400 Twentieth Century Approaches to History (Pincince)
410 Topics: Advanced Digital Methods: Loyola Library Project (Roberts)
450 Nineteenth Century US History (Karamanski)
460 Urban America (Gorn)
480 Public History: Method and Theory (Mooney-Melvin)
483 Oral History: Method and Practice (Manning)
491 Modern Europe 1789-1870 (Hajdarpasic)
523 Seminar in Medieval History: The History of Emotions through the 18th Century (Rosenwein)
561 Seminar: Women's and Gender History (Nickerson)
400 Twentieth Century Approaches to History (Kaufman)
410 Topics: Twentieth Century Jesuits: An Intellectual History (Schloesser)
410 Topics: American Settlement House Movement (Mooney-Melvin)
410 Topics: Transnational Urban History (Forth)
441 Women's and Gender History: Europe (Hemenway)
461 U.S. Twentieth Century America (Shermer)
481 Management of Historic Resources (Karamanski)
487 Management of History Museums (Fraterrigo)
523 Seminar: Religious Movements in History (Rosenwein)
558 Seminar in U.S. Social and Cultural History (Gilfoyle)
581 Public History Practicum: Oral History of Chicago Philanthropy (Fraterrigo)
HISTORY 400 Twentieth Century Approaches to History Dr. Pincince
M 4:15-6:45 p.m.
This course focuses on twentieth century historical writing, emphasizing changing interpretive paradigms and innovative methodologies. It examines the rise of social history and then cultural history as the dominant historical genres and the new focus on previously ignored subjects like gender and sexuality.
In so doing, it also explores the impact on historians of theories and methodologies from other fields, especially the social sciences and literary criticism. This course should be taken early in the student's program.
HISTORY 410 Topics: Advanced Digital Methods: Loyola Library Project Dr. Roberts
TU 6:00-8:30 p.m.
In the late 1870s, a librarian created a subject catalogue for the burgeoning library of St Ignatius College, the forerunner to Loyola University. College prospectuses from the period herald the dramatic growth of the library’s collection, but it is the surviving library catalogue that reveals the broad range of books that the Jesuit Fathers selected/felt necessary for their educational mission. The library catalogue provides a lens into some of the most important tensions within nineteenth-century urban Catholic identity: between the Jesuits’ centuries-old tradition of the Ratio Studiorum and the demands of a professionalizing urban economy; between European-born and educated Jesuits and their American-born students, many of them children of immigrants; and between the desire for idealism and the necessity of pragmatism in a rapidly growing city. Through the unusual lens of a library catalogue, this seminar provides the opportunity for an interdisciplinary exploration of nineteenth-century transnational book history, Catholic history, urban history, educational history, and digital history.
Over the course of the semester, students will:
- Participate in a collaborative digital humanities project that will result in the fall 2014 online publication of the Loyola Library Virtual Library System (VLS);
- Research a segment of the original library catalogue and track down original books still in the library’s collections;
- Populate the VLS with MARC records for the titles in their segment of the catalogue (This comes with a small stipend and a publishing credit);
- Select and write label text for one surviving book from their segment of the catalogue for inclusion in the summer 2014 exhibition at LUMA on the Jesuit Restoration;
- And write a final paper based on their segment of the catalogue that will be published on the Jesuit Libraries Project website.
No prior experience with digital applications is necessary. This course is part of the preparations for the 2014 Commemoration of the Bicentennial of the Restoration of the Jesuits. For a provisional syllabus and more about the Library reconstruction project, check out the Jesuit Libraries Project webpage: http://blogs.lib.luc.edu/archives/graduate-course-syllabus/.
HISTORY 450 Nineteenth-Century US History Dr. Karamanski
TH 6:00-8:30 p.m.
