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Student Learning Outcomes

Discipline: Degree: AA-T - History - A0334
Course Name Course Number
Introduction to the Visual Arts and Art History ARTB 1
  • Students will develop an understanding of basic art terminology that coordinates with the ARTB 1 curriculum.
A History of Greek and Roman Art and Architecture AHIS 10
  • Students completing an assignment in Area C (Arts) courses will be able to analyze modes of artistic expression
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and and cultures.
  • Students will be able to identify formal elements and differentiate styles among cultures over time.
African American Literature LIT 20
  • Students will write a literary analysis.
  • Students will be able to identify the influence of culture on human expression.
African American\/Black Politics POLI 35
  • Students will be able to identify significant changes that have occurred in African-American political participation since the passage of the Voting Rights Act.
  • Students will be able to assess the success of African Americans in attaining representation in various levels of government.
American Deaf Culture SIGN 202
  • Students will be able to correctly contrast specific aspects of American Deaf culture with general American hearing culture.
  • Students completing an assignment in Humanities Area C will be able to identify the influence of culture on human expression.\n
American Folk Music MUS 14B
  • Describe the role of religion in the development of American song culture
  • Students will be able to recognize the genre and subgenres of the various American folk musical styles discussed in class.
  • Describe and identify, using appropriate terminology, some of the many folk music styles of the United States.
  • Aurally identify the musical characteristics of these various folk music styles.
  • Review and analyze the social context of American folk music.
  • Examine these folk music styles in the broader context of American political, social, and cultural history.
American Sign Language 1 SIGN 101
  • Students will be able to identify immediate and extended family signs.
  • Students will move away from a pathological view of Deaf People, seeing Deaf people as defective, and towards a Cultural view, seeing Deaf people as individuals with a unique linguistic and cultural background.\n
  • Students completing the course will be able to identify the influence of culture on human expression
American Sign Language 2 SIGN 102
  • Students will be able to identify the influence of culture on human expression.
  • Students will properly mark the topic in ASL sentences using non-manual markers.
  • By the end of SIGN 102, American Sign Language 2, 70% of students will be able to successfully comprehend and produce a signed narrative sequence by comparing two people’s qualities when given a hypothetical situation. \n
American Sign Language 3 SIGN 103
  • Students will be able to identify diverse aspects of culture in the Deaf community.
  • Students will be able to demonstrate the influence of culture on human expression by signing a response to a prompt.\n
  • Students will successfully describe a location, using appropriate classifiers (descriptive, locative, instrumental, and elemental).
  • By the end of SIGN 103, American Sign Language 3, 70% of students will be able to successfully produce a signed narrative about their life events.
  • Students will apply colloquialisms and ASL semantics while using appropriate non-manual markers.
American Sign Language 4 SIGN 104
  • Students will be able to demonstrate the influence of culture on human expression by giving detailed descriptions by comparing and contrasting techniques. \n
  • By the end of SIGN 104, American Sign Language 4, 70% of students will be able to successfully comprehend and produce a signed narrative by answering questions.
  • Students will successfully apply appropriate classifiers telling a narrative.
  • Successfully apply clear instructions or explanations using classifiers and conditional sentences, rhetorical questions, and relatives clauses.
Asian American and Pacific Islander History HIST 9
  • Students will identify and differentiate among Asian American and Pacific Islander immigrant groups, their historical strategies of adaptation and resistance, their contributions to the US, and how these relate to contemporary activism. (PLO 1,2,5,6)
  • Students will be able to trace changes to the American constitution from its origin to the present (PLO 1,5,6)
  • Students will identify and describe the contours of debates among historians over time in American History (PLO 4)
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
California History HIST 39
  • Students will understand the difference between misinformation, opinion, and substantiated scholarly theories about California History. They will identify and describe the contours of debates regarding the evolution of the historiography about California’s indigenous populations over time.
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
  • Students will be able to identify and evaluate major agents of change\/reform in California History · Students will be able to assess and explain the repeating patterns of population rushes that characterize the history of California.
  • Students will recognize and articulate the diversity of human cultural expression, such as religion, ethnicity, language, sex, orientation, and gender, by comparing different historical perspectives in California history. [PLO 1,5]
Contemporary Mexican American Literature LIT 25
  • Students will write a literary analysis.
