Course Description
Transnational themes in modern continental European history explored in a world context, such as: Emigration and Immigration; Nation States and National Identities; History of "Development"; European Expansion and Colonial Empires. Notes: May be repeated for credit when topic of study changes.
Syllabus
Student Learning Outcomes, Goals, Objectives:
Students successfully completing this course will be able to:
MAC, Critical Thinking and Inquiry (CTI) in the Humanities and Fine Arts Competencies:
- Critically analyze claims, arguments, artifacts or information.
- Construct coherent, evidence-based arguments.
History Department Student Learning Outcomes:
- Analyze historical duration, succession, and change in terms of human agency and larger systems or structures in a wide variety of places and periods. [Historical Comprehension]
- Use historical thinking to contextualize and analyze primary and secondary sources representing different points of view. [Historical Analysis]
Course Grading Information:
| Activity/Performance Measure | Percentage/Points |
|---|---|
| Exam 1 | 20% |
| Exam 2 | 20% |
| Essay Assignment 1 | 20% |
| Essay Assignment 2 | 20% |
| Reading Quizzes | 10% |
| Participation | 10% |
Grading Scale
| Percentage | Letter Grade |
|---|---|
| 93-100 | A |
| 90-92.9 | A- |
| 87-89.9 | B+ |
| 83-86.9 | B |
| 80-82.9 | B- |
| 77-79.9 | C+ |
| 73-76.9 | C |
| 70-72.9 | C- |
| 67-69.9 | D+ |
| 63-66.9 | D |
| 60-62.9 | D- |
| 0-59.9 | F |
Attendance/Participation:
Participation grades will be based on class discussions of the course reading assignments and will comprise 10% of the final grade.
Attendance is not a graded component of this course.
Course Materials Purchased by the Students:
- Hochschild, Adam. King Leopold’s Ghost: A Story of Greed, Terror, and Heroism in Colonial Africa. Boston; New York: Houghton Mifflin Company, 1999.
- Achebe, Chinua. Things Fall Apart. New York: Anchor Books, 1994.
Scholarly Perspectives
This course engages diverse scholarly perspectives to develop critical thinking, analysis, and debate and inclusion of a reading does not imply endorsement.