92-93 LS&A Bulletin

History

3609 Haven Hall

764-6305

Professor William G. Rosenberg, Chair

May be elected as a departmental concentration program

Professors

W. Andrew Achenbaum, Aging, U.S. social

Marvin B. Becker, Medieval, Italian Renaissance, social and economic

David D. Bien, Early modern France, social

Francis X. Blouin, Archives administration

Chun-shu Chang, Ancient and early imperial China, early modern, Chinese historical literature

Jerome Clubb, Recent American political, American political development, behavior methods for historical research

Frederick Cooper, East Africa

John H. D'Arms, Roman historiography, archaeology, and social history

Nicholas B. Dirks, Modern India, historical anthropology

Geoffrey Eley, Modern Europe, Germany, nationalism and socialism

Todd M. Endelman, Modern Jewish

Albert Feuerwerker, Modern China, Chinese economic

John V. A. Fine, Medieval and modern Balkans, Byzantium

Sidney Fine, Recent U.S., American labor

Thomas A. Green, England, U.S. constitutional and legal

Raymond Grew, Modern Europe, social and comparative, Italy and France

Roger F. Hackett, Modern Japan, East Asia

Sarah C. Humphreys, Ancient, Greek

David L. Lewis, United States business

Victor B. Lieberman, Southeast Asia, pre-modern Burma

Gerald F. Linderman, Modern U.S., war and social structure

K. Allin Luther, Near East, Iran

Sabine MacCormack, Late antiquity, Spanish Empire

Michael MacDonald, Early modern England, social and cultural, history of medicine

Frank H. Mackaman, U.S. recent history

Leo McNamara, Ireland

Bradford Perkins, U.S., American diplomacy

William G. Rosenberg, Russia, comparative revolutionary movements

John W. Shy, Early America, American and European military

Nicholas H. Steneck, History of science and values, science policy

Ronald G. Suny, Armenia, Russia, Soviet Union

Thomas N. Tentler, Early modern, Reformation, late medieval

J. Mills Thornton, U.S. South, U.S. 1815-1877

Stephen J. Tonsor, 19th and 20th century European intellectual historiography, modern Germany

Thomas R. Trautmann, Ancient India, kinship, history of anthropology

James Turner, American intellectual, religious

Martha J. Vicinus, British women's history

Maris A. Vinovskis, U.S. social, family, demographic

Ernest P. Young, East Asia, modern China

Associate Professors

Jane Burbank, Russian intellectual

Juan R. Cole, Modern Middle East, Muslim South Asia, social, cultural

Diane O. Hughes, Medieval

Carol Karlsen, U.S. women's history

Robin D.G. Kelley, Modern U.S., Afroamerican

Earl Lewis, Afroamerican history

Rudi P. Lindner, Ottoman, inner Asia, Byzantium

Terrence McDonald, U.S. urban

Martin Pernick, History of medicine

Rebecca Scott, Latin America, slavery and emancipation, labor systems

Ann Stoler, Race and colonial history, gender/women's history, Southeast Asia

Raymond Van Dam, Ancient, Roman Empire

Assistant Professors

Keletso E. Atkins, Southern Africa

Miriam Bodian, Medieval and early modern Jewish

Elsa Barkley Brown, Afroamerican history

Kathleen M. Canning, Modern German and European social history, gender/women's history

Ferdnando Coronil, Latin America, cultural, political history, state formation, post coloniality.

Laura Lee Downs, Modern Europe, labor, women

Paul Forage, Imperial China, Chinese Society and Technology

Joel D. Howell, History of medicine

Susan Johnson, U.S. Women’s history, social history

Valerie A. Kivelson, Early modern Russia

Rudolf Mrazek, Southeast Asia

David Scobey, U.S. cultural, social, working class history

Hitomi Tonomura, Premodern Japan, East Asia, social, women's history

Lecturer

John C. Dann, Early U.S., Clements Library

The field of historical study embraces all recorded expressions of human activity. History includes the record of the political experiences of a people in its internal and external phases, and it also surveys the social and economic aspects of life, forms of artistic expression, intellectual achievements, scientific progress, and religious beliefs. Because of its broad scope, history provides an excellent approach to all studies that emphasize human activities.

Prerequisites to Concentration. One of the five introductory survey sequences: History 110-111, 121-122, 151-152, 160-161, or 200-201.

Concentration Program. Concentration in history requires eight 3- or 4-credit courses, at least four of which must be taken in residence at the U of M (Ann Arbor). At least five of the eight courses in history must be elected at the 300-level or above. Credits earned from survey sequence courses taken as a prerequisite to concentration may not be included in a concentration program, but credits earned from survey sequence courses not used to satisfy the prerequisite requirement may be counted for concentration. The concentration program must include at least one junior-senior colloquium (History 396 or 397). In addition, concentrators must elect at least one course in American history, at least one course in European or ancient history, and at least one course in non-Western or Latin American history. Students should consult a concentration advisor on whether a course satisfies this area distribution requirement. Courses taken to satisfy the prerequisite requirement or the colloquium requirement may also be used to satisfy this area distribution requirement. Finally, concentrators must elect six credits of cognate courses. Cognate courses are usually elected in the social sciences or the humanities; the cognate credits must be earned in a single department and must be from upper-level courses. In most cognate departments there are some courses which do not satisfy the history cognate requirement; a course is cognate to history only if it deepens the student's understanding of history. Thus, for instance, in the English department, literature courses are cognate but creative or expository writing courses are not, and in the language departments, courses in the literature or culture of a people are cognate but courses which offer training in how to speak the language are not. Similarly in the social sciences, courses which teach only statistical skills are not cognate. Students should consult with a concentration advisor to be certain whether or not a given course is acceptable to the History Department.

