The History Department faculty believes that all Lafayette history majors should master the following seven skills and bodies of knowledge and have organized the curriculum accordingly.

These are skills, knowledge bases, and capacities that characterize a well-educated citizen, one able to act thoughtfully and meaningfully in a rapidly changing world. We aim to educate young women and men to be effective employers and employees in a broad variety of professions, to be active members of their communities, and to be erudite and ethical friends and neighbors.

1) That students acquire a broad knowledge of important historical events and developments around the globe and are able to evaluate their causes and meanings. 

  • Is the student able to identify major historical events and developments in each of the major areas we teach (United States, Latin America, Europe, Eurasia, East Asia, Middle East, and Africa)?
  •  Is the student able to construct a historical explanation based on causal reasoning?
  • Does the student demonstrate an ability to compare historical processes from different regions and time periods?

2) That students become familiar with the nature of historical inquiry and historical methods.  

  • Is the student able to distinguish between primary and secondary sources?
  • Does the student demonstrate an understanding that history is something produced by scholars in conversation with one another, rather than simply “facts” about the past?
  • Does the student demonstrate an ability to devise methods of investigation appropriate to the historical question(s) he or she wishes to answer?

3) That students are able to analyze societies and ideas in a comparative fashion. 

  • a. Does the student raise questions of the course materials that demonstrate a comparative approach to the readings?
  • b. Does the student demonstrate knowledge about how other societies have faced a range of problems and issues?

4) That students develop strong analytical skills.  

  • Is the student able to identify the main argument of a scholarly text?
  • Is the student able to evaluate alternative points of view from historians with different perspectives?
  • Is the student able to develop and present a well-reasoned, logical historical interpretation and to support that interpretation with evidence from primary and secondary sources?

5) That students develop strong research skills.

  • Is the student able to find primary sources through library search engines and bibliographic references?
  • Is the student able to find secondary sources through library search engines and bibliographic references?
  • Is the student able to work together effectively with librarians on a research project?
  • Is the student able to navigate the web and to judge the reliability of the sources he or she finds there?

6) That students are able to communicate complex ideas orally. 

  • Is the student able to respond precisely and intelligently to questions posed by the professor?
  • Is the student able to verbally describe and/or critique the content or argument of one or more course texts?
  • Is the student able to give a formal oral presentation that demonstrates an ability to organize thoughts effectively, to speak clearly, and to use visual aids effectively?

7) That students are able to communicate complex ideas in writing. 

  • Is the student able to construct an argument that is coherent, compelling, and based in evidence?
  • Is the student able to revise his or her paper in effective ways?
  • Is the student able to write in a manner that is clear and informative?