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Course NumberLearning OutcomesRating
ADMJ 67 A. Evaluate the different definitions of terrorism, as well as its historical and political bases;
B. Integrate an understanding of terrorist ideology with techniques used in terrorism and counterterrorism;
C. Describe and appraise major terrorist organizations, their tactics and strategies;
D. Evaluate and understand different techniques and strategies for protecting public safety through
preparedness and prevention;
E. Describe roles of first responders to terrorist attacks;
F. Distinguish the particular challenges democracies face in dealing with the threat of terrorism.
Perfectly aligned
AFAM 50 1. Students will be able to identify and assess the contribution of African Americans to the production and distribution of media in general.
2. Students will be able to describe and interpret the status of African Americans in cinematic terms.
3. Students will be able to describe and review the political, social, and economic factors that influenced the production and nature of media.
4. Students will be able to describe and analyze several different theories on Black cinema.
5. Students will be able to describe the African American experience in the context of international cinema.
Perfectly aligned
AFAM 60 1. Discuss the socialization of Black women from 1619 to the present.
2. Explain, describe, and analyze various myths about Black women.
3. Identify and summarize the accomplishments of African American women during the period between the beginning of World War I and the end of World War II.
4. Assess the major issues facing African American women within their own communities and the larger American society.
5. Examine the unique ways African American women have succeeded despite an array of obstacles.
6. Analyze the effects of Eurocentric values on African American women.
7. Demonstrate an understanding/acceptance of cultural differences. Identify some of the problems and challenges inherent in being Black and female in traditional American society.
8. Analyze traditional sociological, political, religious, and psychological biases of identified scholars and document how Black women have reacted specifically to these theories and interpretations.
9. Explain and state the differences between feminist, womanist, and sexist ideology.
10. Describe, diagram, and analyze the purpose of oppression, racism, and patriarchy.
11. Describe, diagram, and review the purpose of various myths about Black women.
Perfectly aligned
ANTH 3AC 1. Explain the historical development of cultural anthropology as a field, and its place in the behavioral/social sciences.
2. Address contemporary debates on cultural diversity in the U.S. using the concepts of the Multicultural Society.
3. Explain the principles of anthropological methodology and apply them in required assignments.
4. Describe shared and distinct cultural characteristics of diverse American groups, drawing on studies of family, kinship, economics, political organization, spirituality, and social control.
5. Compare and contrast ethnohistoric and ethnographic characteristics of the groups studies.
6. Evaluate major debates and principal paradigms in multicultural studies.
7. Identify dynamics of ethnicity, race, gender, and class in the systems of social stratification in the U.S.
Perfectly aligned
ANTH 11 D. Analyze and understand the role of the indigenous people in the history, social structure, economics, politics and culture of Latin America.
E. Explain the dynamics of interaction between indigenous people and the dominant societies.
Mostly aligned
ANTH 12
E. Evaluate the major debates and principle paradigms in multicultural studies by citing specific examples of the relationship between power, resistance and identity.
Perfectly aligned
ANTH 15 A. Describe and analyze the major stages of development of Philippine culture.
B. Classify and describe the major Asian civilization influences on the Philippines.
C. Compare, contrast and evaluate the impacts of Indian, Chinese, Arabic, and Southeast Asian civilizations on the Philippines.
D. Describe and evaluate the impact of Western cultures on the various regional and ethnic groups in the Philippines.
E. Compare and contrast the ways of life in Philippine rural and urban areas.
F. Differentiate, contrast, and describe the cultures of the major ethnic groups.
G. Compare and contrast the various religions that have existed and thrived in the country.
H. Enumerate and classify the major political concepts and institutions in the Spanish and American occupations and in the post WWII Philippine republic.
Perfectly aligned
ANTH 20 A. Describe past and present anthropological research on homosexuals and other sexual minorities in various culture and cite various examples of current research topics and controversies
B. Evaluate genetic and evolutionary arguments used to explain homosexuality and justify homosexual status in various societies.
C. Explain how the knowledge and perspective of anthropology (including archaeology. biological anthropology. and linguistics) can further the understanding of homosexuals in the contemporary world.
D. Describe the major social institutions and practices which determine homosexuals' status and consider what cultural changes might cause a reversal or reconsideration of that status.
E. Explain the factors that influence the homosexual's standing in various cultures such as economic. political, and religious participation, kinship roles and marriage rights.
F. Exhibit a detailed knowledge of the lives of homosexuals in a culture outside their own by researching and writing about homosexuality in another culture.
G. Demonstrate understanding of the general perspective, terminology, and theories of cultural anthropology as it relates to the study of homosexuality and human sexuality in general.
H. Understand the various forms of human sexuality recognized by anthropologists and other social scientists, including transsexuality, heterosexuality, homosexuality, bisexuality, and asexuality.
Perfectly aligned
ANTH 25 A. Apply the general perspective, terminology, and theory of cultural anthropology to the study of gender
B. Discuss past and present anthropological research on gender in nonWestern cultures including examples of current research and controversies
C. Explain the important distinctions between the concepts of sex, gender, gender role, gender identity, and sexual orientation
D. Describe and explain sexual and gender diversity in nonWestern cultures
I. Explain how the knowledge and perspective of anthropology can further an understanding of gender in Western society today as well as in other societies and historical periods
Perfectly aligned
ART 104 B. Define the various styles of Asian art and demonstrate the ability to compare and contrast stylistic aspects and trends.
C. Evaluate works of art in relation to the sociological, religious, historical, and cultural context in which they were created.
D. Identify individual works of art and architecture by pivotal Asian artists.
E. Explain the concepts that define and distinguish the different Asian visual traditions, and demonstrate the ability to discuss and assess these concepts contextually.
Mostly aligned
ART 105 E. Appreciate, judges, analyze and evaluate the art and cultures of Mesoamerica.Mostly aligned
ART 106 C. Define the descriptive scope, mediums, and themes found in the various art traditions in the New World before the arrival of the Spanish.
F. Describe how Latin American art influence later developments in Europe.
G. Review the contributions made to American art history through the social and cultural documentation of the Latin American art historical experience.
Mostly aligned
ART 107 A. Demonstrate familiarity with the evolution of art history from West
Africa to America and parallel to the traditionally known path of art
history from Europe to America.
B. Define the three basic categories of African Art, their roles in
traditional African society, and distinguish between different art styles,
and significant art forms prior to the slave trade.
D. Describe the evolution of African art to African-American Art and, to
recognize the influence of African art and culture on the
cultures of Europe and the Americas.
E. Discuss their acquaintance with the art generated by African-Americans
in the United States from colonial times through the 1990's.
F. Review the contributions made to American art history through the
social and cultural documentation of the African-American art
historical experience.
Mostly aligned
ART 108 C. Analyze the works in their social context. Recognize women's possibilities of power
within the culture. Understand the historical circumstances in which the artist worked.
E. The ultimate objective will be to pursue independently the knowledge of art by
women through research, reading and gallery visits, having reached an increased
awareness and understanding.
Perfectly aligned
ASAM 6 Upon completion of this course a student will be able to assess the ways Asian Americans have been racialized as economic threats to white labor and as sexual threats to white racial purity;Perfectly aligned
ASAM 8 When the student has completed this course s/he should be
able to:
Identify issues, formulate positions on and interpret
the significance of topics affecting the Filipino American
community, including immigration patterns, economic
opportunities, political situations, cultural traditions and
social conditions.
Mostly aligned
ASAM 10 Upon completion of this course a student will be able to assess the significance of culture to Asian American working class men as a site for reclaiming their bodies and creating collective memories;
Upon completion of this course a student will be able to analyze the ways Asian American women deal with the burden of upholding the reputation of the family and the purity of cultural traditions;
Perfectly aligned
ASAM 20 When the student has completed this course s/he should be
able to describe the history of United States government
policies which impacted immigrant communities from China, Japan,
Korea, the Philippines, and India;
Perfectly aligned
ASAM 22 Upon completion of this course a student will be able to: Construct a working knowledge of the Asian Pacific American community, identity,
organization, history, needs, and contemporary concerns.
Perfectly aligned
ASAM 27 When the student has completed this course s/he should be
able to summarize theories of racial inequities and race
relations in the United States.
Perfectly aligned
ASAM 30 When the student has completed this course s/he should be
able to describe events, forces and policies which have
affected the experience of Asian Americans.
Perfectly aligned
ASAM 35 When the student has completed this course s/he should be
able to analyze the variety of images and the diverse social,
cultural, political, and economic conditions of Asian American
women;
Perfectly aligned
ASAM 40 When the student has completed this course s/he should be
able to:
to describe the experience of the Chinese American
community from the past to the present, including social,
economic and cultural changes over time.
