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UPPER DIVISION COURSES
HIST 300- Seminar in Historical Analysis
Curtis, Hoffman, Katz (2), Postel
In 1828 T.B. Macaulay wrote, “to write history respectably . . . is very easy. But to be a really great historian is perhaps the rarest of intellectual distinctions.” Despite the somewhat hyperbolic quality of Macaulay’s comment, there is a great deal of truth in it. The purpose of this course is to start you on the road to appreciating great history by familiarizing you with the techniques of writing and evaluating history. As an apprentice historian, you will learn something of the craft of the profession. You will explore some of the varieties of history and of historical explanation, and you will engage in your own historical project. In most sections, students will both present critiques of the work of historians, and conduct and present their own research project. Most sections will cover the various stages of creating a successful historical essay- selecting a subject, locating sources, gathering useful notes and data, organizing a presentation (written or oral), and compiling footnotes and a bibliography. Some sections will use a particular topic as a means of exploring historical analysis, historiography, and research methods. Students are advised to complete all Segment I requirements before taking History 300, and also to complete History 110, 111, 120, and 121.
EUROPEAN HISTORY TO 1500
321 Hellenistic Greece
Hoffman
Greek history between the end of the Great Peloponnesian War and the coming of the Romans was both turbulent and rich: sculpture, poetry, philosophy, new cities, and empires flourished. Through his conquests, Alexander the Great transformed the Mediterranean World and changed the direction of Western History. The era of Plato and Aristotle, of the Ptolemies and Stoics, the Hellenistic period marked the spread of Greek civilization from Spain to India. This course will examine the political, cultural, and religious trends that made up the Hellenistic world from 400 to 146 B.C. As much as possible we will try to look at this world through the eyes of the participants in it by reading the poets, historians, and documents of the time, and by looking at the art and architecture of the various regions touched by the Greeks. We will have a mid-term examination, a short paper, and a final examination.
HIST 325, Late Antiquity (GE)
Williams
Political, social, economic, and cultural history of the Mediterranean world from the 4th to the 8th centuries C.E. Roman Empire and its early Greek, German, and Arabic-speaking successor states.
HIST 326 The Byzantine Empire
Torgerson
Political, social, economic, cultural history of Byzantine empire from 7th to 15th centuries A.D.; relations of Byzantium with Germanic, Slavic, Arabic, and Turkic-speaking neighbors.
HIST 330 The Early Middle Ages
Williams
Political, military, social, economic and cultural history of the Near East, Mediterranean and Europe, 600‐1000. Emphasis on the emergence of European, Byzantine and Islamic civilizations in the wake of the break‐up of the Roman order. Comparative and systemic analysis of new institutions and cultural forms, with attention to continuity with Roman precedents.
History 331, The High Middle Ages (GE) Cross-listed with Humanities (HUM 404)
Jarbel Rodriguez
Using original source as well as modern scholarship, students will learn about European life and thought from the years 1000 to 1500. The course will be a combination of lectures and discussions on primary sources that will range from the Letters of Abelard and Heloise to Jean de Joinville's Life of Saint Louis to literary texts such as Boccaccio's The Decameron. The aim is to provide the student with a solid foundation in High Medieval European politics, laws, culture, society, and daily practices. Students will participate in class discussions, take 2 exams and complete a 10 page research paper based on original sources.
History 336, The Reformation (GE)
Laura Lisey-Wagner
On Halloween 1517, Martin Luther posted 95 Theses on the door to the Wittenberg Cathedral, calling for a public debate about the Church's practice of selling indulgences. He intended it to be more like a poster for a group meeting than a call to revolution (or so he claimed!), but it became the first shot in a war that would splinter the Catholic Church into a dizzying number of confessions. The first part of the course will center on Luther's rebellion, looking in-depth at his thought and life, his predecessors and successors, and how his thought did or did not translate into action. We will then expand out from this tight focus to look at other types of religious reformations in this century - including Calvinist, Anabaptist, and Catholic reform.
HIST 337 Knowing and Unknowing in Early Modern Europe
Lisy-Wagner
The early modern period was a time of great changes in how Europeans perceived their world. Voyages of exploration, scientific discoveries, and religious changes profoundly changed much of what they thought they knew to be true. This course focuses on the intellectual life of early modern Europe by looking at two related themes: knowing and unknowing. The first half of the course, dedicated to knowing, focuses on changing epistemological structures in the period, on what was known, how it was known, and how it was proven. The second half takes for its title a word from texts of religious mysticism - the concept of unknowing. In this part of the course, we will look at nonrational processes - at utopian fantasy, religious mysticism, leaps of faith, and magic.
EUROPEAN HISTORY SINCE 1500
HIST 342 Europe and the French Revolution
Curtis
The French Revolution remains one of the most important events in world history, a catalyst for change throughout Europe and beyond. When asked what its impact had been, in 1972 Chinese premier Zhou En-lai reportedly replied “It’s too soon to tell.” In this course, we will examine the late eighteenth-century origins of the revolutionary outburst, the events of the Revolution itself, and its impact on Europe. Special attention will be paid to women’s role in the Revolution and the revolt of African slaves in the French colony of St-Domingue, which became independent (as Haiti) in 1804. Finally, in the last weeks of the course, we will consider the rise to power of Napoleon and the French conquest of Europe until his downfall in 1815
HIST 348- Modern European Intellectural and Cultural History (GE)
Curtis
This course surveys the intellectual and cultural history of Europe from the Enlightenment through the present day. It examines changes in European thought from the rationalism of the "age of reason" to the belief in science and progress in the nineteenth century to the crisis of modern thought in the twentieth. Special attention is also paid to the ways in which artistic movements like Romanticism, Impressionism, and Modernism have paralleled and reflected intellectual trends, and how both intellectual and cultural history have reacted to the changing European social and political landscape over two centuries. All of the reading for this course is based on primary sources (philosophic texts, novels, poetry, and the like; some in entirety and others in excerpts) and one class session per week is devoted to discussion of these texts. Careful reading, class attendance, and participation in discussions is very important to success in this course. This is a Segment III course.
HIST 349 Medieval Popular Beliefs
Rodriguez
The aim of this class is to provide an introduction to medieval and renaissance popular beliefs. Using saints, relics, miracles, magic, charms, folk traditions, fantastic creatures and places as our points of entry, we will attempt to understand what role popular beliefs played in medieval society and more importantly what these beliefs reveal about the medieval world. The class will be a combination lecture/discussion course in which we will have weekly debates on primary and secondary source readings drawn from saints’ lives, proceedings from witchcraft trials, inquisitional records, the writings of mystics, penitential books, and stories about ghosts and supernatural creatures, among others.
HIST 385 – The Russian Revolution (GE)
D’Agostino
A survey of the history of Soviet Russia, 1917 - 1945. The course attempts to explain three broad changes in Russian life in the twentieth century: the Bolsheviks’ rise to power during World War One, the transformation of the early Soviet power into the regime of Stalin, and the ironies of Soviet victory in world war two. We consider the domestic and international dilemmas of the tsardom and the strains of modernizing old Russia. We distinguish the Bolsheviks and other radicals from their western counterparts. We look closely at the dynamics of the revolutionary year, 1917. We chart the process of Stalin gathering up the power and defeating Hitler—and lastly we consider Gorbachev letting it go. Lectures, discussions, and films. Texts include: D’Agostino, Russian Revolution; R. V. Daniels, Red October
HIST 389 – European International History, 1848-1918 (GE)
D’Agostino
A survey of the international relations of the major European powers, including an examination of nationalist and internationalist ideas, from the revolutions of 1848 to the end of World War One. Close study of the diplomacy of Imperialism and notions of the Balance of Power. We review the growth of cultural and political nationalism from innocent beginnings to a later development into aggressive and racist totalitarianism. We take note of various competing models of internationalism as preached by Marxists, anarchists, and free traders. The course ends by describing the paroxysm of imperial rivalry that led to World War One. Texts include: Paul Kennedy, Rise and Fall of the Great Powers; Peter Paret (ed.), Makers of Modern Strategy; E. J. Hobsbawm, Age of Imperialism; and Henry Kissinger, Diplomacy.
