This course focuses on three topics: political developments in North America and the British empire and the arguments for and against independence, culminating in the Declaration of Independence; the Revolutionary War as a military, social and cultural event in the development of the American nation and state; and the United States under the Articles of Confederation.
This course is an intensive study of the constitutional convention, the struggle over ratification of the Constitution, and the creation of the Bill of Rights. It will include a close examination of the Federalist Papers and the antifederalist papers.
A study of the sectional conflict beginning with the nullification crisis. The course will not only examine the political, social and economic developments in the period leading to the civil war, but will emphasize the political thought of Abraham Lincoln, Stephen Douglas, and John C. Calhoun.
The transition to an industrial economy posed many problems for the United States. This course examines those problems and the responses to them that came to be known as progressivism. The course includes the study of World War I as a manifestation of progressive principles. The course emphasizes the political thought of Theodore Roosevelt, Woodrow Wilson, and their political expression of progressive principles.
With the exception of the Civil War era, it is difficult to find another thirty-year period in U.S. history during which the nation underwent such dramatic change. In 1914 the United States was no more than a regional power, with a primarily rural demography and a relatively unobtrusive federal government. Thanks to the experience of two world wars, a major cultural conflict (the 1920s), and a disastrous economic crisis the country was transformed into the global economic and military power that it remains to this day. This course will examine the cultural, economic, military, and diplomatic events and trends of the period 1914-1945.
This course is an intensive study of one important text in American history, politics or literature. Examples might include The Federalist Papers, Franklin's Autobiography, Tocqueville's Democracy in America or Twain's Huckleberry Finn. The text may change from course to course, and the course may be repeated up to two times with the permission of the Chair.
This course examines the European heritage of ideas and arguments upon which the American Founders drew as they devised a new government for the United States.
An examination of the motives behind and the consequences of the expansion of European power beginning in the 16th Century. The course focuses on the European settlement of North America and the interactions between Europeans and indigenous peoples.
This course focuses on the development of an indigenous political culture in the British colonies. It pays special attention to the development of representative political institutions and how these emerged through the confrontation between colonists and King and proprietors. The course also considers imperial politics through a study of the Albany Plan of Union.
Having adopted a form of government, the Americans had to make it work. This course examines their efforts to do so, as the Republic took shape amidst foreign dangers, political conflict, westward expansion and religious revivals.
In the last decades of the 19th Century, the United States took decisive steps away from its rural, agrarian past toward its industrial future, assuming its place among world powers. This course examines that movement, covering such topics as business-labor relations, political corruption, immigration, imperialism, the New South, and segregation and racism.
In the 1920s, changes in America that had been underway for several decades came fully into view. This is the period when cultural wars first appeared (e.g., The Scopes Trial) and the transformative effects of industrial capitalism touched every part of American life. In the 1930s, an economic crisis challenged received views of the proper relationship of the government to the economy. The course examines various political and economic changes that occurred in this period, with a special emphasis on the New Deal.
The simmering conflict between the United States and the Soviet Union from 1945 to 1989 was the defining phenomenon of the age, affecting not only the country's foreign policy but its politics, society, economy, and culture as well. In this course students will examine the most important events, ideas, and personalities of the 44 years from the end of World War II to the end of the Reagan administration.
This course will examine military aspects of the war, as well as political developments during it, including the political history of the Emancipation Proclamation, the Gettysburg Address and the Second Inaugural. The course also examines the post-war Amendments and the Reconstruction era. Note: This course was previously listed as AHG 504.
An examination of World War II, the most widespread, costly, and destructive war in the history of the planet. This course will cover the origins of the war, the strategies pursued by the participants, and the major events in both the Pacific and European theaters from the 1930s until 1945. Further, it will consider the significance of the war for the history of Europe, Asia, and the United States.
Students examine events and issues in the foreign policy of the American republic. Topics include the major schools of thought and approaches, the connection between domestic and foreign politics, and the connection between the principles of the American regime and its foreign policy. With the permission of the Chair, a student may take this course twice.
The course examines how Americans have used military force, focusing on the relationship between civilian and military leaders, characteristic strategic approaches, and the connection between our political principles and our military practices.