Continuing Elementary Arabic ARAB 2
  • Students will listen to 20 statements in Arabic as stated by the instructor and will have to determine whether or not the written English meaning is true or false. (Active)
Continuing Elementary Chinese CHIN 2
  • The students will be able to comprehend the target language.
Continuing Elementary French FRCH 2
  • Students will be able to use their knowledge in French 2 to demonstrate understanding in French by reading several paragraphs and answering a multiple choices questions.
Continuing Elementary German GERM 2
  • Students will demonstrate intermediate written communication of simple to complex sentences and utilize German vocabulary related to everyday topics, based on the vocabulary and sentence structure they have learned.
  • Beginning to use language creatively, students will be able to write about personal past events.
Continuing Elementary Italian ITAL 2
  • In this exercise students identify the passato prossimo with avere and irregular past participles.\n
Continuing Elementary Japanese JAPN 2
  • Students will read and comprehend the vocabulary as presented in context.
  • Students will demonstrate writing ability by composing simple sentences related to everyday topics, based on the vocabularies and sentence structures they have learned.
Continuing Elementary Spanish SPAN 2
  • Students will demonstrate reading comprehension of an continuing elementary Spanish text.
Continuing Intermediate Chinese CHIN 4
  • The students will be able to comprehend the target language.
Continuing Intermediate French FRCH 4
  • Students will be able to use their knowledge in French 1 to demonstrate understanding in French by reading several paragraphs and answering a multiple choices questions.
Continuing Intermediate Italian ITAL 4
  • Students will read the conclusion of a story (approximately 10 pages) in class and answer content questions.
Continuing Intermediate Japanese JAPN 4
  • Students will be able to transcribe, recognize\/define, and pronounce the Continued intermediate level-Japanese 4 vocabulary with correct usage of Hiragana, Katakana, and limited number of Kanji Characters.
Continuing Intermediate Spanish SPAN 4
  • Students will correctly identify when to use the preterit and the imperfect tense.
Cultural Anthropology ANTH 5
  • Students will be able to recognize the immense scope of the multi-faceted discipline of anthropology and explain the relationships between its basic areas of inquiry: physical anthropology, cultural anthropology, linguistics and archaeology.
  • Students will be able to analyze how anthropological knowledge and insights can be applied to current societal issues, and then be extrapolated to an analytic evaluation of humanity's future.
  • Students will be able to critically evaluate the dynamics of culture change (both voluntary and involuntary), and apply this knowledge to understanding the complexities of culturally heterogeneous societies.
  • Students will be able to recognize the diversity of human cultures by contrasting comparative ethnographic information from a significant variety of world societies.
  • Students will be able to relate how the processes in any cultural system operate by analyzing the integrated, synergistic nature of all such systems.
  • Students will be able to analyze the key methodological practices of cultural anthropology, with its major focus on pursuing ethnographic research through fieldwork.
  • Students will be able to examine the basic conceptual framework which structures the anthropological study of humanity, identifying the crucial distinctions between ethnocentrism and the practice of cultural relativism.
  • Students will be able to assess the historical development of anthropology as a Western academic discipline, giving particular attention to the significant contributions and perspectives of women, minority and non-Western cultural anthropologists.
Elementary Arabic ARAB 1
  • Students will listen to 10 statements in Arabic as stated by the instructor and will have to determine whether or not the written English meaning is true or false.
Elementary Chinese CHIN 1
  • The students will be able to comprehend the target language.
Elementary French FRCH 1
  • Students will be able to use their knowledge in French 1 to demonstrate understanding in French by reading several paragraphs and answering a multiple choices questions.
Elementary German GERM 1
  • Students will read a short text related to one of the topics from the first four chapters.
Elementary Italian ITAL 1
  • Students will correctly identify plural nouns in written Italian
  • Students will read and comprehend the vocabulary as presented in context.
Elementary Japanese JAPN 1
  • Students will read and comprehend the vocabulary as presented in context.
Elementary Latin LATN 1
  • Students will be able to translate a simple sentence in the original Latin into idiomatic English.
  • Students will be able to identify and parse nouns and adjectives of the first and second declensions.
  • Students will be able to translate a compound sentence in the original Latin into idiomatic English.
Elementary Latin - Honors LATN 1H
  • Students will be able to translate a simple sentence in the original Latin into idiomatic English.
