Viewing: HI 210 / : Modern Europe 1815-Present

Last approved: Sat, 09 Feb 2019 09:00:46 GMT

Last edit: Tue, 05 Feb 2019 03:11:03 GMT

Changes proposed by: kimler
Catalog Pages referencing this course
Change Type
Minor
HI (History)
210
011440
Dual-Level Course
Cross-listed Course
No
Modern Europe 1815-Present
Modern Europe 1815-Present
College of Humanities and Social Sciences
History (16HI)
54.0101
History, General.
Term Offering
Fall and Spring
Offered Every Year
Fall 2019
Previously taught as Special Topics?
No
 
Course Delivery


Grading Method
Graded with S/U option
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3.0
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
K. Steven Vincent
Professor of History

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote


Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
16INTSTGCSInternational Studies: Global CulturalElective
16INTSTEURInternational Studies: EuropeElective
16INTSTBAInternational Studies-BAElective
16ABY 2097 GRP502History IIElective
16HISTBAHistory BAElective
16HISTBSHistory BSElective
16HIMHistory MinorElective
Survey of the history of European societies and political systems from 1815 to the present.

GEP review, completing information in CIM


No

Is this a GEP Course?
Yes
GEP Categories
Global Knowledge
Humanities
Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 
Identify the major political, economic, social and cultural forces that have shaped the development of modern Europe.
 
 
Essay exams. Examine students’ recall and understanding of key facts and concepts in the historical development of modern Europe. Example: Describe the political and diplomatic settlements of the Congress of Vienna and explain how these settlements changed over the following twenty years.
 
 
Evaluate the kinds of oral, written and visual primary sources historians rely upon to reconstruct history in different periods and places, and critique the persuasiveness of interpretations of past or current world events.
 
 
Essay exams. Example: It has been argued that the disease of totalitarianism that afflicted Germany in the 1930s was not peculiar to Germany; rather it was a European-wide phenomenon. Attack or defend this statement, drawing on your evaluation of the sources and evidence used in your readings. Your essay should include a definition of “totalitarianism” and discuss at least four different countries.
 
 
Produce an original historical argument grounded in primary source evidence that meets the standards of the historical discipline.
 
 
Essay exams. Require students to integrate knowledge from the lectures with factual evidence from the primary sources and to produce an original and coherent historical argument that conforms to the standards of the discipline. Example: Discuss the origins of the Cold War through an analysis of the relations between the Soviets and the West in the years after 1917. Your discussion should focus mostly on Europe and include events up to at least 1950. Provide an historical interpretation drawing on the evidence from the readings.
Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 
Identify the major political, economic, social and cultural forces that have shaped the development of modern Europe.
 
 
Essay exams. Examine students’ recall and understanding of key facts and concepts in the historical development of modern Europe. Example: Describe the political and diplomatic settlements of the Congress of Vienna and explain how these settlements changed over the following twenty years
 
Please complete at least 1 of the following student objectives.
 
Identify points of convergence and divergence between different European countries.
 
 
Essay exams. Example: It has been argued that the disease of totalitarianism that afflicted Germany in the 1930s was not peculiar to Germany; rather it was a European-wide phenomenon. Attack or defend this statement, drawing on your evaluation of the sources and evidence used in your readings. Your essay should include a definition of “totalitarianism” and discuss at least four different countries.
 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
100
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 
None
 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 
None
Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 
see Syllabus
 
Major topics to be covered and required readings including laboratory and studio topics.
 
see Syllabus
 
List any required field trips, out of class activities, and/or guest speakers.
 



Student Learning Outcomes


aeherget (Fri, 01 Feb 2019 21:13:03 GMT): AECHH: At the February 1, 2019 CUE Meeting the members approved HI 209 and HI 210 with the following friendly suggestions: In the second objective for HI 209 and HI 210 the members would like to see a statement that students will evaluate sources to clarify alignment with the outcome.
Key: 2988
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