Mostly aligned
ASAM 42 When the student has completed this course s/he should be
able to analyze, frame positions and write essays about topics affecting Southeast Asian groups, including economic opportunities, cultural traditions, social conditions, political situations, refugee issues and immigration patterns from a sociological viewpoint;
Perfectly aligned
ASAM 62 When the student has completed this course s/he should be
able to: identify issues, frame positions and write reports
about topics affecting Asian American groups, including
immigration patterns, economic opportunities, political
situations, cultural traditions, or social conditions;
Mostly aligned
ASIA 11 Student will be able to interpret the origin and historical development of east Asian writing systems. Thus they will be able to recognize the diversity of values and attitudes from different cultural background, and help them identify ethnic/racial stereotypes.
Perfectly aligned
ASIA 12 Each student will be able to develop and demonstrate a critical awareness to literature encompassing historical, political, and social considerations.
Perfectly aligned
BCST 104 B. Identify and analyze racial issues and discuss the impact of racial exploitation via race-conscious programming in such media as radio, television, film, and recordings.
C. Trace the development of minority media in America.
D. Comparatively analyze these images as projected through both ethnic and mainstream media outlets.
E. Separate American history from American mythology in determining effects.
F. Analyze the role of publicity and public relations in promoting and undermining the cause of the minority citizen in America.
Perfectly aligned
BCST 105 Analyze the role of electronic and print mass media in United States culture and political life as it relates to gender;
Compare and contrast the images of women, children, and men appearing in the various roles within mass mediated American culture;
Examine the various roles within gender such as educators, writers, parents, workers, lovers, performers and voices of authority appearing in mass media focusing on the similarities and differences between them and their gender consequences;
Perfectly aligned
BCST 106 A. Analyze the encoding of sexuality and queer identity in various mainstream television shows, and what meanings they accrue.
B. Analyze the way in which mainstream news media cover shows that depict homosexual, or bisexual themes or characters.
C. Examine the history of gay, lesbian, bisexual, transgender representation in television
F. Compare the different perspectives of the roles of actor, producer, writer, director, cinematographer, editor, sponsor, and audience (gay and straight) in the experience of television.
G. Examine the representation of queer identity on television and how it might influence different viewers.
Perfectly aligned
CDEV 76 Demonstrate understanding of the key challenges faced by LGBT families and strategies to meet them.Perfectly aligned
CDEV 93 Analyze various aspects of children’s experience as members of families who experience social bias and the role of education in reinforcing or contradicting such experiences
Mostly aligned
DANC 32 Identify and Analyze the overall physical, social and cognitive benefits gained from physical movements that promote cardiovascular fitness, health, coordination, balance, strength, and cooperative/collaborative social interactions.
Identify and demonstrate the appropriate sequence of physical movement to successfully perform an activity/sport
Identify and analyze the importance of health concerns, safety and proper use of equipment while performing activity based movements
Demonstrate technique that facilitates static and dynamic body alignment, safe body mechanics, an appreciation of dance movement as an artistic expression while developing social interaction skills, both verbal and nonverbal.
This course is engineered to develop and balance critical thinking and critical consciousness, using analysis, synthesis and evaluation to go beneath surface meaning, dominant myths, traditional clichés, mere opinions and logic to understand the deep meanings, root causes, and social contexts involved in cultural literacy.
Perfectly aligned
DANC 132AIdentify and Analyze the overall physical, social and cognitive benefits gained from physical movements that promote cardiovascular fitness, health, coordination, balance, strength, and cooperative/collaborative social interactions.
Identify and demonstrate the appropriate sequence of physical movement to successfully perform an activity/sport
Identify and analyze the importance of health concerns, safety and proper use of equipment while performing activity based movements
Demonstrate technique that facilitates static and dynamic body alignment, safe body mechanics, while developing social interaction skills, both verbal and nonverbal and an appreciation of dance movement as an artistic expression
Execute beginning African Haitian movement vocabulary utilizing various techniques.
Perfectly aligned
ECON 25 C. State the basic concepts, assumptions, and concerns of feminists and contrast different feminist policy approaches to women's economic inequality.
D. Summarize major historical changes in the paid and unpaid productive activities of U.S. women from at least three different racial and ethnic groups, including the cult of domesticity, the family wage, consumerism, and changing forms of racism.
E. Describe recent changes in U.S. family structure overall and by race.
F. Outline the current changes in U.S. household division of labor by sex, with variations by race, family structure, and sexual orientation, and explain the economic importance of household productive activities.
G. Explain how women's typical household activities affect their paid labor supply, including issues of the double day and work/life balance.
H. Apply human capital, political economy, and feminist theories to explain the typical household division of labor by sex.
K. Describe gender pay inequality overall and within occupations, and apply mainstream and political economy theories to explain it.
N. Summarize major theories of labor market discrimination against women, including employer/gatekeeper stereotypes, statistical discrimination, crowding, and segmented labor markets.
O. Explain how institutions including gender-role socialization and unequal education can lead to occupational segregation.
P. Summarize and evaluate the effects of major methods of anti-discrimination governmental intervention in labor markets, including protective laws, equal employment opportunity laws, the Equal Pay Act, and affirmative action.
R. Explain how major social justice movements have fought to reduce inequality based on gender, race, and sexual orientation, and give examples of individual women activists and achievers.
Perfectly aligned
ECON 30 A. Apply the principles, terminology and methods of political economy and traditional market economy analysis to the African American Community.
B. Identify and assess the microeconomic forces (labor markets, educational markets, housing markets, etc.) that have influenced the current economic status of African Americans.
C. Describe and interpret the status of African Americans in economic terms.
D. Describe and review the process of capital accumulation, and its influence on the socio-economic formation of the African American community
E. Describe and critically analyze several alternative theories of racial economic inequality.
F. Describe and explain the process by which black sharecroppers were transformed into a class of “free” black wage laborers. (The main objective here is to set the basis for the entrance of Blacks into mainstream of the American economy).
G. Describe and analyze the demand for black labor and specific dynamics affecting black wage determination under advanced capitalism.
H. Identify, describe, and evaluate the mechanisms by which African Americans are distributed among the primary and secondary job sectors, and the overall problems of employment and unemployment facing the African American community.
I. Describe and asses the market for black consumer goods and the strengths and weaknesses of black capitalism.
J. Describe, diagram; and analyze the formation of socio-economic classes within the African-American community, and public policy responses to a growing black underclass.
K. Discuss and analyze the flows of income distribution in the U.S. and the African American community, and the intersection between race, class, and income status.
L. Describe and explain the basic features of human capital theory, the specific impact of education on black employment ad income outcomes, and the role of education in advancing black economic progress.
M. Describe and analyze housing markets and their imperfections, especially the practice and impact of housing discrimination and residential segregation.
N. Describe and analyze the causes and socio-demographics of homelessness, and the prospects for alleviating it through macroeconomic policy and community-based programs.
O. Describe, evaluate, and compare the theories, arguments, empirical evidence, and policy implications that emerge from the topics below.
Mostly aligned
ENGL 32A2. compare the majority of the literature to the historical backdrop that it most often commented on in fictional terms.
3. build a strong bibliography of material that lends credence to the "depths of
awareness" that African Americans have found expression for in written forms
common to the Western literary world.
4. understand the importance of "truthful self awareness." African American literature demonstrates the complexity and potential of African American culture. It addresses itself to the growth of the universal community.
