Course Learning Outcomes:

1. Interpret and theorise the major themes, issues, and actors in United States history from 1800 to 1850.
2. Create written original historical research to the standard of an upper year undergraduate course analysing a topic from United States history from 1800-1850.
3. Understand and compare the different historiographies about the Jacksonian era.
4. Communicate ideas effectively through formal presentation and informal discussion.
5. Evaluate problems and questions using an historical method; in essence, to ‘think like an historian.’

Course Learning Outcomes:

1. Acquire an understanding of the rise and development of tri-continental Ottoman Empire.
2. Develop a critical and complex understanding of the challenges of multi-religious and multi-ethnic societies.
3. Study individual Ottoman communities in the empire and their relationship to one another.
4. Interpret memoirs and primary source materials that document life in a multi-religious society.
5. Learn to extrapolate historically specific examples of multiculturalism as a means of comparison and contrast with other historical contexts.

Course Learning Outcomes:

1. Describe and define the major European schools of ethnohistory, and contrast the differences with their North American, English-language sister disciplines.
2. Engage critically with major works of ethnohistory and assess their influence to today.
3. Recognize the main sources used in various approaches to ethnohistory, and the limits to each approach.
4. Recognize the long history of racism and colonialism in the field of ethnohistory and the ways of redress used in research today.
5. Recognize and respect the diversity of knowledge keeping traditions.
6. Deconstruct the assumptions of authority built into ethnohistorical methodologies.

Course Learning Outcomes:

1. Acquire and demonstrate knowledge of modern Jewish history.
2. Gain familiarity with major intellectual, social, and political movements in Jewish history.
3. Develop and demonstrate understanding of historical methodology through critical analysis of primary and secondary sources.
4. Organize and express their thoughts clearly and coherently in active and engaged oral participation in class.
5. Demonstrate in written work a sophisticated understanding of the course material.

Course Learning Outcomes:

1. Locate, identify, and evaluate primary and secondary sources.
2. Understand the main events, ideas, and personalities of the Reformation in Europe.
3. Explain the chronological and geographical dimensions of the Reformation.
4. Articulate and evaluate the main issues of debate, controversy, and interpretation in the historiography of the Reformation.
5. Identify and analyze the complex legacies of the Reformation in respect of its political, ecclesial, economic, and intellectual traditions.

Course Learning Outcomes:

1. Know the history of Jewish-Black relations in North America and how the Black Lives Matter movement fits into it.
2. Understand how the field of 'whiteness studies' pertains to North American Jewish history.
3. Grasp the complexity and diversity of Jewish identity, including the place of Black Jews in the largely Ashkenazic communities of North America.
4. Examine the role of capitalism in the commercialization of ethnic identities.
5. Apply what they've learned in a research paper on a topic of their own choosing.
6. Organize and express their thoughts clearly and coherently in active and engaged oral participation in class.

Course Learning Outcomes:

1. Attain specific and detailed historical knowledge about early modern European Intellectual history.
2. Refine critical reading and analytic skills of selected primary sources.
3. Develop and hone skills in active listening, posing effective questions, and articulating arguments orally; contribute to collaborative seminar discussion.
4. Improve skills in writing, analysis, and constructing cogent and persuasive arguments through multiple written assignments.
5. Develop a capacity for research and reading historical source materials.

Course Learning Outcomes:

1. Approach issues and problems of Russian history in their historical context.
2. Learn to articulate, summarize, and discuss historical problems.
3. Develop a more nuanced and analytical way of thinking about the past overall and Russia's past in particular.
4. Develop and polish research and writing skills in both short and long history essay formats.
5. Pursue in-depth analysis of primary Russian history sources.
6. Acquire a broader knowledge of relevant Russian history scholarship.

Course Learning Outcomes:

1. Intelligently and intelligibly discuss about Northeast African modern history and society.
2. Critically read and analyze the assigned academic and non-academic readings.
3. Identify the different dynamics of state formation processes and their implications.
4. Understand and explain the international significance of the region and the consequent global rivalry for its control.
5. Unpack the historical domestic and external forces shaping contemporary Northeast Africa.
6. Conduct research and write analytically.

Course Learning Outcomes:

1. Employ case studies of political conflict in 20th Century Latin America to test general propositions about revolution and civil conflict as political phenomena. Distinguish between narrative history and analytical history.
2. Locate, identify, critically examine, and derive useful conclusions from both secondary and primary sources. Appreciate how sources and methods can influence, limit, or shape historical interpretations.
3. Categorize different types of primary sources, determining how and why they were first created, and how and why they were preserved. Assess how the available primary source materials shape the kinds of histories that can be reconstructed.
4. Present historical interpretation in clear prose and oral discussion to demonstrate the ability to construct an argument by marshaling appropriate evidence.

Course Learning Outcomes:

1. Describe and analyze policies towards linguistic and religious minorities in Russia and the Soviet Union.
2. Compare and critically assess different theoretical and methodological approaches to issues of national identity, borderlands, and interethnic relations.
3. Explain and discuss interpretations of complex historical phenomena in both oral and written form.
4. Develop and hone skills of oral argumentation and presentation, active listening, and an ability to formulate critical questions.
5. Formulate historical and historiographical arguments and support them with cogent argumentation, effective use of evidence, and clear and cogent prose.

Course Learning Outcomes:

1. Appreciate the importance of non-textual sources in historical research.
2. Learn how non-textual sources – photographs, oral history, material culture, to name a few – create and additional and sometimes alternative perspective on historical issues.
3. Use non-textual sources to answer historical questions pertaining to the lives of non-elite people.
4. Discover research techniques that require going outside textual sources.
5. Create effective slideshow presentations to discuss historical issues.
6. Explore use of non-textual sources in the community through museum or gallery visits.