  • Students will be able to identify and parse nouns and adjectives of the first and second declensions.
  • Students will be able to translate a compound sentence in the original Latin into idiomatic English.
Elementary Spanish SPAN 1
  • Students will correctly conjugate the present tense of regular verbs
History and Appreciation of Dance DN-T 20
  • Assess the cross-cultural influences that have shaped theatrical dance.
  • Compare and contrast classical and contemporary periods of theatrical dance.
  • Analyze dance in film and live performance.
  • Identify major artists of dance periods.
  • Identify a chronological overview of theatrical dance from renaissance court to present time.
  • DN-T 20 (History and appreciation of Dance) students will gain an appreciation of dance as a performing art.
  • DN-T 20 (History and appreciation of Dance) students will be able to demonstrate an understanding of the chronological overview of western theatrical dance from the Renaissance period to the present.
History of Africa HIST 35
  • Students will recognize and articulate the role of Eurocentrism in the early historiography of Africa, and understand the factual based corrections of contemporary scholarship. (PLO 4, 5)
  • Students will be able to explain the connections between cultural expressions of religion, art, architecture, music, and political structures or historical events. (PLO 1,2,3,5)
  • Students will use logically organized, argument-driven historical analysis to explain specific case studies in African History (events, movements, or people), placing them in their cultural and historical context. They will analyze both primary and secondary sources. (PLO 1,2,3,5)
History of Asian Art AHIS 9
  • Students will be able to identify formal elements and differentiate styles among cultures over time.
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and cultures.
History of Jazz MUS 12
  • Students who complete MUS 12 will be able to identify the jazz style of a piece of music when one minute from each piece is played in class during the final exam.
  • Students who complete MUS 12 will be able to identify the solo or featured musical instrument when one minute of each of two recordings including featured instruments are played in class during the final exam.
  • Differentiate between musical styles and performers
  • Compare and contrast soloists associated within the same historical style period.
  • Explain general musical concepts including pitch, rhythm, melody, harmony, form and syncopation.
  • Discuss the origins of jazz and the cultural and sociological significance of the music.
  • Explain musical characteristics and identify musical instruments common to various styles of jazz.
  • Evaluate and assess the artistic and musical skills of various live performers.
History of Latin America HIST 18
  • Students will critically evaluate the different paths as well as common patterns in the social, economic, and political histories of Latin American nations after independence. [PLO 1,2,3,4]
  • Students will identify the role of institutions (religious, political, economic, social, etc.) in the development of Latin American society and culture. [PLO 1,2,3,4]
  • Students will assess the ways in which race, gender, religion, and class shaped the human experience in Latin America from the colonial period to the present [PLO 1,2,3,5].
  • Students will compose logically organized, argument-driven historical analyses that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
History of Mexico HIST 19
  • Students will compose logically organized, argument-driven historical analyses that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
  • Students will identify the ways in which race, gender, religion, and class shaped the human experience in Mexico from the colonial period to the present. [PLO 1,2,3,5]
  • Students will evaluate the role of institutions (religious, political, economic, social, educational, etc.) in the development of Mexican society and culture. [PLO 1,2,3,4]
  • Students will identify and explain key concepts in Mexican history including the chief actors and ideologies that drove social, political, and economic change from the colonial period to the present. [PLO 1,2,3,4]
History of Modern Art AHIS 6
  • Evaluate the benefits and drawbacks of some of the various approaches used in the study and interpretation of Modern and Post-Modern art.
  • Analyze the two basic movements in Modern art (abstraction and expressionism) and demonstrate an ability to apply this knowledge to various artists\/artwork and cultural trends from the Early Modern period through WWII.
  • Analyze works of art in terms of knowledge acquired through class lecture and discussion, readings and comparison with other works of art.
  • Summarize and evaluate the strength of various hypotheses presented in scholarly writings on Western art.
  • Synthesize ideas and knowledge into a written format, striving for clarity of expression,
  • Students will be able to identify formal elements and differentiate styles among cultures over time.
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and and cultures.
  • Identify works of art, their artistic style and their socio-political and cultural context.
  • Know the various aesthetic criteria by which Modern and Post-Modern art has been evaluated and discuss them in their cultural context.
  • Apply the proper artistic vocabulary in order to describe and analyze works of art.
  • Analyze the influence of photography on the emergence of Modern art.
