Spring 2026 Course Guide

The following courses will automatically satisfy the non-western requirement:

• HIST 111 World History Since 1500
• HIST 112 and HIST 112H Intro to World Religions
• HIST 115 Modern China
• HIST 121 Modern Latin America

The following courses will automatically satisfy the pre-1500 requirement: 

• HIST 203 Ancient Near East and Egypt
• HIST 300 Ancient Greece
• HIST 302 Early Middle Ages 300-1100

The following courses will satisfy the Gen Ed Integrative Experience Requirement for students for whom history is their primary major:

• HIST 394CI Ideas the Changed History
• HIST 394PI History and Its Publics
• HIST 394TI Mongol Turkish Empires

The following courses will satisfy the Junior Year Writing requirement:

• HIST 450-01 Dictators in History
• HIST 450-02 Monsters, Foreigners, and Outsiders in Antiquity
• HIST 450-03 History of Policing in the Modern US
• HIST 450-04 Maps, Politics, and Power

J. Olsen

MW 11:15-12:05pm, Friday discussions

The purpose of this class is to look back on the past 400+ years and analyze how Western society developed in order to better understand phenomena such as revolution, romanticism, nationalism, industrialization, war, and other related themes. Of these themes, nationalism will serve as a connective tissue running throughout the course as we investigate the different ways in which it has been expressed and how it has functioned in different contexts, the impact that it has had in different areas, and the way in which it has interacted with and influenced other important ideologies. 

B. Bunk

MW 9:05-9:55am, Friday discussions

The goal of the course is to understand the development of key aspects of world history from the late fifteenth to the late twentieth centuries. The course examines human interaction in specific situations developing through time, including the development of significant social, political, or economic institutions or ideologies. Students are exposed to historically important events, developments, or processes as a way of teaching them to understand the present and direct their futures as well as gain an awareness of and appreciation for an historical perspective. The readings of the course include a variety of primary and secondary sources in order to better analyze and understand the diversity of global norms and values and the way they change over time. The course work emphasizes the development of critical thinking and writing skills. This course fulfills the non-western requirement for history majors and the historical studies in global perspective (DG) portion of the General Education program. 

J. Moralee

TuTh 11:30-12:45pm

What is religion, what do religions do, and do religions have a history and a future? We will explore these questions by examining the origins of Buddhism, Christianity, Hinduism, Islam, and Judaism by reading, viewing, and discussing sacred texts and images in historical context. The course will require class attendance and participation. Assessment will include in-class quizzes and worksheets, short primary source analysis papers, and final project on religion in everyday life. 

S. Ware

MW 5:30-6:45pm

This class introduces students to the history, geography, beliefs, daily life, Scripture, and architecture of religions around the world. We will study closely the most historically dominant religions (Buddhism, Hinduism, Judaism, Christianity, and Islam) -- getting acquainted briefly with smaller faiths that they encounter in their historical trajectories: Sikhism, Jainism, Shinto, Confucianism, Taoism, and Zoroastrianism.  

The class will consider each tradition as not only a deliberate implementation of an initial vision, but also a product of forces in a particular place and time. We will see them become agents of change affecting outsiders as they spread geographically on the tails of military, economic, and philosophical conquests. The major religions will be studied as related parts of the two families in which they have arisen: first Indus Valley traditions, then Middle Eastern traditions. Students will be responsible for learning detailed maps of countries in the Middle East, north Africa, central Asia, and east Asia.

S. Platt

MW 11:15-12:05, Friday discussions

This is a four-credit survey of Chinese history from 1600 to the present day. We will cover topics including: the rise and fall of the Qing Dynasty; Chinese-Western encounters; internal threats to the Confucian state; transformations of Chinese thought and culture in the 19th century; the revolutions of the 20th century; the rise of Mao Zedong; the People’s Republic of China; the Great Proletarian Cultural Revolution; and the dramatic transformations China is undergoing today as a result of economic and political reforms since Mao’s death. 

J. Wolfe

MW 12:20-1:10pm, Friday discussions

Discussions of Latin America usually fall back upon facile generalizations that emphasize recent changes to explain "current events." This course will examine in detail the creation of modern Latin America. We will concentrate on the struggles over land and labor, the creation of nationstates, and the conflicts within those states over issues of citizenship and social justice. The course will also address the contentious role the United States has played in the region. The class fulfills general education requirements in history (HS) and global diversity (DG).

