Learning Outcomes for the History Major
History
Learn a basic
narrative of
historical
events in a
specific region
of the world
Critical Reading
Distinguish
primary and
secondary
sources.
Understand
and evaluate
historical
ideas,
arguments,
and points of
view.
Research and Evidence
Evaluate
competing
interpretations
and multiple
narratives of
the past.
Gather and
Compile a
assess primary bibliography.
historical
evidence.
Course:
B
Scope and Thematics
Through completion of a combination of courses, become familiar with the
history of:
Present clear Develop a
The preThe modern
Transnational One or more Regional
and compelling research
modern world world
or transcultural national
comparisons
arguments,
question and
circulations of histories
based on
complete a
ideas, people,
critical analysis well-supported
and material
of diverse
piece of
goods
historical
historical
sources, and writing about it.
effectively
communicate
your
interpretations
in written
essays and/or
other media.
2B: The World Since 1500
B
9: Introduction to Native American Studies
B
10A: United States History to 1877
B
10B: United States History 1877-­‐1977
B
11B: Latin America: National Period
B
B
40A: Early Modern East Asia
B
B
40B: The Making of Modern East Asia
B
B
41: The Making of the Modern Middle East
B
B
B
B
61: Classical Mythology
B
B
B
B
B
B
62A: Classical World: Greece
B
B
B
B
B
B
B
B
Communication
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
62B: Classical World: Rome
B
B
B
B
B
B
B
B
B
B
63: Women in the Ancient World
B
B
B
B
B
B
B
B
B
B
65A: Medieval Europe: 200-­‐1000
B
B
B
B
B
B
B
B
B
B
B
70A: Modern European History, 1500-­‐1815
B
B
B
B
B
B
B
70B: Modern European History, 1815-­‐
Present
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
74: Introduction to Jewish History and Cultures
75: Film and the Holocaust
B
80N: Gender, Labor, and Feminist Productions
80X: Civil Rights Movement: Grassroots Change and American Society
B
B
B
80Y: World War II Memories in the U.S. and Japan
B
B
B
100: Historical Skills and Methods
I
101C: Oceans in World History
I
B
B
B
I
I
I
I
I
I
I
I
I
I
I
I
104C: Celluloid Natives: American Indian History on Film
I
I
I
I
I
I
I
I
B
B
B
104D: Museums and the Representation of Native American History, Memory, and Culture
105: Nations and Nationalism
B
B
B
B
B
B
I
I
B
B
B
B
I
I
I
I
I
I
I
I
I
I
I
106A: Vietnam War Memories
I
I
I
I
I
I
I
I
I
I
I
106B: Asian and Asian American History, 1941 to Present
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
107: Religion and Modernity
109A: Race, Gender, and Power in the Antebellum South
I
I
I
I
110A: Colonial America, 1500-­‐1750
I
I
I
I
110B: Revolutionary America, 1740-­‐1815
I
I
I
I
110D: The Civil War Era
I
I
I
I
110E: What is a Nation? The U.S. from 1877-­‐1914
I
I
I
I
I
I
I
I
I
I
I
I
I
110F: Crossroads for American Capitalism: The U.S. 1914-­‐1945
I
I
I
I
I
110G: The U.S. After the Second World War
I
I
I
I
I
I
I
I
112: American Feminist Thought, 1750-­‐
1950
I
I
113C: Women and American Religious Culture
I
I
I
I
I
I
I
I
I
I
111: Popular Conceptions of Race in U.S. History, 1600-­‐Present
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
114: Market Revolution in Antebellum U.S.
