Aims to develop a teaching knowledge of the field through extensive reading and discussion of major works. The reading covers a broad range of topics -- political, economic, social, and cultural -- and represents a variety of historical methods. Students make frequent oral presentations and prepare a 20-page review essay.

This course uses readings and discussions to focus on a series of short-term events that shed light on American politics, culture, and social organization. It emphasizes finding ways to make sense of these complicated, highly traumatic events, and on using them to understand larger processes of change in American history. The class also gives students experience with primary documentation research through a term paper assignment.

This is a semester long project that introduces students to historical methods, primary sources, original research, and the differences between quantitative and qualitative research.

Subject considers how the visual and material world of "nature" has been reshaped by industrial practices, beliefs, structures, and activities. Readings in historical geography, aesthetics, American history, environmental and ecological history, architecture, city planning, and landscape studies. Several field trips planned to visit local industrial landscapes. Assignments involve weekly short, written responses to the readings, and discussion-leading. Final project is a photo-essay on the student's choice of industrial site (photographic experience not necessary).

Word table that includes a selection of OERs that deal with African American Studies, including literature, art, history, and culture.

Word table that includes a selection of OERs that deal with American, European, and World history.

U.S. History is designed to meet the scope and sequence requirements of most introductory courses. The text provides a balanced approach to U.S. history, considering the people, events, and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom up (eyewitness accounts, lived experience). U.S. History covers key forces that form the American experience, with particular attention to issues of race, class, and gender.

This course is the first in the introductory surveys of U.S. History. After exploring North America before the arrival of Europeans, students will study the early interactions of Europeans with indigenous peoples and, as the course progresses, study the history of peoples in the area now defined by the United States' borders. Those who would like to pursue their study of American history will also want to take Hist 147 (U.S. History II) and Hist 148 (U.S. History III).Login: guest_oclPassword: ocl

Welcome to History 147, the second in the introductory surveys of U.S. history. We begin in that decade when the United States in three years (1845-48) grew by 50 percent. Through the Civil War to the 20th century, we explore how different people experienced the transformation of the country into an industrial nation and emerging world power. Those who would like to pursue their study of American history will want to take Hist 146 (U.S. History I) and Hist 148 (U.S. History III).

This course is the third in the introductory surveys of U.S. history. The course surveys the significant forces and people that have shaped American civilization from the Progressive Era to the present. This course starts at the beginning of the 20th century and explores how different people, including you, participated in the nation's transformation through that century until today. Those who would like to pursue their study of American history may wish to take Hist 146 (US History I) and Hist 147 (US History II).Login: guest_oclPassword: ocl

U.S. History II covers the chronological history of the United States from Reconstruction through the beginning of the 21st Century.

U.S. History I covers the chronological history of the United States from before Discovery through Reconstruction.

Allows students to move through the the different articles of the US Constitution as ratified in 1788 and provides interactive dialogue cards that allows them to test their knowledge and understanding of the text.

Kevin Barksdale (Marshall University) and Ken Fones-Wolf (West Virginia University) assembled this collection of essays, mostly from the journal they edit, West Virginia History, to serve as a reader for courses on the Mountain State’s history. In selecting essays, they emphasized pieces that addressed themes from differing perspectives. For example, the first two essays examine the eighteenth-century frontier and Indian-white relations, one from the perspective of Europeans seeking to destroy Native Americans and the other from the vantage of the Cherokee hoping for some security. Among the other topics highlighted in these essays are: the coming of the Civil War, the efforts of women and blacks to negotiate citizenship during Reconstruction, the struggles of immigrants and African Americans during industrialization, the impact of the Cold War, and episodes that might be grouped as part of the culture wars. As such, they offer multiple opportunities for students to compare and contrast the experiences of varying groups of West Virginians throughout the state’s history.

The heritage of women represents one-half of the history of the United States; for that reason alone it is worthy of closer scrutiny than it has received in standard history courses. The movement of women for social, political, and economic equality represents the longest and most far-reaching civil rights movement in U.S. history, yet it is a movement that has received minimal space and attention in standard history courses. This class is an attempt to bring to the foreground a history that we all share but perhaps have until now lacked the opportunity or information to focus on. It is a history that I find both maddening and inspiring, and one whose study is challenging, difficult, and ultimately so rewarding that it is worth every bit of effort, and then some.