44 courses with the subject HS, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
as providing and opportunity for practical application of the studnets' area of concentration. Note: See the chapter "Special Programs" under Internships; listed as Internship(Title); must be 6 weeks long. Prerequisite: Permission.
Empire to approximately 1450. This 1000-year period was the setting for both large and small changes in the way people in Europe thought about themselves, governed each other, and lived everyday lives. During the course, we will follow a chronological timeline, but we will frequently stop, look, and enjoy the scenery. Pre- or Co-Req: FYC-101 or EN-110 or EN-109. (Formerly titled: European History to 1550) (H, I, WK-HT)
discuss the books they have read in common. This low-pressure class (one credit, graded satisfactorys/unsatisfactory) gives us a chance to participate in our own book club. We will focus on history books that do not require specialized knowledge of any particular field.
beginnings through Reconstruction using a variety of perspectives and sources. The ideas and realities of freedom shape nearly every part of our lives. How did this develop in the United States from its earliest European settlements to the aftermath of the Civil War? HS-115 focuses on this central theme of freedom - how people have defined and pursued it, as well as expanded and restricted it, in different places. You will also learn how to analyze primary sources (those created during the time period under study)and apply a historical perspective to issues that shape your life today. Pre- or co-requisite: FYC-101. (H, SW-US)
history since 1877, to examine the consequences of actions taken at the national and local level through a lens of ethical responsibility. Pre- or co-requisite: FYC-101. (H, SW-ER)
from the 16th century to the present. Pre- or co-requisite: FYC-101. (Previously titled: World Civilizations From 1500) (H, I, SW-GE)
Departments may offer more than one special topic. Prerequisites vary by title.
reshaped the twentieth century. Throughout the semester we will seek to understand what it was like for soldiers and civilians from many parts of the world to live thought this war. Pre- or Co-Req: FYC-101 or EN- 110 or EN-109. (I, H, CW, WK-HT)
Zealand and Australia. We will begin the course by studying the indigenous people of the region: Australian Aborigines in Australia and Maoris in New Zealand, before moving to think about the arrival of white settlers. During the semester, we will pay particular attention to the process of colonization and dispossession, race and gender relations, the search for national identity, popular culture, and politics in the two countries. (I, H)
consider how engineering projects undertaken across the British empire shaped ecosystems on land, in the air, and on water. The class will also reflect on the social and health consequences to local populations and the legacy of imperial British engineering. Pre- or Co-Requisite: FYC-101 or EN-110 or EN-109 (WK-HT)
an overview of the early history. We will explore the Tudor revolutions, English colonialism, the question of identity in the island, Irish Republicanism. home rule movements, the partition of Ireland, and the "troubles" in the North of the island of Ireland. Pre-Req: FYC-101 or EN-110 or EN-109 (H, WK-HT)
and it conjures up lots of different images for us: civilization; barbarism; conquest; freedom; slavery; technology; virtue and vice. In this course, we will explore the period between the founding of Roman civilization and the year 325 A.D., examining what the Romans thought and said about themselves and what they mean to us today. (H, WK-HT)
its roots that stretch back more than a century. In particular, this course focuses on the role of music in the civil rights movement. How do the songs help us understand the events, feelings, actions, and beliefs that comprise the African struggle for freedom? How does the social, political, and cultural context help us understand the music that was created and performed during this period? (F, H, CS, CW)
development of the Gullah Geechee cultures of the Lowcountry. How did these members of the African diaspora develop a creole culture within the profound and brutal limitations of slavery, and how did they sustain it and change under Jim Crow and into the climate and development challenges of the present? (H,
archives by covering their different types and purposes, archival practices, and the use of archives by researchers. The course will involve readings, discussion, hands-on experiences, and a field trip. This course also serves a crucial role in the orientation to, and skill development for, the larger Secondary Emphasis and certificate in Rural Poverty Studies.
might well be the most important issue human societies will face in your lifetime. HS-262 examines one root of this relationship: how and why we have shaped, and been shaped by, different North American
century to the present. We will focus our attention on specific themes, including imperialism, race and ethnicity, crime and punishment, resistance to apartheid, and the limits of forgiveness. The class will be taught inside SCI Smithfield. This Inside-Out Course is an opportunity for a group of students from Juniata College and an equal number of students from SCI Smithfield to learn together and to exchange ideas and perceptions about the history of South Africa. Bringing incarcerated and non-incarcerated students together for engaged and informed dialogue allows for transformative learning experiences that facilitates an exchange of ideas in a dialogic format. Instructor permission required for all students. (I, H)
context, we must be careful to avoid the stereotypes that may leap to mind. In the twenty-first-century United States, the mention of Islam or the Near East provokes stereotypes that are inaccurate and misleading. In this course, we will learn about the early history of Islam and its intersection with western Christianity and the society of the European Middle Ages. In doing so we will discover the similarities and differences between the cultures and learn (modern prejudices notwithstanding) how they depended on one another both culturally and economically. (SW-GE)
wonder: these are just some of the powerful feelings that infused the relationships between Native Americans and European colonists, and that shaped the history of North America from about 1500 to the eve of the American Revolution. Through extensive discussion, reading, writing, and a role-playing game, HS-272 will help you understand relationships that still affect American society today. (H, CW, SW-US)
Middle Ages to the twenty-first century. We will examine food as a part of human experience including its roles as sustenance, commodity, cultural artifact, signifier of identity, and art. While the early emphasis of the course will be on the Atlantic World and the global exchange of foods and cooking techniques, particular attention will be on the United States' regional cuisines and food movements. The course will use scholarly texts, films, field-trips and will require some cooking and tasting of food on some evenings. Prerequisites: Sophomore Standing. Note: There is a fee assessed on this course. (H)
course to the Medical Humanities Secondary Emphasis. This means it will interest pre-health students and is suitable for all first-year students. Over the course of the semester, we will investigate the changing meanings and entanglements of Victorian science and medical practice through the lens of class, gender, and race. We will examine ideas about the body and disease, the changing role of medicine, the importance of new technologies, and the social construction of scientific and medical knowledge. Pre- or Co-Req: FYC- 101 or EN-110 or EN-109. (WK-HT, H)
available to them through the study of history. It focuses upon the development of the skills necessary for success in the history classroom. The Sophomore Colloquium is designed for students with strong interest in history, including education students and students with secondary emphases in history. Pre-requisites: sophomore standing and two courses in History or permission of the instructor. (H, CW)
topics and areas not regularly scheduled. Note: Students may take each ST: course for credit.
