Riverside Community College District
Integrated Course Outline of Record

History 26

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Recognize, cite, and evaluate primary historical documents.

Describe the historical roots for cultural and social diversity in the state of  California and assess the significance of that diversity in contemporaneous contexts.

Discuss and evaluate the origins and evolution of the various social, economic, and political/governmental institutions of California.

Discuss and interpret contemporary state 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 (at least three) 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.

• Possible texts include:
  
  1. Albert S. Broussard, Black San Francisco: The Struggle for Racial Equality in the West, 1900-1954 (1993)
  2. Caughey, John, California: A Remarkable State's Life History (Upper Saddle River, NJ: Prentice Hall).
  3. Chan, Sucheng, et. al., eds., Peoples of Color in the American West (Lexington, MA: D. C. Heath and Company, 1994)
  4. Douglas Flamming, Bound For Freedom: Black Los Angeles in Jim Crow America (Berekeley: University of California Press, 2005)
  5. Himes, Robert V. and Farragher, The American West: A New Interpretive History (Hartford, CN: Yale University Press, 2000)
  6. Rice, Richard et al, The Elusive Eden; A New History of California, 6th ed., (New York: McGraw Hill, 2001)
  7. Rolle, Andrew F., The Golden State, 6th ed. (New York: Harlan Davidson, 2003).
  8. Sanchez, George, Becoming Mexican American: Ethnicity, Culture and Identity in Chicano Los Angeles, 1900-1945 (New York: Oxford University Press, 1993)
  9. Takaki, Ronald, Strangers From a Different Shore: A History of Asian Americans (New York: Penguin Books, 1989)
  10. Yong Chen, Chinese San Francisco, 1850-1943: A Trans-Pacific Community (Stanford: Stanford University Press, 2000)