Mostly aligned
ENGL 55 3. Recognize the thematic and stylistic relationships among literary works and
understand the influences of homo-erotic experiences on the cultures of the
twentieth century and of preceding centuries
4. Evaluate critically, both orally and in writing, the works studied
Mostly aligned
ENGL 56Ac. Demonstrate specific thematic continuities in literary works treating homoerotic experience
e. Recognize the significance of various cultural heritages in major literary works dealing with homoerotic themes
f. Evaluate critically, both orally and in writing, the works studied
g. Evaluate critically the degrees to which homophobic social oppressiveness has influenced the literary expression of writers
Perfectly aligned
ENGL 56B6. Evaluate critically the degrees to which homophobic social oppression has
influenced the literary expression of writers
Perfectly aligned
ENGL 56C6. Evaluate critically the degrees to which homophobic social oppressiveness has influenced the literary expression of the writersPerfectly aligned
ENGL 57 A. Trace the strong continuity of the literature that English-speaking women have produced from the 17th century to the present
B. Read, discuss, and analyze representative literature by nineteenth and twentieth century women in terms of recurring themes, motifs, and concerns
C. Evaluate various feminist literary critical theories
D. Compare and contrast several works from different historical periods
E. Analyze the characteristics of three separate genres in which women writers have succeeded: fiction, poetry, and drama
Perfectly aligned
ENGL 58AA. Analyze the economic, social, and cultural forces responsible for the contemporary publishing explosion of women writers, especially from communities of color
B. Read, discuss, and analyze representative literature by contemporary women writers in terms of recurring themes, motifs, and concerns
C. Evaluate various contemporary feminist literary critical theories
D. Compare and contrast several works from different cultural traditions
E. Analyze the characteristics of three separate genres in which contemporary women writers have succeeded: fiction, poetry, and drama
F. Explain the relationship between literary texts and personal situations in order to develop tools for self-understanding through literature
G. Evaluate a performance of poetry, fiction, or drama written by a contemporary woman
Perfectly aligned
ENGL 60 B. Recognize the major forces---historical as well as philosophical presented
in works of contemporary ethnic fiction---which have shaped the "American" experiences of these ethnic groups
C. Contrast and compare the "American" experiences of these groups as
presented in works of contemporary ethnic fiction to better understand
their individual struggles and achievements
D. Create an informal reading journal of the new insights and perceptions
that emerge from the experience of reading contemporary American
ethnic fiction
E. Conduct research on a desired topic relating to the experiences of these
groups in the United States and organize material coherently and interestingly in the form of a well-documented research paper
F. Understand how cultural and historical contexts presented by contemporary ethnic authors broaden the scope of American literature,
making it more truly "American"
G. Articulate a critical literary perspective which is inclusive of works of
contemporary ethnic literature
H. Elucidate the affective power of contemporary ethnic literature to engage
the senses, imagination, and emotions
Perfectly aligned
HIST 9 A. Compare historical changes in the rates and patterns of immigration to the United States and demonstrate their relationship to major political and economic transformations in U.S. history
B. Evaluate and apply the basic models and concepts of immigration and ethnic history, including the "push-pull" model, "uprooted" or "transplanted" people, "chain migration," assimilation, "Americanization," racialization and racial formation, the construction of ethnicity and ethnic identity, cultural pluralism, multiculturalism, and trans-nationalism
C. Compare historical changes in sending countries within the context of global economic transformations and international politics, especially European, Asian, and U.S. imperialism
D. Examine continuities and changes in individual and group motives for migration and choice of destination; distinguish between colonization, voluntary and involuntary immigration, sojourning and circular migration
E. Compare and contrast cultural values and class differences between and among selected groups of Asian, Latino and European immigrants
F. Compare practices of cultural retention, negotiation, and assimilation among selected ethnic groups of Asians, Latinos and Europeans, including language, religion, and gender roles
G. Assess inter-generational conflict and cooperation; ethnic community development and tensions; inter-ethnic rivalry and coalition building
H. Compare occupational categories and strategies for economic survival and upward mobility for selected groups of Asians, Latinos, and Europeans, including the family-wage system, educational opportunities, community organizations, and labor organizing; apply the concept of segmented labor markets to explain occupational choice and discrimination
I. Analyze policies and practices resulting in historically different treatment of selected groups of Asian, Latino and European immigrants in the United States, including immigration and naturalization laws and major court cases
J. Compare changes and continuities in national debates about immigration, ethnic identity, and cultural diversity
K. Assess ethnic cultural contributions, such as art, music, religion, food, and public festivals, and analyze their relationship with and integration into "mainstream" popular culture
L. Interpret and apply course readings, discussions, and assignments to individual and family histories
Perfectly aligned
HIST 12AA. Identify, discuss, and evaluate the key intellectual, cultural, social, economic, and political factors that comprise the experiences, roles, and contributions of women to United States history from the pre-colonial period through the 1880s.
B. Discuss, explain, and analyze the key similarities and differences in women's
experiences, roles, and contributions across racial, ethnic, and class lines from the pre-colonial period through the 1880s.
C. Analyze historical topics and the causes and consequences of events dealing with the arrival of Native Americans, colonization, the American Revolution, the Great Awakening, early industrialization, democratic reform movements in the antebellum Era, the Civil War and Its Aftermath, Women in the West, organized womanhood and the women's rights movement through the 1880s.
D. Identify, discuss, and analyze how women dissolved the tension between the
restrictions placed upon them as women and efforts to elevate women's position and achieve equality.
E. Identify, discuss, and analyze women's experiences, roles, and contributions during the antebellum era of reform.
F. Identify, discuss, and analyze the women's rights movement through the 1880s.
Perfectly aligned
HIST 12BA. Identify, discuss, and evaluate the key intellectual, cultural, social, economic, and political factors that comprise the experiences, roles, and contributions of women to United States history from 1890 to the present.
B. Discuss, explain, and analyze the key similarities and differences in women's
experiences, roles, and contributions across racial, ethnic, and class lines from
1890 to the present.
C. Analyze historical topics and the causes and consequences of events relating to women's paths to power, higher education, working class and immigrant women, the "new woman" and settlements, the Progressive movement, birth control, the 1920s, welfare and the New Deal, World War II, the Cold War and 1950s, the modem women's movement, the equal rights movement, women at the end of the twentieth century to the present.
D. Identify, discuss, and analyze the intellectual, social, cultural, economic, political and legal constraints on women.
E. Identify, discuss, and analyze women's experiences, roles, and contributions during the 1890s, Progressive Era, 1920s, the New Deal, 1950s, the early 1960s and the Great Society, and the end of the twentieth century to the present.
F. Identify, discuss, and analyze the women's rights movement from 1890 to the present.
Perfectly aligned
HIST 15ADemonstrate knowledge of the important role of Indians in American History.
Demonstrate the contributions of Indian societies to the cultural life of America.
Analyze the impact of Indian Removal.
Perfectly aligned
HIST 15BDemonstrate knowledge of the important role of Indians in American History.
Demonstrate the contributions of Indian societies to the cultural life of America.
Perfectly aligned
HIST 18AC. Explain the importance of the Africans in Latin America.
D. Examine the Spanish-Portuguese Institutions that have shaped Latin America.
E. Analyze the Political-Philosophical movements and leaders of Independence from Spain and from Portugal.
Mostly aligned
HIST 18BC. Point out the major problems that plague Latin America: Education, population,
growth, and agrarian reform.
Perfectly aligned
HIST 20 A. Identify Olmec, Maya, Aztec, Toltec and other ancient cultures
B. Examine the Spanish conquest from native and Spanish viewpoints
C. Examine cultural, political and economic contributions made by Spain during the colonial period
D. Examine Mexican independence, Santa Anna, Juarez, Porfiriato, Revolution, and events to the current era
E. Demonstrate an understanding of Mexico as a complex syncretism with indigene/Spanish roots
F. Analyze contemporary Mexico
G. Ability to use historical theories to question events: agency, identity, etc.
Perfectly aligned
HIST 21 I. Identify contributions of Mexicans to United States civilization, particularly: The
cowboy and his life; mining and mining technology; and agricultural methods in
the west.
J. List guarantees in the Treaty of Guadallupe-Hidalgo.
K. Trace migration patterns of Mexican-American away from the Southwest
beginning after World War I.
L. Recognize the importance of the bracero to the United States economy at critical times in United States history.
M. Recognize that the Mexican-American is in the United States through: Conquest, Invitation, and mutual need (United States and Mexican).
N. Recall the role of the Mexican-American civil rights movements since 1848.
O. Place the Mexican-American in the political structure ofthe United States.
P. Identify personalities such as: Tiburicio, Vasquez, Juan Cortina, Teresa Urrea,
Bert Cornona, Cesar Chavez, Louisa Romero, Corky Gonzalez, Carey
McWilliams, Emma Tenayuca, Americo Paredes, Ernesto Galarza, Alurista,
Lyndon Johnson, Luis Vales, Julian Nava, Adolfo Acuna, Dolores Huerta and
Joseph McCarthy.
Perfectly aligned
HIST 34 A. Discuss the major political, social, and economic trends in Japanese history and
explain how the important events ofthe nation's history are related to these.
B. Explain how Japanese history has been shaped by geography, economics religion,
social relations, and foreign influences.
C. Identify the major Japanese historical figures and discuss the influence oftheir personalities, policies, and activities upon Japan's development as a nation.
D. Express an understanding and appreciation of Japanese culture, thought, and customs.
E. Discuss Japan's relationship to the world and her role as a world power.
Perfectly aligned
HIST 35ADemonstrate an understanding of the philosophical and religious foundations of traditional Chinese society.
Explain the impact of foreigners on China as well as China's impact on other Asian societies and on Africa, the Middle East, and Europe.
