of Science, Technology, and the Environment in East Asia 3720    The Corrupting Sea: The Environmental History of the Ancient Mediterranean 5229    Paul and His Influence in Early Christianity

Any appropriate 4000-level seminar.

B (2) 2 courses (6 credit hours) focusing on the period after 1750 .

Courses in this category need not focus on a single region. The following courses fulfill the post- 1750 requirement.

2001    Launching America 2002    Making America Modern 2010    History of American Capitalism 2015    History of American Criminal Justice 2040    History of Agriculture and Rural America 2045    History of American Religion to the Civil War 2046    Christianity and Liberation in the USA 2065    Colonialism at the Movies: American History in Film 2066    History of Medicine in Film 2070    Introduction to Native American History 2071    American Indian History of the U.S. West 2075    Introduction to U.S. Latino/a History 2079    Asian American History 2080    African American History to 1877 2081    African American History from 1877 2085    Exploring Race and Ethnicity in Ohio: Black Ohio in the 19th Century 2110    Introduction to Native American Peoples from Mesoamerica 2111    Introduction to Native American People of the Andes 2115    Women and Gender in Latin America 2120    Revolutions and Social Movements in Modern Latin America 2125    The History of Latin America through Film 2204    Modern European History 2206    History of Paris 2250    Empires and Nations in Western Europe, 1500 – Present 2251    Empires and Nations in Eastern Europe, 1500 – Present 2252    People on the Move: Migration in Modern Europe 2270    Love in the Modern World 2275    Children and Childhood in the Western World 2280    Introduction to Russian History 2301    African Peoples and Empires in World History 2302    History of Modern Africa, 1800 – 1960s 2303    History of Contemporary Africa, 1960s – Present 2350    Islam, Politics, and Society in History 2353    The Middle East Since 1914 2392    Colonial India 2393    Contemporary India and South Asia 2402    History of East Asia in the Modern Era 2452    Modern Jewish History, 1700 – Present 2453    History of Zionism and Modern Israel 2454    History of Anti-Semitism 2455    Jews in American Film 2475    History of the Holocaust 2500    20th Century International History 2550    History of War 2600    Introduction to Women’s/Gender History 2610    A Survey of U.S. Women’s and Gender History: Diversity and Intersections 2620    Women Changing the World: Histories of Activism and Struggle 2630    History of Modern Sexualities 2642    Global History 1500 to Present 2650    The World since 1914 2675    The Indian Ocean: Communities and Commodities in Motion 2700    Global Environmental History 2701    History of Technology 2702    Food in World History 2703    History of Public Health, Medicine and Disease 2704    Water: A Human History 2705    The History of Medicine in Western Society 2710    History of the Car 2711    History of Nuclear Energy 2725    Power in History 2750    Natives and Newcomers: Immigration and Migration in U.S. History 2752    Social Reform Movements in U.S. History 2911    The Climate Crisis: Mechanisms, Impacts, and Mitigation 3001    American Political History to 1877 3002    U.S. Political History since 1877 3003    American Presidential Elections 3005    The United States Constitution and American Society to 1877 3006    The United States Constitution and American Society since 1877 3011    The American Revolution and New Nation 3012    Antebellum America 3013    Civil War and Reconstruction 3014    Gilded Age to Progressive Era, 1877 – 1920 3015    From the New Era to the New Frontier, 1921 – 1963 3016    The Contemporary U.S. since 1963 3017    The Sixties 3020    19th Century American Ideas 3021    20th Century American Ideas 3030    History of Ohio 3031    American South to 1860 3032    History of the U.S. West 3040    The American City 3041    American Labor History 3045    American Religious History 3049    War and Dissent in American History 3070    Native American History from European Contact to Removal, 1560 – 1820 3071    Native American History from Removal to the Present 3075    Mexican American Chicano/a History 3080    Slavery in the United States 3081    Free Blacks in Antebellum America 3082    Black Americans during the Progressive Era 3083    Civil Rights and Black Power Movements 3085    African American History through Contemporary Film 3086    Black Women in Slavery and Freedom 3089    Studies in African American History 3090    Comparative Slavery 3101    South America Since Independence 3102    Central America and the Caribbean Since Independence 3105    History of Brazil 3106    History of Mexico 3107    History of Argentina 3110    The Jewish Experience in Latin America 3115    History of Medicine and Public Health in Latin America 3250    Revolutionary and Napoleonic Europe, 1750 – 1815 3251    History of Europe in the 19th Century 3252    People on the Move: Migration in Modern Europe 3253    20th Century Europe to 1950 3254    Europe since 1950 3260    Britain in the 19th Century 3261    Britain in the 20th Century 3262    France in the 19th Century 3263    France in the 20th Century 3264    19th Century German History 3265    20th Century German History 3268    Eastern Europe in the 19th Century 3269    Eastern Europe in the 20th Century 3270    History of World War I 3273    Modernist Thought and Culture, 1880 – 1945 3275    Religion and its Critics in Modern Europe 3276    European Thought and Culture, 19th Century 3277    European Thought and Culture, 20th Century 3281    Imperial Russian History, 1700 – 1917 3282    History of the Soviet Union 3283    Siberia in World History 3301    History of Modern West Africa, post 1800 3302    Nationalism, Socialism, and Revolution in Africa 3303    War and Genocide in 20th- and 21st-century Africa 3304    History of Islam in Africa 3305    History of Islamic Movements in West Africa 3306    History of African Christianity 3307    History of African Health and Healing 3308    History of U.S.-African Relations, 1900 – Present 3309    Critical Issues of 20th-century Africa 3310    History of African Cinema 3311    Globalization and Development in Africa 3312    Africa and World War II 3313    Conflict in the Horn of Africa 3314    From Rubber to Coltan: A Long History of Violence & Exploitation in Central Africa 3352    Marginal Groups in the Non-Western World 3357    The Middle East in the 19th Century 3360    History of Iran 3365    History of Afghanistan 3404    Modern China, 1750 – 1949 3405    Contemporary China, 1921 – 2000 3410    Studies in Chinese History 3411    Gender and Sexuality in China 3426    History of Modern Japan 3436    History of Modern Korea 3460    European Jewish History, 1789 – 1989 3465    American Jewish History 3470    Messiahs and Messianism in Jewish History 3475    History of the Arab-Israeli Conflict 3480    Israel/Palestine: History of the Present 3500    U.S. Diplomacy from Independence to 1920 3501    U.S. Diplomacy, 1920 – Present 3505    U.S. Diplomacy in the Middle East 3506    Diplomacy, Congress, and the Imperial Presidency 3525    19th-century European International History 3526    20th-century European International History 3540    Modern Intelligence History 3551    War in World History, 1651 – 1899 3552    War in World History, 1900 – Present 3560    American Military History, 1607 – 1902 3561    American Military History, 1902 – Present 3570    World War II 3575    The Korean War 3580    The Vietnam War 3590    Wars of Empire and Decolonization 3612    Asian American Women: Race, Sex, and Representations 3620    Lesbian, Gay, Bisexual, and Transgender History in the U.S., 1940 – Present 3630    Same-Sex Sexuality in a Global Context 3642    Women in Modern Europe, from the 18th Century to the Present 3650    Families in Historical Perspective 3670    Trans-National History of World War II in Europe 3675    How to Stage a Revolution 3680    Religion and Law in Comparative Perspective 3700    American Environmental History 3701    History of American Medicine 3704    HIV: From Microbiology to Macrohistory 3705    History of Capitalism in Comparative and Global Perspective 3706    Coca-Cola Globalization: Hist. of Am. Business & Global Envir. Change, 1800 – Today 3708    Vaccines: A Global History 3710    European Environmental History 3712    Science and Society in Europe, from Newton to Hawking 3715    Explorations of Science, Technology and the Environment in East Asia 3724    History of the Arctic 3750    Race, Ethnicity, and Nation in Global Perspective 4706    Chronic: Illness, Injury, and Disability in Modern History 4870    The Ohio State University: Its History and Its World     Any appropriate 4000-level seminar.  

B (3) 2 courses (6 credit hours) focusing primarily on East Asia, Africa, Latin America or the Middle East, Central Asia, and South Asia.

Courses in this category need not focus on a single region. The following courses fulfill the Asia/Africa/ Latin America/Middle East geographical requirement. 2100    Introduction to the Spanish Atlantic World 2110    Introduction to Native American People from Mesoamerica 2111    Introduction to Native American People of the Andes 2115    Saints and Sinners: Women, Gender, Sexuality, and Race in Latin American History 2120    Revolutions and Social Movements in Modern Latin America 2125    The History of Latin America Through Film 2211    The Ancient Near East 2221    Introduction to the New Testament: History and Literature 2301    African Peoples and Empires in World History 2302    History of Modern Africa, 1800 – 1960s 2303    History of Contemporary Africa, 1960 – Present 2350    Islam, Politics, and Society in History 2351    Early Islamic Society, 610 – 1258 2352    The Ottoman Empire, 1300 – 1922 2353    The Middle East since 1914 2375    Islamic Central Asia 2390    Ancient India 2391    Islamic India 2392    Colonial India 2393    Contemporary India and South Asia 2401    History of East Asia in the Pre-Modern Era 2402    History of East Asia in the Modern Era 2453    History of Zionism and Modern Israel 3100    Colonial Latin America 3101    South America Since Independence 3102    Central America and the Caribbean Since Independence 3105    History of Brazil 3106    History of Mexico 3107    History of Argentina 3110    The Jewish Experience in Latin America 3115    History of Medicine and Public Health in Latin America 3219    Historical Jesus 3301    History of Modern West Africa, post 1800 3302    Nationalism, Socialism, and Revolution in Africa 3303    War and Genocide in 20th- and 21st-century Africa 3304    History of Islam in Africa 3305    History of Islamic Movements in West Africa 3306    History of African Christianity 3307    History of African Health and Healing 3308    History of U.S.-African Relations, 1900 – Present 3309    Critical Issues of 20th Century Africa 3310    History of African Cinema 3311    Globalization and Development in Africa 3312    Africa and World War II 3313    Conflict in the Horn of Africa 3314    From Rubber to Coltan: A Long History of Violence & Exploitation in Central Africa 3351    Intellectual and Social Movements in the Muslim World 3353    Jewish Communities under Islamic Rule 3355    The Early Islamic Conquests 3357    The Middle East in the 19th Century 3360    History of Iran 3365    History of Afghanistan 3375    Mongol World Empire: Central Eurasia, 1000 – 1500 3401    Foundations of Chinese Civilization 3402    Chinese Empire, 10th – 14th Centuries 3403    History of Early Modern China: 14th – 18th Century 3404    Modern China, 1750 – 1949 3405    Contemporary China, 1921 – 2000 3410    Studies in Chinese History 3411    Gender and Sexuality in China 3425    History of Japan before 1800 3426    History of Modern Japan 3435    History of Early Modern Korea 3436    History of Modern Korea 3450    History of Ancient Israel (to 300 BCE) 3475    History of the Arab-Israeli Conflict 3480    Israel/Palestine: History of the Present 3704    HIV: From Microbiology to Macrohistory 3715    Explorations in Science, Technology and the Environment in East Asia     Any appropriate 4000-level seminar.

B (4) 2 courses (6 credit hours) focusing primarily on North America or Europe.  Courses in this category need not focus on a single region. The following courses fulfill the North America/Europe geographical requirement.

2001 Launching America 2002 Making America Modern 2010 History of American Capitalism 2015 History of American Criminal Justice 2040 History of Agriculture and Rural America 2045 History of American Religion to the Civil War 2046 Christianity and Liberation in the USA 2065 Colonialism at the Movies: American History in Film 2066 History of Medicine in Film 2070 Introduction to Native American History 2071 American Indian History of the U.S. West 2075 Introduction to U.S. Latino/a History 2079 Asian American History 2080 African American History to 1877 2081 African American History from 1877 2085 Exploring Race and Ethnicity in Ohio: Black Ohio in the 19th Century 2201 Ancient Greece and Rome 2202 Introduction to Medieval History 2203 Introduction to Early Modern Europe 2204 Modern European History 2205 Western Civilizations to 1600: Rise, Collapse, and Recovery 2206 History of Paris 2210 Classical Archaeology 2213 The Ancient Mediterranean City 2240 Elizabethan England 2251 Empires and Nations in Eastern Europe, 1500 – Present 2252 People on the Move: Migration in Modern Europe 2270 Love in the Modern World 2275 Children and Childhood in the Western World 2280 Introduction to Russian History 2455 Jews in American Film 2475 History of the Holocaust 2610 A Survey of U.S. Women’s and Gender History: Diversity and Intersections 2705 The History of Medicine in Western Society 2750 Natives and Newcomers: Immigration and Migration in U.S. History 2752 Social Reform Movements in U.S. History 3001 American Political History to 1877 3002 U.S. Political History since 1877 3003 American Presidential Elections 3005 The United States Constitution and American Society to 1877 3006 The United States Constitution and American Society since 1877 3010 Colonial North America to 1763 3011 The American Revolution and New Nation 3012 Antebellum America 3013 Civil War and Reconstruction 3014 Gilded Age to Progressive Era, 1877 – 1920 3015 From the New Era to the New Frontier, 1921 – 1963 3016 The Contemporary U.S. since 1963 3017 The Sixties 3020 19th-century American Ideas 3021 20th-century American Ideas 3030 History of Ohio 3031 American South to 1860 3032 History of the U.S. West 3040 The American City 3041 American Labor History 3045 American Religious History 3049 War and Dissent in American History 3070 Native American History from European Contact to Removal, 1560 – 1820 3071 Native American History from Removal to the Present 3075 Mexican American Chicano/a History 3080 Slavery in the United States 3081 Free Blacks in Antebellum America 3082 Black Americans during the Progressive Era 3083 Civil Rights and Black Power Movements 3085 African American History through Contemporary Film 3086 Black Women in Slavery and Freedom 3089 Studies in African American History 3210 Archaic Greece 3211 Classical Greece 3212 Greece and the Mediterranean from Alexander to Cleopatra 3213 Slavery in the Ancient World 3214 Women, Gender, and Sexuality in the History of Christianity 3216 War in the Ancient Mediterranean World 3217 Family, household, and kinship in the Ancient World 3220 The Rise of the Roman Republic 3221 History of Rome: Republic to Empire 3223 The Later Roman Empire 3225 Early Byzantine Empire 3226 Later Byzantine Empire 3227 Gnostics and Other Early Christian Heresies 3228 Religion and Society in Late Antiquity 3230 Saints and Demons in Medieval Europe 3231 Creating Medieval Monsters: Constructions of the “Other” 3232 Solving Crime in Medieval Europe 3235 Medieval Europe I, 300 – 1100 3236 Medieval Europe II, 1100 – 1500 3239 Medieval England 3240 History of the Italian Renaissance, 1250 – 1450 3241 History of the Italian Renaissance, 1450 – 1600 3242 The Holy Roman Empire, 1495 – 1806 3245 The Age of Reformation 3246 Tudor and Stuart Britain, 1485 – 1714 3247 Magic and Witchcraft in Early Modern Europe, 1450 – 1750 3249 Early-Modern Europe, 1560 – 1778 3250 Revolutionary and Napoleonic Europe, 1750 – 1815 3251 History of Europe in the 19th Century 3252 People on the Move: Migration in Modern Europe 3253 20th Century Europe to 1950 3254 Europe since 1950 3260 Britain in the 19th Century 3261 Britain in the 20th Century 3262 France in the 19th Century 3263 France in the 20th Century 3264 19th Century German History 3265 20th Century German History 3268 Eastern Europe in the 19th Century 3269 Eastern Europe in the 20th Century 3273 Modernist Thought and Culture, 1880 – 1945 3275 Religion and its Critics in Modern Europe 3276 European Thought and Culture, 19th Century 3277 European Thought and Culture, 20th Century 3280 History of Russia to 1700 3281 Imperial Russian History, 1700 - 1917 3282 History of the Soviet Union 3283 Siberia in World History 3455 Jewish Life from the Renaissance to the Early Enlightenment 3460 European Jewish History, 1789 – 1989 3465 American Jewish History 3500 U.S. Diplomacy from Independence to 1920 3501 U.S. Diplomacy, 1920 – Present 3505 U.S. Diplomacy in the Middle East 3506 Diplomacy, Congress, and the Imperial Presidency 3525 19th Century European International History 3526 20th Century European International History 3560 American Military History, 1607 – 1902 3561 American Military History, 1902 - Present 3612 Asian American Women: Race, Sex, and Representations 3620 Lesbian, Gay, Bisexual and Transgender History in the U.S., 1940 – Present 3640 Women: Navigating the Patriarchy in Medieval Europe 3641 Women and Gender in Early Modern Europe, 1450 – 1750 3642 Women in Modern Europe, from the 18th Century to the Present 3670 Trans-National History of World War II in Europe 3700 American Environmental History 3701 History of American Medicine 3710 European Environmental History 3711 Science and Society in Europe, from Copernicus to Newton 3712 Science and Society in Europe, from Newton to Hawking 3720 The Corrupting Sea: The Environmental History of the Ancient Mediterranean 4870 The Ohio State University: Its History and Its World Any appropriate 4000-level seminar.

