1. Course ID and Number: HIST-20
College of the Redwoods
CURRICULUM PROPOSAL
C-ID Descriptor (if applicable): HIST 150
2. Course Title: World History: Prehistory to 1500 CE
3. Check one of the following:
New Course (If the course constitutes a new learning experience for CR students, the course is new).
Required - Justification for Need (Provide a brief description of the background and rationale for the course. This might
include a description of a degree or certificate for which the course is required or the relationship of this course to other
courses in the same or other disciplines. To see examples of such descriptions, consult pages 10-11 of The Course Outline of
Record: A Curriculum Reference Guide.
Updated/Revised Course
If curriculum has been offered under a different discipline and/or name, identify the former course:
Should another course be inactivated? No
Yes
Inactivation date:
Title of course to be inactivated:
(If yes, complete a Course Inactivation Form found on the Curriculum Website.)
4. If this is an update/revision of an existing course, provide explanation of and justification for changes to this course.
Be sure to explain the reasons for any changes to class size, unit value, and prerequisites/corequisites.
The GE part of the outline and status of this course needs to be updated. These updates already passed the
curriculum committee a few years ago, but never were implemented. The course currently exists only in CSU Area
D6. It should also be CR Area B and Area E, CSU Area C2, and IGETC Areas 3B and 4F. The History 21 course, which
covers world history after this course's time period, is in CR Area B and IGETC Area 3B. These two courses should be
in exactly the same GE Areas and they aren't at this time. The course outcomes also need to change to conform
with the History department's and ADT's requirements. They are reducing in number on this outline (from four to
three). The outline also needs to be updated to conform with C-ID requirements.
5. List the faculty with which you consulted in the development and/or revision of this course outline.
Faculty Member Name(s) and Discipline(s): Justine Shaw (History), Deborah Syrdal (History), Abi Queen (History),
Bill Crowe (History), Paul Geck (History), Guy Aronoff (History)
6. If any of the features listed below have been modified in the new proposal, indicate the “old” (current) information
and “new” (proposed) changes. If a feature is not changing, leave both the “old” and “new” fields blank.
FEATURES
OLD
NEW
Course Title
TOPS/CIPS Code
Catalog Description
(Please include complete text of
old and new catalog descriptions.)
Grading Standard
Select
Select
Total Units
Lecture Units
Lab Units
Prerequisites
Corequisites
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 1 of 9
Recommended Preparation
Maximum Class Size
Repeatability—
Maximum Enrollments
Select
Select
CSU Area D6
CLOs1. Demonstrate a basic knowledge
of historical events throughout the
world to 1500 CE
2. Compare how human societies
changed from prehistory to 1500 CE at
the global level
3. Analyze the major social, political,
economic, diplomatic, and cultural
developments around the globe from
prehistory to 1500 CE
4. Critically analyze historical issues
during the period and how historians
have interpreted those issues:
Other
(CR GE Area B and E), CSU D6 and (C2), (UC
Area 3B and 4F) (changes are indicated in
parentheses)
CLOs:1. Analyze and assess the merits of
various historical interpretations.
2. Analyze significant historical developments
through the application of the concepts of
process, context, and/or difference.
3. Apply secondary and/or primary source
material to construct written and oral, logical,
historical arguments.
1. DATE: 10/20/14
2. DIVISION: Arts and Humanities
3. [CB04] COURSE CREDIT STATUS: D Credit-Degree Applicable
4. [CB01] COURSE ID AND NUMBER: HIST 20
5. [CB02] COURSE TITLE: World History: Prehistory to 1500 CE
(Course title appears in Catalog and schedule of classes.)
6. SHORT TITLE: World History I
(Short title appears on student transcripts and is limited to 30 characters, including spaces.)
7. [CB03] LOCAL ID (TOPs code): 2205.00 Taxonomy of Program Codes
8. NATIONAL ID (CIP code): 54.0101 Classification of Instructional Program Codes
9. DISCIPLINE(S): History Select from Minimum Qualifications for Faculty
Course may fit more than one discipline; identify all that apply:
10. FIRST TERM NEW OR REVISED COURSE MAY BE OFFERED: Spring 2015
11. COURSE UNITS (Note: 1 lecture unit requires 18 hours in-class/36 hours out-of-class; 1 lab unit requires 54 in-class hours)
[CB07]
TOTAL UNITS:
TOTAL HOURS:
[CB06]
3
3
min. units
max. units
54
54
min. hours
max. hours
Lecture Units:
3
Lab Units:
0
Lecture Hours:
54
Lab Hours:
0
Yes
Fee: $
12. MAXIMUM CLASS SIZE: 30
13.WILL THIS COURSE HAVE AN INSTRUCTIONAL MATERIALS FEE? No
If yes, attach a completed Instructional Materials Fee Request Form found on the Curriculum Website.
