Active Outline

General Information

Course ID (CB01A and CB01B)
HISTD010H
Course Title (CB02)
History of California - HONORS
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
This course covers California history from Native American cultures to the present. Emphasis is placed on introducing students to the discipline of history through cultural, social, economic, political, and environmental resource issues. The course includes practice in critical analysis of primary and secondary sources. Because this is an honors course, students will be expected to complete extra assignments, or an additional longer assignment, to gain deeper insight into California history.
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course is a major preparation requirement in the discipline of History for at least one CSU or UC and requirement of a B.A. degree. This course meets the general education requirements for °®¶¹´«Ã½ GE, CSUGE and IGETC. This course belongs in the Associate of Arts Degree program and fulfills an elective requirement in the Associate of Arts Degree for Transfer in History. This course meets the needs of history majors, G.E., and honors students as it satisfies a need for students to know and understand California history in its complex story from pre-colonial mission days to the present.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to both UC and CSU
°®¶¹´«Ã½ GEArea(s)StatusDetails
2GDX°®¶¹´«Ã½ GE Area D - Social and Behavioral SciencesApproved
CSU GEArea(s)StatusDetails
CGDYCSU GE Area D - Social SciencesApproved
IGETCArea(s)StatusDetails
IG4XIGETC Area 4 - Social and Behavioral SciencesApproved

Units and Hours

Summary

Minimum Credit Units
4.0
Maximum Credit Units
4.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours4.08.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
48.0
Laboratory
0.0
Total
48.0
Course Out-of-Class Hours
Lecture
96.0
Laboratory
0.0
NA
0.0
Total
96.0

Prerequisite(s)

Corequisite(s)

Advisory(ies)

EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

  • (Not open to students with credit in the non-Honors related course.)
  • (Admission into this course requires consent of the Honors Program Coordinator.)

Entrance Skill(s)

General Course Statement(s)

(See general education pages for the requirements this course meets.)

Methods of Instruction

Lecture and visual aids

Discussion of assigned reading

Discussion and problem solving performed in class

In-class essays

In-class exploration of Internet sites

Quiz and examination review performed in class

Homework and extended projects

Field observation and field trips

Guest speakers

Collaborative learning and small group exercises

Other: Film/ documentary/ or other media

Assignments

  1. Reading Assignments: Regular reading assignments from the college-level texts, including primary and secondary sources, from which students will gain and demonstrate knowledge of political, economic, social, and cultural events of the historical era for this course.

    Ìý
  2. Writing Assignments: Writing to be selected from a combination of assignments such as: research papers; in-class essays in exam format including for the final exam; book reviews; and other analytic written assignments that critique and evaluate primary sources and secondary sources and demonstrate an understanding of the historical era for this course. Students will write a minimum of 1700 words during the quarter, including at least one individual typed paper of at least 750 words.
  3. Group or individual participation in oral analytical expression, such as class discussions, debates, or analysis of texts, including primary and/or secondary documents in California history.
  4. Group or individual participation in oral analytical expression such as in-class discussions, debates, or analysis of texts, including primary historical documents.
  5. The honors project will include a written research paper of 8-10 pages total (or two shorter research papers of 4-5 pages each) which demonstrates analysis of additional historical sources, including both primary and secondary source material in California history. The honors project will require 10 or more hours of work beyond the regular (non-honors) course requirements, will include higher expectations for achievement in this more advanced work, and must include quotations, citations, and bibliography.

Methods of Evaluation

  1. Oral analysis: participation in and contribution toward classroom discussions, debates, or specified group project(s) in which students demonstrate analytical skills, such as clarity of argument and the use of evidence to support arguments, in oral interpretations of sources, including primary historical documents.
  2. Essay assignments that will demonstrate students' ability to make and support meaningful statements about primary and secondary historical sources and historical events and to exhibit critical thinking and analytical skills in evaluating the era of history for this course. Students will write at least 1700 words during the quarter, including at least one individual typed paper of at least 750 words.
  3. Objective evaluation through assignments such as quizzes, map identifications, objective sections of in-class exams, or other analytical projects in which students demonstrate knowledge of college-level secondary source readings and primary source documents of at least 750 words.
  4. Final written assignment (of at least 750 words) such as final in-class examination, paper, or analytical written project which requires students to demonstrate the ability to: formulate an argument, support that argument with evidence, integrate and summarize facts, analyze primary and/or secondary sources in California history, and demonstrate an understanding of fundamental concepts in California history.
  5. The honors project, a written research paper of 8-10 pages total (or two shorter research papers of 4-5 pages each) will be evaluated for depth of analysis of both primary and secondary sources, originality, critical thinking skills, historical references and citations, and a comprehensive discussion of the specific topic(s) in California history.

