Dr. Fred Johnson, full professor of History, and his students are spending May term in Vietnam. After a two-year absence, it’s great to be back!
Preparation:
Students met once a week during the spring semester to get a thorough historical foundation of the US-Vietnam relationship. Students taking this course for Senior Seminar also prepared for their life view paper.
Dr. Johnson and his crew take a rest from their travels from Ha Giang back to Hanoig.
Dr. Johnson makes a new friend in Hoi An. Love those smiles!
Dr. Lauren Hinkle ’04 Janes of the history faculty and students Grace Pettinger, Maria Seidl and Brooke Carbaugh are featured in this month’s edition ofNews from Hope College. It tells of their summer-long project that uncovered the truth about the lives of the women at Hope College in the 1930s and 1940s.
“Students and readers in general may be wondering how to make sense of the ongoing war crisis and human tragedy in Ukraine,” says Dr. Wayne Tan, Assistant Professor of History, Hope College. “Here is one question to start with: Why does Ukraine occupy such an important place in Russian history?”
Here are a few of his book recommendations:
To learn more about the general history of Ukraine, from the ancient origins of its culture through the 2010s, check out “The Gates of Europe: A History of Ukraine” by Serhii Plokhy. As Ukraine is embroiled in an ongoing struggle with Russia to preserve its territorial integrity and political independence, Plokhy explains that today’s crisis is a case of history repeating itself: the Ukrainian conflict is only the latest in a long history of turmoil over Ukraine’s sovereignty.
关于乌克兰如何在历史讨论中崛起为俄罗斯文化的典型发源地的重点研究，请参阅菲丝·希利斯(Faith Hillis)的《罗斯的孩子:乌克兰右岸和俄罗斯民族的发明》(Children of Rus’:right bank Ukraine and the Invention of a Russian Nation)。她恢复了一个几乎被遗忘的章节在历史上的沙俄帝国和它的西南边境。
“Well written and chock full of insights into the politics of late Imperial RussiaChildren of Rus’ is a model of meticulous scholarship and perceptive analysis and should be essential reading for anyone interested in learning about the complexities of Russian and Ukrainian identities.”Journal of Modern History
Winner of the 2017 National Book Award in Nonfiction
Finalist for the National Book Critics Circle Awards
Winner of the New York Public Library’s Helen Bernstein Book Award
Named Best Book of 2017 by theNew York Times Book Review,洛杉矶时报,Washington Post,Boston Globe,Seattle Times,Christian Science Monitor,Newsweek,Paste, and流行的糖。
Additionally, Dr. Janis Gibbs and Dr. Lauren Janes from the History Department share two great resources from Pulitzer Prize-Winning author and journalist, Anne Applebaum.
On NPR’s most popular podcast, Fresh Air, Anne will talk about why Putin takes Ukrainian democracy as a personal and political threat — and how Stalin created a famine to destroy the Ukrainian national movement in the 1930s.
In her non-fiction book, “Red Famine: Stalin’s War on Ukraine”, Anne analyzes the bitter history of Ukraine as a part of the Soviet Union, the disastrous results of collectivization of farms in Ukraine, and the policy decisions by the Soviet government that created famine in Ukraine. It is the fullest account yet published of these terrible events.
Advising week kicks off this coming Monday, with Registration starting Monday, 11/8. Take a look below at our options for this coming spring. You can always check outthe full schedule here.
HIST 130 |Intro to Ancient Civilizations| Prof. Maggie Burr | TR 1:30 – 2:50 PM
This course will focus on significant developments in history from its Mesopotamian, Egyptian, and Greek origins through the Renaissance. It is designed to introduce the student to the discipline of history.
4 Credits | CH1
HIST 131 |欧洲近代史导论| Dr. Fred Johnson | TR 9:30 – 10:50 AM
The course will focus on significant developments in modern European history from the Renaissance to our own time. It is designed to introduce the student to the discipline of history.
4 Credits | CH2
HIST 140 |Religion, Politics, and Society in Europe| Dr. Janis Gibbs | MW 1-1:50 PM
Using the early modern period of European history (1500-1800) –think Renaissance, Reformation, the Thirty Years’ War, the Scientific Revolution, the French Revolution, among other topics–we will work on the basics of conducting historical research and writing analytical research papers. This course focuses on reading, understanding, and constructing historical arguments, on thinking like a historian, on conducting historical research, and on improving your writing skills in the context of scholarly historical writing. This course is required for history majors and minors, and is an option for fulfilling the methodology course requirement for the Global Studies major.