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 2 of 9
GRADING STANDARD
Letter Grade Only
Pass/No Pass Only
[CB12] Is this course a repeatable lab course? No
Grade-Pass/No Pass Option
Yes
Is this course to be offered as part of the Honors Program? No
If yes, how many total enrollments? Select
Yes
If yes, explain how honors sections of the course are different from standard sections.
To receive Honors credit, students will have to complete a research project, using primary source materials,
addressing some question in the field of World History prior to 1500CE. If there is a similar project required of all
students for the course, this can be a much enlarged (i.e. more sources, longer paper, lengthier exposition) version of
that.
CATALOG DESCRIPTION - The catalog description should clearly describe for students the scope of the course, its level, and
what kinds of student goals the course is designed to fulfill. The catalog description should begin with a sentence fragment.
An overview of the world from prehistory to 1500 CE. This course examines the cultures, social structures, politics,
religions, and economic development of human societies throughout the world. Particular attention is paid to
human migrations, to the effects of cultural adaptation and diffusion, and to the evolution of civilizations around the
globe.
Special Notes or Advisories (e.g. Field Trips Required, Prior Admission to Special Program Required, etc.):
PREREQUISITE COURSE(S)
No
Yes
Rationale for Prerequisite:
Course(s):
Describe representative skills without which the student would be highly unlikely to succeed.
COREQUISITE COURSE(S)
No
Yes
Rationale for Corequisite:
Course(s):
RECOMMENDED PREPARATION
No
Yes
Course(s): ENGL 150
Rationale for Recommended Preparation:
Success in this course requires entry college-level reading and writing skills to complete readings, papers, and essay
exams. These skills are indicated by completion of English 150 or placing above that level.
COURSE LEARNING OUTCOMES –This section answers the question “what will students be able to do as a result of taking this
course?” State some of the outcomes in terms of specific, measurable student actions (e.g. discuss, identify, describe, analyze,
construct, compare, compose, display, report, select, etc.). For a more complete list of outcome verbs please see Public
Folders>Curriculum>Help Folder>SLO Language Chart. Each outcome should be numbered.
1. Analyze and assess the merits of various historical interpretations.
2. Analyze significant historical developments through the application of the concepts of process, context, and/or
difference.
3. Apply secondary and/or primary source material to construct written and oral, logical, historical arguments.
COURSE OBJECTIVES - This section describes the objectives the course addresses through the course content. Objectives can
include specific disciplinary questions or goals that are central to the course subject matter and are meant to address what
the various intents of the course are. Each objective should be numbered.
1. Demonstrate an understanding of civilization through multiple analytical categories such as race, class, gender and
ethnicity.
2. Explain ways in which the world’s physical and natural environment has affected and been affected by
developments in human history.
3. Analyze ways in which human groups have interacted with one another, including trade, migration, warfare,
cultural exchange, and biological exchange, from early times to 1500 C.E.
4. Compare distinctive forms of political, social, and economic organization in the world and explain their historical
significance.
5. Identify major discoveries, inventions, and scientific achievements and explain their historical significance.
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 3 of 9
6. Explain the historical significance of cultural developments such as art, music, architecture, literature and religion.
7. Compare ideals, practices, and historical developments of major belief systems.
METHODS OF INSTRUCTION – Clear methods by which instructor will facilitate acquisition of objectives. Include here
descriptions, NOT lists. Course outline must clearly articulate how these methods of instruction are related to, and help
student work towards, achieving the objectives and student learning outcomes. Instructional methodologies will be
consistent with, but will not be limited to, the following types orexamples.
LECTURE will deliver course content in order to increase student knowledge about specific aspects of this history and
provide students with several interpretive frameworks they can apply to the historical evidence.
INSTRUCTOR LED DISCUSSION will engage students in thinking critically and developing analytical and synthetic skills
needed to assess context, process, and difference in the history.
COLLABORATIVE LEARNING EXERCISES engage students with comparative (and contrasting) perspectives, ideas, and
information, helping them to grasp the complexity of historical context, continuity, and change.
COURSE CONTENT–This section describes what the course is “about”-i.e. what it covers and what knowledge students will acquire.
Concepts: What terms and ideas will students need to understand and be conversant with as they demonstrate course
outcomes? Each concept should be numbered.