Essential Student Materials/Essential College Facilities

Essential Student Materials:Ìý
  • None.
Essential College Facilities:
  • California History Center Foundation Library

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Chan, Sucheng and Spencer Olin. Major Problems in California History: Documents and Essays. Boston, MA: Houghton Mifflin, 1997.
Cherny, Robert W., Gretchen Lemke-Santangelo, and Richard Griswold del Castillo. Competing Visions: A History of California. 2nd ed., Boston: MA, Houghton Mifflin, 2013.
Coodley, Lauren. California: A Multicultural Documentary History. Upper Saddle River, NJ: Pearson/Prentice Hall, 2009.
Rawls, James, and Walton Bean. California: An Interpretive History. 10th edition. Boston, MA: McGraw-Hill, 2012.
Rice, Richard B., et al. The Elusive Eden: A New History of California. 4th edition. Long Grove, Illinois: Waveland Press, 2017.

Examples of Supporting Texts and References

AuthorTitlePublisher
Almaguer, Tomas. Racial Fault Lines: The Historical Origins of White Supremacy in California. Berkeley, CA; University of California Press, 2008.
Bean, Lowell J. ed. The Ohlone: Past and Present Native Americans of the San Francisco Bay Region. Menlo Park, CA: Ballena Press Publications, 1994.
Bottles, Scott L. Los Angeles and the Automobile: The Making of the Modern City. Berkeley: University of California Press, 1987.
Ceplair, Larry and Steven Englund. The Inquisition in Hollywood: Politics in the Film Community, 1930-1960. Urbana: University of Illinois Press, 2003.
D'Emilio, John D. "The Movement and the Subculture Converge: San Francisco During the Early 1960s," in Sexual Politics, Sexual Communities: The Making of a Homosexual Minority in the United States, 1940-1970. Chicago: University of Chicago Press, 1983.
Deverell, William and Tom Sitton, eds. California Progressivism Revisited. Berkeley, CA: University of California Press, 1994.
Douglas, John A. The California Idea and American Higher Education, 1850 to the 1960 Master Plan. Stanford, CA: Stanford University Press, 2000.
Engelhardt, Zephyrin. The Missions and Missionaries of California. (4 vols.) Santa Barbara, CA: Mission Santa Barbara, 1912.
Engstrand, Iris W. and Richard Griswold del Castillo. Culture y Cultura: Consequences of the U.S.-Mexican War, 1846-1848. Los Angeles, CA: Autry Museum of Western Heritage, 1998.
Galarza, Ernesto. Farm Workers and Agri-Business in California, 1947-1960. Notre Dame, IN: University of Notre Dame Press, 1978.
Gregory, James. American Exodus: The Dust Bowl Migration and Okie Culture in California. New York: Oxford University Press, 1989.
Heizer, Robert F., and Theodora Kroeber, eds. Ishi, the Last Yahi: A Documentary History. Berkeley, CA: University of California Press, 1979.
Hundley, Jr., Norris. The Great Thirst: Californians and Water, 1770s-1990s. Berkeley, CA: University of California Press, 1992.
Jensen, Joan M. and Gloria Ricci Lothrop. California Women: A History. San Francisco, CA: Boyd & Fraser Publishing Company, 1987.
Johnson, Marilynn S. The Second Gold Rush: Oakland and the East Bay in World War II. Berkeley, CA: University of California Press, 1993.
Levy, Jo Ann. They Saw the Elephant: Women in the California Gold Rush. Norman, OK: University of Oklahoma Press, 1992.
Monroy, Douglas. Thrown Among Strangers: The Making of Mexican Culture in Frontier California. Berkeley, CA: University of California Press, 1990.
Milliken, Randall. A Time of Little Choice: The Disintegration of Tribal Culture in the San Francisco Bay Area, 1769-1810. Menlo Park, CA: Ballena Press, 1995.
Rorabaugh, W. J. Berkeley at War: The 1960s. New York: Oxford University Press, 1989.
Saxenian, Anna Lee. Silicon Valley's New Immigrant Entrepreneurs. San Francisco, CA: Public Policy Institute, 1999.
Saxton, Alexander. The Indispensable Enemy: Labor and the Anti-Chinese Movement in California. Berkeley, CA: University of California Press, 1995.
Starr, Kevin. Americans and the California Dream, 1850-1915. New York: Oxford University Press, 1973.
Tateishi, John. And Justice for All: An Oral History of the Japanese American Detention Camps. Seattle: University of Washington Press, 1984.
Wagner, Henry. Juan Rodriguez Cabrillo: Discoverer of the Coast of California. San Francisco, CA: California Historical Society, 1941.
Weber, David J. The Spanish Frontier in North America. New Haven: Yale University Press, 1992.

