The American South to 1865

Last Updated: Fri, 01/02/2026
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Course prefix:
HTS
Course number:
2006
Semester:
Spring
Academic year:
2026
Course description:

Far from the myths about the slow constancy of the antebellum South, this is a course about a region in the throes of momentous transformation. Somewhere between the Revolution and the Confederacy, a geographic determination became a cultural and political construct and the southeastern states became “the South.” Yet “the South” was never as stable, uniform, or old as the mythmakers would have it, then or now. 

This semester we will explore histories of Southern space, place, and identity by focusing mainly on issues of race, class, and gender in the decades before the Civil War. We will work together to try to identify and understand some of the extremes that defined varieties of existence across the antebellum South. We will then consider whether it was because of those extremes, or despite them, that Southerners were able to find coherence enough to forge forward through secession and attempt to create their own nation.

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Core IMPACTS statement(s) (if applicable):

This is a Core IMPACTS course that is part of the Social Sciences area 

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help master course content, and support students’ broad academic and career goals. 

This course should direct students toward a broad Orienting Question: 

  • How do I understand human experiences and connections? 

Completion of this course should enable students to meet the following Learning Outcome: 

  • Students will effectively analyze the complexity of human behavior, and how historical, economic, political, social, or geographic relationships develop, persist, or change. 

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies: 

  • Intercultural Competence
  • Perspective-Taking
  • Persuasion 
Instructor first name:
Christopher
Instructor last name:
Lawton
Section:
A
CRN
33331
35249
Department (you may add up to three):
History and Sociology

Modern Russian History and Society

Last Updated: Fri, 01/09/2026
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Course prefix:
HTS
Course number:
3048
Semester:
Spring
Academic year:
2026
Course description:

This course examines contemporary Russian society and social institutions and the historical legacy that shaped present conditions.

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Core IMPACTS statement(s) (if applicable):

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help master course content, and support students’ broad academic and career goals.  

  

This course should direct students toward a broad Orienting Question: 

  • How do I understand human experiences and connections?  

  

Completion of this course should enable students to meet the following Learning Outcome: 

  • Students will effectively analyze the complexity of human behavior, and how historical, economic, political, social, or geographic relationships develop, persist, or change.  

  

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies: 

  • Intercultural Competence
  • Perspective-Taking  

Persuasion  

Instructor first name:
Kate Pride
Instructor last name:
Brown
Section:
A
CRN
33382
Department (you may add up to three):
History and Sociology

History of the Modern Middle East

Last Updated: Thu, 01/01/2026
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Course prefix:
HTS
Course number:
2041
Semester:
Spring
Academic year:
2026
Course description:

The objective of this course is to provide a basis for understanding historical processes (both global and local) which have shaped the Middle East and North Africa in the modern period (18th-20th century) Focusing on the transformation of state and society under the impact of a changing world economy and European imperialism, this course has four interrelated themes:

  1. The transformation of multi-ethnic world empires to nation-states in the 20th century
  2. The changing relationship of the Middle East to Europe and later, the United States.
  3. The rise of new social and political movements and the new sorts of identities, social categories and notions of person-hood they were based upon.
  4. The interconnectedness of local, regional and global histories

We will use visual sources (photos, propaganda posters and films), audio sources (interviews, old newsreels and music ) as well as textual sources (including official documents, memoirs and magazine and newspaper articles), paying particular attention to the rich and diverse voices and experiences of those from the region.

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Core IMPACTS statement(s) (if applicable):

This is a Core IMPACTS course that is part of the Social Sciences area.

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help master course content, and support students’ broad academic and career goals.

This course should direct students toward a broad Orienting Question:

  • How do I understand human experiences and connections?

Completion of this course should enable students to meet the following Learning Outcome:

  • Students will effectively analyze the complexity of human behavior, and how historical, economic, political, social or geographic relationships develop, persist or change.

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies:

  • Intercultural Competence
  • Perspective-Taking
  • Persuasion
Instructor first name:
Laura
Instructor last name:
Bier
Section:
A
CRN
34958
Department (you may add up to three):
History and Sociology

American Revolution

Last Updated: Wed, 12/31/2025
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Course prefix:
HTS
Course number:
2002
Semester:
Spring
Academic year:
2026
Course description:

In July of 1776, for the first time, 13 colonies decided there would be no more kings and they declared Independence from England.  After years of war and social upheaval, this revolutionary generation created a series of new governments, including state governments and concluding with a new Constitution. This class explores the origins, events, and outcomes of the American Revolution, and encourages students to develop a sophisticated understanding of why the Revolution happened when it did, what difference it made, and what difference it continues to make.  Because 2026 marks 250 years since the signing of the Declaration of Independence, this year students will work on a special project focused on the Revolution in Georgia in 1776.