Perfectly aligned
HIST 35BAnalyze American foreign policy towards China during the Sino-Japanese War and beyond.
Analyze the reasons for the Cultural Revolution.
Analyze the role of the United States and its allies and Third World countries in changing the relationship between mainland China and Taiwan since 1949.
Compare and contrast the changes since Deng Xiaoping's tenure as head of China with policies in previous periods.
Discuss the domestic and foreign policy of Hu Jintao.
Perfectly aligned
HIST 36 A. Explain the various geographical and cultural landmarks and how these
influenced the lives of various people.
B. Describe the environmental factors influencing the diversity and lives ofthe
inhabitants
C. Illustrate the relative location of East state regions and other geographic
landmarks.
D. Analyze the various theory of migration and distinguish the major ethnic groups.
E. Explain the rise and fall of kingdoms and empires prior to arrival ofthe
Europeans.
F. Compare the circumstances, motives and goals of the various Western colonial Period from the 16th to 19th centuries.
G. Investigate the developments and events leading to the interest and presence of the United States in Southeast Asia.
H. Contrast the interest and goals of the Western colonial powers and Japan in the Region leading to the Pacific War.
I. Discuss the role of Japan in the Southeast Asia independence movement
J. Distinguish the de-colonization process and the independence movements in the Post-World War II era.
K. Identify the problems encountered by the emerging independent states in the Region.
L. Analyze the ongoing problems ofthe various states of the region.
M. Justify the continuing interest and presence of the United States in Southeast Asia.
Perfectly aligned
HIST 37 A. Locate the Philippine landscape and its strategic locations.
B. Compare the environmental factors influencing the diversity and identity of the various ethnic groups.
C. Distinguish the various cultural influences on pre- Hispanic society.
D. Explain the circumstances and motives for the Spanish colonial expansion in the Philippines in particular.
E. Identify the Spanish policies and achievement during the 300 plus years
occupation.
F. Determine the circumstances and motives of U.S. expansion across the Pacific and the occupation of the Philippines.
G. Identify U.S. colonial policies and accomplishment in the Philippines.
H. Analyze the circumstances, causes and effects of the Japanese occupation of the Philippines.
I. Categorize the post WWII and post-independence problems.
J. Explain the circumstance that led to the establishment of martial law and its demise.
K. Contrast the problems, policies and achievements of the post-independence presidents and their terms.
Perfectly aligned
HIST 38 A. Explain the social impact of slavery and slave trade on the South.
B. Identify social structure ofwhite southerners.
C. Explain how sectional conflict led to Civil War
Perfectly aligned
HIST 39 A. Discuss the various circumstances that led to U.S. westward expansion
and eventually across the Pacific.
B. Describe initial Filipino resistance to U.S. occupation.
C. Explain U.S. policy in the Philippines.
D. Discuss the U.S. - Japan rivalry in the Pacific and events leading to World War II.
E. Describe the independence movements of the various states and how the cold war, the U.S. and the C.I.A. affected this region.
F. Analyze the various post-independence movements in Indonesia,
the Philippines, and Indoc.hina, and the U.S. role in these.
G. Define U.S. policies and interests in the Western Pacific region.
H. lllustrate the interrelationship between national and foreign policies vis-a.-vis the region.
J. Evaluate U.S. actions in the region in relation to national and foreign policies.
Perfectly aligned
HIST 41AF. Perceive of the ways in ~hich historical interpretations reflect, in some ways, the
thoughts and biases of particular "racial" and cultural communities, socioeconomic
groupings, etc.
C. Compare the uniqueness of the African American experience to that of the
"traditional" European immigrants in this country.
Perfectly aligned
HIST 41BF. Perceive of the ways in ~hich historical interpretations reflect, in some ways, the
thoughts and biases of particular "racial" and cultural communities, socioeconomic
groupings, etc.
C. Compare the uniqueness of the African American experience to that of the
"traditional" European immigrants in this country.
A. Understand and appreciate the African cultural heritage in this country.
Perfectly aligned
HIST 44 A. distinguish between overseas Chinese communities in Thailand, Burma, Indonesia, Malaysia, Philippines, and Vietnam and compare their respective
historical adaptation to each country.
B. Relate the specific institutional and socio-economic conditions affecting
Chinese communities in America, and Canada, and contrast these with
Latin American Chinese communities.
C. Differentiate between occupation and status among different dialect groups
such as the Hakka, Amoy, and Guangdong-speaking peoples
D. Analyze the important historical events that affected the course of Chinese
immigration to and settlement in the United States, such as the rise of
the American labor movement and changes in Sino-American relations.
E. Differentiate between native cultural traditions and adaptations made by
Overseas Chinese to their new locations, such as in the family system,
philosophy, and religion.
F. Analyze the respective attitudes and policies of the Peoples Republic of China and the Republic of China toward the Overseas Chinese
G. Determine how the Chinese in each overseas location have acted towards the Peoples Republic of China and the Republic of China
H. Relate how the anticipated return ofHong Kong from England to the Peoples Republic of China affected migrations to Australia, Canada, and the United States.
I. Understand how recent socio-economic and educational changes in the
Peoples Republic of China have affected the migration of Chinese abroad.
Perfectly aligned
HIST 45 A. Demonstrate familiarity with the existence of lesbians and gay men
throughout the history of the United States, and the strategies they used for survival.
B. Explain the terms "social construction" and "essentialism" as they apply to the lesbian/gay history.
C. Analyze the development of gay and lesbian communities in the 20th century,both in visible locations such as Greenwich Village and San Francisco, and also within less visible people of color and working class communities, such as Harlem and Chicago.
D. Identify the major personalities, groups, and events involved in the
gay/lesbian/bisexual movements for social change, and the basic programs
of reforms proposed.
E. Understand the major transformations of gay and lesbian movements that
occurred in the 50's 60's, 70's and 80's as a result of new ethnic,
feminist, and organizational concerns.
Perfectly aligned
HIST 47DA Explain the terms “social constructionism” and “essentialism as they apply to lesbian/gay history.
B. Describe the early U.S. gay/lesbian movements in the context of their
social , political, and economic settings during World War II and the
post-war period.
C. Identify the major personalities involved in the gay/lesbian movements,
and the basic programs of reforms proposed.
E. Analyze the major transformations of gay and lesbian movements that occurred in the 1960’s and 1970’s as a result of new ethnic, feminists, and
organizational concerns.
F. Evaluate the impact of AIDS on current and future gay/lesbian movements.
Perfectly aligned
HIST 48 C. Students will be able to describe and explain the spread of the "Abrahamic" religions, Judaism, Christianity, and Islam, in Africa, and especially Islam.
D. Students will be able to analyze and explain the Atlantic Slave Trade: its scale, significance, and consequences.
E. Students will be able to analyze and explain the rise of modern European imperialism, and the colonization and conquest of Africa.
Perfectly aligned
HLTH 25 A. IdentifY the special health concerns ofwomen in general, different groups of women, and yourself in particular.
B. Compare the medical treatment of women throughout history, and discuss the implications for current health care practices.
C. Demonstrate understanding of the influence of culture, race, gender, class and socioeconomic status on health.
Perfectly aligned
HLTH 26 O. Develop a feminist analysis regarding a specific issue in Women's Health, such as reproductive rights and technologies, mental health and psychoactive
medication, self-image, relationships and safe sex, holistic health care,
environmental hazards and female cancers, hormone therapies, women's health
resources and advocacy or a related and approved topic of student choice.
Mostly aligned
HLTH 27 Q. ANALYZE personal, cultural and societal concepts of masculinity.
R. ANALYZE personal, cultural and societal concepts of sexuality.
S. ANALYZE personal, cultural and societal concepts of fatherhood.
Perfectly aligned
HLTH 50 C. Explain three major differences between traditional Taoism and Zen Buddhism.
D. List three commonalties between traditional Taoism and Zen Buddhism
Somewhat aligned
HLTH 67 D. Summarize sexual orientation and gender identity issues relevant in HIV/STI
prevention
Perfectly aligned
HLTH 68 H. Compare and evaluate the impact of sexual orientation on maintenance of a
safer sex lifestyle, analyzing historical and current issues for homosexual,
heterosexual, bisexual and transgender individuals and communities.
Perfectly aligned
HLTH 95 A. Analyze and describe evolving transgender identities and impact of transphobia. Perfectly aligned
HLTH 96 A. Demonstrate an understanding of evolving transgender identities.
B. Recognize and discuss common myths and stereotypes about transgender people and how they may impact the health status of transgender people.