History of Modern Art - Honors AHIS 6H
  • Students will be able to identify formal elements and differentiate styles among cultures over time.
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and and cultures.
History of Modern Asia HIST 11
  • Students will recognize and articulate the role of Eurocentrism in historiography and understand the factual based corrections of contemporary scholarship on Asia. (PLO 4)
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
  • Students will identify the role of environmental history concerns in Asia leading to contemporary sustainability concerns. [PLO 1, 6]
  • Students will recognize and articulate the diversity of human cultural and social expression, including religion, ethnicity, race, language, sex, orientation, and gender, by comparing different historical perspectives in Asia. [PLO 1,5]
  • Students will identify cultural, political, and economic foundations in South, East, and Southeast Asia and examine how these change over time and how they differ from each other. [PLO 1]
History of Native Americans HIST 44
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
  • Students completing relevant assignments in Area D2 courses will analyze the relationship between social, political, and\/or economic institutions and human behavior
  • Students will be able to identify through analysis the role of institutions--religious, political, economic, social, educational, etc.) in the development of Native American culture.
  • Students will be able to identify and evaluate major agents of change\/reform in Native American History
History of Photography PHOT 15 (VOC)
  • The student will recognize the major inventors of the first photographic processes; i.e. Daguerreotype, Calotype, Collodion etc.
  • Students will recognize at least two major technological events leading to the invention of the first photographic process.
  • Students that complete PHOT 15 will be able to contrast early art photography and commercial photography
  • Students that complete PHOT 15 will be able to analyze the various historical styles within the early photo art movements
  • Students that complete PHOT 15 will be able to discuss the social impact photography had in the first decades of its introduction.
  • Students that complete PHOT 15 will be able to define the major photographic movements from the early 1800's to mid 1900's.
  • Students that complete PHOT 15 will be able to describe the major early photographic processes.
  • Students that complete PHOT 15 will be able to identify the major inventors contributing at the inception of photographic processes.
History of Precolumbian Art AHIS 12
  • Students completing an assignment in Area C (Arts) courses will be able to analyze modes of artistic expression
History of Precolumbian Art - Honors AHIS 12H
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and and cultures.
  • Students will be able to identify formal elements and differentiate styles among cultures over time.
  • Students completing an assignment in Area C (Arts) courses will be able to analyze modes of artistic expression
History of Premodern Asia HIST 10
  • Students will identify the role of environmental history and sustainability concerns in Asia stemming from the emergence of large-scale societies and will examine factors leading to collapse. [PLO 1, 6]
  • Students will identify cultural, political, and economic foundations in South, East, and Southeast Asia and examine how these change over time from the prehistoric to early modern era. [PLO 1]
  • Students will recognize and articulate the diversity of human cultural and social expression, including religion, ethnicity, language, sex, orientation, and gender, by comparing different historical perspectives in pre-modern Asia. [PLO 1,5]
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
History of the African American HIST 31
  • Students will be able to identify and evaluate major agents of change\/reform in the role and place of African Americans in American History.
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
  • Students will be able to differentiate among changes in American Constitutional government over time as those changes effect African Americans within the political\/constitutional process.
History of the African American 1619-1877 HIST 30
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
  • Students completing an assignment in Humanities Area C will be able to identify the influence of culture on human expression
  • Students will be able to differentiate among changes in the American constitutional government over time.
  • Students will be able to identify and evaluate major agents of change\/reform in the role and place of African Americans in American History.
  • Students will be able to differentiate among changes in American Constitutional government over time as those changes effect African Americans within the political\/constitutional process.
History of the Mexican American HIST 40
  • Students will compose logically organized, argument-driven historical analyses that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
  • Students will describe the major ideas, people, events, and institutions that shaped the experiences of Mexican Americans from the Spanish colonial era to the present. [PLO 1,2,3,5]
  • Students will identify the ways in which race, ethnicity, gender, and class shaped the experiences of Mexican Americans in the United States. [PLO 4, 5]
  • Students will be able to differentiate among changes in American Constitutional government over time.
History of the United States from 1865 HIST 8
  • Students will be able to differentiate among changes in American Constitutional government over time.
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
  • Students will be able to identify and evaluate major agents of change\/reform in American History
  • Students will be able to differentiate among changes in the American constitutional government over time.