2 Credits
HIST 175 – 01A & 01B |Michigan History| Dr. Fred Johnson | TR 12-1:20 PM (01A) & TR 1:30-2:50 PM (01B)
This course is a survey of Michigan History to the present and is primarily designed for students majoring in education. The main objective of History 175 is for students to demonstrate an understanding of the chronology, narratives, perspectives, and interpretations of Michigan history from its beginnings to the present. To this end, students will: examine relationships, including cause and effect, among important events from the era; identify the sequence of these events and describe the setting and the people affected; analyze and compare interpretations of events from a variety of perspectives; and assess the implications and long-term consequences of key decisions made at critical turning points in Michigan history. 2 Credits
大屠杀可能是大多数学生在学校、电影或文学中都遇到过的事情。(ThinkSchindler’s ListorLife is Beautifulon screen, or Elie Wiesel’s masterpiece,Night.) In this class, we will consider the reasons for the development of a plan of genocide by the Nazis, and the methods by which they carried out their plans. We will use video, written primary sources, and historical analyses to study the Holocaust. It’s not cheerful, but it’s important. Think about the genocide of the Rohynga in Myanmar, or the Chinese attempts to destroy the culture of the Uighur population, or the genocide in Darfur in the early 2000s. As human beings, we are bound to understand atrocity, so we can resist it.
2 Credits
HIST 207 |Introduction to World Historyto1500| Dr. Wayne Tan | MWF: 9:30-10:20 AM (Online synchronous)
HIST 215 |The Roman World| Dr. Bram ten Berge | MWF 12-12:50 PM
The Romans dominated the Mediterranean world for centuries. Their language, literature and architecture are still the basis for western culture. Sometimes they seem like modern people, except for those funny togas, but when we look at them more closely we see that their culture might have been a thin veneer over the barbarism of gladiator games, slavery, and vast inequality between social classes. Through the study of written documents and archaeological remains we will try to understand who the Romans were and why we are still so fascinated by them.
This course offers a narrative history of China from its last Imperial dynasty to its current Communist regime. The first three weeks of the course are devoted to the late Qing dynasty, or the society, institutions, and ways of thought of “traditional” China. The remaining twelve weeks of the course are devoted to twentieth-century China, which spans the Republican and Communist eras. Building upon the knowledge acquired in the first third of the course, we will seek to comprehend the making of “modern” China, a process that was often violent and tumultuous.
4 Credits
HIST 295 |Overthrowing Empire: Decolonization Across the Globe| Dr. Lauren Janes | TR 12-1:20 PM
Image via gandhiserve.org
This global history course examines the end of modern imperialism through a close look at two examples of revolutions leading to decolonization: India and Algeria. Throughout the course we will focus on studying the writings, theories, and tactics of anti-colonial leaders. Student research projects will focus on decolonization case studies in Africa, Asia, or the Middle East.
4 Credits | GLI
HIST 351 |Slavery & Race in America, 1619-Present: The Struggle Within| Dr. Fred Johnson | MW 3- 4:20 PM
From its origins as a British colonial society to its dominance as a global superpower, the United States has struggled to resolve conflicts arising from issues of race, ethnicity, and immigration. This course examines how such factors have influenced the overall development of the United States while exploring strategies for reconciling those and related challenges confronting Americans in the 21st century.
Dr. Gloria Tseng shares her insights from taking on a challenging climb last year and what it illuminated her publishing process. She is the editor ofCross-Cultural Encounters: China and the Reformed Church in America，其中包括霍普大学历史系毕业生的研究。世界杯荷兰vs厄瓜多尔走地
This was the second summer of the pandemic, a milestone in more ways than one. A project that began in the summer of 2013 with the first of two cohorts of students doing research in the Joint Archives on Reformed Church in America missionaries to China finally came to fruition. The research was conducted in the summers of 2013 and 2014 by a cohort of three students each summer, resulting in six essays. The students—Eric Dawson ’14, Rebekah Llorens ’15, Madalyn Northuis ’14 DeJonge, Katelyn Dickerson ’15, Victoria Henry ’15 Longfield, and Claire Barrett ’15—have since moved on to the next adventures in their lives. What followed for me was six years of painstaking editing, fact-checking, and revision. When I first embarked on the task of preparing these essays for publication in the fall of 2014, I did not know all the twists and turns the process would have. I signed a contract with Wipf and Stock in January 2017 and submitted the final manuscript in August 2019. After the publisher typeset the manuscript in December 2020, it had to be proofread. I returned the proofs with final corrections and changes in July of this year. This month the book, entitledCross-Cultural Encounters: China and the Reformed Church in America, appeared in print.