B (5) 1 course (3 credit hours) in comparative, transnational, transregional, or global history.

The following courses fulfill the comparative/transnational/ transregional/global requirement.

2105 Latin America and the World 2220 Introduction to the History of Christianity 2231 The Crusades 2250 Empires and Nations in Western Europe, 1500 – Present 2271 Happiness in History and Practice 2450 Ancient and Medieval Jewish History, 300 BCE – 1100 CE 2451 Medieval and Early Modern Jewish History, 700 – 1700 CE 2452 Modern Jewish History, 1700 - Present 2454 History of Anti-Semitism 2500 20th Century International History 2550 History of War 2600 Introduction to Women’s and Gender History 2620 Women Changing the World: Histories of Activism and Struggle 2630 History of Modern Sexualities 2641 Global History to 1500 2642 Global History 1500 to Present 2650 The World since 1914 2651 World History before the Modern Age 2675 The Indian Ocean: Communities and Commodities in Motion 2680 It’s the End of the World! Apocalypticism in Christianity, Judaism & Islam 2700 Global Environmental History 2701 History of Technology 2702 Food in World History 2703 History of Public Health, Medicine and Disease 2704 Water: A Human History 2710 History of the Car 2711 History of Nuclear Energy 2720 Big History 2725 Power in History 2911 The Climate Crisis: Mechanisms, Impacts, and Mitigation 3090 Comparative Slavery 3215 Sex and Gender in the Ancient World 3218 Paul & His Influence in Early Christianity 3222 The Roman Empire, 69 – 337 CE 3229 History of Early Christianity 3270 History of World War I 3352 Marginal Groups in the Non-Western World 3354 Islamic Spain and North Africa 3376 The Silk Road: Cross-Cultural Exchanges in Eurasian History 3470 Messiahs and Messianism in Jewish History 3540 Modern Intelligence History 3550 War in World History, 500 – 1650 3551 War in World History, 1651 - 1899 3552 War in World History, 1900 – Present 3570 World War II 3575 The Korean War 3580 The Vietnam War 3590 Wars of Empire and Decolonization 3630 Same-Sex Sexuality in a Global Context 3650 Families in Historical Perspective 3675 How to Stage a Revolution 3676 Leadership in History 3680 Religion and Law in Comparative Perspective 3702 Digital History 3705 History of Capitalism in Comparative and Global Perspective 3706 Coca-Cola Globalization: Hist. of Am. Business & Global Envir. Change, 1800 – Today 3708 Vaccines: A Global History 3724 History of the Arctic 3750 Race, Ethnicity, and Nation in Global Perspective 4706 Chronic: Illness, Injury, and Disability in Modern History 5229 Paul and His Influence in Early Christianity

Category C: Concentration (Geographic or Thematic): 12 credit hours

Students must take 12 credit hours in either a geographical or a thematic concentration.  Students are permitted to count relevant courses from A (2) simultaneously toward this total, as well as up to 12 credit hours from category B (1-5), but courses in other departments may not count toward the concentration requirement.

C (1) Geographical concentrations : North America; Latin America; Europe (including Russia); Near East, Middle East, Central Asia, and/or South Asia; East Asia; and Africa.

C (2) Thematic concentrations : History of colonialism and comparative empires (CCE); Conflict, peace, and diplomacy (CPD); History of environment, science, and technology (ETS); Global, early modern (GEM); Power, culture, and society (PCS); History of race, ethnicity, and nation (REN); Religious history (RLN); Social justice (SOJ); and Women’s, gender, and sexuality history (WGS). Students may also arrange their own thematic concentrations with the permission of an advisor.

Category D: Embedded Literacies (credit hours included in categories A-C)

By means of coursework within the history major, students may also fulfill the GE embedded literacies requirements: (1) advanced writing; (2) data analysis; and (3) technology. The lists of applicable courses follow.

D (1) Advanced writing courses. Any two 4000-level history seminars.

D (2) Data analysis course. 2800    Introduction to the Discipline of History

D (3) Technology course. 2800    Introduction to the Discipline of History

The minor in history is designed to provide students with substantial understanding of the human past. For most colleges, no minor program form is required; the minor will show as completed on the degree audit. For certain colleges, though, an academic advisor in history must approve a minor program form and file it with a major advisor.

The minor consists of twelve credit hours of history course work at the 2000 level and above. Of these, at least six credit hours must be at the 3000 level or above. Courses at the 1000 level cannot be used on the minor. Up to two courses toward the minor may come from approved transfer coursework or coursework from other departments. At least two courses (six credit hours) must come from the Department of History at Ohio State.

Students are free to choose any history courses they wish to fulfill the twelve credit hours but are encouraged to take courses that focus on a particular theme , time period, or geographic region. Students are also encouraged to consult with an academic advisor when preparing their minor, as six credit hours in the minor may overlap with general education requirements but may not overlap with a major or another minor.

No more than three credit hours of History 3193 or 4193 (“Individual Studies”) may be counted towards the minor and no more than six credit hours of History 2797, 2798, 3797, 3798, 4797, or 4798 (“Study at a Foreign Institution” and “Study Tour”) may be counted towards the minor.

A minimum of C- must be earned in each course counted toward the minor. With few emergency exceptions, coursework graded pass/non-pass may not count on the minor. A minimum 2.00 cumulative point-hour ratio is required for the minor. Generally, minors may not be added after a student’s graduation application has been submitted.

In addition to the basic requirements for the history major, honors students should complete the following requirements.

• Honors history majors are encouraged to take honors version of History 2800.
• Honors students are encouraged to take honors versions of the other 24 credit hours of other courses (discussed above), whenever possible. Students should only take non-honors 2000-level courses when a topical equivalent is not available at the 3000 level.
• Honors students are encouraged to take more of the 4000-level seminars than the two required for the major.
• Advanced ability in foreign languages is important for all honors students choosing the history major. Every honors student choosing the history major is encouraged to develop proficiency (meaning the ability to read newspapers, magazines, scholarly journals, and novels) in at least one foreign language.
• Senior honors thesis: Honors students wishing to be graduated “With Honors Research Distinction” are required to write a senior honors thesis. In preparation, they are encouraged to use the coursework from a 4000-level seminar as the foundation for the thesis.
• History honors majors who are not in pre-professional programs, engaged in a minor in pursuit of a professional or graduate program, or taking a second major must complete a major of at least 39 credit hours. Students completing a thesis and earning a degree “With Honors Research Distinction” may use the 6-9 credit hours earned in History 4999H toward the 39-credit-hour minimum.

Honors students majoring in history complete both the major and the requirements for "Honors in the Arts and Sciences" or "With Honors Research Distinction" or both. In order for history majors pursuing a Bachelor of Arts degree in the College of Arts and Sciences to maintain status as an honors student, they must follow the  requirements that ASC Honors have laid out.  Students earning a degree with “Honors Research Distinction” complete an Honors Thesis under the supervision of a thesis advisor in the Department of History. Some history majors satisfy the requirement for both designations and receive both designations on their degrees.

Honors students choosing the history major will engage in a course of study designed to sharpen writing, research, and analytical skills, to develop insights into how historians do their work, and to gain substantial historical knowledge. The history major furnishes excellent preparation for graduate-level work, for professional schools including law school, and for careers in business, education, the arts, and public service.

Honors students seeking help with their history major should first see Dr. Raymond Irwin ([email protected]), 110 Dulles Hall, 614-292-7101. He is available to discuss the honors requirements and to help with scheduling classes. Students who undertake an honors thesis also will have a faculty advisor for that project and will enroll in History 4999H, “Honors Undergraduate Research Thesis.”

Expectations

Honors students enrolled in the College of Arts and Sciences work closely with advisors and members of the faculty to develop a  rigorous program of study . Honors students majoring in history thus must work closely with the Arts and Sciences Honors program staff to ensure completion of the requirements of the Arts and Sciences Honors Program.

The faculty of the history department encourages the honors student to complete the degree “With Honors Research Distinction” through the writing of an honors thesis . Completion of a thesis is important preparation for successful performance in a professional or graduate program. Thesis completion occurs through enrollment in History 4999H, “Honors Undergraduate Research Thesis.” Students planning to write a thesis should, in consultation with their thesis advisor, define a topic and devise a plan of work at least two semesters prior to their anticipated graduation. They may also apply for the Arts and Sciences Undergraduate Research Scholarship competition. 

Requirements

There are two components to the history honors program. The first is the major program in history; the second is the ASC Honors Program. The requirements for the major program in history for honors students have been described above. This section describes the various tracks the ASC Honors Program offers, along with Department of History requirements.

To be graduated with honors in the Arts and Sciences, students must complete all degree requirements, earn a cumulative GPA of 3.4, complete the Honors Coursework Requirements, and complete the Honors Project Requirements. All history courses at the 3000 level and above are considered “honors-quality coursework.” Within the Department of History, several options are available to fulfill one’s Honors Project, including:

A. An honors thesis leading to  Honors Research Distinction .

The History Department faculty recommends that history honors students write an honors thesis, because completion of a thesis prepares students for graduate or professional school or professional employment.

A history honors student planning to graduate with Honors Research Distinction will:

• devise with the faculty thesis advisor at least two semesters before graduation a prospectus for the honors thesis. The ASC Honors Committee must approve the prospectus. While working on the thesis, the student will enroll in History 4999H for a total of at least 4 credit hours and a maximum of 9 credit hours.
• graduate with a GPA of no less than 3.40.
• meet the prerequisites for History 4999H: the completion of at least 18 credit hours in history, with a grade point average in the history courses of at least 3.50.
• enroll in a History 4999H, “Honors Undergraduate Research Thesis.”

B. An  internship .

History honors students planning to use an internship or internships toward their honors project requirements will:

• secure an internship.
• consult with Raymond Irwin  ([email protected])  regarding enrollment in History 3191.

C. A research experience.

History honors students planning to use a research experience toward their honors project requirements will:

• meet with a faculty member to negotiate the scope and outcomes of the research.
• enroll in at least three credit hours History 4998H; faculty permission and assistance from the departmental honors advisor, Raymond Irwin  ([email protected]) will be required.

D. A global education experience.  

History honors students planning to use a global education experience toward their honors project requirements have many options, including  faculty-led tours  and  programs sponsored by   the University’s Office of International Affairs .

Note: Under exceptional circumstances, the Department of History is willing to modify the requirements of the honors program in history to fit the specific needs of individual students. Such modifications must conform to the policies of the Arts and Sciences Honors Committee.

Academic advisors at The Ohio State University play a critical role in student success. Advisors are available to help students plan and execute their program of study, work towards professional goals, and connect students to campus resources. The advising relationship is a partnership, and students are highly encouraged to meet with their assigned advisor once a semester. In addition to academic and career planning, academic advisors can assist with questions regarding the major or minor, grades, transfer credit, petitions, scheduling, degree planning, graduation, and more.

Scheduling an Appointment:  Students have the option of an in-person or virtual advising appointment. To request an advising appointment, please email your assigned academic advisor, Kari Swygart ( [email protected] ) or Raymond Irwin ( [email protected] ), using your OSU student email. In your email request, please note your reason for the appointment request, weekly meeting availability (days/times), preference for in-person or virtual, and your student ID number.

Student academic records are confidential and protected by law. If you plan to bring a guest or have a guest on speakerphone, please fill out a Student Information Release form in BuckeyeLink.

Student Responsibilities:   As a student, you should be actively engaged in your academic career and aware of your responsibilities. Please pay attention to your campus email daily, maintain good academic standing, and refer to the University Registrar for important dates and deadlines.  Please review the following information to prepare for your advising appointment  , and if you cannot attend the appointment, please call or email in advance.

Academic Standing:   All students are required to maintain good academic standing. If your GPA falls below 2.0 and/or you are not making satisfactory progress towards your degree, the College of Arts and Sciences will notify you of your updated academic status. You may be placed on academic warning, academic probation, or special action probation. Continuous periods of academic difficulty may lead to academic dismissal. If you are struggling academically, please make arrangements to meet with your academic advisor as soon as possible.

Withdraw or Take a Leave of Absence:   We understand that life can be unpredictable. If you find yourself in a situation where you will need to withdraw from courses or decide to not enroll the following term, please set up an advising appointment.

Return from Leave of Absence or Academic Dismissal:   If you are seeking to return from a leave of absence or academic dismissal, please contact the advising office of the major you were enrolled in when you left. A petition for reinstatement will need to be filed and approved for any instances of academic dismissal.

Graduation :  Students must apply for graduation no later than the graduation deadline set by the college. The College of Arts and Sciences graduation application process requires students to meet with their assigned advisor to review and complete the graduation application. Approval for graduation is granted at the end of the semester once a final review is completed. Details regarding commencement  are released close to the graduation date.

The Department of History offers several ways for undergraduates to engage in research. One way is to assist faculty members with their research . This work may be completed for credit toward the major.

Another way is to devise  your own short-term project  under the direction of a faculty member. This, too, may be completed for course credit, but no more than three credit hours of research assistance or independent study may count toward the history major or history minor.

Students who are not in the honors program may also earn research distinction by completing and defending an  undergraduate thesis . To qualify, students must complete a minimum of sixty graded credit hours at Ohio State, submit an application , complete at least four credit hours of History 4999, defend the thesis before the thesis advisor and at least one outside reader, and be graduated with at least a 3.0 overall GPA.

Undergraduates may apply for  funds to support their research.  The Department of History also encourages the presentation  and publication  of student research.

Each year, the Department of History awards tens of thousands of dollars in undergraduate   scholarships and grants , as well as prizes for extraordinary theses and outstanding work submitted in history courses and seminars. Grant and scholarship applications typically must be submitted in early March.

Lloyd Roberts Evans Endowed Scholarship in History

Lloyd Roberts Evans (BA 1933, History; MD, Harvard, 1940) led a distinguished career as a physician specializing in general internal medicine. The scholarship was established by the sister of the honoree, Jane Ann Evans Nielsen (BA 1936, History; BS 1936, Education), of Knoxville, Tennessee. The Evans Endowed Scholarship provides scholarships for undergraduate students of junior or senior rank who are majoring in history. The scholarship is awarded annually on the basis of both merit and need. Candidates for the scholarship should possess a GPA of 3.4 or above and exhibit a broad range of interests.

Dr. Morris Frommer Scholarship

The Frommer Award provides tuition support for an undergraduate student majoring in history and interested in studying abroad. The funds may be used for travel abroad expenses. Eligible recipient must show demonstrated financial need and above-average academic performance.

Fullmer Scholarship Fund

Provides student support for undergraduate students in the Department of History. Preference will be given to students studying in the areas of women’s history or the history of science.

Special consideration shall be given to candidates that are members of organizations recognized by the University that are open to all but whose missions seek to advance the need of historically underserved populations.

Timothy Gregory Scholarship for History and Archaeology in the Mediterranean Sea Region

Provides support for undergraduate or graduate students who are enrolled in the Department of History (“Department”), wish to pursue historical research or study abroad opportunities that include archaeology in the Mediterranean Sea region and demonstrate a desire to pursue archaeological work in the territory of Greece on any period from prehistory to modern times. Preference will be given to students who are majoring or minoring in history.

Hairston Scholarship

For an excellent history major who demonstrates financial need. Preference is given to students who graduated from high schools in the Appalachia region and students who are first-generation college students, students who have overcome substantial educational or economic obstacles, or students who have experience living or working in diverse environments.

Austin Kerr Scholarship in Modern American History

The Kerr Fund supports research by an undergraduate student receiving history course credit. Preference shall be given to candidates with demonstrated financial need and whose projects have a focus on modern American history.

Allan R. Millett Study Abroad Scholarship

The Millett Scholarship supports a history major, with preference given to undergraduate students, to support their study abroad.

Adrienne A. and Marvin R. Zahniser Scholarship

This scholarship is awarded on the basis of academic merit to history majors entering, or soon to enter, their senior years at Ohio State, Columbus. Marvin Zahniser is a former Chair of Ohio State’s Department of History.

Dr. John T. Von Der Heide Scholarship

The Von Der Heide Scholarship supports history majors entering their senior years, based on merit and financial need.

Dr. John and Marilyn Nethers Endowed Scholarship

The Nethers Scholarship supports history majors.

Honors Research Grants

The Department annually awards grants to support thesis research.

Outstanding Research Seminar Essays

Faculty who teach undergraduate seminars nominate papers they consider truly outstanding. Those papers are then judged by a panel, which includes the department’s honors advisor and two members of the Undergraduate Teaching Committee.

3.1 or higher in their history courses, have a grade point average of at least 3.0 overall, have taken at least one history course at the 2000 level or higher in the previous year, and rank in the top 35% of their class. As part of an  international honor society , the Ohio State chapter strives to promote the study of history and encourages research and advanced scholarship in the field. Phi Alpha Theta at Ohio State provides opportunities for the informal exchange of ideas among historians and students of history outside the classroom and organizes various social activities. Initiation into membership occurs once per year, in spring semester. The advisor for Phi Alpha Theta is Raymond Irwin ( [email protected] ).

The History Club is the OSU student organization dedicated to encouraging a love for history and the social interaction of “history nerds,” regardless of major. The officers of the Zeta Chapter of Phi Alpha Theta provide the leadership for the History Club, but one does not have to be in Phi Alpha Theta to take part in club activities.

For the 2024 – 2025 academic year, the leaders of Phi Alpha Theta and the History Club are:

Katie Dorton, President ( [email protected] );  Robert Kabelitz, Treasurer ( [email protected] );  Jack Boltz, Secretary ( [email protected] ); and Maya Badhwar, Social Media Chair ( [email protected] ).

History prepares students for a wide variety of careers. Reports from the Arts and Sciences Office of Career Services at Ohio State indicate that former history majors are working in business, banking, teaching, government service, social work, library and archival work, publishing, and law, among many other fields. History has always been recognized as one of the best undergraduate programs for those planning to go into law, but professional and business schools value a well-rounded liberal education as a basis upon which to build their programs.

Though history is an excellent major for students who do not know exactly what they would like to do professionally, the Department recommends that students explore career options as early as possible in their time as undergraduates. Students are encouraged to contact the Center for Career and Professional Success  in the College of Arts and Sciences, which offers career coaching , signature programming, career fairs and events , and resume review . Students are advised to join one or more career communities and to sign up for Handshake, the University’s recruitment platform. Students also have free access to LinkedIn Learning  where they can utilize the catalog of over 18,000 courses to develop and strengthen in-demand skills.

The Department of History also occasionally invites alums to speak with students about career paths. These talks are typically advertised on the Department’s website, through social media, and in the weekly news and updates, which is delivered by email during the academic year.

In addition to undergraduate major and minor degree programs, and graduate programs leading to the M.A. and Ph.D. degrees, the Department of History provides other services for the OSU student.

General Education Courses in History

The study of history is an essential part of a liberal education. For this reason, introductory history courses (those numbered 1000 and 2000) are usually taken by students to satisfy the historical and cultural studies GE foundations requirement. These introductory offerings assume no previous knowledge of history, so students should not hesitate to register for a course at these levels.

Upper-Level Courses in History

One may appreciate the full strength of the History Department by looking at the wide variety of upper-level courses that the department offers, many of which fulfill the themes requirements in the general education program. History courses are not sequential, so a student can usually register for any course. Students should talk with an academic advisor or with the instructor if there is any doubt about taking a particular course.

Course Descriptions

The Undergraduate History Office prepares a listing of all courses  to be offered during the next semester. This listing provides detailed information about course offerings, class meeting times, instructors, readings lists and assignments.

Preparing for EM Examination in History

In response to inquiries from students on how to prepare for EM examinations (credit by examination) in history, the Department’s faculty have compiled the following list of suggestions.

• First, read the designated material carefully and thoroughly. For History 1211 and 1212 the commonly used text is McKay, Hill, and Buckler, History of Western Society, Vol. 1 for History 1211 and Vol. 2 for History 1212. The cut-off date for History 1211 is the year 1600. For History 1151 and 1152 the History Department recommends Nash and Jeffrey, The American People, 3rd ed., Vol. 1 for History 1151 and Vol. 2 for History 1152. The year 1877 is the cut- off date for History 1151. For History 1681 and 1682 the recommended text is Richard Buillet, et al., The Earth and Its Peoples, Vol. 1 for History 1681 and Vol. 2 for History 1682. The cut- off date for History 1681 is 1500. The texts are available at all campus bookstores.
• As you read through the material, concentrate on major themes such as economic, political, military, social, and intellectual development. Do not get bogged down in details. You will simply get confused if you try to memorize every date and event. Do not go to the opposite extreme, however, and emerge from your readings with a few hazy generalizations in mind. Like any other analytical discipline, history requires facts to bolster findings and conclusions.
• In addition, you should consider borrowing class notes from someone who has taken or is currently taking the course for which you will be taking the EM examination. This should give you further aid in focusing your study.
• When taking the exam, first be sure that you understand the instructions. When writing an essay on a particular topic, be sure to focus on that topic throughout the answer. Often students answer a question by citing a mass of historical data that is unrelated to the question asked. This often leaves the faculty member grading the examination no other choice than to recommend no credit for the exam. Be as analytical as possible in your response. The reiteration of a mass of historical data will get you only a 'C' grade and you need at least a 'B-' in order to receive EM credit in history.
• Finally, your answers should demonstrate competence in English composition. Good history is good writing. If you feel that your command of written English leaves something to be desired, consult Strunk and White's Elements of Style , a concise resource that contains invaluable information on English composition. The book is readily available at the OSU libraries and at all campus bookstores.

This list of suggestions by no means exhausts the possible strategies to prepare for the examination. No doubt, you will have other ideas on what to do to prepare yourself. Once you are prepared, contact the Testing Center  and schedule an examination date. The telephone number is 614-292-2241 and the address is 281 W. Lane Avenue in the Student Services Building, Room 585. The Testing Center will inform you of the examination results. Please Note: Examinations for credit may be taken only one time per course.

1000-level history courses cover broad areas of historical investigation (Western, East Asian, American, Latin American and World Civilizations). These courses can fulfill GE requirements but do not count toward the history major or minor. 2000-level history courses are intermediate-level courses that can serve as GE courses and also count toward the history major and minor. A 2000-level course offers an introduction to a certain geographical or thematic field (constellations), such as early modern European history, women’s history, or environmental history. It may also provide an introduction to a more focused subject or theme, such as migration in modern Europe, childhood in the western world, or the history of anti-Semitism. Please note: 2000-level courses do not fulfill an upper-level course requirement for the College of Arts and Sciences. A 3000-level history course offers upper-intermediate, and often more specialized, training in the geographical and thematic fields introduced at the 2000 level, as well as in-depth training in more focused subjects, such as American presidential elections, magic & witchcraft in early modern Europe, or Jewish communities under Muslim rule. They can carry GE credit and are open to non-history majors, as well. The 4000-level history seminars are open only to history majors and minors. They stress critical reading and writing centered on a well-defined topic in a geographical or thematic field. 5000-level courses are designed for both undergraduate and graduate students. The History Department generally offers very few of these combined courses. Per University definitions, these are advanced-level courses providing undergraduate credit that may be counted toward a major or field of specialization.

Please see the current semester’s course offerings for more detailed descriptions.

African History Courses

2301 African Peoples and Empires in World History (Africa, pre- and post-1750; CCE, PCS) 2302 History of Modern Africa, 1800 – 1960s (Africa, post-1750; CCE, CPD) 2303 History of Contemporary Africa, 1960s – Present (Africa, post-1750; CPD, PCS) 3301 History of Modern West Africa, post 1800 (Africa, post-1750; CPD, PCS) 3302 Nationalism, Socialism, and Revolution in Africa (Africa, post-1750; CPD, PCS) 3303 War and Genocide in 20th- and 21st-century Africa (Africa, post-1750; CPD, PCS) 3304 History of Islam in Africa (Africa, pre- and post-1750; PCS, RLN) 3305 History of Islamic Movements in West Africa (Africa, pre- and post-1750; PCS, RLN) 3306 History of African Christianity (Africa, pre- and post-1750; PCS, RLN) 3307 History of African Health and Healing (Africa, pre- and post-1750; ETS, PCS) 3308 History of U.S.-African Relations, 1900 – Present (Africa, post-1750; CPD, PCS) 3309 Critical Issues of 20th-century Africa (Africa, post-1750; CPD, PCS) 3310 History of African Cinema (Africa, post-1750; ETS, PCS) 3311 Globalization and Development in Africa (Africa, post-1750; CPD, ETS) 3312 Africa and World War II (Africa, post-1750; CPD) 3313 Conflict in the Horn of Africa (Africa, post-1750; CPD) 3314 From Rubber to Coltan: A Long History of Violence & Exploitation in Central Africa (Africa, post-1750; SOJ) 3704 HIV: From Microbiology to Macrohistory (Africa, post-1750; ETS)  

North American History Courses 2001 Launching America (American, pre- and post-1750; CCE, PCS) 2002 Making America Modern (American, post-1750; PCS, REN) 2010 History of American Capitalism (American, post-1750; ETS, PCS, SOJ) 2015 History of American Criminal Justice (American, post-1750; CPD, PCS, SOJ) 2040 History of Agriculture and Rural America (American, post-1750; ETS, PCS) 2045 History of American Religion to the Civil War (American, pre- and post-1750; RLN) 2046 Christianity and Liberation in the USA (American, post-1750; REN, RLN, WGS) 2065 Colonialism at the Movies: American History in Film (American, pre- and post-1750; CCE, GEM, PCS, SOJ) 2066 History of Medicine in Film (American, post-1750; ETS) 2070 Introduction to Native American History (American, post-1750; CCE, REN) 2071 American Indian History of the U.S. Midwest (American, post-1750; CCE, REN) 2075 Introduction to U.S. Latino/a History (American, post-1750; CCE, REN) 2079 Asian American History (American, post-1750; GEM, REN) 2080 African American History to 1877 (American, pre- and post-1750; PCS, REN) 2081 African American History from 1877 (American, post-1750; PCS, REN, SOJ) 2085 Exploring Race & Ethnicity in Ohio: Black Ohio in the 19th Century (American, post-1750; REN) 2455 Jews in American Film (American, post-1750; PCS, REN, RLN) 2610 A Survey of U.S. Women’s and Gender History: Diversity and Intersections (American, post-1750; REN, WGS, SOJ) 2705 The History of Medicine in Western Society (American, post-1750; ETS) 2750 Natives & Newcomers: Immigr. & Migr. in Am. Hist. (American, post-1750; CCE, REN, SOJ) 2752 Social Reform Movements in U.S. History (American, post-1750; PCS, REN, SOJ) 3001 American Political History to 1877 (American, pre- and post-1750; PCS) 3002 U.S. Political History since 1877 (American, post-1750; PCS) 3003 American Presidential Elections (American, post-1750; PCS) 3005 United States Constitution & American Society to 1877 (American, post-1750; PCS, REN) 3006 United States Constitution & American Society since 1877 (American, post-1750; PCS, REN) 3010 Colonial North America to 1763 (American, pre-1750; CCE, REN) 3011 American Revolution and New Nation, 1763-1800 (American, post-1750; CPD, PCS, SOJ) 3012 Antebellum America (American, post-1750; PCS, REN) 3013 Civil War and Reconstruction (American, post-1750; PCS, REN, SOJ) 3014 Gilded Age to Progressive Era, 1877-1920 (American, post-1750; PCS) 3015 From the New Era to the New Frontier, 1921-1963 (American, post-1750; CPD, PCS, SOJ) 3016 The Contemporary U.S. since 1963 (American, post-1750; CPD, PCS, SOJ) 3017 The Sixties (American, post-1750; PCS, REN, SOJ) 3020 19th Century American Ideas (American, post-1750; PCS, RLN) 3021 20th Century American Ideas (American, post-1750; PCS, REN) 3030 History of Ohio (American, post-1750; PCS, REN) 3031 American South to 1860 (American, post-1750; REN) 3032 History of the U.S. West (American, post-1750; PCS, REN) 3040 The American City (American, post-1750; ETS, PCS) 3041 American Labor History (American, post-1750; PCS, REN; SOJ) 3045 American Religious History (American, post-1750; PCS, RLN) 3049 War and Dissent in American History (American, post-1750; CPD) 3070 Native American Hist.: Eur. Contact to Removal (American, pre- & post-1750; CCE, REN, SOJ) 3071 Native American History from Removal to the Present (American, post-1750; CCE, REN) 3075 Mexican American Chicano/a History (American, post-1750; CCE, REN) 3080 Slavery in the United States (American, pre- and post-1750; PCS, REN, SOJ) 3081 Free Blacks in Antebellum America (American, post-1750; PCS, REN) 3082 Black Americans during the Progressive Era (American, post-1750; PCS, REN) 3083 Civil Rights and Black Power Movements (American, post-1750; PCS, REN, SOJ) 3085 African American History through Contemporary Film (American, post-1750; PCS, REN, SOJ) 3086 Black Women in Slavery and Freedom (American, post-1750; PCS, REN, WGS) 3089 Studies in African American History (American, post-1750; PCS, REN) 3465 American Jewish History (American, post-1750; REN, RLN, SOJ) 3500 U.S. Diplomacy from Independence to 1920 (American, post-1750; CPD) 3501 U.S. Diplomacy, 1920 - Present (American, post-1750; CPD, SOJ) 3505 U.S. Diplomacy in the Middle East (American, post-1750; CPD) 3506 Diplomacy, Congress, and the Imperial Presidency (American, post-1750; CPD, PCS) 3612 Asian American Women: Race, Sex, and Representations (American, post-1750; REN, WGS) 3620 Lesbian, Gay, Bisexual, & Transgender Hist. in the U.S (American, post-1750; REN, SOJ, WGS) 3680 Religion and Law in Comparative Perspective (Global, post-1750, PCS, RLN) 3700 American Environmental History (American, post-1750; ETS, GEM, SOJ) 3701 History of American Medicine (American, post-1750; ETS) 4005 Seminar in Early American History 4015 Seminar in Modern U.S. History 4870 The Ohio State University: Its History and Its World (American, post-1750)  

