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Acquire historical content knowledge, including an understanding
of cause and effect, and distinctions between facts and
interpretations |
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Understand the basic themes and issues of the history of the
United States, Europe, and at least one other region of the
world (Africa, Asia, Latin America) |
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Learn to identify arguments in historical scholarship and to
evaluate them through critical thinking skills |
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Acquire a mastery of the basic principles of historical
research, analysis, and discourse |
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Understanding of scholarly differences among historians and the
nature of historiographic debate and change |
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Understand the nature and goals of history as a discipline |
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Recognize and understand the leading schools of
twentieth-century historical discourse |
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First-hand exposure to primary sources in a majority of class
sessions |
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Participate in active learning in the majority of class
sessions. Active learning includes student involvement in class
discussion, one-minute papers, group work, or other creative
projects |
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Develop oral communication skills through a class presentation |
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Develop written communication skills through writing assignments
that form a substantial part of the overall grade |
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Show understanding of academic honesty in history, especially
proper and improper uses of other authors’ work |
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Demonstrate proper citation and bibliographic skills |
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Develop information literacy skills using campus library
resources, with special focus on the effective use and critical
understanding of print and electronic research resources |
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Create an extended, original theoretical or historiographical
review essay |
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Create an extended original primary-source research project |
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Demonstrate skills for life-long learning through the pursuit of
an independent project, beginning with the formulation of an
important problem or question and ending with a polished and
professional written report and/or oral presentation |
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Disciplinary Goal: Students should understand the nature and
goals of History as a discipline. |
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Program Goal: Students should understand the basic themes
and issues of the history of three historical fields selected
from at least two geographical/national areas of study
represented in the department’s program. |
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Historiographical Goal: Students should be able to
demonstrate a grasp of the conversations/debates between
scholars about a particular discipline/field/general topic. |
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Methodological Goal : Students should be able to
demonstrate familiarity with different types of primary and
secondary sources and be able to interpret, analyze, and use
them in constructing an argument/thesis. |
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Content Goal: Students should be able to deploy a rich body
of appropriate data in the construction of theses and arguments. |
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Historical Presentation: Students should be able to
demonstrate that they know how to use standard English to
construct an argument and to use evidence to support a
thesis/argument. |
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Achievement of these goals will be demonstrated, if the papers
selected for evaluation demonstrate that History students are
able to: |
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1. identify a historical problem |
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2. formulate a historical thesis |
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3. place the problem in its appropriate historical context |
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4. place the problem in its appropriate historiographical
context |
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5. identify primary and secondary sources relevant to the
problem |
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6. formulate an historical argument using appropriate primary
sources and methodology |
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7. apply rules of historical style and form in their papers. |
