Prepare for a Complex & Ever-Changing World
Hone your critical thinking and communication skills, learn to analyze and interpret issues from multiple perspectives and become part of a community of scholars that thinks deeply and critically about the ways history shapes our world.
History Department
History majors at SUNY Plattsburgh are guided by energetic and talented professors committed to student success. Our faculty is renowned for their research — but they are, above all — teachers eager to bring their research into the classroom. Our dynamic curriculum features thematic explorations of topics in environmental history, migration, popular culture and religion, as well as regional surveys from the Renaissance to the present.
Get Involved
All students are invited to join our student-run History Association and to participate in unique programs like the Model Organization of American States. They are also invited to enroll in a variety of mini-courses featuring prominent guest faculty from throughout the U.S. and Canada. Sponsored by the McLellan Foundation, these courses feature local historical themes.
History Program News
- Professor Jessamyn Neuhaus Publishes Book about Teaching
Professor of U.S. history and popular culture at SUNY Plattsburgh is the author of
a new book on teaching and learning titled Geeky Pedagogy: A Guide for Intellectuals, Introverts, and Nerds Who Want to Be Effective
Teachers. Published in 2019 as part of the West Virginia University Press series Teaching and
Learning in Higher Education, edited by James M. Lang, Geeky Pedagogy is an evidence-based, multidisciplinary, pragmatic guide to the process of learning
and relearning how to be an effective college teacher.Professor Neuhaus writes: “This is the first college teaching guide that encourages college faculty to embrace their inner nerd and to view themselves and their teaching work in light of contemporary discourse that celebrates increasingly diverse geek culture. I argue that many people teaching college classes, including myself, are some combination of geek, introvert, and nerd (GIN), and that numerous aspects of effective teaching and learning are shaped by characteristics many professional intellectuals/GINS share. Aspects such as the need to understand our own expert blind spots when teaching novice learners; approaching teaching as an intellectually demanding endeavor; and practicing effective communication and social interaction skills.”
In a cover blurb, historian David Arnold (Columbia Basin College) praises Geeky Pedagogy: “Every college professor should read this book. It is useful, accessible, lively, and humorous. It is not ideological or pedantic but is instead a practical guide to becoming a better professor for those of us who never desired to read a book about pedagogy.” For more information about Professor Neuhaus’ new book, visit https://geekypedagogy.com.
- Professor Shemo Reports from Shanghai
For the fall of 2017, I received a Fulbright grant to accept an invitation from the
Center for the Study of Religion and Chinese Society at Shanghai University to be
a guest of the center and conduct research in Shanghai and other cities in China.
My current project is a book on American missionary medical education for Chinese
women from 1879 to 1949. Through this grant, I have been able to research in archives
in Shanghai, Suzhou, Nanjing and Guangzhou, and plan to visit the archives in Shandong
in January during the last week of my grant. Equally valuable has been the chance
to get to know Chinese scholars working on missionary education in China. I had the
honor of being invited to give the keynote address at a conference on Christianity
and modern medicine in China, where I was able to meet numerous other scholars working
on missionaries and medicine. While in Shanghai, I have also given other lectures
on my work and other topics. For example, I was invited to speak at a seminar discussing
the year anniversary of the election of Donald Trump, where I discussed specifically
the impact of refugees fleeing the United States to Canada on the North Country and
local efforts to assist the refugees.In addition to the scholarly benefits, I have had the opportunity to bring my children and give them exposure to Chinese language and culture. My twin sons, Kiernan and Rory, 17, are spending the semester studying Chinese at Shanghai University, while my daughter Meara, 7, attends an elementary school in Shanghai. Meara has not only learned a great deal of Chinese, but has also begun to play a Chinese instrument, the guzheng, or zither. We have made new friends not only from China, but from all around the world.
- Astronomer Dr. David Levy gives a public presentation
On February 20, author, astronomer, and co-discoverer of the Schumacher-Levy 9 comet
paid a visit to our campus. Dr. Levi met informally with students from the history
department and gave a public presentation in Hudson 106: “Talk, Tunes and Text: The
Night Sky in History, Literature and Music.” Levy reflected on a lifetime of searching
the night sky,and encouraged the audience to see astronomy as something that belongs
to everyone, professional and amateur alike. Levy, who also holds a Ph.D. in English
Literature specializing in the appearance of astronomical phenomena in Shakespeare’s
and other authors’ works, discussed the ways that the night sky has influenced scholars
and artists across the centuries. The talk was well attended by students, faculty
and community members, who were treated to slide show featuring numerous images captured
by Levy over the course of his life. - Liverpool University Press Honors Mark Richard
The editors of Québec Studies have selected Mark Richard for Liverpool University Press’ 2015 Awards for Outstanding Journal Reviewers. These awards celebrate the important contribution of all of our reviewers in ensuring a consistently high quality of published work. Dr. Richard will receive a certificate acknowledging his exceptional service by contributing timely, rigorous and thoughtful peer reviews.