UNITED STATES HISTORY
HIST 420 – American Colonial History
Sigmon
This course examines the historical processes of colonial empire, by focusing on the region historians refer to as Colonial British America. It compares the development of that imperial sector with other contemporaneous European colonial empires established in the Americas. Instead of recounting explorers and wars, the course analyzes the cultural systems involved in conquest and colonization. The course considers not only the policies and programs instituted by imperial leaders, but also the ways in which, from the 15th through the 18th centuries, millions of ordinary people -- Native-Americans, Europeans and Euro-Americans, and Africans and African-Americans -- came into contact in the North Atlantic basin and drew upon their previous experience to fashion new patterns of social organization, economic activity, religious practice, familial and gender relations, and politics and governance. We will trace the development during this era of the characteristic features of American regional cultures and the distinctive themes of the long-term American historical experience. During the third quarter of the 18th century, the British imperial system became increasingly dysfunctional and, within a short time, broke apart as the North-American British colonial societies redefined themselves as a new nation, the United States of America. The course will conclude with an analysis of how empires disintegrate, how colonialism often gives rise to nationalism.
HIST 426- U.S. History 1877-1916 (GE)
Cherny
In History 426, we shall explore the transition from a nation that was largely agricultural, rural, and relatively ethnically homogeneous to one that was industrial, urban, and ethnically diverse. During the first half of the semester, we shall look at the various forces of change (industrialization, urbanization, and immigration) and at the ways that people responded including analysis by class, ethnicity (including race), and gender. During the second half of the semester, we shall examine the impact of social and economic change on the political system and cultural expression.
HIST 427- U.S. History 1916-1945
Postel
During these three decades, the United States experienced the speculative Roaring Twenties as well as the economic trauma of the Great Depression, and took part in two world wars. This course will address the conservative triumph of the 1920s and the innovative New Deal reforms of the 1930s. It will focus on social and cultural movements including the new Ku Klux Klan, Sit-Down Strikers, and the birth of the modern Civil Rights Movement. It will also analyze America’s path to global power, from neutrality at the outset of the First World War to the atomic bombing of Japan.
HIST 448- The American West
Dreyfus
This course will explore the significance of the trans-Mississippi West to the nation's development from the 1840s through the Second World War. The overarching theme of the class is that "the West" is actually a plural phenomenon rather than a single place. We will address the multiplicity of "Western" experiences that characterized the century under study by examining the lives of various groups of "Westerners” -- Native Americans, Mormons, ranchers, wage earners, women, foreign-born immigrants, and others. We will consider the economic role of the West in national history, as well as the social and ideological influence of the "frontier" on the American people. Requirements include class participation, a book review, an in-class midterm exam, and a take-home final examination.
HIST 449 American Jewish History Cross-listed with JS
Dollinger
Jewish history from 1650 to present. Central theme is the encounter of traditional ethnic and religious minority with modernity. Topics: emancipation, anti-Semitism, immigration, Zionism, Israel, America, Holocaust.–Bulletin Description. Please contact instructor for detailed course description.
HIST 450- California History (GE, CA, CSLG)
Sigmon, Dreyfus, Cherny
History 450 covers the history of California from the period preceding Spanish colonization to the present. While particular topics vary from section to section, most sections treat the following- the consequences of the Native American/European contact, the making of Hispanic California, the Gold Rush, the ultimate rise of American dominance, and California’s role in the twentieth-century U.S. history. The course addresses the characteristic social, economic and political patterns that define the state, and examines conflict and accommodation between Californians on the basis of race, ethnicity class and gender. Most sections employ a text and supplementary readings, and all require written work. [Please consult with an advisor to determine whether or not you need this course to meet the California State & Government requirement].
HIST 463 – History of Raza in US (USH) Cross-listed with RAZA Studies (RAZA 376.2) and (RAZA 376.2)
Almaguer
Raza history from pre-colonial to contemporary times. Social, cultural, political, and
economic heritage of La Raza and their contributions to American society. –Bulletin
Description. Please contact instructor for detailed course description.
