UPPER DIVISION COURSES

HIST 300- Seminar in Historical Analysis
Lisy Wagner, Katz, Stevens, Cherny, Peard, Rodriguez, Loomis, etc.
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

History 323—Imperial Rome
Hoffman
The Rome of the Caesars was both a city of one million inhabitants and an empire which stretched from Scotland to the Euphrates River.  Both the city and the empire which it controlled were filled with contrasts: Greeks, Celts, Germans, Persians, and Egyptians complemented the Italians; side by side lived the very rich and the wretchedly poor; the cult of Isis was practiced next to that of Christ; stoic philosopher-Kings were followed by debauched sons and matricides.  This course will examine this kaleidoscope of Rome from 49 BC to AD 325. We will begin with the Roman Revolution and its New Order, and will follow the course of Rome’s history up to the religious revolution of Constantine the Great, a revolution which brought the end to the ancient world.  We will examine all phases of this great epoch through the eyes of her greater writers and artists: poets and men of letters (Virgil and Pliniy), novelists (Apuleius’ Golden Ass), satirists and scandalmongers (Juvenal and Suetonius), and historians (Tacitus).  There will be a short essay, a midterm, and a final exam.

HIST 328, Early Church to 313 (GE)
Kidner
A history of the Christian Church to the conversion of Constantine. A concentration (among others) on (a) “the quest for the historical Jesus,” (b) the relationship between “orthodoxy” and “heresy” with special attention to the Gnostics. (c) the social and political activities of  early Christians, (d) the phenomenon of martyrdom, (e) the development of worship. Course requirements: One mid-term examination, one small research project, one written book report,  and one final examination. Possible reading list: Bart D. Ehrman, The New Testament: A Historical Introduction to the Early Christian Writings, 4th ed; Bart D. Ehrman (ed.), The New Testament and Other Early Christian Writings, 2nd ed; Joyce E. Salisbury, Perpetua’s Passion.

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)  Class Canceled as of 27 July 09
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.

EUROPEAN HISTORY SINCE 1500

HIST 346- Recent European History (GE) Cross-listed with International Relations (IR  346)
Martin
In this survey of Europe's 20th century we will explore key problems of one of the most tumultuous eras in human history. Amid two world wars, multiple revolutions, and the explosive force of new political ideologies and new cultural and social trends, Europe went from being the world's master to a bombed-out wasteland. Using historical literature, fiction, and film, we will investigate the causes of World War I, the Russian Revolution, the tensions and creativity of the interwar period, the rise of Fascism, and the military and moral catastrophe of World War II and the Holocaust. We will also explore Europe's extraordinary history after World War II, during which the Cold War, decolonization, 1968 social revolts, the collapse of Communism, and the process of European integration have brought Europe to the improbable outcome of being among the wealthiest, most equitable, and most stable places on Earth--but no longer master of the world's affairs. What does the story of Europe's "fall and rise" have to tell us about the choices facing the world today? Key requirements for this course are your careful reading, active participation in class discussions based on weekly readings, and several writing assignments. This is a Segment III course.


HIST 349 Medieval Popular Beliefs -  new fall 09
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 422- Founding of the American Nation
Sheppard Wolf
This lecture-discussion course explores the origins, ideology, and consequences of the American Revolution, covering the period from the 1760s to the 1820s.  While we will focus in large measure on the distinctly American political ideas that propelled and evolved from the Revolutionary movement, we will also discuss the social and cultural implications of the Revolution, especially regarding African Americans and women. Assignments include papers based on primary sources, a midterm, and a final exam.

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 428 – History of US Since 1945
Mabalon
U.S. history since 1945: politics, foreign policy and changing social, economic, and
intellectual patterns. –Bulletin Description. Please contact instructor for detailed
course description.

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 450- California History (GE, CA, CSLG)
Sigmon, Dreyfus
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].

History 460 - U.S. Foreign Relations to 1913
Elkind
This course explores the transformation of American foreign relations from the revolutionary period until the eve of World War I. The topics and readings will focus on territorial expansion to the Pacific Ocean; American relations with European powers; US involvement in Latin America, Asia and Africa; cultural and economic diplomacy; and the creation of an overseas empire. The course will encourage students to take a broad view of the history of American involvement in the world prior to 1913, as we examine unofficial cultural interactions and the role of non-state actors in international relations as well as more traditional high-level diplomacy.

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  470- The U.S. Constitution to 1877
Waldrep  
History 470 surveys U.S. Constitutional history from its roots in England through the
Reconstruction period. 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.

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 520- Central America & the Caribbean (GE)
Oñate
This course offers a thematic approach to the history of selected countries in the Caribbean basin since 1492. It is designed to examine the culture, the economics, and the politics of a region whose identity and development have been determined by its relationship with Europe, Africa, and North America . The course emphasizes such themes as population and settlement, the European invasion, plantations and slaves, nationhood, and literature and national identity. In the course students will also ponder the region's prospects for economic growth and democracy in the first decade of the new millennium.

HIST 535- Women in Latin America Class Canceled as of July 27 2009
Cross-listed with RAZA Studies (RAZA 533) and Women and Gender Studies (WGS 535)
Arrieta
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.

History 550- Social Change in Modern Latin America (GE)
Cross-listed with Social Science (SS 550)
Oñate
In History/Social Science 550 we shall explore major new developments in
Latin American history: the transition from societies that were traditional,
rural, largely agricultural, and had authoritarian governments, to modern,
industrial, urban nations, which, since about 1985, have dismantled public
sectors, opened up their economies, and moved toward different forms of
liberal democracy. As far as possible, each region or country is treated in the
same fashion, with the idea that students will be able to analyze similarities

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 575, History of Women in China and Japan  (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.