S. Redman

TuTh 1:00-1:50pm, Friday discussions

This course will provide students with an understanding of American political, social, and economic history from the period of Reconstruction in the late 19^th century through the late 20^th century.  The course explores politics and culture, as well as the interactions of race, class, and gender in U.S. history.  Particular attention will be paid to struggles for justice, African American history, and women’s history.  Primary source readings will be emphasized. 

A. Siddique

MW 10:10-11:00am, Friday discussions

This course will examine the transformation of the Atlantic World from a world of empires into one of nation-states through examining the interactions between Africans, American Natives, and Europeans from the fifteenth through the end of the eighteenth century. We will explore the role of people, pathogens, plants, animals, ideas, and institutions in forming societies and cultures across a vast geographic expanse, and how the transformation of these communities across four centuries through migration, settlement, war, and trade helped forge the modern world. How did the Atlantic world transform from a world of empires – both native and European – into one of nation-states during the period from the 1400s to 1800s? Students will read both complex primary sources and key historiographical interventions, practicing the skills of interpreting evidence in both oral and written contexts in both class discussions and through essay assignments. Other assignments will include a midterm exam and a final exam, and evaluation of active participation during discussion meetings. 

A. Nash

TuTh 4:00-4:50pm, Friday discussions

This course is an introduction to the history of Indigenous peoples within the present-day borders of the U.S.A. and Canada. While we will only be able to cover a few culture groups in any depth, the major themes of the course relate to all groups: colonization, trade, land loss, sovereignty, religion and missionaries, treaties, war and peace, and identity. Another theme that runs throughout the course is the tension between history as understood and experienced by Indigenous peoples versus mainstream narratives “about” them. Throughout, we will consider how history bears on the present day.

S. Cornell

TuTh 10:00-11:15am

This course explores the social and cultural history of various forms of disability, highlighting the lived experience narrated by the disabled themselves. Topics include disability advocacy, rights and justice movements, constructions of the normal body, medical understandings and treatment of disability, and government policy.

T. Hart

MW 2:30-3:45pm

This course explores the history of the Ancient Near East and Egypt from the development of agriculture and settled society (c. 9000 BCE) to the rise of the Achaemenid Persian empire (c. 500 BCE). The societies that developed along the Nile and in the so-called Fertile Crescent of Mesopotamia and the Levant gave rise to some of the world’s earliest cities, invented writing systems for bureaucracy, business, and literature, and created religions and principles of law with far-reaching influence. Covering the major civilizations of ancient Mesopotamia, Anatolia, Syria, and Egypt, this class is for any student interested in the process of state formation, and also offers crucial background for those intending to pursue future study of the Greco-Roman Mediterranean or the later societies of Persia and the Islamic world.

A. Siddique

MW 1:25-2:15pm, Friday discussions

What is data? How has it been created, used, and stored in human history? What forms have humans invented in order to circulate and share it with others? And what values have societies invested in data? Challenging the idea that data is value neutral and historically static, this course will explore these questions through a history of the politics of information and its technological manifestations in societies mainly, but not exclusively located in the landmass that came to be called Europe and in the north Atlantic world. A recurring theme in the course will be the relationship between the claims that people make to political power; and the accounts that they give of how data should be created, circulated, interpreted, and controlled. How has this relationship changed over time, and how has it been inflected by changes in the nature of politics and new technological developments?

L. McNeil

TuTh 10:00-11:15am

This course will examine the economic, political, and social developments in Ireland, from the 1798 Rebellion to the “Troubles” in Northern Ireland.  In particular, we will look at the rise of revolutionary, constitutional, and cultural nationalism in Ireland and Irish-America. 

The course fulfills General Education objectives in History (HS) by asking fundamental questions about the past and applying the ideas we study in real contexts.  Students will examine both primary and secondary sources (i.e. those created at the time and those written by modern scholars) to assess different historical interpretations of critical events and people in modern Irish history. The course also emphasizes communicating those historical assessments effectively, both in bluebook exams and take-home essays. 

Specifically as a four-credit class, this class asks you to not only look closely at documents from the past, but also to read and critically assess several monographs about Irish history by professional historians. You will need to think not only about the information they offer, but also about the ways in which they present the past. 