History of the United States from 1865 - Honors HIST 8H
  • Students will be able to identify and evaluate major agents of change\/reform in American History
  • Students will be able to differentiate among changes in American Constitutional government over time.
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
History of the United States to 1877 HIST 7
  • Students will be able to explain major agents of change in United States History through Reconstruction.
  • Students will be able to compare and contrast divergent viewpoints of major social, ethnic, racial economic, and political groups, leaders, and organizations in United States History through Reconstruction.
  • Students will be able to identify and explain historical events, changes, and processes that have shaped the United States Constitution and the relationship between local, state, and federal government in United States History through Reconstruction.
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources
History of the United States to 1877 - Honors HIST 7H
  • Students will be able to differentiate among changes in American Constitutional government over time.
  • Students will be able to identify and evaluate major agents of change\/reform in American History
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
History of Theater Arts THTR 10
  • Students will be able to analyze modes of artistic expression.
  • Students who complete THTR 10 will know the social and political conditions that led to the Golden Era of theater.
  • Students who complete THTR 10 will be able to explain how the theater reflects its surrounding culture.
  • Analyze the process whereby Western theatrical arts developed through theory, architecture, and dramaturgy.
  • Synthesize relationships between the theatrical arts and the contemporary concerns of each period.
  • Analyze processes by which modern dramaturgy has developed.
  • Read and analyze representative examples of major Western dramaturgy.
  • Synthesize the specific form of dramatic literature to the theatrical concerns of its epoch.
History of Western Art: Prehistoric Through Gothic AHIS 4
  • Students will be able to identify formal elements and differentiate styles among cultures over time.
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and and cultures.
  • Use proper artistic vocabulary to describe and analyze works of art.
  • Recognize benefits and drawbacks of various approaches used in the study and interpretation of Western art.
  • Recognize iconographic themes and discuss them in their cultural contexts.
  • Identify works of art, their artistic style and their cultural contexts.
  • Describe the role of magic and ritual in prehistoric art.
  • Students completing an assignment in Area C (Arts) courses will be able to analyze modes of artistic expression.
  • Synthesize ideas and knowledge about Ancient, Classical, or Medieval art and architecture into a written format, striving for clarity of expression, organization and relevance of arguments.
  • Analyze the art and architecture of the Ancient, Classical or Medieval periods in terms of knowledge acquired through class lecture and discussion, readings and comparison with other works of art.
  • Analyze religious iconography in the arts of the Middle Ages and relate it to written sources from the period.
History of Western Art: Prehistoric Through Gothic - Honors AHIS 4H
  • Students will be able to identify formal elements ande differentiate styles among cultures over time.
  • Students completing an assignment in Area C (Arts) courses will be able to analyze modes of artistic expression.
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and and cultures.
History of Western Art: Renaissance Through Modern AHIS 5
  • Recognize benefits and drawbacks of various approaches used in the study and interpretation of Western art.
  • Analyze art in terms of knowledge acquired through class lecture and discussion, readings and comparison with other works of art.\n
  • Analyze and synthesize the basic goals of Modern art and explain how it differs in content and style from artistic styles that preceded it.
  • Utilize proper artistic vocabulary to describe and analyze works of art.
  • Recognize iconographic themes and discuss them in their cultural contexts.
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and and cultures.
  • Identify works of art, their artistic style and their cultural context in the periods addressed.
  • Identify the connection between the cultural movements of the Renaissance and the emergence of a naturalistic, idealized and humanized artistic style.
  • Students completing an assignment in Area C (Arts) courses will be able to analyze modes of artistic expression
  • Students will be able to identify formal elements and differentiate styles among cultures over time.
  • Synthesize ideas and knowledge into a written format, striving for clarity of expression, organization and relevance of arguments.
  • Summarize and evaluate the strength of various hypotheses presented in scholarly writings on Western art.
History of Western Art: Renaissance Through Modern - Honors AHIS 5H
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and and cultures.
  • Students will be able to identify formal elements and differentiate styles among cultures over time.
  • Students completing an assignment in Area C (Arts) courses will be able to analyze modes of artistic expression
History of Women and Gender in Art AHIS 3
  • Students will be able to identify formal elements and differentiate styles among cultures over time.
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and and cultures.
History of Women and Gender in Art - Honors AHIS 3H
  • Students will be able to identify formal elements and differentiate styles among cultures over time.