Ancient History Courses 2201 Ancient Greece and Rome (Europe, pre-1750; CCE, PCS) 2210 Classical Archaeology (Europe, pre-1750; ETS, PCS) 2211 The Ancient Near East (Europe, pre-1750; ETS, PCS) 2213 The Ancient Mediterranean City (Europe, pre-1750) 2221 Introduction to the New Testament (Near East, pre-1750; RLN) 3210 Archaic Greece (Europe, pre-1750) 3211 Classical Greece (Europe, pre-1750) 3212 Greece and the Mediterranean from Alexander to Cleopatra (Europe, pre-1750; CCE) 3213 Slavery in the Ancient World (Europe, pre-1750; REN, RLN, SOJ) 3215 Sex and Gender in the Ancient World (Global, pre-1750; PCS, WGS) 3216 War in the Ancient Mediterranean World (Europe, pre-1750; CPD, PCS) 3217 Family, household, and kinship in the Ancient World (Europe, pre-1750; PCS) 3218 Paul & His Influence in Early Christianity (Global, pre-1750; RLN) 3219 Historical Jesus (Near East, pre-1750; RLN) 3220 The Rise of Roman Republic (Europe, pre-1750; CPD, PCS) 3221 History of Rome: Republic to Empire (Europe, pre-1750; CPD, PCS) 3222 The Roman Empire, 69-337 CE (Global, pre-1750; PCS) 3223 The Later Roman Empire (Europe, pre-1750; CCE, RLN) 3225 Early Byzantine Empire (Europe, pre-1750; PCS, RLN) 3226 Later Byzantine Empire (Europe, pre-1750; PCS, RLN) 3355 The Early Islamic Conquests (Near East, pre-1750; PCS, RLN) 3720 The Environmental History of the Ancient Mediterranean (Europe, pre-1750; ETS) 4217 Seminar in Late Antiquity 5229 Paul & His Influence in Early Christianity (Global, pre-1750; RLN)  

Diplomatic and Military History Courses 2500 20th Century International History (Global, post-1750; CCE, CPD, SOJ) 2550 History of War (Global, post-1750; CPD) 3270 History of World War I (Global, post-1750; CPD, PCS) 3475 History of the Arab-Israeli Conflict (Near East, post-1750; PCS; CPD) 3500 U.S. Diplomacy from Independence to 1920 (American, post-1750; CPD) 3501 U.S. Diplomacy, 1920 - Present (American, post-1750; CPD, SOJ) 3505 U.S. Diplomacy in the Middle East (American, post-1750; CPD) 3506 Diplomacy, Congress, and the Imperial Presidency (American, post-1750; CPD, PCS) 3525 19th Century European International History (Europe, post 1750; CCE, CPD) 3526 20th Century European International History (Europe, post-1750; CCE, CPD) 3540 Modern Intelligence History (Global, post-1750; CPD, PCS) 3550 War in World History, 500-1650 (Global, pre-1750; CPD, PCS) 3551 War in World History, 1651-1899 (Global, pre- and post-1750; CCE, CPD) 3552 War in World History, 1900-present (Global, post-1750; CPD, ETS) 3560 American Military History, 1607-1902 (American, post-1750; CPD) 3561 American Military History, 1902-present (American, post-1750; CPD) 3570 World War II (Global, post-1750; CPD) 3575 The Korean War (Global, post-1750; CPD) 3580 The Vietnam War (Global, post-1750; CPD, PCS, SOJ) 3590 Wars of Empire and Decolonization (Global, post-1750; CCE, CPD) 3670 Trans-National History of WWII in Europe (Europe, post-1750; CPD, PCS)  

East Asian History Courses 2401 History of E. Asia in the Pre-Modern Era (East Asia, pre-1750; PCS, RLN) 2402 History of E. Asia in the Modern Era (East Asia, post-1750; CCE, PCS) 3401 Foundations of Chinese Civilization (East Asia, pre-1750; PCS, RLN) 3402 Chinese Empires 10-14th Centuries (East Asia, pre-1750; CCE, PCS) 3403 History of Early Modern China, 14th – 18th Century (East Asia, pre-1750; CCE, PCS) 3404 Modern China, 1750-1949 (East Asia, post-1750; CCE, PCS) 3405 Contemporary China, 1921-2000 (East Asia, post-1750; CCE, PCS) 3410 Studies in Chinese History (East Asia, post-1750; CCE, PCS) 3411 Gender and Sexuality in China (East Asia, pre- and post-1750; PCS, WGS) 3425 History of Japan Before 1800 (East Asia, pre-1750; PCS, RLN) 3426 History of Modern Japan (East Asia, post-1750; CCE, PCS) 3435 History of Early Modern Korea (East Asia, pre-1750; PCS, REN) 3436 History of Modern Korea (East Asia, post-1750; CCE, PCS) 3715 Explor. of Science, Tech. and the Envn. in E. Asia (East Asia, pre- and post-1750; ETS, PCS) 4410 Seminar in Chinese History 4430 Seminar in Japanese History  

European History Courses 2201 Ancient Greece and Rome (Europe, pre-1750; CCE, PCS) 2202 Introduction to Medieval History (Europe, pre-1750; REN, PCS) 2203 Introduction to Early Modern Europe (Europe, pre-1750; PCS, RLN) 2204 Modern European History (Europe, post-1750; PCS, REN, SOJ) 2205 Western Civilizations to 1600: Rise, Collapse, and Recovery (Europe, pre-1750; CCE, PCS) 2206 History of Paris (Europe, post-1750) 2210 Classical Archaeology (Europe, pre-1750; ETS, PCS) 2213 The Ancient Mediterranean City (Europe, pre-1750) 2240 Elizabethan England (Europe, pre-1750; PCS, RLN) 2251 Empires & Nations in Eastern Europe, 1500-present (Europe, pre- and post-1750; PCS, REN) 2252 People on the Move: Migration in Modern Europe (Europe, post-1750; PCS, REN) 2270 Love in the Modern World (Europe, post-1750; PCS, WGS) 2275 Children and Childhood in the Western World (Europe, pre- and post-1750; WGS) 2280 Introduction to Russian History (Europe, post-1750; CCE, PCS) 2475 History of the Holocaust (Europe, post-1750; PCS, REN) 3210 Archaic Greece (Europe, pre-1750) 3211 Classical Greece (Europe, pre-1750) 3212 Greece and the Mediterranean from Alexander to Cleopatra (Europe, pre-1750; CCE) 3214 Women, Gender & Sexuality in the History of Christianity (Europe, pre-1750; RLN, WGS) 3216 War in the Ancient Mediterranean World (Europe, pre-1750; CPD, PCS) 3217 Family, household, and kinship in the Ancient World (Europe, pre-1750; PCS) 3220 Rise of Roman Republic (Europe, pre-1750; CPD, PCS) 3221 History of Rome: Republic to Empire (Europe, pre-1750; CPD, PCS) 3225 Early Byzantine Empire (Europe, pre-1750; PCS, RLN) 3226 Later Byzantine Empire (Europe, pre-1750; PCS, RLN) 3227 Gnostics and Other Early Christian Heresies (Europe, pre-1750; RLN) 3228 Religion and Society in Late Antiquity (Europe, pre-1750; PCS, RLN) 3230 Saints and Demons in Medieval Europe (Europe, pre-1750; PCS, RLN) 3231 Creating Medieval Monsters: Constructions of the “Other” (Europe, pre-1750; REN, RLN, SOJ) 3232 Solving Crime in Medieval Europe (Europe, pre-1750; PCS) 3235 Medieval Europe I, 300-1100 (Europe, pre-1750; PCS, REN) 3236 Medieval Europe II, 1100-1450 (Europe, pre-1750; PCS, REN, RLN) 3239 Medieval England (Europe, pre-1750; PCS, REN) 3240 History of the Italian Renaissance, 1250-1450 (Europe, pre-1750; RLN) 3241 History of the Italian Renaissance, 1450-1600 (Europe, pre-1750; PCS) 3242 The Holy Roman Empire, 1495 – 1806 (Europe, pre-1750; GEM, PCS, RLN) 3245 The Age of Reformation (Europe, pre-1750; PCS, RLN) 3246 Tudor and Stuart Britain, 1485-1714 (Europe, pre-1750; PCS, RLN) 3247 Magic and Witchcraft in Early Modern Europe, 1450-1750 (Europe, pre-1750; ETS, RLN) 3249 Early-Modern Europe, 1560-1778 (Europe, pre-1750; PCS, RLN) 3250 Revolutionary and Napoleonic Europe, 1750-1815 (Europe, post-1750; PCS, RLN) 3251 History of Europe in the 19th Century (Europe, post-1750; CCE, PCS) 3252 People on the Move: Migration in Modern Europe, post-1750) 3253 20th Century Europe to 1950 (Europe, post-1750; CPD, PCS) 3254 Europe Since 1950 (Europe, post-1750; CPD, PCS, SOJ) 3260 Britain in the 19th Century (Europe, post-1750; CCE, PCS) 3261 Britain in the 20th Century (Europe, post-1750) 3262 France in the 19th Century (Europe, post-1750) 3263 France in the 20th Century (Europe, post-1750; CCE, PCS) 3264 19th Century German History (Europe, post-1750; CPD, PCS) 3265 20th Century German History (Europe, post-1750; CPD, PCS) 3268 Eastern Europe in the 19th Century (Europe, post-1750; CCE, PCS, REN) 3269 Eastern Europe in the 20th Century (Europe, post-1750; PCS, REN, SOJ) 3273 Modernist Thought and Culture, 1880 – 1945 (Europe, post-1750) 3275 Religion and its Critics in Modern Europe (Europe, post-1750; RLN) 3276 European Thought and Culture, 19th Century (Europe, post-1750; PCS, RLN) 3277 European Thought and Culture, 20th Century (Europe, post-1750; PCS) 3280 History of Russia to 1700 (Europe, pre-1750; CCE, GEM, REN) 3281 Imperial Russian History, 1700-1917 (Europe, post-1750; CCE, PCS, SOJ) 3282 History of the Soviet Union (Europe, post-1750; PCS) 3283 Siberia in World History (Europe, post-1750; CCE, ETS) 3455 Jewish Life from Renaissance to the Early Enlightenment (Europe, pre-1750; REN, RLN) 3460 European Jewish History, 1789 – 1989 (Europe, post-1750; REN, RLN) 3525 European International History 19th Century (Europe, post-1750; CCE, CPD) 3526 European International History 20th Century (Europe, post-1750; CCE, CPD) 3640 Women: Navigating the Patriarchy in Medieval Europe (Europe, pre-1750, SOJ, WGS) 3670 Trans-national History of WWII in Europe (Europe, post-1750; CPD, PCS) 3680 Religion and Law in Comparative Perspective (Global, post-1750, PCS, RLN) 3710 European Environmental History (Europe, pre- and post-1750; ETS) 3711 Science and Society in Europe, from Copernicus to Newton (Europe, pre-1750; ETS) 3712 Science and Society in Europe, from Newton to Hawking (Europe, post-1750; ETS) 4255 Seminar in Modern European History  

Jewish History Courses 2450 Ancient and Medieval Jewish History, 300 BCE-1100 CE (Global, pre-1750; REN, RLN) 2451 Medieval and Early Modern Jewish History, 700-1700 CE (Global, pre-1750; REN, RLN) 2452 Modern Jewish History, 1700-Present (Global, post-1750; REN, RLN) 2453 History of Zionism and Modern Israel (Near Eastern, post-1750; CPD, REN) 2454 History of Anti-Semitism (Global, post-1750; REN, RLN) 2455 Jews in American Film (American post-1750; PCS, REN, RLN) 2475 History of the Holocaust (Europe, post-1750; PCS, REN) 3110 The Jewish Experience in Latin America (Latin American, pre- and post-1750; PCS, REN, RLN) 3353 Jewish Communities under Muslim Rule (Near Eastern, pre-1750; REN, RLN) 3450 History of Ancient Israel (Near Eastern, pre-1750) 3455 Jewish Life from Renaissance to the Early Enlightenment (Europe, pre-1750; REN, RLN) 3460 European Jewish History, 1789 – 1989 (Europe, post-1750; REN, RLN) 3465 American Jewish History (American, post-1750; REN, RLN, SOJ) 3470 Messiahs & Messianism in Jewish History (Global, pre- and post-1750; PCS, RLN) 3475 History of the Arab-Israeli Conflict (Near East, post-1750; CPD, PCS)  

Latin American History Courses 2100 Introduction to the Spanish Atlantic World (Latin American, pre-1750; CCE, GEM) 2105 Latin America and the World (Global, post-1750; CPD) 2110 Introd. to Native Amer. Peoples, Mesoamerica (Latin Amer., pre & post-1750; CCE, REN, SOJ) 2111 Introd. to Native Amer. Peoples of the Andes (Latin Amer., pre & post-1750; CCE, REN, SOJ) 2115 Saints and Sinners: Women, Gender, Sexuality, and Race in Latin American History (Latin American, pre- and post-1750; PCS, WGS) 2120 Revolutions & Social Mvmnts in Modern Latin Amer. (Latin American, post-1750; PCS, REN) 2125 The History of Latin America through Film (Latin American, post-1750; PCS, REN, SOJ) 3100 Colonial Latin America (Latin American, pre-1750; CCE, GEM) 3101 South America Since Independence (Latin American, post-1750; PCS) 3102 Central America and the Caribbean Since Independence (Latin American, post-1750; REN) 3105 History of Brazil (Latin American, post-1750; REN) 3106 History of Mexico (Latin American, pre- and post-1750; PCS, REN, SOJ) 3107 History of Argentina (Latin American, post-1750; PCS) 3110 The Jewish Experience in Latin America (Latin American, pre- and post-1750; PCS, REN, RLN) 3115 History of Medicine & Public Health in Latin America (Latin American, pre- & post-1750; ETS) 4125 Seminar in Latin American History  

