Master of Arts in History-Capstone Option

The course addresses the development of core research skills for advanced historical study. Through case studies analyses, the evaluation of different types of historical evidence, and the consideration of how valid research questions are formulated and applied, it is designed to refine the critical thinking, research, and writing skills that are fundamental to valid historical scholarship.

This course is the study of historical thought from its emergence in the classical world to the present. Students concentrate on how history has been interpreted, rather the facts of history themselves as well as contemplate the fundamental questions about the nature of history, and investigate the relationships between theory and evidence in historical writing. Emphasis is on the narratives historians have used to reconstruct the past, and the major historiographical schools of thought that have developed over time.

This course is a comprehensive seminar in U.S. history designed to provide a foundation in U.S. historical theory, trends, and concepts for the further study of specialized and topical history at the graduate level. Students should be expected to read and write intensely on both broadly and narrowly addressed topics of history. This course is not designed as a refresher of undergraduate history survey courses; rather, it is a concentrated study of U.S. history for serious history students and professionals.

This course is a comparative study to demonstrate the importance of the historical context of any great military event. Context includes all aspects of a society or culture and in this case, 18th century British and colonial American political and constitutional philosophies, social norms and societal structure, economics, religious concepts, and foreign and diplomatic policy. Students examine issues such as divergent historiographical opinions on the degree of American constitutional conservatism versus political and social radicalism, and the nature of the soldiery of the continental Army.

This course is a study of the political, economic, cultural, and social aspects of the Civil War as a seminal event in our nation’s history. Students explore the causes of the war, how a nation coped with the struggle across multiple dimensions, and how we dealt with the conflict's aftermath. Special emphasis is on the continuing debate that the impact of the Civil War had on both the North and the South.

This course examines the changes in American society at the end of the 19th century as it confronted the issues of industrialization, immigration, and urbanization. It explores the open conflict between the advocates of isolationism and collective security and studies the impact of World War I. It also studies the changing values of the 1920s, the stock market crash of 1929, the Great Depression, and the cultural, social, political, military, and economic growth of the United States from World War II to the present.

This course examines the origins, content, and judicial interpretations of the U.S. Constitution. The course involves study of the Supreme Court’s evolving decisions on such issues as States’ rights, civil rights, the Commerce Clause, Due Process in criminal and other proceedings, and protected freedoms (speech, religion, assembly, etc.) under the Constitution.

This course explores the history of expressive and material cultures around the world, with emphasis on industrialized nations. Topics include aesthetics, social identification, and production, consumption, and reception of cultural forms. Using literature, films, pictures, and music, students study theories of popular culture and aesthetic hierarchy; explicate historical contexts of artistic movements; discuss cultural imperialism; address problems of cultural appropriation, creativity, and identity; and examine cultural expressions of social difference and deviance. Topics also include the social history of culture in the age of mass society, including popular arts and the culture of consumption.

This course is an in-depth study of the westward expansion of Europeans and the United States from colonial times to the 1890s as it resulted in military conflict with the Native American Indian tribes living between the Atlantic and the Pacific oceans. Students focus on the military strategy and tactics, leaders and groups, economic conditions, diplomatic efforts, and cultural conflicts.

This course is a study in the history of African-Americans in the United States, with emphasis on the social forces underlying transitions from West Africa to the New World, from slavery to freedom, and from rural to urban life. Topics include the Atlantic slave trade, American slave societies, maroon communities, free blacks in the antebellum United States, Reconstruction and free labor, colonization, emigration, and urban migrations.

This course is a study of the historical experience of women in America from the colonial period through modern times. Topics include the evolution of women's work, education, legal and political status, religious experience and sex roles as well as age, class, race, sexual preference and region as significant variables in women's experience.

This course, when offered, is a one-time offering on an area of special interest that will vary each term. NOTE: Open to graduate students as an elective. Any substitution as a Concentration or Major course must have Dean Approval through your academic advisor. SUMMER 2012 TOPIC: Freedom Rising, the Second Year of Civil War: 1862 TOPIC DESCRIPTION: This course will examine the critical Maryland Campaign of September 1862, which marked the first time Confederate General Robert E. Lee invaded Union territory and which culminated in the bloodiest single-day of battle in all of American history along the banks of Antietam Creek, near Sharpsburg, Maryland. While examining in detail the campaign and its four battles--South Mountain, Harpers Ferry, Antietam, and Shepherdstown--this course will also take a critical look at the larger implications and consequences of the campaign, including the impact on the people and the issuance of the Emancipation Proclamation. In this course we will examine how the Maryland Campaign of 1862 forever altered the course of American history. This course is specifically designed for middle school and high school educators and includes a mandatory four day workshop on site in historic Harper’s Ferry.

This course prepares teachers to offer a professional development workshop based on the principles of Powerful and Authentic Social Studies (PASS), a program developed by the National Council for the Social Studies. Teachers will learn the three criteria of PASS and how these are applied to standards for developing curriculum, creating assessments, and providing effective instruction. Using content from “new” American history that reflects a change in perspective or interpretation, teachers will learn how to critique and create their own curriculum units, assessment tasks, and instructional video-recordings. Teachers will consider a variety of factors in providing PASS workshops to others.

This course is an opportunity for History students to pursue an independent research project or examine a specific area of history under the mentorship of a single professor. Students must complete 24 credits of study before taking this course. The course will typically involve a major research paper; there will be no examination. Students will submit a proposal prior to the start of the project, and a rough draft of the paper, both of which will count toward the final grade. Prerequisite: University approval and Upper Level standing. Prior to registering, students should first contact the professor with whom they wish to mentor their independent study, coordinate an agreement on the grading requirements, and then NOTIFY their academic advisor with the name of their professor.

This course is an opportunity for students to write a research proposal in their field of interest under the mentorship of a single professor who is an expert in the field. Students must contact their Academic Adviser at least thirty (30) days prior to registering for this course and must have completed all degree requirements excluding HIST699 – Master of Arts - Thesis. The Program Director will approve the statement of the topic so that the concept can be implemented into a complete syllabus with readings and activities to warrant academic credit. The selection of the professor depends upon the choice of topic and content area.

Preparation for the Master of Arts in History Capstone (Thesis) seminar begins on day one of a student's graduate program of study. The theories, research methods and analytical skills, and substantive knowledge obtained through their master's curriculum provide the basis for the thesis project. Students are required to develop primary and secondary source materials on their research topic and address the writing requirements as described in the syllabus and classroom assignments. The thesis proposal must provide a clear description of a question or problem and a proposed method of answering the question or solving the problem. Guidance on the format of the research proposal and a sample proposal are contained in the APUS Thesis Manual. Students may not take the thesis seminar until all other courses are successfully completed.