Learning Outcomes and Objectives

Course Objectives

  • Recognize and evaluate the nature of the historical discipline and apply critical thinking skills within a multi-cultural diverse approach of the historical method to the critical examination and interpretation of primary and/or secondary sources.
  • Apply a broad cross-disciplinary knowledge of the history of people and events as a basis for understanding the development of indigenous cultures in pre-Columbian California through primary and/or secondary sources.
  • Compare and contrast the border land histories of California in a geo-political context under Spanish, Mexican, and United States rule prior to 1848 through primary and/or secondary sources.
  • Analyze and evaluate the evolution and application of national and state constitutional law, national and state legislation, and direct democracy so as to obtain an informed interpretation of important issues in California political and legal history through primary and/or secondary sources.
  • Compare and contrast the historical experiences of various groups (e.g., Native Americans, Spanish, Mexican, or Europeans, Asian, African-American) so that major theoretical and analytical issues relevant to race, ethnicity, gender, and sexual orientation can be evaluated in the development of California society and history.
  • Appraise the interactive role of specific events, movements, and individuals in affecting social change, and assess why such movements and individuals were able to have historical agency directed towards change.
  • Summarize the rise of California to the status of being an economic force in global world economies, analyze its causes and effects, and comprehend the interdependence of such a relationship.
  • Explain and evaluate the connections between "imagined" California as a state of mind, the role of technological change, and popular consumer culture.
  • Demonstrate through writing and speaking skills based on a multi-cultural historical method how knowledge of the past and a critical sense of history contribute to understanding and addressing critical present day issues and challenges.
  • Critically analyze the impact of a major historical event or major historical figure(s), with indication of both long-term and short-term historical significance, for California history, to fulfill the college honors requirements for this course.

CSLOs

  • Demonstrate and apply knowledge of Native American through the present California history to construct defensible statements of meaning and evaluation about this period's developments.

  • Identify, critically evaluate, and interpret Native American through present California primary documents to construct historical analysis.