1. The nature of historical interpretation
2. Prehistoric humans and their migrations.
3. Emergence of agrarian societies.
4. Early complex societies 3500-500 B.C.E.
5. Formation of classical societies 500 B.C.E.– 500 C.E.
6. Development of major belief systems.
7. The post classical era 500-1000 C.E.
8. The acceleration of cross cultural interaction 1000 – 1500 C.E.
9. Development and interrelations between major states and empires.
10. Relationship between humans and the environment.
Issues: What primary tensions or problems inherent in the subject matter of the course will students engage? Each
issue should be numbered.
1. The complexity of social, political, cultural, national, and global relations will take students into potentially
uncomfortable areas of gender, racial, ethnic, sexual identity, and class politics.
Themes: What motifs, if any, are threaded throughout the course? Each theme should be numbered.
1. Cultural variety, cultural evolution, and cultural relativism
2. Global changes in the construction of race, class, and gender relations
Skills: What abilities must students have in order to demonstrate course outcomes? (E.g. write clearly, use a scientific
calculator, read college-level texts, create a field notebook, safely use power tools, etc). Each skill should be numbered.
1. Critical reading.
2. Argumentative and analytical writing.
3. Historical argumentation supported by facts.
REPRESENTATIVE LEARNING ACTIVITIES –This section provides examples of things students may do to engage the course
content (e.g., listening to lectures, participating in discussions and/or group activities, attending a field trip). These activities
should relate directly to the Course Learning Outcomes. Each activity should be numbered.
1. Listening actively to lectures.
2. Analyzing primary documents.
3. Participating in discussions.
4. Responding, verbally and in writing, to sets of historical facts.
5. Composing in-class and out-of-class essays and papers.
6. Reading critically outside of class.
ASSESSMENT TASKS –This section describes assessments instructors may use to allow students opportunities to provide
evidence of achieving the Course Learning Outcomes. Each assessment should be numbered.
Representative Assessment Tasks (These are examples of assessments instructors could use.):
1. Reading journals.
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 4 of 9
2. Periodic response papers on major issues.
3. Literature review essays.
4. Primary source analysis papers.
5. Examination questions.
Required Assessments for All Sections (These are assessments that are required of all instructors of all sections at all
campuses/sites. Not all courses will have required assessments. Do not list here assessments that are listed as representative
assessments above.):
1. There will be at least 10 pages of student writing required in this class. It is up to each instructor how to meet this
requirement, but there should be at least one substantial in-class essay exam or out-of-class paper.
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS –This section lists example texts, not required texts.
Author, Title, and Date Fields are required
Author Stearns, Adas, Schwartz, & Gilbert Title World Civilizations: The Global Experience, Vol. 1 Date 2011
Author Builliet, et. al. Title The Earth and Its Peoples Date 2014
Author
Title
Date
Author
Title
Date
Other Appropriate Readings: An additional book is required for this class (at least two books for the course). This could
include any appropriate college textbook on world history, a monograph or a collection of historical essays on relevant
topics, relevant fiction, and/or a collection of primary source material. Exemplars are: David Waines, The Odyssey of Ibn
Battuta; Jared Diamond, Guns, Germs and Steel; Michael Adas, ed., Agricultural and Pastoral Societies in Ancient and
Classical History; Bjorn Kurten, Dance of the Tiger.
COURSE TYPES
1. Is the course part of a Chancellor’s Office approved CR Associate Degree?
No
Yes
If yes, specify all program codes that apply. (Codes can be found in Outlook/Public Folders/All Public Folders/
Curriculum/Degree and Certificate Programs/choose appropriate catalog year):
Required course for degree(s)
Restricted elective for degree (s) LA.HUMANITIES, LA.BEHAV, HIST.ADT
Restricted electives are courses specifically listed (i.e. by name and number) as optional courses from which students
may choose to complete a specific number of units required for an approved degree.
2. Is the course part of a Chancellor’s Office approved CR Certificate of Achievement?
No
Yes
If yes, specify all program codes that apply. (Codes can be found in Outlook/Public Folders/All Public Folders/
Curriculum/Degree and Certificate Programs/choose appropriate catalog year):
Required course for certificate(s)
Restricted elective for certificate(s)
Restricted electives are courses specifically listed (i.e. by name and number) as optional courses from which students
may choose to complete a specific number of units required for an approved certificate.
3. [CB24] Is the course Stand Alone?
No
Yes (If “No” is checked for BOTH #1 & #2 above, the course is stand alone.)