Dr. Tseng nearing the top, 2021.
“Focus on the window where your arms and feet can reach. Always be thinking of your next two to three moves. Where your hands are in your current position is probably where your feet should follow next.” I hung on every word during my climbing crash course. Until I was almost at the anchor, I couldn’t see the end of the route. I only saw the rock and barely where my hands and feet could reach. Every move brought me a little closer to the top, but it was not a straight trajectory. At one point what looked like a good ledge for my next move just above was too far for my arm to reach. I had to back down a distance to go up a different angle. Finally, the anchor came in sight, and once at the top, the view was beautiful!
This project was about more than the final product. At its core were three professors and six students partaking in the labors of research and writing and the wonders of discovery together, like an invitation to go rock climbing. And in life, we all have opportunities to be both coaches offering crash courses and students saying a silent prayer for courage.
You can read more about the student research project that led to Dr. Tseng’s bookhere. Dr. Tseng is teaching IDS 171 – 03 and IDS 171-05:Jews, Pagans and Christians: The Ancient and Medieval Worlds Reconsideredthis semester. To learn more about Dr. Tseng, you can check out her faculty feature bloghere.
This post is dedicated to our annual award winners. We are proud of all of them, and we are happy to recognize their hard work and their contributions to the History Department and to Hope College.
Future History Teacher Prize – Winner: Andre Joe (’21)
This award is given to the History student who is deemed as the most promising future teacher, based on commitment to the discipline and achievement in both history and education courses.
Dr. Lauren Janes has said the following of Andre: “Andre has a real passion for education and the importance of teaching history. This passion comes through in his capstone research on the history of education in the Philippines, which examines the role of American teachers in shaping Filipino education and culture.”
The Ray de Young History Prize – Winners: Autumn Balamucki (’21) & Laura Anthon (’21)
Dr. Lauren Janes has said the following of Autumn: “Autumn Balamucki has tackled challening research projects and educational adventures, including a semester in Peru, a summer research project in the Joint Archives of Holland, and an excellent history seminar paper on changing perceptions of the Spanish American War by local veterans.”
Dr. Lauren Janes has said the following of Laura: “Laura Anthon interned at the Smithsonian American History Museum in Washington, DC. Her current research takes a global history lens towards understanding the early twentieth-century boom in cocoa production in the small West African island of São Tomé.”
The Robert L. Melka Memorial Award – Winners: Kent Colbrunn (’24) & Luke Ruiter (’23)
该奖项每年都会颁发给一年级或二年级的学生，因为他们在欧洲历史方面的论文被历史系的教员评为优秀。
Dr. Janis Gibbs has said the following of Kent: “Kent Colbrunn used theAlexiadof Anna Comnena and a variety of secondary and graphic sources to create an excellent analysis of the role the Byzantine Empire played in the Crusades.”
Dr. Janis Gibbs has said the following of Luke: “Luke Ruiter skillfully analyzed the Albigensian Crusade of the thirteenth century, using Bernard Gui’sManual for Inquisitorsand Peter of Vaux-de-Cernay’sHistoria Albigensis,as well as scholarly secondary sources.”
The Miles Award in Law – Winner: Jacob Woodford (’21)
This is an award established by Judge Wendell A. Miles in honor of his father, Judge Fred Thomas Miles, presented to a senior student whose promise in the study of law is judged superior by the faculty of the Department of History.
Dr. Jeffrey Polet has said the following of Jacob: “Jacob Woodford’s classroom work and LSAT scores all point to success both in law school and in the legal career. His many on campus activities and leadership roles have embodied elements of Hope’s mission.”
Metta J. Ross History Prize – Winner: Grace Pettinger (’22)
This award is given to the junior student whose interest, achievement, and promise in history, as indicated by academic record and career plans, in the judgment of the History faculty, most merit recognition.
Dr. Jeanne Petit has said the following of Grace: “Grace has fully engaged as a history major, both in classes and through her job in the archives. She has demonstrated creative thinking and an excellent work ethic.”