Outline

  1. Recognize and evaluate the nature of the historical discipline and apply critical thinking skills within a multi-cultural diverse approach of the historical method to the critical examination and interpretation of primary and/or secondary sources.
    1. History as a mental construction and act of critical thinking
    2. Primary historical evidence from diverse sources, its analysis and interpretation
    3. The fragmentary nature of historical evidence and the limits and possibilities of what we can know about the past especially from "downstream accounts"
    4. History as a cultural product
    5. History with an inclusion of women and people of color from a multi-cultural perspective
    6. Appraising historical interpretations contained in written and visual sources.
    7. Expressing in written form from various arguments and historical interpretations, how cultural differences affect perceptions of past events, and how value judgments can be made about the past.
    8. Critically assessing, evaluating, and drawing reasoned conclusions from information gathered from published resources, documents, oral histories, and/or material culture.
  2. Apply a broad cross-disciplinary knowledge of the history of people and events as a basis for understanding the development of indigenous cultures in pre-Columbian California through primary and/or secondary sources.
    1. History and cross-disciplinary studies assisting in recreating the lives and actions of diverse human beings
    2. History and cross-disciplinary studies as a guide to understanding a people's self-identity and participation in the process of belonging.
    3. History and cross-disciplinary studies as tools for self-knowledge.
    4. Historians as interpreters of the past and facilitators to understanding future possibilities.
    5. Native cultures of California and their interactions with the natural environment, gender roles between men and women, trade networks, and cultural attributes of individuals as members of tribelets.
  3. Compare and contrast the border land histories of California in a geo-political context under Spanish, Mexican, and United States rule prior to 1848 through primary and/or secondary sources.
    1. California's geographic, climatic, and environmental character; definitions and discussion of geographic and environmental determinism
    2. Spain in the New World, its mercantilist policies, conflict with other European nations, and its reasons for and methods of occupying Alta California
    3. Spanish exploration of Baja California and Alta California, Bourbon reforms, the effect of the Enlightenment on colonization practices and culture
    4. Spanish impact on the environment, establishment of the missions-pueblo-presidio complex conditions, U.S. expansion and manifest destiny
    5. Mission economies
    6. Mexican secularization process, effect on Indian populations, rise of large land grants
    7. Arrival of foreigners into Mexican California: Russian, English, U.S. interests in California increase
    8. Mexican - United States War, U.S. military conquest of California, discussion of geo-political conditions, U.S. expansion and manifest destiny
  4. Analyze and evaluate the evolution and application of national and state constitutional law, national and state legislation, and direct democracy so as to obtain an informed interpretation of important issues in California political and legal history through primary and/or secondary sources.
    1. The national issue of slavery and its possible expansion; the debate over the status of California as a free or slave state; Compromise of 1850 and entry into the United States, the role of race in the California Constitution
    2. Land grant questions/ land title struggles - post-statehood era
    3. Law and order and vigilantism in a urban frontier
    4. State constitutions and amendments (e.g., Constitution of 1848, Constitution of 1879)
    5. The role of U.S. Supreme Court decisions
    6. The role of California State Supreme Court decisions (e.g., Tolman v. Underhill overturning loyalty oath requirements in 1950s, Perez v. Sharp legalizing interracial marriage in the state in 1948)
    7. The role of national and state legislation such as, but not limited to: Pacific Railway Act of 1864, Exclusion Act of 1882 (1888, 1892),Civil Rights Act of 1964, Title VII in Civil Rights Act of 1964, Education Amendments Act , Title IX of Education Amendments Act, Occupational and Safety and Health Act, Voting Rights Act, Americans with Disabilities Act, and the United States Patriot Act
    8. The role of state legislation; the policies of a sanctuary state and sanctuary cities
    9. The role of direct democracy (ballot initiatives, referendums, and recalls)
    10. The struggle against monopolies; class and ethnic struggles; the structure of reform and the building of a new social order
  5. Compare and contrast the historical experiences of various groups (e.g., Native Americans, Spanish, Mexican, or Europeans, Asian, African-American) so that major theoretical and analytical issues relevant to race, ethnicity, gender, and sexual orientation can be evaluated in the development of California society and history.
