HS 260 - The History of Michigan

1. Analyze scholarly and creative artifacts and activities from Pre-Contact through 1877, and connect themes (such as Immigration, Race Relations, Politics, and Warfare) to the present in order to understand the world and himself or herself from different points of view. (GELO 3, 4, 5)
2. Through the use of primary source analysis both individually and in groups students will be asked to think critically about the interplay between Sub-Saharan Africa, Native Americans, and Western Europeans during the Columbian Exchange. (GELO 3)
3. Using the concept of Race as a Social Construct, students will explore the scholarship surrounding the creation of race and the evolution of race in American society and politics from Pre-Contact through 1877. (GELO 4)
4. Through the study of History, students will learn how past generations have labored to explain the world, explore causation for diverse cultural traditions, and appreciate the diversity and complexities of the global community in general and American society in particular. (GELO 4)
5. Through learning historical methods of analysis, students will be able to conduct primary and secondary research, analyze data, craft academic arguments about historical causation and social significance, and effectively present their findings. (GELO 4, 5)
6. Through selected readings, lectures, group discussions, and documentary films, students will comprehend how changing historic context and social, political, economic and cultural conditions in America from Pre-Contact through 1877 impacted the behavior of individuals and groups, the operation of societal institutions (like the American political structure) and/or the perception of social phenomena (such as race relations). (GELO 2)
7. Through detailed analysis and comparison of primary and secondary sources, students will explore questions and hypotheses related to political power, agency of the common people, race relations, social class, gender, and shifting value systems. (GELO 2, 4, 5)
8. Students will analyze the complex relationship between the social construct of illness, biological disease, race relations and race science, gender politics and their impacts on common people, governments, and cultures. (GELO 4)
9. Use high-quality, credible, relevant sources to support writing. (GELO 2)
10. Identify quality sources for data and information  pertinent to a problem or issue being examined. (GELO 2)

A. Civil War, Extractive Industries

B. Economic Development

C. Automobile Industry and Oral History

D. 1920s

E. Great Depression

F. Michigan and WWII

G. Michigan in the Post-War Era (1950s)

H. 1960s and 70s:  Years of Change and Turmoil

II. Michigan and World Topics:

A. The First Michiganians, European Rivalry, and the U.S.

B. Native Americans of the Great Lakes

C. French/Indian Relations

D. French Exploration and Missionaries

E. French/British Rivalry

F. U.S./British Rivalry, Old Northwest

G. Statehood and Constitutional History

Discussion: 20-30%

Media presentation: 10-20%
Mandatory Course Components:
None
Equivalent Courses:
None

Papers: 30-40%

Essay Based Exams: 40-60%

Presentations, Group Work, and Participation: 10-20%

Quizzes and Written Assessments: 10-20%