Take a look at the upper-levelcourses being taught by our great professors this Fall! If you have questions about them, please contact Dr. Jeanne Petit (email@example.com).
History 215-01 The Roman World
R 6:30-9:20 pm
The Romans dominated the Medi-terranean 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. Flagged for Global Learning (International).
History 221-01: Colonial and Post-Colonial Africa: African Perspectives on Colonialism
MWF 9:30-10:20 am
This course explores the colonial experiences of Africans as well as the legacies of European colonial rule in Afri-ca. 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 Afri-cans struggled for independence. The course is flagged for cultural diversity and Global Learning (International).
History 251-01: Revolutionary America
MW 3:00-4:20 pm
Contemporary challenges in government and society, especially
after the 2016 presidential election, have moved Americans to re-examine the
values, actions, courage, and wisdom of the generation who established the United States. This course explores the challenges and triumphs that were met and overcome by that Founding Generation, and assesses the manner
and degree in which 21stcentury Americans are still striving
to achieve, the vision of “We the People.”
History 341-01: World War II
MWF 11:00-11:50 am
Explores one specific dimension of 20th-century history, namely, how societies and individuals faced the moral ambiguities caused by World War II. Our goal is to learn about the significant events of the Second World War as it unfolded in different parts of the world. But more importantly, we will examine several noteworthy individuals and the specific circumstance in which they made significant moral choices and acted for good or for ill. Each person in the course will be challenged to consider what it means to act ethically in situations that require discernment and courage. Flagged for Global Learning
History 352: Women and Gender in U.S. History
MWF 12:00-12:50 PM
This class explores three interconnected issues in United states history. First,
we will examine how women of different classes, races, religions, and ethnicities
made social change happen in the past. Second, we consider how Americans
understood and shaped ideas about manhood and womanhood. Finally, we study the ways Americans debated desirable and undesirable sexual behaviors. This class will cover the period from the Revolutionary Era through the twentieth century and students will examine how historians of women, gender and sexuality have interpreted these issues.
History 370-01: Modern Middle East
MWF 2:00-2:50 PM
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. Flagged for Global Learning (International).
In the spring of 2016, I signed up for two History classes to fill some requirements for my degree at Hope College and learn some new things about the US and European history. What I got out of the classes was much more than I anticipated. I believe everything in life happens for a reason and I thank God that I took both of Professor Johnson’s classes.
I am from a large city right outside of Washington, DC– the historic town of Alexandria, VA. Anyone from that area knows that Washington, D.C. and the surrounding suburbs in Maryland and Virginia are heavily liberal. Growing up, especially in high school, I was often teased and bullied because of my conservative political beliefs. Those experiences strengthened my political convictions but at the same time made me less accepting of other’s views. Hope College is a slightly more conservative environment than where I had come from and gave me a sense of community and gratitude for something I had never experienced before. However, it initially made me gravitate more toward conservative professors because of my high school experiences.
Professor Johnson changed my entire perspective on political relations in this country. As a conservative, when I first had Professor Johnson, I was very quick to jump to conclusions that he was going to be just another “liberal” professor trying to bash Republicans and push the Democratic agenda on millennials. I could not have been more wrong. Throughout both courses with him, I saw that he encourages his students on both sides of the aisle to advocate for their individual views, urging them to base their arguments on facts rather than just opinion. He doesn’t care what your specific political perspective is, but he very much cares that you are informed when you form your own opinions.
He has made me a better writer, scholar, and I have earned a good friend. When I talked to him about the exclusion I endured in high school because of my own political views, he related those to the racial discrimination he received growing up as a kid. Professor Johnson described how our culture and our ideologies make us uniquely different. From the conversations we had, he helped me understand that you need to not only listen to the perspectives of other people, but also understand and appreciate different views that make us Americans. It is about time we had a culture change where we appreciate people’s differences instead of just associating with those who are just like us. I’m glad that, by doing that, I was able to make a lifelong friend.
At my job, I regularly come into contact with maps from the 16th century, letters, and papers from the Civil Rights Movement, and many rare books (Hamilton fans? I just held an original printing of “the Reynold’s Pamphlet”). It really is a pretty amazing spot to find oneself. My path from Hope College history student to North American History Librarian at the Wisconsin Historical Society never felt linear though.
I came to Hope for the dance program, but figured I should take on a second, more practical major – history. Thankfully, no one ever told me that history wasn’t practical or tried to steer me toward a more conventional “backup” degree. I fell in love with the study of history – the reading, the discussions, the research; all of it fed me. In a class my junior year with Jeanne Petit, both of my interests collided. I dove into researching a conflict that occurred in Kalamazoo dance halls during the 1920’s. Through newspapers and archival research, I unraveled a tale about feisty teenagers, frightened adults, and controlling laws – it was essentially Footloose set to a jazz soundtrack. Coming in contact with the physical stuff of history and being able to piece together a story from those objects was a landmark in my understanding of how history is done.