Similarly, it also asks you to look closely at several documentaries and films about Irish and Irish-American history, and to think about the interpretations they offer.  For documentaries, think especially about the ways they put together interviews, oral histories, visual materials, re-enactments, etc., to convey both information and understandings of history.  For movies, think about them as historical fiction: What visions of Irish history do they give us? Where do you think they are likely to be accurate, and where might they be taking liberties for a more dramatic story? 

R. Chu

TuTh 1:00-2:15

This course compares the colonial legacies of Spain, Japan, and the United States in the Philippines while examining local reception, resistance, and negotiation of colonialism. 

C. Appy

MW 10:00-10:50am, Friday discussions

This four-credit multidisciplinary Gen Ed course examines the American War in Vietnam from its origins in U.S. support for the French reconquest of Indochina after World War II until the “Fall of Saigon” to Communist forces in 1975. Through a variety of sources (including government documents, fiction, historical analysis, speeches, journalism, and documentary film), we will explore the reasons for U.S. intervention in Vietnam, the key political and military policies, the experiences of combatants and civilians on all sides, the war’s divisive political and moral controversies, and the myths and legacies that have shaped postwar politics and public memory.

J. Heuer

MW 2:30-3:45pm

This course provides history majors with an introduction to the philosophy of history, historical methodology, and general schools of historiography. We will consider how historians inside and outside the academy pose questions, and how they find, select, evaluate, interpret, and analyze evidence in order to propose answers to those questions. Finally, we will reflect as well upon questions about the purposes and goals of both studying and writing history.

J. Wolfe

MW 1:25-2:15pm, Friday discussions

This class examines the history of baseball from its earliest days as a game for young men in New York City in the mid-19th century to the present and its professional leagues in the United States and elsewhere in the world.  The class studies the rise of sport as a leisure activity and then industry, the creation of the major leagues, the racial integration of baseball, the rise of free agency, the steroid era and beyond.

B. Bunk

MW 2:30-3:45

You can do an internship for history credit and have it count for one course towards the major requirements; the history internship coordinator has an extensive list of suggestions to get you started, in all kinds of places, including archives, museums, historic sites, nonprofits, law offices, businesses, etc. You can email @email to set up a meeting to learn more and find out about internship opportunities. 

In order to earn credit for an internship you need to identify a faculty sponsor within the UMass History Department and submit an Experiential Learning Request in SPIRE. Click here for instructions. Note, internships are pass/ fail.

T. Hart

MWF 12:20-1:10pm

History 300 is a survey of ancient Greek history from the Bronze Age until the coming of Rome (c. 1500 to 146 BCE). In this course we will follow the example of the Greek historian Herodotus and investigate the past (historia in ancient Greek originally meant to investigate or inquire). Using the writings of the ancient Greeks themselves, we will discuss a wide range of topics, including the political development of the Greek city-state (polis) and the concurrent tensions between local identities and a common sense of “Greekness.” Our survey will deconstruct the political rivalries between the Greek cities (especially Athens and Sparta), while also exploring Greek ideas about gender, sexuality, freedom and slavery, and what it meant to be part of a political community. Throughout the semester, we will approach these topics with a critical eye towards the ways in which modern thinkers (both scholarly and not) have looked to the ancient Greeks to further their own social/political agendas. In this course you will not only learn about the history of ancient Greece, but will also emerge better equipped to evaluate what the Greeks might mean for us today, and how ancient civilizations functioned more generally.

A. Taylor

TuTh 1:00-2:15pm

Focusing on the religious and intellectual history of Western Europe, this course explores aspects of medieval culture in western and northern Europe up to about the end of the eleventh century. Topic and themes include the synthesis of Christian and pagan traditions, competing sources and forms of authority, and the development of religious movements. Most early medieval documentary sources from the region were written by elite Christian men, but we will also try to reconstruct the voices and experiences of other groups. The Middle Ages are weird, barbaric, fascinating and perplexing. We will not be looking at some glorious past full of knights, kings, and heroes. 

A. Donson

TuTh 11:30-12:45pm

The First World War was “the great seminal catastrophe” of the twentieth century that ended fifty years of peace, prosperity, and optimism by killing ten million soldiers and another ten million civilians.  This course explores the First World War as a total war that involved all citizens of the combatant nations and a world war that affected countries on all continents. The course looks at the war’s origins, the everyday life of soldiers, the Ottoman fronts, the neutrals, colonial and minority subjects, genocide, civil war, children and women, rural people, peacemaking, and fascism. It gives special emphasis to German social and political history. 