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and and cultures.
History on African, Oceanic, and Native American Art AHIS 11
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and and cultures.
  • Students will be able to identify formal elements and differentiate styles among cultures over time.
Human Geography GEOG 2
  • Explain spatial variation of and describe patterns of cultural and social expression including language, religion, ethnicity, race, gender, sexuality, political processes, urbanization, development, agriculture, manufacturing and service economies.
  • Describe human impacts on the environment including impacts of the use of renewable and non-renewable energy resources.
  • Describe the scope of the discipline of geography and the tools used by geographers to study human processes on the earth.
  • Analyze the spatial expression and cultural impacts of contemporary globalization.
  • Describe the distribution of humans globally and explain the tools used by geographers to evaluate human population change.
  • Synthesize theories of human migration to explain historical and contemporary patterns of human mobility.
  • Describe the tools and theories used in geographic research.
  • Evaluate the relationship of humans and the environment.
  • Analyze the spatial variation of humans and their activities around the world.
Human Geography - Honors GEOG 2H
  • Analyze the spatial variation of humans and their activities around the world.
  • Describe the tools and theories used in geographic research.
  • Evaluate the relationship between humans and the environment.
  • Describe the scope of the discipline of geography and the tools used by geographers to study human processes on the earth.
  • Analyze the spatial expression and cultural impacts of contemporary globalization.
  • Describe the distribution of humans globally and explain the tools used by geographers to evaluate human population change.
  • Synthesize theories of human migration to explain historical and contemporary patterns of human mobility.
  • Explain spatial variation of and describe patterns of cultural and social expression including language, religion, ethnicity, race, gender, sexuality, political processes, urbanization, development, agriculture, manufacturing and service economies.
  • Describe human impacts on the environment including impacts of the use of renewable and non-renewable energy resources.
Intermediate Chinese CHIN 3
  • The students will comprehend the target language.
Intermediate French FRCH 3
  • Students will be able to use their knowledge in French 3 to demonstrate understanding in French by reading several paragraphs and answering a multiple choices questions.
Intermediate German GERM 3
  • Students will present sketches in which they demonstrate their oral proficiency in grammar and understanding of German culture.
Intermediate Italian ITAL 3
  • Students will be able to compose a three paragraph essay in which they independently use the present subjunctive correctly
  • Students will be able to read a text on a familiar topic fluently.
Intermediate Japanese JAPN 3
  • Students will read and comprehend the vocabulary as presented in context.
Intermediate Spanish SPAN 3
  • Students will demonstrate correct usage of the present indicative versus present subjunctive.
Latino Politics in the United States POLI 25
  • Students will be able to identify similarities and differences in public opinion held by different Latino communities such as Mexican Americans and Cuban Americans.
  • Students will be able to identify significant changes that have occurred over the past two decades in representation by Latinos in American government and politics.
Rock Music History and Appreciation MUS 15
  • Identify important writers and producers of rock music.
  • Define the musical characteristics such as form and instrumentation of various different rock styles.
  • Evaluate the sociological trends as reflected in musical styles and song lyrics.
  • Identify various people important in the creation of rock music and the musical instruments they play(ed).
  • Synthesize the different musical genres that came together to create rock music, including blues and country, and discuss the continuing influences of those styles on current music.
The Native American ANTH 30
  • Students will be able to identify Native American locations on a map.
  • Students will be able to describe Native American contributions to the world in sciences and arts.
  • Students will be able to identify special problems faced today by Native Americans.
  • Students will be able to evaluate theories of origins and genetic relationships of prehistoric Native American populations with Asian populations.
  • Students will be able to describe adaptive measures related to ecological influences in each culture area.
  • Students will be able to compare unique qualities of culture areas and determine common traits.
Understanding the Visual Arts AHIS 1
  • Students completing an assignment in Humanities Area C will be able to identify the influence of culture on human expression.
  • Students will be able to identify formal elements and differentiate styles among cultures over time.
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and and cultures.