Bill Cohen Memorial Award – Winners: Maria Siedl (’22) & Mary Kamara-Hagemeyer (’22)
Dr. Jeanne Petit has said the following of Maria: “Maria took on a challenging topic in the World War I America class in her examination of the fight for citizenship by Native American soldiers. She found excellent sources and wrote a strong analysis of how these men made their case for national belonging.”
Dr. Fred Johnson has said the following of Mary: “Using the facts of America’s tortured history of race and racism, Mary wrote an unflinching analysis that examined the nation’s likely response if presented with the opportunity to, once and for all, remove African Americans from daily life. Her skilled use of sources to find details used for making her powerful, persuasive argument highlighted Mary’s critical-thinking strengths and her power of exposition.”
HIST 200 – 01: Global Food History | Dr. Lauren Janes | MW 9:30 am – 10:20 AM
Image via Unsplash
在这门新课中，我们将通过全球食品的镜头来研究世界历史——食品从世界的一个地方转移到另一个地方。这些全球性的食物改变了世界各地的饮食、经济和文化。本课程将通过土豆、糖、玉米卷、咖喱、玉米等的历史来研究全球连接。2 Credits | GLI
HIST 200 – 02B: 20th Century Military History | Dr. Fred Johnson | TR 9:30 – 10:50 AM
Image via Unsplash
During the 20th Century, the United States’ military became a major force confronting threats to America’s international interests while symbolizing the struggle to achieve justice at home. This course examines the activities and impact of the women and men who shaped the U.S. military into one of contemporary human history’s most potent instruments of power. Along with examining the military’s purpose and performance during periods of conflict, assessment will also be made of the institution’s role in advancing or stifling domestic socio-economic and political justice; its successes and setbacks as an instrument of foreign policy; its relevance and function during peacetime; and the evolution of the strategies, tactics, and technology that have positioned the United States military as one of the most well-trained and equipped, lethal armed forces of the 21st century. 2 Credits.
HIST-207: Introduction to World History to 1500 – Dr. Wayne Tan | MWF: 9:30-10:20 AM | Online Synchronous
Image Via Unsplash
什么是世界历史?这是各个领域的历史学家都非常感兴趣的问题，与我们今天所有人都息息相关。在这门课程中，我们将发现世界历史的细节和广阔的画布。我们将研究从古代到1500年左右的世界历史上的主要主题——从古代文明的基础到中世纪帝国的崛起和早期现代海洋全球秩序。谁是希腊人、阿拉伯人、蒙古人和中国人?不同的外国文化是如何相互影响的?帝国是如何建立的，为什么要开战?这些问题与我们将在本课程中经常考虑的主题有关。本课程结束时，我们将了解我们今天生活的世界是(并将继续是)由遥远的过去事件塑造的，并欣赏文本、艺术和数字媒体如何帮助我们讲述我们共同的历史。4 Credits| CH1, GLI
HIST 208: Intro World History since 1500 | Dr. Lauren Janes | Online Asynchronous
Image via Unsplash
本课程探讨了过去500年世界历史中的全球连接。在线异步课程，学生通过阅读、文本的异步讨论、视频讲座、播客和数字教科书参与材料。学生们也每周会面一次，在一个设定和一致的时间，在一个要求的谷歌与Dr. Janes会面的小组辅导会议中讨论本周的材料。4 Credits | CH2, GLI
HIST-268: Russian History: Russia from Peter the Great to the USSR – Dr. Wayne Tan | MWF: 1-1:50PM | Online Synchronous
Image via Unsplash
Russia is one of the most influential nations on the global stage today. With humble beginnings as a conglomeration of fragmented principalities, it grew into a vast empire spanning Asia and Europe by the 19th century and, as the core of the Soviet Union, dominated world politics for much of the 20th century. A land of untold riches, it was also a land of enigmas and contradictions. What is Russia’s identity today after the fall of the Soviet Union? What are the origins of Russia’s imperial traditions and institutions? How did the 1917 Revolution affect the rest of the world? What lessons does the story of Russia hold for the future of global diplomacy and conflict resolution? This course explores these questions by surveying Russian history from the reign of Peter the Great to the dissolution of the Soviet Union and recent developments in the 21st century. This course fulfills the regional requirement of the History major. 4 Credits | GLI
HIST 295:古典艺术和考古Maggie Burr | TR下午1:30 - 2:50
Image via Unsplash
The cultures of the ancient Mediterranean—i.e., the classical world—left behind a vast material record, in the form of sculpture, architecture, wall painting, mosaics, painted pottery, burials, and objects of daily life. This course is designed to introduce the student to the range and variety of Greek and Roman art and archaeology and to examine how scholars use those artifacts to build a picture of the ancient societies that created them. The course will focus both on well-known ‘heavy hitters’ (i.e., the Parthenon and the Roman Forum) and on the humbler objects left behind by people like you and me. Throughout, we will examine how ancient art and visual culture can be used to understand the complex societies of ancient Greece and Rome, and the multitude of individuals who lived their lives there. 4 Credits.
