Name of Instructor
Class: location and time
Office: location
Office Hours: times and by appointment
Office Phone: 796-xxxx
Home Phone: optional
E-mail: name@viterbo.edu
DESCRIPTION OF COURSE:
COURSE PREREQUISITES:
TEACHING STATEMENT/ PHILOSOPHY OF TEACHING: optional
Example of my teaching statement:
Many students perceive history as memorization of names and dates - the whats of history.
Historians emphasize the hows and whys of the past, that is, history as interpretation that is more subjective than objective, conditional rather than permanent, and incomplete rather than complete. History is not static because interpretations of what, how, and why something happened change from generation to generation, and even within a generation. History is, at best, “partial, imperfect, and provisional.”
This is an advanced, upper division history class, so I am assuming you registered for this class because of an interest in the topic. I am not an expert on the Civil War and Reconstruction, so I envision this class as a work in progress. We are a learning community in which education is a participatory activity, so together, we will do history.
I have high expectations for student achievement. Class discussions are the preferred mode of inquiry. Successful conversations are collaborative efforts which require your preparation of the reading and questions, attendance, and participation. Develop, modify, and synthesize your thoughts as you listen to and learn from one another’s ideas.
Although the past is “a foreign country,” history is also a dialogue linking past, present, and future. “History,” wrote the late African-American author James Baldwin,
“does not refer merely, or even principally to the past. On the contrary, the great force of history comes from the fact that we carry it within us, are unconsciously controlled by it in many ways, and history is literally present in all that we do.” In short, history provides us with a cultural frame of reference.
REQUIRED READING: List texts for the course
READING AIDS:
“How to Read a Book: Guidelines for Getting the Most out of Non-Fiction Reading” @ http://www.si.umich.edu/~pne/PDF/howtoread.pdf
.
“How to Read Essays You Must Analyze @ http://www.ucc.vt.edu/STDYSK/essays.html

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WEBSITES for supplementary reading and research
ALIGNMENT OF CORE CURRICULUM OUTCOMES, Outcomes for Courses in
Historical Analysis, and specific course objectives
 General Education Outcome for Critical Thinking. Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.
For courses in historical analysis, the student will:
1.
Understand the complexity of continuity and change in the chronology of human experiences.
2.
Develop historical perspective by relating subject matter to the broader historical context in which it occurred.
3.
Recognize the relationship between past and present by understanding history as provisional interpretations of the past by both the individual and society.
Specific course objectives might include: a) b)
Identify and analyze the fundamental attributes of “historical thinking”: change / continuity, causality, context, contingency, and complexity.
Identify and analyze the fundamental problems of historical interpretation.
 Information Fluency: Information fluency is the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.
For courses in historical analysis, the student will locate, evaluate, and interpret historical evidence from primary and secondary sources for establishing causation, context, and credibility.
Specific course objectives might include: a) b) c) d)
Access historical information from printed and electronic sources.
Analyze and evaluate primary and secondary historical sources.
Demonstrate intellectual integrity by observing the norms against plagiarism and the misuse of evidence.
Demonstrate intellectual integrity by observing the norm requiring proper attribution of sources according to Chicago / Turabian style.
 The General Education Outcomes for Written Communication
Written communication is the development and expression of ideas in writing. Written communication involves learning to work in many genres and styles. It can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum.
Students communicate orally and in writing in an appropriate manner both personally and professionally.
For courses in historical analysis, the student will express defensible historical interpretations based on evidence and construct arguments in both oral and written form.
Specific course objectives might include: a) Effectively communicate historical facts, themes, interpretations, and theories in class discussion and written responses
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 b) Incorporate material from primary and secondary sources in written and/or oral assignments.
General Education Outcome for Intercultural Knowledge and
Competence
Intercultural Knowledge and Competence is "a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.”
For courses in historical analysis, the student will develop historical perspective by relating subject matter to the broader historical context in which it occurred.
Specific course objectives might include: a.
Become more appreciative of their connection to the heritage of the past and become more cognizant of the influence of the past upon the present.
b.
Demonstrate a deeper knowledge of historical topics acquired through study in a lower or upper-division course. c.
Analyze the causes, course, and consequences of XXXXX d.
Describe major historical developments xxxxxx
Assigned work AAC&U VALUE
Rubric category
Critical Thinking
Student's position
(perspective, thesis/hypothesis)
Specific position
(perspective, thesis/hypothesis) takes into account the complexities of an issue.
Others' points of view are acknowledged within position (perspective, thesis/hypothesis).
Evidence
Selecting and using information to investigate a point of view or conclusion
Information is taken from source(s) with enough interpretation/evaluation to develop a coherent analysis or synthesis.
Information Literacy
Determine the Extent of
Information Needed
Defines the scope of the research question or thesis completely. Can determine key concepts. Types of information (sources) selected relate to concepts or answer research question.
Historical Analysis
SLOs
Understand the complexity of continuity and change in the chronology of human experiences.
Locate, evaluate, and interpret historical evidence from primary and secondary sources for establishing causation, context, and credibility.
Course SLOs
Identify and analyze the fundamental attributes of
“historical thinking”: change / continuity, causality, context, contingency, and complexity.
Identify and analyze the fundamental problems of historical interpretation.
Access historical information from printed and electronic sources.
Analyze and
Papers
Class Discussion
Primary and
Secondary Source
Analyses
Book Review
Analyses
Book Review
Papers
Primary and
Secondary Source
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Evaluate Information and
its Sources Critically
Identifies own and others' assumptions and several relevant contexts when presenting a position.
Access the Needed
Information
Accesses information using variety of search strategies and some relevant information sources.
Demonstrates ability to refine search.
Access and Use Information
Ethically and Legally
Students use correctly three of the following information use strategies
(use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. confidential, and/or proprietary information.
Written
Communication
Content Development
Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline of history and shape the whole work.
So urces and Evidence
Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline of history.
Intercultural
Express defensible historical interpretations based on evidence and construct arguments in both oral and written form.
evaluate primary and secondary historical sources.
Demonstrate intellectual integrity by observing the norms against plagiarism and the misuse of evidence.
Demonstrate intellectual integrity by observing the norm requiring proper attribution of sources according to Chicago /
Turabian style.
Effectively communicate historical facts, themes, interpretations, and theories in class discussion and written responses
Incorporate material from primary and secondary sources in written and/or oral assignments.
Primary and
Secondary Source
Analyses
Book Review
Papers
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Knowledge and
Competence
Knowledge: Cultural Self-
Awareness
Recognizes new perspectives about own cultural rules and biases
(e.g. not looking for sameness; comfortable with the complexities that new perspectives offer.)
Knowledge of cultural worldview frameworks
Demonstrates adequate understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs
Develop historical perspective by relating subject matter to the broader historical context in which it occurred.
Become more appreciative of their connection to the heritage of the past and become more cognizant of the influence of the past upon the present.
Demonstrate a deeper knowledge of historical topics acquired through study in a lower or upper-division course.
Class Discussion
Primary and
Secondary Source
Analyses
Papers and practices.
STUDENT RESPONSIBILITIES

