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Student Learning Outcomes

Discipline: Degree: AA - Liberal Arts Emphasis Humanities - A8984

Course Name	Course Number	Objectives
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.
American Folk Music	MUS 14B	Examine these folk music styles in the broader context of American political, social, and cultural history. Review and analyze the social context of American folk music. Aurally identify the musical characteristics of these various folk music styles. 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.
American Sign Language 1	SIGN 101	Students completing the course will be able to identify the influence of culture on human expression 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. Students will be able to identify immediate and extended family signs.
American Sign Language 2	SIGN 102	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. Students will be able to identify the influence of culture on human expression.
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.
Continuing Elementary Japanese	JAPN 2	Japanese 2 students will demonstrate their comprehension of a paragraph containing Japanese 2 vocabulary and grammar at a continuing elementary level (See ACTFL Proficiency Guidelines)
Continuing Elementary Spanish	SPAN 2	Students will demonstrate reading comprehension of an continuing elementary Spanish text. Using the appropriate past tense according to the situation
Continuing Spanish for the Spanish Speaking	SPAN 2S	Student will be able to read a story, understand, and express the main idea and details that support the idea. Students will comprehend the plot of a short story.
French Culture Through Cinema	FRCH 60	Students will be able to analyze different themes of the French culture through movies by comparing them with a non-French movies (American, Chinese, Arabic, Hispanic...)
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	Evaluate and assess the artistic and musical skills of various live performers. Explain musical characteristics and identify musical instruments common to various styles of jazz. Discuss the origins of jazz and the cultural and sociological significance of the music. Explain general musical concepts including pitch, rhythm, melody, harmony, form and syncopation. Compare and contrast soloists associated within the same historical style period. Differentiate between musical styles and performers 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. 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.
History of Mexico	HIST 19	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] 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 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 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 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. Synthesize ideas and knowledge into a written format, striving for clarity of expression, Summarize and evaluate the strength of various hypotheses presented in scholarly writings on Western art. Analyze works of art in terms of knowledge acquired through class lecture and discussion, readings and comparison with other works of 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 the influence of photography on the emergence of Modern art. Apply the proper artistic vocabulary in order to describe and analyze works of art. Know the various aesthetic criteria by which Modern and Post-Modern art has been evaluated and discuss them in their cultural context. Identify works of art, their artistic style and their socio-political and cultural context. 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.
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 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] Students will recognize and articulate the role of Eurocentrism in historiography and understand the factual based corrections of contemporary scholarship on Asia. (PLO 4)
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 will be able to identify and evaluate major agents of change/reform in Native American History 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.
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 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] 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]
History of Theater Arts	THTR 10	Synthesize the specific form of dramatic literature to the theatrical concerns of its epoch. Read and analyze representative examples of major Western dramaturgy. Analyze processes by which modern dramaturgy has developed. Synthesize relationships between the theatrical arts and the contemporary concerns of each period. Analyze the process whereby Western theatrical arts developed through theory, architecture, and dramaturgy. Students who complete THTR 10 will be able to explain how the theater reflects its surrounding culture. Students who complete THTR 10 will know the social and political conditions that led to the Golden Era of theater. Students will be able to analyze modes of artistic expression.
History of Western Art: Prehistoric Through Gothic	AHIS 4	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. 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. 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. Recognize iconographic themes and discuss them in their cultural contexts. Utilize proper artistic vocabulary to describe and analyze works of art. Identify the connection between the cultural movements of the Renaissance and the emergence of a naturalistic, idealized and humanized artistic style. Identify works of art, their artistic style and their cultural context in the periods addressed. Analyze and synthesize the basic goals of Modern art and explain how it differs in content and style from artistic styles that preceded it. Analyze 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, organization and relevance of arguments. 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 Western Art: Renaissance Through Modern - Honors	AHIS 5H	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.
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.
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 read a text on a familiar topic fluently. Students will be able to compose a three paragraph essay in which they independently use the present subjunctive correctly
Intermediate Japanese	JAPN 3	Japanese 3 students will demonstrate their comprehension of a paragraph containing Japanese 2 vocabulary and grammar at a intermediate level (See ACTFL Proficiency Guidelines)
Intermediate Spanish	SPAN 3	Students will demonstrate correct usage of the present indicative versus present subjunctive.
International Relations	POLI 9	Analyze and evaluate key topics such as globalization, conflict, cooperation, diplomacy, international law, human rights, and international political economy. Describe the roles of national, international, transnational and sub-national actors in promoting or hindering international cooperation. Explain two theories of International Relations and argue which theory best explains International Relations and support said theory with appropriate evidence. Explain the impact of important historical events on the contemporary study of international relations and world politics. Demonstrate a basic knowledge of the United Nations, World Trade Organization, North Atlantic Treaty Organization, the Cold War and its aftermath, the politics of the Middle East and American foreign policy. Describe the International Relations concept Levels of Analysis and argue which level, or levels, best explains and analyzes international relations. Define, explain, analyze and compare core theories in International Relations and explain which theory best describes international relations and why.