    1. Native Americans as neophyte or gentile Indians, gender status, and membership analysis
    2. Spanish view of race and "limpieza de sangre", gender status, and class analysis
    3. Mexican view of race as "gente de razon" versus Indians
    4. Marriage of foreigners to Mexican women
    5. Treatment of Chinese workers as a labor commodity
    6. Arrival of differing nationalities in the Gold Rush era; foreign miner's tax
    7. Black Californios - less than full legal status; slavery and Civil War's impact in the West
    8. Chinese Exclusion Acts, 1882, 1888, 1892
    9. Increased entry of women into the paid labor force by 20th century; women's suffrage in California by 1911
    10. Ethnic contributions to popular culture and entertainment, Jewish Americans in vaudeville, movies, and early television
    11. Asian-Americans and the 1924 Exclusion Act
    12. The Black Urban Migration during World War II
    13. Southeastern European immigrants and the New Deal Coalition
    14. Issei, Nisei, Kibei, the meaning and construction of the "yellow peril"
    15. Japanese American internment during World War II and Executive Order 9066; roundup of German Americans and Italian Americans
    16. Asian-Americans during pre- and post-World War II; Los Angeles's barrio life in the 1930s; "Los Angeles Zootsuit" Riots; Chicanoismo, Cesar Chavez and "La Causa"
    17. Bracero Program
    18. The 1965 Immigration Act and the "New" Immigration: Asian, Hispanic, and other immigrants since 1970; the increasingly globalized context of California immigration (e.g., Afghani, Indian, Iranian, Iraqi, Russian, Vietnamese) in the twentieth and twenty-first centuries
    19. Urban riots, Black Panther Party, and Nation of Islam; affirmative action, middle-class Blacks, and the Black underclass; Black freedom struggle as a model for future protest movements: Free Speech, anti-war, women, gay and lesbian, Chicano, Native American
    20. Alcatraz and the American Indian Movement
    21. Women's movement of the 1960s and 1970s in California
    22. The rise of the Gay and Lesbian Rights Movement
    23. The changing attitudes towards gender, immigration, race, ethnicity, and loyalty in the twentieth and twenty-first century
    24. Immigration, the role of state legislation and the sanctuary state and sanctuary cities
  6. Appraise the interactive role of specific events, movements, and individuals in affecting social change, and assess why such movements and individuals were able to have historical agency directed towards change.
    1. Identifying significant events (e.g., World War I, the Great Depression, New Deal, World War II, 1960s, Cold War and U.S. defense contracts, Vietnam War and the post-Cold War)
    2. Evaluating the actions of individuals as shapers of history (e.g. Juan Rodriguez Cabrillo, Francis Drake, Conde de Monterrey, Junipero Serra, Francisco Palou, Fermin de Lasuen, Estanislao, Fray Narciso Duran, Jose Castro, John C. Fremont, Mariano Guadalupe Vallejo, Richard Henry Dana, Mary Ellen Pleasant, Theodore Judah, Leland Stanford, Collis P. Huntington, Mark Hopkins, Charles Crocker, John Muir, H.H. Bancroft, William Randolph Hearst, Hiram Johnson, Katherine Philips Edson, Francis Townsend, Harry Bridges, Henry J. Kaiser, Earl Warren, Walt Disney, Jack Tenney, Ralph Bunche, Pat Brown, Huey Newton, Bobby Seale, Eldridge Cleaver, Cesar Chavez, Dolores Huerta, Mario Savio, Eric Hoffer, Ronald Reagan, Edmund G. "Jerry" Brown, Harvey Milk, Tom Bradley, March Fong Eu, Dianne Feinstein, Barbara Boxer, Nancy Pelosi
    3. Mass movements of ordinary people affecting major social and political reforms: public university education - University of California, the Suffrage Movement, Progressive Movement, Civil Rights Movement, the Women's Movement of the 1960s and 1970s, Free Speech Movement, 1970s Environmental Movement, American Indian Movement, Chicano movement, AWOC and UFWOC and formation of the United Farm Workers (UFWA), Gay and Lesbian Rights Movement, immigration and migration into California: Okies, Braceros, and other pre- and post-World War Two immigrants, including recent Middle Eastern and Far Eastern groups
    4. The literature of men and women as conduits influencing public attitudes: (e.g., Jack London's "Sea Wolf," Robinson Jeffers, F. Scott Fitzgerald's "The Great Gatsby;" John Steinbeck's "The Grapes of Wrath," Dorothea Lange and the Farm Security Administration, Upton Sinclair's "I, Governor of California and How I Ended Poverty: A True Story of the Future," Jack Kerouac's "On the Road," Eldridge Cleaver's "Soul on Ice," E.F. Schumacher's "Small is Beautiful")
    5. The rise of movie studios in Hollywood; the media's role in shaping social values (e.g., Hollywood during World War I, "Birth of A Nation" in 1918, Hollywood during World War II with "Rosie the Riveter" and ethnic stereotypes in film) and affecting political decisions (e.g., election of 1934 and Upton Sinclair's End Poverty League)