I
I
I
I
115A: U.S. Labor History to 1919
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
115B: U.S. Labor History, 1919 to the Present
I
I
I
I
I
115C: Learning from the U.S. Great Depression
I
I
I
I
I
116: Slavery Across the Americas
I
I
I
117: Wired Nation: Broadcasting & Telecommunication in the U.S. from the Telegraph to the Internet
I
I
I
I
I
I
I
I
118: The Global Cold War, 1945-­‐1991
I
I
123: Immigrants and Immigration in U.S. History
I
I
I
I
124: American Empire
I
I
I
I
125: California History
I
I
I
I
126: From Indigenous Colonial Borderlands to the U.S.-­‐Mexico Border
I
I
I
I
134A: Colonial Mexico
I
I
I
134B: History of Mexico, 1850-­‐Present
I
I
I
140C: Revolutionary China 1895-­‐1960
I
I
I
I
140B: History of Qing China, 1644-­‐1911
I
I
I
I
140D: Recent Chinese History
I
I
I
I
140E: Women in China's Long 20th Century
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
142: World History of Science
I
145: Gender, Colonialism, and Third-­‐World Feminism
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
150A: Ancient Japan
I
I
150B: Tokugawa Japan
I
I
150C: Modern Japan
I
I
150D: The Japanese Empire, 1868-­‐1945
I
I
152: Trade and Travel on the Silk Roads
I
I
I
I
I
I
I
I
I
I
155: History of Modern Israel
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
156: Interrogating Politics in the Post-­‐
Colonial Middle East
I
I
I
I
157: The Ottoman Empire
I
I
I
I
160C: Topics in Greek History
I
I
I
I
I
I
I
I
I
I
I
I
161B: Topics in Roman History
I
I
I
I
I
I
I
I
I
I
I
I
164A: Late-­‐Medieval Itally
I
I
I
I
I
I
I
I
164B: Renaissance Italy, C. 1400-­‐1600
I
I
I
I
I
I
I
I
I
I
I
166: Northern Ireland: Communities in Conflict
I
I
I
I
I
I
I
I
I
I
169: Dutch and Belgian History, 1500 to Present
I
I
I
I
170A: French History: Old Regime and Revolution
I
I
I
I
170B: French History: The 19th Century
I
I
I
I
I
I
172A: German History
I
I
I
172B: German Film, 1919-­‐1945
I
I
I
I
I
172C: History of German Film, 1945-­‐
Present
I
I
I
I
173B: Imperial Russia, 1696-­‐1917
I
I
I
I
I
I
I
I
I
174: Spies: History and Culture of Espionage
I
176: Eastern Europe, 1848-­‐2000
I
I
I
I
177: Smoke, Smallpox, and the Sublime: Thinking About the Environment in the 19th Century
I
I
I
I
I
178C: European Intellectual History
I
I
I
I
178E: Modern Jewish Intellectual History
I
I
I
181: Modern Britain and the British Empire
I
I
183A: Nineteenth-­‐Century Italy
I
183B: Fascism and Resistance in Italy
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
190F: Research Seminar in the Americas
A
A
A
190G: History and Theory
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
190J: Diaspora and Migration in World History
A
A
A
A
A
A
A
190L: Personal Politics in the New South
A
A
A
A
A
A
A
A
A
190M: History of Children and Culture of Childhood in the 19th Century
A
A
A
A
A
A
A
A
A
190P: Early American Society and Culture
A
A
A
A
A
A
A
A
A
190R: Research in the History of American Religions
A
A
A
A
A
A
A
A
A
190S: Women and Social Movements in the U.S.
A
A
A
A
A
A
A
A
A
A
A
190H: History of Time
190I: California and the Borderlands
A
190T: Latin America in the Cold War
A
A
A
190U: Power and Culture in the U.S.