Near and Middle Eastern History/Islamic History Courses 2211 The Ancient Near East (Near Eastern, pre-1750; ETS, PCS) 2221 Introduction to the New Testament (Near Eastern, pre-1750; RLN) 2350 Islam, Politics, and Society in History (Near Eastern, pre- and post-1750; PCS, RLN) 2351 Early Islamic Society, 610-1258 (Near Eastern, pre-1750; PCS, RLN) 2352 The Ottoman Empire, 1300-1922 (Near Eastern, pre-1750; CCE, PCS) 2353 The Middle East since 1914 (Near Eastern, post-1750; CCE, PCS) 2375 Islamic Central Asia (Near Eastern, pre-1750; PCS, RLN) 2390 Ancient India (Near Eastern, pre-1750; PCS, RLN) 2391 Islamic India (Near Eastern, pre-1750; CCE, GEM, RLN) 2392 Colonial India (Near Eastern, post-1750; CCE, REN) 2393 Contemporary India and South Asia (Near Eastern, post-1750; PCS, REN) 2453 History of Zionism & Modern Israel (Near Eastern, post-1750; CPD, REN) 3219 Historical Jesus (Near East, pre-1750; RLN) 3304 History of Islam in Africa (Africa, pre- and post-1750; PCS, RLN) 3351 Intellectual and Social Mvmnts. in the Muslim World (Near Eastern, pre-1750; PCS, RLN) 3354 Islamic Spain and North Africa (Global, pre-1750; CCE, RLN) 3357 The Middle East in the 19th Century (Near Eastern, post-1750; CCE, PCS) 3360 History of Iran (Near Eastern, post-1750; GEM, REN, RLN) 3355 The Early Islamic Conquests (Near East, pre-1750; PCS, RLN) 3365 History of Afghanistan (Near Eastern, post-1750; CCE, REN) 3375 Mongol World Empire: Central Eurasia 1000-1500 (Near Eastern, pre-1750; CCE, PCS) 3376 The Silk Road: Cross-Cultural Exchanges in Eurasian History (Global, pre-1750; PCS, RLN) 3475 History of the Arab-Israeli Conflict (Near East, post-1750; CPD, PCS) 3480 Israel/Palestine: History of the Present (Near East, post-1750; CPD, PCS, REN) 4375 Seminar in Islamic History  

Women’s, Gender, and Sexuality History Courses 2115 Saints and Sinners: Women, Gender, Sexuality, and Race in Latin American History (Latin American, pre- and post-1750; PCS, WGS) 2275 Children and Childhood in the Western World (Europe, pre- and post-1750; WGS) 2270 Love in the Modern World (Europe, post-1750; PCS, WGS) 2600 Intro to Women's & Gender History (Global, pre or post-1750; WGS) 2610 A Survey of U.S. Women’s and Gender History: Diversity and Intersections (American, post-1750; REN, WGS, SOJ) 2620 Women Changing the World: Hist. of Activism & Struggle (Global, post-1750; PCS, SOJ, WGS) 2630 History of Modern Sexualities (Global, post-1750; CCE, SOJ, WGS) 3086 Black Women in Slavery and Freedom (American, post-1750; PCS, REN, WGS) 3214 Women, Gender & Sexuality in the History of Christianity (Europe, pre-1750; RLN, WGS) 3215 Sex and Gender in Late Antiquity (Global, pre-1750; PCS, WGS) 3411 Gender and Sexuality in China (East Asia, pre- and post-1750; PCS, WGS) 3612 Asian American Women: Race, Sex, and Representations (American, post-1750; REN, WGS) 3620 Lesbian, Gay, Bisexual, & Transgender Hist. in the U.S (American, post-1750; REN, SOJ, WGS) 3630 Same-Sex Sexuality in a Global Context (Global, post-1750; GEM, WGS) 3640 Women: Navigating the Patriarchy in Medieval Europe (Europe, pre-1750; SOJ, WGS) 3641 Women & Gender in Early Modern Europe: 1450-1750 (Europe, pre-1750; WGS) 3642 Women in the Modern World, 19th Century to the Present (Europe, post-1750; PCS, WGS) 3650 Families in Historical Perspective (Global, post-1750; WGS) 4625 Seminar in Women’s/Gender History  

Topical and Comparative (“Global Breadth”) Courses 2105 Latin America and the World (Global, post-1750; CPD) 2220 Introduction to the History of Christianity (Global, pre-1750; RLN) 2231 The Crusades (Global, pre-1750; CPD, RLN) 2250 Empires and Nations in Western Europe, 1500-Present (Global, pre- and post-1750; PCS, REN) 2271 Happiness in History and Practice (Global, pre-1750; CPD, GEM) 2450 Ancient & Medieval Jewish Hist, 300BCE-1100CE (Global, pre-1750; REN, RLN) 2451 Medieval & Early Modern Jewish Hits, 700-1700CE (Global, pre-1750; REN, RLN) 2454 History of Anti-Semitism (Global, post-1750; REN, RLN) 2500 20th Century International History (Global, post-1750; CCE, CPD, SOJ) 2550 History of War (Global, post-1750; CPD) 2600 Introduction to Women’s & Gender History (Global, pre- and post-1750; WGS) 2620 Women Changing the World: Hist. of Activism & Struggle (Global, post-1750; PCS, SOJ, WGS) 2630 History of Modern Sexualities (Global, post-1750; CCE, SOJ, WGS) 2641 Global History to 1500 (Global, pre-1750) 2642 Global History 1500 to Present (Global, post-1750) 2650 The World since 1914 (Global, post-1750; CCE, PCS) 2651 World History before the Modern Age (Global, pre-1750) 2675 The Indian Ocean: Communities and Commodities in Motion (Global, post-1750; CCE, REN) 2680 It’s the End of the World! Apocalypticism in Christianity, Judaism & Islam (Global, pre-1750; GEM, RLN) 2700 Global Environmental History (Global, pre- and post-1750; ETS, GEM) 2701 History of Technology (Global, post-1750; ETS) 2702 Food in World History (Global, post-1750; ETS) 2703 History of Public Health, Medicine and Disease (Global, post-1750; ETS) 2704 Water: A Human History (Global, post-1750; ETS, PCS, SOJ) 2710 History of the Car (Global, post-1750; ETS) 2711 History of Nuclear Energy (Global, post-1750; CPD, ETS, PCS) 2720 Big History (Global, pre-1750; ETS) 2725 Power in History (Global, pre- and post-1750; PCS) 2911 The Climate Crisis: Mechanisms, Impacts, and Mitigation (Global, post-1750; ETS) 3090 Comparative Slavery (Global, pre- and post-1750; GEM) 3215 Sex and Gender in the Ancient World (Global, pre-1750; PCS, WGS) 3218 Paul & His Influence in Early Christianity (Global, pre-1750; RLN) 3222 The Roman Empire, 69-337 CE (Global, pre-1750; PCS) 3229 History of Early Christianity (Global, pre-1750; PCS, RLN) 3270 History of World War I (Global, post-1750; CPD, PCS) 3352 Marginal Groups in the Non-Western World (Global, post-1750; PCS, REN) 3354 Islamic Spain & N. Africa (Global, pre-1750; CCE, RLN) 3376 The Silk Road: Cross-Cultural Exchanges in Eurasian History (Global, pre-1750; PCS, RLN) 3470 Messiahs & Messianism in Jewish History (Global, pre- and post-1750; (PCS, RLN) 3540 Modern Intelligence History (Global, post-1750; CPD, PCS) 3550 War in World History, 500-1650 (Global, pre-1750; CPD, PCS) 3551 War in World History, 1651-1899 (Global, pre- and post-1750; CCE, CPD) 3552 War in World History, 1900-present (Global, post-1750; CPD, ETS) 3570 World War II (Global, post-1750; CPD) 3575 The Korean War (Global, post-1750; CPD) 3580 The Vietnam War (Global, post-1750; CPD, PCS, SOJ) 3590 Wars of Empire and Decolonization (Global, post-1750; CCE, CPD) 3630 Same-Sex Sexuality in a Global Context (Global, post-1750; GEM, WGS) 3650 Families in Historical Perspective (Global, post-1750; WGS) 3675 How to Stage a Revolution (Global, post-1750; CCE, CPD, SOJ) 3676 Leadership in History (Global, post-1750; PCS, REN, WGS) 3702 Digital History (Global; ETS) 3705 History of Capitalism in Comp. & Global Perspective (Global, post-1750; ETS) 3706 Coca-Cola Globalization: The History of American Business & Global Environment Change, 1800 – Today (Global, post-1750; ETS, SOJ) 3708 Vaccines: A Global History (Global, post-1750; ETS) 3724 History of the Artic (Global, post-1750; ETS, REN) 3750 Race, Ethnicity and Nation in Global Perspective (Global, post-1750) 4525 Seminar in International History 4575 Seminar in Military History 4675 Seminar in World/Global/Transnational History 4705 Seminar in the History of Environment, Technology, and Science 4706 Chronic: Illness, Injury, and Disability in Modern History (Global, post-1750; ETS, PCS, SOJ) 5229 Paul and His Influence in Early Christianity (Global, pre-1750; RLN)  

Thematic Concentrations  

Colonialism and Comparative Empires (CCE) 2001 Launching America 2065 Colonialism at the Movies: American History in Film 2070 Introduction to Native American History 2071 American Indian History of the U.S. Midwest 2075 Introduction to U.S. Latino/a History 2100 Introduction to the Spanish Atlantic World 2110 Introduction to Native American Peoples from Mesoamerica 2111 Introduction to Native American Peoples from the Andes 2201 Ancient Greece and Rome 2205 Western Civilizations to 1600: Rise, Collapse, and Recovery 2280 Introduction to Russian History 2301 African Peoples and Empires in World History 2302 History of Modern Africa, 1800 – 1960s 2352 The Ottoman Empire, 1300 – 1922 2353 The Middle East since 1914 2391 Islamic India 2392 Colonial India 2402 History of East Asia in the Modern Era 2500 20th Century International History 2630 History of Modern Sexualities 2650 The World since 1914 2675 The Indian Ocean: Communities and Commodities in Motion 2750 Natives and Newcomers: Immigration and Migration in U.S. History 3010 Colonial North America to 1763 3070 Native American History from European Contact to Removal, 1560 – 1820 3071 Native American History from Removal to the Present 3075 Mexican American Chicano/a History 3100 Colonial Latin America 3212 Greece and the Mediterranean from Alexander to Cleopatra 3223 The Later Roman Empire 3251 History of Europe in the 19th Century 3260 Britain in the 19th Century 3263 France in the 20th Century 3268 Eastern Europe in the 19th Century 3280 History of Russia to 1700 3281 Imperial Russian History, 1700 – 1917 3283 Siberia in World History 3354 Islamic Spain and North Africa 3357 The Middle East in the 19th Century 3365 History of Afghanistan 3375 Mongol World Empire: Central Eurasia, 1000 – 1500 3402 Chinese Empire, 10th – 14th Century 3403 History of Early Modern China: 14th – 18th Century 3404 Modern China, 1750 – 1949 3405 Contemporary China, 1921 – 2000 3410 Studies in Chinese History 3426 History of Modern Japan 3436 History of Modern Korea 3525 19th-century European International History 3526 20th-century European International History 3551 War in World History, 1651 – 1899 3590 Wars of Empire and Decolonization 3675 How to Stage a Revolution  

Conflict, Peace and Diplomacy (CPD) 2015 History of American Criminal Justice 2105 Latin America and the World 2231 The Crusades 2271 Happiness in History and Practice 2302 History of Modern Africa, 1800 – 1960s 2303 History of Contemporary Africa, 1960 – Present 2453 History of Zionism and Modern Israel 2500 20th Century International History 2550 History of War 2711 History of Nuclear Energy 3011 The American Revolution and New Nation 3015 From the New Era to the New Frontier, 1921 – 1963 3016 The Contemporary U.S. since 1963 3049 War and Dissent in American History 3216 War in the Ancient Mediterranean World 3220 The Rise of the Roman Republic 3221 History of Rome: Republic to Empire 3253 20th Century Europe to 1950 3254 Europe since 1950 3264 19th Century German History 3265 20th Century German History 3270 History of World War I 3301 History of Modern West Africa, post 1800 3302 Nationalism, Socialism, and Revolution in Africa 3303 War and Genocide in 20th- and 21st-century Africa 3308 History of U.S.-African Relations, 1900 – Present 3309 Critical Issues of 20th-century Africa 3311 Globalization and Development in Africa 3312 Africa and World War II 3313 Conflict in the Horn of Africa 3475 History of the Arab-Israeli Conflict 3480 Israel/Palestine: History of the Present 3500 U.S. Diplomacy from Independence to 1920 3501 U.S. Diplomacy, 1920 - Present 3505 U.S. Diplomacy in the Middle East 3506 Diplomacy, Congress, and the Imperial Presidency 3525 19th-century European International History 3526 20th-century European International History 3540 Modern Intelligence History 3550 War in World History, 500 – 1650 3551 War in World History, 1651 – 1899 3552 War in World History, 1900 – Present 3560 American Military History, 1607 – 1902 3561 American Military History, 1902 – Present 3570 World War II 3575 The Korean War 3580 The Vietnam War 3590 Wars of Empire and Decolonization 3670 Trans-National History of World War II in Europe 3675 How to Stage a Revolution  

Environment, Technology and Science (ETS) 2010 History of American Capitalism 2040 History of Agriculture and Rural America 2066 History of Medicine in Film 2210 Classical Archaeology 2211 The Ancient Near East 2700 Global Environmental History 2701 History of Technology 2702 Food in World History 2703 History of Public Health, Medicine and Disease 2704 Water: A Human History 2705 The History of Medicine in Western Society 2710 History of the Car 2711 History of Nuclear Energy 2720 Big History 2911 The Climate Crisis: Mechanisms, Impacts, and Mitigation 3040 The American City 3115 History of Medicine and Public Health in Latin America 3247 Magic and Witchcraft in Early Modern Europe, 1450 – 1750 3283 Siberia in World History 3307 History of African Health and Healing 3310 History of African Cinema 3311 Globalization and Development in Africa 3552 War in World History, 1900 – Present 3700 American Environmental History 3701 History of American Medicine 3702 Digital History 3704 HIV: From Microbiology to Macrohistory 3705 History of Capitalism in Comparative and Global Perspective 3706 Coca-Cola Globalization: The History of American Business & Global Environment Change 3708 Vaccines: A Global History 3710 European Environmental History 3711 Science and Society in Europe, from Copernicus to Newton 3712 Science and Society in Europe, from Newton to Hawking 3715 Explorations of Science, Technology and the Environment in East Asia 3720 The Corrupting Sea: The Environmental History of the Ancient Mediterranean 3724 History of the Arctic 4706 Chronic: Illness, Injury, and Disability in Modern History  

Global, Early Modern (GEM) 2065 Colonialism at the Movies: American History in Film 2079 Asian American History 2100 Introduction to the Spanish Atlantic World 2271 Happiness in History and Practice 2391 Islamic India 2680 It’s the End of the World! Apocalypticism in Christianity, Judaism and Islam 2700 Global Environmental History 3090 Comparative Slavery 3100 Colonial Latin America 3242 The Holy Roman Empire, 1495 – 1806 3280 History of Russia to 1700 3360 History of Iran 3630 Same-Sex Sexuality in a Global Context 3700 American Environmental History  

