Viewing: HI 351 / : U.S. Naval History

Last approved: Wed, 16 Jan 2019 09:01:00 GMT

Last edit: Fri, 11 Jan 2019 13:30:18 GMT

Changes proposed by: kimler
Catalog Pages referencing this course
Change Type
Major
HI (History)
351
011564
Dual-Level Course
Cross-listed Course
No
U.S. Naval History
U.S. Naval History
College of Humanities and Social Sciences
History (16HI)
54.0101
History, General.
Term Offering
Spring Only
Offered Every Year
Spring 2019
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

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

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

Course Is Repeatable for Credit
No
 
 
J. Caddell
Adjunct Assistant Professor

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture701No
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?
16HISTBAHistory BAElective
16HISTBSHistory BSElective
16HIMHistory MinorElective
Naval ROTCRequired
The role of the U.S. Navy in American history. Sea power, national defense and foreign policy. The impact of technology on naval warfare and the historical evolution of missions of the U.S. Navy.

The department faculty on our Curriculum Committee reviewed our 300-level offerings and student outcomes, and surveyed the faculty teaching the courses. We have determined that for this course, students are able to successfully engage the material and achieve the learning outcomes without having had a previous course in history. In addition, the Naval ROTC program standard schedule is for the course to be taken in Spring semester freshman year by all Midshipmen.


GEP Humanities review


No

Is this a GEP Course?
Yes
GEP Categories
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 basic concepts, events, and institutions that have evolved through the evolution of naval history.
 
 
Exam questions.
Sample prompt: “Describe the naval arms race before World War I, and how it could have contributed to the outbreak of war.”
 
 
Identify and analyze competing theses on the causes or nature of historical events.
 
 
“Thesis paper” requiring a self-contained argument, containing, in written form, the evidence and logic necessary to support a specific thesis. Such a paper is usually introduced through the presentation of the inherent question. For example, a thesis arguing that “The United States followed an isolationist policy in the 19th century” is answering the question “Was the U.S. primarily isolationist or imperialistic in the 19th century?”
 
 
Analyze and synthesize information as an act of historical reasoning and interpretation of naval history.
 
 
“Dialectic essay” to review, in an objective fashion, two interpretations of a single historical topic. This is accomplished by identifying a significant historical question and explaining two, mutually exclusive, historical theses, each of which represents an attempt to answer the central question. Assess the evidence (sources, research) and logic of each interpretation. Be fair, but critical. Finally, summarize and synthesize the two interpretations. The final result of your evaluation will be your own answer to the historical question. Example of an historical question: “Was unrestricted submarine warfare an effective and moral weapon in World War I?”
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:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

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
30%
 
a. If seats are restricted, describe the restrictions being applied.
 
Departmental Approval Required, to first enroll Naval ROTC freshmen. Recent experience is that the course is typically 70% NROTC.
 
b. Is this restriction listed in the course catalog description for the course?
 
Listed each semester in Course Schedule
 
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.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

no change in scheduling

1. To develop and to improve fundamental powers of reasoning. This includes honing your ability to analyze and to synthesize information. The critical assessment of historical interpretations, as well as the students’ abilities to develop their own interpretations and arguments will be stressed.


2. To strengthen verbal capabilities, both oral and written. This will be accomplished through the writing of formal papers, essay examinations, and class discussions.


3. To become familiar with some basic concepts, events, and institutions that have evolved through the evolution of naval history. This will involve the learning of some “stuff.” To quote the Faber College motto, “Knowledge is good.”


4. To develop a sense of “historical difference.” This entails coming to appreciate the fact that the passage of time causes change and that this change is ongoing. We will discuss Mark Twain’s observation that “While history does not repeat itself, it may rhyme.”


5. To become aware of the debates -- or dialectics -- inherent to the evolution of the maritime history. These include questions relating to the problems intrinsic to naval operations. We are especially interested in identifying the issues that shaped American maritime history. In the process, we must recognize and discuss the correlation of maritime, political, military, economic, and social developments.


6. To identify and appreciate the role of maritime events in the American context.


7. To have fun while doing all of the above, as History studies the history of every imaginable kind of person doing every imaginable kind of thing.


Student Learning Outcomes

1 . Describe the role of the U.S. Navy in American history from colonial times to the present ,


2. Explain the historical concepts and major theories associated with sea power.


3 . Describe how the dual influences of professionalism and evolving technology have altered naval tactics and the perception of sea power as an instrument of national defense and of foreign policy.


Evaluation MethodWeighting/Points for EachDetails
Quizzes202 Geography tests
Essay15"Thesis" paper
Essay20"Dialectic" paper
Midterm15 Midterm exam
Final Exam20 Final exam
Participation10Class participation
GER>GEP Providing last approved information
Last approved syllabus 1994


CIM Notes:
GEP attribute indicated (box checked)
16 weeks added as course length based on university standards
Catalog description In CIM should match catalog description in the syllabus
Course objectives added from last approved syllabus
GEP outcomes and measures needed in CIM
Student learning outcomes needed in CIM
Grading/evaluation methods needed in CIM
Requisites needed in CIM
Course delivery method needed in CIM

Syllabus notes (review of last approved syllabus):
Syllabus Review based on the Syllabus Regulations page: https://policies.ncsu.edu/regulation/reg-02-20-07/

The following statements are needed in the syllabus: Integrity statement, Students with Disabilities statement, Electronic Components statement, and the Policies, Rules, and Regulations (PRRs) statement.

Please edit the syllabus to include the following:
Instructor information
Course info (credit hours, semester, etc.)
Requisites (indicate if there are none)
GEP category and objectives
Student learning outcomes that are measurable
Any course expenses
Catalog description matching that in CIM
Any additional components such as labs
Projected schedule based on a 16 week semester
Safety and Risk statement (if there are no risks, indicate this with a statement)
Grading methods and scale
Late work policy per instructor
Attendance policy including excused absence criteria and number of acceptable absences along with any academic penalties

RLB 06/13/2018
aeherget (Thu, 10 Jan 2019 17:42:01 GMT): AECHH: At January 9, 2019 UCCC Meeting the members approved HI 351 pending the following item is addressed within the next two weeks: -Correcting the Disability Resource Office Statement with the correct building name in the syllabus. (See section 2.15 of the Policies Page). The members also enjoyed your seventh student learning outcome.
Key: 3039
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