Introduction to Ancient Philosophy	PHIL 20A	Students will be able to write philosophical essays, which reveal improved skill in the presentation and evaluation of arguments, where the students clearly and effectively present their own philosophical position. Students will be able to synthesize philosophical perspectives in relation to their own lived experience in which they apply knowledge, skills, and virtue to their own lives. Students will be able to analyze philosophical systems of thought from ancient times to the end of the Medieval period. Students will be able to analyze the major philosophers from ancient times to the end of the Medieval period.
Introduction to Ancient Philosophy - Honors	PHIL 20AH	Students will be able to analyze philosophical systems of thought from ancient times to the end of the Medieval period. Students will be able to analyze the major philosophers from ancient times to the end of the Medieval period. Students will be able to write philosophical essays, which reveal improved skill in the presentation and evaluation of arguments, where the students clearly and effectively present their own philosophical position. Students will be able to synthesize philosophical perspectives in relation to their own lived experience in which they apply knowledge, skills, and virtue to their own lives.
Introduction to Cinema	LIT 15	Students completing an assignment in Humanities Area C will be able to identify the influence of culture on human expression. Students will write a literary analysis.
Introduction to Ethics	PHIL 12	Students will be able to analyze primary texts in ethics. Students will be able to apply moral reasoning to contemporary ethical issues and moral problems. Students will be able to analyze major philosophical schools of thought, including Virtue Ethics, Deontological Ethics, and Utilitarianism. Students will be able to analyze the ideas of the major moral philosophers.
Introduction to Ethics - Honors	PHIL 12H	Students will be able to analyze major philosophical schools of thought, including Virtue Ethics, Deontological Ethics, and Utilitarianism. Students will be able to analyze the ideas of the major moral philosophers. Students will be able to analyze primary texts in ethics. Students will be able to apply moral reasoning to contemporary ethical issues and moral problems.
Introduction to Modern Philosophy	PHIL 20B	Students will be able to analyze philosophical systems of thought from Renaissance to the contemporary period. Students will be able to analyze the major philosophers from the Renaissance to the contemporary period. Students will be able to write philosophical essays, which reveal improved skill in the presentation and evaluation of arguments, where the students clearly and effectively present their own philosophical position. Students will be able to synthesize philosophical perspectives in relation to their own lived experience, in which they apply knowledge, skills, and virtue to their own lives.
Introduction to Modern Philosophy - Honors	PHIL 20BH	Students will be able to analyze philosophical systems of thought from Renaissance to the contemporary period. Students will be able to analyze the major philosophers from the Renaissance to the contemporary period. Students will be able to write philosophical essays, which reveal improved skill in the presentation and evaluation of arguments, where the students clearly and effectively present their own philosophical position. Students will be able to synthesize philosophical perspectives in relation to their own lived experience, in which they apply knowledge, skills, and virtue to their own lives.
Introduction to mythology	LIT 36	Students will write a literary analysis. Students completing an assignment in Humanities Area C will be able to identify the influence of culture on human expression.
Introduction to Western Classical Music	MUS 100	Recognize major composers of each style period, including the Classical and Baroque eras, and identify aspects of their lives that affected their music. Identify musical compositions or performances. Critically analyze live or recorded musical examples. Students will be able to aurally identify the instruments of the symphony orchestra. Students will be able to accurately relate the musical elements of a work to its structure and/or compositional techniques, including but not limited to programmatic content and form. Recognize and define musical elements relating to rhythm, melody, dynamics, tone color, and harmony and identify concepts in musical examples. Students will understand the cultural and social trends of the major style periods in music history (Medieval, Renaissance, Baroque, Classical/Enlightenment, Romantic, Modernism, and Postmodernism), and relate these issues to the critical analysis of a musical work. Students will understand the musical trends of the major style periods in music history (Medieval, Renaissance, Baroque, Classical/Enlightenment, Romantic, Modernism, and Postmodernism), and relate these issues to the critical analysis of a musical work. Identify musical stylistic features of each period.
Introduction to Western Classical Music - Honors	MUS 100H	Students who complete MUS 13H will be able to identify the style period (medieval, Renaissance, baroque, classical, romantic, 20th century, or 21st century) during which each of three pieces of music was composed when one minute from each piece is played in class during the final exam. Students who have completed MUS 13H will be able to identify the solo or featured musical instrument when one minute of each of two recordings including the instruments are played in class during the final exam. identify trends (i.e. reception, repertoire) within a period compare and contrast the reception of a musician (or a group of musicians) in different ethnic and nationalistic cultures within a historical period to accurately relate the musical elements of a programmatic work to its narrative
Italian Culture Through Cinema	ITAL 60	Students will correctly identify the veracity of statements pertaining to Italian history and culture as pertinent to the films viewed in class.
