FORM H
UNIVERSITY OF MASSACHUSETTS AT AMHERST
OFFICE OF THE SECRETARY
THE FACULTY SENATE
UNDERGRADUATE GENERAL EDUCATION DESIGNATION PROPOSAL
PROPOSAL FOR HISTORICAL STUDIES (HS) DESIGNATION
We learn from the past. All aspects of human existence, including our social, political, and economic systems, have evolved from the
past and help to illuminate and shape our present and future lives.
Courses in Historical Studies should enable students to learn about significant historical developments and processes and to gain an
awareness of and appreciation for an historical perspective. Such courses necessarily focus on human interaction in specific
situations developing through time. Historical Studies courses should cover a sufficient breadth of scope and time to consider the
development of significant social, political, or economic institutions or ideologies. While a broad, historical survey course would
meet this criterion, a course on a particular historical event or a narrow period of time might be included if it had a sufficiently broad
perspective. For example, a course on the Civil War might be appropriate if it considered pre-war causes and conditions as well as
post-war ramifications; it would not be appropriate if it analyzed only the military strategies of particular battles. Some Historical
Studies courses might also encourage students to "do" history by enabling them to consider their personal, family, or community
histories as an introduction to broader historical events and processes.
In general, a course shall satisfy the Historical Studies requirement if its primary purpose is to expose students to historically
important events, developments, or processes as a way of teaching them to understand the present and direct their futures.
With this in mind, please identify and explain the following:
1.
Please provide a brief course description (including prerequisites, if any, and number of credits) such as would be used in
the Undergraduate Catalog.
2.
Please describe the course format and anticipated enrollment per section. Does the course consist of a large lecture session
only, large lecture with discussion/laboratory sections, small class sections? Is it online only, blended face-to-face and
online, web-enhanced, video-based, or some other format?
3.
What is the historical subject, and what is the breadth of scope and time covered?
4.
How does this course relate to the historical development of significant social, cultural, political, or economic institutions or
ideologies of the society (or societies) involved?
5.
If this proposed course focuses on a particular event or historical process, demonstrate its connection to a broader historical
context.
6.
How will the course provoke comparison and critical acuity? All Social World courses should require writing, and critical
writing assignments are preferred. What form of writing will there be in the course? Please provide samples of writing
assignments and the related assessment feedback process used in this course. (The writing requirement is at minimum 10
cumulative pages throughout the semester and should support the learning objectives of the course.) When describing
examinations and assignments, please specify what is meant by phrases such as "short (or long) answer" or "short (or long)
essay," in terms of length of expected answers/essays and the amount of time students are expected to spend on each
answer/essay.
If anticipated enrollment will exceed 50 students per section, please explain how the department will make possible the
grading and evaluation of writing and problem solving assignments designed to promote critical thinking (e.g., assignment
of teaching assistants for reading/grading). If this aspect of the course has already been addressed by Form LO, simply
provide a reference to the previous response.
7.
How does this course expose students to history as a way of helping them understand the present and direct their futures?
8.
Please describe how this course will help students develop information literacy within historical studies, including the
identification, access, and use of primary and secondary historical sources.