gtPathways – COURSE NOMINATION FORM
Review Date:
Initial Submission?
Resubmission?
Yes
Yes
X
No
No
SECTION A:
PLEASE COMPLETE SECTION A AND CHECK THE CONTENT AREA AND A SINGLE
CRITERION THAT THE PROPOSED COURSE IS DESIGNED TO ADDRESS.
GTPATHWAYS CONTENT AREA
GTPATHWAYS CONTENT CRITERION
(see Content Criteria for Statewide Guaranteed Transfer on
DHE website)
(Check only one with an “X”)
Arts and Humanities
(Check only one with an “X”)
Arts and Expression (GT-AH1)
Literature and Humanities (GT-AH2)
Ways of Thinking (GT-AH3)
Foreign Languages (GT-AH4)
Communication
Introductory Writing (GT-CO1)
Intermediate Writing (GT-CO2)
Advanced Writing (GT-CO3)
REQUIRED
x
History
Mathematics
x
GT-HI1
GT-MA1
Natural & Physical Sciences
Course with Required Laboratory (GT-SC1)
Social & Behavioral Sciences
Lecture Course without Required Laboratory
(GT-SC2)
Economic or Political Systems (GT-SS1)
Geography (GT-SS2)
Human Behavior, Culture or Social
Frameworks (GT-SS3)
Course Number: HIS 246
Credit Hours: 3
Course Name: History of Mexico
Department: Social and Behavioral Sciences
Prerequisites/Co-requisite (Please list titles and section numbers):
Revised 12/11/2012
Course Nomination Form: gtPathways Review
Colorado Department of Higher Education
Page 1
Is this course cross-listed? If so, please list the names of the courses with which it is cross-listed, give a reason why it
is cross-listed, and acknowledge here that the same approved syllabus will be used across sections of the cross-listed
courses: Course is not cross listed
Short description of the course from the catalog:
Focuses on the major political, economic, social and cultural developments of Mexico from PreColumbian times to the present.
SECTION B: SENIOR ACADEMIC OFFICER ENDORSEMENT
By completing this section, I attest to the following:
I certify that the course described herein is an approved general education course offered at my
institution (or will be so, automatically, upon approval as a gtPathways course). The attached
content curriculum description applies to all course sections taught at my institution.
Name/Title of Senior Academic Officer:
Signature (Electronic Accepted):
REQUIRED
Sandy Veltri, CAO/Vice President of Student and
Academic Services
Name of Institution:
Date:
Front Range Community College
January 23, 2015
E-Mail:
Phone:
Sandy.veltri@frontrange.edu
Institutional Contact/Name for this submission if
different from above signatory
Revised 12/11/2012
Course Nomination Form: gtPathways Review
Colorado Department of Higher Education
303.404.5497
E-Mail:
Page 2
SECTION C:
COMPLETE NUMBERS 1-3 BELOW AND ANY COMPETENCY (NUMBERS 4-8) THAT
APPLIES TO THE NOMINATED COURSE PER CONTENT CRITERIA GUIDELINES (SEE
CONTENT CRITERIA FOR STATEWIDE GUARANTEED TRANSFER ON DHE WEBSITE
AND COMPETENCY CRITERIA). PLEASE SUBMIT A COURSE OUTLINE THAT CONTAINS
A WEEK-BY-WEEK SCHEDULE, AN EXPLANATION OF THE GRADED PIECES OF WORK
AND HOW GRADES WILL BE CALCULATED, AND THE COURSE LEARNING OUTCOMES.
YOU MAY ALSO INCLUDE CONTENT OR CURRICULUM GUIDES OR OTHER SUPPORTING
DOCUMENTS. THESE MATERIALS MUST ENABLE EVALUATORS TO
VERIFY NUMBERS 1 – 8 BELOW.
1. State scope of course and the primary concepts or topics it covers:
This course focuses on the major political, economic, social, and cultural developments of Mexico from
Pre-Columbian times to the present. It includes an in-depth study of the Spanish Conquest,
independence, the Mexican Revolution and Mexico’s relationship to the United States, (“Poor Mexico-So far from God and so close to the United States” ~Porfirio Diaz). The curriculum explores the
multiple perspectives of gender, class, and racial and ethnic groups. A principal focus of this
course is on developing, practicing and strengthening the skills historians use while constructing
knowledge in the discipline.
REQUIRED
 Topical Outline:
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
XII.
Early Indian Cultures: Origins.
Mayan Culture: Define culture.
Aztec Civilization: Define culture.
Spanish Conquest: Culture clash.
New Spain: Nuevo Espana
Colonial Institutions and Life: Life was complex.
Enlightenment and Independence: New rulers in Europe.
First Empire and Early Republic: Concerns for the future in 1821.
Juarez and Maximilian: Liberal leaders who championed social justice.
Porfirio Diaz: Coup d’etat
Revolution: Bloody Civil War.