A
A
A
190W: Topics in U.S. Civil War and Reconstruction
A
A
A
A
A
A
A
A
190X: History of the Atlantic World, 1492-­‐
1824
A
A
A
A
A
A
A
A
A
190Y: The Atlantic Slave Trade
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
190Z: The Long Civil Rights Movement
A
A
A
A
A
A
A
A
194A: Gender, Class, and Sex in Shanghai
A
A
A
A
A
A
A
A
194G: China Since the Cultural Revolution: Histories of the Present
A
A
A
A
A
A
A
194H: Gender, Family, and State in China: 1600-­‐Present
A
A
A
A
A
A
A
A
A
A
A
A
A
194Q: Making Space in the Colonial and Post-­‐Colonial World
A
A
A
A
A
A
A
194S: Comparative Studies in World History
A
A
A
A
A
A
A
194U: The Cold War and East Asia
A
A
A
A
A
A
A
194X: The Cold War in the Mediterranean, 1942-­‐1991
A
A
A
A
A
A
A
A
194Y: Memories of WWII in the U.S. and Japan
A
A
A
A
A
A
A
A
194M: Literai, Samurai, and Yangban: Comparative History of State and Elite in East Asia, 1600-­‐1900
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
196D: City of Rome
A
A
A
A
A
A
A
A
196E: Modern Irish History
A
A
A
A
A
A
A
A
A
A
A
196F: European Environmental History
A
A
A
A
A
A
A
A
A
A
A
196G: Modern German and Europe
A
A
A
A
A
A
A
A
196H: Sex and the City -­‐ The History of Sexuality in Urban Areas Around the Globe
A
A
A
A
A
A
A
A
A
A
A
A
196I: The French Revolution
A
A
A
A
A
A
A
A
A
196M: Shtetl: Eastern European Jewish Life
A
A
A
A
A
A
A
A
A
196N: Eastern European Jewish Life
A
A
A
A
A
A
A
A
196Q: Europe and the World During the Cold War
A
A
A
A
A
A
A
196S: Special Topics in Ancient History
A
A
A
A
A
A
A
A
196W: Brave New World? Scientific & Technological Visions of Utopia and Dystopia in Russia/Soviet Union
A
A
A
A
A
A
A
A
196Y: Saints and Holiness in Medieval Europe
A
A
A
A
A
A
A
A
196Z: Europe from the Margins: Outside Influences on Modern European Thought and Cultures
A
A
A
A
A
A
A
A
Research
Professional
competencies
Learning Outcomes for the History Graduate Curriculum (M.A.)
Course #
Methods
Pedagogy
Develop
familiarity with
major
approaches to
historical
interpretation.
Develop the
ability to teach
courses
(usually
completed
through
pedagogy
course and
teaching
assistantships)
.
History and
historiography
Master
important
works and
historical
controversies
in major
teaching field.
Historical breadth
Develop ability
to cover
chronological
scope of
teaching field.
Develop ability
to teach
history of a
geographic
region outside
major focus.
Develop and
complete a
substantial
original
research
project (e.g.
M.A. essay).
Acquire grantwriting skills,
familiarity with
the job market,
and ability to
participate in
intellectual and
professional
activities (e.g.
conferences
and
collaborative
projects).
A
A
A
A
A
A
A
A
A
A
A
A
A
A
200: Methods and Theories of History
x
x
201: Directed Research Colloquium
x
204A: History of Gender Research Seminar
x
x
204C: Colonialism, Nationalism, and Race Research Seminar
x
x
210A: Readings in U.S. History
x
x
x
x
210B: Readings in U.S. History
x
x
x
x
211A: Research Seminar in Early American History
x
x
x
x
211B: Research Seminar in Early American History
x
x
x
x
215B: Visions of Progress
x
x
215C: U.S. Immigration and Ethnic History
x
x
x
216: Readings in the History of American Religions
x
x
x
230A: Readings in Late Imperial China
x
x
x
230B: Engendering China
x
x
x
230C: Readings in 20th-­‐Century China
x
x
x
x
x
x
x
"As appropriat
e"
"As appropriat
e"
238A: Research Methods: China
x
238B: Research Methods: China
x
x
242: Readings in Modern Japan
x
x
243: Transnational Japan
x
x
244: Gender and Japanes History
x
x
280A: History Graduate Proseminar: Teaching Pedagogy
x
x
x
x
280C: History Graduate Proseminar: Job Market
x
Learning Outcomes for the History Graduate Curriculum (Ph.D.)
Methods
Pedagogy
Develop
familiarity with
major
approaches to
historical
interpretation.