Course Learning Outcomes:

1. Develop a critical understanding of diaspora as a historical concept and demonstrate knowledge of the different theoretical approaches that define the field.
2. Critically analyze the differences between the concept of diaspora as inheritance and as practice.
3. Identify one example of diaspora as a process delineate the historical processes of identity formation that led to the emergence and continuation of the diaspora.
4. Develop skills in locating primary sources that shed light on diasporic identity formation.
5. Refine skills of analyzing and interpreting primary and secondary sources to develop cohesive historical arguments.
6. Summarize research and historiographical findings and write argumentative, persuasive, and evidence-based historical essays.

Course Learning Outcomes:

1. Recognize the major trends in U.S. public policy since 1945.
2. Write research papers demonstrating a command of the complex theories of Public Policy.
3. Present advanced research in Public Policy.
4. Construct logical arguments and write clearly about complex issues involving Public Policy.
5. Predict and advocate particular approaches to Public Policy.

Course Learning Outcomes:

1. Identify and describe major developments in the demography, management, and conceptualization of hunger in modern Europe.
2. Compare and critically assess different theoretical and methodological approaches to the study of hunger in modern Europe.
3. Explain and discuss interpretations of complex historical phenomena in both oral and written form.
4. Analyze primary sources and formulate a historical argument on the basis of those sources.
5. Design and execute a historical research project.

Course Learning Outcomes:

1. Develop an understanding of colonialism, the racialization of Islam, and the history of Islamophobia from a comparative perspective.
2. Demonstrate their mastery of the knowledge and skills involved in historical practice by conceptualizing and executing a significant piece of original research.
3. Develop historiographical literacy by identifying and describing the content and stakes of conversations and debates among historians within the field.
4. Analyze cultural practices, legislation and government policies related to the management of religious minorities in South Asia.
5. Present historical analysis and arguments in a clear written and oral form to demonstrate the ability to construct an argument by marshaling evidence in an appropriate fashion.

Course Learning Outcomes:

1. Examine several pivotal historical narratives of twentieth century European history, including the origins of the First World War, the Russian Revolution, and the rise of fascism.
2. Analyze the chief trajectory of post-War European history and formulate the processes behind the rise of the modern welfare state.
3. Assess the historical underpinnings of the end of managed capitalism and the emergence of the global era.
4. Identify the major controversies, debates and schools of thought in the historiography of twentieth century Europe.
5. Engage in critical thinking skills required to formulate incisive research questions and write coherent research papers.

Course Learning Outcomes:

1. Study the long historical roots of our contemporary ‘globalized’ economy and society.
2. Consider contentious debates from differing political viewpoints.
3. Engage with the literature linking globalization to the declining fortunes of the working class.
4. Read widely in various disciplines including economic history, political science and sociology.
5. Research and write papers grounded in a wide variety of sources including official government documents, think tank reports, and the work of the World Bank, IMF, and the OECD. Acquire fluency in historical statistics.

Course Learning Outcomes:

1. Study the long historical roots of our contemporary ‘globalized’ economy and society.
2. Consider contentious debates from differing political viewpoints.
3. Engage with the literature linking globalization to the declining fortunes of the working class.
4. Read widely in various disciplines including economic history, political science and sociology.
5. Research and write papers grounded in a wide variety of sources including official government documents, think tank reports, and the work of the World Bank, IMF, and the OECD. Acquire fluency in historical statistics.

Course Learning Outcomes:

1. Write an academic book review.
2. Articulate and defend verbally an evidence-based argument regarding a controverted subject.
3. Acquire a knowledge of the practical social and political uses of the past.
4. Understand the implications of historicity in a postcolonial context.
5. Understand the ethical issues involved in studying other people’s pasts, including those of Indigenous peoples and other marginalized groups.
6. Improve critical thinking and writing skills.

Course Learning Outcomes:

1. Describe and explain important events and conjectures in French Canadian and Québec history.
2. Demonstrate the ability to analyze primary sources related to important events and conjectures in French Canadian and Québec history.
3. Identify and define the most common concepts and theories in Post-colonial theory.
4. Explain how and when extent Post-colonial theory can and cannot be applied to French Canadian and Québec history.
5. Recognize the colonial structures and institutions in French Canadian and Québec society and in the Québec State to today.

Course Learning Outcomes:

1. Understand and explain the importance of the physical and material elements of life in the history of Canada.
2. Analyze the sociological and historical importance of objects in Canadian History and in the daily lives of Canadians.
3. Outline, plan and apply material history analytical methods individually and in group work.
4. Dissect the phenomenological aspects of Canadians’ historical interactions with the material world in the past to today.
5. Integrate and apply material history analysis into more typical social history methods of research.

Course Learning Outcomes:

1. Understand the key historiographical debates in the histories of the Tudor Reformation and the Revolution of 1640-1660.
2. Identify the fundamental features of the early modern period and understand the problems of defining the early modern period.
3. Organize and express thoughts clearly and coherently in active and engaged participation in class.
4. Conduct research and write a persuasive, high-quality essay using a combination of course resources and personal research.
5. Evaluate historical evidence on sixteenth century England critically for its relevance, using a range of primary documents.

Course Learning Outcomes:

1. Construct logical arguments using historical sources.
2. Distinguish key themes in fourteenth-century thought.
3. Explain medieval gender ideals and realities.
4. Recognize the enduring vitality of Classical ideals in European history.
5. Use fiction as a historical source for religious and social ideals and realities.

Course Learning Outcomes:

1. Identify the strengths and weakness of the historical justifications for the beginning of the Cold War.
2. Identify and describe in detail the moments of increasing and decreasing tensions during the Cold War.
3. Analyze and identify primary source documents and their historical significance to the conflict.
4. Conduct research and write a persuasive, high-quality essay using a combination of course resources and personal research.
5. Understand the broader historical context of the Cold War.