Reading : See “How to Read a Book: Guidelines for Getting the Most out of Non-
Fiction Reading” at http://www.si.umich.edu/~pne/PDF/howtoread.pdf
. For articles and essays, see “How to Read Essays You Must Analyze” at http://www.ucc.vt.edu/stdysk/essays.html
. For primary sources (documents), consult A
Pocket Guide .

Attendance and Absences : State your policy. Please refer to the Viterbo University policy on Attendance in the 2010 – 2011 Viterbo University Student Handbook (pp. 20, esp. #6).

Cell phones and lap tops in classroom :
 http://www.thezonelive.com/zone/02_SchoolStructure/WI_ViterboUniversity/handbook.pdf
Assignments and Exams
State your policy.
: State your policy on accepting late assignments, penalties, if

 any, for late work.
Retakes and Rewrites : optional policy statement.
Academic Integrity : Please read, become familiar with, and follow the Viterbo University policy on Academic Honesty, (especially regarding plagiarism, the use as one’s own the
 writings or ideas of another), as stated in the Viterbo University catalog @ http://www.viterbo.edu/undergraduatecatalog.aspx?id=54396 or in the 2010 – 2011 Viterbo
University Student Handbook, pp. 18-19 or online @ http://www.thezonelive.com/zone/02_SchoolStructure/WI_ViterboUniversity/handbook.pdf
.
Assistance : A variety of instructional support services are available. Check in the Learning
Center. If you are a person with a disability and require auxiliary aids, services, or accommodations for this class, please see me and Jane Eddy, the Americans with
Disabilities Act (ADA) Coordinator (MRC 332; 796-3190) within 10 days to discuss your accommodation needs.

Non-Discriminatory Policy: Viterbo University reaffirms its commitment to a policy of affirmative action and equal employment opportunity….There shall be no discrimination against any student and/or employee, or applicant for admission or employment, because of age, race, religion, color, handicap, gender, physical
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6 condition, developmental disability, sexual orientation, national origin, marital status, arrest and conviction record, military reserve duty, and use or non-use of lawful products…. Viterbo University is committed to providing an educational and work environment free from discrimination and harassment…. This policy pertains to all persons within the Viterbo University community.

Infectious Disease Preparedness: In the event of an infectious disease outbreak, university officials will monitor progress and work with local, state, and national authorities to determine the best course of action regarding institutional operations. Information related to any widespread infectious disease outbreak will be available on Viterbo’s Website and
Viterbo Health Services Website ( http://www.viterbo.edu/idpp/ ). In addition, the Center for
Disease Control (CDC) Website has extensive information on health threats
(http://www.cdc.gov). If you have specific questions about your personal health, please contact your medical provider or Health Services. In the event of a campus wide closing due to a medical emergency, the course will continue as best as possible via Blackboard.
EVALUATION PROCEDURES AND GRADING SCALE: http://www.viterbo.edu/undergraduatecatalog.aspx?id=54396
A student’s scholarship rating in each subject is determined by the results of examinations, the general character of the student’s daily class work, and other methods of assessment of learning. Students view final grades via the online student information system, VitNet. The grading system follows:
Grade Meaning
A Superior work. This indicates not only high achievement, but also an unusual degree of initiative.
AB
B
Between A and B
Higher achievement than average
BC Between B and C
Grade Points*
4.0
3.5
3.0
2.5
C Average and satisfactory work
CD Between C and D
2.0
1.5
D D Work fulfilling minimum requirements 1.0
F Failure in the course
REQUIRED COURSE WORK and ASSIGNMENT WEIGHTS: List assignments, papers, other activities and provide assignment weights
INSTRUCTIONAL METHODS, e.g., TEACHING STATEMENT/ PHILOSOPHY OF
TEACHING: optional
Example of my teaching statement:
0.0
Many students perceive history as memorization of names and dates - the whats of history.
Historians emphasize the hows and whys of the past, that is, history as interpretation that is more subjective than objective, conditional rather than permanent, and incomplete rather than complete. History is not static because interpretations of what, how, and why something happened change from generation to generation, and even within a generation. History is, at best, “partial, imperfect, and provisional.”
This is an advanced, upper division history class, so I am assuming you registered for this class because of an interest in the topic. I am not an expert on the Civil War and Reconstruction,
6

7 so I envision this class as a work in progress. We are a learning community in which education is a participatory activity, so together, we will do history.
I have high expectations for student achievement. Class discussions are the preferred mode of inquiry. Successful conversations are collaborative efforts which require your preparation of the reading and questions, attendance, and participation. Develop, modify, and synthesize your thoughts as you listen to and learn from one another’s ideas.
Although the past is “a foreign country,” history is also a dialogue linking past, present, and future. “History,” wrote the late African-American author James Baldwin,
“does not refer merely, or even principally to the past. On the contrary, the great force of history comes from the fact that we carry it within us, are unconsciously controlled by it in many ways, and history is literally present in all that we do.” In short, history provides us with a cultural frame of reference.
GENERAL CRITERIA FOR WRITTEN WORK: optional
GENERAL CRITERIA FOR CLASS DISCUSSION AND PARTICIPATION: optional
COURSE OUTLINE AND READING ASSIGNMENTS: (Subject to change depending upon the progress of the class.) Provide a calendar of topics, reading, assignments, and exams. Feel free to include dates of breaks, symposia, campus speakers relevant to the course.
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Historical Analysis Rubric
Critical Thinking
Student's position (perspective, thesis/hypothesis)
Evidence
Selecting and using information to investigate a point of view or conclusion
Information Fluency
Determine the Extent of
Information Needed
Access the Needed Information
Evaluate Information and its
Sources Critically
Access and Use Information
Ethically and Legally
Written Communication
Content Development
Sources and Evidence
Intercultural Knowledge and
Competence
Knowledge: Cultural Self-
Awareness
Knowledge: Knowledge of cultural worldview frameworks
Benchmark
1
Specific position (perspective, thesis/hypothesis) is stated, but is simplistic and obvious.
Information is taken from source(s) without any interpretation/evaluation.
Viewpoints of experts are taken as fact, without question.
Defines the scope of the research question or thesis completely. Can determine key concepts. Types of information (sources) selected relate to concepts or answer research question.
Accesses information randomly, retrieves information that lacks relevance and quality.
Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some contexts when presenting a position.
Students use correctly one of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.
Uses appropriate and relevant content to develop simple ideas in some parts of the work.
Demonstrates an attempt to use sources to support ideas in the writing.
Shows minimal awareness of own cultural rules and biases (even those shared with own cultural group(s)) (e.g. uncomfortable with identifying possible cultural differences with others.)
Demonstrates surface understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices. an issue.
Novice
2
Specific position (perspective, thesis/hypothesis) acknowledges different sides of
Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
Viewpoints of experts are taken as mostly fact, with little questioning.
Defines the scope of the research question or thesis incompletely (parts are missing, remains too broad or too narrow, etc.). Can determine key concepts. Types of information (sources) selected partially relate to concepts or answer research question.
Accesses information using simple search strategies, retrieves information from limited and similar sources
Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others' assumptions than one's own (or vice versa).
Students use correctly two of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.
Uses appropriate and relevant content to develop and explore ideas through most of the work.
Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing.
Identifies own cultural rules and biases (e.g. with a strong preference for those rules shared with own cultural group and seeks the same in others.)
Demonstrates partial understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices.
Apprentice
3
Specific position (perspective, thesis/hypothesis) takes into account the complexities of an issue.
Others' points of view are acknowledged within position
(perspective, thesis/hypothesis).
Information is taken from source(s) with enough interpretation/evaluation to develop a coherent analysis or synthesis.
Viewpoints of experts are subject to questioning.
Defines the scope of the research question or thesis completely.
Can determine key concepts. Types of information (sources) selected relate to concepts or answer research question.
Accesses information using variety of search strategies and some relevant information sources. Demonstrates ability to refine search.
Identifies own and others' assumptions and several relevant contexts when presenting a position.
Students use correctly three of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.
Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work.
Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing.
Recognizes new perspectives about own cultural rules and biases (e.g. not looking for sameness; comfortable with the complexities that new perspectives offer.)
Demonstrates adequate understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices.