GRADUATE CERTIFICATE IN HISTORY (Online)
This certificate program is designed to provide 18 graduate semester credit hours in history, a necessary credential in Texas for teaching dual credit (high school/college credit) and lower-level college courses in U.S. History. The curriculum requires students to complete a course in research methods (HIST 5302); four graduate courses in U.S. History; and one graduate course in non-U.S. history. The courses are taught by nationally recognized scholars who regularly teach the U.S. history surveys as well as advanced seminars in their respective specialties. This program is tailored for high school history teachers in its coverage of (1) the breadth of U.S. history content; (2) the major debates that engage American historians; and (3) the advanced research skills used by the modern historian.
If accepted into the Masters of Arts in Teaching program, successful students may apply their “B or better” certificate coursework to “an area of expertise” within the MAT program.
Applicants are asked to submit certain materials via Apply Texas,
www.applytexas.org, and others to the office of admissions (see specifics listed under application directions). Prospective students must meet the application deadlines in full in order to be considered and accepted for the following admission cycle.
- To begin classes in the Fall Semester, completed applications are due on or before August 15.
- To begin classes in the Spring Semester, completed applications are due on or before November 15.
If you have any questions about the application process, please contact Stephanie M. Allen, Assistant Director of Graduate Studies, S1011, 713-226-5554.
- Minimum undergraduate GPA of 2.5 for the final 60 semester credit hours completed.
- Minimum GRE scores: Quantitative and Verbal: 150 or higher for each section; Analytical Writing: 4 or higher. Students whose GPA is 3.0 or higher for their final 60 semester credit hours of undergraduate study may qualify for a GRE waiver (contact
firstname.lastname@example.org for more details).
- Three completed professional recommendation forms.
- A written personal statement.
- Foreign students whose transcripts reflect courses taught in a language other than English are required to submit TOEFL/IELTS scores. The English Language Testing System exam establishes English language proficiency.
- A research paper sample of approximately 1,500 words in length. This writing sample should demonstrate the candidate's competency in both writing and historical research
1. The applicant must complete an
applytexas.org application. There are two options that s/he can chose in order to enroll in the Graduate Certificate Program in History:
- If the prospective student wishes to enroll in the Graduate History Certificate program and not the Masters in Teaching (MAT) program, s/he should ensure that the “GRADUATE MAT CERTIFICATE” option is selected within the “Select Major” area of the application.
- If the prospective student wishes to apply to the MAT program as well as the Graduate Certificate program, s/he should apply to UHD’s “MAT program in Curriculum Instruction” and select “History” as the area of expertise.
2. The following information must delivered by the
(in person, by email, or via U.S. Mail) to the Office of Admissions—Graduate Admissions; University of Houston-Downtown; One Main Street, Suite GSB 308; Houston, Texas 77002-1001 or to
. Personal statements.
- Research paper sample
- Three completed recommendation forms.
3. The following documentation must come directly from the
to the Office of Admissions—Graduate Admissions; University of Houston-Downtown; One Main Street, Suite GSB 308; Houston, Texas 77002-1001 or to
. If students wish to submit an official hardcopy version, the documents must be in their original sealed envelope from the issuing agency:
- Official transcripts that indicate course history from all post-secondary, regionally accredited institutions attended.
- If post-secondary transcripts are from a non-U.S. institution(s), an official Credential Evaluation of transcript(s).
- GRE Scores, if required (see requirements, above).
- TOEFL Scores, if required (see requirements, above).
Courses Offerings (3 hour each):
Stephanie M. Allen, MPA – Assistant Director of Graduate Studies:
* Each institution establishes its own interpretations for SACSCOC credentials for its faculty; we encourage you to check with your institution before choosing courses in the program in consultation with the Program Director.
SCHEDULED GRADUATE INSTRUCTORS
Dr. Allen is a nationally recognized expert on American slavery and the Constitution, having written an important book and sev eral articles on the Taney court and its infamous
Dred Scott ruling. Dr. Allen teaches courses on the Antebellum South, Slavery and the Law, American Legal history and various courses in nineteenth-century U.S. history.
Dr. Case explores working-class history with a special emphasis on social and cultural history. Her book,
The Great Southwest Strike and Free Labor (2010) reconstructed a major railway strike of the Gilded Age. This helped to build and then undermine the first mass organization of industrial workers in US history. Her work on this topic delved into the working lives of "railroadmen," the racial hierarchies and alliances involved in strike organizing, and the context for and debates around industrial violence. Her new area of interest is the history of race and labor in the early twentieth-century South centering on black working-class protest in WWI-era and postwar Texas.
Dr. Gillette has devoted much of his career studying the history of eugenics in the ‘Latin’ countries of Europe and America. Besides a number of books and articles on Latin eugenics, he has given papers in the United States, the United Kingdom, Germany, and Italy. More recently, he has devoted himself to study of academic exchanges between the United States and Germany in the 1930s. Dr. Gillette has also written and presented papers on historical simulations in the classroom. He teaches courses centered on nineteenth and twentieth century Europe, including World War I, Nazi Germany, World War II, and Women in the 1920s.
Dr. Preuss is an associate professor of History. His research focuses on the history of public education in Texas and the nation. His book,
To Get a Better School System: One Hundred Years of School Reform in Texas” (2009). He and former US Secretary of Education Lauro F. Cavazos, Jr., co-authored A Kineño’s Journey: On Family, Learning, and Public Service (2016). He teaches courses on US, Texas, the American West, Mexican-American, and African-American history. He is active in state, regional, and national history organizations..
