|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
4.00 Credits
An introduction to one of the oldest civilizations in the world. This course will provide students with general knowledge of 5,000 years of Chinese history and peoples, cultures and traditions, languages and literatures, music and arts, as well as philosophies and beliefs. It will also introduce students to the impact of cultures on the establishment and development of the Chinese social, political and economic systems. Offered annually.
-
4.00 Credits
CD-ROM Mini-lab on Asia incorporates materials from CH4995 and may be take for General Education credit Offered on demand and only with instructor's permission. Prerequisite: EMS
-
4.00 Credits
Required from Spring 2008 for all Social Studies majors. This new capstone course for Social Studies majors replaces the earlier AS5000 course. The new capstone course, HI5000, will focus on human rights in modern world history. This subject is important in its own right and is a topic emphasized in New York's high school curriculum and on subject certification tests. Majors will do basic readings to understand the struggle for fundamental human rights in the modern world and the particular efforts of nations, individuals, and international organizations to establish and protect those rights. Majors will identify and complete a major senior research paper on human rights during the course of this semester and will also design and complete several lesson plans relating to their own research efforts. Research topics that majors might undertake in this seminar include topics exploring/comparing the historical contexts of basic statements of human rights (such as those found in the American Declaration of Independence, the Japanese constitution, and/or the United Nations Declaration of Universal Human Rights); topics studying aspects of the concept of genocide as seen in the Rwandan genocide, the Holocaust; and studies of the lives of individuals who have fought for and advanced the cause of universal human rights (including among others Frederick Douglass, Mohandas Gandhi, Margaret Sanger, Martin Luther King, Jr., Cesar Chavez, Elie Wiesel, and Nelson Mandela).
-
4.00 Credits
Designed for students earning degrees in Comparative Humanities or Philosophy and Religion, the Senior Seminar requires a major research paper on an approved topic that emerges from the major's coursework. Offered each Spring.
-
4.00 Credits
A research project required of Philosophy and Religion majors that can be structured in one of the following ways: 1) The student may enroll in HI5190 at the same time as another upper division Philosophy and Religion course and do the research project in conjunction with the course; OR 2) The student may enroll in HI5910 and do the research project as a "stand-alone" undertaking in consultation with an adviser. Prerequisites: Senior Standing AND permission of the course instructor (for option 1) or project adviser (for option 2).
-
3.00 Credits
Struggles for justice in U.S. History. This course traces evolving demands for equality, justice and human rights from the Enlightment-inspired events of the 1760s through the later twentieth century. From the heady days of the American Revolutionary era, when public protests both inspi- red and contributed to the break from inperial British cont- rol, to the multi-faceted activism of the 1960s.Individuals and social movements have sought to enlarge the body politic and expand the meaning of citizenship. A tradition of chall- enging inequity through public demands for government action has been an important component of American cultural herita- ge. From white urban artisans to free black abolitionists, from women's rights activists to anti-lynching crusaders, ordinary people have used the tools of civic protest to seek relief from oppression. Course work will examine conflicting historical interpretations of key periods of social and pol- itical change through critical reading and writing activiti- es as well intensive in- class discussion.
-
3.00 Credits
No course description available.
-
3.00 Credits
This course introduces teacher candidates to the concepts and theories that are generally characterized under the headings of micro and macroeconomics. Microeconomics offers a variety of tools for deciphering the success and failure of individual markets in bringing about efficient resource allocation and use as well as how government market intervention may benefit or jeopardize those outcomes. Macroeconomics provides categories for evaluating national economic performance. Macroeconomic models seek to explain economic growth and related issues of business cycles, unemployment, price stability, the health of the financial system as well as how government fiscal and monetary policy can be utilized over the course of a business cycle. Providing the student a basic understanding of the range of conceptualand graphical tools and models utilized by economists and the debates regarding the problems and issues addressed by these two broad areas of economic thought is the substance of the course. Integrated into the course will be the application of how such tools may be used to analyze the changing position of the U.S. in the global economy including foreign trade, currency valuation and U.S. competitiveness.
-
3.00 Credits
This course will concentrate on critical continuities, trends, and events in European history, with particular emphasis on historiographical interpretations and controversies from the Classical world to the 20th century. The initial sections of the course focus on the Consolidation of European society and its structures underlying the "long duree" from the tenth through the eighteenth centuries: the central Middle Ages, Renaissance and Reformation, Voyages of Exploration, and the Scientific Revolution and Enlightenment. The course ends with Europe's transformation during the Nineteenth and Twentieth centuries: the Democratic and Industrial Revolutions, Modernism Imperialism and the two World Wars, the rise and decline of Communism and Fascism. Most units focus on central issues historians have identified and the varying interpretations they have offered, with the goal of both consolidating students' grasp of the subject matter and introducing them to the constructed and contested nature of historical knowledge.
-
3.00 Credits
This course asks students to explore the history of India and question how that history came to be constructed. Students will survey what modern scholarship has determined to be the "facts" of Indian history and civilization-the chronology,the people the institutions,religiions,cultures, and ideas of the subcontinent's 5,000-year history. At the same time, students will explore the different sets of hist- orical assumptions, values, and contexs that have shaped the works of historians writing india's history over the past two hundred years: the classic works of "Orientalist" histo- ry, the nationalist historians of the early 20th century, the secularists, the Marxists, the post modernists,and ,most recently, the Hindu nationalists.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2024 AcademyOne, Inc.
|
|
|