An examination of the United States during the three decades following the Second World War. The social, economic, political, and diplomatic development of the country is stressed with a thematic emphasis.
Examines the United States from the end of Watergate to the present, with emphasis on the rise of the new conservatism, the collapse of the Soviet Union, and the search for a new foreign policy. The social, economic, political, and diplomatic development of the country is stressed with a thematic emphasis.
America has lived through three periods of sustained interest in reforming its political and social life, the first in the decades preceding the Civil War, the second in the decades preceding the First World War and the third in the decade or two following World War II. The course examines aspects of these reform movements, particularly their connection to religion and Protestant theology.
This course explores the history of black Americans as they strove to secure their dignity as human beings, and rights as American citizens, in the face of racial prejudice. Students will examine the writings of leading black intellectuals and activists about human equality, slavery, self-government, the rule of law, emancipation, colonization, and citizenship. The course will also review laws, constitutional amendments, court cases, and social criticism addressing civil and political rights in America.
From the time that the first Europeans arrived in America, religion has been an important part of American life. This course examines the various ways in which religion has played a role in American history, with particular emphasis on the role of religion in American politics.
This course explores the history of women in America from the early 19th century to the present, especially the political struggle to gain increased civil and political rights. Using primary source material from leading female intellectuals and activists, this course will consider the myriad ways that women have helped to shape the course of United States history.
An examination of the nature and development of the United States by way of its culture. What does American music, art, literature, and film reveal about America? How has America shaped the culture of its people? The course addresses these questions through a selective examination of some American culture during some distinctive episodes in American History. Because of the breadth of possible topics covered in this course, it may be taken more than once with the permission of the chair.
Even though the powers of the American Executive are controlled and limited, extraordinary acts of statesmanship are possible. This seminar examines those presidents who have demonstrated extraordinary political leadership. We will examine such statesmen and the political circumstances in which their prudence revealed itself. Among those examined will be Washington, Jefferson, Jackson, Lincoln, and Franklin Roosevelt. With the permission of the Chair, this course may be taken more than once.
This course examines the principles and practice of American political rhetoric through the careful reading of the speeches of its leading statesmen.
This course is an examination of the political and constitutional development of the office of president from the Founding era through the Civil War. It focuses on how the presidency shaped American political life as the country grew and struggled with rising sectional tensions.
This course is an examination of the political and constitutional development of the office of president from Reconstruction to the present. It focuses on how changing conceptions of the presidency have shaped American political life in the 19th and 20th centuries, especially as America has become a global power.
This course focuses on the legislative branch of the U.S. government. It examines topics such as the constitutional powers of Congress, the relations between Congress and the other branches of the federal government and the states, and the changing structure and internal politics of Congress.
This course is an intensive study of the highest court in the federal judiciary, focusing on the place of the Supreme Court in the American constitutional order. Areas of study may include the relationship between the Court and the other branches of the federal government as well as the states; the Court's power of judicial review; and judicial politics and statesmanship. We will examine these kinds of issues by investigating how the Court has interpreted the Constitution in some of its most historic decisions.
This course examines the development of American political parties, focusing on the meaning of parties and historic moments in the rise and fall of political parties from the Founding era to the present. Topics may include re-aligning elections, changing coalitions within American parties, and the contemporary Democratic and Republican parties.
A study of the American constitutional framework for the exercise of governmental power, as well as the individual rights it was meant to protect. Through reading Court cases and other materials, students address such questions as: how should the Constitution be interpreted? What are the respective powers of the Courts, the Congress and the President? What do "liberty" and "equality" mean in the context of the Constitution? What limits on those powers does the Constitution impose? What is the proper constitutional relationship between the state and the federal government? Because of the breadth of possible topics covered in this course, it may be taken more than once with the permission of the chair.
Topics courses allow faculty to meet the needs of small groups of students by offering a course specifically designed to meet their needs. Faculty may also use topics courses to develop and test a course for possible inclusion in the standard curriculum.
Students wishing to develop expertise requiring study beyond what is offered in other courses may arrange with a professor to work individually on a topic. The program Associate Director must approve all directed studies. Prerequisites: Permission of the Chair and instructor.
Note: No more than four hours of AHG 680 credit may be applied to MAHG or MASTAHG degree requirements.
