SS-150 History of Micronesia

Course title:  SS 150 (History of Micronesia)

Campus:  National and Chuuk

Initiator:  Ringlen Ringlen

Date:  September 16, 2015

Course description:  This course provides an introduction to the general history of the Marianas, the Carolines, and the Marshalls.  It begins with a geographic overview of Micronesia, including the formation of high islands and atolls and the patterns of prehistoric migration and settlement, and continues with description of traditional cultures, impact of foreign contact during major historical periods from 1521 to the present, and key issues related to missionization, colonialism and decolonization, self-government and independence, and other social, economic, and political trends in the early 21st century.

Lecture

              3

x

16

x

48/16

=

3

Laboratory

x

x

=

Workshop

x

x

=

Total  Semester

Credits

3

PSLO #

Program

2 Demonstrate proficiency in the geographical, historical, and cultural literacy of the Micronesian region.

A.A. Micronesian Studies

3 Demonstrate proficient knowledge of the structure and functions of the government and social, political, and economic issues concerning the Micronesian Studies course contents.

A.A. Micronesian Studies

[ X ]

1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors.

[ X ]

2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.

[ X ]

3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

[    ]

4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.

[X  ]

5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.

[    ]

6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.

[    ]

7. Foundations and skills for life-long learning: purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.

[    ]

8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

CSLO (General) 1:  Describe the four island groups in Micronesia and the formation of islands in Micronesia.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

1.1 Identify and differentiate the archipelagoes in Micronesia. 

2

4.1

Map-making presentation where students identify and differentiate geography of Micronesia. A scoring rubric will be used.

1.2 Describe the application of the theories of plate tectonics, including hot spots, and of island formation in Micronesia. 

2

4.1

Quiz where students describe island formation. A scoring rubric will be used.

CSLO (General) 2:  Explain the patterns of prehistoric migration and settlement of the islands, including development and establishment of traditional cultures. 

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

2.1Explain the reason, routes, and strategies of prehistoric migration and settlement of the Marianas, Carolines, and Marshalls. 

1,2

4.1,4.2

Group presentation, scored with rubric on reasons, routes, and strategies of prehistoric migration and settlement of the Marianas, Carolines, and Marshalls.

2.2 Describe the significant role of canoe and traditional navigational knowledge in the settlement of the islands.

2,5

4.2

Essay for students to describe the role of traditional navigation. A scoring rubric will be used.

2.3 Describe basic features of a selected Microne-sian region’s traditional customs, such as island lifestyle (including food, clothing, shelter) and human relationships. 

2,5

4.2

Essay to describe features of traditional customs.
Quiz where students describe prehistoric migration.

A scoring rubric will be used.

CSLO (General) 3:  Analyze foreign contact and its impact during major historical periods from 1521 to the present, such as the China trade, early exploration, missionization, whaling, beachcombing, copra industrialization, colonialism and decolonization, the Trust Territory of the Pacific Islands era, self-government and independence, and other social, economic, and political trends in the early 21st century. 

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

3.1 Describe and explain major historical periods during the Spanish, German, Japanese, and American administrations, including the Manila Galleon route, China trade, early exploration, missionary   efforts, whaling, beachcombing, and copra development.

2,3

4.3

Writing assignments where students explain foreign impact and islanders’ responses to the impact. A scoring rubric will be used.

3.2 Describe and explain the ideas and practices of colonialism and imperialism during the four foreign administrations, including the Trust
Territory of the Pacific Islands era. 

*2,3

4.3,4.5

Writing assignments to describe colonialism, imperialism, and the Trust Territory of the Pacific Island era. A scoring rubric will be used.

3.3 Describe and explain the ideas and practices of self-government and independence of the freely     associated states.

2,3

4.5

Writing assignment and quiz where students describe self-government and independence of the Freely Associated States. A scoring rubric will be used.

CSLO (General) 4:  Explain historical and contemporary geopolitical issues, including major ethical concerns, related to the Micronesian region. 

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

4.1 Describe briefly other social, economic, and political trends in the early 21st century, such as end of Compact, global warming and island-sinking, possibility of military basing, out-migration, and gender equity. 

1,3

4.3

Writing assignment and quiz to describe social, economic, and political trends in the early 21st century.

 A scoring rubric will be used.

4.2 Describe fully how any one trend in the 21st century will impact on personal ethics. 

1,3

4.3,4.5

An essay where students will describe how the trends in the 21st century impact personal ethics. A scoring rubric will be used.

CSLO (General) 5: Explain how historical events shape current political, economic, or social processes.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

5.1 Explain historical events, relating to contemporary issues in Micronesia.

1,3

4.2,4.3,
4.4

A reflection paper of the student’s  participation in a community service or event (i.e., holiday celebration, debate, forum, court or congress hearing). A scoring rubric will be used.