 

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Core IMPACTS statement(s) (if applicable):

This is a Core IMPACTS course that is part of the Social Sciences area.

 

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help master course content, and support students’ broad academic and career goals.

 

This course should direct students toward a broad Orienting Question:

  • How do I understand human experiences and connections?

 

Completion of this course should enable students to meet the following Learning Outcome:

  • Students will effectively analyze the complexity of human behavior, and how historical, economic, political, social or geographic relationships develop, persist or change.

 

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies:

 

  • Intercultural Competence
  • Perspective-Taking
  • Persuasion
Instructor first name:
Carla
Instructor last name:
Gerona
Section:
A
CRN
34942
Department (you may add up to three):
History and Sociology

History of Global Societies: The African Diaspora

Last Updated: Thu, 01/01/2026
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Course prefix:
HTS
Course number:
3065
Semester:
Spring
Academic year:
2026
Course description:

Examines the historical patterns of interaction and interdependence among world regions, from approximately the 13th century to the contemporary era. This course will explore the history of African and African-descended people from the era of the trans-Atlantic slave trade through the 20th-century waves of intellectual and political independence movements in Africa, the Americas, and the Caribbean. Students will have broad exposure to the modern history of the Afro-diaspora by engaging with interdisciplinary course materials, including scholarly historical texts, articles, poetry, literature, and films.

Academic honesty/integrity statement:

The Academic Honor Code is a student initiative that became an official Institute policy in 1996. The Academic Honor Code aims to increase academic integrity and strengthen trust in the Georgia Tech community. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

AI Statement:

Per GaTech's Honor Code, students are forbidden from submitting work generated by an AI program as their own. Generative AI cannot be used or consulted for assignments; all work must be your own. The use of Generative AI tools for any part of your work will be treated as plagiarism and a violation of academic honesty. You may use grammar aids (e.g., Grammarly, spell check). 

Core IMPACTS statement(s) (if applicable):

Core IMPACTS statement:

This is a Core IMPACTS course that is part of the Social Sciences area

Core IMPACTS refers to the core curriculum, which provides students with essential

knowledge in foundational academic areas. This course will help master course content,

and support students’ broad academic and career goals.

This course should direct students toward a broad Orienting Question:

  • How do I understand human experiences and connections?

Completion of this course should enable students to meet the following Learning Outcome:

  • Students will effectively analyze the complexity of human behavior, and how

historical, economic, political, social, or geographic relationships develop, persist, or

change.

Course content, activities and exercises in this course should help students develop the

following Career-Ready Competencies: 

  • Intercultural Competence
  • Perspective-Taking
  • Persuasion

 

Instructor first name:
Sanyu
Instructor last name:
Mulira
Section:
C
CRN
36124
Department (you may add up to three):
History and Sociology

Reel History

Last Updated: Thu, 01/01/2026
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Course prefix:
HTS
Course number:
2085
Semester:
Spring
Academic year:
2026
Course description:

Students will evaluate films as sources for specific historical events by viewing films, reading historical documents, and applying critical analysis to written assignments and class discussions. In this course, students will consider how films portray moments of resistance and rebellion in African Diasporic History.

Academic honesty/integrity statement:

The Academic Honor Code is a student initiative that became an official Institute policy in 1996. The Academic Honor Code aims to increase academic integrity and strengthen trust in the Georgia Tech community. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

AI Statement:

Per GaTech's Honor Code, students are forbidden from submitting work generated by an AI program as their own. Generative AI cannot be used or consulted for assignments; all work must be your own. The use of Generative AI tools for any part of your work will be treated as plagiarism and a violation of academic honesty. You may use grammar aids (e.g., Grammarly, spell check). 

Core IMPACTS statement(s) (if applicable):

This is a Core IMPACTS course that is part of the Social Sciences area

Core IMPACTS refers to the core curriculum, which provides students with essential

knowledge in foundational academic areas. This course will help master course content,

and support students’ broad academic and career goals.

