Oregon History

Course Number:

HST 240

Transcript Title:

Oregon History

Created:

Aug 11, 2022

Updated:

Jul 12, 2023

Total Credits:

4

Lecture Hours:

40

Lecture / Lab Hours:

0

Lab Hours:

0

Satisfies Cultural Literacy requirement:

Yes

Satisfies General Education requirement:

Yes

Grading Options

A-F, P/NP, Audit

Default Grading Options

A-F

Repeats available for credit:

0

Alignment with Institutional Learning Outcomes

Major

1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)

2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)

3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)

4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)

5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Institutional Learning Outcomes (ILOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
   • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
   • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc), student generated questions, Escape Room, interviews, and/or portfolios.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

Analyze and evaluate primary and secondary sources

• Learn the difference between primary and secondary sources and the historical relevance of each
• Recognize and evaluate the motivation and perspective of the creator
• Be able to put the documents into the context of the time
• Recognize what the creator does not say is as important and what he or she does say

Use research papers, book critiques, and visits to regional venues to analyze, evaluate, and form one’s own interpretation of the motivations for and impact of Oregon’s social climate.

• Identify historian’s thesis from supporting evidence
• Develop own thesis and use data to support it
• Develop skills to synthesize data and formulate own conclusion
• Competency using a variety of sources including books, journals, and online data banks.
• Use of the internet for primary sources
• Use of web sites based upon critical evaluation
• Understand the importance of documenting source data and develop documentation skill
• Recognize and evaluate motivation and perspective of museums, interpretive centers, displays, memorials, commemorations, and public programs.

Participation in and contribution to, oral presentations, class discussions and activities

• Use oral presentation to convey own historical research and interpretation
• Communicate information and analysis to peers as a formal presentation
• Appreciate research done by peers
• Work collaboratively with peers to evaluate and understand  the historical process
• Work collaboratively in discussion and debate
• Respect and appreciate diversity
• Small group informality for greater student participation
• Relate historical information to the present

Themes, Concepts, Issues

• Sense of place
• Geographical diversity
• Exploration and commerce
• Colonization and nation building
• Manifest Destiny
• Westward expansion
• Immigration and emigration
• Racism and ethnocentrism
• Indigenous peoples
• Diversity of  the region’s population
• Spirituality and religion
• Art, literature, and architecture
• Work and leisure
• Economics and variety of economies
• Politics and political institutions
• Gender-based roles
• Cultural exchange and change
• Natural environment