HIST 464 American Ethnic and Racial Relations to 1890 (GE)
Cross-listed with Ethnic Studies (ETHS 600)
Mabalon
This course will focus on the first century of the American experience, from the age of the American Revolution and American slavery to the passage of the Chinese exclusion laws, when the United States became the first instant multi-ethnic nation in world history. We will look at society as well as a series of representative groups—the Amerindians, the English, the Africans, the Irish, the Chinese, the Hispanics, the Norwegians—so that we may understand America’s pluralistic complexity. The best available historical works will be read and discussed so that we will see the American people in the making, in all their perplexity, diversity, and hope. Above all, we will attempt to answer the classic question, “What then is the American, this new Man?” There will be a prepared midterm and final. This is a Segment III class.
HIST 466 History of U.S. People of Color
Ferreira
History of the U.S. people of color, their experience in the development of American society, from 1600s to present. Consequences of domination and racism in thwarting economic interests, and responses to limiting institutional arrangements.–Bulletin Description. Please contact instructor for detailed course description.
HIST 469 U.S. Childhoods Past and Present
Keith
This course explores the ways in which both the socialconstruction and the experiences of childhood have changed over time in the United States. We will examine class and cultural differences, as well as the impact of transformations in gender roles and family structures. We will also study the evolution of social policy related to children and families. We will focus primarily on the 19th and 20th centuries.
HIST 470 The U.S. Constitution to 1877
Waldrep
History 470 surveys U.S. Constitutional history from its roots in England through the Reconstruction period. We will read Lynn Hunt, The Origins of Human Rights and meet the author at the Rights Conference. The emphasis is on the work of historians: analysis of original documents and writing about those data. Students will examine primary source documents, write two out-of-class essays and complete three in-class essay exams and a quiz.
HIST 480 Thought and Culture in America to 1880
O'Shatz
In this lecture/discussion course on thought and culture from colonial times to the 1990s a multiplicity of cultural trends and movements are explored. Ideas are considered in the various contexts, material as well as personal, social and political, in which they were developed and acted upon.
HIST 482 Religion in America
O'Shatz
American religion, from colonial times to the present. Changing relations between religious thought and institutions. The range and variety of forms of religious expression in an increasingly urbanized, industrialized, and organized multicultural society. – Bulletin Description. Please contact instructor for detailed course description.
HIST 489- Dynamics of the U.S. City (GE ) Cross-listed with Urban Studies (USP 400.1) (USP 400.2)
Rubin, Silverman
Historical development and contemporary condition of urban America, city planning, federal-city relations; dynamics of urban policy making; class, gender, race and ethnicity in urban America.
LATIN AMERICA
HIST 535- Women in Latin America
Cross-listed with RAZA Studies (RAZA 533) and Women and Gender Studies (WGS 535)
Peard
The focus of this course is the history of the changing roles of women in Latin America from the colonial period to the present with special emphasis on the last hundred years. We will compare and contrast the roles of women from different classes, ethnic groups, and regions approaching them both through individual life stories and by analyzing the way in which institutions (e.g. the Catholic Church, the State) or social processes (e.g. revolution, industrialization) have affected women’s lives and, in turn, been shaped by women’s actions. The course will consist of lectures and class discussions.
ASIA
History 569, Ancient Chinese Civilization (GE)
Pi-Ching Hsu
China is the oldest continuous civilization on earth. The purpose of the course is to trace the evolution of Chinese civilization from the Neolithic through the medieval periods, up to the end of the Tang dynasty, around 900. We will study the lives and thoughts of ancient Chinese philosophers, the folk literary and religious traditions, the establishment of the early Chinese empires, the founding of the Chinese historiographical tradition, the flowering of Buddhism in China, and the domestic and international politics at the formative stage of imperial China.
