For this plan, you do not fill anything in except your first and last name. You hand it to me.
Your
last name: |
|
Your
first name: |
|
Unlike the other
plan you submit in Getting Started, I will not
check the work. Your submitting the file means you get the points because you
are confirming that you understand the syllabus and how to avoid misery. Caution: Make sure you:
What’s Covered That Might Make You Miserable (or the Why’s and How’s That
Can Help You Avoid Misery):
Realities
about Technology – Do This Before You Start to Work on Content
How
You Know What’s Where, What’s Due, and When
Realities
and Rules in the Course on Honesty, Firmness of Exam Dates, Dropping, and
Emails
Why I
Attempt to Protect Student’s Grades While Helping Students Improve Their
Knowledge
Why
I Attempt to Protect Student’s Grades While Helping Students Improve Writing
Realities
about History Department Requirements and How I Attempt to Help Students’
Grades
Requirements
So You Have Good Habits with Evidence and I Grade Accurately and Faster
Mystery
Words in the Syllabus (That I do not want to remain mysteries for you)
What’s
a 1.11 at My Grades Mean? What about Tips and Cautions?
|
You are responsible to prepare your computer and its
browser to work with Blackboard. I email Distance Education’s resources for
this to your WCJC email address before the course opens and also provide DE’s
resources in Getting Started. (See
Required Preparation to Use Blackboard.) Caution: For example, I have seen students use an outdated version of Safari and not even see all the work until it was too late to pass. They did not realize other people were doing the work. |
|
Consistently, Blackboard continues to work even when the WCJC home page or the WCJC portal are down. You are responsible to make Blackboard a favorite or bookmark it so you can access it directly. (For the URL you need, see Class Days / Time / Location on the 1st page of the syllabus.) |
|
You are to follow the Course Schedule which states the available date and the due date for all assignments. The Course Schedule is at the end of the Syllabus and also on a separate link on the menu on the left in the course. (See the Course Schedule.) Tip: Take a look at the picture of the Course Menu and what each part is for. You will find it in Course Orientation. Also do the Course Tour in Course Orientation—on the last page of instructions. |
|
If you do not follow the WCJC Academic Honesty Policy, my specific action is a 0 for the assignment: · Whether that is a 10-point assignment or 100-point one · Whether a test or a written assignment, including copying words from the Internet. (See WCJC Academic Honesty Policy.) |
|
If your planning at the beginning of the term shows you cannot take an exam or submit work on its due date, contact your instructor immediately and suggest an earlier date. (See Late Work Policy.) |
|
If you miss an exam or other assignment, you must have a a) verifiable and b) written excuse, such as a doctor’s note. (See Late Work Policy.) |
|
If you decide to drop the course, you must do that yourself. The History Department rule is that professors cannot drop students. (See Dropping the Course with a Grade of “W.” Also be sure you understand the Six Drop Rule.) |
|
I protect grades by encouraging behaviors that help people succeed. That is why there is an extra credit (1 point) that lets me measure and reward a bit those who are keeping up. Guys, it is persistence that saves you most of the time. Never give up when you just start to sweat. (See Your Course Plan and Extra Credit for How You Work and Opportunities to Improve a Weak Grade) Tip: This is one of my favorite advocates for students
and for how to help them. Click on
this video of a Ted Talk by Angela Duckworth (URL:
https://www.ted.com/talks/angela_lee_duckworth_grit_the_power_of_passion_and_perseverance) |
|
Over the last 2 years, I have been increasing worried that students were having trouble with history because they had limited background worse because they did not know concepts, such as the meaning of words, the location and traits of places, and parts of essential documents. That is the reason for creating the Learning Quizzes, and the Self-Tests and the Full-Tests. Also 8 out of 25 question each Unit Exam will come from the Learning Quizzes for that Unit. In the surveys of students in Spring 2017, they responded that they would this opportunity to teach themselves some basics using quizzes. They can also help you prepare for over 30% of the Exam questions. (See Learning Quizzes, Concepts, and the Goal of Exam Questions.) |