Course Learning Outcomes:

1. Attain an in-depth understanding of France during the Old Regime and French Revolution.
2. Refine critical reading skills and develop a capacity to distill and analyse academic argument against the backdrop of major interpretations in the field.
3. Develop historiographical literacy by identifying and describing the contours and stakes of conversations among historians within the field.
4. Develop and hone skills in active listening, posing effective questions, and articulating arguments orally; contribute to collaborative seminar discussion.
5. Improve skills in writing, analysis, and constructing cogent and persuasive arguments through multiple written assignments.

Course Learning Outcomes:

1. Demonstrate a comprehensive understanding of the historical context and overview of the Black experience in Canada, including key events, figures, and movements.
2. Critically analyze primary sources related to the Black experience in Canada to gain insights into the lived experiences and perspectives of Black individuals and communities.
3. Identify and analyze systemic injustices and forms of discrimination faced by Black Canadians throughout history and understand the ways in which these injustices intersect with other aspects of identify and society.
4. Recognize and appreciate the significant contributions made by Black Canadians to various aspects of Canadian society in a formal research essay and utilizes a various of academic, peer-reviewed sources.
5. Discuss the contemporary relevance of the Black experience in Canada and recognize how issues related to race intersect with other social, economic, and political factors, and consider potential strategies for addressing ongoing challenges.

Course Learning Outcomes:

1. Understand how history can be used effectively to engage the public with an appreciation for the past.
2. Learn the meaning and importance of Public History.
3. Apply academic historical techniques to Public History to create a more accurate picture of the past.
4. Use oral history to gain an understanding of lived experience.
5. Create effective presentations of historical issues.

Course Learning Outcomes:

1. Conduct research and write analytically.
2. Understand and analyze the intertwined histories of Slavery and the Law of North America from the Colonial era until the end of the Civil War.
3. Develop research skills in primary historical texts and important secondary scholarly articles.
4. Identify and describe the various ways in which the law shaped the contours of slave societies and societies with slaves.
5. Apply oral presentation skills in a seminar setting based on the assignments.
6. Critically read and discuss the assigned academic and non-academic readings on the key institutions that both sanctioned and supported slavery, and how they were crucial in creating the conditions for its eventual demise.

Course Learning Outcomes:

1. Demonstrate a nuanced understanding of the development of American thought and culture over time, including key ideas, movements, and cultural expressions that have shaped the nation’s identity.
2. Critically analyze primary texts, such as writings, speeches, artworks, and cultural artifacts, from various historical periods and perspectives, and interpret how these sources reflect and influence American thought and culture.
3. Recognize and appreciate the interdisciplinary nature of American thought and culture, including how literature, philosophy, art, politics, and religion have intersected and contributed to the shaping of American ideas and values.
4. Identify and evaluate the role of diversity and inclusivity in American thought and culture, including the contributions of different racial, ethnic, gender, and social groups, and the challenges and conflicts that have arisen from these interactions.
5. Analyze the contemporary relevance of historical American thought and culture, considering how past ideas and cultural developments continue to influence contemporary debates and issues in American society.

Course Learning Outcomes:

1. Read critically, evaluate and interpret historical sources, such as asking questions of readings, evaluating, and analyzing both primary and secondary sources, and comparing sources.
2. Analyze historical evidence and use that evidence to develop and support historical arguments, including using historical methodology to interpret sources and employing those interpretations in the development of historical arguments.
3. Demonstrate knowledge and understanding of the History of Atlantic Canada and contextualize events for the period under study.
4. Demonstrate effective communication skills, including presenting questions, ideas, and arguments in oral and written form.
5. Contrast perceptions of colonialism and analyze legislation and government policies related to racism in Atlantic Canada since First Contact.

Course Learning Outcomes:

1. Discuss and analyze the major developments and changes in US economic life between 1800 and 1920.
2. Critically read, contextualize, and discuss multiple kinds of primary documents.
3. Identify and discuss historiographic debates.
4. Develop skills of oral argumentation and presentation, active listening, and an ability to formulate critical questions.
5. Practice and refine skills to present cogent arguments and sustain historical analysis using primary and secondary sources in a range of short and longer papers.

Course Learning Outcomes:

1. Develop the ability to think historically about political power and authority and the state. Develop the ability to identify and assess major approaches to political history.
2. Explain how politics and the state both reflected and shaped the past, varied among different Indigenous and non-Indigenous societies in northern North America, and changed over time.
3. Critically read and contextualize primary and secondary sources in political history and the history of state formation to be able to draw connections between sources and across topics.
4. Practice and refine skills to present cogent arguments, sustain historical analysis, and marshal relevant evidence in clear, logically-organized, and persuasive prose.
5. Develop and hone skills in active listening, posing effective questions, and presenting historical analysis and evidence orally to contribute to collaborative seminar discussion and deepen collective, synchronous learning.

Course Learning Outcomes:

1. Demonstrate knowledge of the inter-related yet distinct genealogies of global and world history. Develop a critical understanding of global history as a field and assess its relationship with the wider discipline of history.
2. Assess the disciplinary implications of global history as a critique of units of analysis, the concept of agency, and the idea of progress as an organizing scheme.
3. Critically examine the role of spatial and temporal frames of historical analysis and explore alternative framings of historical analysis.
4. Appreciate the decolonizing and emancipatory ethics of global history and develop historical arguments that reflect such ethical and epistemological positions.
5. Critically engage with sources, modes, and methods of historical analysis that have remained outside the bounds of academic historiography.
6. Practice presenting evidence-based persuasive historical arguments both orally in class and in written forms.

