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Course Criteria
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4.00 Credits
In 1872 the U.S. Congress declared the Yellowstone region the world's first "national park." In 1916 Congress created the National Park Service, "which purpose is to conserve the scenery and the natural and historic objects and the wild life therein and to provide for the enjoyment of the same in such manner and by such means as will leave them unimpaired for the enjoyment of future generations." Today the Park Service manages over "units" with nearly 30 different designations - including national parks, monuments, historical parks, military parks, preserves, recreation areas, seashores, parkways, lakeshores, and reserves - and nations around the world have created their own versions of "national parks." This course will investigate the "national park" idea and its implications for natural and human history. Why has this been called "America's best idea?" What have been the implications of national park designation for Native Americans? For wildlife? For American history and culture? How do historians answer such questions? Fulfills WCore Writing Emphasis. This course will function as one of the Westminster Expedition Courses (and must be taken with ENVI 330A, ENVI 330B, and ENVI 330C). (WCore: WCFAH, WE)
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4.00 Credits
Focusing on the methods, processes and outcomes of empire in what are usually referred to as "settler states," this course explores the United States, Australia, and South Africa (among others) from circa 1600 to the present. It compels students to grapple with the complex origins, realities and legacies of what we commonly know today as reservations and homelands. Questions of primary concern in this course are: How and why did these spaces come to be? How and why were they maintained (or not maintained)? Why did certain populations accept or reject the creations of these spaces (and why do these responses change over time)? How do the ancestors of settlers and indigenous populations see and experience these spaces today? The course places a heavy emphasis on critical reading, film interpretation, and research. (WCore: WCFAH, DE)
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4.00 Credits
Desiderius Erasmus is one of the best known figures of Renaissance Humanism. He read, wrote, and travelled widely, interacting with almost all the major intellectual figures of the early sixteenth century in Europe. This course will look at this exciting period of history through the lens of the life of one extraordinary man. Students will come away from this course with a strong understanding of the one of the major intellectual currents of the period, one that set the stage for the development of early modern Europe, from the Reformation to the Revolution. In particular students will engage in direct research through the correspondence of Erasmus, which encompasses thousands of letters and hundreds of correspondents-a virtual who's who of Renaissance thought. (WCore: WCFAH, RE)
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2.00 Credits
This course is an introduction to skills and methods for history students through practical exercises. Students will learn how to frame appropriate historical research questions, find sources in archives, interpret historical works, and craft their own historical essays. The skills learned in this course will be fundamental to the research and writing expected in upper-division history classes, especially the two-semester thesis sequence (390/490).
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2.00 Credits
This course gives students real-world field experience in historical research. The course will be a companion to History 240, Making History. It will include an on-campus classroom component of 2 hours and a combination of weekend-long field trips to historical research libraries and sites (e.g., the Topaz internment camp, Mountain Meadows, Utah Historical Society, Bear River Massacre site, Family Research Library).
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1.00 Credits
Special topics focusing on shifting regional and thematic studies. Courses classified under the HIST 300 designation are taught on a rotating basis.
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4.00 Credits
In 2017, the world will recognize the 500th anniversary of the start of the Reformation. Like the 1992 Columbian anniversary, this anniversary will raise many controversial questions about the impact of this event. The Reformation has been credited (sometimes falsely) with breaking the monopoly of Roman Catholicism in Western Europe, opening the doors to the Scientific Revolution, creating conservative backlashes that would impact the roles allotted to women and the fervor of conversion in the "New" World, cementing anti-Semitism in Europe at the same time that it advanced Hebrew studies, etc. This course will address the German Reformation and its legacy with special attention to the conflicts that it both created and attempted to resolve and the consequences that ensued, both intentional and unintentional. Secondly, it will include a focus on how Europeans see Americans, what has led to the American stereotype in Europe, and how students can learn to recognize how their behaviors and attitudes are perceived.
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4.00 Credits
This course examines the United States in the 20th century through a cultural lens. Using primary sources such as movies, artwork, novels, music, and television programs, students will analyze how American culture reflected contemporary events, challenged or upheld national and international policies, and revealed a variety of beliefs about race, class, and gender. Major topics include but are not limited to the Progressive Era, the Great Depression, the Cold War, protest movements in the 1960s and 1970s, and the rise of conservatism in the 1980s.
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1.00 Credits
Students will participate in a Role Playing Game related to the French Revolution. The game will take approximately 3.5 weeks and is embedded in HIST 306, but students are not required to take 306 to participate in the game. The game will concentrate on a particular time frame in the French Revolution and students will work to achieve their objectives for their role and their faction.
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4.00 Credits
Alexander Hamilton was a key figure in our Constitution and early national government. His contributions to the Federalist Papers are still cited, and his innovative financial ideas shaped the economy. His personal story reveals a resilient, self-made man who worked his way into high positions of power. Hamilton's story also provides insight into slavery, the movement against it, and the first political parties. The Broadway show Hamilton has brought a resurgence of interest in this neglected founder by casting history in a modern, dynamic musical idiom. Through lenses of history, psychology, and Hip Hop, this MTSE will explore themes from Hamilton's life connected to each location. Students will visit and engage in service learning on the island of St. Croix, where Hamilton spent his youth, and New York City, where he lived and worked and where we hope to attend a performance of the musical and visit sites associated with his life and with Hip Hop culture.
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