49 courses with the subject HIST, 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.
HIST 110Colonial Latin America4
Spanish and Portuguese colonization of the Americas and struggles for independence, including ancient American civilizations, Iberian background and influence, Age of Discovery and conquest, development of colonial institutions, cultural and intellectual development, race and racial mixtures, colonial rebellions, wars of independence. (M1) (PTK - Global Connections) (Intercultural and Linguistic Competencies)(Equity and Inclusion)
Tradition and revolt in Latin America, the Hispanic-American caudillo, U.S.-Latin American relations, republican histories of Argentina, Mexico, and Cuba. (M5) (Intercultural and Linguistic Competencies)
The history of Europe gives us initial insight into how the human construct called Western civilization has emerged. By exploring this history, we locate ourselves in time and place, thus helping us judge our position and possibilities. The course is an intellectual adventure in which we find our basic assumptions and values constantly challenged. What do we mean by “state” or “race”? What about our civilization is Western, and what is non-Western? (M1)
American society, politics, and culture from the first settlements through Reconstruction, including the colonial experience, the Revolutionary War, the new political order, transformation of economic and social systems in the Jacksonian age, and the crisis of the republic in the Civil War. Designed to give overall perspective and an introduction that can be followed by more specialized coursework. (M1) (PTK - HUM)(Critical Reading)(Writing)
American politics, society, and culture from the Civil War to the present, including Reconstruction, late 19th-century urban-industrial world, Populist-Progressive era, America’s emergence as an international power in two world wars, the 1920s, Great Depression, and 1945 to the present. Designed to give overall perspective and an introduction that can be followed by more specialized coursework. (M1) (PTK - HUM)
History and cultures of sub-Saharan Africa. Topics include human evolution in Africa, traditional lifestyles and beliefs, development of African kingdoms, Atlantic slave trade, European colonialism, and problems of modern African states to the present. (M5)
The emergence of Western European civilization from the remnants of Roman and Germanic cultures, c. 500-1500 CE. Topics include the spread of Christianity, evolution of aristocracy and peasantry, the growth of towns, clashes between church and state, the emergence of universities, and the demographic disasters of the plague and warfare of the late Middle Ages. (M1) (PTK:GLO)(PTK:HUM) (Critical Reading)
Survey from the Neolithic era to the start of the 17th century. Topics include Roman Britain, Anglo-Saxon Britain, Viking invasions, the Norman Conquest, the growth of law and Parliament, relationships between church and state, the Black Death, the Reformation, and everyday lives of members of each social class. (M1) (PTK: GLO) (PTK:HUM)
The Near Eastern world from the late Byzantine through emergence and development of Arabic-Islamic civilization. Reviews pre-Islamic Arabia and the Near East, achievements of the Prophet Muhammad, establishment of the Islamic religion, the caliphate, and the Arab Empire, including Spain, North Africa, and the Middle East. Islamic religion, law, mysticism, literature, art and architecture, and the Arabic-Islamic renaissance and its impact on the West via Islamic Spain. Ends by considering the Arabic-Islamic world in modern times.
Embracing hundreds of distinct cultures over a period of 15,000 years, the history of Indigenous peoples in North America is vast and complex. This course uses case studies of specific cultures from Mexico, the United States, and Canada to provide a thematic overview of the continent’s Indigenous history until the present. The course will take an interdisciplinary approach to issues such as trade, religion, warfare, colonization, disease, dispossession, and revitalization and introduce students to the methods scholars use to study oral cultures. In addition to written sources, we will draw on the insights of anthropology, archaeology, genetics, chemistry, and linguistics to expand our understanding of the history of Native North America. (M5) (PTK - SS) (Critical Reading) (Intercultural and Linguistic Competencies)
Selected topics in the history of China, Japan, India, Korea, or Southeast Asia. Offered occasionally as staff is available; course includes historical and contemporary frameworks.
