Arts and Humanities Commons^™

Historical Thinking Beyond The Classroom [History], Robin Kietlinski

Open Educational Resources

This assignment was designed to be used in global history survey courses, which are primarily taken by students with little prior experience in college-level history, and who will not go on to major in History. It has not yet been used, but it is best suited for use in in SSH 106 (World History from 1500) and/or SSH 110 (East Asian Civilizations)—courses currently not designated with any one of LaGuardia’s core competencies and communication abilities. These are both writing intensive courses, wherein LaGuardia’s Written Communication Ability can be reinforced. They employ a number of primary and secondary sources to help …

Us-Japan Enmity – Wwii Wartime Propaganda Posters [History], Robin Kietlinski

Open Educational Resources

This assignment was developed to be used in SSH 110 (East Asian Civilizations), but can also be used in SSH 106 (World History from 1500) and SSH 114 (Modern Japanese History). All three courses are primarily for non-majors and are beginning-level (survey) courses. This assignment comes towards the end of the semester, in week 10 or 11, when we are discussing World War II. This assignment is aligned with the Global Learning core competency, and meets those specific learning objectives by giving students a chance to analyze in-depth one dimension of a global event (the widespread use of propaganda during …

Neighborhood Research Essay, Dominique Zino

Open Educational Resources

The following “Neighborhood Research Paper” assignment has been used in LIF 101 for Social Science and Humanities students, but could be adapted to give students the chance to practice disciplinary thinking in a variety of fields. The main objectives of the assignment are

1. to give students the chance to engage with guided secondary and primary source research by using key resources on campus, especially the LaGuardia and Wagner Archives and the Library;
2. to help students practice fundamental writing and critical thinking skills (summarizing, paraphrasing, quoting, synthesis, analysis);
3. to give students a chance to conduct preliminary ethnographic research (i.e. field notes, …