Jennifer Heuer

MW 4:00-5:15pm

This seminar examines the social organization and cultural construction of gender and sexuality. We will look at how people experienced the dramatic changes that have affected Europe since the eighteenth century and consider how such developments were themselves influenced by ideas about masculinity and femininity. We will explore topics including “Enlightenment” understandings of sexuality, race, and nature; citizenship during the French Revolution; changing patterns of work and family life; fin-de-siècle links between crime, madness, and sexual perversion; the fascist cult of the body; battle grounds and home fronts during the world wars; gendered aspects of nationalism and European colonialism; the sexual revolution of the post-war era; and contemporary issues of immigration and identity.

S. Cornell

TuTh 1:00-2:15pm

This course examines the social, political, economic, and cultural history of the era of Reconstruction and Reunion. We will investigate the forces that drove Reconstruction in the North, South, West, and abroad during and after the U.S. Civil War and the destruction of slavery. We will especially attend to conflicts over the meanings of freedom and the workings of democracy among freedpeople, white and black northerners, suffragists, white southerners, western farmers, and Native Americans in the postbellum period. The course concludes with the North's withdrawal from the South, convict leasing, the rise of legal segregation, legal disfranchisement, racial terror lynching, and white sectional reunion during theimperial wars of 1898. As this impossible situation was painstakingly built, African Americans responded in a variety of ways, which we will study in detail. At various points during the semester, we will reflect critically upon the ways in which Reconstruction and Reunion have been remembered and represented in history and popular culture.

L. Sharrow

TuTh 10:00-11:15am

What are the problems associated with developing equitable and just policy? Why does social policy in the United States continue to be marked by tensions between the principle of equality and the reality of inequalities in social, political, and economic realms? How do cultural assumptions about social difference come to be reflected in social policy? How might policy subvert or reinforce these differences and inequalities?

This class examines the politics of social policy in the United States, particularly those regarding gender, race, and class. We will examine a wide range of social policies, focusing on those affecting groups such as: women, racial and ethnic minorities, lesbian, gay, bisexual and transgender people, and low-income people. We look at primarily empirical scholarship, while asking questions about how political culture, interest groups, social movements, government institutions and other factors influence U.S. social policy.

Students should be well-versed in the operations of American political institutions and would be best prepared for this class by having already enrolled in POLISCI 101 or 181. There is no formal pre-requisite. This is an upper level course on U.S. Social Policy and presumes that students have knowledge of the basic operations and interactions of the U.S. Congress, the president and executive bureaucracy, and the judicial system.

K. Young

MW 2:30-3:45pm

This course explores Mexico’s society, economy, politics, and culture, with a focus on the last two centuries. We will analyze pre-Hispanic societies and the legacies of Spanish colonialism, the 1846 U.S. invasion of Mexico, land conflicts of the 19th century, the famous Revolution of 1910, the consolidation of an authoritarian state, the “Mexican miracle” of the 1940s-1960s, the adoption of neoliberalism starting in the 1980s, and the ongoing struggles of workers, peasants, women, students, Indigenous people, and other groups. Since the formal transition to democracy circa 2000, Mexicans have continued to face high poverty levels, environmental destruction, an authoritarian and pro-business state, and massive levels of drug-related violence – factors that help explain the high rate of migration. We will use our historical knowledge to help make sense of these problems.  

D. Gordon

TuTh 10:00-11:15am

U.S. Constitutional History since the Civil War. Comparison of US and Confederate constitutions will be the first topic.  We will then focus on Reconstruction Amendments (13th, 14th, 15th). Evolution of legal doctrines concerning freedom of religion and speech. Non-discrimination law, especially concerning race and sexual orientation. Presidential emergency powers. Competing schools of thought on how to interpret the Constitution: originalism, pragmatism, etc. 

J. Skolnik

TuTh 2:30-3:20pm, Friday discussions

This course explores the long-term origins of the Holocaust in European racism and antisemitism, and the more immediate origins in the dynamics of the Nazi state and the war against the Soviet Union. Particular attention will be given to debates and controversies, including the motivations of German and non-German perpetrators, bystanders, and collaborations; the place of the Jews and non-Jews in Holocaust historiography; the continuities of racism and genocide and their comparability; and the consequences of the Holocaust for memory and world politics. 

