Student Learning Outcomes for Tona Hangen’s sections of HI 112

At the end of this course, you should be able to:

  • Explain processes of modification and interpretation of the US and MA Constitutions in the period 1877-now.
  • Apply key basic concepts and skills of historical thinking to selected topics in the period 1877-now, including chronology, contingency, causality and “pastness.”
  • Distinguish between primary and secondary sources and apply appropriate analytical questions to each to demonstrate understanding of their scholarly uses in history. Learn the importance of meticulous sourcing in the discipline of history and correctly use Chicago style citation method in your history papers.
  • Self-assess and extend one’s own foundational skills in historical thinking and analysis.

If you are taking HI 112 for LASC credit, it can be used to fulfill either US & its Role in the World or Constitutions.

If you are a History major or minor, this course is designed to help you begin to develop or strengthen the six core skills of historical thinking (especially #1, #2, #3 and #6):

1) Students will recall and explain historical events and facts of significance to their coursework, being able to set them in chronological order. Students will have a working sense of how history unfolded.

2) Students will set historical facts/events in broader context. They will have the “flavor of an era” and be able to connect facts together. Students will experience history as a flow, not as separate discrete “bits” of information.

3) Students will identify primary and secondary sources, and understand the scholarly uses of each. Students can analyze a given source using appropriate questions, methods and techniques. Students will gain information literacy with respect to both printed and online sources of historical information.

4) Students will frame questions for historical research and conduct a program of research inquiry, demonstrating strong and independent research skills.

5) Students will create original works of historical scholarship.

6) Students will reflect on their own learning process and become self-reliant and independent learners.