This course allows students to explore the issues associated with political revolution and economics globalization in Latin America by focusing exclusively on the modern history of a single nation, Mexico. After a brief survey of Mexico’s indigenous and colonial experiences, this course primarily covers elements of Mexico’s evolution during the nineteenth and twentieth centuries, beginning with a comparison of Mexico’s independence movement to the American Revolution. It continues through the circumstances surrounding the Mexican Revolution of 1910, the impact of NAFTA of 1994, and the political transition fostered by the 2000 elections. (M5)
History of the Greeks through Alexander the Great, with emphasis on readings in primary sources including Homer, Herodotus, Thucydides, and Plato. Topics include the classical city-state, invention of democracy, emergence of Greek philosophy and science, and diffusion of Greek culture. (M1)
Roman history through the emperor Justinian. Traces history of Roman state-building, with emphasis on social history, religion, and Roman law. Extensive readings in Roman sources. (M1)
Asian American history is American history. Why, then, does the history of Asian Pacific Islander Desi Americans continue to be underrepresented across the curriculum? This course engages with the religious experiences of APA or AAPI populations in order to understand Asian American history in the United States. We will begin by asking how to understand APA identities and the history of immigration and exclusion-including how Buddhist identities of Japanese Americans were used to argue against their identity as Americans. Then, we turn to APA experiences of healing and medicine against the backdrop of xenophobic metaphors for disease and contagion and how that fueled anti-Asian violence and sentiment during the COVID-19 pandemic. Finally, we examine the hypersexualization of Asian/American women in the media and how this contributed to the narratives around the March 2021 Atlanta-area shootings.
None. (M1) (PTK:SS)(Ethical Deliberation)(Equity and Inclusion) MILE Requirement: SS LinC Requirement: M1 Credit Type Code: Letter Grade TAGS Ethical Deliberation Inclusion
HIST 140Medieval Europe4
The emergence of Western European civilization from the remnants of Roman and Germanic cultures, c. 500-1500 CE. Topics include the spread of Christianity, evolution of aristocracy and peasantry, the growth of towns, clashes between church and state, the emergence of universities, and the demographic disasters of the plague and warfare of the late Middle Ages. (M1)
This course explores food by focusing on the role science of nutrition and public health policies have had in the Americas since the nineteenth century. Food and nutrition policies became the cornerstone of a healthy and productive workforce and, therefore, central to the process of nation-state formation and modernization. Health and nutrition experts targeted women and the poor in their campaigns to transform daily habits. Throughout the semester, we studied the meaning of food for different societies on this continent and what cooking and eating practices can tell us about race, class, gender, power, colonialism, and identity. (Intercultural and Linguistic Competencies)(Critical Reading)
Traces Germany’s historical path from 1848 to 1990, starting with the German states’ struggle toward modernization and unification in the late 19th century. Explores Germany’s experience and role in World War I; the cultural euphoria, political misery, and economic despair of the Weimar Republic; the Nazi seizure of power in 1933; and the Holocaust. Discusses Germany’s role in the Cold War and the cultural battles of the 1960s, ending with the surprising national reunification in 1990.
Discusses the persecution and mass killing of European Jews by Nazi Germany. Describes anti-Semitism in historical context and explores the complexities of ultimate moral choices by asking how a cultured civilization produced mass killers and an educated class went unprotesting to its extermination. Students will explore the experience of those who were sent to the camps, how they constructed a kind of everyday life, and how gender influenced their experience. Finally, we study how and why the world outside Germany-foreign governments, intellectuals, religious and humanitarian groups-reacted to or failed to confront the Holocaust. (U2) (PTK - HUM)
This course explores the history of the body by focusing on its relationship to medicine, health, sports, and society since 1500. We explore how science, medicine, and sports have “made” our bodies. We will ask, whether the body could be a machine and whether there is one sex or two sexes. We will investigate how the bodies moved, how they were exercised, and how the sports developed. We will then explore the ways the bodies were dressed. Finally, we will take a look at how the body became political, how it was defined in terms of race and otherness. We engage these themes through readings, discussions, analysis of images and movies, and writing. An integral part of this class is to see the history of the body as a contested field of changing historical interpretations.(PTK:GLO)
Bethlehem is a fine example of an 18th-century Moravian community. It was part of a world-wide network of Moravian communities and mission stations. In this course, we will explore the Moravian world. How were their congregations organized? What did Moravians believe and how does this relate to other religious groups? How did they perceive their own history and how did Moravians record history? 18th-century Moravians were highly controversial and we will take a look at some of the polemical writings. In the course we will also explore issues of gender, race, and sexuality
Customs, beliefs, and activities of ordinary people during the Middle Ages and early modern period. Topics include witchcraft, riots and rebellions, carnivals, and heresies. Attention to historians’ methods of approaching the lives of ordinary, non-elite people of the past and the ways in which they explore the lives of subalterns using sometimes hostile sources.(PTK - HUM)(Writing)
Experiences of women and attitudes toward women in medieval and early modern Europe, especially on ways in which women’s lives were shaped by social status, marital status, and religion. Students will develop their ability to identify arguments within historical writing, assess ways in which historians use evidence, and understand some of the major debates among historians about women and their status. (PTK:SS)(PTK:HUM)
Background and settlement of North American colonies, development of British colonial policy, colonial civilization, and the revolutionary movement to separate colonies from the empire and create a new nation. (PTK - Global Connections) (Critical Reading)
Internal development of the U.S. from the War of 1812 through the Civil War and Reconstruction, including the westward movement, reform impulses, social and economic effects of early industrialization.