This course fulfills the 4-credit general-education requirements with designations HS and DG (historical studies and global diversity). As an HS course, it engages a broad period of history, examining, for example antisemitism from antiquity to the present. It helps students develop their critical thinking by teaching how to read a variety of texts. It develops writing skills through a paper and weekly writing assignments. Finally, and most of it all, the course teaches the main skill of the historian: the ability to place events and ideas in their historical context and draw conclusions about causes and consequences. As a DG course, it introduces students to a variety of perspectives through readings, and lectures focus on controversies, interpretations, and debates among Holocaust scholars. Much of the content is about minority groups. Related to the study of the history of the Holocaust, the course introduces students to other genocides, including in Armenia and Namibia as well as investigating issues of racism and the demonization of minorities in U.S. history. As a 300-level history course, it is also reading-intensive. 

K. Young

TuTh 2:30-3:45pm

Another world is possible! Social movements everywhere have adopted this slogan in recent decades. Activists in the more distant past were often guided by the same belief. As they struggled to survive in the face of tyranny and oppression, many also fought to develop new revolutionary systems based on principles like equity, autonomy, inclusiveness, and environmental sustainability. This course examines some of these struggles and how their protagonists tried to create a better future. Case studies will include Black and Indigenous liberation movements in U.S. history, revolutions in Latin America and Asia, radical working-class movements in Europe, and even some examples from Massachusetts. We will also look at how some “revolutionary” visions have gone wrong, contributing to the oppression of certain groups. Finally, we will consider some radical visions that were ugly and horrific from the start, such as Nazism.

K. Young

TuTh 11:30-12:45pm

The histories of the United States and Latin America are closely intertwined. This course examines U.S. intervention and motives in Latin America, assessing the role of the U.S. government and military but also that of corporations, international financial institutions, and non-governmental organizations. While these foreign actors have wielded tremendous power and influence in the region, they have always operated within contexts partially defined by Latin Americans themselves an incredibly diverse population including presidents, dictators, militaries, landlords, clergy, industrialists, middle-class professionals, wage workers, slaves, peasant farmers, women community leaders, slum dwellers, migrants, and hundreds of ethnic groups. In turn, U.S. experiences with Latin America have often shaped its interactions with the rest of the world, making this history of vital importance for understanding global history. The course places a special focus on close readings of primary source documents, including declassified government memos, speeches, newspaper reports, political cartoons, and the voices of people who have opposed U.S. policies.

E. Hamilton

MWF 10:00-10:50am

Fulfills the IE requirement for History majors. 

This course explores a selection of ideas that change history, with a focus on scientific ideas that changed the course of science, history, and the way we think about the world. Topics will vary widely—though primarily focused on US and European history from the Scientific Revolution to the present. This course also fulfills the IE requirement for History majors. In the Integrative Experience component of the course, you will reflect on yourself as a student and history major, on your college career so far, and on what you have learned across all of your courses. You will then make connections between your reflections and the diverse topics we cover in the history of scientific ideas. At the end of the course, you will not only have gained insight into the class material, but also insight into yourself, your connection to history, and your interactions with the world.

A. Broadbridge

MWF 10:10-11:00am

Fulfills the IE requirement for History majors, Middle Eastern Studies majors.

In this course students investigate the history of Genghis Khan and the Great Mongol Empire, the Mongol Successor Empires, and the copycat Temurid Empire, covering the time period 1150-1500. They look at the rise, expansion and fall of these empires, and at the complexities that make this history so gripping. They also learn unexpected secrets about the contributions made by Chinggis Khan?s womenfolk to this history, based on new research. Course fulfills the History Department?s pre-1500 requirement and one of its two non-Western requirements. In it students will reflect on themselves as students and history majors, on their college careers so far, and on what they have learned in their college careers. They will then make connections between these reflections and the diverse topics we cover in Mongol and Turkish history. This will be through a special paper, on two of four response papers, on both exams, and in guided discussion during most lectures. At the end of the course, they will not only have gained insight into the class material, but also insight into themselves and into their own personal knowledge of the world. 

D. Sierra-Becerra

MW 2:30-3:45pm

History is a tightly woven “bundle of silences.” This course will examine how public history—a practice that makes history accessible to broader audiences—can tighten or unravel those bundles. Who benefits from historical erasure and how does it work? How do institutions, public spaces, and everyday practices, construct our understanding of the past? This course will highlight public history practices that confront colonialism, imperialism, and white supremacy. Workers, survivors of state violence, activists, and academics, have used public history to intervene in political debates. Some have gone further, using history to identify strategies for how we get free.