Major World Religions	PHIL 15	Students will be able to identify the practice, belief and history of the major world religions, including Hinduism, Buddhism, Sikhism, Jainism, Taoism, Confucianism, Judaism, Christianity and Islam. Students will be able to compare and contrast a variety of religious themes. Students will be able to analyze primary religious text. Students will understand the impact of religion in the world at large.
Major World Religions - Honors	PHIL 15H	Students will be able to identify the practice, belief and history of the major world religions, including Hinduism, Buddhism, Sikhism, Jainism, Taoism, Confucianism, Judaism, Christianity and Islam. Students will be able to compare and contrast a variety of religious themes. Students will be able to analyze primary religious text. Students will understand the impact of religion in the world at large.
MUS 106 Western Music History II: 1750 to Present	MUS 106	MUS 11B students will be able to identify the solo or featured musical instrument when one minute of each of two recordings including those instruments are played in class. to accurately describe developments in music history by relating them to cultural, social, scientific, and/or economic circumstances of the period Analyze basic elements of musical sound such as rhythms, melody, tonality, and harmony as those elements apply to Western music in the 19th and 20th centuries as well as non-western music that influenced that music. Define technical musical terms and make use of those terms in written reports. describe the use of text painting in a song by relating specific musical elements to textual ones. MUS 11B students will be able to identify the style period (classical, romantic, and 20th/21st centuries) during which each of three pieces of music was composed when one minute from each piece is played in class. Synthesize the contributions of important composers and assess ways in which their context affected their music. Analyze and evaluate the structure and form of the music being studied. Distinguish different instrumental timbres.
Performance of Literature	SPCH 4	Students will be able to analyze modes of artistic expression. Demonstrate effective use of voice, body, facial expressions, focal points, emphasis, and integration of manuscript during performance
Political Theory I - Ancient to Contemporary	POLI 5	Students will be able to assess and classify contemporary political ideas in terms of their theoretical and philosophical origins. Students will be able to analyze the development of political theory and its impact on the historical development of governmental institutions.
Rock Music History and Appreciation	MUS 15	Identify important writers and producers of rock music. Identify various people important in the creation of rock music and the musical instruments they play(ed). 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. 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.
Spanish for the Spanish Speaking	SPAN 1S	Embedded in the final exam will be statements that include the use of an anglicism. Students will choose from a list of several words the expression from standard/conventional Spanish that would replace the anglicism.
Survey of Shakespeare	LIT 10	Students completing an assignment in Humanities Area C will be able to identify the influence of culture on human expression. Students will write a literary analysis.
The Wild West - A History, 1800-1890	HIST 16	Students will be able to explain and evaluate the story of America's westward advance as part of the wider story of the development of the American nation and its democracy. Students will analyze how different historians have assessed the history of the American West and its influence upon the development of the American nation and democracy. Using both primary and secondary sources, students will be able to determine and critically analyze competing perspectives on the history, culture, and society of the American West. Students will recognize and articulate in writing the diversity of human cultural expression, such as religion, ethnicity, language, sex, orientation, and gender, by comparing different historical perspectives in the history of American western expansion. [PLO 1,5]
Western Music History I: Antiquity to 1750	MUS 105	Synthesize the contributions of important composers, their works, and formal structures. MUS 11A students will, upon hearing a one-minute excerpt of pre-assigned music repertoire along with the excerpted score between the Medieval and late Classical periods, be able to identify the compositional techniques and stylistic characteristics unique to the period. MUS 11A students will, upon hearing a one-minute excerpt of pre-assigned music repertoire along with the excerpted score between the Medieval and late Classical periods, be able to describe the stylistic characteristics unique to the genre and period. test Define technical musical terms and make use of those terms in written reports. Analyze basic elements of musical sound such as rhythms, melody, tonality, harmony, and counterpoint as those elements apply to a variety of examples both western and non- western Distinguish different instrumental timbres. Analyze and evaluate the development of structure and form in the music of the time periods being studied.
World Architecture I	ARCH 250	Students will be able to compare the architecture of ancient and classic civilizations. Students will identify the major architectural works of ancient and classic civilizations.
World Architecture II	ARCH 251	Students will be able to identify the major architectural works from the Renaissance . Students will be able to describe the impact of the Industrial Revolution on architectural design and theory.
World History: Early Modern to the Present	HIST 4	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 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 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 identify the global history of the environment and human use of natural resources that have led to contemporary sustainability concerns. (PLO 1, 6) 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.
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 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 will recognize and articulate the role of Eurocentrism in historiography and understand the factual based corrections of contemporary scholarship. (PLO 4,5) 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 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 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 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 cultural, political, environmental, and economic foundations of human societies and examine how these change over time. [PLO 1] 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 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 History: Prehistoric to Early Modern - Honors	HIST 3H	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 identify cultural, political, environmental, and economic foundations of human societies and examine how these change over time. [PLO 1] 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 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 World History 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 an assignment in Humanities Area C will be able to identify the influence of culture on human expression
World Music	MUS 14A	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. 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.

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