HIST 370: Modern Middle East | Dr. Janis Gibbs | MWF 2:00 – 2:50 PM
Image via Unsplash
To understand what is going on in the Middle East today, it is crucial that we understand its history. In this course, we will survey the social, political, religious, geographic, and economic history of the Middle East, broadly defined to include the regions of North Africa and Iran, as well as the core lands of the Middle East, from Turkey through the eastern Mediterranean to the Arabian Peninsula and Egypt. Most of our attention will be devoted to the modern period—that is, the period between the 19th century and the present. To understand the context of the history of the modern Middle East, we’ll spend the first few weeks considering the rise of Islam and some of the facets of the history of the earlier Middle East that influence the region today. 4 Credits |GLI
HIST 495: Seminar in History | Dr. Lauren Janes | T 6:00 pm – 8:50 PM
History major Autumn Balamucki (’21) began research with the Joint Archives this summer with Geoffrey Reynolds under abnormal circumstances. Because of the COVID-19 pandemic, she had to do almost all of her work remotely. With some creative solutions and a lot of hard work, Autumn managed to transcribe decades’ worth of meeting minutes of the United Spanish War Veterans of Holland and write a great article for theJoint Archives Quarterly.
Below is an excerpt of Autumn’s completed research project,The Trials of Transcriptions: A Look Into the United Spanish War Veterans of Holland, Michigan.
Tucked away in Centennial Park, under a small bush near the Veterans’ Monument, sits a medium-sized boulder with a faded bronze plate, lying in dedication to the Spanish-American War Veterans from 1898–1902. Simple block writing provides the only dedication to these veterans in Centennial Park—a small point of recognition, remembering the United Spanish War Veterans (USWV), and solidifying their place in Holland’s history. As a student intern for the Joint Archives of Holland, my first interaction with this stone slab occurred while reading through the meeting minutes of the United Spanish War Veterans Camp No. 38.
As a student at Hope College approaching my senior year, I found the existence of this memorial surprising. How had I lived in Holland, as a history major no less, and never come across it? My initial response was to make sure that this boulder still actually existed in Centennial Park. What surprised me most was not only that it did, but that finding photos or information on it was so difficult. The only proof I could find of its existence was a small passage in the Digital Holland segment on Centennial Park, briefly mentioning it under the War Memorials section. I mention this small memorial because, as I spent my summer studying the United Spanish War Veterans Camp No. 38 of Holland, I found that their history is very much like that of this boulder—a little tucked away and hidden, but still buried in the heart of Holland.
My journey with the USWV and the Joint Archives began in January of this year, when Professor Petit of the history department at Hope College put me in contact with Geoffrey Reynolds, the Mary Riepma Ross Director of the Joint Archives of Holland, regarding a potential summer internship. At the end of the previous semester, I had briefly expressed my interest to Professor Petit in finding an opportunity to gain experience in my field over the summer, as the next year would be my last at Hope. This opportunity through the Joint Archives seemingly came out of nowhere for me, and I was as surprised as I was excited when it did. And although I had no idea what to expect, I jumped at the opportunity to work in Holland over the summer.
However, as we now know, plans shifted a bit for everyone when the COVID-19 pandemic hit the United States, and my story is no different. It began in March earlier this year, when I was eating chifa (a Peruvian take on Chinese food) with two of my fellow students at a small restaurant on the Calle Marcavalle in Cuzco, Peru, about a month into my study-abroad term. The COVID19 scare hadn’t struck Peru with the persistence that it had the United States yet, but most of my group still harbored concerns that our program would send us home in the coming months, especially if the case count elevated. On that day in March 2020, Cuzco had just reported its first two positive cases of the virus (tourists no less), while Michigan’s numbers were quickly elevating. Rather than book an international flight home, it would have been safer to stay there, right? That was our line of thought anyway.
