History of Michigan/With ProjectHIS 237W
Prerequisites: Prerequisites: READING LEVEL 3 and WRITING LEVEL 3.
Explores the history of Michigan from the sixteenth through the twentieth century, but directs attention to developments of the eighteenth through the twentieth century. Emphasizes the social and economic development of Michigan, focusing on issues of race, class, and gender as they related to changes in Michigan’s population, environment, and economic development. (45-0)
Outcomes and Objectives
Compose an effective narrative that describes and analyzes the history of Michigan in response to an analytical question.
- Choose among rhetorical strategies appropriate to historical analysis: describe, contextualize, analyze.
- Select from a range of media best suited to communicating a particular argument, narrative, or set of ideas.
Describe and analyze various types of historical sources appropriate to the study of Michigan.
- Describe the differences between primary and secondary sources.
- Analyze the perspective and context in which the historical source was created.
- Describe the ways in which a given historical source may inform a historical narrative.
Describe, analyze, and evaluate conflicting historical interpretations within the context of Michigan.
- Identify and describe conflicting historical interpretations.
- Analyze the evidence supporting conflicting historical interpretations.
- Evaluate the rhetorical effectiveness of conflicting historical interpretations.
Analyze and evaluate the ways in which the history of Michigan informs the current political, cultural, and social issues of Michigan and its relationship to the national culture.
- Compare, contrast, and contextualize the political, cultural, and social history of Michigan and the present.
- Evaluate the ways in which the historical development of political structures and beliefs, social structures and beliefs, and cultural structures and beliefs may impact and inform current political, social, and cultural issues.
Demonstrate a sharpened sense of civic responsibility, especially in relation to issues of state government.
- Complete a substantial historical/civic engagement project (at least 20 hours of work) that:
Use writing tasks to promote learning.
- Analyze course content in written form.
- Demonstrate knowledge of subject matter.
- Document attainment of skills learned.
- Explain the subject matter in a coherent writing style.