History of Western Civilization II – HIEU 202

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 07/28/2020

Course Description

A survey of the major currents in Western civilization since 1648.

Prerequisites:

Required Resources

None

Rationale

This survey course introduces students to political, economic, military, religious, and cultural developments of the modern West in order to foster a better understanding of the conditions and challenges of the twenty-first century. It is a required prerequisite for upper-level courses in European history and it may also fulfill a portion of the General Education requirement.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

    1. Identify major figures and events in Western civilization from 1648 to the present.
    2. Describe the stages of development of Western civilization from 1648 to the present.
    3. Explain how political, economic, military, religious, and cultural factors influenced the development of Western civilization from 1648 to the present.
    4. Demonstrate college-level competencies in reading comprehension, documentary analysis, research, and historical writing.
    5. Evaluate interpretive and historiographical approaches to Western civilization from 1648 to the present.
    6. Apply biblical principles to the problems and issues of Western Civilization from 1648 to the present.

Foundational Skill Learning Outcomes (FSLOs): Communication and Information Literacy (CIL)

Communication and information literacy

CIL 1: Discover and evaluate information to accomplish a specific purpose.

CIL 2: Communicate information effectively in the English language, orally and/or through writing, for a variety of purposes, using technology when appropriate.

CIL 3: Analyze and assess various forms of information and expression to determine their meaning, employing technology when relevant.

CIL 4: Demonstrate a basic understanding of the role of research and scholarship in order to apply it in various contexts.

CIL 5: Relate communication and information literacy to participation in God’s redemptive work.

Critical Thinking

CT 2: Structure an argument or position using credible evidence and valid reasoning.

Course Assignment

Readings, presentations, videos, and learning activities

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.

Discussion Board Forums (2)

Discussion Boards are collaborative learning experiences. The purpose of Discussion Board Forums is to generate interaction in regards to relevant current course topics. The student will post a thread of 200–250 words and then 2 replies of 100–150 words.

Wiki Assignment

The student will collaborate with classmates to create a Biographical Wiki using the Blackboard Wiki tool. The purpose of the assignment is to highlight historical figures who provide a different perspective on the history of Western Civilization while introducing the use of reliable reference sources and encouraging the use of clear explanatory writing. The wiki format also provides a platform for interaction as the student revises the entries posted by his/her peers. The student creates a page for the wiki by selecting a person from the list provided and by compiling biographical sketch of that person using online sources available through the Jerry Falwell Library. The student then selects two pages created by other classmates and revises those pages. The student also correctly cites the sources used to compile the original page and the revisions.

Research in History Project

The student will complete the initial stages of a history research project using the resources of the Jerry Falwell Library The purpose of this project is to reinforce learning outcomes for competency in information literacy. The student will complete the project in three parts. For Part One, the student selects a theme, develops a research question, identifies sources, and writes about the process for finding sources. For Part Two, the student creates a properly formatted bibliography and writes an explanation of this stage of the research process. For Part Three, the student revises the bibliography and writes a rationale and reflection about the selection, evaluation, and citation of sources for research in history.

MindTap Activities

The student will examine maps and/or primary source documents and respond to a set of related questions using the MindTap platform. The purpose of these assignments is to introduce analysis of maps and primary source documents as tools for the study of history.

MindTap Quizzes

The student will respond to a set of questions related to the reading of a corresponding chapter in MindTap. The purpose of the quizzes is to encourage careful reading of the material, to emphasize important points, and to assess the level of reading comprehension for that chapter. Students have two attempts for each quiz with no time limit. Quizzes can only be reset for instances of technical problems related to MindTap. Students must provide evidence of any technical problems.

Tests (8)

The student will take a test in each module/week covering the readings, presentations, and other learning activities specific to that module/week. Tests consist of multiple-choice, true/false, short-answer, and essay questions. The student will have 1 hour to complete each open-book/open-notes test (50 minutes for Tests 5, 7, and 8). For each minute over the time limit, the total score will be reduced by 5 points. Because of the time limit, the student must be prepared before starting each test.