4. [CB08] Basic Skills: NBS Not Basic Skills
5. [CB10] Work Experience: NWE Not Coop Work Experience
6. [CB22] Noncredit Category: Credit course, not applicable
7. Course eligible Career Technical Education funding (applies to vocational and tech-prep courses only): No
8. [CB23] Course developed using a Chancellor’s Office Economic Development Grant: No
Yes
Yes
9. [CB11] Purpose: Y Credit Course Course Classification Status
10. Accounting Method: W Weekly Census
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 5 of 9
11. [CB13] Disability Status: N Not a Special Class
12. [CB09] Course SAM Priority Code: E Not Occupational Definitions of SAM Priority Codes
COURSE TRANSFERABILITY
1. [CB05] Current Transferability Status: A Transferable to both UC and CSU
2. [CB21] Course Prior to Transfer Level: Y Not Applicable Definitions of Course Prior to Transfer Levels
CURRENT TRANSFERABILITY STATUS (Check at least one box below):
This course is currently transferable to:
Neither CSU nor UC
CSU as general elective credit
CSU as a specific course equivalent (see below)
If the course transfers as a specific course equivalent give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from CSU.
1. Course History 50, Campus Sacramento State University
2. Course History 201, Campus Sonoma State
UC as general elective credit
UC as specific course equivalent
If the course transfers as a specific course equivalent give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from UC.
1. Course History 70F, Campus UC Irvine
2. Course History 20, Campus UCLA
PROPOSED CSU TRANSFERABILITY (Check at least one of the boxes below):
No Proposal
Remove as General Education
Propose as General Elective Credit
Propose as a Specific Course Equivalent (see below)
If specific course equivalent credit is proposed, give course number(s)/ title(s) of one or more currently-active, equivalent
lower division courses from CSU.
1. Course
, Campus
2. Course
, Campus
PROPOSED UC TRANSFERABILITY (Check one of the boxes below):
No Proposal
Remove as General Education
Propose as General Elective Credit OR Specific Course Equivalent (fill in information below)
If “General Elective Credit OR Specific Course Equivalent” box above is checked, give course number(s)/ title(s) of one or more
currently-active, equivalent lower division courses from UC.
1. Course History 10A, Campus UC Davis
2. Course
, Campus
CURRENTLY APPROVED GENERAL EDUCATION (Check at least one box below):
Not currently approved
CR
CR GE Category(-ies): Select GE Category, Secondary GE Category (if applicable)
CSU
CSU GE Category: D6
IGETC
IGETC Category:
PROPOSED CR GENERAL EDUCATION (Check at least one box below):
No Proposal
Remove as General Education
Review to maintain CR GE Status
New GE Proposal
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
_X___ Approved as CR GE by Curriculum Committee: 11.14.14_
____ _ Not Approved
(DATE)
____ _ Approved to remove CR GE status
Page 6 of 9
CR GE Outcomes
GE learning outcomes in Effective Communication, Critical Thinking, and Global Awareness must be addressed in all
general education courses.
o Effective Communications: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this
category.
This course addresses all of the non-scientific criteria listed under this GE outcome. Writing is the most
important way that students in this course communicate their ideas and demonstrate achievement of the
outcomes. Multiple choice/short answer exercises are discouraged departmentally and are only used for
perfunctory reading quizzes and the like. More specifically, every one of the three outcomes requires that
students compose argumentative essays using available evidence to demonstrate achievement. Reading and
listening with comprehension, two of the GE criteria, are essential to demonstrating the outcomes of this
course.
o Critical Thinking: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this category.
This course addresses all of the pertinent, non-scientific criteria listed under this GE outcome as well. Each of
the three course outcomes requires students to engage in their own analyses and interpretations of the
historical material as well as secondary source arguments about the history. Evaluating ideas presented in
writing is at the center of any kind of historical approach.
o Global Awareness: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this category.
This course addresses all of the criteria listed under this GE outcome. The three course outcomes require an
engagement with multiple perspectives, especially outcome #3. All of the course outcomes require students to
analyze historical conext.
GE Criteria for Breadth and Generality
GE courses should be broad and general in scope. Typically such courses are introductory-- not advanced or
specialized—and the content encompasses a broad spectrum of knowledge within a given field of study.
Explain how the proposed GE course fulfills GE criteria for breadth and generality.
This is an introductory survey course. As such, the subject matter is quite broad and will be treated somewhat
generally in a course like this. Moreover, because of the broad nature of the course, students are exposed to a
variety of different kinds of historical analyses including (but not limited to): social (race, class, gender, ethnicity,
religion), political, diplomatic, cultural, and military. Though this is not crucial to the argument here about breadth
and generality, it is worth noting that all of the CCs, CSUs, and UCs that teach lower-division undergraduates include
this course in their general education lists, and the CSUs have already approved this for GE.