Students in this course examine connections between race, ethnicity, inequality, and citizenship status in late nineteenth-, twentieth- and early twenty-first-century U. S. history. We consider the roles race and ethnicity have played in determining who can and cannot become a U.S. citizen. We also study the ways in which the entitlements of citizenship have or have not been distributed equally to all in the nation. We investigate as well the various forms political activism by communities of color has taken regarding citizenship rights and the range of demands activists have made in efforts to secure full citizenship. In addition, we explore the ways that public policies and laws have contributed to intensifying and alleviating racial disparities. Ultimately, we look to history in an effort to make sense the racial landscape that exists today. (PTK - HUM) (Critical Reading) (Equity and Inclusion)
Topics include the Vietnam War, the civil rights revolution, the counterculture of the ‘60s, conflicts in Israel and the Gulf War, the Nixon administration and its moral and constitutional crisis (Watergate) in the ‘70s, the “Reagan Revolution” of the ‘80s, and the Clinton administration and its moral and constitutional crisis in the ‘90s.
An introduction to major themes in the history of Canada from pre-contact times until the Northwest Rebellion of 1885. Special attention will be given to major historical debates and the changing nature of historical interpretation around such topics as relations between Europeans and First Nations, the fur trade, women and society in New France, Loyalists, the rebellions in Upper and Lower Canada, responsible government, Conderation, and the Riel Rebellions.(PTK - HUM) (Intercultural and Linguistic Competencies)(Critical Reading)
Explores the historical creation and transformations of a variety of relations connecting the nations of Latin America with the United States. Students will discuss issues of national sovereignty, economic development, political revolution, defense strategy, human rights, and immigration as they pertain to these relations. Attention to Mexico, the Caribbean, and Central America in their interaction with the United States. (M5)
Hist 290: Introduction to Experimental Archaeology focuses on learning about the past by recreating and reverse-engineering artifacts, structures, and techniques. For example, we will create some stone tools through flint knapping, create some premodern pottery using bonfires, and collaborate on construction of a longhouse or roundhouse. The course has a lab component and carries U1 (Social Impact of Science) credit. It will be taught by Drs. Paxton and Bardsley, both at Moravian’s campus and at the Deputy Center in Bangor. Contact us at paxtonj@moravian.edu or bardsleys@moravian.edu for more information.
This course introduces students to the theories and methods of public history, an interdisciplinary subfield that produces scholarship for non-academic audiences. We will examine the development of public history as a discipline and survey its major forms: museums and historic sites, digital exhibitions, walking tours, oral history initiatives, archives, material culture studies, architectural and landscape preservation, podcasts, documentary films, and more. The course emphasizes experiential learning through group projects completed in collaboration with on- and off-campus partners.
This course explores the theories and methods of public history through the medium of video storytelling. We will examine how scholars and filmmakers have engaged in historical analysis and explored humanities topics through feature-length and short documentaries; study the major documentary modes and assess their potential applications for a range of public history and public humanities projects; and survey how museums, historic sites, and humanities organizations use video on their websites, social media accounts, interactive smartphone apps, and in-person tours. Finally, students will gain hands-on experience by completing semester-long group projects in collaboration with an on- or off-campus partner organization culminating in the production of a publicly shared short video. The instructor will provide in-class instruction in pre-production planning, interview techniques, shooting video on smartphones, and post-production editing.