- Alumnus Devin Lander Appointed New York State Historian
The department extends its sincerest congratulations to alumnus Devin Lander who was appointed to the post of New York State Historian by State Education Commissioner Mary Ellen Elia. The State Historian is responsible for conducting research on state history. The State Historian is tasked with promoting collaboration, education and scholarship to ensure a greater understanding of the history of New York State. Devin has spent the last six years as Executive Director of the Museum Association of New York. Prior to that, he was Deputy Legislative Director for Assemblyman Steve Englebright, and Staff Director for the Historic Hudson-Hoosic Rivers Partnership. Devin received his B.A. in American History from the SUNY Plattsburgh and an M.A. in Public History from the University at Albany. Congratulations Devin!
- History Major Wins Chancellor’s Award
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The history department extends warm congratulations to Adam Saccardi who was selected
as a recipient of this year’s SUNY Chancellor’s Award for Student Excellence. A triple-major
in history, economics and political science, Adam is also a member of the history
student honors society Phi Alpha Theta, and an active member of student government.
The award “honors State University of New York students who have best demonstrated
and been recognized for their integration of academic excellence with other aspects
of their lives, which may include leadership, campus involvement, athletics, career
achievement, community service or creative and performing arts.” Adam received the
award from Chancellor Nancy Zimpher at a special ceremony in Albany in April. - Students Visit Montreal Holocaust Memorial Centre
On Sunday April 3, students from the history department and across campus made the
trip to Montreal for a tour of the Montreal Holocaust Memorial Centre. Founded in
1979 by a group of Holocaust survivors, it was officially opened in 2003 and serves
as an important institution for teaching about the Nazi genocide and the dangers of
anti-Semitism. Montreal is home to the third largest group of survivors in the world,
and the Museum features a wide variety of original artifacts. The trip was sponsored
by the School of Arts and Sciences, the Student Association, and College Auxiliary
Services, and was led by Professors Richard Schaefer, Jonathan Slater and Howard Gontovnick.
In addition to touring the Museum’s permanent collection, students were able to have
an extended discussion with a survivor. - Professor Jim Rice Receives 2015 Residency from the OAH
BLOOMINGTON, IN—During its annual meeting in St. Louis, the Organization of American Historians (OAH) announced that James D. Rice, State University of New York at Plattsburgh, has been selected to receive the 2015 Germany Residency at the University of Tübingen. Thanks to a generous grant from the Fritz Thyssen Foundation, the OAH is pleased to continue the Germany Residency Program in American history at the University of Tübingen. The resident scholar will offer a seminar on a U.S. history topic of his or her design. The award was announced on April 18 by OAH’s 2014–15 President Patty Limerick and 2015–16 President Jon Butler. A total of 50 recipients received 2015 OAH awards.
- Professor James Lindgren in NYC
Jim Lindgren’s most recent book, “Preserving South Street Seaport” (NYU Press) was
launched on April 21, 2014, at a wine-and-cheese reception sponsored by NYU Press
and the South Street Seaport Museum. It was held at the museum’s historic Bowne Printing
Shop, which, in 1975, was restored and reopened by Mayor Abe Beame in a live broadcast
on NBC’s Today show. That same night, Lindgren spoke to an enthusiastic seaport audience
packed into the famous Paris Cafe, located in the shadow of the Brooklyn Bridge and
FDR Drive. Sponsored by the New York Preservation Archive Project, the Historic Districts
Council, and the New York City Landmarks Conservancy, the talk recounted the story
of how the Seaport Museum saved an 11-block historic district from the wrecking ball,
grew to become New York City’s largest historical society and “America’s National
Maritime Museum,” but now faces a life-or-death struggle against commercial developers
who want its valuable property. For Lindgren’s melding of historian and preservationist,
see http://nypost.com/2014/04/19/why-nyc-must-save-the-south-street-seaport/. - History Major Interns at Gettysburg
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As an intern at the Cultural Resource Management Department at Gettysburg National
Military Park, I see how professionals of various backgrounds work together to achieve
their mission. That mission is to protect, preserve, and interpret. The National Park
Service employs people from different backgrounds who work together to ensure that
visitors have a pleasant experience. Above all, I am learning how history is used
in practical ways. Construction projects or events at a National Park are assessed
for potential damage of the park’s resources. My job is to research and produce preservation
histories for historic homes that will be undergoing maintenance. The goal is to preserve
the structure’s historic integrity by helping construction companies know what materials
to use when rehabilitating buildings. This is especially interesting work, since it
brings together archeologists, historians, resource specialists, construction companies,
historic architects, curators, and others. I have learned the necessity of teamwork
when protecting public resources. Even though the National Park Service is just one
career option in the field of public history, seeing how history is applied beyond
the classroom has been very rewarding. - Students visit Battle of Plattsburgh Museum, go on ‘Haunted Plattsburgh Walk’
Students in William Duffany’s Social Studies Teaching Seminar stepped outside the classroom to visit the Battle of Plattsburgh Museum and go on a “Haunted Plattsburgh Walk.,” The latter, which actually visits several Battle-related sites, is hosted by the Greater Adirondack Ghost and Tour Company. Seminar participants were not just there for entertainment, however. The goal of the field trip was to think about the ways that public history shapes our encounter with history, and how students bring these experiences with them into the classroom.