|
Because I see students memorizing random facts, I am
trying to get you to focus on useful, usable facts for your life time because
history is about life works. In this class, questions do not require that you show you know everything, but that you show that you know something. The
questions focus on your recognizing significant traits of such things as
regions, time periods and their dominant beliefs or events, and historical
figures. (See Learning Quizzes, Concepts, and the Goal of Exam Questions) Click here for an example of a question that lets you show that you know something that is worthwhile. (URL: http://www.cjbibus.com/GS_Good_Habits_What_Is_a_Question_Where_You_Show_You_Know_Something.htm ) |
|
In Spring
2011, I became increasing concerned about students and why they were not
succeeding. I began doing surveys each term to ask students:
The
results showed—until they were graded on evidence--50% to 60% of students from 2011 to 2017 did not have basic experiences such as having to
be factually accurate when writing about reality. Click here to see
what past students said they did not know before grading of their papers on
evidence in this course. |
|
Because of
long term professional work in varied industries and because my Master’s
degree and my doctorate degree were earned at different universities, my
experience said this lack of 5 basic
experiences by a large portion of students was not fair to them. They would have unnecessary difficulties:
If you
follow the 5 Good Habits for Evidence, you can practice at a freshman level
the skills you need to succeed in your future. Click here if you think
there is a job that does not require the 5 Good Habits for Evidence.
|
|
Your
professor follows History Department policy that all courses consist of a
minimum of 25% written assignments. The math of 25% means that—if you want at
least a C—you must do written work. Click on these examples of the math. (URL:
http://www.cjbibus.com/GS_HistDept_25_Percent_Min_So_You_MUST_Write.htm) (See
Caution about the History Department’s Course Objectives and Its 25% Writing
Requirement.) |
|
Your professor
follows History Department policy that all courses require students use
primaries and “historical evidence” and they create an “argument” (not just
repeat). Click here for details about those terms. (URL:
http://www.cjbibus.com/GS_HistDept_Student_Learner_Outcomes.htm) (See Student
Learner Outcomes.) |
|
Your
instructor, however, splits grades with 1/2 on writing content and ½ on
following the 5 Good Habits for Evidence. Click here for an example of how a
C can become a B. Click here for required Course Objectives, the separate Good Habits for
Evidence grade, and how it can help you.(URL:
http://www.cjbibus.com/GS_Good_Habits_for_Evidence_As_Separate_Grade_Example_of_the_Math.htm |
|
For written assignments, your professor requires that your only sources are the textbook and resources that the professor provides in the course, including primaries. To be clear: No Google. (See Required Course Materials.) |
|
For
written assignments, you also must cite a specific page from the required textbook for your fact. (See
Required Course Materials.) |
|
What’s a
concept? Click here for a definition and 2 examples. (URL: http://www.cjbibus.com/GS_Good_Habits_What_Is_a_Concept.htm |
|
What’s a peer review? Click here for peer review and where to find more on the word citation. (URL: http://www.cjbibus.com/GS_Good_Habits_for_Evidence_What_Is_Peer_Review_and_What_Is_Citation.htm |
|
What’s
a primary? A secondary? Students in history
are required to use primaries. You have an assignment to help you practice
that. Click here for details about those terms. (URL:
http://www.cjbibus.com/GS_HistDept_Student_Learner_Outcomes.htm) (See Student
Learner Outcomes.) |
|
What’s a rubric? Click here for the definition and examples of rubrics in this class. (UIL: http://www.cjbibus.com/GS_Good_Habits_for_Evidence_What_Is_a_Rubric.htm ) In this course rubrics are used to grade every stage of a writing assignment and to grade Learning Discussions. |
|
If there
is a problem with your following the Good Habits for Evidence or with anything incomplete about an
assignment, your professor enters 1.11 as a temporary placeholder for the grade and posts a comment with
that grade telling you what you need to do. (See Getting Started Activities
and see Grading Response Timeframe.) |
|
Why are
there Tips and Cautions? Click here for the reason and with a tip and caution for Getting Started.
(UIL: http://www.cjbibus.com/GS_How_I_Try_to_Signal_You_about_Dangers_and_Benefits.htm
|
2