History BA

General Education Requirements

History majors must meet the university and college general education requirements

Majors may not take required history courses on a satisfactory/unsatisfactory basis. Students enrolled in variable credit reading courses for 5 credit hours must complete a seminar paper.

Students may take any language that fulfills the college's foreign language requirement.

Degree Requirements

Students are encouraged to move from introductory courses at the 1000 to more advanced content-oriented courses at the 2000 level then to skill oriented courses at the 3000 and 4000 levels. Majors must complete at least 33, but not more than 45, hours in history with no grade below C-.

1000 Level
Select three courses at the 1000 level9
2000 and 3000 Level
Select an additional two to five courses at the 2000 and 3000 level.6-15
HIST 3199Introduction to Historical Inquiry4
4000 Level
Select two to four of the following courses at the 4000 level.6-14
Inquiries in U.S. History
Inquiries in World History
Senior Seminar 1

Undergraduate majors must complete a residency minimum of 15 hours of 2000/3000/4000 level History courses including 6 credit hours of 4000 level courses at UMSL.

Alternative courses to satisfy the History requirements

Some courses may satisfy the History requirement even though they are not listed as such, depending on what their content is. These include variable content courses, courses at the Honors College, and history of philosophy courses. If a course that deals with some aspect of History and might satisfy a requirement is not listed among those satisfying the requirements, you may do the following:

  1. Obtain the description of what the course will cover.
  2. Write a very short explanation of why the course ought to count toward satisfaction of the requirement, by showing how it deals with the relevant aspect of History.
  3. Submit both to the History undergraduate advisor for approval.

Departmental Honors

tudents majoring in history may be awarded departmental honors upon graduation if they have achieved the following: a) at least a 3.2 overall GPA; b) at least a 3.5 GPA for all hours attempted in history courses; and c) an outstanding research paper in the Senior Seminar as certified by the faculty member responsible for directing it.

B.S. Ed. in Secondary Education with Emphasis in History

The B.S. Ed. is a professional education degree designed for students who wish to pursue a teaching career in secondary schools.  Much of the discipline-specific coursework parallels the B.A. degree in the discipline; however, the Missouri Department of Elementary and Secondary Education (DESE) requires specific coursework for teacher certification.  Therefore, students interested in the B.S. Ed. should contact the advising office (OASIS) 314-516-5937 in the College of Education for discipline-specific requirements.  Note:  To obtain teaching certification, DESE requires a 3.0 GPA in the discipline and professional education coursework, as well as a 2.75 GPA overall. 

B.A. in History with Master’s Level Coursework for Secondary Teacher Certification

In addition to the B.S. Ed., students may opt to complete a B.A. degree in their discipline as an undergraduate, followed by admission to the Graduate School for Master’s level teaching certification.  The College of Education has a one-year accelerated program for post-graduate certification called Teach in 12, or students can choose a traditional path to certification.  Graduate coursework for certification can apply towards a Master’s Degree in Secondary Education, with additional coursework.  Students interested in Master’s Level teacher certification should contact the advising office (OASIS) 314-516-5937 in the College of Education.  Note:  To obtain teaching certification, DESE requires a 3.0 GPA in the discipline and professional education coursework, as well as a 2.75 GPA overall. 

B.A. in History Learning Outcomes

Graduates of this program will be able to:

  • Build historical knowledge.
    • Gather and contextualize information in order to convey both the particularity of past lives and the scale of human experience.
    • Recognize how humans in the past shaped their own unique historical moments and were shaped by those moments.
    • Develop a body of historical knowledge with breadth of time and place—as well as depth of detail—in order to discern context.
    • Distinguish the past from our very different present.
  • Develop research methods.
    • Recognize history as an interpretive account of the human past—one that historians create in the present from surviving evidence.
    • Collect, sift, organize, question, synthesize, and interpret complex material.
    • Practice ethical historical inquiry that makes use of and acknowledges sources from the past as well as the scholars who have interpreted that past.
    • Develop empathy toward people in the context of their distinctive historical moments.
  • Recognize that Historical knowledge is complex, sometimes ambiguous, and subject to ongoing reexamination.
    • Welcome contradictory perspectives and data, which enable us to provide more accurate accounts and construct stronger arguments.
    • Describe past events from multiple perspectives.
    • Explain and justify multiple causes of complex events and phenomena using conflicting sources.
    • Identify, summarize, appraise, and synthesize other scholars’ historical arguments.
  • Apply the range of historical thinking skills to evidence that is often incomplete, complex, and contradictory.
    • Consider a variety of historical sources for credibility, position, perspective, and relevance.
    • Evaluate historical arguments, explaining how they were constructed and might be improved.
    • Revise analyses and narratives when new evidence requires it.
  • Create historical arguments and narratives and effectively communicate them.
    • Generate substantive, open-ended questions about the past and develop research strategies to answer them.
    • Craft well-supported historical narratives, arguments, and reports of research findings in a variety of media for a variety of audiences.
  • Use historical perspective as central to active citizenship.
    • Apply historical knowledge and historical thinking to contemporary issues.
    • Develop positions that reflect deliberation, cooperation, and diverse perspectives.

Sample Four Year Plan

First Year
INTDSC 100311HIST 1XXX History Core3
HIST 10013HIST 1XXX History Core3
ENGL 11003EXPLORE - Mathematics and Life/Natural Sciences3
CORE - Mathematics Proficiency3CORE - Communication Proficiency3
EXPLORE - Mathematics and Life/Natural Sciences3Elective or minor3
EXPLORE - Social Sciences3 
 16 15
Second Year
HIST 2000-3999 History Core3HIST 21001
EXPLORE - Mathematics and Life/Natural Sciences3HIST 2000-3999 History Core3
EXPLORE - Social Sciences3Foreign Language 10025
Foreign Language 10015EXPLORE - Social Sciences3
 Elective or minor3
 14 15
Third Year
HIST 2000-3999 History Core3HIST 2000-3999 level course3
ENGL 31003HIST 31994
Foreign Language 21013Cultural Diversity Requirement3
Elective or minor 3Elective or minor3
Elective or minor 3Elective or minor3
 15 16
Fourth Year
HIST 4000-level Course3HIST 4000-level Course3
HIST 3999 (or HIST 3XXX Elective))3Elective or minor3
Elective or minor3Elective or minor3
Elective or minor3Elective or minor3
Elective or minor3Elective or minor3
 15 15
Total Hours: 121

PLEASE NOTE: This plan is an example of what a four year plan could look like for a typical student. Placement exam scores in math as well as the completion of coursework may change the plan. It should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor each semester. All requirements are subject to change.