Kathleen Mapes

Chair of the Department; Associate Professor of History
Doty Hall 207

Kathleen Mapes has been a member of the Geneseo faculty since 2000.

Professor Mapes is a scholar of U.S. labor history.

Jordan Kleiman

Office Hours (Spring 2020)

T/Th 11:15-12:45
T 2:15-3:45

Curriculum Vitae


  • Ph.D., University of Illinois


  • Sweet Tyranny: Migrant Labor, Industrial Agriculture, and Imperial Politics

More About Me

Research Interests

Twentieth Century
Labor and Immigration
Rural history

Awards and Honors

Chancellor's Award for Excellence in Teaching
Richard L. Wentworth/Illinois Award in American History, 2010 for Sweet Tyranny


  • HIST 250: Work and Workers in America

    This course will explore the history of work, workers, and workers' movements in America from the era of the Colonial Era to the present, with special attention to the unique aspects of race, ethnicity, and gender that shaped the American working class.

  • HIST 302: Topic: 20th Cent Rural America

    This is one of two required skills-based seminars in the History major that form prerequisites for upper level classes. This course is focused on critical analysis of historical evidence and instruction in historical research methods and writing. Students read, evaluate, and critique a range of different types of primary source evidence, practice locating and retrieving reliable primary and secondary sources, and use these skills to support the crafting of historical arguments in both short papers and longer research projects. All sections will focus on a specific set of historical issues and/or events chosen by the instructor and class content emphasizes work with primary sources specific to the seminar topic. This class is reading and writing intensive.

  • HIST 304: Teaching: US History

    This is a skills-based course for History/Adolescent Education students. In the course, students and faculty will engage in critical discussions regarding grand historical narratives and overviews with the intention of decentering the traditional, simplified “arc” of history that leaves too many crucial issues either unexamined or hidden. In addition to reading secondary source historical works that will help students to think about ways to reframe conventional historical narrative, the course will devote significant time to identifying, locating and analyzing relevant primary sources that they will then be able to incorporate in their future classrooms. Students will work collectively by participating in thoughtful discussions and debates, sharing secondary sources and primary materials, and giving formal presentations. Finally, students will be expected to reflect critically on the value of historical thinking and knowledge in the context of secondary education. This course may be focused on U.S. or global history. Prerequisites: Junior standing or higher.