Supports the teaching of HIST 3401, 'American Pluralism to 1877,' by offering materials for customizable syllabi. These include open source textbooks, databases, primary source documents, videos and more.

Through the textbook readings, academic articles, examination of primary sources, music and literature, this class will survey the Arab East (Syria, Lebanon, Iraq, Palestine, and Jordan), Egypt, Saudi Arabia, Turkey, Israel, and Iran. Following World War One, the region met new realities as the Ottoman Empire saw its last days and the British and French divided up the Arab East into independent countries under their occupation, with Turkey emerging as a nation-state. Egypt, from the late 19th century—already under British occupation—would begin a decades long struggle for independence. Meanwhile, the end of the Qajar Empire would also lead to the establishment of Iran. Following World War II, the Arab states received independence, Israel was established, and the Palestinian-Jewish conflict in British mandate Palestine would turn into a regional one, marking the birth of the Palestinian refugee crisis. The region also saw the rise (and decline) of revolutionary parties as it faced Cold War divisions. Both Turkey and Iran remained independent, however, internal strife would lead to coup d’états in Turkey and revolution in Iran. The region would also be witness to a civil war in Lebanon, an American occupation of Iraq, and years later, the civil war in Syria. Despite Israel achieving peace with Egypt and Jordan, now maintaining good relations with Saudi Arabia and some of the Gulf States, there is no end in sight to the Palestinian-Israeli conflict with Israel continuing to occupy Palestinian territory. No less important, we will track the role of the Islamist movements in these states. In addition, we will explore questions related to the different societies, such as gender, identity, and alternative voices.

This class will focus on three main historical periods: the late Ottoman Empire, the transformation from Empire to Nation State, and the history of Turkey until the present. The first section will concentrate on the reforms of the 19th century, the rise of nationalism and modern Islamism in the Ottoman Empire, and on how this relates to the rise of Turkish nationalism. From there, we will focus on the Second Constitutional period, the Armenian Genocide, and consolidation of the Ottoman territories which would incorporate Anatolia as the Turkish heartland. From there we will move on to the Turkey's war of independence, the Turkish-Greek population exchange, and the status of the religious minorities. The last section will concentrate on the Republican years, the role of the military (and the coup d’états), secularism, the rise of Political Islam, and the Kurdish question. It will then address the almost twenty years of AKP rule: the brief turn to a multi-cultural/ethnic state and the European Union, the Gezi Park protests, and the 2016 failed Coup.

COURSE DESCRIPTION: A study of the political, economic, social, and demographic challenges confronting Africa during the era of the Atlantic Slave Trade (15th-19th centuries). The course will conclude with a CTLET approved OER / ZTC Active Learning Assignment. The course includes an opportunity to receive a certificate of recognition from the International Human Rights Commission (IHRC).

Overview and examination of problems in health care delivery in the United States. Introduction to the fundamental characteristics and organizational structures of the. health system. Study of the historical, political, ethical, and economic, and regulatory aspects of the public and private health systems. Critical evaluation of the quality, organization, and accessibility of health care services, and the role of different agencies and branches of government. Comparison of health care policy and systems in different countries.

Welcome to The Heritage of Imperialism. This course offers an examination of the thought, structure, operation and results of imperialism in human history generally, and in the 19th/21st centuries in particular.

We will use readings and films to examine European/American imperialism in the non-white areas of the world: the role of the Industrial Revolution; the imposition of Western European institutions on indigenous peoples of Africa, Asia, North/South America; colonialism; attempts by these people to reestablish autonomous sociological and cultural system

This course offers an examination of the thought, structure, operation and results of imperialism in human history generally, and in the 19th/21st centuries in particular. We will use readings and films to examine European/American imperialism in the non-white areas of the world: the role of the Industrial Revolution; the imposition of Western European institutions on indigenous peoples of Africa, Asia, North/South America; colonialism; attempts by these people to reestablish autonomous sociological and cultural systems.