This course should direct students toward a broad Orienting Question:

  • How do I understand human experiences and connections?

Completion of this course should enable students to meet the following Learning Outcome:

  • Students will effectively analyze the complexity of human behavior, and how

historical, economic, political, social, or geographic relationships develop, persist, or

change.

Course content, activities and exercises in this course should help students develop the

following Career-Ready Competencies: 

  • Intercultural Competence
  • Perspective-Taking
  • Persuasion

 

Instructor first name:
Sanyu
Instructor last name:
Mulira
Section:
A
CRN
34960
Department (you may add up to three):
History and Sociology

Class, Power, and Inequality

Last Updated: Tue, 12/30/2025
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Course prefix:
HTS
Course number:
3008
Semester:
Spring
Academic year:
2026
Course description:

This course will provide students with a basic introduction to a wide variety of topics related to inequality and social stratification, including its causes from a variety of scholars in sociology, economics, and political science. This class will particularly focus on inequalities related to social class; however, we will also consider inequalities by race and gender. In this course, we will first discuss different perspectives on why inequality occurs. We will then explore the inequality and class structure in the United States, as well as in some other countries like Finland and South Africa. Next, we will examine how race and gender complicate issues of class in American society. Finally, we will discuss some of the consequences of inequality and what might be done to fix some of the social ills associated with inequality. 

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Course Policy on Artificial Intelligence (AI)

For assignments, you are expected to write using your own words and ideas; however, you can use AI to help brainstorm or outline your papers, which should be properly cited using the questions that you asked ChatGPT and the answers that you received. Using AI like ChatGPT to completely write your papers will result in an automatic zero (0). Do not copy and paste answers from AI-generated content into your paper. I will provide more guidance on using AI as a handout during the second week of classes.

Core IMPACTS statement(s) (if applicable):

This is a Core IMPACTS course that is part of the Social Sciences area.

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help master course content, and support students’ broad academic and career goals.

This course should direct students toward a broad Orienting Question:

  • How do I understand human experiences and connections?

Completion of this course should enable students to meet the following Learning Outcomes:

  • Students will effectively analyze the complexity of human behavior, and how historical, economic, political, social or geographic relationships develop, persist or change.

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies:

  • Intercultural Competence
  • Perspective-Taking
  • Persuasion
Instructor first name:
Allen
Instructor last name:
Hyde
Section:
A
CRN
34975
Department (you may add up to three):
History and Sociology

Globalization in the Modern Era: Global Labor

Last Updated: Sun, 12/28/2025
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Course prefix:
HTS
Course number:
3055
Semester:
Spring
Academic year:
2026
Course description:

This course introduces students to the concept of globalization through an in-depth examination of how the global economy connects workers from cities and villages around the world within transnational labor processes. Emphasizing the labor process and the lived experiences of workers, students will gain a grounded understanding of the global economy and the forces driving offshoring, migration, and the global labor movement. A central question guiding the course is: What is the relationship between workers in wealthy and poorer nations? Does the globalization of production create inherent conflict between them, or can shared interests foster solidarity? Students will map global supply chains and analyze how they perpetuate and exploit global inequalities, situating these dynamics within the historical context of colonialism. Through case studies of everyday goods and services—such as our cars, clothes, food, and electronics—produced by multinational corporations like General Motors, Amazon, Nike, and Walmart, students will critically examine the implications of globalized production for the global community and their own working lives.

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Academic misconduct is described fully in two documents: the Student Code of Conduct and the Academic Honor Code. The Student Code of Conduct outlines the lnstitute’s expectations for academic and nonacademic conduct as well as students' rights and seeks to foster an environment conducive to academic excellence. The Code outlines nine charges that apply to academic misconduct. The Georgia Tech Academic Honor Code is a guide that articulates student and faculty expectations; it is designed to strengthen the level of academic integrity and trust within the Tech community. As described in the Academic Honor Code, faculty members are expected to create an environment where honesty flourishes.

 

Core IMPACTS statement(s) (if applicable):

This is a Core IMPACTS course that is part of the Social Sciences area. 

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help master course content, and support students’ broad academic and career goals. 

This course should direct students toward a broad Orienting Question: 

• How do I understand human experiences and connections? 

Completion of this course should enable students to meet the following Learning Outcome: 

• Students will effectively analyze the complexity of human behavior, and how historical, economic, political, social, or geographic relationships develop, persist, or change.