Perfectly aligned
HUM 48 1. To give students a representative guided learning experience into the unique Afra-American cultural perspective and multi-dimensional expression.
a. Said exposure provides a basic foundation for understanding. Contemporary ramifications from the foundational mores, ethos, sensibility-philosophy
b. Afra-American cultural expression will be analyzed in the context of American-European cultural tradition, retained African expression/identity, and universal world culture continuity. American/Afra-American aesthetic principles will be discernible.
Perfectly aligned
IDST 14 Examine the theme of "us" versus "them."Mostly aligned
IDST 23 A strong sense of self worth remains a cornerstone for success in life as
well as in school achievement. An essential ingredient to this end is for students
to see themselves accurately portrayed in the curriculum in terms of their sex,
cultural, and ethnic backgrounds. The primary objective is to present information
to the student about an important, though neglected, area of cultural study. Upon
successful completion of this course, the student should:
A. Relate historical background and the role of African American women in
the United States from 1619 to the present day.
B. Assess the education and occupations, as portrayed in history, of African
American women.
C. Evaluate the cultural heritage and the personal contributions of African
American women to the creative arts.
D. Identify various African American women visual artists and their works
and be able to identify numerous African American women writers,
educators, dancers, singers, film stars, and their contributions to the
creative arts.
E. Recognize the pride that African American women have in their cultural
roots.
F. Chart various new directions of African American women artists, writers,
dancers, and film stars of the 1970' s, 80' s, and 90' s.
Mostly aligned
IDST 27AIdentify situations that might create cultural barriers and remedy them with the help of a better understanding and perception of various cultural values.Somewhat aligned
IDST 28GNONENot aligned
IDST 29 C. Make a distinction between the two major Islamic sects of Sunnis and Shiites.
D. Research reasons for the disparity between women’s high status in the Q'uran and the absence of female rights in many Muslim societies.
E. Analyze the negative stereotypes of Islam in the media.
F. Research the notions stereotypes of Islam in the media.
Perfectly aligned
IDST 30 Describe foundations of Western perceptions of the Middle East, including colonialist and Eurocentric perspectives
Evaluate representations of the Middle East in media and popular culture, including stereotypes and generalizations.

Perfectly aligned
IDST 36 A. Define the concept ofcommunity in multiple contexts
B. IdentifY poetry that is accessible and appealing to academic as well as nonacademic
members of diverse communities
C. Match selected poetry to appropriate media
Perfectly aligned
IDST 37
E. Perceive that derogatory stereotypes of people different than us are very
often based on the non-acceptance of their ways of living.
I. Be able to read and critically appraise news and information items in the
popular press and other media that bear on race relations in contemporary
American society.
Perfectly aligned
IDST 42
C. Develop a sensitivity and concern for the aesthetic quality of people's creative works that enrich the human spirit.
Not aligned
IDST 44
F. Appraise the contribution of Contemporary African Literature to World
Literature, and appreciate its efforts in dispelling staggering ignorance
about Africa and Africans.
Somewhat aligned
IDST 45 E. Describe how the derogatory stereotypes of people who are different from the
dominant culture are often based on the non acceptance of their ways of living.
Perfectly aligned
IDST 46
H. Examine artistic expressions of gender and sexuality across the Pacific.
Somewhat aligned
IDST 70 NONENot aligned
IDST 80A
Evaluate information that contradicts stereotypes of people from different racial/ethnic heritages.
Perfectly aligned
IDST 80CJ. Analyze personal beliefs, thoughts, feelings, biases, prejudices, and stereotypes about women and girls.
Perfectly aligned
IDST 80GJ.Analyze personal beliefs, thoughts, feelings, biases, prejudices, and stereotypes
Perfectly aligned
IDST 81BB.Explain key concepts and definitions commonly used in the study of anti-Semitism and anti-Arabism, such as Semitic, anti-Semitism, Jew, Gentile, Zionism, Arab, anti-Arabism, Muslim, Islamophobia
C.Demonstrate an increased awareness and understanding of the destructiveness of anti-Semitism and anti-Arabism
D.Describe and assess examples of conscious and unconscious anti-Semitism and anti-Arabism and recognize anti-Semitism and anti-Arabism on the individual, institutional, and societal levels
E.Demonstrate an understanding of Christian privilege, collusion, internalized anti-Semitism, internalized anti-Arabism, and empowerment
G.Describe information that contradicts stereotypes about Jewish and Arab people
I.Analyze personal beliefs, thoughts, feelings, biases, prejudices, and stereotypes
Perfectly aligned
LALS 1 E. Analyze the history of Latin American immigration to the U.S. and its social,
economic, cultural and political impact on U.S. institutions (education,
immigration law, labor law, naturalization processes, the welfare and criminal
system, voting and elections).
F. Compare historical changes in population ratios and patterns of immigration to
the U.S. from Latin American nations from 1500s to present day.
G. Examine the various motives and contributing factors (eg. Law, social networks,
U.S. foreign policy) to the immigration of Latin Americans to the U.S. and how
these factors impact their choice of destination.
H. Compare selected aspects of the Latino/a cultural history to other non-white
minorities since the eighteenth century (eg. Citizenship, voting rights, land
rights, social welfare rights).
I. Examine the issues around race, class, gender and ethnicity within the Latino/a
communities in the U.S.
J. Compare and contrast cultural values and class differences within various Latino
communities.
K. Compare patterns of cultural retention, acculturation and assimilation (including
language, religion and gender roles) in different Latino communities.
L. Analyze inter-generational conflict, relationship to "home" countries, their
impact on several Latino communities and impact on U.S domestic politics.
M. Evaluate the Latino communities' cultural contributions to the U.S. and their
impact on popular culture in areas such as sports, art, music, food, religious
festivals and commemorated 'holy' days.
N. Describe issues related to social mobility, occupational strategies and
educational opportunities in the U.S.
O. Examine the evolution of national, racial and ethnic conflicts within and between
Latino and non-Latino groups in the US through an emphasis on social
movements.
Perfectly aligned
LALS 9 A. Evaluate the LGBT tradition in World History; categorize language and sexual
labels and terms; describe the Kinsey Scale and Social Sciences toolbox
B. Examine the LGBT component in indigene Mayan, Central Mexican, Andean and
North American societies
C. Examine and question the Judeo Christian tradition of condemnation of LGBT in
the Americas
Mostly aligned
LALS 10 D. Explore and examine the conflicts of culture clash, identity crisis, generation gap, acculturation, assimilation, immigration, religion, class, demographics, sexual preference, feminism, machismo/marianismo, bilingualism/biculturalism, race, stereotyping/discrimination, domestic violence, health, labor, education and self esteem.
E. Explain and analyze how living between two cultures affects self-esteem.
Mostly aligned
LALS 11 A. Assess the role of the United States and its influence in shaping drug laws and policy initiatives in Latin America and Mexico. Mostly aligned
LALS 13 F. Analyze the role identity plays in the constitution of new social movements.
Perfectly aligned
LALS 14 F. Assess the role of Latin American film, music, poetry, art and dance in
revolutionary movements of the 1970's and 1980's.
G. View and appreciate Diego Rivera's mural art.
H. Compare and contrast how key cultural and political figures carry on Rivera's
legacy.
Mostly aligned
LALS 15 E. Assess the problems facing the US labor movement in its ability to address
contemporary issues facing Latin American workers in both Latin America and the US.
F. Describe problems facing Latin American workers in the US and Latin America. Compare and contrast class, race and gender based approaches to explain and solve these problems.
Mostly aligned
LBCS 15 E. Assess the problems facing the US labor movement in its ability to address
contemporary issues facing Latin American workers in both Latin America and the US.
Perfectly aligned
LBCS 78A78B:
1. Identify the major problems working women currently face and evaluate the solutions that have been proposed.
Perfectly aligned
LBCS 78B78B:
1. Identify the major problems working women currently face and evaluate the solutions that have been proposed.
Perfectly aligned
LBCS 91D3) Analyze legal decisions as they apply to hypothetical job situations posed by the instructor.Perfectly aligned
LBCS 100 C. Evaluate the relationships between these minority communities, their
movements for social justice, and the role of minority workers and U.S. labor organizations in these movements.
Perfectly aligned
LGBT 5 A. Recognize and examine mythos as constructions which are animated by a political and
social context.
B. Analyze a broad range of modem queer mythos - discourses which perpetuate an
understanding of modem lesbians, gays, bisexuals and transgender persons.
C. Identify and analyze different queer myths, such as the Stonewall riots, and recognize
their role in the creation of a unified community.
D. Compare and contrast assumptions implicit in queer myths within different historical,
social and political contexts.