The Modern Era: Modern Industrialization
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Course Nomination Form: gtPathways Review
Colorado Department of Higher Education
Page 3
2. Provide rationale and/or evidence for how the nominated course meets the specific content
criteria:
HIS 246 meets the following specific content criteria:
A. It presents “historical frameworks that explore and compare achievements, issues, and characteristics of
B.
C.
D.
E.
the world and its cultures”. They will study the development of Mexico chronologically and thematically,
and reflect upon patterns of continuity and change over time, while relating Mexican events to a wider
global context.
It develops the students’ “ability to use the social sciences to analyze and interpret issues.” For instance,
students will examine the Spanish Conquest of this area and analyze the roles of religion, technology,
disease and political alliances in this conflict
It develops students understanding of diverse perspectives and groups. For example, students will learn
the impact of the Catholic tradition, as well as the influence of European colonialism upon the region,
along with the role of Aztec culture and traditions.
It builds students’ competency in critical thinking. Students will examine primary and secondary source
documents, analyze the issues they raise, and evaluate the perspectives of the authors in both the research
paper and in class discussions about the role of religion, colonialism, nationalism, reform movements and
revolution.
It builds students’ competency in written communication or technology. Students will write a major
analytical research paper that is submitted in three main stages, receive feedback, and revise their writing
significantly. They will also engage in weekly discussions based on the text, the lecture, and outside
research.
Revised 12/11/2012
Course Nomination Form: gtPathways Review
Colorado Department of Higher Education
Page 4
3. List student outcomes and detail how outcomes will be met in the course:
Outcomes:
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
XII.
Identify theories of the origins of Indian cultures, including especially the Maya and Aztecs, their geographic regions,
artifacts, written language, abandonment of cities, religions, imperialism, human sacrifice, and family life.
Estimate the impact of the Spanish presence and caste systems, examining the routes of the explorers, the behavior of
Cortez and his crew, the elements of Aztec culture that remained after the Spanish conquest, racism, and the
encomienda system.
Discuss the religious thrust of Roman Catholics, the political organization of New Spain, the impact of the new
political structures, how the cultures mixed, the conditions of the Indians and Africans who were enslaved, the tax
structure, and the expansion of the military.
Review the impact of the American Revolution, and the importance of the Inquisition on Mexico`s independence
movement.
Discuss the fall of the First Empire, Santa Anna’s role in Mexican history, the loss of Texas, the Mexican War with
America, the psychological impact of the loss of territory with the Treaty of Guadalupe Hidalgo.
Discuss Juarez and the importance of the Constitution of 1857, nationalization of church property.
Describe Mexico`s Second Republic, the role of Diaz, the importance of American money in Mexico`s economy, the
overthrow of Diaz.
Review how Madero becomes president, comparing the governing styles of Madero and Zapata, the effects of
Huerta’s provisional presidency, the ideas of Pancho Villa, and Carranza’s ascent to power.
Discuss the importance of Lazaro Cardenas` presidency, the impact of World War II and industrialization and
population growth on Mexico.
ssess the most important issues facing Mexico today.
Four general goals integrate history with workplace skills:
A. Acquire information from many sources
B. Break complex and multiple sources of information down into parts to create
clearer understanding
C. Understand the impact of time and space on perspective
D. Develop narrative structures and arguments based on evidence
Throughout the course, students should be introduced to course content, practice using course content, and
demonstrate they can:
A. Describe how peoples, groups, cultures, and institutions covered in this course
change over time
B. Analyze the events covered in the course in historical context and recognize
how social, cultural, gender, race, religion, nationality and other identities affect
historical perspective
C. Communicate orally and in writing about the subject of the course and select
and apply contemporary forms of technology to solve problems and compile
information
D. Use different resources for historical research, including libraries, databases,
bibliographies and archives
E. Analyze secondary sources and recognize differences in historical interpretation
F. Identify types of primary sources, the point of view and purpose of their author
or creator
G. Create substantive writing samples which employ critical analysis of primary
and secondary sources, and document those sources correctly
H. Construct knowledge in the discipline and synthesize historical narratives and
timelines from primary and secondary sources, maps, and/or artifacts and
critically analyze, interpret and evaluate many different points of view
Methods:
Research paper will address outcomes XII. A through H above, as well as at least one of I. through XI. as they
choose a topic, conduct research, and analyze and evaluate their topic and the sources they used to build a narrative
through diverse analytical lenses such as politics, economics, culture, gender, etc.
a.
b.
c.
In-class discussions will also address I. through XI. and XII. A. through F. as students read, analyze,
evaluate, and discuss the perspectives of multiple primary and secondary documents that provide specific
windows into the main chronological periods of the course.
Presentation of an assigned topic will address outcomes XII. A. through G. as they lead the class in a
critical thinking discussion about their topic
Essay exams will address I. through X., and XI. A through D. as they analyze the main chronological
periods and main content themes in informal expository narratives.