Course Learning Outcomes:

1. Develop the ability to think historically about law and to identify and assess major approaches to legal history. To reflect on the similarities and differences in how historians and lawyers understand and use the past.
2. Explain how law has both reflected and shaped the past, varied among different Indigenous and non-Indigenous societies in northern North America, changed over time, and structured social relations and identities.
3. Critically read and contextualize primary and secondary sources in legal history and draw connections between sources and across topics.
4. Develop and hone skills in active listening, posing effective questions, and presenting historical analysis and evidence orally to contribute to collaborative seminar discussion and deepen collective, synchronous learning.
5. Practice and refine skills to present cogent arguments, sustain historical analysis, and marshal relevant evidence in clear, logically organized, and persuasive prose.

Course Learning Outcomes:

1. Analyze the individual ingredients that historians use to construct historical narratives.
2. Conduct primary and secondary research and write analytically.
3. Develop the skills to write evidence-based historical essays in short and long forms.
4. Assess and discuss the assigned academic and non-academic readings to acquire an appreciation of the wide range of historical materials necessary to the expressions of historical imagination.
5. Apply oral presentation skills in a seminar setting based on the assignments.

Course Learning Outcomes:

1. Identify key questions and themes in the history of schooling in 19th and 20th century Canada and place them in their historical context.
2. Recognize and apply different theoretical and methodological approaches to the study of schooling. Approaches indebted to social history and class analysis, the history of the state and Foucauldian studies of power, family history, and gender and race studies will be included.
3. Generate research using primary-source evidence and synthesize that research into effectively communicated written arguments.
4. Analyze and discuss both primary-source evidence and scholarly texts, to understand the relationship between the two, and to engage with competing interpretations from peers. Develop and hone skills in active listening, posing effective questions, and presenting historical analysis and evidence orally to contribute to collaborative seminar discussion and deepen collective, synchronous learning.
5. Critically engage with commentary on education reform and place their own educational experiences in broader, long-term perspective.

Course Learning Outcomes:

1. Attain specific and detailed historical knowledge about Britain during the period of its emerging global power.
2. Refine critical reading skills, and a capacity to distill and analyze academic argument.
3. Develop a capacity for original historical research and use of historical source materials.
4. Demonstrate knowledge of relevant historical methods.
5. Practice and develop a capacity for oral presentation and debate.
6. Develop a capacity for effective use of online databases and research tools.

Course Learning Outcomes:

1. Acquire a general overview of the political history of the region now thought of as Greece from the late Roman to the early Ottoman period (ca. 4th-15th centuries).
2. Define and describe some of the most notable features of the multiple societies, cultures, and religious communities of Medieval Greece and to analyze their intersections with the peoples, powers, and religions of the regions that surrounded it.
3. Identify persistent and changing identities in the region during the medieval period and evaluate their relationship both to the construction of a Greek historical identity and nationality in the modern period and to notions of indigeneity applied in other parts of the world.
4. Gain experience in studying and analyzing the history of a very diverse, complex, and unevenly or poorly sourced period/region and be able to compare this situation with simpler and better sourced histories.
5. Develop academic research, writing, and oral presentation skills appropriate to a third and fourth year concentration in a History degree.
6. Relate and make relevant what they have learned in the class both to contemporary events and to someone who knows little about its topic.

Course Learning Outcomes:

1. Recognize and remember key events in colonial Andean history. Students will demonstrate in discussion and written work their understanding of different peoples and cultures in past environments and of how those cultures have changed over time.
2. Analyze, appraise, and evaluate secondary and primary sources in seminar discussions.
3. Present historical analysis and arguments in a clear written and oral form, including the ability to construct an argument by marshaling evidence in an appropriate and logical fashion.
4. Write a historiography paper that asks a significant historical question, answers it with a clear thesis and a logical argument, supports it with secondary sources. Students will develop historiographical literacy by identifying and describing the contours and stakes of conversations among historians within the field.
5. Develop an understanding of Indigenous cultures of the Andes.

Course Learning Outcomes:

1. Acquire a general overview of the historical pattern of the events which subsequently came to be known as the early Crusades and of the history of the Latin principalities and kingdoms of the Levant in the period 1095-1150.
2. Develop an understanding of the origins, early evolution, and practice of crusading in the context of medieval Western European, Islamic, Byzantine, and Jewish thought and society, particularly as this relates to the eastern Mediterranean region.
3. Develop an understanding of the society established by the crusaders and settlers in the Levant in this period and its interactions both with the various peoples of the region and with those of Western Europe.
4. Develop an ability to relate medieval crusading to relevant present-day debates and issues.
5. Cultivate and broaden their interest in Medieval, Middle Eastern and Mediterranean studies.
6. Practice and develop sophisticated research, writing and communication skills appropriate to an upper year History seminar; these will include the interpretation of original sources in translation and advanced historiographical skills. Such skills will be broadly transferable in the ‘real’ world.

Course Learning Outcomes:

1. Acquire a general overview of the historical pattern of the events that came to be known as the medieval Crusades, particularly in the period 1095-1291 CE.
2. Develop an understanding of the evolution and practice of crusading in the context of medieval Western European, Islamic, Byzantine, and Jewish thought and society, particularly as this relates to the eastern Mediterranean region.
3. Develop a deeper understanding of Crusade history through more detailed exploration of a number of key themes
4. Develop an ability to relate medieval crusading to relevant present-day debates and issues.
5. Cultivate and broaden their interest in Medieval, Middle Eastern and Mediterranean studies.
6. Practice and develop sophisticated research, writing and communication skills appropriate to an upper year History seminar; these will include the interpretation of original sources in translation and advanced historiographical skills.

Course Learning Outcomes:

1. Demonstrate through oral presentations and written work their understanding of ethnicity, race, sexuality, and gender, as understood in South Asia over time.
2. Gain critical understanding of colonialism, race and gender from a comparative perspective.
3. Develop historiographical literacy by identifying and describing the content and stakes of conversations and debates among historians within the field.
4. Demonstrate their mastery of the knowledge and skills involved in historical practice by conceptualizing and executing a significant piece of original research.
5. Articulate in verbal and written form the contributions of divergent theoretical perspectives to the understanding of race and gender in society.