Perfectly aligned
LGBT 9 A. Evaluate the LGBT tradition in World History; categorize language and sexual
labels and terms; describe the Kinsey Scale and Social Sciences toolbox
B. Examine the LGBT component in indigene Mayan, Central Mexican, Andean and
North American societies
C. Examine and question the Judeo Christian tradition of condemnation ofLGBT in
the Americas
D. Describe the Spanish colonial empire in the Americas of the 16th-18th centuries
E. Examine LGBT in the Spanish colonial Americas in the narratives of Spain,
Cuba, Brazil, Mexico and Peru
F. Analyze and compare narratives of LGBT in Judeo Christian Europe in Holland,
Britain, Russia and Germany
G. Describe the emergence of European Enlightenment, secularism and political independence in Latin America in the 18th and 19th century
H. Evaluate the 19th and 20th century LGBT literary traditions of Argentina and Brazil
I. Describe the hidden urban LGBT world of North America and Latin America
J. Analyze 20th century historical events in Latin America and their effects of
LGBT: secularism, populism, industrialism, export based economies, revolutions and repression
K. Examine the chronology of 20th century LGBT liberation and empowerment
L. Describe the work of 20th century lesbians and bisexuals such as Gloria Anzaldua and Frida Kahlo
M. Examine transgenders in Latin American and Latino/a communities using testimonial/oral history
N. Evaluate the changes in policy in socialist Cuba from hostility, persecution and exile to empowerment and acceptance
o. Describe and assess the policy changes in Latin America that have empowered
LGBT: same sex marriage in Argentina, Brazil and Mexico City
P. Assess the challenges that face LGBT in Latin American and Latinalo
communities: heterosexism in Puerto Rico
Q. Examine the emergence of LGBT Latinalo communities in the US
R. Analyze US immigration policies of the 20th century and interpret how these
policies have been used in a negative manner to exclude LGBT
S. Describe the formation of immigrant and second generation syncretic
communities with American and Latin American identities
Perfectly aligned
LGBT 10 A. Compare and contrast various lesbian, gay, bisexual, transexual, queer identities from
different historical periods.
B. Analyze the complex and interdependent relationship between the construction of LGBTQ
identities and dominant American social and political identities.
C. Examine and evaluate the thematic continuities in various LGBTQ identities and correlate
to issues ofgender, race and class as well as sexuality.
D. Assess the complex play of exposure and suppression in the development of LGBTQ
identities..
E. Criticize the polarity homo/hetero and evaluate the social investment in the maintenance of this polarity
Perfectly aligned
LGBT 11 A. Demonstrate familiarity with the evolution of representations of queer identities in cinema
in both mainstream commercial films and alternative independent productions.
B. Recognize and analyze the manner in which films as a medium of mass communication,
both mirror and influence societal values.
C. Recognize and analyze the significance of specifically gay films within the context of film
history.
D. Demonstrate familiarity with significant queer theoretical approaches to the study of
cinema.
E. Evaluate critically, both orally and in writing, the works studied.
F. Recognize the historical and social significance of the works studied.
Perfectly aligned
LGBT 12 A. Demonstrate familiarity with contemporary trends in queer representation both inside and
outside of commercial cinema
B. Demonstrate an understanding ofnarrative, documentary and experimental film making
and how each approach is commonly used to represent queerness.
C. Recognize and analyze the manner in which films as a medium of mass communication,
both mirror and influence societal values.
D. Recognize and analyze the significance of economic constraints on production,
distribution and exhibition of independent queer images.
E. Evaluate critically, both orally and in writing, the works studied.
F. Recognize and analyze the social significance of the works studied.
Perfectly aligned
LGBT 15 A. Compare and contrast writing from different historical periods in order to ascertain the
various cultural, political, and social contexts within which LGBT individuals have lived
in the past.
B. Analyze and evaluate autobiographical and literary texts from various periods ranging
from classical literature through the mid-20th century.
C. Identify and analyze homophobic structures related to religion and politics in different
historical periods as reflected literature and the arts.
D. Identify and analyze personal strategies and social patterns developed by LGBT
individuals to provide protection and enable expression.
E. Identify various geographical centers of written and artistic expression and analyze
conditions in these centers that were conducive and/or adverse to freedom and creativity
for LGBT individuals including the ways that colonialism complicated these expressions.
F. Identify and analyze, both in classroom discussions and in written assignments, major
periods in the evolution ofLGBT cultures and identities from the classical period through
the mid-20th century as reflected in literature and the arts.
Perfectly aligned
LGBT 18 A. Analyze the importance of Transgender peoples from ancient cultures to the
present day in different regions of the globe through art, film and literature.
B. Critically approach key issues in the social construction of Transgender or 'gender
variant' identity in various regions of the world with a keen understanding of the
ways that cultural identity is informed by issues that include politics, religion,
colonial history and a developing insistence on a binary gender scheme.
C. Identify and analyze personal strategies and social patterns developed by
Transgender and 'gender variant' individuals to provide protection and enable
expression within a general culture that is transphobic (including parts ofthe Gay,
Lesbian and Bisexual community).
D. Analyze changing definitions of sex and gender roles and identities within their
historic and cultural complexities.
Perfectly aligned
LGBT 20 A. Compare and contrast works of art by artists of different historical periods in order to
ascertain the changing social constructions of queerness in art.
B. Analyze the relationship between an artist's sexuality and subsequent creative work.
C. Examine the centrality of homophobia and the closet to the development of art in America.
D. Distinguish specific thematic continuities in the work of queer artists and correlate to
issues ofgender, race and class as well as sexuality.
E. Assess the encoding of sexuality in works of art that at first might seem free from any
relationship to LGBT identity.
Perfectly aligned
LGBT 21 C. Evaluate the impact of difference on relationship dynamics, particularly in the areas of ethnicity, class, and culture.
F. Demonstrate an ability to critically analyze the pressures and problems brought to bear on lesbian relationships by societal and familial homophobia.
G. Improve critical-thinking skills through class discussions, analysis of assigned journal articles, exam preparation, and essay writing.
Perfectly aligned
LGBT 24 A. Recognize the impact of male socialization and homophobia on gay male relationships
B. Identify common stages in gay relationships.
C. Understand issues related to dating, intimacy and sex, and their impact on gay
relationships.
D. Recognize the impact of differences (such as age, ethnicity, and class) on gay
relationships.
E. Develop the ability to listen effectively and communicate clearly.
F. Learn how to resolve conflicts with other men.
Perfectly aligned
LGBT 25 A. Demonstrate familiarity with major lesbian and gay American artists of the Fifties and
their work.
B. Recognize the encoding ofsexuality and identity in works of art that do not at first seem
to represent lesbian or gay themes.
C. Analyze works of art in relation to lesbian and gay cultures and communities of Fifties
America.
D. Analyze the relationship of lesbian and gay art to dominant culture of the period and
explore the circumstances behind its unparalleled success.
E. Recognize the centrality of homophobia and the closet to the development of the arts in
Fifties America.
Mostly aligned
LGBT 30 A. Analyze the evolution of the gay and lesbian liberation movement and explain its
historical perspective in relation to and connection with mainstream heterosexual society.
B. Compare, contrast and synthesize the following aspects of gay and lesbian liberation: as a
sexual freedom, as a political lnvolvement as involvement of ideas and as an
outgrowth of lesbian feminism.
C. Analyze the impact of lesbian politics and ideology on the changing construct of lesbian
fashion. Compare and contrast changing lesbian style with the social and political
development of twentieth century lesbian culture.
D. Interpret the effect of historical butch/felnlne relationships and roles on present day
lesbian culture. Compare and contrast the differing views as to the existence of a
butch/femme archetype in the lesbian cOlnlnunity.
E. Identify domlnant lesbian relationship dynamics and explain their evolution and
dependence on the unique characteristics of the female same-sex dyad. Discuss and relate
these dynamics to the issues of relationship longevity, expressions of sexuality, creation of
lesbian families and relationships.
F. Recognize and examine elements and effects of racisln, classism and ageism within the
lesbian community. Strategize and propose elements of change.
G. Recognize and identify specific thematic continuities between the conflicting
interdependence of gay/lesbian liberation and dominant culture. Examine and
discuss how this influences in media portrayals of the lesbian paradigm.
H. Identify and discuss a wide variety of current issues in the lesbian community.
Perfectly aligned
LGBT 40 A. Identify the special needs and special strengths of the older members of the lesbian and
gay communities
B. Relate lesbian and gay issues to other minority issues within the field of gerontology.
C. Describe and interpret common life experiences of older lesbians and gay men in the era
before Stonewall
D. Distinguish between biological and social aging
E. Distinguish among various approaches to aging by scholars who are creating the new field
of lesbian and gay gerontology
F. Describe and assess the impact of ageism and homophobia older lesbians and gay men
G. Recognize homophobia and heterosexist bias where it occurs in mainstream gerontology
Perfectly aligned
LGBT 50 A. Evaluate the limited historical evidence available to us about pre-Stonewall LGBT
communities of color in the Context of their implications for contemporary identity
politics and community building.