CR GE Area Designation
Course Learning Outcomes and Course Content should provide evidence of appropriate GE Area Designation.
Additional rationale for GE Area Designation (optional):
Because this course centers around non-western history, it is an ideal candidate for inclusion into Area E. The course
covers parts of the world that allow students to see difference in a way that leads them toward a multicultural
understanding. As the content indicates, there is a significant amount of cross-cultural comparative work that is
done in this class.
Area A:
Area B:
Area C:
Area D:
Natural Science
Social Science
Humanities
Language and Rationality
D1: Writing
D2: Oral Communications
D3: Analytical Thinking
Area E: Multicultural Understanding*
*To be considered part of CR GE Area E, all courses must meet the following two conditions: 1. The course must
also be (or be proposed) in one other CR GE area AND 2. The course must be articulated with HSU as meeting
their lower-division Diversity and Common Ground GE requirement.
Curriculum Committee Approved: 04.25.14; 09.01.14
Academic Senate Approved: 05.02.14
Page 7 of 9
PROPOSED CSU GENERAL EDUCATION BREADTH (CSU GE) (Check at least one box below):
NO PROPOSAL
A. Communications and Critical Thinking
A1 – Oral Communication
A2 – Written Communication
A3 – Critical Thinking
B. Science and Math
B1 – Physical Science
B2 – Life Science
B3 – Laboratory Activity
B4 – Mathematics/Quantitative Reasoning
C. Arts, Literature, Philosophy, and Foreign Language
C1 – Arts (Art, Dance, Music, Theater)
C2 – Humanities (Literature, Philosophy, Foreign
Language)
D. Social, Political, and Economic Institutions
D0 – Sociology and Criminology
D1 – Anthropology and Archeology
D2 – Economics
D3 – Ethnic Studies
D5 – Geography
D6 – History
E. Lifelong Understanding and Self-Development
D7 – Interdisciplinary Social or Behavioral Science
E1 – Lifelong Understanding
D8 – Political Science, Government and Legal Institutions
E2 – Self-Development
D9 – Psychology
Rationale for inclusion in this General Education category: Same as above
This course is presently in category D-6. It should also be included in Area C2 to be commensurate with what is the
"industry standard" for the course. A World Civilization series articulated to Area C2 of CSU GE is necessary to serve
our transfer students well. About 25% of the transfer schools require World Civilizations, and another 25% require
either World Civilization or Western Civilization (the ADT requires a combination of these two sequences). In
addition, many leading scholars and history departments of major educational institutions have moved toward
world history as the most basic underlying intellectual field of study and pedagogical standard for historical
investigations. Some institutions see Western Civilization courses as one area of regional history. That the course
provides a wide, introductory overview of world cultures, politics, and societies in a comparative and historical
framework makes it an excellent candidate to meet the criteria for Humanities General Education.
All of the following course are classified in CSU GE, Area C2 at other California community colleges:
Cerritos College - History 245 World Civilizations from Antiquity to 1500
Fullerton College - History 112F World Civilizations I
San Diego City College - History 100 World History I
Santa Rosa Junior College -
History 11 World History to 1500
Proposed Intersegmental General Education Transfer Curriculum (IGETC) (Check at least one box below):
NO PROPOSAL
1A – English Composition
1B – Critical Thinking-English Composition
1C – Oral Communication (CSU requirement only)
2A – Math
3A – Arts
3B – Humanities
4A – Anthropology and Archaeology
4B – Economics
4E – Geography
4F – History
4G – Interdisciplinary, Social & Behavioral Sciences
4H – Political Science, Government & Legal Institutions
4I – Psychology
4J – Sociology & Criminology
Curriculum Committee Approved: 04.25.14; 09.01.14
Academic Senate Approved: 05.02.14
Page 8 of 9
5A – Physical Science
5B – Biological Science
6A – Languages Other Than English
Rationale for inclusion in this General Education category:
Submitted By: George Potamianos
Tel. Ext.: 4318
Dean/Director: Erin Wall
Same as Above
Date: 10/20/14
Review Date: 10/27/14
For Dean/Director only: Does this course change require a substantial or nonsubstantial change to a degree? Yes
No
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Yes
Date: 11.14.14
Academic Senate Approval Date: 11.21.14
Board of Trustees Approval Date: 12.9.14
Curriculum Committee Approved: 04.25.14; 09.01.14
Academic Senate Approved: 05.02.14
Page 9 of 9