Program Requirements

REQUIREMENTS FOR THE MAJOR IN HISTORY

The major in history leads to the Bachelor of Arts degree. Completion of the major requirements entails 39 credits (33 credits in history plus 6 credits in a related field).

All courses taken to meet requirements I and II must be taken for a letter grade. No grade lower than “C”. At least 12 credits must be taken at Stony Brook. No transfer grade lower than C will be accepted towards the major.

REQUIREMENTS FOR THE MAJOR IN HISTORY

I. History Courses (Total 33 credits)

A. Two courses at the Introductory 100-level (6 credits)

B. Five courses in one of the following primary fields: United States, Europe, Latin America, Asian Ancient or Medieval or Global history. (Note: Other primary fields, based on topical or thematic lines may be selected with the approval of the department’s Undergraduate Director.

The 15 credits of courses shall be distributed as follows:
Two courses at the 200 level
Two courses at the 300 level
One course at the 400 level, excluding His 447, 487, 488,495 and 496

C. HIS 301 (Must be completed prior to the 400-level seminar in your primary field).

D. Three courses selected from outside the primary field and above the 100 level, with at least one of these courses at the 300 or 400 level.

II. Courses in a Related Discipline (Total 6 credits)

TWO upper-division courses in ONE discipline. Examples of suggested disciplines are Political Science, Sociology, Anthropology, Economics, Philosophy, Art History, Music History, Religious Studies, Africana Studies, Women’s Studies, English Literature, Humanities, etc.

III. Upper-Division Writing Requirement

Students will be required to complete an upper-division course in their primary field. They will inform the instructor of the course in advance of their plan to use the term paper (or papers) in fulfillment of the writing requirement for the major. In addition to the grade for the course, the instructor will make a second evaluation of writing competency in the field of history. If the second evaluation is favorable, the paper will be submitted to the Undergraduate Director for final approval.

Notes:
1. All courses taken to meet major requirements must be taken for a letter grade.
2. No grade lower than a C may be applied toward the major requirements.
3. At least 12 credits in Group A must be taken within the Department of History at Stony Brook including the 300-level writing seminar and the 400-level seminar.
4. No transferred course with a grade lower than C may be applied toward the Major requirements.

Forms:
History Major Declaration Form [***]

History Department Major Checklist Form[***]
History Major Writing Requirement [***]


REQUIREMENTS FOR THE MINOR IN HISTORY

The minor, which requires 21 credits, is organized around the student’s interest in a particular area of history, defined either by geography (e.g., United States, Latin America) or topic (e.g., imperialism, social change). Courses must be taken for a letter grade. No grades lower than C in upper division courses may be applied to the history minor. At least nine of the 18 credits must be taken at Stony Brook, with three of the courses at the upper division level. The specific distribution of the credits should be determined in consultation with the director of undergraduate studies. An example of an acceptable distribution would be the following:
1. One two-semester survey course in the period of the student’s interest (100 or 200 level)
2. Two (additional) courses at the 200 level
3. Three courses at the 300 or 400 level.

NOTE:
HIS 447, 487. 488 may not be used to satisfy minor requirements.

Undergraduate News

HIS 340.03-J: Cities & Global Connections (Fall 2014)

Cities have long served as connecting points between geographically dispersed places. Over the last couple of centuries, urban populations have grown more and more rapidly, and technologies of mobility and communication have made them focal points of increasingly global flows. They have also become centers of tighter political control. The rise of Western world empires and political and economic imperialism have been critical in shaping migration patterns and the circulation of technologies and commodities. This course examines cities – densely populated, extensively built up, intensively surveilled urban zones – and the mobile people, ideas and commodities that shape them. We consider urban expansion from the early modern period onwards, and focus on the era after the late nineteenth century, when cities displace other spaces as the paradigmatic arenas of modern life. Starting with an introduction to key concepts, questions and trajectories in urban history, we then turn to case studies of major cities from a variety of locations (in Asia, Africa, Europe, the Americas). While the course is global in scope, we focus on cities that were integral to relationships of modern colonialism and imperialism, such as London, Mumbai and New York. Reading and discussion topics may include: government planning and urban development, everyday life, built form and architecture, public health and sanitation, policing and surveillance, housing and poverty relief, global capitalist transformations, or the politics of cultural difference, and the formation and negotiation of public spheres.

 

Blog Entry on the Texas Fertilizer Plant Blast, in DISSENT

I’ve written an online blog entry for the journal Dissentthat may prove of interest.  The argument is based on those I and others made in our edited volume Dangerous Trade: Histories of Industrial Hazard across a Globalizing World (Temple UP, 2011).

“How Industrial Hazards Get Overlooked,” Dissent Blog (April 25, 2013)

Chris

 

Rethinking Energy Histories and Landscapes

The Departments of History and Technology and Society and the Humanities Institute

Stony Brook University

Present

Ann Green
Department of History and Sociology of Science

University of Pennsylvania

“Rethinking Energy Histories and Landscapes”

horses pulling plow

Current concerns over energy consumption and environmental consequence are creating growing scholarly interest in energy history, and especially in understanding the energy transitions of the past.   Changes in the kinds of energy consumed and in levels of energy consumption have long been central to an understanding of industrialization.   Yet the focus has been largely on wood, coal and oil, overlooking other forms of widely consumed energies.  This talk emphasizes the critical role of animal power in American industrialization, and reexamines how the question of transition away from animal power is understood in historical literature.
Monday, April 30, 2012
3:30 p.m. Humanities 1008

Ann Green is the author of, among many publications, “Horses at Work: Harnessing Power in Industrial America” (Harvard UP, 2008), winner of the 2009 Pioneer America Society Fred B. Kniffen Award for best book.

(URECA) Undergraduate Research & Creativity

History Department URECA Itinerary
April 25th at the SAC – Room 305 – Please stop by!

An annual event that showcases undergraduate research and is open to all SBU undergraduates conducting faculty-mentored research and creative projects.

HIS 396-K4: DIRTY & DANGEROUS WORK IN AMERICAN HISTORY (SUMMER 2012)

Summer Session I (May 29 – July 6)

TuTh 6:00-9:25

As featured in television shows like “Dirty Jobs” and “Deadliest Catch,” and in current news about clean-up workers exposed to toxic dust at Ground Zero, the interrelationships between work and environment are sometimes exciting, and sometimes downright dangerous and deadly. This is nothing new. Work environments have long been important sites of courage and risk, a stage for performing and proving one’s gender, racial, or national identity. Work environments have also been sites of cooperation and conflict between diverse peoples, and between people and non-human nature.

Child coal miners (1908)
Child Coal Miners (1908) (Source: Wikimedia Commons)

This course examines the relationships between work and environment in United States history from the colonial period to the present day, with emphasis on the nineteenth and twentieth centuries. We will use books, articles, films, and students’ own real-world experiences with, and explorations of, work, to arrive at a common understanding of the place of work and environment in United States history. We will also seek to discover the parallels, if any, between the historical events and processes we study, and current issues in American society and politics. Students are expected to complete all readings, write two short papers, and produce a final project.

Summer 2012

Take History courses during the Summer . . . 3 credits in only 6 weeks!!
Courses for Summer 2012