History Programs

For a 30-credit major in history students complete the following:

• One introductory course (HIST 1100-1199 or CLST 1115 or CLST 1116)
• A minimum of nine upper-division history courses (intermediate: HIST 2200-2299 or advanced: HIST 3300-3399)
• At least four upper-division courses must be designated advanced (HIST 3300-3399)
• Two upper-division courses must be in European history; two must be in U.S. history; and two must be in non-Western history (Africa, Asia, Latin America, Middle East)
• At least one upper-division course must focus on a period prior to 1750
• At least one upper-division course must focus primarily on a period after 1750

For a 15-credit minor in history, students complete the following:

• One introductory course (HIST 1100-1199 or CLST 1115 or CLST 1116)
• Four other upper-division courses (intermediate: HIST 2200-2299 or advanced: HIST 3300-3399)
• At least one upper-division course must be designated advanced (HIST 3300-3399)
• At least one upper-division course must be in European history, one must be in U.S. history, and one must be in non-Western history (Africa, Asia, Latin America, Middle East)

To ensure a well-planned and coordinated program, students are required to work closely with their history faculty advisor.

History majors and minors who elect a minor in Educational Studies and who have been admitted to the 5-year Integrated Bachelors-Masters Degree and Teacher Certification Program will fulfill the State of Connecticut content requirements for certification in Social Studies through their coursework for the History major or minor, plus 18 credits in other social sciences. Please consult with Dr. Cecelia Bucki in the Department of History and Dr. Pierre Orelus in the Department of Educational Studies and Teacher Preparation, School of Education and Human Development, for additional information. See catalog entry for Program in Education.

The student majoring in History will be able to do the following:

1. The Idea of History
   • Analyze history as a complex process in which economic, geographical, political, social, cultural, intellectual, religious, and technological forces, among others, interact dynamically over time, often producing change.
   • Contribute to contemporary social dialogue by using this analysis.
2. Research Skills
   • Identify, select, read, and critically analyze primary and secondary sources as he/she  crafts historical arguments.
   • Demonstrate a complete range of research skills, including the use of library reference tools and databases, periodical literature, specialized and general archival materials.
   • Use proper historical citation and reference methods.
   • Compose productive research questions.
   • Synthesize and interpret rather than merely summarize the literature under consideration.
3. Writing Skills
   • Write effective narrative that critically explores the past and the dynamics of change over time.
   • Express, in clear and grammatically-correct prose, comprehensive analysis, synthesis, and evaluation of primary and secondary materials.
4. Depth of Knowledge and Critical Thinking
   • Demonstrate a deep and extensive understanding of the history of several specific nations, regions, or peoples: an understanding that encompasses all of the forces and patterns that created them.
   • Demonstrate an understanding of the basic historiography (including theory and methodology) of those specific nations, regions, and peoples.
   • Evaluate conflicting interpretations in primary and secondary  sources, taking into consideration authors’ perspectives (nationality, gender, social class, culture, religious orientation, etc.), the period in which the work was written, the intended audience, and the purpose and circumstances of its production.

^* Fulfills the core requirement in history.