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Connecticut State Colleges & Universities (CSCU)


The study of history incorporates the essential elements of liberal learning, namely, acquisition of knowledge and understanding, cultivation of perspective, and development of communication and critical-thinking skills. It reflects concern for human values and appreciation of contexts and traditions.

History, in contrast to many other fields of study, is a discipline in which there is no standard content, no prescribed sequence of courses. The coherence of a History concentration therefore depends upon the success that students, teachers, and counselors, working together, achieve in developing clear organizing principles for their work.

In addition to the History concentration being coherent, it should include breadth. To insure breadth and to give students an understanding of their own history as well as the history of at least two other countries, students must take one course in each of the following three areas:

United States History6cr
Western History6cr
Non-Western History6cr
History electives15cr

Student Learning Outcomes

Students who graduate with a concentration in History will be able to:

  1. demonstrate mastery of content in one (or more than one) major historical culture, by explaining primary characteristics of that culture, the main events in history, and its historical significance;
  2. participate knowledgeably in the affairs of the world around them, drawing upon understanding shaped through reading, writing, discussions, and lectures concerning the past;
  3. see themselves and their society from different times and places, displaying a sense of informed perspective and a mature view of human nature;
  4. conduct research in primary and secondary sources appropriate for constructing a scholarly project of substantial length and determine the evidentiary value of those sources, including internet sources; and
  5. exhibit sensitivities to human values in their own and other cultural traditions and, in turn, establish values of their own.

This page was last published on June 23, 2016
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