Power, Culture, and Society (PCS) 2001 Launching America 2002 Making America Modern 2010 History of American Capitalism 2015 History of American Criminal Justice 2040 History of Agriculture and Rural America 2065 Colonialism at the Movies: American History in Film 2080 African American History to 1877 2081 African American History from 1877 2115 Saints and Sinners: Women, Gender, Sexuality, and Race in Latin American History 2120 Revolutions and Social Movements in Modern Latin America 2125 The History of Latin America through Film 2201 Ancient Greece and Rome 2202 Introduction to Medieval History 2203 Introduction to Early Modern Europe 2204 Modern European History 2205 Western Civilizations to 1600: Rise, Collapse, and Recovery 2210 Classical Archaeology 2211 The Ancient Near East 2240 Elizabethan England 2250 Empires and Nations in Western Europe, 1500 – Present 2251 Empires and Nations in Eastern Europe, 1500 – Present 2252 People on the Move: Migration in Modern Europe 2270 Love in the Modern World 2280 Introduction to Russian History 2301 African Peoples and Empires in World History 2303 History of Contemporary Africa, 1960 – Present 2350 Islam, Politics, and Society in History 2351 Early Islamic Society, 610 – 1258 2352 The Ottoman Empire, 1300 – 1922 2353 The Middle East since 1914 2375 Islamic Central Asia 2390 Ancient India 2393 Contemporary India and South Asia 2401 History of East Asia in the Pre-Modern Era 2402 History of East Asia in the Modern Era 2455 Jews in American Film 2475 History of the Holocaust 2620 Women Changing the World: Histories of Activism and Struggle 2650 The World since 1914 2704 Water: A Human History 2711 History of Nuclear Energy 2725 Power in History 2752 Social Reform Movements in U.S. History 3001 American Political History to 1877 3002 U.S. Political History since 1877 3003 American Presidential Elections 3005 The United States Constitution and American Society to 1877 3006 The United States Constitution and American Society since 1877 3011 The American Revolution and New Nation 3012 Antebellum America 3013 Civil War and Reconstruction 3014 Gilded Age to Progressive Era, 1877-1920 3015 From the New Era to the New Frontier, 1921 – 1963 3016 The Contemporary U.S. since 1963 3017 The Sixties 3020 19th-century American Ideas 3021 20th-century American Ideas 3030 History of Ohio 3032 History of the U.S. West 3040 The American City 3041 American Labor History 3045 American Religious History 3080 Slavery in the United States 3081 Free Blacks in Antebellum America 3082 Black Americans during the Progressive Era 3083 Civil Rights and Black Power Movements 3085 African American History through Contemporary Film 3086 Black Women in Slavery and Freedom 3089 Studies in African American History 3101 South American Since Independence 3106 History of Mexico 3107 History of Argentina 3110 The Jewish Experience in Latin America 3215 Sex and Gender in the Ancient World 3216 War in the Ancient Mediterranean World 3217 Family, household, and kinship in the Ancient World 3220 The Rise of the Roman Republic 3221 History of Rome: Republic to Empire 3222 The Roman Empire, 69 – 337 CE 3225 Early Byzantine Empire 3226 Layer Byzantine Empire 3228 Religion and Society in Late Antiquity 3229 History of Early Christianity 3230 Saints and Demons in Medieval Europe 3232 Solving Crime in Medieval Europe 3235 Medieval Europe I, 300 – 1100 3236 Medieval Europe II, 1100 – 1500 3239 Medieval England 3241 History of the Italian Renaissance, 1450 – 1600 3242 The Holy Roman Empire, 1495 – 1806 3245 The Age of Reformation 3246 Tudor and Stuart Britain, 1485 – 1714 3249 Early-Modern Europe, 1560 – 1778 3250 Revolutionary and Napoleonic Europe, 1750 – 1815 3251 History of Europe in the 19th Century 3253 20th Century Europe to 1950 3254 Europe since 1950 3260 Britain in the 19th Century 3263 France in the 20th Century 3264 19th Century German History 3265 20th Century German History 3268 Eastern Europe in the 19th Century 3269 Eastern Europe in the 20th Century 3270 History of World War I 3276 European Thought and Culture, 19th Century 3277 European Thought and Culture, 20th Century 3281 Imperial Russian History, 1700 – 1917 3282 History of the Soviet Union 3301 History of Modern West Africa, post 1800 3302 Nationalism, Socialism, and Revolution in Africa 3303 War and Genocide in 20th- and 21st-century Africa 3304 History of Islam in Africa 3305 History of Islamic Movements in West Africa 3306 History of African Christianity 3307 History of African Health and Healing 3308 History of U.S.-African Relations, 1900 – Present 3309 Critical Issues of 20th-century Africa 3310 History of African Cinema 3351 Intellectual and Social Movements in the Muslim World 3352 Marginal Groups in the Non-Western World 3355 The Early Islamic Conquests 3357 The Middle East in the 19th Century 3375 Mongol World Empire: Central Eurasia, 1000 – 1500 3376 The Silk Road: Cross-Cultural Exchanges in Eurasian History 3401 Foundations of Chinese Civilization 3402 Chinese Empire, 10th – 14th Centuries 3403 History of Early Modern China: 14th – 18th Century 3404 Modern China, 1750 – 1949 3405 Contemporary China, 1921 – 2000 3410 Studies in Chinese History 3411 Gender and Sexuality in China 3425 History of Japan before 1800 3426 History of Modern Japan 3435 History of Early Modern Korea 3436 History of Modern Korea 3470 Messiahs and Messianism in Jewish History 3475 History of the Arab-Israeli Conflict 3480 Israel/Palestine: History of the Present 3506 Diplomacy, Congress, and the Imperial Presidency 3540 Modern Intelligence History 3550 War in World History, 500 – 1650 3580 The Vietnam War 3642 Women in Modern Europe, from the 18th Century to the Present 3670 Trans-National History of World War II in Europe 3676 Leadership in History 3680 Religion and Law in Comparative Perspective 3715 Explorations of Science, Technology and the Environment in East Asia 4706 Chronic: Illness, Injury, and Disability in Modern History  

Race, Ethnicity, and Nation (REN) 2002 Making America Modern 2046 Christianity and Liberation in the USA 2070 Introduction to Native American History 2071 American Indian History of the U.S. Midwest 2075 Introduction to U.S. Latino/a History 2079 Asian American History 2080 African American History to 1877 2081 African American History from 1877 2085 Exploring Race and Ethnicity in Ohio: Black Ohio in the 19th Century 2110 Introduction to Native American Peoples from Mesoamerica 2111 Introduction to Native American People of the Andes 2120 Revolutions and Social Movements in Modern Latin America 2125 The History of Latin America through Film 2202 Introduction to Medieval History 2204 Modern European History 2250 Empires and Nations in Western Europe, 1500 – Present 2251 Empires and Nations in Eastern Europe, 1500 – Present 2252 People on the Move: Migration in Modern Europe 2392 Colonial India 2393 Contemporary India and South Asia 2450 Ancient and Medieval Jewish History, 300 BCE – 1100 CE 2451 Medieval and Early Modern Jewish History, 700 – 1700 CE 2452 Modern Jewish History, 1700 – Present 2453 History of Zionism and Modern Israel 2454 History of Anti-Semitism 2455 Jews in American Film 2475 History of the Holocaust 2610 A Survey of U.S. Women’s and Gender History: Diversity and Intersections 2675 The Indian Ocean: Communities and Commodities in Motion 2750 Natives and Newcomers: Immigration and Migration in U.S. History 2752 Social Reform Movements in U.S. History 3005 The United States Constitution and American Society to 1877 3006 The United States Constitution and American Society since 1877 3010 Colonial North America to 1763 3012 Antebellum America 3013 Civil War and Reconstruction 3017 The Sixties 3021 20th-century American Ideas 3030 History of Ohio 3031 American South to 1860 3032 History of the U.S. West 3041 American Labor History 3070 Native American History from European Contact to Removal, 1560 – 1820 3071 Native American History from Removal to the Present 3075 Mexican American Chicano/a History 3080 Slavery in the United States 3081 Free Blacks in Antebellum America 3082 Black Americans during the Progressive Era 3083 Civil Rights and Black Power Movements 3085 African American History through Contemporary Film 3086 Black Women in Slavery and Freedom 3089 Studies in African American History 3102 Central America and the Caribbean Since Independence 3105 History of Brazil 3106 History of Mexico 3110 The Jewish Experience in Latin America 3213 Slavery in the Ancient World 3231 Creating Medieval Monsters: Construction of the “Other” 3235 Medieval Europe I, 300 – 1100 3236 Medieval Europe II, 1100 - 1500 3239 Medieval England 3268 Eastern Europe in the 19th Century 3269 Eastern Europe in the 20th Century 3280 History of Russia to 1700 3352 Marginal Groups in the Non-Western World 3353 Jewish Communities under Islamic Rule 3360 History of Iran 3365 History of Afghanistan 3435 History of Early Modern Korea 3455 Jewish Life from the Renaissance to the Early Enlightenment 3460 European Jewish History, 1789 – 1989 3465 American Jewish History 3480 Israel/Palestine: History of the Present 3612 Asian American Women: Race, Sex, and Representations 3620 Lesbian, Gay, Bisexual, and Transgender History in the U.S., 1940 – Present 3676 Leadership in History 3724 History of the Arctic 3750 Race, Ethnicity, and Nation in Global Perspective  

Religion (RLN) 2045 History of American Religion to the Civil War 2046 Christianity and Liberation in the USA 2203 Introduction to Early Modern Europe 2220 Introduction to the History of Christianity 2221 Introduction to the New Testament 2231 The Crusades 2240 Elizabethan England 2350 Islam, Politics, and Society in History 2351 Early Islamic Society, 610 – 1258 2375 Islamic Central Asia 2390 Ancient India 2391 Islamic India 2401 History of East Asia in the Pre-Modern Era 2450 Ancient and Medieval Jewish History, 300 BCE – 1100 CE 2451 Medieval and Early Modern Jewish History, 700 – 1700 CE 2452 Modern Jewish History, 1700 – Present 2454 History of Anti-Semitism 2455 Jews in American Film 2680 It’s the End of the World! Apocalypticism in Christianity, Judaism and Islam 3020 19th-century American Ideas 3045 American Religious History 3110 The Jewish Experience in Latin America 3213 Slavery in the Ancient World 3214 Women, Gender and Sexuality in the History of Christianity 3218 Paul & His Influence in Early Christianity 3219 Historical Jesus 3223 The Later Roman Empire 3225 Early Byzantine Empire 3226 Later Byzantine Empire 3227 Gnostics and Other Early Christian Heresies 3228 Religion and Society in Late Antiquity 3229 History of Early Christianity 3230 Saints and Demons in Medieval Europe 3231 Creating Medieval Monsters: Constructions of the “Other” 3236 Medieval Europe II, 1100 – 1500 3240 History of the Italian Renaissance, 1250 – 1450 3242 The Holy Roman Empire, 1495 – 1806 3245 The Age of Reformation 3246 Tudor and Stuart Britain, 1485 – 1714 3247 Magic and Witchcraft in Early Modern Europe, 1450 – 1750 3249 Early-Modern Europe, 1560 – 1778 3250 Revolutionary and Napoleonic Europe, 1750 – 1815 3275 Religion and Its Critics in Modern Europe 3276 European Thought and Culture, 19th Century 3304 History of Islam in Africa 3305 History of Islamic Movements in West Africa 3306 History of African Christianity 3351 Intellectual and Social Movements in the Muslim World 3353 Jewish Communities under Islamic Rule 3354 Islamic Spain and North Africa 3355 The Early Islamic Conquests 3360 History of Iran 3376 The Silk Road: Cross-Cultural Exchanges in Eurasian History 3401 Foundations of Chinese Civilization 3425 History of Japan before 1800 3455 Jewish Life from the Renaissance to the Early Enlightenment 3460 European Jewish History, 1789 – 1989 3465 American Jewish History 3470 Messiahs and Messianism in Jewish History 3680 Religion and Law in Comparative Perspective 5229 Paul and His Influence in Early Christianity  

Social Justice (SOJ) 2010 History of American Capitalism 2015 History of American Criminal Justice 2065 Colonialism at the Movies: American History in Film 2081 African American History from 1877 2110 Introduction to Native American Peoples from Mesoamerica 2111 Introduction to Native American People of the Andes 2125 The History of Latin America Through Film 2204 Modern European History 2500 20th Century International History 2610 A Survey of U.S. Women’s and Gender History: Diversity and Intersections 2620 Women Changing the World: Histories of Activism and Struggle 2630 History of Modern Sexualities 2704 Water: A Human History 2750 Natives and Newcomers: Immigration and Migration in U.S. History 2752 Social Reform Movements in U.S. History 3011 American Revolution and New Nation 3013 Civil War and Reconstruction 3015 From the New Era to the New Frontier, 1921 – 1963 3016 The Contemporary U.S. since 1963 3017 The Sixties 3041 American Labor History 3070 Native American History from European Contact to Removal, 1560 – 1820 3080 Slavery in the United States 3083 Civil Rights and Black Power Movements 3085 African American History through Contemporary Film 3106 History of Mexico 3213 Slavery in the Ancient World 3231 Creating Medieval Monsters: Constructions of the “Other” 3254 Europe since 1950 3269 Eastern Europe in the 20th Century 3281 Imperial Russian History, 1700 – 1917 3314 From Rubber to Coltan: A Long History of Violence & Exploitation in Central Africa 3465 American Jewish History 3501 U.S. Diplomacy, 1920 – Present 3580 The Vietnam War 3600 Studies in Women’s and Gender History 3620 Lesbian, Gay, Bisexual, and Transgender History in the United States, 1940 – Present 3640 Women: Navigating the Patriarchy in Medieval Europe 3675 How to Stage a Revolution 3700 American Environmental History 3706 Coca-Cola Globalization: American Business and Global Ecological Change 3798 Hotspots of the Global Early Modern World: Buenos Aires, Argentina 4706 Chronic: Illness, Injury, and Disability in Modern History  

Women, Gender, and Sexuality (WGS) 2046 Christianity and Liberation in the USA 2115 Saints and Sinners: Women, Gender, Sexuality, and Race in Latin American History 2270 Love in the Modern World 2275 Children and Childhood in the Western World 2600 Introduction to Women’s and Gender History 2610 A Survey of U.S. Women’s and Gender History: Diversity and Intersections 2620 Women Changing the World: Histories of Activism and Struggle 2630 History of Modern Sexualities 3086 Black Women in Slavery and Freedom 3214 Women, Gender and Sexuality in the History of Christianity 3215 Sex and Gender in the Ancient World 3411 Gender and Sexuality in China 3612 Asian American Women: Race, Sex, and Representations 3620 Lesbian, Gay, Bisexual and Transgender History in the U.S., 1940 – Present 3630 Same-Sex Sexuality in a Global Context 3640 Women: Navigating the Patriarchy in Medieval Europe 3641 Women and Gender in Early Modern Europe, 1450 – 1750 3642 Women in Modern Europe, from the 18th Century to the Present 3650 Families in Historical Perspective 3676 Leadership in History

The following is a listing of the permanent faculty, by area of interest, with indication of educational background, research and teaching interests, and major publication of written work.

AFRICAN HISTORY

James E. Genova, Professor, OSU Marion. Ph.D., State University of New York at Stony Brook. Research and teaching interests include African, European and Cultural history. Publications include Colonial Ambivalence, Cultural Authenticity, and the Limitations of Mimicry in French-Ruled West Africa, 1914-1956.

Ousman Kobo, Associate Professor. Ph.D., University of Wisconsin-Madison. Research and teaching interests include 20 th century West African history. Dissertation: “Promoting the Good and Forbidding the Evil: A Comparative Historical Study of the Ahl-as-Sunna Islamic Reform Movements in Ghana and Burkina Faso, 1950-2000.”

Thomas McDow, Associate Professor. Ph.D., Yale University. Research and teaching interests include African, transnational Islamic, and Indian Ocean history. Dissertation: “Arabs and Africans: Commerce and Kinship from Oman to the East African Interior, 1820-1890.”

Ahmad Sikainga, Professor. Ph.D., University of California, Santa Barbara. Research and teaching interests include Sudanese history and the history of slavery. Publications include  The Western Bahr al- Ghazal under British Rule, 1898-1956.

Sarah Van Beurden,  Associate Professor. Ph.D., University of Pennsylvania. Department of African American and African Studies. Research and teaching interests include African and transnational cultural history. Publications include Authentically African: Arts and the Transnational Politics of Congolese Culture.

AMERICAN HISTORY

Joan Cashin,  Professor. Ph.D., Harvard University. Research and teaching interests include nineteenth- century American history. Publications include The War Was You and Me: Civilians in the American Civil War .

DeAnza Cook,  Assistant Professor. Ph.D., Harvard University. Research and teaching interests include African American history. Dissertation: Soul Patrols: Race, Representation, and the Limits of Police Reform in America.

Bart Elmore,  Associate Professor. Ph.D., University of Virginia. Research and teaching interests include environmental history, preservation and conservation. Publications include Citizen Coke: The Making of Coca-Cola Capitalism.

Ryan Fontanilla,  Assistant Professor. Ph.D., Harvard University. Research and teaching interests include African American history, Caribbean history, and environmental history. Dissertation: Waters of Liberation: An Environmental History of Nineteenth-Century Jamaica.

Maria Hammack, Assistant Professor. Ph.D., University of Texas at Austin. Research and teaching interests include African American history and Latin American history. Publications include  Channels of Liberation: Freedom Fighters in the Age of Abolition.

Clayton Howard, Associate Professor. Ph.D., University of Michigan. Research and teaching interests include urban history, sexuality and politics in postwar America. Dissertation:  The Closet and the Cul de Sac: Sex, Politics, and Suburbanization in Postwar California.”

Hassan Jeffries,  Associate Professor. Ph.D., Duke University. Research and teaching interests include the Civil Rights and Black Power movements. Publications include Bloody Lowndes: Civil Rights and Black Power in Alabama’s Black Belt .

Margaret Newell,  College of Arts and Sciences Distinguished Professor. Ph.D., University of Virginia. Research and teaching interests include American colonial history. Publications include from Dependency to Independence: Economic Revolution in Colonial New England .

Daniel Rivers , Associate Professor. Ph.D., Stanford University. Research and teaching interests include Lesbian, Gay, Bisexual and transgender history, U.S. social movements and Native American history. Publications include Radical Relations: Lesbian Mothers, Gay Fathers, and their Children in the US since World War II.

Randolph Roth, College of Arts & Sciences Distinguished Professor. Ph.D., Yale University. Research and teaching interests include nationalist and pre-Civil War America, environmental and criminal justice history. Publications include The Democratic Dilemma: Religion, Reform and the Social Order in the Connecticut River Valley of Vermont, 1791-1850 .

David L. Stebenne,  Professor. J.D., Ph.D., Columbia University. Research and teaching interests include U.S. history since 1930, and especially political and legal history.” Publications include  Modern Republican: Arthur Larson and the Eisenhower Years.”

David Steigerwald,  Professor, Ph.D., University of Rochester. Research and teaching interests include U.S. intellectual and cultural history and recent U.S. history. Publications include  The Sixties and the End of Modern America .

Margaret Sumner,  Associate Professor, OSU Marion. Ph.D. Rutgers University. Research and teaching interests include early American history and women’s history. Her publications include Collegiate Republic: Cultivating an Ideal Society in Early America .

DIPLOMATIC AND MILITARY HISTORY

Bruno Cabanes, Professor and Donald G. & Mary A. Dunn Chair in Modern Military History. Ph.D., Université Paris I-Pantheon Sorbonne. Research and teaching interests include the French and European experiences in WWI and its aftermath. Publications include La victoire endeuillée, La sortie de guerre des soldats français (1918-1920) in Mourning: French Soldiers and the Postwar Transition, 1918-1920.

Mark Grimsley,  Associate Professor. Ph.D., The Ohio State University. Research and teaching interests include 19th century American military history. Publications include The Hard Hand of War: Union Military Policy Toward Southern Civilians 1861-1865 .

Peter L. Hahn, Professor. Ph.D., Vanderbilt University. Research and teaching interests include American diplomatic history. Publications include  The U.S., Great Britain, and Egypt 1945-1956: Strategy & Diplomacy in the Early Cold War .

Mitchell Lerner, Professor. Ph.D., University of Texas. Research and teaching interests include modern American diplomatic and political history. Publications include  The Pueblo Incident: A Spy Ship and the Failure of American Foreign Policy.

Peter Mansoor,  Professor and Raymond E. Mason, Jr., Chair of Military History. Ph.D., The Ohio State University. Research and teaching interests include military history and national security and policies studies. Publications include  The GI Offensive in Europe: The Triumph of American Infantry Divisions, 1941-1945.

Christopher McKnight Nichols, Wayne Woodrow Hayes Chair in National Security Studies. Ph.D., University of Virginia. Research and teaching interests include isolationism, internationalism, and globalization, as well as the role of ideas and ideologies in U.S. foreign relations. Publications include Ideology in U.S. Foreign Relations: New Histories .

R. Joseph Parrott, Assistant Professor. Ph.D., University of Texas at Austin. Research and teaching interests include the intersections of decolonization and the Cold War, the effects of transnational activism on Western domestic politics, and Pan-Africanism. Publications include “ ’A Luta Continua ’: Radical Filmmaking, Pan-African Liberation, and Communal Empowerment.”  Race & Class  57:1 (July- September, 2015): 20-38.

Lydia Walker, Assistant Professor and Myers Chair in Global Military History. Ph.D., Harvard University. Teaching and research interests include the international history of South Asia, Southern Africa, military intervention, and insurgent resistance. Publications include  States-in-Waiting: Global Decolonization and its Discontents .

EAST ASIAN HISTORY

Christopher A. Reed,  Associate Professor. Ph.D., University of California at Berkeley. Research and teaching interests include Qing, Republican, and People’s Republic periods (mid-18 th to late 20 th centuries). Publications include Gutenberg in Shanghai: Chinese Print Capitalism, 1876-1937 .

ENVIRONMENTAL HISTORY

Kent Curtis, Associate Professor, OSU Mansfield. Ph.D., University of Kansas, Research and teaching interests include environmental history and the history of technology. Publications include  Gambling on Ore: The Nature of Metal Mining in the United States, 1860-1910 .

Nicholas Breyfogle, Associate Professor and Director of the Goldberg Center. Ph.D., University of Pennsylvania. Research and teaching interests include Russian/Eurasian, European, and environmental history. He is editor of  Eurasian Environments: Nature and Ecology in Russian & Soviet History  (Univ. of Pittsburgh Press,) & co-editor (with John Brooke & Chris Otter) of a special issue of the Journal of World History,  “Health, Disease, & Environment in Global History,” vol. 24, issue 4 (December 2013). 

Marian Moser Jones, Associate Professor. Ph.D., Columbia University. Publications include The American Red Cross from Clara Barton to the New Deal  (Johns Hopkins, 2013), as well as numerous peer-reviewed articles that place maternal and child health, homelessness, and other topics in historical, ethical, and social context.

Christopher Otter,  Professor. Ph.D., University of Manchester. Research and teaching interests include British history, urban history, environmental history and the history of science and technology. Publications include “Liberty and Ecology: Resources, Markets, and the British Contribution to the Global Environmental Crisis,” in S. Gunn & J. Vernon (ed.)  The Peculiarities of Liberal Modernity in Imperial Britain .

Geoffrey Parker,  Distinguished University Professor and Andreas Dorpalen Professor. Ph.D. and Litt D., Cambridge University. Research and teaching interests include early modern Europe, European expansion, and military history. Geoffrey Parker has been working on aspects of the “seventeenth century crisis” throughout his career; his new book  Global Crisis: War, Climatic Change & Catastrophe in the Seventeenth Century ” was published by Yale University Press in 2013.

Randolph Roth, College of Arts & Sciences Distinguished Professor. Ph.D., Yale University. Research and teaching interests include nationalist and pre-Civil War America, environmental and criminal justice history. Publications include “Biology and the Deep History of Homicide,” British Journal of Criminology  and “Scientific History and Experimental History,”  Journal of Interdisciplinary History  and American Homicide .

EUROPEAN HISTORY

Greg Anderson,  Professor. Ph.D., Yale University. Research and teaching interests include ancient Greek history. Publications include The Athenian Experiment: Building an Imagined Political Community in Ancient Attica, 508-490 B.C.

Elizabeth Bond,  Associate Professor. Ph.D., University of California, Irvine. Research and teaching interests include the cultural history of the Enlightenment, social history, and the history of media. Dissertation: “Letters to the Editor in Eighteenth-Century France: An Enlightenment Information Network, 1770-1791.”

David Brakke,  Professor and Joe R. Engle Chair in the History of Christianity. Ph.D., Yale University. Research and teaching interests include late antiquity, ancient Christianity, Coptic and Syriac studies. Publications include The Gnostics: Myth, Ritual and Diversity in Early Christianity .

Sara Butler, Professor, King George III Chair in British History, and Director of the Center for Historical Research. Ph.D., Dalhousie University. Research and teaching interests include social law and women’s history in the Middle Ages. Publications include  Forensic Medicine  and  Death Investigation in Medieval England, Divorce in Medieval England; From One to Two Persons in Law,  and The Language of Abuse: Marital Violence in Later Medieval England.

Alice Conklin,  Vice Chair and Arts and Sciences Distinguished Professor. Ph.D., Princeton University. Research and teaching interests include France and its empire, comparative imperialism, and modern Europe. Publications include  A Mission to Civilize: The Republican Idea of Empire in France and West Africa, 1895-1930 . 

J. Albert Harrill,  Professor. Ph.D., University of Chicago. Research and Teaching interests include early Christianity, Greco-Roman world, and the New Testament. Most recent monograph is  Paul the Apostle: His Life and Legacy in Their Roman Context .

Tryntje Helfferich, Associate Professor, OSU Lima. Ph.D., University of California, Santa Barbara. Research and teaching interests include early modern Europe, Tudor-Stuart Britain, Medieval Islam, and Medieval Europe. Publications include A Documentary History of the Thirty Years War (1618-1648).

Stephen Kern,  Humanities Distinguished Professor. Ph.D. Columbia University. Research and teaching interests include modern European cultural and social history. Publications include  The Culture of Time and Space, 1880-1918 .

Christopher Otter,  Professor. Ph.D., University of Manchester. Research and teaching interests include British history, urban history, environmental history and the history of science and technology.

Publications include  The Government of the Eye: A Political History of Light and Vision in Britain, 1800- 1910 .

Geoffrey Parker,  Distinguished University Professor and Andreas Dorpalen Professor. Ph.D. and Litt D., Cambridge University. Research and teaching interests include early modern Europe, European expansion, and military history. Publications include The Military Revolution: Military Innovation and the Rise of the West 1500-1800.

Kristina Sessa,  Professor. Ph.D., University of California, Berkeley. Research and teaching interests include Ancient and Medieval history. Dissertation: “The Household and the Bishop: Establishing Episcopal Authority in Late Antique Rome.”

David J. Staley, Associate Professor and Public History Director. Ph.D., The Ohio State University. Director, The Goldberg Center, Department of History. Research and teaching interests include Historical Methods and New Media. Publications include  History and Future: Using Historical Thinking to Imagine the Future .

Heather J. Tanner,  Associate Professor, OSU Mansfield. Ph.D., University of California, Santa Barbara. Research and teaching interests include Medieval Europe; Medieval Flanders, Boulogne, the Anglo- Norman realm; and Tudor-Stuart England. Publications include Families, Friends and Allies: Boulogne and Politics in Northern France and England, c. 879-1160 .

JEWISH HISTORY

Matt Goldish,  Professor, Ph.D., Hebrew University of Jerusalem. Research and teaching interests include medieval and modern Jewish history. Publications include,  Judaism in the Theology of Sir Isaac Newton .

Robin E. Judd, Associate Professor. Ph.D., University of Michigan. Research and teaching interests include modern and medieval Jewish history, German history and gender history. Publications include Contested Rituals: Circumcision, Kosher Butchering, and German-Jewish Political Life in Germany, 1843-1933 .

Ori Yehudai,  Associate Professor and Schottenstein Chair in Israel Studies, Ph.D., University of Chicago. Research and teaching interests include the history of Zionism and Modern Israel, with special emphasis on migration and displacement, early Israeli statehood, transnationalism and the role of Zionism and Israel in the post-Holocaust reconstruction of the Jewish world. Dissertation: “Forth from Zion: Jewish Emigration from Palestine and Israel, 1945-1960.”  

LATIN AMERICAN HISTORY

Stanley E. Blake,  Associate Professor, OSU Lima. Ph.D., State University of New York at Stony Brook. Research and teaching interests include Latin American history, especially the History of Brazil.

Publications include  The Vigorous Core of Our Nationality: Race and Regional Identity in Northeastern Brazil .

Jessica Delgado, Associate Professor, Ph.D., University of California at Berkeley. Research and teaching interests include colonial Latin American and Mexican history; religion in Latin America; women, gender and sexuality studies; race, religion and spiritual status; and early modern Catholicism. Publications include: Laywomen and the Making of Colonial Catholicism in New Spain, 1630-1780 .

Alcira Dueñas,  Associate Professor, OSU Newark. Ph.D., The Ohio State University. Research and teaching interests include Latin American history, Andean history, Indigenous history and colonial literary history. Publications include  Indians and Mestizos in the ‘Lettered City’: Reshaping Justice, Social Hierarchy, and Political Culture in Colonial Peru .

Jennifer Eaglin,  Associate Professor. Ph.D., Michigan State University. Research and teaching interests include international economics and alternative energy development in the 20 th century. Dissertation is entitled Sweet Fuel: Ethanol’s Socio-Political Origins in Ribeirão Preto, São Paulo, 1933-1985.

Maria Hammack,  Assistant Professor. Ph.D., University of Texas at Austin. Research and teaching interests include African American history and Latin American history. Dissertation: Channels of Liberation: Freedom Fighters in the Age of Abolition.

Stephanie J. Smith,  Professor. Ph.D., State University of New York at Stony Brook. Research and teaching interests include Latin American history. Publications include Gender and the Mexican Revolution: Yucatan Women and the Realities of Patriarchy .

MIDDLE EASTERN, SOUTH ASIAN AND INDIAN OCEAN HISTORY

Yiğit Akin,  Associate Professor and Carter V. Findley Professor of Ottoman and Turkish History. Ph.D., The Ohio State University. Research and teaching interests include social and cultural history of the late Ottoman Empire and early Republican Turkey. Publications include When the War Came Home: The Ottomans’ Great War and the Devastation of an Empire .

Scott Levi, Professor and Chair. Ph.D., University of Wisconsin-Madison. Research and teaching interests include Central and South Asian history and world history. Publications include  The Indian Diaspora in Central Asia and its Trade, 1550-1900.

Amanda Respess, Assistant Professor, OSU Marion. Ph.D., University of Michigan. Research and teaching interests include premodern trade networks in the Persian Gulf, the South China Sea, and the Java Sea. Publications include “Herbs and Artifacts: Trade in Traditional Chinese Medicine,” in  China: Visions Through the Ages .

Mytheli Sreenivas, Professor, joint appointment with Women’s Studies. Ph.D., University of Pennsylvania. Research and teaching interests include India, south Asia, and women’s history. Publications include  Wives, Widows and Concubines: The Conjugal Family Ideal in Colonial India .

RUSSIAN AND EASTERN AND CENTRAL EUROPEAN HISTORY

Nicholas Breyfogle, Associate Professor and Director of the Goldberg Center. Ph.D., University of Pennsylvania. Research and teaching interests include Russian/Eurasian, European, and environmental history. Publications include  Heretics and Colonizers: Forging Russia’s Empire in the South Caucasus .