An intensive study of topics related to American political, diplomatic, social, and economic history (including state and local history); the origins, philosophies, structures, and practices of national, state, and local government in the United States; and/or the rights and responsibilities of citizens in a self-governing society.
Prerequisites: AHG 690: Research Methods and approval of thesis proposal by student's faculty committee.
In order to complete requirements for the degree, each student must complete a thesis or a capstone project. The purpose of either is to show mastery of both subject matter and analytical and interpretive skills.
Prerequisites: AHG 690: Research Methods and approval of capstone project proposal by student's faculty committee.
In order to complete requirements for the degree, each student must complete a thesis or a capstone project. The purpose of either is to show mastery of both subject matter and analytical and interpretive skills.
Prerequisites: Completion of all required coursework (32 hours for MAHG; 24 hours of AHG coursework for MASTAHG) and permission
The qualifying examination evaluates the candidate's understanding of significant ideas, events, persons, and texts in American history and government. Additionally, the exam will evaluate the candidate's ability to analyze and use documentary evidence in academic writing. Exams are offered as arranged by the student and the student's examination advisor.
Students in this course will work to improve basic writing skills, with the specific intent of becoming more effective writers in general, and during their time in the MAHG or MASTAHG programs. The purpose of the course is for the student to develop an extended essay meeting at least the minimal requirements specified in the MAHG and MASTAHG grading rubric for content knowledge, analysis, and interpretation. The focus will be on improving the organization, structure, and logic of written work; improving clarity and readability; and identifying and correcting errors in grammar and usage. The course is offered concurrently with other courses and may be taken more than once upon the recommendation of the chair.
Organizations and leadership and their interrelationship are examined in this course. Various facets of educational leadership are emphasized, specifically human behavior within the context of the school organization. Leadership theories and findings are applied by considering both the skills and the underlying meaning of one's leadership agenda. Attention is given to the integration of human resources leadership in educational bureaucracies. The integration of theory and research with actual practice is at the heart of both the curriculum for this course as well as the means of evaluating student performance. This course meets the requirements for the Social and Historical Foundations standard in the MASTAHG Core.
This course provides teachers with an overview of how theoretical and curricular foundations have evolved to form the current 21st century model of classroom instruction. It provides practical instruction on how key technologies are being utilized to meet the needs of the 21st century student. Instructors provide a theoretical framework for technology integration that find praxis with critical thinking and problem solving, communication, collaboration, and creativity and innovation. The meshing of instructional methods, curriculum, and technology are the thematic focal points of content with a practical emphasis on learning how these technologies work. This course meets the requirements for the Curriculum Foundations standard in the MASTAHG Core.
A course designed to provide advanced study of the forces that have shaped literacy curriculum and instructional practices. Theoretical understandings about reading and writing as well as philosophical, political, and economic influences on will be explored in order to identify their influence on the purpose, content, organization, and implementation of literacy instruction. This course meets the requirements for the Curriculum Foundations standard in the MASTAHG Core.
Field/Clinical Hours: 20. There are no prerequisites for this course which is open to all graduate education students. While it is aptly suited for every teacher in our diverse classrooms, this course is required for candidates seeking Teaching English to Speakers of Other Languages (TESOL) Endorsement. This course explores historical, social, and policy issues surrounding the education of diverse learners particularly English Language and limited English proficient learners in K-12 settings in the U.S. With the population changes and demographics realities of the 21st Century, educational professionals will be better prepared by investigating theories and themes of cultural identity, intragroup differences, migration, language use, and how these factors intersect with school performance. This course will emphasize the roles of school in collaboration with family and community structures to elicit strengths and enhance positive outcomes for students. This course meets the requirements for the Diversity standard in the MASTAHG Core.
School and Society is a course designed for students to reflect on antecedents of the current educational system (philosophical, political, economic, and social influences which have shaped it) and societal interactions which continue to affect it. Using this understanding, students will focus on the role of the educator in developing schools as educational communities. This course meets the requirements for the Social and Historical Foundations standard in the MASTAHG Core.