ideological origins and consequences of the Civil War and Reconstruction. The course looks deeply into several important questions. What caused the Civil War? Why was the Union victorious? Why did the war proceed as it did? What was the nature and legacy of reconstruction? What does this period in our history mean to us now? Prerequisites: HS115 or HS116 and SO, JR, or SR standing. (H, CW, CTDH)
themes on the cultural, political, economic and social history of the U.S. South. Among the important questions covered in the class are: What is the South? How did the South change through significant events such as the Populist movement, the rise of Jim Crow, the Great Depression, the second World War, economic development, and the Civil Rights movement. We will ask how the South's arts, especially music, reflect its history and culture. Prerequisites: HS116 or permission of the instructor. (H)
about the nature of rule and the politics of race in European empires? How did medical theories of disease and healing shape ideas about colonial enrivonments, populations, bodies, and racial differences in the imaginations of European colonizers? How did medicine and science function as tools of colonial domination and as part of broader "civilizing" projects, and what were the limits of such efforts at social control? Can the study of medical reforms and everyday life shed light on how colonial subjects conceptualized, challenged, and defined their own positions in the social order? Prerequisite: FYC-101. (CA, I, H, SW-GE, CTGES)
dirty, disease-ridden, hopelessly backward period, the sources show us quite a different picture. Although a lack of understanding of the means of genetic change and the cause of viral and bacterial disease caused medieval people to understand the human body very differently than we do, that system was not without its logic and efficacy. This course will explore the human body and its diseases in the middle ages through a series of connected readings that introduce the body as a conceptual system and medieval science's attempts to understand it. We will then look at the growing field of genomic research as a way of understanding and comparing our modern systems of understanding the body. Prerequisite: FYC-101 or EN- 110 or EN-109. (H, CW, SW-GE, CTGES)
professionals during the First World War by looking at the medical innovations that emerged over the course of the war; the impact of violence, disease, and dislocation on civilian populations; and the enduring changes in medical practices following the war. Prerequisite: FYC-101. (SW-ER)
General George Washington called the defense of American liberties the "glorious cause." This course examines central questions such as: What caused the American Revolution? How did the United States win the War of Independence? What resulted from the American Revolution? Prerequisite: FYS-102. (H)
happen? What is terrorism, how has it developed, and how have people responded to it? In this course, we will analyze (interpret) terrorism from different directions: its many definitions, its general history beginning with the French Revolution, and the many ways in which people have responded to it. You will also dive into
nun? Was anyone really a witch? By reading medieval women's own accounts and the accounts of people who knew (or claimed to know) them, we can learn a great deal. In this course we will look at various aspects of women's lives during the Middle Ages and try to answer as many questions as we can. While we're at it, we will have to examine medieval ideas of what it meant to be a man - ideas that, much of the time, were conceptualized as the opposites of ideas about women. The course is topical instead of chronological and is organized around themes and ideas. (Formerly titled: Women's Lives-Med Europe) (H, CW, WK-HT)
World War. Themes include: the Cold War, suburbanization, the rise of consumer society, and more.
southern Africa from the 17th century to the present that highlights the social, cultural, and economic dynamics of both African and settler societies. While the course encompasses the broader region of southern Africa, most of the readings will be drawn from the history of South Africa. We will focus our attention on specific themes, including race and ethnicity, gender, resistance to apartheid, and reconciliation. Prerequisite: FYC-101. (Formerly titled: Southern Africa) (I, H, SW-GE)
sub-Saharan African cultures, their history, traditions, diversity, resilience and adaptability. To do this we will be looking at social structure, kinship networks, economic systems, gender relations, ethnicity and ethnic conflicts, traditional religion, the HIV/AIDS epidemic and other health issues. Prerequisite: FYC-101 (CA, H, I,
topics and areas not regularly scheduled. Note: Students may take each ST: course for credit.
PHILOSOPHY COURSES:
or senior class standing. (H)
materials from history and other disciplines into a substantial written thesis. The senior seminar can be done as an independent study or in conjunction with an internship. When completed the thesis is presented at a public oral defense. Prerequisite: Completion of all core courses and/or permission of instructor. (H)
forum in which senior history students complete part or all of their senior thesis. Students taking the course are expected to work simultaneously with the course instructor, as well as a thesis advisor from within the history department. Students may select a member of the faculty outside the department as a secondary advisor if that complements their thesis topic. Students who elect to write a year-long thesis take HS496 in the Spring semester after taking HS493. Students from other departments who take the course will be
pursue relevant research. Requires permission and sophomore, junior, or senior class standing. Corequisite:
thesis, this will allow three further hours of study. Prerequisites: HS493 and Senior standing. (H)
and corequisites vary by topic. HS-INS Independent Study (1-4 credits) See catalog for description. HS-TUT History Teaching Assistant (1-3 credits)
Source: Juniata College's catalog, linked per course · table learning_unit · CourseShelf publish 59