Women in American History HIST 36
  • Students will be able to differentiate among changes in American Constitutional government over time effecting the status, positions, and\/or role of women. [PLO 1, 5]
  • Students will be able to identify and evaluate major agents of change\/reform in United States history pertaining to women. [PLO 1, 5, 6]
  • Students will evaluate the impact of race, ethnicity, power, sexuality, and the social construction of gender as it pertains to women’s experience in US history. [PLO 1, 5, 6]
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
World History: Early Modern to the Present HIST 4
  • Students completing relevant assignments in Area D2 courses will analyze the relationship between social, political, and\/or economic institutions and human behavior.
  • Students will be able to identify through analysis the role of institutions (religious, political, economic, social, educational, etc.) in the development of World cultures.
  • Students completing relevant assignments in Area D2 courses will analyze the relationship between social, political, and\/or economic institutions and human behavior
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
  • Students will recognize and articulate the diversity of human cultural expression, such as religion, ethnicity, race, language, sex, orientation, and gender, by comparing different historical perspectives in global history. [PLO 1,5]
  • Students will recognize and articulate the role of Eurocentrism in historiography and understand the factual based corrections of contemporary scholarship. (PLO 4,5)
  • Students will identify the global history of the environment and human use of natural resources that have led to contemporary sustainability concerns. (PLO 1, 6)
World History: Early Modern to the Present - Honors HIST 4H
  • Students will be able to identify and evaluate major agents of change\/reform in World History
  • Students will be able to identify through analysis the role of institutions (religious, political, economic, social, educational, etc.) in the development of World cultures.
  • Students completing an assignment in Humanities Area C will be able to identify the influence of culture on human expression
  • Students completing relevant assignments in Area D2 courses will analyze the relationship between social, political, and\/or economic institutions and human behavior
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
  • Students will recognize and articulate the diversity of human cultural expression, such as religion, ethnicity, race, language, sex, orientation, and gender, by comparing different historical perspectives in global history. [PLO 1,5]
  • Students will recognize and articulate the role of Eurocentrism in historiography and understand the factual based corrections of contemporary scholarship. (PLO 4,5)
  • Students will identify the global history of the environment and human use of natural resources that have led to contemporary sustainability concerns. (PLO 1, 6)
World History: Prehistoric to Early Modern HIST 3
  • Students will identify cultural, political, environmental, and economic foundations of human societies and examine how these change over time. [PLO 1]
  • Students will identify the role of various factors, including the environment or social and political structures in both the growth and decline of societies. [PLO 1,6]
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
  • Students will recognize and articulate the diversity of human cultural expression, such as religion, ethnicity, language, sex, orientation, and gender, by comparing different historical perspectives in global history. [PLO 1,5]
World History: Prehistoric to Early Modern - Honors HIST 3H
  • Students completing an assignment in Humanities Area C will be able to identify the influence of culture on human expression
  • Students will be able to identify through analysis the role of institutions (religious, political, economic, social, educational, etc.) in the development of World cultures.
  • Students completing relevant assignments in Area D2 courses will analyze the relationship between social, political, and\/or economic institutions and human behavior.
  • Students will be able to identify and evaluate major agents of change\/reform in World History
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
  • Students will recognize and articulate the diversity of human cultural expression, such as religion, ethnicity, language, sex, orientation, and gender, by comparing different historical perspectives in global history. [PLO 1,5]
  • Students will identify cultural, political, environmental, and economic foundations of human societies and examine how these change over time. [PLO 1]
  • Students will identify the role of various factors, including the environment or social and political structures in both the growth and decline of societies. [PLO 1,6]
World Music MUS 14A
  • Students who complete MUS 14A will be able to identify the ethnic culture that produced each of three pieces of music when one minute from each piece is played in class during the final exam.
  • Students who complete MUS14A will be able to identify the ethnological classification (chordophone, aerophone, idiophone, or membranophone) of each of two musical musical instruments when recordings of each are played in class during the final exam.
World Regional Geography GEOG 5
  • Evaluate the geographic situation, problems and prospects for each world region.
  • Analyze the spatial variation of human activities and physical processes in distinctive world regions.
  • Define the concept of region in geographic analysis.
  • Identify the location of the world’s countries, major urban centers, bodies of water, and other landform features.
  • Explain the geographic tools used in regional analysis.
  • Explain patterns of physical processes in distinctive world regions including climate and landform evolution.
  • Explain patterns of human processes in distinctive world regions including demographics, migration, language, religion, ethnicity, political processes, development and economic activities.
  • Describe the physical, social, economic, political and cultural relationships between distinctive world regions.