Course Learning Outcomes:

1. Analyze how society and culture inform medical knowledge about seemingly ‘natural’ objects, such as human bodies and sex organs, and how medical objectives – such as public health and hygiene – are imbued with political and moral notions.
2. Understand the historical study of race science and sexual science that focuses on the co-creation of ‘race’ and ‘sex’ in studies of human difference.
3. Practice critical reading and thinking skills, such as the structure of arguments, methods, theoretical premises and choices, and consider counterarguments from the material we study.
4. Learn how a historian handles materials they find offensive and difficult.
5. Learn skills crucial to the writing of history: collecting and interpreting primary documents; assessing the work of other historians; and formulating your own thesis on a historical problem.

Course Learning Outcomes:

1. "Think archivally," that is, to approach historical research and records using archival logic and concepts, such as provenance, ‘respect des fonds’ or original order, arrangement and description, fonds and collections, etc., in order to more skillfully navigate archives.
2. Distinguish and debate the main currents in the politics and theory of archives.
3. Sharpen and employ skills in the effective reading and critical discussion of the historiography and other secondary literature on archives, particularly through the crafting of effective seminar discussion questions.
4. Conduct original archival research, employing the archival concepts learned in class, along with the use of databases, negotiating privacy versus access, handling rare and fragile materials, and devising interpretive strategies appropriate to the type of archival records under consideration in a range of research settings.
5. Communicate research results in seminar presentations and public history venues (exhibits, posters, websites).

Course Learning Outcomes:

1. Identify, appraise, and critique historiographical arguments and scholarly debates on the subjects of the treatment of ethnic and religious minorities, identity and difference, patterns of trade, enslavement, piracy and war in the Mediterranean world in written and oral form.
2. Interpret translated primary source documents and materials as evidence and distinguish analysis of them from secondary scholarship and historiography from Islamicate, Latin, and Byzantine societies in short writing, oral presentations, and seminar discussion.
3. Find and evaluate primary sources, historical scholarship in bibliographic form in independent research on a topic the student develops in an aspect of medieval Mediterranean history.
4. Construct historical arguments using available evidence from chronicles, religious treatises, correspondence, treaties, hagiographies, visual and material cultural products and other forms of pre-modern source evidence and integrate arguments into scholarly, historiographical debates.
5. Formulate, support, and develop a historical thesis and inquiry in an independent research paper.

Course Learning Outcomes:

1. Analyze and describe major developments in the conception, practice, and experience of war in 20th century Europe.
2. Explain and discuss interpretations of complex historical phenomena in both oral and written form.
3. Critically read and interpret a range of primary sources in both oral and written form.
4. Develop and hone skills of oral argumentation and presentation, an ability to formulate critical questions, and constructive peer feedback.
5. Design and execute a historical research project, beginning with a formal research proposal and project presentation and culminating in a major research paper.

Course Learning Outcomes:

1. Become sufficiently conversant in the complex dynamics of African history since World War II.
2. Critically read and discuss the assigned academic and non-academic readings.
3. Identify the different interests of the colonial (and emerging non-colonial) powers in Africa and the effects of how they pursued them.
4. Differentiate and describe the different methods of decolonization and their long-term implications.
5. Understand and analyze the relationship of newly independent African countries with each other in the context of the Cold War and the War on Terror.
6. Conduct research and write analytically.

Course Learning Outcomes:

1. Identify critical debates and issues in the field of Black Intellectual History.
2. Deepen and extend knowledge of key debates and issues in the field of Black Intellectual History.
3. Apply disciplinary and interdisciplinary theories, concepts, and methods to study and engage the connections between the arts, social justice, and decolonial thought.
4. Communicate effectively in oral and written form for academic and professional audiences, with an ability to synthesize and critically evaluate material as well as advance original arguments.

Course Learning Outcomes:

1. Demonstrate their mastery of the knowledge and skills involved in historical practice by conceptualizing and executing a significant piece of original research that is 20 pages in length.
2. Locate primary sources, analyze evidence, and situate them in historical context.
3. Critically engage with a secondary source by considering relevant primary sources, the logic of the argument, against the backdrop of major interpretations in the field.
4. Present historical analysis and arguments in a clear written and oral form, including the ability to construct an argument by marshaling evidence in an appropriate and logical fashion in seminar discussions.
5. Gain an understanding of the Spanish Inquisition in the early modern period.

Course Learning Outcomes:

1. Unpack how “Islam” is not a static conception for its diverse followers, especially given its history as a largely decentralized faith.
2. Complicate their understanding of “modernity,” considering colonialism and post-colonialism - especially with regards to knowledge production and how “subjects” are constructed.
3. Read and engage with histories of Muslim women’s representation, including Muslim women’s histories of self-representation, and the different contexts and ends towards which representational identity politics have been used.
4. Enhance their skills for seminar discussion and debate.
5. Continue to develop skills in academic research, analysis, and writing.

Course Learning Outcomes:

1. Have knowledge and understanding of significant themes in the history of late 18th, 19th and 20th century Britain.
2. Have awareness and understanding of a range of approaches used within the historical discipline, social, cultural, political, economic, intellectual, religious, medical, gender and environmental history.
3. Identify and work with a range of sources (both primary and secondary).
4. Critically evaluate interpretations offered by historians.
5. Have the imagination and empathy to understand past societies, not from our perspective today, but from their own in order to understand the complexity and diversity of human cultures.
6. Communicate effectively both in writing and orally.