History 570, Imperial China (GE)
Cross-listed with Women and Gender Studies (WGS 575)
Pi-Ching Hsu
The purpose of this course is to study the social, cultural, political, and economic lives of women in China and Japan from around 1800 to the present. We begin our discussions of Chinese women with the late Qing (1644-1911) and our discussions of Japanese women with the late Tokugawa (1600-1868) period. Earlier history will also be referred to when relevant. We will address the issues of constraint and fulfillment, and look at the changing faces of Chinese and Japanese women in family, school, and work. This course is intended to be interdisciplinary. We will consult with historical as well as literary, religious, medical, anthropological, and sociological works, as we try to reconstruct the lives of women in China and Japan in recent centuries.
HIST 575 History of Women in China and Japan
Hsu
The purpose of this course is to study the social, cultural, political, and economic lives of women in China and Japan from the early modern to the contemporary times. Earlier history will also be referred to when relevant. We will address the issues of constraint and fulfillment, and look at the changing faces of Chinese and Japanese women in family, school, and work. This course is intended to be interdisciplinary. We will consult with historical as well as literary, religious, medical, anthropological, and sociological works, as we try to reconstruct the lives of women in China and Japan in recent centuries.
MIDDLE EAST
HIST 604- Islamic World I: 500-1500 (GE)
Behrooz
This is a study of Islamic civilization, culture and history from 500 to 1700 CE. The course assumes no prior knowledge of Islam or Middle Eastern history. The course emphasizes on a core region of the Islamic world (the area between Nile and Oxus rivers). The first part of the course begins with an investigation of the pre-Islamic world and goes on to survey the rise of Islam as a religion and empire. Next, the golden age of Islamic civilization, covering the Umayyad Empire (centered in Damascus) and the Abbasid Empire (centered in Baghdad), will be covered. The second half of the course will examine the Islamic civilization from the decline of the Abbasid Empire (950 CE) through the establishment of regional empires, the Crusades, the Mongol invasion and the emergence of the "gun-powder empires." The course will pay special attention to cultural and religious development in the Islamic world, as well as political changes. Students will be able to discuss and analyze the rise of Islam both as religion and civilization. Students will examine ethnic, linguistic, and religious diversities of the Islamic civilization.
HIST 606 - Iran & Afghanistan 1500- Present
Behrooz
This course is a historical study of Iran and Afghanistan from the rise of the Safavid Empire in 1501 C.E. to the present. The course begins with a historical background on the Iranian and Perso-Islamic cultural presence in the eastern half of the Islamic world and the geographic area known as Iranian plateau. Then, the Safavid Empire's history and rise of Shi'ism in the region plus Safavid politics and society will be examined. Next, Iran in the eighteenth and the nineteenth centuries and the birth of Afghanistan as a separate entity will be covered. Here Iranian and Afghan societies will be examined in light of disruption, colonial subjugation, reform and rebellion under the Afshars, the Zands and the Qajars and Dorrani shah's in Afghanistan . The final part of the course will examine Iran and Afghanistan in the twentieth century. Subjects such as the two Iranian revolutions in the twentieth century, the Oil Nationalization Movement, the Iranian Communist movement and the rise of political Islam as well as Afghanistan 's reforms, Soviet invasion, civil war and the rise of Taliban will be the main focus of this part .
HIST 610 – History of Africa (GE)
Getz
This is a beginner's course focusing substantially on the major trends of African history prior to the integration of much of the continent into the Atlantic World. Students taking this course develop awareness, appreciation, and understanding of the historical African artistic, cultural and social experience, values, and contributions. However, the focus will be on the settling of the continent by cultivating and pastoral African peoples, and their subsequent development of societies. The dual themes of the course are concentration on the critical contributions made by African peoples to world events, and the perspectives and experiences of Africans themselves. In addition, we will work with methodologies and sources including archaeological and botanical remains, linguistics, oral history and oral tradition, novels, and poetry in an attempt to hear African voices. Future teachers: This course gives the background in African history required by the new Social Studies framework developed by the State Board of Education. History 610 meets GE requirements under Segment III.
HIST 632 - Jewish History I: beginnings to 1650 (GE) Cross-listed with Jewish Studies (JS 632)
Astren
Jewish history from the sixth century B.C.E. to the rise of European modernity. Politics, culture, and religion under empires of Persia, Hellenism, and Rome, and in medieval diasporas of Europe and lands of Islam.