Mary W. Cavender,  Associate Professor, OSU Mansfield. Ph.D., University of Michigan. Research and teaching interests include Russian, Modern European, cultural and intellectual history. Publications include Nests of Gentry: Family, Estate, and Local Loyalties in Provincial Russia .

Theodora Dragostinova,  Professor. Ph.D., University of Illinois at Urbana-Champaign. Research and teaching interests include modern Eastern Europe and modern Western Europe. Publications include Between Two Motherlands: Nationality and Emigration among the Greeks of Bulgaria, 1900-1949.

David Hoffmann, College of Arts and Sciences Distinguished Professor. Ph.D., Columbia University. Research and teaching interests include Russian and Soviet history with a particular focus on the political, social, and cultural history of Stalinism. Publications include Stalinist Values: The Cultural Norms of Soviet Modernity, 1917-1941 .

WOMEN'S GENDER AND SEXUALITY STUDIES

Elizabeth Dillenburg, Assistant Professor, OSU Newark. Ph.D., University of Minnesota. Research and teaching interests include British Empire, childhood and youth, gender, migration and mobility, & labor history. Publications include: “Domestic Servant Debates and the Fault lines of Empire in Early Twentieth-Century South Africa and New Zealand,” in New Perspectives on the History of Gender and Empire .

Daniel Rivers,  Associate Professor. Ph.D., Stanford University. Research and teaching interests include Lesbian, Gay, Bisexual and transgender history, U.S. social movements and Native American history. Publications include Radical Relations: Lesbian Mothers, Gay Fathers, and their Children in the US since World War II.

Stephanie J. Shaw,  Professor. Ph.D., The Ohio State University. Research and teaching interests include women's history, women of color and U.S. history. Publications include  What A Woman Ought to Be and to Do .

Birgitte Søland, Associate Professor and Undergraduate Studies Chair. Ph.D., University of Minnesota. Research and teaching interests include European women's history, Scandinavian history, and the history of sexuality. Publications include Becoming Modern: Young Women and the Reconstruction of Womanhood in the 1920s .

USC Salkehatchie

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Miller receives DAR National Excellence in Historic Preservation Medal

Dr. Sarah Miller received the DAR National Excellence in Historic Preservation Medal during a luncheon hosted by the Colonel Joseph Glover Chapter of the Daughters of the American Revolution.  The award recognizes a person who has done extraordinary work over a long period of time in establishing a historic district, preserving a local landmark, restoring or preserving objects of historic cultural significance, or establishing or participating in oral history projects, youth leadership and education at the regional, state, and/or national level.  Additionally, Bill Young, Mayor of Walterboro, proclaimed May 15 as Dr. Sarah Miller Day and presented her with a resolution from the City of Walterboro commending her on receiving this honor.

Miller, professor of history and interim associate dean for academic and student affairs at the University of South Carolina Salkehatchie, has supervised many students in historical research  related to South Carolina history and preservation.

“Dr. Miller's dedication to USC Salkehatchie, our students, community, and her field of study is unmatched. This is an impressive and well-deserved award,” Dean April Cone said.  “I am excited that Dr. Miller is being recognized for her work inside and outside of the classroom.”

Since 2006, Miller has been a member of Colleton County Historical and Preservation Society (CCHAPS) and has served as either president or non-voting historian during the 17-year span.  She has worked diligently with the organization to restore the Little Library in Walterboro and to preserve the Bedon-Lucas House. 

 In 2021- 2022 she partnered with George Wingard of the Savannah River Archeological Research Program to produce two films on restored historic buildings on the Salkehatchie campus. "On With the Show: A History of the 100 Years of the Carolina Theatre, Allendale, S.C." and "The Hut: A Legacy of the Works Progress Administration, Allendale, S.C."  premiered in the historic Carolina Theatre during the South Carolina Humanities Festival hosted by Allendale County in 2022.

Perhaps her most significant project has been the Pon Pon Chapel of Ease in Colleton County which was established in 1725.   Miller has worked to preserve this landmark through research, mentoring students and grant writing.  The University of South Carolina has supported this research with two RISE grants, two Magellan grants, a PURE grant and independent study.  Additionally, Miller along with Wingard produced an award-winning documentary about Pon Pon which has been viewed at professional conferences, film festivals, and on public television.  The film debuted at the Colleton Civic Center in October 2018 in a red-carpet event sponsored by the South Carolina Humanities Council.  In 2022, Miller and CCHAPS submitted a funding request to the S.C. State Legislature for the preservation and stabilization of Pon Pon Chapel of Ease.  This effort resulted in $1.25 million in funding for Pon Pon.

The medal was presented by Chapter Regent, Jan Ulmer.  Other dignitaries present were Deb Gilliam, President of CCHAPS and JoAnne Boone, DAR State Chair for Historic Preservation.

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LSU to Award More than 4,800 Degrees at Spring Commencement, One of the Largest Graduating Classes in History

May 15, 2024

More than 4,800 students are expected to graduate during LSU's 313th commencement ceremonies on Friday, May 17, and Saturday, May 18. 

Clear bags will not be required but are highly encouraged. All bags will be subject to a search upon entry. Doors will open for each event one hour before the start of the ceremony. There are no restrictions on the number of guests attending.

Graduates will receive a diploma inspired by the diploma awarded to students in 1899. A digital version of their diploma will be distributed on the day of their ceremony along with a diploma cover. Printed diplomas will be shipped to graduates. Every degree candidate's name will be called individually at separate ceremonies for each college held at various locations on campus. Times and locations for the diploma ceremonies are listed below: 

Friday, May 17:

College of Art & Design: 8:00 a.m. in the Maddox Fieldhouse

E. J. Ourso College of Business: 8:30 a.m. in the Maravich Assembly Center

College of the Coast & Environment: 8:30 a.m. in the Union Theater

Manship School of Mass Communication: 11:30 a.m. in the Maddox Fieldhouse

School of Veterinary Medicine: 12:00 p.m. LSU Vet Med Library, School of Veterinary Medicine (GC, MS, PhD)

College of Science: 12:30 p.m. in the Maravich Assembly Center

College of Music & Dramatic Arts: 12:30 p.m. in the Union Theater

College of Agriculture: 3:00 p.m. in the Maddox Fieldhouse

College of Engineering: 5:00 p.m. in the Maravich Assembly Center

School of Veterinary Medicine: 7:00 p.m. LSU Vet Med Library, School of Veterinary Medicine (DVM)

Saturday, May 18:

College of Humanities & Social Sciences: 8:30 a.m. in the Maravich Assembly Center

College of Human Sciences & Education: 12:30 p.m. in the Maravich Assembly Center

Paul M. Hebert Law Center: 4:30 p.m. in the Maravich Assembly Center.

LSU will also hold several ceremonies leading up to commencement, including the Ogden Honors College, ROTC commissioning, and Distinguished Communicators, among others. For more information, please visit  www.lsu.edu/commencement .   

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NY college protests helped shape anti-Vietnam War movement: Here's how it happened

Before igniting the current wave of Israel-Hamas war protests, New York played an outsized role in shaping national movements that spanned from abolishing slavery and fights for women's suffrage to myriad antiwar efforts across the past century.

From an 1848 Finger Lakes tea party that inspired women to push for the 19th Amendment and their right to vote to Vietnam War protests of the 1960s and '70s to today's pro-Palestinian demonstrations at colleges, scenes of protest and activism have touched communities across New York.

Columbia , the university at the center of the current wave of protests,  has even seen similar protests  before, including during the Vietnam War in 1968. Demonstrations led the university to end classified war research and stop military recruitment, among other changes, wrote Rosalind Rosenberg, a professor of history at Barnard College, for  Barnard Magazine .

And as a growing list of recent protests involve arrests of students , USA TODAY Network revisited four milestone protests on campuses in New York during the Vietnam era to explore how universities repeatedly emerged as epicenters for American activism.

University at Buffalo: Vietnam draft protests in 1968, the 'Buffalo nine'

As opposition to the Vietnam War mounted, groups of University at Buffalo students came to the support of activist Bruce Beyer, whose draft opposition attracted national attention in 1968.

After publicly burning their draft cards, Beyer and a second man entered the Unitarian Universalist church on Elmwood Avenue in Buffalo to claim symbolic sanctuary against arrest for draft evasion, according to the university's archives .

FBI, U.S. marshals and Buffalo police entered the church and arrest Beyer, as well as eight of his supporters after a brief fistfight with the police and federal agents.  This group, later known as the Buffalo Nine, would be charged with assault, and Breyer's trial, which ended with his conviction and three-year prison sentence, sparked months of chaotic and, at times, violent protests at the public university in Buffalo.

The handling of protests on the campus in Buffalo marked a milestone moment in New York and the nation's debate about academic free speech protections at public universities , which continue today.

Israel-Hamas War protests: Did SUNY Purchase, New Paltz protest arrests violate free speech protections?

University of Rochester: Vietnam protests against napalm maker, Kent State shootings in 1960s, 1970

Students at the University of Rochester became one of the early college groups to stage protests of Dow Chemical Corporation — the makers of napalm for the Vietnam War — in the late 1960s, according to the university's archives .

That movement followed prior anti-napalm research and demonstrations that began in 1966 at Midwest colleges, including the University of Wisconsin and the University of Michigan, the then-home state for Dow Chemical, according to those colleges' archives.

Then, in 1970, the Eastman School of Music at the University of Rochester played host to a pair of concerts mounted in the Eastman Theatre with a special purpose: to raise funds for the national circulation of an antiwar petition written by two faculty members, according to the school's archives .  

The two concerts represented the climax of anti-war activity at the college — that is, in protest of American involvement in Vietnam — mounted by Eastman School students in the weeks following the tragedy that would become known simply as Kent State, in which authorities open fired into protesting students, killing four young people.

Protest laws:   SUNY Purchase, New Paltz college protests: What's legal and what's not? What experts say

Cornell University: A 1968 campus building takeover by armed students

At 3 a.m. on a spring night in 1968, a burning cross was discovered outside Wari House, a cooperative for black women students at Cornell University.

The following morning, members of the Afro-American Society occupied Willard Straight Hall to protest Cornell's perceived racism, its judicial system and its slow progress in establishing a black studies program, George Lowery wrote in the Cornell Chronicle .

Law enforcement from Rochester, Syracuse and other upstate locales promptly responded to the Ivy-league campus in Ithaca.

Following negotiations with Cornell officials over the next 36 hours, the students emerged from the building carrying rifles and wearing bandoleers. Their image, captured by Associated Press photographer Steve Starr, in a Pulitzer Prize-winning photo, appeared in newspapers across the country and on the cover of Newsweek magazine under the headline, "Universities Under the Gun," Lowery added, noting the episode came to symbolize an era of social change.

College protests: Why are students protesting in NY and around the nation? Here's what shaped today's movements

Syracuse University: Student strikes in 1970

Beginning on May 4, 1970, Syracuse University students participating in the National Student Strike held teach-ins and sit-ins, according to the university's library website .

The SU students marched, erected barricades and caused damage to campus, negotiated with the university administration, and made their voices heard. Although the strike ended at the close of the 1970 spring semester, the impact of this student-led protest was felt for years to come.

Some of those ripples of change affected the way decisions are made on the campus today, the library exhibit noted, and the educational opportunities available, in many ways, have been fundamentally informed by the activism and engagement of the student strike and other student movements of that period.

Kayla Jimenez of USA TODAY contributed to this report

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Biden will cap off a week of outreach to Black Americans with Morehouse commencement

Deepa Shivaram

Family members of plaintiffs in the historic Brown v. Board of Education met with President Biden to mark the 70th anniversary of the Supreme Court decision. Susan Walsh/AP hide caption

Family members of plaintiffs in the historic Brown v. Board of Education met with President Biden to mark the 70th anniversary of the Supreme Court decision.

President Biden is engaged in a flurry of events this week centered around the 70th anniversary of the Brown v. Board of Education Supreme Court case that ended racial segregation in public schools, part of an intensified push to court Black voters crucial to his reelection bid.

On Sunday, he will give a closely watched commencement speech to Morehouse College, a historically Black university in Georgia.

Biden held a private meeting with plaintiffs and family members of plaintiffs from the Brown case on Thursday at the White House, and on Friday, he gave remarks at an NAACP event marking the Brown anniversary at the National Museum of African American History and Culture. On the weekend, he heads to the swing state of Michigan, where he'll address an NAACP dinner in Detroit.

We asked young Black voters about Biden and the Democrats. Here's what we learned

The Biden campaign said the engagement was a signal of how the administration has prioritized issues important to Black voters — and how it is working to earn their support.

"We are not, and will not, parachute into these communities at the last minute, expecting their vote," said Trey Baker, a senior adviser to the campaign, in a memo.

Biden's other engagements include a meeting with the Divine Nine , a group of historically Black sororities and fraternities, and interviews with Black media outlets. On Sunday, he will also visit a Black-owned small business in Detroit, Baker said.

Polling shows lack of enthusiasm among Black voters

Black voters have long been the backbone of the Democratic party, and helped ensure Biden's win in 2020. But if turnout is lower this year compared to four years ago, it could hurt Biden's chances for reelection.

A recent survey from the Washington Post and Ipsos showed that only 62% of Black voters said that they are absolutely certain to vote this year, compared to 74% this time in 2020.

A Biden victory in Michigan could depend on Black Voters

The poll also showed that just 38% of Black Americans feel Biden's policies have helped Black people, something Biden tried to explain more on in media appearances this week.

Talking over the phone to Atlanta radio show host Darian "Big Tigger" Morgan for his morning show this week, Biden listed off what he says he's done for Black Americans, including lowering unemployment rates and cancelling some student debt. He also went after his opponent.

"Trump hurt Black people every chance he got," Biden said.

President Biden speaks at the National Museum of African American History and Culture on May 17. Andrew Caballero-Reynolds/AFP via Getty Images hide caption

President Biden speaks at the National Museum of African American History and Culture on May 17.

In his speech on Friday, Biden told the NAACP that "an extreme movement led by my predecessor and his MAGA allies" was today's "insidious" version of the resistance faced by the Little Rock Nine in Arkansas, after the Brown decision.

Biden blamed former President Donald Trump for naming justices to the Supreme Court who then ended affirmation action for college admissions — and for working to end diversity, equity and inclusion programs across the country.

"They want a country for some, and not for all," Biden said.

The week's events will culminate with the president's commencement address at Morehouse

On Sunday, Biden will cap off his week giving the commencement address at Morehouse College.

His visit there has already received pushback from students, who have been critical of Biden in his handling of Israel's war in Gaza. The university's president David Thomas told NPR that he would halt the commencement ceremonies altogether if protests became too disruptive.

"Faced with the choice of having police take people out of the Morehouse commencement in zip ties, we would essentially cancel or discontinue the commencement services on the spot," Thomas said.

Biden uses Howard University commencement address to appeal to Black voters

Steve Benjamin, who leads the White House Office of Public Engagement, visited the campus to meet with some students and faculty earlier this week.

"The common thread was that they wanted to make sure we're centering the young people and that the president did that on Sunday," Benjamin said. "The goal will be to make sure we use this as an opportunity to continue to elevate the amazing work that's been done at Morehouse."

He stressed the investments the Biden administration has made in HBCUs. Since taking office, the Biden administration has funded $16 billion in support for HBCUs.

In his remarks to the NAACP, Biden paid tribute to Morehouse's history. The college was started after the Civil War to give freed slaves education and training to become ministers.

"The founders of Morehouse understood something fundamental: education is linked to freedom," he said. "Because to be free means to have something that no one can ever take away from you."

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