Course Learning Outcomes:

1. Identify the timeline of historical events from 1765 to 1947. The Fall semester will cover 1765 to 1857 and the winter semester will cover 1857-1947.
2. Define the historiographical debates on the events within the said time period.
3. Evaluate the debates, create, and justify their interventions into the existing literature.
4. Critically think about actors, events, processes, and interpretations of the same.

Course Learning Outcomes:

1. Identify major patterns and developments in the history of race relations and racial ideologies in Latin America, particularly as they relate to Indigenous, Africa-descended, and mixed-race peoples in the 19th and 20th centuries.
2. Recognize and participate in the scholarly debates that inform the subdiscipline of the history of race and ethnicity.
3. Appreciate the many complexities, specific to place and time, in how racial and ethnic identities are constructed, perceived, and performed, and in how boundaries defined as racial or ethnic are socially and culturally enforced and/or challenged.
4. Critically analyze historical scholarship with an eye to judging the quality of their research, the nature of sources employed, and the validity of argumentation.
5. Present historical interpretation in clear prose and oral discussion, to demonstrate the ability to construct an argument by marshaling appropriate evidence.

Course Learning Outcomes:

1. Identify major patterns and developments in the history of everyday life for ordinary Latin Americans between 1850 and 1960.
2. Describe and assess the impact of historical changes in technology, law, urban development, social policy ), class identities, gender norms, and material culture. Evaluate the benefits and tradeoffs of those changes (specific issues may vary from year to year).
3. Recognize and participate in the scholarly debates that inform the subdiscipline of social history.
4. Critically analyze historical scholarship with an eye to judging the quality of their research, the nature of their sources, and the validity of their argumentation.
5. Present historical interpretation in clear prose and oral discussion, to demonstrate the ability to construct an argument by marshaling appropriate evidence.

Course Learning Outcomes:

1. Identify major patterns and developments in the political history of Latin America from Independence (1810-1820s) to the recent past.
2. Explain the guiding principles underpinning, and internal tensions within: 19th Century liberalism and conservatism; early 20th Century reformism, corporatism and populism; and mid to late 20th Century developmentalism, revolution, and militarism.
3. Recognize and participate in scholarly debates in the subdiscipline of political history, including the conditions that promote stable and robust democracies, the benefits and tradeoffs of limited versus strong states, the protection of individual rights versus promotion of collective societal goals.
4. Critically analyze historical scholarship with an eye to judging the quality of their research, the nature of their sources, and the validity of argumentation.
5. Present historical interpretation in clear prose and oral discussion, to demonstrate the ability to construct an argument by marshaling appropriate evidence.

Course Learning Outcomes:

1. Compare and contrast, through a critical reading of the literature as well as active and engaged seminar discussion, the divergent histories that make up the global history of sexuality beyond Europe and North America, including South Asia, the Sinosphere, Africa, and Latin America.
2. Identify and explain the central debates animating the field by mastering the art of historiographical critique in a series of essays.
3. Critique the Western notion of ‘sexuality’ and assess its applicability to non-Western historical contexts, at the same time as assessing the impact of indigenous and colonial sexual formations on the metropole.
4. Distinguish and utilize some of the main theoretical innovations in the field, including postcolonial, feminist, and queer approaches.
5. Formulate effective seminar questions and oral presentations, as well as demonstrate research and paper-writing skills, through the exploration of topics in the history of sexuality.

Course Learning Outcomes:

1. Identity the impact of Russian literature on Russian culture and society.
2. Identify the context within which Russian literature was created.
3. Analyze literary sources from a historical perspective.
4. Analyze secondary sources and appreciate the differences in scholarly opinions and historiographical schools.
5. Identify an appropriate research topic, to conduct research on that topic, and to outline and write an effective research paper.

Course Learning Outcomes:

1. Think ‘historically’: This involves demonstrating an understanding of historical significance, causality, and context.
2. Read critically, evaluate and interpret historical sources: This involves asking questions of readings, evaluating, and analyzing both primary and secondary sources, and comparing sources.
3. Analyze evidence and use that evidence to develop and support historical arguments: This involves using historical methodology to interpret sources and employing those interpretations in the development of historical arguments.
4. Demonstrate knowledge and understanding of the History of the First Nations of North America: This involves retaining course content and using that content to contextualize events for the period under study.
5. Demonstrate effective communication skills: This involves clearly and effectively presenting questions, ideas, and arguments in oral and written form.

Course Learning Outcomes:

1. Demonstrate a comprehensive understanding of the major intellectual and cultural shifts in continental Europe from 1750s to the present, with a focus on changing views of selfhood, rationality, emotions, irrationality, and technology.
2. Contextualize key movements and themes within the broader historical context of the period, including political, social, and economic developments, and understand how intellectual and cultural changes intersected with these factors.
3. Critically analyze and compare important intellectual and cultural movements of the era, such as the late Enlightenment, Romanticism, realism, and modernism.
4. Develop an interdisciplinary perspective by exploring the intersections between intellectual and cultural history and other fields, such as literature, philosophy, art, science, and technology and be able to synthesize insights from these disciplines in written assignments.
5. Engage in critical thinking and demonstrate the ability to articulate and defend their own interpretations and arguments based on primary and secondary sources.

Course Learning Outcomes:

1. Discuss and explain the major phases in and development of the intellectual life and work of Michel Foucault, including his changing conceptions of power and knowledge.
2. Identify and apply key Foucauldian analytical concepts, such as discipline, biopolitics, and governmentality, in both written work and seminar discussion.
3. Distinguish and deploy Foucauldian approaches to historical evidence, including case histories, statistics, censuses, and judicial records.
4. Conduct original archival research, employing Foucauldian methods, particularly concerning the relationship between the factual and the fictive in the archives, and communicate this in well-written research papers and seminar presentations.
5. Develop and hone skills in the critical reading and oral presentation of the secondary historical literature on Foucault, particularly through the crafting of critical and effective questions for collaborative seminar discussion.
6. Reflect on the relationships among history, theory, and politics by comparing and contrasting how these emerge in the work of Foucault and that of other historians.