    6. The struggles over water, political power, environmental concerns, and population growth
  7. Summarize the rise of California to the status of being an economic force in global world economies, analyze its causes and effects, and comprehend the interdependence of such a relationship.
    1. The role of Spanish exploration and its interaction with the Chinese trade
    2. Foreign visitors and the role of their narratives (e.g. George Vancouver, Nikolai Petrovich Rezanov, Adelbert von Chamisso, Frederick Beechey, Richard Henry Dana, Sir George Simpson, Edwin Bryant)
    3. The impact of the Gold Rush; life of men and women on the mining frontier
    4. Pacific Rim immigrants to California
    5. Rise of the railroad era: the linking of California to the nation
    6. Creation of statewide transportation monopolies
    7. Agricultural production and Populist reform
    8. Prosperity in California, cultural conflict and the underside of affluence
    9. Hydropower and redistribution of water supplies for growing cities: : Hetch Hetchy Valley, Owens River Valley, Bureau of Reclamation's Colorado River and Central Valley projects, Mono Lake
    10. The rise of automobiles (e.g., Henry Ford's "Tin Lizzies") and the advent of motels
    11. Rise of the aircraft industry
    12. The Pearl Harbor attack and the U.S. entry into World War II
    13. World War II on the home front: women, blacks, Asian-Americans, Mexican-Americans, Jews, and labor in the wartime economy; Japanese American internment and Executive Order 9066
    14. Start of the Cold War: the rise of the Military-Industrial Complex; the defense and aerospace industries
    15. "The unconcealed enemy", HUAC, Un-American Activities Committee (California), McCarthyism, the role of Hollywood and the Hollywood Ten
    16. End of the Cold War and the U.S. in a post-Cold War economy
    17. Hollywood and "cultural hegemony": U.S. entertainment and popular culture around the world
    18. Oil, energy, environment, and California
    19. Emerging Pacific Rim economies and California since World War II; the roles of labor and business
    20. Silicon Valley, era of limits, the energy crisis, and tax revolts; rise ==of alternate electrical transportation and sources
  8. Explain and evaluate the connections between "imagined" California as a state of mind, the role of technological change, and popular consumer culture.
    1. Hernan Cortes and Calafia, Sebastian Vizcaino and the port of Monterey, Junipero Serra and the "pagan Indian", the Gold Rush and dreams of wealth
    2. The rise of the automobile culture and open spaces
    3. The 20th-century culture of consumption: fulfillment in private life, leisure, and consumption
    4. Faith in technology and scientific experts; nuclear power plants, sexual revolution, AIDS, biotechnology and cloning
    5. "California Living" in the 1950s and 1960s; the British Invasion in music and its effects
    6. The political and social counterculture of idealism: Yippies, Hippies, Altamont, Woodstock
    7. The rise of Silicon Valley and the computer industry, artificial intelligence, robotics
    8. Reagan and deregulation of free enterprise (e.g., airline industry and PATCO, environmental laws, banking industry)
    9. The effect of N.A.F.T.A. (North American Free Trade Agreement) on California; "off-shoring" of jobs
  9. Demonstrate through writing and speaking skills based on a multi-cultural historical method how knowledge of the past and a critical sense of history contribute to understanding and addressing critical present day issues and challenges.
    1. Past waves of immigration to the United States compared to recent and current immigration patterns
    2. The ways different immigration groups have changed and contributed to California society
    3. Causes and consequences of anti-immigrant nativist movements in different time periods
    4. The struggle of African-Americans to gain equal rights and opportunities with others
    5. The origins of current urban social problems including urban blight and the separation of suburbs and inner cities
    6. The impact of massive urban development on land use and the natural environment
    7. The struggle of Asian-Americans to understand the hostility and discrimination practiced against their forbears in this land
    8. The struggle of Chicanos for dignity in the United States
    9. The awareness of how women have struggled for control over their bodies and economic lives while combating social restrictions based on gender
    10. Mexican-California border issues as they relate to: U.S. global and California economic interests, the economic needs of Mexico
  10. Critically analyze the impact of a major historical event or major historical figure(s), with indication of both long-term and short-term historical significance, for California history, to fulfill the college honors requirements for this course.
    1. Inclusion of analysis of both primary historical documents and secondary historical sources.
    2. Indication of students' understanding of historiographical debate over the interpretation(s) of significant historical issues.
Back to Top