History 584- History of the Indian Subcontinent
Chekuri
This course is a critical introduction to select topics on the history of British colonial rule in India. We will examine how the colonial encounter between Britain and India shaped modern Indian society and politics (and Britain). We will ask how colonialism shaped ideas about law, economy, gender, religion, culture, nationalism. The course is based on lectures, discussions, and student presentations. That means you, the student, will participate actively by critically engaging with the assigned readings and participating in class discussions. We will also view videos and films to enhance our discussions on particular topics.

SOUTHEAST ASIA

HIST 588 -  History of Southeast Asia  (GE)
Elkind.
This course explores the history of Southeast Asia, which contains the diverse nations of Vietnam, Laos, Cambodia, Thailand, Burma, Malaysia, the Philippines, Indonesia, Brunei, Singapore, and East Timor. The topics and readings will provide students with a broad understanding of the region’s history by focusing on major themes such as social and political organization, cross-cultural interactions and influences, religion and society, colonialism, and national revolutions. Students will also consider historical differences among the many diverse societies that comprise Southeast Asia and learn about how the regions’ eleven nations came into existence. The course will encourage students to take a broad view of the history of Southeast Asia, as we examine religious, linguistic, artistic, and literary traditions in addition to politics, economics and culture.   This course fulfills Segment III GE requirements.

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 SEMINAR – EUROPE

History 640.1 -  ProSeminar in European History —The Roman Empire
Hoffman
This will be a research seminar which will explore various aspects of the Roman Empire from the accession of Tiberius to the death of Trajan, a period of approximately one hundred years. During this period the patterns of empire were established and a new kind of civilization emerged. But the history of this period is not without its myths and controversies, many of them propagated by Hollywood, HBO, and even PBS, with its series I, Claudius: Did Nero really fiddle while Rome burned? Were the Romans cruel people who threw hundreds of hapless victims to hungry lions? In order to understand the nature and development of the Roman Empire over this period, the seminar is constructed around a twin emphasis: (1) the process and problems of historical reconstruction and explanation, especially considering the nature of the source materials that have survived: and (2) an examination of the basic structures of the Roman Empire from the Princeps and Senate to society and the family.

During the first part of the semester we will focus on a common set of readings of primary and secondary sources for weekly discussions; in these early weeks, the members of the seminar will produce two five page papers on specific topics in Roman history. You will spend the remainder of the seminar on your own historical research project on any aspect of the period producing a 20 to 30 page research paper. This proseminar is open to all history majors who have completed History 300. No previous course in Roman history or languages are prerequisite to this course.

HIST 640.2 – Origins of World War II
D’Agostino
During the period between the two world wars, there was a sense that democracy and capitalism, at least as they had been understood at the time, were exhausted. The onset of the great depression and the end of the international gold standard meant for many that there would have to be some new and revolutionary wave of the future. Perhaps it was the European fascist dictators, or Soviet Communism, or the American New Deal. Perhaps the world would simply break up into blocs and each of these models could be pursued in isolation form the rest of humanity. This seminar is designed to explore the various “solutions” offered by nationalist, imperialist, fascist, Communist, and liberal ideas, including racialist ideology, to the dilemmas of the period. The class is open to students from various fields and perspectives, European and non-European. Imaginative papers encouraged. Texts may include Martel, Origins of the Second World War Reconsidered, and Boyce and Maiolo, Origins of the Second World War: The Debate Continues.

PROSEMINAR - UNITED STATES

HIST 642.1 -  ProSeminar in US History (California Cities: LA/SF)
Dreyfus
This course will give students the opportunity to develop a framework for understanding the process of urbanization in our regional context. We will concentrate on a number of related questions, ranging from the general to the specific. Why are cities born and how do they function as economic units? What are the specific characteristics of urban development in the American West? Are any features of urban growth in California unique or noteworthy? How did San Francisco and Los Angeles emerge as premier Pacific metropolitan regions? Students will seek to answer these questions by immersion in some of the best current works in "new" urban history. Requirements will include a book review, discussion of readings, classroom presentations of ongoing student research, and a culminating research paper based largely on primary sources. Research topics will focus on some aspect of urban environmental development, either related to the selected city's internal landscape or to its external impact.

HIST 642.02  - ProSeminar in US History  (U.S., Vietnam, & the War)
Elkind
This course will explore American involvement in Vietnam between 1945 and 1975, with particular emphasis on the intersections between diplomatic, political, social, and cultural history.  We will consider US intervention from various perspectives, including high-level American and Vietnamese policy makers, as well as soldiers and civilians from North and South Vietnam and the United States.  In addition to active participation in our class discussions, requirements for this seminar include weekly activities, a research paper, and an in-class presentation.

PROSEMINAR  - WORLD

HIST 644 History, Society, and Justice
Getz
History as an academic discipline does not just sit abstractly removed from society.  Societies and groups within them have changing and often contested relationships with the past that inform their identities as inhabitants of the present, and historians are often key players in the manufacturing and mobilization of these understandings. In this pro-seminar, we will look at the ways in which the past has been used both by formally-trained historians and informal historians, politicians, and activists in attempts to overcome or alternately heal the their societies from historical events and trends that have implications in the contemporary world.  Examples include the debates over reparations for African-Americans and Japanese-Americans, the Truth and Reconciliation Commission in South Africa, and similar processes in Latin America and Rwanda.  Students will write a scholarly paper discussing historical events and trends as well as interpretations and uses of history inside and outside of the academy in a region of their choice.

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 680/880- 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 690/890- 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 699/899- 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.