Course Learning Outcomes:

1. Gain in-depth knowledge of U.S. history as experienced by urban African Americans during the first decades of the twentieth century.
2. Move from a local and national understanding to a global world view of Black history and the African Diaspora.
3. Hone skills of close-reading of primary sources by analzying a range of documents that are interdisciplinary in nature and diverse in form.
4. Learn how to read literature, poetry, art, and other creative outputs through a historical lens.

Course Learning Outcomes:

1. Recognize and identify the experiences of black women from the nineteenth to the late twentieth centuries.
2. Appraise the interconnectedness of “other” markers of identity that complicate our understanding of the histories of “black women” in the United States.
3. Develop skills of analysis by critically engaging with a range of primary and secondary documents that are interdisciplinary in nature.
4. Analyze and discuss both primary-source evidence and scholarly texts, formulate a historical argument to understand the relationship between the two, and engage with competing interpretations from peers.
5. Conduct research and write analytically.
6. Apply oral presentation skills in a seminar setting based on the assignments.

Course Learning Outcomes:

1. Identify the impact of gender on the production, dissemination, and reception of new technologies.
2. Apply theoretical frameworks drawn from gender studies and the history of technology to specific case studies.
3. Describe and analyze primary historical sources.
4. Formulate an effective research question, conduct primary and secondary-source research, and craft an effective historical argument in written-form.
5. Synthesize historical and theoretical concepts for a public audience.

Course Learning Outcomes:

1. Understand and apply the key concepts of organizational culture to armed forces.
2. Organize and express their thoughts clearly and coherently in active and engaged oral participation in class.
3. Assess, evaluate, and analyze a variety of primary and secondary sources to engage in critical conversations about the past, verbally and in writing.
4. Present historical analysis and arguments in a clear written and oral form, including the ability to construct an argument by marshaling evidence in an appropriate and logical fashion.
5. Evaluate how different military cultures recognize, define and deal with the mental health problems that result from different types of combat.
6. Evaluate the effectiveness of the efforts of different armed forces in dealing with misconduct, especially sexual misconduct, in their ranks.

Course Learning Outcomes:

1. Describe key events and processes in Canada's military past.
2. Develop critical thinking skills, including an understanding of social processes (gender, race, and class) in the study of Canada at War.
3. Analyze various sources (i.e., primary sources including visual and textual objects, secondary sources/historiography, government documents, museum artifacts, websites, journal articles, newspaper articles, commercials, monographs, etc.).
4. Articulate an understanding of various methods (i.e., the "how to") of historical thinking and critical thinking, and their affordances or limitations, in understanding the past.
5. Create a historical narrative incorporating both primary and secondary sources.
6. Reflect on broad events and processes in Canada's past.
7. Recognize that history is a selective process and note there are voices, events, and processes left out or silenced by it.
8. Develop advanced undergraduate level writing skills.

Course Learning Outcomes:

1. Identify and describe major trends in the historiography of historical agency and posit a critique of the traditional narratives of agency.
2. Interpret the role of animals in human history not merely as accessories but as partners, actants, and interagents.
3. Demonstrate the concept of assemblage—the idea that agency is not linear but is a product of a network of relations.
4. Examine various aspects of historical methodology and collectively as a group imagine possible pathways for the future of history and the humanities.
5. Employ a variety of platforms of research dissemination including written papers, interactive presentations, and oral presentations, and demonstrate how the skill of forming historical arguments and analyses are not limited by the medium of presentation.

Course Learning Outcomes:

1. Analyze and examine the origins of the nation form, the nation-states, and nationalism.
2. Examine the different definitions of nationalism, and explain the global trajectories of nationalism in Europe, Asia, Africa, and the Americas.
3. Identify the major themes of nationalism that have characterized its history and historiography and dominated socio-cultural and political dimensions of the modern nations.
4. Develop and hone research skills with the aim of forming evidence-based historical arguments. Learn to present historical research in a variety of written formats and lengths as well as in oral in-class presentations.
5. Interpret non-textual sources of studying the past and demonstrate the ability to use such sources for developing critical narratives.

Course Learning Outcomes:

1. Recognize the processes by which historical myths and fallacies are constructed and disseminated.
2. Identify and unpack the most common historical fallacies of Canadian history.
3. Read, assess, understand and differentiate between academic and non-academic primary and secondary sources.
4. Apply historical analysis and arguments in thematic discussions, especially the ability to construct an argument by marshalling evidence in an appropriate and logical fashion.
5. Produce their own historical analysis in an innovative manner while developing the ability to think critically and creatively when discussing the past.

Course Learning Outcomes:

1. Construct logical arguments using historical sources.
2. Explain in depth Machiavelli and Castiglione’s thought & how it related to their time.
3. Comprehend the nature of power both in the Renaissance and today.
4. Demonstrate a deep knowledge of Renaissance society, politics, and gender relations.
5. Have a new understanding of the nature of life and the secrets of success.

Course Learning Outcomes:

1. Recite basic facts about Irish History from 1798 to the present by engaging with course readings, assignments, and class discussions.
2. Explain and discuss key points in the historiography of Irish History in a thoughtful and articulate manner during seminar discussions.
3. Identify and analyze the contours and stakes of conversations among historians with the field of Irish History.
4. Understand and articulate in written and oral form, the societal implications of political, religious, and economic conflict.
5. Write a significant piece of original research that answers a historical question by using relevant academic sources that are cited correctly, with properly formatted footnotes or endnotes.

