St. Cloud State University
General Education Goal Area 8 Designation
Global Perspectives
Academic Affairs Use Only:
Response Date: ______________________
Effective Date: ______________________
1.
Prepared by: Maureen O’Brien
Phone: 8-4985
Proposal Number: _________________
Email: mmobrien
2.
Requesting Unit: History
3.
Department, Course Number, Title: HIST 101 Studies in World History
4.
New Course
5.
Will this course be flagged as a diversity course?
Already Designated as Diversity
Existing Course
No
Diversity Proposal Accompanying This Form
6.
Will this course also satisfy another General Education Goal Area?
No
Yes
If “Yes” specify which goal area.
Goal5 GE History and the Social & Behavioral Sciences
7.
Course bulletin description, including credits and semesters to be offered:
An interpretive study of general trends and selected topics in various periods and subjects that are crosscultural, national, and regional in scope. May be repeated with different instructor and subject but not for general
education purposes. 3 Cr. ANNUAL.
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 8. 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 8: Global Perspectives
Develop a comparative perspective and understanding of one’s place in a global context.
Through the examination of topics in “World History” students will develop a comparative perspective and
understanding of one’s place in a global context by employing their historical empathy to contextualize not
only their own experiences but also the experiences of those global communities being studied. Students will
learn about cross-cultural contacts, and comparisons and contrasts between different global communities
through the historical examination of religious traditions, political systems and theories, economic and social
structures, and cultural heritage.
13. In order for a course to be designated as fulfilling Goal Area 8, 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. Explain how they are connected and related to people elsewhere in the world.
2. Describe similarities and differences among global places and populations.
3. Analyze how political, economic or cultural elements influence relations among the world’s states, peoples, or
societies.
4. Analyze specific international issues and propose and evaluate responses.
5. Articulate a vision of their individual roles and responsibilities in a common global future.
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.)
Students demonstrate each of the SLOs through instructor generated examination questions, student
generated essays, and student oral presentations. A sample assignment is listed with each SLO below.
1. Students develop their global empathy which enables them to examine how they are connected and related to
people elsewhere in the world. Students demonstrate this outcome in, for example, exam questions and essays that
require students to analyze the goals people may have been seeking and how they saw their situation, then to
connect all this with what they did. Students analyze case studies, such as the European Crusades, that continue to
have resonance today.
2. The same assignments that ask students to empathize with others across the globe, assignments that can include
class discussions, short essays, and exams, ask students to describe similarities and differences among global
places and populations. Students must be able to identify and explain how different peoples have participated in
and/or responded to the same historical events such as rise of Islam.
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3. Students are challenged to analyze how political, economic or cultural elements influence relations among the
world’s states, peoples, or societies, in assignments that ask students to utilize their critical detachment while at
the same time utilizing their intellectual capacity to contextualize conditions experienced by those being studied.
Students can demonstrate this goal in essays that ask them to, for example, explain how Jew, Christians, and
Muslims have used construction in Jerusalem as an ideological weapon.
4. Students are asked to place international issues into their historical context as a tool for evaluating and
proposing responses. One assignment that is particularly useful in doing this is class debates. Students are given a
topic, such as the Oslo Accords’ attempt to resolve the Palestinian-Israeli conflict, and are required first to
establish the historical context of the conflict, then to examine other proposals that both preceded and followed
Oslo, and finally, based on all this information, propose and evaluate new resolutions to this conflict.
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 outlines
below:
Introduction to World History (Outline 1): From earliest times to A.D. 1500 with emphasis on movements of
global impact intended to introduce students to the discipline of history and to the origins and development of
early civilizations.
I. The Discipline of History
(10%)
A. Sources of Historical Information
B. History, Pre-history, and “Historical Epochs”
II. The Emergence of Man (10%)
III. Eurasian Ancient Civilizations (10%)
A.
Origins and Styles of Civilizations in the Near East; Indus; Shang.
B.
The Nomadic Invasions and the End of Ancient Eurasian Civilizations.
IV. Classical Eurasia and the Eurasian Ecumene (to A.D. 500). (20%)
A.
The Classical Mediterranean
B.
The Indo Aryans and Classical India
C.
Classical China
V. The Civilizations of Eurasia and the Eurasian Ecumene (1000-1500) (20%)
A. Traditional Civilizations: Byzantine, Islamic, and Confucian.
B. Western Civilizations.
VI. The Non-Eurasian Regions: Africa, America, and Australia. (20%)
VII. The Challenge to the Concept of “Regional Isolation,” Recent Scholarship on links between Pre-Columbian
America and the Old World. (10%)
Introduction to World History (Outline 2): A survey of the history of Scandinavia, with special emphasis on the
cities of Oslo, Copenhagen and Stockholm.
I. Introduction (15%)
II. Denmark (20%)
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A.
Age of Dominance, 1380-1660
B.
Absolutism, 1660-1800
C.
19th Century, 1800-1914
D.
Wars and Peace, 1914-45
E.
Age of Affluence, 1945 to Present
III. Sweden (20%)
A.
Age of Greatness, 1611-1810
B.
Nineteenth Century, 1810-1918
C.
Democratic Sweden, 1918-1945
D.
Welfare State, 1945 to Present
IV. Norway (20%)
A.
In eclipse, 1300-1814
B.
Constitutionalism, 1814-1918
C.
Independent Norway, 1918-1945
D.
Contemporary Norway, 1945 to Present
V. Scandinavian Cities (15%)
VI. Conclusion (10%)
Introduction to World History (Outline 3): A comparative study of the European family from the Middle Ages to
the First World War and the American family from colonial times to the present.
I. Introduction—Theories of the Family. (15%)
II. European Family Before Industrialization (20%)
A.
Medieval Period
B.
Renaissance
C.
17-18th Centuries
III. Russia and the Pre-industrial Family (20%)
A.
Tsars, Bureaucrats, Reform
B.
Agarian Economy and Society
C.
18th Century Family
D.
19th Century Family
IV. England and the Industrial Family (20%)
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