B. Define terms and concepts of sexuality in historical and culturally specific contexts.
C. Analyze the shifting relationships ofLGBT people ofcolor to predominantly white gay
organizations and communities
D. Analyze the shifting relationships ofLGBT people of color to predominantly straight
racial-ethnic communities.
E. Compare the support women of color have found in feminist movements to the support for
men of color.
F. Identity the roles LGBT people of color play and have played in cultural nationalist
movements.
Perfectly aligned
LGBT 55 A. Analyze lesbian, gay, bisexual, and transgender cultures from different regions of the
globe using contemporary representations of art, literature, film, and music.
B. Critically approach key issues in the social construction of LGBT identity in various
regions of the world with a keen understanding of the ways that cultural identity is
informed by issues that include politics, religion, and colonial history.
C. Examine the cultural importance of the specificities of cultural identity combined with
queer identity.
Perfectly aligned
LGBT 60 A. Identify, define and distinguish between various sexual minorities.
B. Recognize and examine/appraise the social construction of sexuality in the United States.
C. Recognize and compare and contrast identity development among different sexual
minorities.
D. Examine the causes of homophobia and assess its impact on sexual minorities.
E. Describe and critically evaluate theories of etiology pertaining to minority sexuality and
gender issues; Relate these to conversion and affinnative treatment approaches.
F. Explain the impact of ethnicity, HIV, aging and spirituality on psychological experience
of sexual minority individuals.
G. Improve critical-thinking and academic skills through literature review, exam preparation,
and essay writing.
Perfectly aligned
LGBT 77 A. Analyze and critique established queer-identified work in multiple disciplines.
B. Produce an original work of art, expressing some aspect of contemporary LGBT Queer
experience.
C. Constructively critique peer work, highlighting the influence and expression of
queer-identity within the work.
D. Compare and contrast the work of closeted and non-closeted work from LGBT artists.
E. Analyze the connections of how societal and internalized homophobia is intertwined and
reflected in queer-identified work.
Perfectly aligned
MUS 21 A. Identify and evaluate both theoretical and practical information on how and
why traditional African music is a language, a mode of expression which
addresses the mind through the heart, using related, relevant and significant
movements which have their basic counterparts in African life.
B. Express special and real-life experiences in music and poetic forms.
C. Distinguish between religious and secular African music.
D. Analyze the cultural and social values of African music.
E. Identify names of instruments and understand the significance of similar names in different areas of Africa.
F. Understand and examine folklore, proverbs, dance and music structures in
African societies as part of an overall African philosophy.
G. Understand and interpret drum language.
H. Analyze speech melody and the "Talking Drum".
I. Identify the relationship between the music and dance.
J. Interpret African rhythms.
K. Examine the role of the lead drummer and composer as a community leader.
Perfectly aligned
MUS 23 A. Assemble a clear and correct picture of the development of this music
which was started by slaves, and which at first was performed only by
them, but which was later copied and performed by whites.
B. Explain how this copying and imitating started a further blending of
influences which resulted in a continuing evolution up to the present.
C. Identify the predominance of black innovators which has existed
throughout the development of this music up to the present.
Somewhat aligned
MUS 24 A. Describe the history of China, Korea and Japan, focusing on musical
aspects. Compare and contrast the three countries in terms of musical
development.
B. Identify the significant periods of history in which certain music and
dance forms were nurtured and developed and relate how the political
situations influenced the development of these musical forms and how
these musical forms influenced the life of the people.
C. Draw distinctions between East Asian and Western music with respect to
tonal structure, historical development and aesthetic value.
D. Appreciate East Asian music from a native perspective.
E. Present in essay writing an understanding of the religions, philosophies
and lifestyles of the three countries through the ages.
F. Demonstrate a recognition and general knowledge of such musical forms
as the Peking Opera, Cantonese Opera, Kabuki, Noh, Bunraku, Gagaku,
Ritual music and religious music.
G. Trace back to their origins, historical and geographical, most
contemporary musical and dance forms.
I. Differentiate between Chinese and Japanese music in terms of form and
instrumentation.
J. Explain the relationship between the language tones and the music of
China and the significance of poetry and musical poem in the
development of Chinese music.
K. Relate how Western music influenced the development of the music of
China, Japan and Korea.
Mostly aligned
MUS 25 1. Describe, analyze, and compare the music of the geographical different
regions and cultural groups in Latin America.
2. Describe the social function of music in Latin American cultures.
3. Demonstrate an understanding of the historical origins of the different Latin
American cultures and the ways that these are reflected in musical traditions.
4. Demonstrate a recognition of music as a cultural force in Latin America and the Caribbean.
5. Distinguish and evaluate the characteristics of the different genres of Latin
American and Caribbean music. .
Mostly aligned
MUS 26 A. Identify, analyze, contrast and compare music of America's diverse cultures, and experiences contributing to that music.
B. Learn about individual ethnic groups as well as ethnicity as a concept.
C. Acquire an appreciation of the accomplishments and identities as well as awareness of the obstacles confronted by various ethnic groups as mirrored in the musical experience.
D. Define essential and formal aspects of music from varying cultures; discuss similarities, differences, and explain findings with appropriate vocabulary.
E. Assess music's role in ceremonies and socio-cultural gatherings from culture to culture.
F. Discuss examples of music's role in political/ social/ protest/disenchantment.
G. Develop field techniques - document and collect music of ethnic interest occurring within the student's environmental frame of reference (techniques include selecting a topic, library research, participation/ observation, ethics, field equipment, interviewing, conclusions/presentation).
H. Locate values implied in music from varying groups.
I. Sing/perform certain basic and simple musical examples.
J. Recognize effects of merchandising, marketing and acculturation on ethnic musical traditions.
K. Within the broad genre of American popular music, locate influences attributable to America's diverse cultures.
Perfectly aligned
MUS 27CA. Define various musical styles and performers, what meanings they accrued and how they express queer identity.
B. Analyze the encoding of sexuality and queer identity in various musical styles and performers.
C. Compare the different subject-positions of composer, performer, and audience in the experiencing of music.
D. Explain how the different subject-positions create different perspectives on music and queer identity.
E. Evaluate various critical arguments for and the encoding of sexuality and queer identity in music.
F. Analyze how music has created a space for queer identity in the dominant culture.
G. Propose musical styles or performers not covered in the course and how and why they encode sexuality.
Perfectly aligned
PHST 20 2. Apply such knowledge in particular to the study of the Filipino Family, its changes and emerging structural patterns from the traditional to the contemporary.
5. Analyze the impact of social patterns, such as work and immigration, on the Filipino
family.
6. Demonstrate a working familiarity and understanding of the basic issues and problems regarding courtship, marriage, marital conflict and success.
7. Classify and differentiate the characteristics of courtship and marriage patterns in Philippine society.
Mostly aligned
PHST 30 1. Demonstrate a critical understanding of Filipino society and culture.
2. Classify and distinguish the various historical, social and cultural factors that have influenced Philippine society.
3. Identify, analyze and interpret issues and problems that affect Philippine contemporary society.
4. Classify and compare the various social and cultural characteristics of the major regions and ethnic groups in the Philippines.
6. Analyze the pattern of Filipino immigration to other lands, particularly to the United States.
7. Examine the issue of gender. particularly women's issues, in Philippine society and changes traditional to present-day norms and values.
Perfectly aligned
PIL 39AA. Characterize the periods studies in regard to seminal historical, cultural and literary events; name the authors and their most important achievements.
B. Interpret the literary works read by analyzing themes, characters, artistic devices, external influences, etc.
C. Examine a text as a social and/or historical document through direct reference to the text, description of the social conditions and mores of the times, and showing if the text merely reflects or transcends the world of the time.
D. Explain how the author's personal life is reflected in the text.
E. Compare and contrast the authors and the texts studied by identifying similarities and differences in subject, technique, and theme.
F. Describe the influence on Philippine literature by the nations that colonized the country from the 16th to the 20th centuries.
Perfectly aligned
POLS 7 A. Demonstrate an understanding ofthe increasingly critical role which plays in the day to day lives ofblacks in this country.
B. Discuss and explain the history ofthe efforts ofblacks to participate in the political process. Examine the limited successes, the failures, disappointments and reverses (e.g. Hayes-Tilden compromise, recent developments and attempts to project into the future.)