Course Learning Outcomes:

1. Appreciate the contribution of social history to a fuller understanding of Canada’s past.
2. Explore the lived experience of Canada’s non-elites and marginalized groups.
3. Gain a broader understanding of issues faced by Indigenous people, workers, women, and LGBTQ2S people during Canada’s growth as a nation.
4. Recognize the contribution of the abovementioned groups to Canada’s history and its development.
5. Create effective slideshow presentation to discuss historical issues.
6. Engage with historical debate on specific issues through historiography and class discussion.
7. Create an effective and engaging historical argument in the form of a research paper.
8. Understand the significance of historiography to historical research.

Course Learning Outcomes:

1. Appreciate the contribution of social history to a fuller understanding of Canada’s past.
2. Explore the lived experience of Canada’s non-elites and marginalized groups.
3. Gain a broader understanding of issues faced by Indigenous people, workers, women, and LGBTQ2S people during Canada’s growth as a nation.
4. Recognize the contribution of the abovementioned groups to Canada’s history and its development.
5. Create effective slideshow presentation to discuss historical issues.
6. Engage with historical debate on specific issues through historiography and class discussion.
7. Create an effective and engaging historical argument in the form of a research paper.
8. Understand the significance of historiography to historical research.

Course Learning Outcomes:

1. Describe the major themes and questions in theory and philosophy of history over the past 2000 plus years.
2. Read and be able effectively to summarize the arguments in complex philosophico-historical texts.
3. Write coherent analyses of the views of various philosophers of history/historical theorists.
4. Effectively debate issues in historical theory.
5. Criticize the logic and rhetoric underpinning a theoretical or philosophical argument about history.
6. Comprehend the differences between major approaches to the meaning of history and the logic of its practice including substantive, analytical, and continental approaches.

Course Learning Outcomes:

1. Summarize concisely the trajectories of revolutionary movements in China from 1911 to 1949.
2. Contextualize events in China during the period in relation to trends occurring elsewhere in the world.
3. Understand the significance of China's revolutionary legacy and explain the origins of Chinese nationalism.
4. Participate regularly in seminar discussions to share ideas and develop interpretative thinking.
5. Apply research skills to provide an original argument based on peer reviewed evidence and primary sources.
6. Demonstrate knowledge and analytical ability in clear, concise, and effective writing.

Course Learning Outcomes:

1. Read with purpose to understand China's history since 1949 and be able to summarize reading concisely in class discussion and written commentaries.
2. Participate regularly, meaningfully, and respectfully in class discussion.
3. Formulate questions for discussion in the seminar and In writing assignments.
4. Choose and refine questions as a basis for independent research.
5. Articulate independent conclusions in writing and oral presentations.

Course Learning Outcomes:

1. Conduct extensive research in primary and secondary sources on their research topic.
2. Read and master the interpretations of the major secondary sources on their topic.
3. Develop a clear and persuasive thesis, which is supported by evidence-based arguments, which contribute to the historiography of the chosen topic.
4. Proficiently apply archival research methods, including the identification, retrieval, and evaluation of primary source materials from various archival repositories.
5. Design and execute effective research strategies tailored to specific research questions or projects, which may involve locating and accessing archival collections, both physical and digital, and effectively managing research workflows.

Course Learning Outcomes:

1. Proficiently apply archival research methods, including the identification, retrieval, and evaluation of primary source materials from various archival repositories.
2. Critically evaluate and analyze historical documents, manuscripts, and records, including assessing their authenticity, reliability, and relevance to research questions or topics.
3. Demonstrate an understanding of ethical principles related to archival research.
4. Design and execute effective research strategies tailored to specific research questions or projects, which may involve locating and accessing archival collections, both physical and digital, and effectively managing research workflows.
5. Effectively communicate their research findings through written reports and reflection activities to synthesize information gathered from archival sources.

Course Learning Outcomes:

1. Recognize and define the stages and cycles of the publication process.
2. Apply academic editing, writing, and communication skills developed during History seminar courses.
3. Prepare a presentation to be given to one’s peers on the value of and process behind publishing.
4. Curate content to advertise the publication and develop a robust understanding of academic and non-academic audiences in publishing.
5. Categorize submissions as required by the internship placement.

Course Learning Outcomes:

1. Analyze and discuss both primary-source evidence and scholarly texts to engage with and contribute to the historiographical debates related to the chosen subject of research.
2. Conduct primary and secondary research and write analytically in an evidence-based narrative form.
3. Develop a critical understanding of the stages of historical research to construct original historical narratives.
4. Evaluate arguments made by other historians and researchers to contrast evolving debates in the historiography.
5. Develop superior skills in articulating and structuring historical observations in a long essay form with a clear thesis statement and supporting evidence to demonstrate mastery of the field and articulate substantive conclusions draw from research.

Course Learning Outcomes:

1. Conduct extensive research in primary and secondary sources on their research topic.
2. Read and master the interpretations of the major secondary sources on their topic.
3. Develop a clear and persuasive thesis, which is supported by evidence-based arguments, which contribute to the historiography of the chosen topic.
4. Write an extensive paper on their topic which conforms to The Chicago Manual of Style and contains minimal stylistic and typographical errors.
5. Practice independent research skills, synthesize evidence, and analyze its relevance with a focus on the reliability and biases of the source that produced it.

Course Learning Outcomes:

1. Conduct primary and/or secondary research and/or practice close reading of assigned materials to develop an understanding of the broad parameters and specific historiographical debates within their chosen field of study.
2. Contribute to the historiographical debates by examining key historical discussions and clearly communicating the limitations and strengths of the various voices in the historical record, either in written form or during oral discussions with supervisor(s).
3. Practice intensive self-editing and revision work on all written assessments used to evaluate student learning throughout this course, to produce high-quality written work.
4. Develop a critical understanding of the limitations of historical sources.
5. Answer questions beyond the immediate scope of their project, demonstrating contextual awareness and making connections between their own life experiences, the human experience, and the subject matter studied in this course.