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Course Nomination Form: gtPathways Review
Colorado Department of Higher Education
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4. Describe how students demonstrate and develop critical thinking competency:
A. Students will write essays in an exam setting in which the student will demonstrate an ability to analyze
written, oral, and multimedia information and interpret that information. They will analyze topics through
a set of analytical categories stressed throughout the course, construct and defend arguments, and
synthesize divergent historical interpretations. They are also encouraged to apply what they have learned
to events that are unfolding today, relating historical events to contemporary ones, and demonstrate that
they can identify and make sense of recurring trends in history. They will also distinguish the differences
and commonalities between different cultural traditions and institutions.
B. Students will need to participate in class discussions in which the student must demonstrate the ability to
analyze material, ask pertinent questions, structure an argument, and draw suitable conclusions. In these
discussions, they will compare, analyze, interpret, and evaluate primary and secondary sources.
C. Students must write a major research paper that is designed to hone their analytical and communication
skills. First, the student must research an historical topic using diverse methods including books, web
based information, and other media. They must construct and defend an argumentative thesis that serves
as the structural anchor for their narrative. The student will identify how their topic fits into the context of
major themes covered in the course, and analyze their topic through a set of required analytical lenses such
as politics, economics, class, race/ethnicity, gender, and environment. Aside from allowing one to obtain a
more focused knowledge of a specific topic and an effective tool for evaluating how well a student has
grasped the concepts taught in the course, a project of this type fosters an ability to acquire information, to
synthesize diverse elements into a whole, analyze primary and secondary sources, and to communicate
ideas and information to others.
D. Students will create a multimedia presentation where they explain, analyze, and teach their classmates
about an assigned topic. They will be required to analyze that topic through the aforementioned analytical
categories, and summarize a complex topic so that it is comprehensible to others. They will also create a
critical thinking question to pose to the class, and facilitate a discussion about the question.
E. Students will also present an article on a current event that they find, read, and analyze, relating it to
broader themes in the course. Thus, they are synthesizing the article with those themes, summarizing the
information for the class, analyzing it, and creating a critical thinking question to pose to the class and
facilitating further discussion of their article.
5. Describe how students demonstrate and develop reading competency:
A. Students will read a variety of different primary and secondary sources, and develop skills to note the most
important details, summarize and/or paraphrase information, analyze historical actors, institutions, and
arguments, and evaluate the validity of narratives and arguments.
B. They will demonstrate their comprehension of what they read in class discussions, on essay exams, a
presentation, and in their research paper.
6. Describe how students demonstrate and develop written communication competency:
A. By submitting a substantial paper on a relevant subject and in so doing apply knowledge of syntax,
grammar, punctuation and spelling, the paper will enable the student to use appropriate vocabulary,
formats, and documentation for this writing task. In addition, the project will allow the student to critique
one’s own work, to integrate their own ideas with those of others, to convey a primary thesis argument in a
written text, and as stated above the paper will demonstrate an ability to find, select, and synthesize
information from appropriate primary and secondary sources.
B. The writing of essay exams that cover material assigned from the text and from lectures is another writing
component that directly aids the student in developing written communication competency. Here they
must hone an ability to integrate their own ideas with those of others, to convey a primary theme or
message, and select and synthesize information from appropriate primary and secondary sources.
7. Describe how students demonstrate and develop technology competency:
A. Students will create a power point presentation that incorporates text and images, and is organized into a
compelling and comprehensible package. They will then present it to the class.
B. Students will conduct online research for their analytical research paper within databases of academic
articles.
C. Students will navigate and utilize a variety of course resources that will be provided on Desire2Learn, our
online learning platform.
Revised 12/11/2012
Course Nomination Form: gtPathways Review
Colorado Department of Higher Education
Page 6
Note Regarding Natural and Physical Sciences Courses (GT-SC1 & GT-SC2):
The GT-SC1 category is used for courses that integrate a lecture with a lab, and also for separately
transcripted labs that have a GT-SC2 lecture course(s) as a prerequisite or co-requisite. When
submitting a separately transcripted lab for GT-SC1 approval, indicate the required GT-SC2
course(s) and attach the nomination materials for the GT-SC2 course(s) so that the lab can be
evaluated in the context of the companion lecture course. (If the GT-SC2 course was previously
approved, include the nomination materials from that earlier review process.)
SECTION D: COURSE RESUBMISSION
TO BE COMPLETED ONLY IF THIS COURSE IS BEING RESUBMITTED FOR
CONSIDERATION AND PLACEMENT WITHIN THE GTPATHWAYS CURRICULUM.
Revised 12/11/2012
Course Nomination Form: gtPathways Review
Colorado Department of Higher Education
Page 7
1. SUBSTANTIVE CONCERNS REGARDING PREVIOUS SUBMISSION(S):
Please attach reviewer comments/justification for the “deferred” designation and respond to the
question below.
How has the course been modified to address the concerns raised by the review committee(s)?
Revised 12/11/2012
Course Nomination Form: gtPathways Review
Colorado Department of Higher Education
Page 8