Develop the
ability to teach
courses
(usually
completed
through
pedagogy
course and
teaching
assistantships)
.
Course #
History and
historiography
Master
important
works and
historical
controversies
in major
teaching field.
Historical breadth
Develop ability
to cover
chronological
scope of
teaching field.
Disciplinary
breadth
Research
Develop ability
to teach
history of a
geographic
region outside
major focus.
Become
familiar with at
least one
disciplinary
approach
beyond that of
history.
Develop and
complete two
substantial
original
research
projects (M.A.
essay and
Ph.D.
dissertation).
x
x
x
200: Methods and Theories of History
204A: History of Gender Research Seminar
x
x
204C: Colonialism, Nationalism, and Race Research Seminar
x
x
210A: Readings in U.S. History
x
x
210B: Readings in U.S. History
x
x
Professional
competencies
Acquire grantwriting skills,
familiarity with
the job market,
and ability to
participate in
intellectual and
professional
activities (e.g.
conferences
and
collaborative
projects).
212A: Citizenship in U.S. History
x
x
x
x
212B: Citizenship in U.S. History
x
x
x
x
211A: Research Seminar in Early American History
x
x
x
x
211B: Research Seminar in Early American History
x
x
x
x
215B: Visions of Progress
x
x
x
x
x
x
215C: U.S. Immigration and Ethnic History
216: Readings in the History of American Religions
230A: Readings in Late Imperial China
x
x
230B: Engendering China
x
x
x
230C: Readings in 20th-­‐Century China
x
x
x
x
x
"As appropriat
e"
"As appropriat
e"
238A: Research Methods: China
x
238B: Research Methods: China
x
242: Readings in Modern Japan
x
x
243: Transnational Japan
x
x
244: Gender and Japanes History
x
x
280A: History Graduate Proseminar: Teaching Pedagogy
x
x
x
x
x
x
280B: History Graduate Proseminar: Making Space, Place, and Geography in History
x
Learning outcomes for the History Major
Students who complete the history major should emerge with the following knowledge and skills:
History
Learn a basic narrative of historical events in a specific region of the world.
Critical Reading
Distinguish primary and secondary sources.
Understand and evaluate historical ideas, arguments, and points of view.
Evaluate competing interpretations and multiple narratives of the past.
Research and Evidence
Gather and assess primary historical evidence.
Compile a bibliography.
Collaboration
Provide constructive and effective critiques of each other’s work.
Complete a shared research project.
Communication
Present clear and compelling arguments, based on critical analysis of diverse historical sources,
and effectively communicate your interpretations in written essays and/or other media.
Develop a research question and complete a well-supported piece of historical writing about it.
Scope and Thematics
Through completion of a combination of courses, become familiar with the history of:
The pre-modern world
The modern world
Transnational or transcultural circulations of ideas, people, and material goods
One or more national histories
Regional comparisons
Graduate Curriculum (M.A.):
Methods: Develop familiarity with major approaches to historical interpretation.
Pedagogy: develop the ability to teach courses (usually completed through pedagogy course and
teaching assistantships).
History and historiography: Master important works and historical controversies in major
teaching field.
Historical breadth:
Develop ability to cover chronological scope of teaching field.
Develop ability to teach history of a geographic region outside major focus.
Research: Develop and complete a substantial original research project (M.A. essay).
Professional competencies:
Acquire grant-writing skills, familiarity with the job market, and ability to participate in
intellectual and professional activities (e.g. conferences and collaborative projects).
Graduate Curriculum (Ph.D.):
Methods: Develop familiarity with major approaches to historical interpretation.
Pedagogy: develop the ability to teach courses (usually completed through pedagogy course and
teaching assistantships).
History and historiography: Master important works and historical controversies in major
teaching field.
Historical breadth:
Develop ability to cover chronological scope of teaching field.
Develop ability to teach history of a geographic region outside major focus.
Disciplinary breadth: Become familiar with at least one disciplinary approach beyond that of
history.