This class will review important recent historical literature relating to United States history in the Nineteenth Century. The course will include political, social, and cultural history. Among the principle topics discussed will be slavery, the market revolution, territorial expansion, sectionalism, the Civil War, Reconstruction, immigration, and industrialization. Students will be responsible for weekly reading and participation in class discussions as well as for a research or historiographic paper.
HISTORY 460 Urban America Dr. Gorn
W 4:15-6:45 p.m. (tentative)
This is a graduate readings seminar. We focus on U.S. social an cultural history with an emphasis on urban history, from the late nineteenth century through the end of the twentieth century. The course is reading intensive--students are expected to come to class prepared to discuss major issues raised by each text. Assignments will include book reviews and a long historiographical essay.
HISTORY 480 Public History: Method & Theory Dr. Mooney-Melvin
M 6:00-8:30 p.m.
This course explores the field of public history with special emphasis on the theoretical and methodological challenges faced when preserving or presenting history outside of a formal classroom setting. Also under consideration will be the professional and ethical responsibilities of the historian both inside and outside of the university setting. Students will be able to understand the theoretical and methodological issues of importance to the field of public history, to reflect upon ethical issues involved in the collection, curation, and presentation of history, and participate in applied projects drawing upon public history methodologies and presentation modes. Departmental permission is required for this course.
HISTORY 483 Oral History: Method and Practice Dr. Manning TH 4:15-6:45 p.m.
This course is designed to give students a basic understanding of oral history by asking several questions of the discipline, including: What, exactly, is oral history and what sets it apart from other historical research methodologies? What are the principle ethical issues involved in undertaking oral history? How does one conduct, record, and archive an interview? What steps are necessary in constructing an oral history project? What are the merits of the various products which can be derived from oral history in both texts and multimedia? In addition to reading oral historical texts and theory, students will conduct one to two interviews and participate in an ongoing oral history project with the Cook County Circuit Court. After completing this course students should understand the range of possibility regarding oral history and how to use oral history within their own careers as scholars. This course can be taken to complete the research tool requirement or for public history credit. It can not be taken for both. Departmental permission is required for this course.
HISTORY 491 Modern Europe 1789-1870 Dr. Hajdarpasic
W 6:00-8:30 p.m.
This course is an introduction to the major debates, canonical works and recent scholarship about European society, culture and politics from the late eighteenth century to the late nineteenth century. Possible topics include the French and Industrial Revolutions, the formation of class identities and cultures, modernity and modernization, nationalism and nation-building, and colonialism and empire-building. The course will prepare students to take major and minor exams in modern Europe.
HISTORY 498 Dissertation Research Dr. Dennis
Students can register for this course once they begin work on their dissertation and have not yet completed the sixty hours required for the Ph.D. degree. If necessary, this course can be taken up to three times.
HISTORY 499 Directed Study Dr. Karamanski
This course provides students with the opportunity to work under the direction of a faculty member on a particular area of interest. This course can be taken up to three times. Student must have a Directed Study form filled out and approved by faculty member agreeing to direct this course prior to registration and on file in the Graduate School Office. Student must also inform graduate program secretary of their intention to take this course and faculty who will serve as their director before they register. This section is for M.A. students only.
HISTORY 499 Directed Study Dr. Dennis
This course provides students with the opportunity to work under the direction of a faculty member on a particular area of interest. This course can be taken up to three times. Student must have a Directed Study form filled out and approved by faculty member agreeing to direct this course prior to registration and on file in the Graduate School Office. Student must also inform graduate program secretary of their intention to take this course and faculty who will serve as their director before they register. This section is for Ph.D. students only.
HISTORY 561 Seminar: Women’s and Gender History Dr. Nickerson TU 4:15-6:45 p.m.
This seminar focuses on the use of gender as a category of analysis in history, and is particularly appropriate for those who have taken courses in Women’s and Gender History or Women’s Studies. Students will produce a major research paper; they may choose any topic relevant to issues of gender or women for any time period or society, as long as adequate primary sources are available. The class will meet for several weeks to discuss major theoretical issues in the field and will then reconvene later during the semester as a writing workshop to assist in the development of the research papers. Departmental permission is required for this course.
HISTORY 581 Practicum in Public History Dr. Karamanski
Practicums provide students with specific exposure to an aspect of the practice of public history. Practicums are undertaken either under the direct supervision of Loyola faculty or the joint supervision of the public history program director and a cooperating off-campus supervisor. To be arranged in consultation with the Director of the Public History Program. IF YOU PLAN TO SIGN UP FOR THIS COURSE, YOU MUST SEE DR. KARAMANSKI PRIOR TO REGISTRATION.
HISTORY 582 Public History Internship Dr. Karamanski
The internship will provide an extended practical experience in the field of public history. Internships are tailored to fit the needs of the individual student and the needs of the off-campus agency involved. As part of their program, all public history students must undertake an internship either doing public history in the private sector or with a public agency. The internship is available during any semester and its timing is related to an individual student's progress in the program. The number of weeks it will last and hours per week entailed will vary from experience to experience, although it must run minimum of six weeks. Upon successful completion of their internship, students will earn three hours of credit. IF YOU PLAN TO SIGN UP FOR THIS COURSE, YOU MUST SEE DR. KARAMANSKI PRIOR TO REGISTRATION.
HISTORY 598 Dissertation Proposal Seminar Dr. Dennis
Students work closely with an advisor to prepare their dissertation proposal. Students will develop their dissertation proposal and defend it before their dissertation committee. The approved proposal will then be submitted to the Graduate School for approval.
HISTORY 599 Directed Primary Research Dr. Dennis
This course is required of all Master’s students. Students work under the direction of an advisor on a specific research project and will produce a Master’s Essay. Register for this course if you are planning to write your MASTER'S ESSAY during this semester. You will also have to fill out and have approved by your advisor a department Directed Primary Research (Master's Essay) form and a Directed Study form (for the Graduate School) prior to registration. There are three credit hours attached to this course.
HISTORY 600 Dissertation Supervision Dr. Dennis
Students take this course once they have completed all the coursework towards the Ph.D. except the dissertation. The purpose of this course is to maintain active enrollment in the Graduate School during the fall and spring semesters. There are no credit hours associated with this course and a grade of CR is assigned.
HISTORY 605 Master's Study Dr. Dennis
Students register for this course to maintain active enrollment in the Graduate School during the fall or spring semesters if they are not registered for any graduate class at the master’s level while finishing up any MA requirements, such as their field examinations and research project.
HISTORY 610 Doctoral Study Dr. Dennis
Doctoral students may register for this course to maintain active enrollment in the Graduate School while they are studying for their field examinations. This course can only be taken twice.
HISTORY 523 Seminar in Medieval History: The History of Emotions through the 18th Century
TH 2:00-5:00 PM Newberry Library Dr. Rosenwein
Like all things human, emotions have a history, but it has not often been traced. Since everyone has his or her own notion of “emotion,” students will early on be introduced to current psychological theories and definitions. They will then explore old and new narratives of emotions’ history. At the same time, they will gather their own dossiers of sources to do independent research in various areas of the history of emotions. These projects will be presented orally and written up as final seminar papers. Although the professor is a medievalist, the methodology that she proposes can be used for any historical period. This course is open to students doing major fields in medieval, early modern Europe or modern European history. With permission of the instructor, students in U.S. history may also take this course.
SCHOOL OF EDUCATION cross-listed with HISTORY
WATER TOWER CAMPUS
HISTORY 438 History of Modern European
T 7:00-9:30 p.m. N. Sobe
This course will examine the historical development of pedagogy and schooling in Europe, together with current trends and transformations in European education. We will cover the period from 1800 to the present, which means that we will move from examining the emergence of universal public education in the nineteenth century to, in the second half of the course focusing on education reforms of the last two decades, including post-socialist transition and EU/ Europeanization initiatives.