Objectives

The study of history is a cornerstone of liberal arts education. It contributes to the encouragement of learning by offering a wide variety of courses that cultivate an understanding of both familiar and unfamiliar pasts and cultures. It forms a foundation for the education of the whole person, fostering essential analytical skills: careful observation and reading of primary and secondary texts, argumentation based on evidence, articulate expression, and moral reflection. History courses ground discussions of the service of faith and the promotion of justice by emphasizing the role of change over time, showing how today’s world evolved out of the interactions between individuals and groups of people. History courses embody two additional goals of liberal arts education at Loyola Marymount University. First, history courses are intercultural in focus, examining a variety of cultures and emphasizing interconnections among peoples and societies. Second, they are interdisciplinary both in content and in methodology, drawing source material and analytical techniques from literature, philosophy, theology, art, anthropology, ethnography, and archaeology. By touching on so many different disciplines, history performs an integrative function for undergraduate education and beyond. It enables students to situate their study of philosophy, religion, literature, the arts, and the sciences in specific social and historical contexts and impels students to understand the questions posed in each of these academic disciplines in new and different ways.

History Student Learning Outcomes

• History students develop an understanding of events, processes, and patterns in the human experience. History students should gain an understanding of how their lives relate to a larger historical process.
• Students should be able to analyze historical texts and to gain an understanding of the methods used in interpreting the past, such as criticism of sources, the definition of historical questions, comparative analysis, and the diverse perspectives of participants in history. They will employ evidence to craft arguments about historical change and analyze the factors that cause change on local, national, and global scales.
• Students should value the vast range of ways in which individuals and societies have responded to the problems confronting them. The insights they have gained through historical analysis will enrich their lives as citizens of an interconnected world.

Major Requirements

Secondary Teacher Preparation Program in Social Science (History)

For information on this program, see the Secondary Teacher Preparation  Program section in this Bulletin.

History Model Four-Year Plan

The normal course load is 15 semester hours (5 classes). By following the model below, a student will complete all lower division core requirements by the end of the sophomore year as well as HIST major prerequisites. Note that core areas are suggested to provide a distribution of various disciplines every semester. Please be flexible implementing these suggestions, given your own interests and course availability. In four years, this plan meets all common graduation requirements.