PRO SEMINARS
Proseminars represent the culminating experience for history majors, a chance to bring together the skills that you have developed in the history courses that you have taken during your undergraduate career. The ultimate outcome of the proseminar is a research paper based on primary source research placed within the context of the secondary writings available on the subject. Students will be exposed to the writings of other historians on a topic and conduct research in newspapers, periodicals, and archival resources. They will also present that research orally and in writing and critique the work of their fellow students.
PRO SEMINAR – EUROPE
History 640.1 - Era of Globalization
D'Agostino
See Instructor for class description.
PROSEMINAR - UNITED STATES
HIST 642.1 - Historical Perspectives on Culture, Identity, and Food
Mabalon
This senior seminar examines historical shifts in the politics of food in America since 1600, and explores how these shifts have reflected and shaped American culture and identity. This course will focus on three themes: 1) the production, preparation, and consumption of different foods as a reflection of major themes and events in American history, 2) foods as symbols and reflections of historically contingent identities, i.e., race and racial identities, ethnic identities, cultures and traditions, and gender and class identities, 3) the impact of immigration, commercialization, consumerism and globalization on what we consider “American” food throughout US history. Topics and themes to be discussed in the course include colonialism and imperialism, slavery, immigration and migration, race, class and gender, ethnic identity, family, sexuality, labor, popular culture, the Depression, World War II, Cold War, urbanization and suburbanization, industrialization, consumer culture, and social movements. Course materials include academic and popular texts, essays, diaries, recipes, cookbooks, essays, memoirs, films and documentaries. Students will participate in discussions and lead one class discussion, write three short papers (3-4 pages each), and a major research paper (9-10 pages). Additional requirements for graduate students
HIST 642.02 American Revolution
Longmore
The great historian Carl L. Becker argued three generations ago that the American Revolution was a struggle for "home rule" that became a struggle over "who should rule at home". If historians would nowadays reject that interpretation as oversimplifying the historical issues, they would still agree that the Revolution was more than a war of national independence. It was the moment when the new nation defined itself. But this involved more than the framing of the national and state governments. Various kinds of "Americans" sought to appropriate the ideas and opportunities
presented by that transforming era to enhance their individual and group prospects and their claims to citizenship. The Revolution raised issues of class, culture, economics, gender, politics, race, region, religion, and the relationship of individuals to society. The Revolution meant different things to different people. Thus, when we examine the Revolutionary experience, we must keep in mind whose various Revolutions we are recounting. This seminar will consider not only some of the themes of the history of the American Revolution, but also the ways in which historians think and write about these themes. Thus, we will both study the Revolution and study how to study the Revolution, how to think historically. The format will be discussion, supplemented by some lectures.
HIST 642.03 American History: California in the Great Depression, 1929-1941
Cherny
The topic of this Proseminar is California During the Great Depression (1929-1941). The Depression ravaged California as it did the rest of the nation, causing widespread unemployment and social unrest. The state witnessed some of the most dramatic and significant events of that decade: the violent struggles to organize farm workers; the 1934 San Francisco General Strike; Upton Sinclair’s 1934 EPIC campaign; the rise of the Townsend Plan for old-age pensions; the spread of utopian and cooperative movements; the deportation of Mexican workers; and the Okie migration. The 1930s, however, were not just a decade of strife, but one of great creativity as well. Federal New Deal programs like the WPA encouraged the arts and environmental development. The Depression produced a great and distinctive literature ranging from the novels of John Steinbeck to the hard-boiled detective fiction of Raymond Chandler. Photographer Dorothea Lange Pioneered a new form of documentary imaging. Hollywood continued to turn out movies. Professional and collegiate sports flourished in California. Los Angeles hosted the 1932 Olympics; San Francisco the Golden Gate International Exposition. Public works programs allowed the completion of major water projects, the Boulder Dam, and the Golden Gate and San Francisco/Oakland Bay Bridges.