Research: Develop and complete two substantial original research projects (M.A. essay and
Ph.D. dissertation).
Professional competencies:
Acquire grant-writing skills, familiarity with the job market, and ability to participate in
intellectual and professional activities (e.g. conferences and collaborative projects).
Assessment Plan for the History M.A. Graduate Program
Program Learning
Outcomes (PLOs)
and Postgraduate
Job Opportunities
Data source
Is this an existing
assignment or it
will be created?
From whom
evidence will be
collected
Assessment tool
When evidence
will be collected
Analysis
or Report
PLOs 1, 3, & 4
Introductory
Methods Course
(History 200)
and CaucusBased Seminars
(U.S., Europe, E.
Asia)
Existing
Students who
have completed
History 200 and
caucus-based
graduate
seminars (U.S.,
Europe, and E.
Asia)
Comprehensive look at
graduate course syllabi by
Graduate Committee (GC)
Fall, Winter,
Spring 2014-15
Fall 2015
Fall, Winter,
Spring 2015-16
Fall 2016
Fall, Winter,
Spring 2013-14
Fall 2014
1 – Methods
3- History and
Historiography
4 – Historical
Breadth
PLO 2 2- Pedagogy
Comprehensive analysis of
pathways thru the major to
assess student exposure to
broad chronological time
frames, geographies, and
thematics
History’s
Pedagogy
Course (History
280A)
Existing
Students who
have completed
History 280A and
two or more
TAships
Teaching
Assistantships
(TAships)
PLO 5
Research
Random sampling of
research papers, essays,
and book reviews
M.A. Research
and Thesis
(History 201)
Review of History’s
pedagogy course based on
student surveys
Comprehensive look at
student evaluations of TAs
Comprehensive look at
faculty evaluations of TAs
Existing
All second-year
History grads who
have completed
History 201
Independent reading of
M.A. theses by Graduate
Committee. Special
scrutiny of lower-quality
essays to make sure they
meet minimum standards;
and of highest-quality
essays for possible writing
awards
12/16/13
Assessment Plan for the History M.A. Graduate Program
Program Learning
Outcomes (PLOs)
and Postgraduate
Job Opportunities
Data source
Is this an existing
assignment or it
will be created?
From whom
evidence will be
collected
Assessment tool
When evidence
will be collected
Analysis
or Report
PLO 6 -
Professional
Competency
Course
Existing
All graduate
students who
have completed
History
Mock interviews and job
talks as well as participation
in campus symposium and
seminars to make sure that
students are prepared for
the job market
Fall, Winter,
Spring 2016-17
Fall 2017
Graduates
Existing
History
Department Exit
Survey
History Department Exit
Survey
Spring 2018
Fall 2018
Professional
Competencies
Survey of post-MA
activities and job
opportunities
12/16/13
Assessment Plan for the History Ph.D. Graduate Program
Program Learning
Outcomes (PLOs)
and Postgraduate
Opportunities
Data source
Is this an existing
assignment or it
will be created?
From whom
evidence will be
collected
Assessment tool
When evidence
will be collected
Analysis
or Report
PLOs 1, 3, & 4
Introductory
Methods Course
(History 200)
and CaucusBased Seminars
(U.S., Europe, E.
Asia)
Existing
Students who
have completed
History 200 and
caucus-based
graduate
seminars (U.S.,
Europe, and E.
Asia)
Comprehensive look at
graduate course syllabi by
Graduate Committee
Fall, Winter,
Spring 2014-15
Fall 2015
Fall, Winter,
Spring 2015-16
Fall 2016
Fall, Winter,
Spring 2013-14
Fall 2014
1 – Methods
3- History and
Historiography
4 – Historical
Breadth
Comprehensive analysis of
pathways thru the major to
assess student exposure to
broad chronological time
frames, geographies, and
thematic, including nonHistory courses
5- Disciplinary
Breadth
PLO 2 2- Pedagogy
Random sampling of
research papers, essays,
and book reviews
History’s
Pedagogy
Course (History
280A)
Existing
Students who
have completed
History 280A and
two or more
TAships
Teaching
Assistantships
(TAships)
PLO 6
M.A. Thesis
Research
Ph.D.
