Riverside Community College District
Integrated Course Outline of Record

History 1

1. Cite and discuss key ideas in primary and secondary texts in both oral and written form.
   


2. Evaluate historical arguments and formulate an articulate analysis of concepts studied in primary and secondary texts.
   


3. Compose an organized, stylistically competent written assignment, which both describes and discusses historical information, while also demonstrating an overall assessment of the significance of the material.
   

Demonstrate the ability to think independently, review and analyze historical information reflectively, and reason logically based on review (reading) and interpretation (writing) of historical information.

Identify the various sources of historical information, demonstrate knowledge of research methodologies, and explain the nature of historical processes.

Recognize, cite, and evaluate primary historical documents.

Understand and describe the evolution of major political, economic, religious, cultural, and social systems in the history of the world from its origins through the 16th century.

Describe the shared features and make distinctions in political and economic organization, religious and cultural values, and social life in world civilizations through the 16th century.

Discuss and interpret contemporary world events in light of their roots in the past.

• Lectures and facilitated large group discussions, which both disseminate information and pose problems in order to develop the students’ ability to describe historical events, identify historical processes, and comprehend contemporary society.
• Assignment of small group question-based, problem-based, or document-based activities which emphasize the students’ ability to interpret and assess the meaning of historical information and research methodologies.
• Arranged field trips to attend lectures, seminars, presentations, exhibits symposia;  utilize Instructional Media:  films/videos/slides/audio tapes/graphic displays; host guest lecturers in order to further facilitate that stated learning objectives.
• On-line instruction, hybrid format, telecourses, and web-enhanced delivery of the course in order to make the class available to students who need alternative forms of access to courses and instructor interaction in order to achieve the stated learning objectives.  These forms of delivery would also include variants of the above mentioned methods of instruction.
• May require assigned outside reading that involves independent research in addition to the required readings.

• Quizzes; examinations containing objective questions (multiple choice, matching, fill-in and essay) and essay questions emphasizing recall, comprehension, evaluation , and mastery of course material.
• Class participation; oral reports, group presentations as a means of facilitating collaborative learning in order to stimulate the students’ skills in synthesizing and assessing the key themes in the course material .
• Written work such as research papers, term reports, and interpretive essays in order to demonstrate the ability to cite, describe, and interpret historical material and to formulate a considered appraisal of its meaning.

• Bentley, Jerry H. and Ziegler, Herbert F.. Traditions and Encounters: A Global Perspective on the Past. 1 ed. Boston: McGraw Hill, 2000.
• Fields, Lanny B., et al.. The Global Past. Volume I, Prehistory to 1500. 2 ed. New York: St. Martin’s, 2000.
• Kishlansky, Mark, et al. . Societies and Cultures in World History. Volume I to 1715. 1 ed. New York: Addison Wesley Longman, 1995.
• McKay, John P., et al. . A History of World Societies. Volume I To 1715. 5 ed. Boston: Houghton Mifflin, 2000.
• Stearns, Peter N., et al.. World Civilization: The Global Experience. 3 ed. New York: Addison Wesley Longman, 2000.
• Supporting References
  1. Barraclough, Geoffrey, ed. Hammond Concise Atlas of World History. 5th ed. New York: Hammond World. 1998.
  2. --------. The Times Atlas of World History. 4th ed. New York: Hammond. 1994.
  3. Magill, Frank, ed. Masterpieces of World Literature. New York: Harper Collins. 1991.
  4. Tansey, Richard G., ed. Gardner’s Art Through the Ages. 11th ed. Fort Worth: Harcourt Brace College. 2000.
  
• Primary Source Readers
  1. Andrea, Alfred J. and Overfield, James H, eds. The Human Record: Sources of Global History. Volume I: To 1700. 3rd ed. 2 vols. Boston: Houghton Mifflin. 1998.
  2. Fields, Lanny B., et al. The Global Past: Volume I, Prehistory to 1500. 2nd ed. 2 vols. NewYork: Addison Wesley Longman. 2000.
  3. Kishlansky, Mark A., ed. Sources of World History: Readings for World Civilization, Volume I. 1st ed. 2 vols. New York: Harper Collins College. 1995.
  4. Sherman, Dennis, et al., eds. World Civilizations: Sources, Images and Interpretations. 2nd ed. 2 vols. Boston: McGraw Hill. 1998.
  5. Stearns, Peter N., ed. Documents in World History. 2nd ed. 2 vols. New York: Addison Wesley Longman. 2000.