PROSEMINAR - WORLD
HIST 644 Journeys to the New World: Discovery, Exploration, and Science
Peard
This is an upper division undergraduate seminar focusing on writing about Latin America by discoverers, scientists and other travelers (including women) from 1492 to the 20th Century. The emphasis will be on diverse and evolving images of the New World, and the historical contexts of the changing ways of perceiving Latin America. We will also read theoretical literature on travel and imperialism. The course is for students from all areas of history, not only Latin America, as it is really about ‘bridging’ different worlds.
SINGLE-SUBJECT CREDENTIAL IN SOCIAL SCIENCE
HIST 681- Community Service in Schools (Cross-listed with Social Science (SS 681.1)
S. Keith
Community service learning in schools offers history majors the opportunity to work directly with middle and high school students and teachers in a variety of school settings in the San Francisco Bay Area. This field-based course provides a close look at teaching history and the chance to share knowledge and skills history majors are developing through their academic studies at SFSU. Students volunteer a minimum of 45 hours in one or two classrooms. Volunteer activities may include tutoring, facilitating small group discussions, preparing materials, reading student papers, assisting students with independent projects and research papers, and computer based instruction. History 681 meets the "Early Field Experience" requirement for entrance into any single or multiple subject credential program in the state of California as well as fulfilling a requirement for the History/Social Science subject matter program at SFSU. Students planning to enroll in History 681 should make provisions prior to the beginning of the semester to have a police finger print clearance and current tuberculosis test (requirements for all volunteers who work with students in any California public school). TB test may be obtained at the SFSU Student Health Center. A "Live Scan" Finger print clearance can be obtained through the campus police, at a special discount for SFSU students, or your local police department.
HIST 690 – Edit & Publish the History Journal (Ex Post Facto)
Arranged, please contact C. Waldrep
Supervised experience in editing and production of an annual journal of research done by SFSU students. Not applicable to major or minor fields within history majors. No more than a combined total of eight units may be earned in History 690 and 890. Credit/no credit grades only. May be taken for 1 to 4 units.
COURSES FOR THE HISTORY HONORS CONCENTRATION
HIST 697- Honors Thesis
Arranged, please contact R. Hoffman
Tutorial leading to an honors project or thesis based on intensive study of a topic or problem. Topic to be determined by student and faculty member selected by the student.
HIST 698- Directed Reading in History
Arranged, please contact B. Loomis
Directed reading in selected areas of history under the supervision of a faculty member.
COURSES BY INDIVIDUAL STUDY
HIST 680 Archives/History Internship
Arranged, please contact B. Loomis or D. Mabalon
An internship represents an unusual opportunity to earn credit by working at some off-campus site dedicated to the preservation of historic artifacts or documents. Students might work in an archive, learning the various elements of the work there in organizing papers or photographs, preserving documents, and making such articles available to researchers. Students might choose instead to work with an agency for historical preservation, learning the various elements involved in preserving or restoring buildings or artifacts, researching their history, and using them to inform the public. Among the agencies where the student might work are the Labor Archives (on campus), the local branch of the National Archives, the Maritime Museum, or the Heritage Foundation. Each internship will be separately arranged and every effort will be made to match your interests with an appropriate site for the development of those interests. Students taking History 680/880 for the first time should register for four units. May be taken for 3 or 4 units.
HIST 690 Edit & Publish the History Journal
Arranged, please contact C. Waldrep
Supervised experience in editing and production of an annual journal of research done by SFSU students. Not applicable to major or minor fields within history majors. No more than a combined total of eight units may be earned in History 690 and 890. Credit/no credit grades only. May be taken for 1 to 4 units.
HIST 699 Special Study in History
Arranged, please contact the faculty member you are interested in working with.
Supervised study of a particular problem selected by the student. A petition for Special Study and an add form must be signed by the instructor and turned into the history department office before the student can register for the course. A petition for Special Study that clearly outlines learning objectives and methods as well as evaluation of learning objectives must be completed and signed by the course instructor, student’s faculty advisor, and the History Department Chair before a student may enroll in this course. May be taken for 1 to 4 units |
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