This course seeks to explore the heritage of the Spanish Caribbean‰ÛÓprimarily Cuba, Dominican Republic/Hispaniola, and Puerto Rico. We will place particular emphasis on the historical, cultural and ethnic forces that have shaped the character of the people of these islands. As well we will explore the variety of societies and cultures of the Spanish Caribbean in their historical and contemporary setting up to and including the (im)migration experience of Spanish Caribbean people to urban North America.

The Heroic Slave is written by well-known author, publisher, and civil-rights activist, Frederick Douglass. The novella is Douglass' only published work of fiction, although the story borrows from the 1841 slave revolt aboard the brig Creole.
The work first appeared in 1852 as part of the anthology Autographs for Freedom, published by John P. Jewett and Co., in Boston, for the Rochester Ladies' Anti Slavery Society.This edition includes the full text of The Heroic Slave along with several documents to provide context for readers.

Each student will select a class session in which to present a brief (1-2 minute) "fun fact" based on their own research that relates to the time/place being studied. It should be something that is of interest to you, and (hopefully) to the whole class – cultural, political, sociological, scientific, medical…. For example, for the class on Roman Tragedy, the factoid might be about what a citizen in ancient Roman ate for supper! Originality counts.
Due on date of presentation: A one-paragraph description of the fun fact, in your own words, and cite at least one source--that is not Wikipedia. Sign-up for this will be in the first week of class. (5% of total grade)

An example of a zero-textbook cost syllabus for Historian's Craft, the history department's introductory course on historical research, writing, and practice.

This assignment was designed to be used in global history survey courses, which are primarily taken by students with little prior experience in college-level history, and who will not go on to major in History. It has not yet been used, but it is best suited for use in in SSH 106 (World History from 1500) and/or SSH 110 (East Asian Civilizations) courses currently not designated with any one of LaGuardia's core competencies and communication abilities. These are both writing intensive courses, wherein LaGuardia's Written Communication Ability can be reinforced. They employ a number of primary and secondary sources to help students engage critically with the discipline of history while also developing important skills in analytical thinking and communication. The assignment outlined below is a reflective, end-of-term writing assignment that is meant to both draw out and synthesize themes about refugees and war from Viet Thanh Nguyen's edited volume, The Displaced: Refugee Writers on Refugee Lives. It also aims to get students to both consider the transferrable skills they can take away from the course, and to better understand the meaning and importance of ‰ÛÏhistorical empathy. The assignment directly addresses the skills that the Global Learning Core Competency aims to hone, namely critical analyses and engagement with complex global systems and legacies. This assignment is the culmination and reflection upon of several weeks of reading assignments, but the assignment itself takes only one week to complete (the 1-2 page reflection paper). The assignment is worth 10%-15% of the overall grade, similar to a midterm or exam. The readings for this assignment came directly from the Spring 2019 NEH funded Meanings of War seminar syllabus. The assignment was developed for the seminar, and was workshopped and improved upon by my colleagues' feedback.
LaGuardia's Core Competencies and Communication Abilities

This course surveys the history of Europe from the French Revolution to the present. This covers the traditional periodization of the “modern” era and will focus on the key events, episodes, and transitions that mark this timeframe. Readings, lectures, and discussions will engage with all aspects of European politics and society during this period but will be guided by the central problem of the pursuit of power as the key theme. “Power” in this sense refers not only to the way individuals sought political power in the domestic sphere or territorial control in the international realm, but also, more diffuse notions of power as they appear in daily life, culture, gender relations, race, and social conflict. This focus on power is largely a result of a particular understanding of “modernity” as ultimately an idea that pushed Europeans to develop new ideas about how to best control and order society and the globe. To be modern, in short, meant harnessing the technologies, populations, and institutions of the nation-state to create a more ordered, productive society.