This course provides graduate students interested in improving instruction with an introductory experience in designing, conducting, and analyzing action research in their classrooms, schools, and/or community-based learning sites. Action research is a systematic, reflective process driven by real-life questions, needs, and problems of a particular context. Students will learn fundamental principles of research design, refine their skills to evaluate and critique research, and consider the role of systematic, reflective practitioner-inquiry in guiding one's own professional practice and profession collaboration activities. This course meets the requirements for the Inquiry standard of the MASTAHG Core.
This course is designed to introduce education professionals to both qualitative and quantitative sources of information across research in a way that is directly relevant to their professional practices. Students will review and critique recent qualitative, quantitative, and mixed methods studies to synthesize an understanding of both research methods and the mechanisms for linking research to practice. Students will locate and collect three types of data: qualitative, quantitative, and literary, and will use these data to structure a creative product that demonstrates knowledge of both research and practice. This course meets the requirements for the Inquiry standard of the MASTAHG Core.
This course acquaints students with a qualitative inquiry. In addition to providing an introduction to the theoretical perspectives informing qualitative research, the course focuses on techniques for and issues of gathering, analyzing, and reporting qualitative data. The social and ethical issues of research are emphasized. This course meets the requirements for the Inquiry standard of the MASTAHG Core.
This course is designed to prepare non-mathematicians to critique and understand statistical research and research designs as they apply to classroom and school practices. Students will analyze a variety of research questions in education and learn to follow these questions through relevant research studies, to learn how to structure links between research and practice that are reasonable, and that protect and justify the experiential knowledge of eduation professionals. This course meets the requirements for the Inquiry standard of the MASTAHG Core.
The goal of this course is to equip educators with the knowledge and practical skills necessary to implement multicultural curricular and pedagogical strategies, thereby enabling them to meet the diverse learning needs of all students. By developing multicultural competence, using culturally relevant instruction and pedagogy, and practicing culturally responsive teaching, educators will improve their ability to positively impact student achievement both individually, and holistically. Also, by developing an understanding of the prevailing conditions, developments, and trends associated with world educational issues, educators will be equipped to prepare their students for the increasingly globalized world. This course meets the requirements for the Diversity standard in the MASTAHG Core.
This course deals with the major theories of human development, motivation and learning. Planning of instruction, teaching strategies, assessment and classroom management are examined. Authentic pedagogical practices are used to gain an understanding of the teaching and learning process. This course meets the requirements for the Diversity standard in the MASTAHG Core.
Students examine the impact of curriculum theories and practices, including contemporary curriculum discourses; technology utilization and management; major groups and individuals in society who influence curriculum; trends and innovations in curriculum, approaches to evaluation of curriculum experiences; professional techniques of curriculum development; and the role of students, teachers, administrators, scholars, parents, and other groups in shaping curriculum. Current literature and research are emphasized. This course meets the requirements for the Curriculum Foundations standard in the MASTAHG Core.
Democracy in Education explores curriculum theory related to democracy in education, along with historical examples of democratic schools. Current practices that shape democratic and peaceable schools will be studied with a view to application in schools and classrooms. This course will add depth to understand of curriculum in education and democratic schools. This course meets the requirements for the Curriculum Foundations standard in the MASTAHG Core.
The course addresses theories of human development, the scientific worthiness of the theories, and assists in developing an understanding of how the theories may be applied to schooling. Students will apply research related to human development and educational psychology for the improvement of instruction, curriculum and administration. This course meets the requirements for the Social and Historical Foundations standard in the MASTAHG Core.
The application of a deficit model to define and respond to individuals with disabilities in schools contributes to community marginalization and social stigmatization. This class focuses upon the interpretative framework of the perceptions and implications of disability within society and the educational community. It will utilize diverse perspectives to explore how the construct of disability impacts the community identity and participation rights of individuals with disabilities. The promotion of socially just practices will be explored. This course meets the requirements for the Diversity standard in the MASTAHG Core.
The class covers the interpretive framework encompassing recent judicial decisions that emphasize inclusion for students with disabilities. Students review the American legal system and laws governing special education at federal and state levels and address issues from a teaching perspective. The course includes procedures specific to programs for learners with need for educational intervention. It also addresses topics such as relationships between school personnel and parents, funding sources, consultative procedures, interpersonal communication skills, enhancing team performance, and cultural and linguistic diversity. This course meets the requirements for the Social and Historical Foundations standard in the MASTAHG Core.