This project also nudged me into the library profession. I worked closely with a Hope College librarian during the research process and watched in awe as she took a scrap of information from a newspaper index and spun out multiple ways to track and flesh out the story. She always seemed to find a next step when I felt I had hit a dead end in my research.
After graduating, I lived in New York for several years and spent time volunteering at the New York Public Library for the Performing Arts. That experience solidified my desire to work in the library field, so I pursued a Master’s in Library and Information Studies. I couldn’t quite reconcile my love of history and archives with my desire to serve students in a similar manner to how I had been helped at Hope. Unfortunately, these are two different tracks in the field. So, as had became my M.O., I did both. I completed a specialization in Archives and Records Management as well as coursework and internships in academic reference and instruction.
After graduating, I landed a job at a small, academic library. I wasn’t working with the historical materials I really loved, but I was doing other fulfilling work like helping people navigate their research. I knew I didn’t want to remain at that job for the duration of my career, so I worked to develop marketable skills and stay active in my network.
Seven years (and a few life changes) into the job, I felt like I had hit a ceiling and starting sniffing around for other opportunities. Lo and behold, I saw a posting that advertised an opening at the Wisconsin Historical Society focusing on instruction and outreach. It sounded too good to be true – doing instruction and outreach centered on history topics! The historical society is a state agency and as such the application process is long, rigorous, and pretty demoralizing. After a lengthy and nerve-wrecking interview process, I was thrilled to accept their offer.
So what made me stand out? I think it was a combination of my educational background, professional experience, and the soft skills you learn as a performer. My history degree gave me the necessary knowledge base for the job and indicated my enthusiasm for the subject matter. My experience in a small academic library mean that I could jump quickly into providing instruction and would bring new ideas to the team. And my background as a dancer has taught me how to give public presentations and think quickly on my feet. In the end, none of my academic studies were impractical. The broad liberal arts base and hands-on experience I gained as a Hope student made me a compelling candidate for what just may be my dream job.
After years of sniping and hurling poisonous charges, the people who’ve been questioning the value of a liberal arts education and, specifically, whether disciplines in the Arts & Humanities are pathways to “real” jobs, are getting their wish. Because while articles and testimonials have repeatedly underscored the importance of the liberal arts in all fields, in all careers, in all phases of life, few opportunities have been lost to classify liberal arts disciplines as interests pursued by those who either don’t want or need a job.
So congratulations naysayers on believing that it’s actually possible to educate and develop superior workers, citizens, leaders, and human beings by starving their humanity. Yes, congratulations for being either unaware or unfazed [or, aware but unfazed] by the intractable dysfunctions in government, the workplace, and in society at large which, along with causing frustration, anger, and alarm, are becoming the new permanently normal. For you see, no nation that so profusely claims a desire to continue leading the world can expect to be taken seriously when it’s committed to finding ever more creative ways of denying future leaders the practical and conceptual skills necessary to lead.
All credit is enthusiastically given to the doubters and detractors of the liberal arts who have insisted on prioritizing matter over mind, thoughts over thoughtfulness, function over fit, qualifications over capabilities, knowledge over wisdom, and results over consequences. Their diligent dedication has been essential in helping produce the hyper-distracted, non-visionary, willfully gullible, increasingly balkanized, rampantly distrustful, antagonistic, self-centered, social miasma called—today.
Still, it’s not too late. Although the worst vitriol of the liberal arts harassers is spewed onto those disciplines in the Arts & Humanities, they can neither obscure, nor magically disappear the force of irrefutable evidence exemplified by the people whose lives and careers verify and underscore the intellectual, emotional, spiritual, and, yes, financial benefits, advantaging those with an Arts & Humanities background. So in addition to sparing no effort to provide students with an education that’ll get them that [admittedly] all-important first job, the battered toilers in the liberal arts also provide the next generation with the lifelong skills necessary for keeping, advancing, and succeeding in any job. This is especially true with regard to the professional and personal preparation supplied by historians.
For historians have a uniquely critical role to play in bringing clarity and calm to the contemporary confusion that’s stifling the possibilities for progress. Historians and their resolute commitment to critical thinking, their bold determination to strive for objectivity [despite their acknowledged impossibility of escaping bias], and their stubborn refusal to dilute the precision and power of oral and written communication, stand collectively as a lighthouse of hope for a ship of state that, more than ever, needs to find a safe harbor ASAP!
Doubters need to look no further than the continued evaporation of civility in public discourse, gadget-bedazzled techno-prophets who minimize, or dismiss indomitable humanity, and, given the depth and breadth of national angst, the contemporaneous resurgence of fear-mongering, xenophobia, discrimination, and appeals to humanity’s dark side.
The scorched earth rhetoric of 2016’s presidential campaign ripped the scab away from festering concerns regarding the processes, precedents, conflicts, and conundrums that have generated confusion about the functional effectiveness of America’s republican democracy. Missing too often from the swamp croaking of bamboozlers, purveyors of fake news, merchants of blame, talk radio blowhards, and outright liars, was the rigorous, fact-rooted, fact-originated, and fact-tested perspectives of the historians.
Historians bring a myriad of reconciling benefits to the weary body politic. Rather than allowing disagreements to fracture their community, historians strive to embrace disagreement for its power to keep them from becoming too enamored with their own positions. They generally respect and hold dear the methodology and imperatives of historical inquiry which imposes an occasionally brutal but always thorough process of filtration. This helps keeps them honest and warns benders of truth that, for historians, when it comes to the truth, court is always in session.
Let me be clear. Historians make no claims of infallibility. If anything, historians are acutely aware of their shortcomings and foibles. Their fascinated preoccupation with the mischievous and lethal activities of humanity shines a revealing bright light upon the infinite imperfections of themselves and the species to which they belong. Humanity’s bloody record of reliably recurring nightmares like war, injustice, and oppression have provided historians with an embarrassment of grim riches from which to learn lessons and gather wisdom. Conversely, humanity’s heroic moments of nurturing peace, uplifting the weak and vulnerable, fighting injustice, and embracing the unique wonders of the world’s individual billions are stirring motivators, reminding historians of their awesome responsibility to do their due diligence in helping maintain the strength and prosperity of America’s democracy.
For this democracy forged in revolution; matured through the trauma of Civil War; tortured by its persisting hate-love relationship with immigrants; sincere commitment to life, liberty, and the pursuit of happiness while denying them through ingenious manipulations of law and custom; showing the world the excellence of its soul through a movement of Civil Rights; daring to suffer international slings and arrows for taking humanitarian actions other nations deemed too difficult or not worthwhile; this republican democracy is too valuable, fragile, precious, and full of positive possibility to entrust solely to those who, every two, four, or six years, promise second comings of a simpler, better, worry free life.
By applying their healthy skepticism to test every word, action, perspective, and nuance of a subject, historians lay bare its character, intentions, attributes, and deficiencies. Looking from the dual vantage point of their own lives and through the brutally revealing telescope of time, they identify trends that, in the past, led to national train wrecks and which, in the present, serve as cautionary narratives for consideration. Historians gift their fellow citizens with libraries of information from which they may deduce for themselves whether or not contemporary promise-makers are genuine, innovative, and sincere or if they’re updated versions of yesterday’s wolves in sheep’s clothing.
Historians especially enjoy sharing their gifts with their students. They bequeath to them a love for fact-based truth and the habit of testing those truths by repeatedly running them through a relentless gauntlet of rigorous critical thinking. Those students take with them into any workplace, anywhere, all the time, their finely honed skills of inquiry and analysis, independence and self-motivation, problem-solving, teamwork and team leading, cross-cultural competency, technical adaptability, project management, and superior oral and written communication abilities. Those students also bring a powerful inquisitiveness that constantly searches for the factors, forces, and trends that have helped [and can help] systems and institutions, and the people in them, perform better and more profitably.
It’s time for historians, colleagues in the Arts & Humanities, and throughout the liberal arts to stop wringing their hands and recognize that it’s likely to be later than sooner before society recognizes the liberal arts as a critical element in resolving contemporary problems. For like the patient who’s unaware of their life-threatening disease, just because they haven’t been diagnosed doesn’t mean they’re not in desperate need of the cure. Historians, the Arts & Humanities, and the liberal arts are anxious to help achieve that cure.
That won’t be done by meekly and quietly ceding ground to the doubters and detractors. Because they have skillfully convinced [understandably] disgruntled citizens that those who teach, for example, the foundations of America’s political origins were somehow responsible for the obscene greed and corruption that caused the recent Great Recession, the persisting chaos in America’s immigration system, and the failure to defeat ISIS.
Giving the benefit of the doubt, most people probably know that practitioners of the liberal arts did not cause those and other daunting problems but, frankly, so what? The greater concern is that so many have been hoodwinked into believing the same. Historians, the community of the Arts & Humanities, and the liberal arts must work harder, be more determined, speak up, and speak out with more force and frequency. They must do so with compelling narratives, about the profound immediate and long-term practical and conceptual benefits of their disciplines if America means to maintain its status as a global leader.
Quietly hoping for such public comprehension only invites more doubt and derision from a tuition-hawkish public that rightfully demands to know why its dollars are better spent on producing more historians. It’s time to tell them. It’s time to show them. It’s time to roll up sleeves and fully engage, fighting word for word, speaking truth to distortion, showing value for every dollar spent, to win hearts and minds and put the naysayers in check. No battle was ever won by those who didn’t show up for the fight. The doubters and detractors have commanded the field long enough. It’s time to reclaim some territory.