This is the home page of the course syllabus, which outlines all the instructions, logistics, and expectations for the course. The syllabus also has a schedule page, which details the reading and activities for each session.
Why do people tell stories about the past—and why do those stories keep changing?
This course explores this history of history. We investigate how different societies across time have explained and interpreted the past—and how those have changed over time. From ancient myths and medieval chronicles to modern archives and AI-generated summaries, we ask how ideas about truth, evidence, and authority shape the stories societies tell about themselves.
Our survey moves through classical mythology, medieval chronicles, early modern statecraft, Enlightenment histories of progress, romantic imagination, scientific professionalism, modernist scholarship, postmodern critique, and today’s digital age. Along the way, we explore why different “flavors” of history emerge (political, social, cultural, digital), how interpretations of the past are continually shaped by context, audience, and medium, and how all of that shapes the world you move through every day—even when it doesn’t look like “history.”
The general lesson: history is not simply a record of the past, but an evolving cultural practice through which people make sense of themselves and their place in the world.
As a Gen Ed course, the specific content is only one facet to the class. The other are habits of mind and critical thinking.
Even if you have never been challenged to think about how history is made, you are welcome here! This course assumes no prior history knowledge or skills. I grade quite leniently at the beginning of class and the bar slowly rises throughout the class as we dive deeper into course material and you get more comfortable with what we do.
I really do want you to have fun learning in this class. I will do everything I can do help you learn as much as you’re motivated to learn, and to help you get whatever grade you’re aiming for. If you feel the course structure or assignments isn’t facilitating success or your current grade does not represent the effort you’re putting in the course, let’s talk!
There are no required books to purchase. We use a tool called Zotero to manage PDFs of reading assignments apart from the books.
To get connected, follow the Zotero set up instructions, noting the links below.
Our Zotero Group homepage is https://www.zotero.org/groups/2703269/making-history-unm. This link is best for joining the course Zotero Group.
Our Zotero Library page is https://www.zotero.org/groups/2703269/making-history-unm/library. Once you are a member of our group, this link is best for accessing our Zotero Library.
For almost everything we read, we’re reading to ENGAGE with it, not because it’s right. There is a LOT to disagree with across the readings, and we don’t all have to agree on everything. The goal is to develop frameworks for thinking critically about how history gets made and used.
All assignments are graded as A, B, C, D, F. There are usually no plusses and minuses, but sometimes I can’t resist. Canvas calculates these into percentages in the Gradebook, so you can always see your current percent and letter grade at based on work you’ve submitted. Final grades are computed following the table to the right.
The goal of this course is for you to see and engage with history differently—not to learn facts about the past. I care about the effort and thought you put into engaging with the material, not whether you get the “right” answer. There usually isn’t one. You are graded primarily on perceived effort.
| Percent | Grade |
|---|---|
| 94+ | A |
| 90-93 | A- |
| 87-89 | B+ |
| 83-86 | B |
| 80-82 | B- |
| 77-79 | C+ |
| 73-76 | C |
| 70-72 | C- |
| 67-69 | D+ |
| 60-66 | D |
| 59- | F |
If life gets overwhelming during the course and you question whether you can continue, please reach out. We can discuss formal or informal accommodations, deadline adjustments, or other support needed for you to complete the course successfully enough for academic progress and to keep scholarships.
These indicate something you have to DO or TURN IN.
These indicate something you should be aware of—usually an upcoming assignment or a longer reading—but isn’t anything you need to immediately do.
These indicate something that is important to know, but isn’t time sensitive.