Dr. Ryden's research interest focuses upon slavery in the age of Revolution. He is author of the internationally recognized book,
West Indian Slavery and British Abolition (2009), which challenges the conventional wisdom regarding the political and economic motivations behind the final decision to abolish the British slave trade in 1807. He has made presentations on slavery and abolition at a number of centers for Atlantic World research, including the John Carter Brown Library (Brown University), Columbia University, the Institute of Historical Research (University of London), Oxford University, the University of Minnesota, and, most recently, the University of the West Indies, Mona.
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GRADUATE HISTORY COURSES AND DESCRIPTIONS
HIST 5302 - The Historian's Craft
This course is designed for graduate students in history to provide training in methods of historical research, historiography, and exposition. It will include library and archival research with emphasis on the use of primary and secondary sources and will culminate in a history research project or projects. The emphasis of the course may be US or non-US history, depending on the instructor.
The projected outcome include • Explain major historiographical schools of thought and debates. • Use advanced library databases and internet sources relevant to locating primary and secondary sources. • Pose an arguable, workable research question regarding a historical problem or puzzle. • Construct a draft research paper and other preparatory work and revise according to professor's directions. • Write a well-organized historical essay that addresses a historical issue or puzzle, communicates ideas clearly, synthesizes relevant evidence from both primary and secondary sources, and builds a logical argument. • Format papers and cite source material using the Turabian-Chicago style. • Express the complexity of meaning embedded in source material.
HIST 5304 - From Colonization to Revolution, 1607- ca. 1800
This graduate course focuses on the establishment and development of British American societies in the seventeenth and eighteenth centuries. The curriculum will explore the rationale for the settlement of the most significant colonial regions; the political and social structures that sustained these communities; and the process that led to de-colonization in North America and to the birth of the United States. The historiographical component of this course will show how the narrative of early America came into being and discuss how recent scholarship has contributed to modern textbook accounts of the period.
HIST 5310 - Nazi Germany
This course is designed to develop students' understanding of Hitler's Germany. It is organized around the general theme of "Nazism and personal motivations": Why did Germans vote for Hitler? Why did so many come to adore him in the pre-war years? What motivated some Germans to oppose the Nazis, either passively, or at the cost of their lives? And finally, why did so many Germans willingly participate in mass murder through the Holocaust? Students will discuss the current scholarship on these fundamental questions.
HIST 5311 - Studies in the History of American Education
A graduate readings course exploring critical topics, events, and individuals that influenced the history of American education, and analyzing the historiography of the field. At the conclusion of this course, student should be able to: • Describe past events, actions, and issues in American Education in their historical context, and formulate critical questions about those events, actions, and issues. • Summarize the significant historiographical works on those past events, actions, and issues in American Education, and categorize the historiographical context of the questions they have developed. • Identify, evaluate, and interpret primary sources related to answering the questions they have developed about the American Education history. • Communicate how historians of American Education have organized their investigation of the questions, summarize their findings, and defend the conclusions of their research to the community.
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HIST 5321 - Studies in Mexican-American History
A graduate readings course exploring critical topics in the history of the Mexican-American experience, and analyzing the historiography of the field.
• Describe past events, actions, and issues regarding Mexican-American history in their historical context, and to formulate critical questions about those events, actions, and issues. • Summarize the significant historiographical works on Mexican-American history, and categorize the historiographical context of the questions they have developed. • Identify, evaluate, and interpret primary sources related to Mexican-American history. • Communicate how historians of the Mexican-American past organized their investigation of the questions, summarize their findings, and defend the conclusions of their research to the community.
HIST 5331 - History and Nostalgia: Historical Interpretation and the Culture Wars
A graduate readings course exploring the theme of how academic historians construct, use, and value of historical thought compared to popular American historical interpretations and nostalgia.
At the conclusion of this course, student should be able to: • Describe how historians place past events, actions, and issues in their historical context, and to formulate critical questions about those events, actions, and issues. • Summarize the significant historiographical works on the politicization of history and the "Culture Wars." • Identify, evaluate, and interpret primary sources related to the "Culture Wars" and the politicization of the past. • Communicate the differences between historical interpretation and identity politics.
HIST 6303 - Seminar in Texas History
Examines Texas history from its Spanish origins to US statehood. The emphasis will be on social, cultural, political, and economic issues.
HIST 6304 - Slavery and Freedom in the United StatesThis course introduces students to the historical literature dealing with slavery, antislavery, and emancipation in the United States. Course readings and assignmsents will expose students to major historiographical schools, analytical approaches, and central areas of inquiry on the topic of slavery and freedom in the United States. The course teaches students how to conduct a historiographical analysis on a subtopic of their own choosing.
HIST 6304 - Slavery and Freedom in the United States
Upon completion of this course, students will be able to: • Articulate an advanced understanding of the major approaches and current thinking on the study of United States slavery, antislavery, and emancipation. • Use secondary sources to make compelling analytical interpretive arguments about slavery, antislavery and emancipation in the United States • Present clear and convincing paper(s) that follow the standard academic conventions within the field of history.
HIST 6320 - Slavery in the Americas Proseminar
This course is hemispheric in its approach, focusing on the origins of slavery in the Americas, the transatlantic slave trade, the connection between slavery and the birth of early modern capitalism, and the emergence of "second slavery." Students are confronted with the wide range of historical approaches to the topic, including economic, anthropological, demographic, and cultural histories. The course begins with a broad discussion of the wide range of slave societies in the Americas. From this starting point, the reading list is organized both geographically and topically, with particular emphasis on the three zones of New World slavery: Brazil, the Caribbean basin, and North America. Students will be expected to conduct original research and present their findings both orally and in a term paper.
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