Robert LaRussa 

F 12:00-2:00pm

This independent study is designed to give students a preliminary understanding of how history, politics, economics, and the legislative and administrative processes in Washington shape US public policy, and the impact this has on US international relations. Students will be asked to analyze the impact of recent international trade decisions by the Trump Administration, with a focus on what and who drove these decisions, both inside of Washington and out. The course will focus on events that are happening now, including how the politics of the mid-term congressional elections have shaped policy. In the process, students will discover who influences these policies and a range of potential career paths in this area.

NOTE: Interested students should email Professor LaRussa, instructor consent is required. 

A. Russell

Tu 5:30-6:20pm

This 2-credit class is designed to help students prepare for life after the BA by acquiring important professional skills and perspectives. The class will explore a variety of subjects, including the different qualifications history majors bring to the job market, the importance of internships, networking and career fairs, customizing resumes and cover letters, job and internship search strategies, and interviewing skills. The course is focused on each student's individual path allowing the instructor to provide personal attention to topics broadly discussed in the classroom.

HIST 450-01 Dictators in History

D. Gordon

TuTh 1:00-2:15pm

The course is about dictators from ancient Rome to the present. Julius Caesar, Louis XIV, Napoleon, Bolivar, Lincoln, Mussolini, Hitler, Mao, and others.  Focus will be on the dictators' ideas and writings and how these writings illustrate relationships between dictatorship and revolution, and dictatorship and democracy. 100-120 pages of reading per week. 20 page paper required per guidelines for all Junior Year Writing Seminars.

HIST 450-02 Monsters, Foreigners, and Outsiders 

A. Taylor

TuTh 2:30-3:45pm

Idealized and despised, outsiders, both real and imagined, define a society through negative and positive examples. By placing primary sources in their historical contexts, we will examine the ways that a society represents and uses its outsiders. The structure of the class will be roughly chronological, but will also proceed thematically to examine different kinds of outsiders. The subjects of our inquiry will be the fantastic – such as zombies, revenants, and wild men – but we will also consider the related representations of real peripheral groups and individuals. We will also take comparative approaches, examining the representations and uses of the monstrous in various cultures. In the first part of the course, you will become grounded in the topic while working on aspects of research and written style. During the last section of the semester, you will research and write a long paper (5000 words plus footnotes and bibliography) on a topic of your choosing related to monsters and the monstrous (topic is subject to professor’s approval). 

HIST 450-03 History of Policing in the Modern US

J. Fronc

TuTh 1:00-2:15pm

History 450 is designed for undergraduate History majors to learn the conventions of academic writing; to explore a subject deeply; and to learn historical methods. Through reading primary and secondary sources, students will examine the historical and sociological literature on police and policing in the 20th century United States.

HIST 450-04 Maps, Politics, and Power

H. Scott

MW 2:30-3:45pm

In the 21st century we tend to take maps for granted. Even as paper maps become increasingly rare in everyday life, many of us interact regularly with digital maps on a regular basis (for example, with Google Maps), and it has become increasingly easy for “ordinary” people to create maps using digital tools. But what is a map? How have maps, and the purposes they serve, varied over time and in different places and human societies? Why should historians be concerned with studying maps? And in what ways are maps “political”? We begin by discussing these broad questions and then explore case studies of how maps and map-making have been connected to politics and the exercise of power between premodern times and the twenty-first century. We'll work with primary sources that include digitized historical map collections and 19th-century atlases in the DuBois Library's Special Collections. 

D. Sierra Becerra

MW 4:00-5:15pm

Witches, ghosts, priestesses, healers, and other entities have been driving forces in the destruction of oppressive worlds. This course will explore the role of religion and spirituality in liberation movements. It will center femmes (people subjected to misogyny) and their creation of otherworldly power that resists heteropatriarchy, racial capitalism, and imperialism. We will learn how practices such as deity worship, ancestor veneration, hauntings, spiritual cursing, collective ritual, and more, have been used to birth new worlds.

J. Keene

M 4:00-4:50pm

This 1-credit course is for seniors in their final year at UMass. The course is intended to help students enter a career field or obtain their first job directly after graduation. It is also suitable for students applying for fellowships, internships, and graduate or professional schools. Supervised by a History Department faculty member with the assistance of the HFA Career Development Services Team, meetings will also feature alumni guests who will share their career experiences and offer advice.