Registration for next semester courses starts the week of October 26th. Here’s a quick preview of what the History Department will be offering!
HIST 130 – Intro to Ancient Civilization – Maggie Burr
Image via Pixabay
Online Synchronous, TR 1:30 pm – 2:50
This course will focus on significant developments in history from its Mesopotamian, Egyptian, and Greek origins through the Renaissance. It is designed to introduce the student to the discipline of history.
HIST 140 – Disability History – Wayne Tan
Image via Pixabay
Online Synchronous, MWF 1 – 1:50 pm – First half of the semester
This course is a survey of Michigan History to the present and is primarily designed for students majoring in education. The main objective of History 175 is for students to demonstrate an understanding of the chronology, narratives, perspectives, and interpretations of Michigan history from its beginnings to the present. To this end, students will: examine relationships, including cause and effect, among important events from the era; identify the sequence of these events and describe the setting and the people affected; analyze and compare interpretations of events from a variety of perspectives; and assess the implications and long-term consequences of key decisions made at critical turning points in Michigan history.
HIST 200 – History of Global Pandemics – Wayne Tan
Image via CDC.org
Online Synchronous, MWF 1:00 pm – 1:50 pm – Second half of the semester
HIST 208 – Intro to World History Since 1500 – Lauren Janes
Image via Unsplash
Online Asynchronous
An asynchronous online course that uses a digital textbook, social annotation, videos, podcasts, and weekly small group tutorials to examine the events that have shaped world history since 1500. How did Europe and America come to dominate the global economy and colonize much of the world by the beginning of the twentieth century? What are the impacts of trans-Atlantic slvavery? What is nationalism, and why is our world organized into nation-states? Did potatoes really change world history? We will examine these questions and more. (GLI, CHII History)
HIST 210 – The Greek World – Bram ten Berge
Image via Unsplash
Online Synchronous, MWF 12-12:50 pm
This course surveys the major cultural and historical developments of ancient Greece from preclassical times to the end of the Hellenistic period, starting with the Bronze Age and Homer’s Trojan War and ending with the incorporation of Greece and Hellenistic Egypt into the Roman Empire. This interdisciplinary course analyzes ancient Greece on the basis of a combination of literary, historical, archaeological, and art historical materials, looking at, among other things, the Bronze Age Collapse, the establishment of democracy in Athens, the Persian and Peloponnesian Wars, the revolutionary advances in Classical art and philosophy, and the conquests of Philip II and Alexander the Great.
This course explores the colonial experiences of Africans as well as the legacies of European colonial rule in Africa. We will examine the different ways Africans responded to European military conquest and political domination from the mid -1850s to the 1960s and the ways Africans struggled for independence. We will take an especially close look at Kenya and the Democratic Republic of the Congo. The course is flagged for cultural diversity and Global Learning International (GLI).
HIST 344 – Genocide in the Modern World – Janis Gibbs
Image via Unsplash
Hybrid, TR 1:20 – 2:50 pm
The 20th century has been called “The Century of Genocide.” This course will examine case studies of 20th-century genocide, selected from the Holocaust, Armenia, Cambodia, Bosnia, Rwanda, and other less-famous examples. We will analyze different definitions of genocide, examine the international legal structures dealing with genocide and crimes against humanity, and investigate the historical context of the varied genocides in the modern world. The course is flagged for Global Learning International (GLI).
HIST 357 – U.S. Cultural History – Jeanne Petit
Image via Unsplash
Hybrid – MWF 9:30-10:20 am
In this course, students will consider cultural history on two levels. First, we will explore changes in the ways American men and women of different classes, races, and regions expressed themselves through popular and high culture—including forms like vaudeville, world’s fairs, movies, television, and literary movements like the Harlem Renaissance. Second, we will analyze the influence of cultural ideas on political, economic and social changes, such as fights for African-American and women’s rights, the emergence of consumer culture, class struggles during the Great Depression, participation in World War II, protesting in the 1960s, and the rise of conservatism in the 1980s. Students will learn the various ways historians interpret cultural phenomena and then do their own interpretations in a research paper. Flagged for Global Learning Domestic (GLD).