Dissertation
Review of History’s
pedagogy course based on
student surveys
Comprehensive look at
student evaluations of TAs
Comprehensive look at
faculty evaluations of TAs
Existing
All second-year
History grads who
have completed
History 201
All students who
have completed
their dissertation
within the past 5
years
Independent reading of
M.A. theses and Ph.D.
dissertations by the Grad
Committee. Special
scrutiny of lower-quality
essays to make sure they
meet minimum standards;
and of highest-quality
essays for possible awards
and recognition
12/16/13
Assessment Plan for the History Ph.D. Graduate Program
Program Learning
Outcomes (PLOs)
and Postgraduate
Opportunities
Data source
Is this an existing
assignment or it
will be created?
From whom
evidence will be
collected
Assessment tool
When evidence
will be collected
Analysis
or Report
PLO 7 -
Professional
Competency
Course (History
280B
Existing
All graduate
students who
have completed
History 280B
Mock interviews and job
talks as well as participation
in campus symposium and
seminars to make sure that
students are prepared for
the job market
Fall, Winter,
Spring 2016-17
Fall 2017
Graduates
Existing
History
Department Exit
Survey
History Department Exit
Survey
Spring 2018
Fall 2018
Professional
Competencies
Survey of post-MA
activities and job
opportunities
12/16/13
Assessment Plan for the History Undergraduate Program
Program Learning
Outcomes (PLOs)
and Postgraduate
Activities
Data source
Is this an existing
assignment or it
will be created?
From whom
evidence will be
collected
Assessment tool
When evidence
will be collected
Analysis
or Report
PLO 1 -
Lower-Division
History Courses
Existing
Students enrolled
in lower-division
gateway courses
Comprehensive look at all
lower- division syllabi by
Undergraduate Education
Committee (UEC)
Fall, Winter,
Spring 2014-15
Fall 2015
Fall, Winter,
Spring 2015-16
Fall 2016
Basic History
Random sampling of
essays and exams
PLO 2 -
Upper-Division
History Courses
Existing
Critical Reading
History majors
enrolled in upperdivision History
courses
Comprehensive look at all
upper- division syllabi by
UEC.
Random sampling of
essays and exams
PLOs 3, 4, 5,
3 - Research &
Evidence
Senior seminar
and senior thesis
research
Existing
All History majors
who have
completed History
190, 194, or 196
(DC senior
seminar courses),
or History 195B
(DC senior thesis
course).
Independent reading of
essays by 2 or more
faculty. Special scrutiny of
lower-quality essays to
make sure they meet
minimum standards; and of
highest-quality essays for
possible writing awards and
participation in annual
undergraduate symposium
Fall, Winter,
Spring 2013-14
Fall 2014
Declared Majors
Existing
All History
Courses
Comprehensive analysis of
student pathways thru the
major to assess student
exposure to broad
chronological time frames,
geographies, and thematics
Fall, Winter,
Spring 2016-17
Fall 2017
4 - Collaboration
5 - Communication
PLO 6 Scope and
Thematics
Prepared S. Sawyer
12/12/13
Assessment Plan for the History Undergraduate Program
Program Learning
Outcomes (PLOs)
and Postgraduate
Activities
Data source
Is this an existing
assignment or it
will be created?
From whom
evidence will be
collected
Assessment tool
When evidence
will be collected
Analysis
or Report
Survey of
postgraduate
activities (Career
Destinations
Survey)
Graduates
Existing
Report from the
UCSC Career
Center
2013-2018
Career Destinations Survey
Spring 2018
Fall 2018
Report from
UCSC Institutional
Research
Student survey data
(UCUES)
History
Department
Prepared S. Sawyer
History Department Exit
Survey
12/12/13