C. Examine and discuss the realities of political life vis-a-vis black Americans from the perspective of an active participant in the political arena.
D. Demonstrate the ability to search out the facts before reaching conclusions, to analyze and to arrive at conclusions on the basis ofthe facts and logic rather than rhetoric or emotion.
Perfectly aligned
POLS 8 B. Describe the social system and stratification of the United States; explain the
history of race relations in the United States and the meaning and significance of
nativist movements.
C. Discuss the role and impact of immigration in American political and socioeconomic history; describe the historical trends in immigration policy and
implementation.
D. Explain the civil rights movements and their impact on Latin American groups in
the United States; identify political strategies utilized by activist groups.
E. Demonstrate an understanding of the major political issues affecting Latin
American groups, such as, bilingualism, affirmative action and reverse
discrimination, immigration laws, educational opportunities etc.
Perfectly aligned
POLS 12 A. Demonstrate the ability to understand the relationship between race, ethnicity and politics.
B. Identify, analyze, compare and contrast the style, organization, and participatory behavior of major ethnic groups in the political arena.
C. Recognize the socioeconomic and political similarities and differences among various ethnic and racial groups.
F. Identify patterns of ethnic conflict and competition in American society.
I. Describe the developing new area of bi- and multiracial politics.
Perfectly aligned
POLS 13 F. Analyze the role identity plays in the constitution of new social movements.Perfectly aligned
POLS 18 F. Asses the role of important political actors, e.g. church groups, labor unions,
peasant movements, intellectuals and students, the armed forces.
Perfectly aligned
POLS 35 A. Compare the government pattern of each East Asia country by displaying its tradition of the governing ofmen and its system of government with some reference to the historical events which laid the foundation of each system;
B. Analy~e the background to the present political habits and behavior ofthe Peoples in East Asia and to the character and motivations of their leaders;
C. Explain the relationship of each East Asia country with the other, with other Asian nations (India, Pakistan, Vietnam, etc) and such major powers as the United States and the Soviet Union.
Perfectly aligned
POLS 47 A. Demonstrate a knowledge ofwhat countries are located in Southeast Asia.
B. Identify the types of governments and the form of economies the Southeast Asia
C. Demonstrate an awareness of the problems the Southeast Asia nations face
Perfectly aligned
POLS 48 A. Comprehend the meaning of political development and underdevelopment in
Africa.
B. Explain the origins ofEuropean expansion and the system of colonial control they instituted.
C. Identify and discuss some of the major nationalist independent African Countries.
D. Describe contemporary African political thought and analyze their viability for development.
E. Comprehend and analyze the present stage political struggle in South Africa and Namibia.
F. Identify the effects of neocolonialism in the1980's.
G. Identify and discuss current issues in government and politics.
Perfectly aligned
PSYC 22 A. Describe psychological defensiveness with regard to race relations/racism and identify major defense mechanisms in self and others.
B. Explain how certain social psychological concepts, such as social perception, attributional processes, and conformity influence contemporary race and ethnic relations.
C. Identify various sources and types of learning processes that influence the development of prejudicial attitudes and stereotypes.
D. Evaluate the concept of race as a social construction.
E. Describe and distinguish between culture and ethnicity and recognize the influence of culture and ethnicity on one’s thoughts, feelings, and behaviors.
F. Analyze and discuss how prejudice, privilege, social power, and racism shape the patterns and dynamics of intergroup relations across and within racial and ethnic groups in society.
G. Describe how people are affected psychologically by oppression and identify coping strategies.
H. Explain and evaluate current psychological theories explaining racism.
I. Summarize the stages of racial identity development, including the development of a healthy racial identity, in people of color and in white people.
J. Provide psycho-historical analyses of select ethnic groups in the US, including African Americans, Asian Americans, Latino(a) Americans, and Native Americans, and describe the strengths and contributions of these groups.
Perfectly aligned
PSYC 23 A. Describe psychological defensiveness with regard to race relations/racism and identify major defense mechanisms in self and others.
B. Explain how certain social psychological concepts, such as social perception, attributional processes, and conformity influence contemporary race and ethnic relations.
C. Identify various sources and types of learning processes that influence the development of prejudicial attitudes and stereotypes.
D. Evaluate the concept of race as a social construction.
E. Describe and distinguish between culture and ethnicity and recognize the influence of culture and ethnicity on one’s thoughts, feelings, and behaviors.
F. Analyze and discuss how prejudice, privilege, social power, and racism shape the patterns and dynamics of intergroup relations across and within racial and ethnic groups in society.
G. Describe how people are affected psychologically by oppression and identify coping strategies.
H. Explain and evaluate current psychological theories explaining racism.
I. Summarize the stages of racial identity development, including the development of a healthy racial identity, in people of color and in white people.
J. Provide psycho-historical analyses of select ethnic groups in the US, including African Americans, Asian Americans, Latino(a) Americans, and Native Americans, and describe the strengths and contributions of these groups.
K. Conduct research and write an APA style research paper that involves the use of scholarly resources, critical thinking and analysis.
Perfectly aligned
PSYC 25 A. Comprehend and analyze theories and research about the origin of sex and gender differences and the development of gender identity (including transgender and transexual identities) and evaluate how these differences and identities affect behavior, cognition and emotion.
B. Evaluate research on sex and gender, including identifying assumptions and the effects of personal and cultural biases.
C. Recognize and apply critical thinking to the concept of gender continuums. intersecting identities and expressions.
D. Understand the influence of sex and gender stereotypes on personal identity, how these intersect with other identities (including race, sexual orientation, class, age, religion etc) and apply this understanding to everyday life.
Perfectly aligned
SOC 25 A. Define the term "socialization process" and explain how gender roles are enculcated during this process.
B. Identify the major social institutions which affect gender roles, such as the media, religion, education and the family, and analyze how each affects women's and men's position in American society.
C. Evaluate the effect of class and ethnic membership on gender roles, citing examples from sociological data on white, black, Asian and Latina woman and men.
D. Identify and use various sociological concepts and models as they apply to the study of gender in society.
E. Describe the traditional roles for women, wife and mother, and explain how these roles have affected the recent social and economic changes, especially the feminist movement; compare these changed with the corresponding male roles of husband and father.
F. Explain and evaluate the possible strategies, policies, and laws that are, or could be implemented to alter the existing sex-bound roles of women and men.
Perfectly aligned
SOC 35 A. Compare the government pattern of each East Asia country by displaying its tradition of the governing ofmen and its system of government with some reference to the historical events which laid the foundation of each system;
B. Analyze the background to the present political habits and behavior of the Peoples in East Asia and to the character and motivations of their leaders;
C. Explain the relationship of each East Asia country with the other, with other Asian nations (India, Pakistan, Vietnam, etc) and such major powers as the United States and the Soviet Union.
Perfectly aligned
SPCH 5 E. Examine cognitive processes as they relate to intercultural communication;
F. Debate the affective factors that generate cultural biases and perceptions;
L. Describe obstacles to competent intercultural communication;
Perfectly aligned
SUPV 236 Discuss laws that protect women in leadership positions and affect their career opportunities and decisions.Perfectly aligned
WOMN 10 The student will be able to illustrate the significance of trends in female representation across the work of prominent directors and throughout popular genres of Classical Hollywood Cinema.
The student will be able to use Feminist Film Theory to analyze contemporary mainstream representations of women.
Perfectly aligned
WOMN 20 Apply standard oral history and research ethics protocols to their research.Mostly aligned
WOMN 25 Analyze key concepts and definitions commonly used in Women's Studies
courses
Consider the formation of gender and its intersections with other power relations
Analyze how various media present images of women
Assess issues of women's health, reproduction, and sexuality
Assess how political and economic institutions and socio-economic class status affect women's lives
Evaluate causes and effects of violence against women and children
Develop more positive self-image and increased self-esteem through increased ability to identify issues and evaluate choices confronting women today
Perfectly aligned
WOMN 54 Define and analyze the terms employed in a discussion of dominant culture power and consider how sexual violence is connected to other forms of dominant culture violence
Compare and contrast rape in heterosexual relationships and in relationships involving people who identify as gay, lesbian, bisexual or transgender
Compare and contrast intimate partner violence in heterosexual relationships and in relationships involving people who identify as gay, lesbian, bisexual or transgender
Perfectly aligned
WOMN 55 Evaluate common myths about rape and intimate partner violence, in particular, analyzing how race, class and other stereotypes, such as myths about interpersonal violence in the LGBTQ community, contribute to misinformation about sexual violence
Define and analyze the terms employed in a discussion of dominant culture power and consider how sexual violence is connected to other forms of dominant culture violence
Perfectly aligned