These classes contain the widest geographical, chronological, and thematic scope in the history curriculum.  They also meet the learning outcomes listed below.

1. Identify and analyze different kinds of primary evidence (textual, visual, oral, statistical, material artifacts) used to make historical arguments).
2. Begin to examine other societies in a global context and to look at one's own society in the context of other societies.  Students have to take two classes in global perspectives at the 100- or 200-level.
3. Begin to recognize what an historical argument is and how to ask historical questions from the sources of the past.
4. Begin to demonstrate in writing the ability to discuss ideas and categories such as nation-making historically and to identify change over time.

Suggestions for written assignments:  whether they take the form of blue book exams, papers, or take-home exams, 100-level course assignments should provide a prompt that model an historical question.  Example: of the four events we have covered termed "revolutions" in Europe from 1500-1789, which one was the most revolutionary and why?  Use multiple sources from class as evidence and be sure to compare your choice with other possible choices.  Be sure to conclude why the term "revolutionary" should be applied to the historical event or process you choose and how we might define that term historically.

Suggestions for how to fulfill these outcomes in assignments:  Students typically will be allowed to select questions and select possible genres/styles to answer their questions (creative assignments, term paper style assignments, exam questions, etc.).  These assignments should also pay particular attention to issues of information literacy (i.e., where students get their sources and information about the past from).

Our 100-level classes are also Miami Plan Foundation classes.  Here are the ways we have defined the four Miami Plan Principles and how they are reflected in these outcomes:

1. Critical Thinking:  The coursework does not just emphasize facts, but stresses complex interpretations and critical analyses about the evidence.  Meets Outcome 1, which asks students to identify and critically analyze the sources of the past.
2. Understanding Contexts:  The coursework emphasizes the application of diverse perspectives and theories in understanding the past.  Meets Outcome 2, which asks students to situate history within a global context.
3. Engaging with Other Learners:  The coursework requires discussions with other students and emphasizes the exchange of ideas between students and faculty.  Meets Outcome 3, which asks students to begin to ask historical questions and make historical arguments.
4. Reflecting and Acting:  The coursework enhances students' ability to make thoughtful decisions and to understand the historical context of people from different backgrounds.  Meets Outcome 4, which asks students to begin to apply their knowledge of the past through reflecting on it and writing about it.