Beginning with the French Revolution, Europeans in the modern era have sought to combine the pursuit of power with the mobilization and participation of mass society, in varying forms. The unleashing of popular sovereignty and the response of the various “isms” of the 19th century (e.g. liberalism, socialism, nationalism) reveal to us the extent to which politics became a question of who should have the power, and how that power ought to be used for the benefit of European societies. Europeans did not only struggle for power in this domestic sense, but also sought to use power abroad and expand the grip of European empire. The modern period, particularly during the “Age of Catastrophe” of the early 20th century, was one marked by warfare that reshaped how violence was conceived. Ultimately, the quest for power led to totalitarian states, the most infamous being Nazi Germany, which sought to control their societies in ways previous unheard of and use extreme forms of violence in doing so. The great cataclysm that was the two world wars destroyed the belief that the use of brute force was the most preferred means of exerting power at home and abroad, and the changes this brought about are evident in the way Europeans conceive and utilize power in today’s world.

Harmonizing with current approaches, this course also seeks to provide a “multi-perspective” overview of Modern Europe, working at different levels of society and engaging with perspectives from larger and smaller European nations. Ultimately, it strives to develop students’ understanding of Europe at large and the changes experienced there over the course of roughly two centuries.

Hello and welcome to our course site for HIU348: The History of New York City and State.

In this online, writing-intensive course, we will explore several key moments in the political, cultural, and social development of New York City and State. We will focus particularly on New York City’s growth from a small colonial outpost to the metropolis of the United States and the challenges this growth presented.

This course is required for students with a major in History and a minor in Education. By the end of the class, students in this course should:

have a good understanding of events in the history of New York, especially New York City, and how historians have interpreted these events
explore the contemporary city and state and understand how current developments relate to the past
improve writing skills and engage with course material by completing a series of informal and formal writing assignments
sharpen analytical skills by engaging with primary and secondary sources

The following is a complete set of instructions and materials for a capstone project for a Spanish for Heritage Speakers class. The project consists of conducting a carefully planned interview in Spanish with a family or community member about their immigration story. Students prepare appropriate questions and find background information about the historical, political, economic and cultural conditions in the country of origin of the interviewee. They record the interview and upload it to the StoryCorps Archive platform that is housed by the Library of Congress. Then, they listen to their own interview, and write up a three-page immigration story about the interviewee, combining the background information researched and the stories and words of the interviewee.
This project builds on a series of readings about immigration and class discussions about immigrant experiences and identities explored throughout the semester. Students are asked to turn the focus inward, to their own families or community members, as an opportunity to learn more about themselves through thoughtful questions, relevant research, and careful listening. Students who completed the project in my classes reported that it was the most meaningful and impactful assignment of the semester. They were excited to have a tangible product to share with their family members and to treasure for a lifetime.
The capstone project involves all the skills developed in a language class: reading, writing, listening, speaking and culture. In what follows, a complete set of instructions and materials are provided in Spanish. This project should be implemented over the course of various weeks, with time for each step to be completed and thoughtful feedback given to the student. The platform that is used is the free StoryCorps mobile app, that students can easily access and use.

Incidents in the Life of a Slave Girl is the autobiography of Harriet A. Jacobs, published in 1861 under the pen name Linda Brent. Well-known abolitionist Lydia Maria Child was invited by the publisher to write an introduction. Jacobs describes her life as a slave and how she gained freedom for herself and for her children.

This course aims to familiarize students with Puerto Rican and Latino Studies by providing an interdisciplinary survey of the field’s theoretical foundations. The course overviews the important historical, political and economic context that has created and influenced the Puerto Rican and Latinx diaspora in the United States. It explores central themes within the discipline, including immigration, identity, gender and sexuality, education, activism, poetry, and literature. The course analyzes the influence of Puerto Rican and Latinx communities on urban centers, popular culture and politics.

Survey and theoretical foundations in Puerto Rican and Latin@ Studies. Case study on Puerto Rico. Pertinent themes in Puerto Rican and Latin@ history, culture, literature, contemporary society, and politics. Impact of the United States? economic policies on Puerto Rico and the causes of Puerto Rican and LatinX migration to New York City and urban centers. Satisfies Pathways Flexible Core US Experience in Its Diversity requirement.