St. Cloud State University
General Education Goal Area 5 Designation
History and the Social & Behavioral Sciences
Academic Affairs Use Only:
Response Date: ______________________
Effective Date: ______________________
1.
Prepared by: Betsy Glade
Phone: 8-2004
Proposal Number: _________________
Email: beglade
2.
Requesting Unit: History
3.
Department, Course Number, Title: HIST 195 Democratic Citizenship
4.
New Course
5.
Will this course be flagged as a diversity course?
Already Designated as Diversity
6.
Will this course also satisfy another General Education Goal Area?
If “Yes” specify which goal area.
Goal 9 GE Civic Engagement & Ethics
Existing Course
No
Diversity Proposal Accompanying This Form
No
Yes
7.
Course bulletin description, including credits and semesters to be offered:
Exploration through history of the concept and practice of Democratic Citizenship from an intellectual,
political, social, cultural, economic, and multicultural perspective from the year 1500 to present. 3 Cr. F, S.
8.
Indicate the clientele for whom this course is designed. Is the course for general education only, or
does it fulfill general education and other program needs for this or another department? Obtain
signatures from any affected departments.
All undergraduates seeking general education course in areas 5 and 9. Does not satisfy requirements for
history major, but may recruit students to history major or minor by sparking interest.
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
None
10.
For new courses or courses not yet approved for General Education, indicate any other SCSU departments
or units offering instruction that relates to the content of the proposed course.
n/a
11.
Courses designated as General Education are included in the assessment plan for the Goal Area(s)
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for which they are approved. Courses for which assessment is not included in the annual GE
assessment report for two years will be removed from the General Education Program.
The Requesting Unit understands and recognizes the above conditions.
12.
Provide a concise explanation of how the following goal is a “significant focus” of the proposed course.
Goal Area 5: History and the Social & Behavioral Sciences
Develop understanding of human societies and behaviors, and of the concepts, theories, and methods of
history and the social sciences.
Through the examination democratic citizenship students will acquire a familiarity with major events and
figures as studied via different human groups and behaviors. The student will also develop skills in critical
reading of both primary and secondary sources, in research, in the comprehension of textual and lecture material,
in class discussion, and in the composition of essays.
13. In order for a course to be designated as fulfilling Goal Area 5, it must address at least 4 of the 5 student learning
outcomes (SLOs) below. Check the SLOs below that are focused on in the proposed general education course.
1. Describe or use the methods and data by which historians, social scientists, or behavioral scientists investigate
human conditions.
2. Analyze human behavior, cultures, and social institutions and processes from the perspectives of history or the
social and behavioral sciences.
3. Develop explanations for and explore solutions to historical or contemporary social problems.
4. Reflect upon themselves in relation to family, communities, society, culture, and/or their histories.
5. Apply and critique alternative explanatory systems or theories about human societies and behaviors.
14.
Discuss how each Student Learning Outcome checked above is achieved in this course. (Note: Although
descriptions of typical assignments or types of assignments may be part of this discussion, it is not
appropriate to submit copies of actual assignments.)
1.
Historians examine primary sources and look for corroborating evidence in a variety of sources,
both primary and secondary, to examine the past and interpret it.
2.
Students read and analyze primary documents generated by Native American, European, African,
European American, and African American, Asian American, and Mexican American sources to examine the
social, political, and economic institutions that constitute the democratic culture within the United States and
elsewhere in the world.
3.
This exploration includes a discussion of current events and the similarities and differences between the
past and present, as well as discussion of strategies for social and political activism that worked in the past and
can still work.
4.
Democracy finds its way into institutions such as the family, the church, and the market, and students will
reflect upon the all pervasive nature of democracy in human institutions.
5.
In all periods of American and world history, alternative voices can be found and are examined in the
course on democratic citizenship through the reading and analyzing of primary sources of those who disagreed
with the majority or minority position. Students will write analytical papers; they will write letters to officers of
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the government, whether local, state, or national; students will create detailed a proposal and action plan to
improve or repair something they have identified at the local, regional, national, or international level. Students
will discuss and debate issues from the past and in the present.
15.
List or attach the Course Outline (adequately described and including percentage of time to be allocated
to each topic). Curriculum Committees may request additional information. Topics larger than 20% need
to be broken down further. Indicate in your course outline where the Student Learning Outcomes
checked above are being met.
The Student Learning Outcomes are met throughout the curriculum described in the course outline below:
1)
European and American Philosophers
10%
2)
Political Thought Among the Privileged and the Deprived
10%
3) Framing a Government
10%
4) The Culture of Democracy in the New Republic
10%
5) The Issues of Race and Gender in the Emerging Democratic Order
10%
6) Freedom and Equality in Collision
10%
7) Capitalism and Democracy in the Industrializing America
10%
8) Capitalism in Trouble
10%
9) Democracy and the Landscape—Literal and Figurative
10%
10) Immigration: A Past and Present American Crucible
10%
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