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Course Criteria
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3.00 Credits
Goal To analyze and evaluate the many forms of evidence which historians use to interpret and write history within the context of the origins, development, and impact of selected world civilizations to 1650. Content Various types of historical documentation such as early myths, poems, and epics, archaeological remains, legal and criminal codes, religious documents and treatises, court records, eyewitness and travelers' accounts, letters, and cultural artifacts will provide the vehicle with which students encounter the world's civilizations to 1650. Documents and lectures will pertain to major historical issues such as the nature of state building, the development of the world's religions, the creation of hierarchies of power, and the role of science and technology in the development of world civilizations. Taught Fall. Gen. Ed. Category Critical thinking. Credit 3 hours.
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3.00 Credits
Goal To analyze and evaluate the many forms of evidence which historians use to interpret and write history within the context of the early modern and modern periods. Content Through an analysis of various types of historical documentation such as newspapers, diaries, speeches, journals, a wide variety of governmental records, oral histories, film, television, photographs, and art, students will encounter the world's civilizations since 1650. In examining major historical issues such as "Western" hegemony in the modern world, the social and political context ofthe emergence of modern political ideologies, war and revolution in the twentieth century, and the "New World Order," students willbe asked to evaluate the many forms of evidence which historians use to interpret and write history. Taught Spring. Gen. Ed. Category Critical thinking. Credit 3 hours.
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3.00 Credits
Goal In addition to meeting several goals of general education, this course will enhance the student's ability to weigh conflicting evidence and to determine what evidence is best suited for investigating a given issue. Issues will fall within the context of the early and middle periods of American history. Content As students encounter selected issues that range in time from first contacts through the Civil War and Reconstruction, they will evaluate various types of evidence - maps and visual images, graphs, census data, letters, speeches, diaries, newspapers, trial transcripts, eyewitness accounts, and journals. Taught Fall. Gen. Ed. Category Critical thinking. Credit 3 hours.
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3.00 Credits
Goal: In addition to meeting several goals of general education, this course will enhance the student's ability to weigh conflicting evidence and to determine what evidence is best suited for investigating a given issue. Issues will fall within the context of the early and middle periods of American history. Content: As students encounter selected issues that range in time from first contacts through the Civil War and Reconstruction, they will evaluate various types of evidence - maps and visual images, graphs, census data, letters, speeches, diaries, newspapers, trial transcripts, eyewitness accounts, and journals. Taught: Fall. Gen. Ed. Category: Critical thinking. Credit: 3 hours.
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3.00 Credits
Goal In addition to meeting several goals of general education, this course will enhance the student's ability to weigh conflicting evidence and to determine what evidence is best suited for investigating a given issue. Issues will fall within the context described below. Content As students encounter selected issues that range in time from the Gilded Age through the present, they will evaluate various types of evidence - cartoons, film, advertisements, memos, memoirs, letters, speeches, photographs, songs, congressional hearings, oral histories. Taught Spring. Gen. Ed. Category Critical thinking. Credit 3 hours.
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3.00 Credits
Goal: In addition to meeting several goals of general education, this course will enhance the student's ability to weigh conflicting evidence and to determine what evidence is best suited for investigating a given issue. Issues will fall within the context described below. Content: As students encounter selected issues that range in time from the Gilded Age through the present, they will evaluate various types of evidence - cartoons, film, advertisements, memos, memoirs, letters, speeches, photographs, songs, congressional hearings, oral histories. Taught: Spring. Gen. Ed. Category: Critical thinking. Credit: 3 hours.
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3.00 Credits
Goal To familiarize students with the history and long-ranging results of European overseas empires during the modern period. Content Students will learn about the major events that led, during the modern period, to the establishment of vast European overseas empires, the results of European domination in these empires, and the process of and lingering problems caused by decolonization. After an overview of earlier European colonial encounters, the primary focus of the course will be on the European empires of the 19th century. Taught Spring. Alternate years. Credit 3 hours; cross-cultural.
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3.00 Credits
Goal: To introduce students to the history of US foreign relations and to have them understand the political, social, and economic forces that have shaped interactions with other nations. Content: Students will examine the history of America's interactions with other nations from the mid eighteenth century to the present. We will pay particular attention to foreign relations during the period of American independence and the building of the republic, expansionism and imperialism, the Bolshevik revolution, World War I, World War II, the Cold War, and America's relationship with those nations emerging from both formal and informal colonial status following World War II. Taught: Spring. Alternate years. Credit: 3 hours.
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3.00 Credits
Goal To enhance understanding of the social, economic, and political forces that shaped Europe during the period between the Congress of Vienna and the Treaty of Versailles. Content Examines the Congress of Vienna and the reaction which followed it, the growth of nationalism and imperialism, the problems and responses to industrialism, and the origins and nature of World War I; attention to gender and class. Taught Fall. Alternate years. Credit 3 hours.
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3.00 Credits
Goal To enhance understanding of the forces that split the Union and of the human cost of war, reconstruction, expansion, and industrialization. Content The origins of the Civil War, the nature of Reconstruction, the destruction of the Native Americans and their environment, the growth of industrialism, and the rise of populism; attention to matters of race and class. Taught Fall. Alternate years. Credit 3 hours.
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