The first half of the course introduces the main philosophies and schools of historical analysis: Marxist history, psychohistory, Annaliste, women’s, social, and cultural history. Topics include contributions of major historians and current historical debates and controversies. In the second half, students receive a systematic introduction to historical research, including major research tools in the field, research methods and strategies, models of historical research, preparation and evaluation of formal presentations on historical topics. Required for history and historical studies majors. Writing-intensive.
This course will accompany students as they complete internships, providing them with a structure and format for reflecting on their experiences. Students will meet as a group once per week and complete at least 8 hours per week of fieldwork. Fieldtrips will examine the ways in which public history is constructed and presented. Students will also explore their own career plans.
Over the course of the semester, students will author a 20-25 page paper on a topic of their choice that has relevance to the history of race and gender in the United States during the twentieth century. In the final paper, students will demonstrate an understanding of the historiographical debates that exist concerning their topic. They will also make an original contribution to their field(s) that is grounded in research using primary sources.
ALL HIST300 Courses require HIST270 Credit Type Code: Letter Grade
HIST 365History Podcast4
This course explores the theories and methods of public history through the lens of two related but distinct practices: oral history and podcasting. Like all 300-level history courses, this class will emphasize the study of primary sources and the creation of original scholarship. Students will study oral histories as primary sources and, in turn, use those primary sources to produce original historical scholarship. Yet the public history orientation of the course means that the students’ scholarship will take the form of podcasts-a medium more accessible to general audiences-in addition to traditional academic papers. Furthermore, unlike many other 300-level history courses, the students will be generating their own primary sources by conducting oral histories.
Students will prepare a research paper suitable for delivery at an undergraduate conference. Topics, which must be approved by the instructor, may be from any area of study covered in the department courses. One member of the department will direct the seminar and hold its weekly meetings, but all history faculty will serve as advisors as the students prepare their projects.
SENIOR CLASS STANDING & HIST 270 & ONE HISTORY SEMINAR Credit Type Code: Letter Grade
HIST 374WI:Seminar:History of Emotions4
What are emotions? How have they been used and manipulated throughout history? Was a middle-class man (or woman) entitled to have emotions? What is love, and what have been its institutions over time? The seminar will examine the emotional background of French and German dueling in the 19th century, as well as the emotions and reactions of those whose duty was to destroy all enemies of the nation. This research seminar explores one of the most profound features of human identity over the last 500 years, and one that has received little attention from history.
Provides an introduction to the interdisciplinary methodology of ethnohistory with which students will explore the history of First People within the US and Canada. Because of the diversity and complexity of First People’s cultures, this course will explore select themes, including but not limited to oral history, cosmology and religion, colonization, disease, trade, and cultural change and continuity. Using primary sources, students will write an ethnohistorical research paper on a topic of their choice.
Provides an introduction to the primary sources, methodology, and historiographical debates surrounding the late-medieval English peasantry. Topics covered include the effects if the Black Death, the extent of community and cohesion within peasant villages, changes in inheritance practices, and mechanisms of charity. Students write article-length papers based on both primary and secondary sources.
This course explored the creation of modern Mexico from a social and cultural perspective. It begins with an analysis of the independence war followed by a study of the difficulties faced by the new nation such as the Mexican-American War. Then we examine the conditions generated by the dictatorship of General Porfirio Diaz, who ruled the country for more than three decades, resulting in a civil war: the Mexican revolution. We will look at the institutionalization of the social revolution, the rise of nationalism and the social movements that have created present-day Mexico. The course concentrates on three main themes: race, gender and public health. Our journey is based on the analysis of a vast array of primary sources and secondary sources which not only include official documents, newspapers or images; but also literature, art, cinema and other cultural manifestations. (WI)
Highly motivated history and history/education students maybe chosen as History Fellows: teaching assistants for the lower-level survey courses. They will assist the professor in preparing the class; serve as tutors; and lead group discussions and moderate Blackboard discussions. The fellows will enjoy one-to-one interaction with faculty, gain a sense of responsibility, learn to think strategically about pedagogical issues, and deepen their knowledge of the course material. The fellowship ends with a substantial research paper or journal.
Second-semester sophomore standing (or higher) and QPA of 3.50 or above in the major; a grade of at least A- in the survey course to which the fellowship is assigned; competitive application process, including interview with department chair. Credit Type Code: Letter Grade
