• Demonstrate “information literacy.” This includes effectively utilizing scholarly databases to identify appropriate and relevant primary and secondary sources, assessing the quality and relevance of secondary sources available, and successfully accessing relevant and appropriate sources.
• Formulate a significant and substantive historical question and construct and develop an effective historical argument. This includes articulating a substantive and defensible thesis; presenting informed and insightful analysis of relevant and appropriate historical evidence; and recognizing deficiencies, contradictions, and omissions in one’s interpretation.
• Analyze, evaluate, and contextualize various kinds of primary historical sources. This includes assessing each source’s reliability, claims, perspectives, interests, and limitations and analyzing/evaluating primary sources in relation to each other.
• Demonstrate knowledge of historical chronology, central developments and conflicts, and multiple cultural perspectives in the history of the United States, Europe, and at least one of the following: Latin America, Asia, Africa, and the Middle East.
• Evaluate historical arguments in scholarly literature and synthesize the central interpretive issues in a historical field. This includes identifying key scholarly works, identifying historians’ interpretive arguments and assessing the validity of evidence and interpretive methods utilized, comparing and contrasting scholars’ questions/methods/interpretations, and producing an effective synthetic discussion of key points of scholarly debate.
• Effectively communicate historical knowledge, interpretation, and ideas to non-experts. This includes articulating scholarly arguments clearly, explicating scholarly debates, explaining historical forces, and presenting one’s own interpretations in a clear, organized, and convincing manner.
• Demonstrate knowledge and effective practice of disciplinary conventions of attribution. This includes citing sources when appropriate and constructing properly formatted footnotes and bibliography.

• Minimum Total Credits (48)
• Minimum Upper-Division Credits (33)
• Required courses cannot be taken S/U
   

Course List

Code	Title	Credits
I. History Surveys
Select 15 credits of the following: 1		15
HST 101	*HISTORY OF WESTERN CIVILIZATION
HST 102	*HISTORY OF WESTERN CIVILIZATION
HST 103	*HISTORY OF WESTERN CIVILIZATION
HST 104	*WORLD HISTORY I: ANCIENT CIVILIZATIONS
HST 105	*WORLD HISTORY II: MIDDLE AND EARLY MODERN AGES
HST 106	*WORLD HISTORY III: THE MODERN AND CONTEMPORARY WORLD
HST 201	*HISTORY OF THE UNITED STATES
HST 202	*HISTORY OF THE UNITED STATES
HST 203	*HISTORY OF THE UNITED STATES
HST 210/PHL 210	*RELIGION IN THE UNITED STATES
II. Global Historical Literacy
Select 4 upper division credits from each of the following areas:		12
European History
U.S. History
Non-European/Non-U.S. History
III. History Electives
Select 12 credits in any 300- or 400-level HST or HSTS course (Only 4 of these credits may come from HST 410)		12
IV. History Capstone Courses
HST 310	THE HISTORIAN'S CRAFT 2	4
HST 407	^SEMINAR 2,3	5
Additional Requirements
Remaining Bacc Core, CLA Core, BA/BS and Electives		132
Total Credits		180

*

Baccalaureate Core Course (BCC)

^

Writing Intensive Course (WIC)

1

History majors select one of the following that cover a period prior to 1800 CE: HST 101, HST 102, HST 104, HST 105 and/or HST 201

2

A minimum grade of C is required

3

Students must complete HST 310 before attempting