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies: 

  • Intercultural Competence
  • Perspective-Taking
  • Persuasion 
Instructor first name:
Bhumika
Instructor last name:
Chauhan
Section:
A
CRN
28813
Department (you may add up to three):
History and Sociology

Sociology of Work and Industry: AI and Beyond

Last Updated: Sun, 12/28/2025
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Course prefix:
HTS
Course number:
3007
Semester:
Spring
Academic year:
2026
Course description:

Could you be competing for a job–even after getting a college degree–with a robot or an AI-powered chatbot? As technologies advance, every few years, debates emerge: will this new kind of automation increase unemployment, or will it generate new kinds of jobs? Will these new jobs be more interesting and high-paying, or will they be boring and poorly paid? To think these questions through, in this course, we will study some key attempts to understand the socio-economic and political determinants as well as the repercussions of automation. We will look at historical examples of automation in the workplace as well as the most recent developments related to machine learning and AI. We will delve into the micro-level dynamics operating between machines and workers involved in concrete production processes. We will also explore the macro-level trends in national and global inequality that social scientists associate with automation. In our investigation of both macro- and micro-levels, we will focus on how the risks and benefits of automation get distributed unevenly along already existing axes of class, race, gender, etc. 

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Academic misconduct is described fully in two documents: the Student Code of Conduct and the Academic Honor Code. The Student Code of Conduct outlines the lnstitute’s expectations for academic and nonacademic conduct as well as students' rights and seeks to foster an environment conducive to academic excellence. The Code outlines nine charges that apply to academic misconduct. The Georgia Tech Academic Honor Code is a guide that articulates student and faculty expectations; it is designed to strengthen the level of academic integrity and trust within the Tech community. As described in the Academic Honor Code, faculty members are expected to create an environment where honesty flourishes.

 

Core IMPACTS statement(s) (if applicable):

This is a Core IMPACTS course that is part of the Social Sciences area. 

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help master course content, and support students’ broad academic and career goals. 

This course should direct students toward a broad Orienting Question: 

• How do I understand human experiences and connections? 

 

Completion of this course should enable students to meet the following Learning Outcome: 

• Students will effectively analyze the complexity of human behavior, and how historical, economic, political, social, or geographic relationships develop, persist, or change.

 

Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies: 

  • Intercultural Competence
  • Perspective-Taking
  • Persuasion 
Instructor first name:
Bhumika
Instructor last name:
Chauhan
Section:
A
CRN
33963
Department (you may add up to three):
History and Sociology

SOCIOLOGY OF EDUCATION

Last Updated: Fri, 12/26/2025
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Course prefix:
HTS
Course number:
3072
Semester:
Spring
Academic year:
2026
Course description:

Why does educational inequality persist in the United States, and how does schooling reflect, and shape, broader patterns of social inequality? This course explores the sociology of education with a special focus on the relationship between race, education, and American society. Much of the course will examine the historical and contemporary educational experiences of Native Americans and Black Americans. We begin by examining the philosophical origins of American education and the ways in which historical struggles over race have produced enduring inequalities. We then turn to contemporary research, analyzing how inequality emerges and compounds over time. Along the way, we will consider how schools both challenge and reproduce broader social hierarchies, as well as how educational opportunities and barriers shape life chances. 

Academic honesty/integrity statement:

Students are expected to maintain the highest standards of academic integrity. All work submitted must be original and properly cited. Plagiarism, cheating, or any form of academic dishonesty will result in immediate consequences as outlined in the university's academic integrity policy.

Core IMPACTS statement(s) (if applicable):

This is a Core IMPACTS course that is part of the Social Sciences area. 

Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help master course content, and support students’ broad academic and career goals. 

This course directs students toward a broad Orienting Question: 

• How do I understand human experiences and connections? 

Completion of this course enable students to meet the following Learning Outcome: 

• Students will effectively analyze the complexity of human behavior, and how historical, economic, political, social, or geographic relationships develop, persist, or change. 

Course content, activities and exercises in this course will help students develop the following Career-Ready Competencies: 

•    Intercultural Competence 

•    Perspective-Taking 

•    Persuasion 

Instructor first name:
CALVIN
Instructor last name:
ZIMMERMANN
Section:
A
CRN
34997
Department (you may add up to three):
History and Sociology
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