These courses are narrower in one or more of the geographical, chronological, and thematic approaches of a 100 level course.  They meet the learning outcomes listed below.

1. Identify, analyze, and further refine analysis of the multiple forms of primary evidence (textual, visual, oral, statistical, material artifacts) used to make historical arguments and demonstrate an ability to recognize and interpret multiple forms of evidence.
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 identify historiographical debates and begin to make historical arguments.
4. Identify and analyze change over time; recognize the historicity of ideas and categories such as nation-making, geographical categories, social categories and grasp temporal relationships and integrate multiple chronologies within the same analytical frame of reference.

Suggestions for written assignments:  whether blue book exams, papers, or take-home exams, 200-level course assignments should provide a prompt that models an historical question.  Example:  Write an essay that responds to Sarah Mendelson's and Theodore Gerber's article "Failing the Stalin Test."  Are post-communist societies failing to confront their pasts?  Why or why not?  Use sources from class to provide evidence.

Suggestions for implementing 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.).  By the end of the semester, an assignment could ask students to pose their own historical question out of the class materials.  These assignments should also stress the importance of information literacy (where students get their information about the past from) and the importance of good historical research.