Aside from the necessity to satisfy the requirements listed above, the department specifies no single pattern of courses for concentration. Students develop a concentration plan in consultation with their advisor. Generally, such plans focus upon geographic areas (e.g., American or French history), methodological themes (e.g., demography), or topical developments (e.g., industrialization).

For purposes of history concentration credit, no more than 12 credits may be elected from History 394, 395, 396, 397, 398, and 399.

Honors Concentration. The Junior-Senior Honors Program in the Department of History is open to juniors interested in concentrating in history who have maintained at least a 3.25 grade point average overall and a 3.5 average in history courses. Applications for the program, which are available in the History Department office in 3609 Haven Hall, are accepted annually by a set date at the beginning of November, and the usual applicant is a first term junior. The History Department's Honors Committee will accept a maximum of 25 students into the program and admission decisions will be based on a student's academic performance, background in history, demonstrated ability to write, and, in some cases, recommendations by history faculty. High grade point average alone does not guarantee admission. Accepted students will be notified in November and will begin their participation in the program the following January in History 398, the Junior Honors Colloquium.

Members of the Honors Program must fulfill all the usual requirements for concentration in history and the two Honors courses they are required to take, History 398 (4 credits) and History 399 (6 credits), count toward the fulfillment of these requirements. History 398, the Junior Honors Colloquium, provides a rigorous introduction to historical research in general and Honors thesis topics and research in particular. During this course students must arrive at a topic and obtain an advisor for their senior Honors thesis. This course also provides intensive training in writing and, therefore, satisfies the junior-senior ECB writing requirement. Completion of the History 398-399 Honors Sequence also satisfies the "colloquium" requirement for history concentration, described above.

History 398 is offered only in the winter term and because it is the foundation for work on the senior thesis, it is normally an inflexible prerequisite for all Honors students. Students who cannot fit this course into their schedules will not be admitted to the program. In the case of a truly exceptional student, however, the Honors Committee is willing to waive this requirement when the student is abroad during the second term of junior year but wishes to write a thesis nonetheless. Such an exception will be made only under the following conditions: Before leaving for the term/year abroad, the student must find an advisor and work out a thesis topic in conjunction with the advisor. Next, the student must then submit an application for admission to the Honors Program, understanding that chances for admission to the Program are no better, or worse, than those of other applicants. The application must include a detailed project proposal, endorsed by the student's advisor. Finally during the study time abroad, the student remains provisionally accepted until a full prospectus has been submitted for the thesis project, approved by the advisor and by two instructors in History 398. The prospectus is due by April 10 of the junior year and admission to History 399, like that of those students enrolled in History 398, is contingent on having an acceptable prospectus approved by the end of winter term in the junior year. Those who wish to write an Honors thesis in history but do not plan to be in residence during the winter term of junior year, are strongly encouraged to seek out an Honors History advisor during the sophomore year, so that those requirements can be met in a timely fashion. Students failing to achieve a B+ or better in History 398 will not be encouraged to continue in the program. History 399, the Senior Honors Colloquium, is a year-long writing workshop led by a faculty member which includes all seniors writing Honors theses. Although the thesis is written primarily under the guidance of the faculty advisor, students help one another with projects in the workshop by sharing experiences, advice, interests, and, ultimately, portions of their theses. Completed theses, which must be submitted by a due-date in late March, usually range anywhere from 60 to 100 pages. They are evaluated by a committee of three faculty members including the student's advisor, on the basis of the quality of the research, analysis, and writing. The letter grade for History 399 and the level of Honors with which the student will be graduated (i.e., "Honors, " "high Honors, " "highest Honors") are based on the evaluations of the thesis. Theses handed in more than two weeks past the due date are not eligible for an Honors rank.

Students with questions about the program are welcome to pursue them by meeting with the History Department's Honors concentration advisors, who schedule their appointments through the College Honors Office, 1210 Angell Hall.

Advising and Counseling. Appointments with concentration advisors are scheduled at 1213 Angell. Appointments with Honors concentration advisors are scheduled at 1210 Angell. Students should see a concentration advisor as soon as possible. Advisers are available during regularly scheduled office hours.

Teaching Certificate. A teaching certificate with a major in History requires at least 30 credits of history and must include 8 credits of U.S. history (colonial or national period) and two courses in non-United States history. The remaining courses for the teaching major must be distributed in such a way that students acquire a broad understanding of as many subfields as possible. Courses are selected with the approval of the concentration advisor. A teaching minor requires a minimum 20 credits of history including 8 of U.S. history (colonial or national period) and two courses in non-United States history.

The general requirements for a teaching certificate are described elsewhere in this Bulletin. Students should also consult the School of Education Office of Academic Services.

Student Associations. History concentrators with an average of 3.25 or better in their history courses are encouraged to join the history Honors society, Phi Alpha Theta, a group which fosters an exchange of ideas between students and faculty, and among students, about common historical interests. Two members of the society are elected to sit on the department's curriculum committee.

Half Term Information. Some courses are offered in half terms for reduced credit. Refer to the Time Schedule for specific credit hour information.

Course Offerings. Information about courses offered in a given term may be found in the Time Schedule.


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