The Social Sciences in a European Context
International and Area Studies International and Area Studies
Social sciences core course approved for study abroad, internship, and experiential learning programs in London, Vienna, Paris, Madrid, Rome, and other European locations.
Grade Rule 8: A, B, C, D, E, I (Standard grade rule)
Europ 200 and Hist 250
Analysis of Historical and Cultural Heritage Sites
Students should be able to accurately and intelligently discuss the historical sites the program visited and explain how the events that occurred there proved pivotal to the development of the nation or Europe as a whole. Site visits should directly correspond with class discussions and reading and writing assignments.
Application of Political and Historical Understanding to Other Disciplines
Students should demonstrate the ability to appropriately and constructively draw upon their knowledge of European history and politics when visiting churches or museums and interpreting the region's literature, art, music, and theater.
Comparative Political Understanding
Students should show a comparative understanding of European and American political systems (e.g., constitutional monarchy, written vs. unwritten constitutions, presidents vs. prime ministers, etc.).
Global Awareness 1: Participating in Current Global Debates
Students should demonstrate sufficient familiarity with today's most pressing European and/or national socio-political issues to offer informed views in class debates, conversations with locals, and discussions with associates in the U.S.
Global Awareness 2: Europe in a Globalized, Postcolonial Age
Students should reveal an informed understanding of historical and contemporary European contacts with and assimilation of non-Western cultures (e.g., imperialism, decolonization, immigration).
Students will demonstrate a general understanding of the historical development of modern Europe (or of the nation or region upon which the course focuses). While students should emerge with a basic sense of all major historical periods, not all eras need receive equal coverage. A course taught in Florence, for instance, would presumably focus more heavily on the Renaissance than the eighteenth century.