Main parts of the class:
- The content of the course (the history stuff) will be shared with you in the form of weekly assigned materials. These will be a mix of readings, podcasts, and videos. You are responsible for engaging carefully and in depth with each week’s set of materials ahead of the class meeting indicated (usually Tuesdays).
- The work of the class will be class participation, assignments, and then a few small projects. I will provide Assignment Specifications (or specs) with each assignment detailing what is required for each assignment and what criteria are used to assess the assignment.
- Class participation: The goal here is to show up and engage with the materials, ideas, and our class community. This isn’t just about physical attendance—trust me, I’ve been to enough mandatory trainings that I know the difference between showing up and actually participating. Our interactions with each other about different takeaways, themes and connections across the readings and videos and activities are key to building a deeper understanding of history together. At least once I week, I’ll ask you to reflect on your participation, engagement, and what your takeaways have been.
Please Ask for Help!
I understand it can be daunting to reach out to me for clarification or to check-in on your progress. But this is key to success in this class and in many situations beyond. I am happy to meet or chat with you about your own learning and your thoughts on the topics and materials we cover and to answer questions big and small about the assignments.
If life gets overwhelming during the course (as it easily can these days), it can be tempting to drift away from a survey course like this. I’m no stranger to procrastination (I default to cleaning or cooking or pretending that listening to podcasts is educational), having classes go sideways on me, and scrambling to survive. I won’t judge you for this, or think less of you as a student and person. The more we communicate, the more options there are for us to work together toward your success in this class.
You are welcome to share what’s going on with me if you wish, but you never need to disclose personal information with me to try to convince me that you deserve grace or consideration.
Learning Outcomes
*These learning outcomes were determined to ensure that HIST 1102 fulfills the Transfer Pathway requirements.
- Demonstrate a broad understanding of World History from the early modern era (thirteenth through seventeenth centuries CE) through the present era (January 2020 CE).
- Make use of historical thinking.
- Analyze historical sources, distinguishing primary from secondary sources.
- Communicate effectively using historical evidence and methods.
- Analyze and understand the diversity of peoples within their distinctive historical contexts.
*These learning outcomes were added by me because they are invaluable skills and knowledge for success in historical thinking and in a wide variety of academic and professional fields.
- Develop digital and quantitative reasoning skills (including the ethics of finding, using, and presenting data) that are applicable in history and other fields by working with data and digital materials.
- Develop strategies for advancing your learning skills such as effective reading, writing, and file management.
Assessment and Grading
Types of Assignments: