June 2017 Revision
Semester and Year |
Fall
2018 |
CRN |
CRN
10886 |
Course Prefix,
Num. and Title |
HIST
1302-403 - United States History II |
Instructor |
C.J.
Bibus, Ed.D. |
Telephone |
281.239.1577 |
Email / Webpage |
Faculty Web Page
(opens in same window/tab) http://facultyweb.wcjc.edu/cbibus/ |
Office Hours / Location |
Richmond, 240G: 10:20-10:50 AM (Monday,
Friday), 9:50-10:50 AM, 1:00-1:30 PM (Wednesday). Sugar Land, 234:
9:25-10:40 AM (Tuesday, Thursday), 12:15-2:15 PM (Tuesday), 12:15-1:15 PM
(Thursday). Or by appointment. |
Class Days / Time / Location |
Monday,
Wednesday, Friday / 11:00-11:50 PM / FBTC 211 |
Course Catalog Description |
A
survey of the social, political, economic, cultural, and intellectual
history of the United States from the Civil War/Reconstruction era to the
present. United States History II examines industrialization, immigration,
world wars, the Great Depression, Cold War and post-Cold War eras. Themes
that may be addressed in United States History II include: American
culture, religion, civil and human rights, technological change, economic
change, immigration and migration, urbanization and suburbanization, the expansion
of the federal government, and the study of U.S. foreign policy. |
Instructor’s Grading Formula |
Objective
work includes Learning Quizzes on concepts, Evidence Quizzes, 3 Unit
Exams, and a Departmental Final Exam. Written work is a 3-part writing
assignment to develop your skills by using prior feedback and working
with evidence and primaries. See the syllabus for course policies, exam
dates, grading policies, and points for types of assignments and for
the final letter grade. |
Instructor’s Grading Scale |
895
– 1000, A (exceptional) 795
– 894, B (above average) 695
– 794, C (average) 595
– 694, D (below average) Below
595, F (failing) |
Instructor’s Attendance Policy |
Attendance
will be taken daily at the beginning of the class using a seating chart. |
ADA Statement |
The
college will make reasonable accommodations for students with documented
disabilities. Students wishing to receive accommodations must contact the
Office of Disability Services, located in the Pioneer Student Center, Room
313, at the Wharton campus or by phone at (979) 532-6384. Students must
request accommodations from the Office of Disability Services prior to each
semester. Please note that accommodations provided are not retroactive.
Additional information can be found on the web at the Office
of Disability Services (opens in same window/tab). Link Address:
http://wcjc.edu/About-Us/administration/offices/student-services/disability-services.aspx.
|
Misconduct Statement |
Misconduct
for which discipline may be administered at WCJC includes, but is not limited
to, cheating, plagiarism, or knowingly furnishing false information to the
college (plagiarism and cheating refer to the use of unauthorized books,
notes, or otherwise securing help in a test, copying tests, assignments,
reports, or term papers). |
Last Day to Drop with a “W” |
November
16, 2018 |
Course Information
Prerequisites:
TSI satisfied in Reading and Writing
General Education Core Objectives:
History Department Student Learner Outcomes:
Upon successful
completion of this course, students will:
For definitions
of the terms above, use the Syllabus & Success Assignment.
Required Course Materials:
This textbook is required for all written assignments: David M. Kennedy,
Lizabeth Cohen, and Mel Piehl, The Brief American Pageant: A History of the Republic, 9th edition. It is the one-volume edition containing 41 chapters and is used
for both History 1301 and History 1302. The ISBN is 9781337124645; however,
that ISBN is a “bundle” and includes both the textbook and an online program
called Mindtap. In this course, we will not use Mindtap.
Method of Instruction:
This course uses Learning Quizzes, Lessons,
writing assignments, and other course work to help you learn the essentials of
history, but also to prepare you for the world of work or, if that is your
goal, for further academic study. You can:
Organization of the Course
United States History II covers from 1877 to the
21st Century. The course is split into three Units, or major time periods, that
reveal shifts in our history. The three time periods are:
·
Unit 1: Creating a New America from 1860 to
1900
·
Unit 2: Moving to the World Stage – America from 1900 to 1945
·
Unit 3: Transformations – America from 1945 to
the Near Present
Blackboard and Its Use in This Class:
In this course, you
need to use Blackboard for five things:
Blackboard and different student situations:
Getting Started Activities
The Getting Started activities are:
To help you, you attend a course lab, and the instructor
provides a quick demonstration. You log into Blackboard and do the first
Learning Quiz (both its Self-Test and its Full-Test) and as many Self-Tests as
you can.
Assignments That
Help You Learn Efficiently and Prepare for Exams and for Writing Assignments:
How Quizzes Work in This Course for Both
Self-Testing and to Earn Full Points
Whether Learning Quizzes or ones on the basics of evidence,
quizzes always consist of:
·
A self-test so you find out what you
know and you do not know. The name
is self-test because you are testing yourself so you know
what you need to do.) The goal is
positive so no points are lost. Self-Tests are extra credit and have questions
that are only worth .01. (A .01 is so small that it is equivalent to a penny
compared to a dollar.)
Tip: On the other hand, it is in your interest to answer Self-Tests accurately so measure
your own brain accurately for 2 reasons.
1.
You want to know what you know and do not know
so you can work efficiently and correct or complete what you do not know.
2.
If you already know the content in the Self-Test
and prove that by being correct on over 80% of the questions on that Self-Test,
you earn the points for its Full-Test without
taking it.
The instructor enters those points at the end of each Unit after the Learning Quizzes close.
·
Once you submit the self-test, Blackboard automatically displays additional
content (if needed) and a Full-Test that has so that you can earn full points
while teaching yourself the
vocabulary and map locations you do
not know. You may repeat as many times as you wish, and your highest score counts.
There is an incentive for persisting explained before the List of Due Dates at the end of the syllabus.
Evidence Quizzes as a Key to Understanding
Historical Writing and Basics That You Must Apply When You Write
The main
purpose of the Evidence Quizzes are to help you recognize the IF and
the WHEN
below:
Learning Quizzes as a Key to Understanding Concepts
Learning Quizzes let students focus on concepts, such as the
meaning of words, the location and traits of places, and parts of essential
documents. Understanding concepts helps you understand accurately the facts you
encounter. Questions from these quizzes are also 8 (about a third) exam
questions of the 25 questions on each Unit exam.
3 Unit Exams
and the Goal of Exam Questions (Questions are easier—and more useful.)
There are 25 questions in sets (so students in the classroom
sitting side by side have different questions). Eight of the 25 sets (about a
third) in the Unit Exam are pulled from Learning Quizzes so you not only pre-earn points for the quizzes, but
you also pre-learn 8 of the 25 unit
questions.
The goal of the exam questions determines the remaining seventeen
(about two-thirds) of the 25 sets of exam
questions. In this class, questions do not
require that you show you know everything,
but 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 representative historical
figures. Tip 1: The best way to recognize and learn these
is in the instructor’s Lessons in each Unit, not in turning the pages of the
textbook. Tip 2: The best way to use the Lesson links
efficiently is to use the Unit’s Study Guide (at the top of each Unit’s folder).
The Syllabus & Success Assignment provides a link with examples of these types of
questions.
Departmental
Final Exam—F for the Course If Not Taken
There is a review for the Final Exam provided in
the course in a folder at the bottom of Learning Modules. The Final Exam has 50
questions, at 2 points each. The questions in the Departmental Final Exam were
written directly or chosen by the History Department. Caution:
Departmental policy is an F for the course
if you do not take the Final. In other words, if you have an A average for all
of the prior work in the course and if you do not take the Final Exam, I am
required to enter an F for your final Letter
grade for the course.
3-Part Writing Assignments:
Your Instructor’s Perspective
Throughout
the 3 parts, your instructor is glad to
spend time with you to help you. (Caution: do not start the day before
the part is due.) Also, if you think I have marked your evidence incorrectly,
double check the evidence with your source page and then come see me. If I am
wrong and you can show me the evidence, I am glad to change the grade. I try hard to grade your papers with your
sources side by side, but everyone can make a mistake.
How All
Writing Assignments Work in This Course
Writing assignments are freshman level, brief, and use only
the textbook and resources in the course. You focus on a specific historical
question as though you were teaching
another student. You follow rules for citation provided in the course.
Every part of the writing is to be based on the 5 Good Habits for Evidence. Grading is not about your style or your opinion
or your memories—or mine. It requires you practice skills essential to get and
keep a good job.
Location of the Written Work and the Evidence
Requirements
Your writing assignments are located in 3-Part Writing and
Evidence Requirements in Blackboard. Instructions, the required file you are to use (without changes to format or heading),
primaries and any materials you need, and the Turnitin Assignment that you use are
there.
To reduce the odds that you work contrary to instructions
and fail an assignment, some actions require you do something first. Examples
are:
3-Part
Writing Assignment – Visual Paper, Revised Paper, and Paper with Additional
Content
Doing the 3-Part Writing Assignment with on-campus students
is an experiment to try to help students with permission of the History
Department. My hope is that it will help many of you a lot.
You are required to keep in a folder (cheap, ugly, orange)
that I provide: all of your marked papers and all of your feedback from me. With
the 2nd and 3rd Parts, you always return my orange folder
not only the new work but the folder with all prior work and all prior
feedback. You will be stronger if you should use them to improve, but at least
you must keep all of them in the
folder or you lose 20% of the grade for your new work.
·
1st Part: For the visual paper, your
requirement is to follow a Visual Checklist of how the heading, paragraphing,
footnotes, bibliography should look. You also do a first pass at following the
instructions to answer the question provided, but on this pass you not worried
about your best words but content and citation. You use primaries. The paper
and the footnotes must no more than 1 page, with the bibliography on the
second.
Feedback: Your marked paper and the marked
Visual Checklist (The Visual Checklist has a section where you can respond to
feedback.)
·
2nd Part: You use the marked paper
and your marked Visual Checklist to determine how you need to work differently.
Look at your paper and ask yourself if you met the goal of teaching another student this content—should something come out or
be added. Compare your first pass of your paper with the exact page of every
citation to make sure are accurate. Revise and proof (double check everything).
Feedback: Your marked paper and the
marked Good Habits for Evidence rubric.
(The Good Habits for Evidence rubric has a section where you can respond
to feedback.)
·
3rd Part: You use the marked paper
and your marked Good Habits for Evidence rubric to determine how you need to
work differently. If I point out that you are making the same mistake that you
made in the 1st Part, then check that carefully as well. See me if
you do not understand. The question,
primaries, and content are related to the prior paper, but all are expanded to
a larger time period. In other words, you are still teaching another student this content but you will probably have to
remove or reduce content that you thought was important before. Before you
submit make sure you compare the 3rd Part paper with the feedback on
the Visual Checklist and the Good Habits for Evidence rubric that I marked
before.
Feedback: Your marked paper and the
marked Good Habits for Evidence rubric.
(The Good Habits for Evidence rubric has a section where you can respond
to feedback.)
Writing Assignments and Requirements about Using
in Turnitin in Blackboard
With Turnitin
assignments in this class, you:
·
Submit your file to Turnitin in Blackboard. (We
do not use Turnitin at a separate website.)
·
May resubmit your file many times until the Due
Date. For example, you may submit to Turnitin for feedback on grammar and plagiarism, then correct the file,
and resubmit it. Submit early so you can ask questions on such things as what
Turnitin has identified in its originality report. Ask if you need help.
In this class, you
are submitting two things—the file to Turnitin and the print of the paper to
your instructor. You must do these 2 things for your work to be graded.
1. Submit your file before 11:59 PM on the Due Date.
2. Bring a single-sided print
of the paper to
your instructor before the seating chart
is complete on your next class
day after the Due Date in Turnitin. Caution:
The print and its folder (once you have that) are not accepted late.
Course Evaluation
Grading Scale:
This is a
1000-point course, with points added as you earn them. You can see your current
total in Blackboard. At the end of each
Unit, I post an Announcement in Blackboard to help you determine your current
letter grade. If the grade is lower than you want, please ask for help. The
Final Letter Grade is determined by this scale:
Point Range |
Final Letter Grade |
895
– 1000 |
A
(exceptional) |
795
– 894 |
B
(above average) |
695
– 794 |
C
(average) |
595
– 694 |
D
(below average) |
Below
595 |
F
(failing) |
Grading Formula:
The 1000-point
course consists of these points, with the first 2 being general assignments,
the middle 4 being objective assignments (gradable by computer or a Scan-Tron),
and the last being related written assignments:
·
40 – Getting Started activities (How you
start frequently determines your success at the end)
·
90 – Participation and Self-Management to Help
Both Objective and Written Work
·
200 – Learning Quizzes
·
300 – 3 Unit Exams @ 100 points each
·
100 – Comprehensive Final Exam– Departmental
policy is an F for the course if you do not take it.
·
50 – 4 Quizzes on the basics of evidence in
history and preparing for and participating in a Q&A (question-and-answer)
session on evidence and on the 1st Part of the 3-Part Writing (10 points)
·
220—3-part writing assignment to develop your skills by using prior feedback
and working with evidence and primaries
Your Course and Incentives for How You Work and
Opportunities to Improve a Weak Grade
This course does not
offer extra credit at the end of the class to help a few people make a higher
grade. It does offer incentives (defined
below) to all students for doing
things that will make them better students.
·
It offers grading using the 5 Good Habits for
Evidence (explained below) which can raise your written work by a letter grade
if you just follow those Habits. If you already have the Habits and
consistently follow them, your grade will be fine. If you did not have these
Habits initially but improve consistently and do follow the Habits by the 3rd
assignment, your Good Habits for Evidence points for the 3rd
assignment can overwrite the points for the 2nd assignment.
·
It offers incentives for persistence with quizzes.
Caution about the History Department’s Course Objectives and the
Requirement for 25% Writing
The History Department has student learner outcomes that require
writing based on evidence and that require that you use primaries as well as
secondaries. The Syllabus and Success Assignment form you submit provides a
link to explain those objectives and the meaning of the terms primary and
secondary.
The written work must
be over 25 percent of your final grade, a requirement for all history
instructors. That minimum means formal writing assignments are essential to
pass. For math examples so you can see how that 25% writing requirements makes
success in writing essential, use the Syllabus & Success
Assignment. To pass, everyone must
do all parts of the 3-Part Writing
Assignment.
How This Course Tries to Help Different Types
of Students Succeed in Writing about History
For many students, a United States history course is the first
time they have had to write about something that is real—not just opinion—and therefore requires verifiable evidence from a reliable
source. Some students never had United States history before. Some students
are very uncomfortable and inexperienced with writing.
Also, history is cognitively like biology: both disciplines are
real and both are also detailed, complex, and interconnected. That means you
have plenty of ways to be wrong about those realities. Many students seem to
have problems with both of these disciplines.
To try to help students with the issues above, this course does four
things:
·
One part of the grade for the content of the
written assignment itself
·
One part for following the 5 Good Habits for
Evidence (covered at the top of Required Writing and Evidence Requirements).
For a link to showing you how dividing written grades in those two
parts can help your grade (and your skills), use the Syllabus & Success Assignment.
How This Course
Tries to Help Different Types of Students Persist by Using Incentives
Merriam-Webster’s
Online Dictionary defines the word incentive as:
“something that makes a person try or work
hard or harder.” |
With Learning Quizzes and Evidence
Quizzes, you earn 1 incentive point for each quiz if you:
·
Either already knew the content in the Self-Test
and were correct on over 80% of the questions on that Self-Test, you earn the
points for its Full-Test without
taking it.
At the end of each Unit after the Learning Quizzes close, the instructor not
only enters the points for the Full-Test but also the 1 point incentive.
·
Or complete both Self-Test and Full-Test parts 3
days before the Unit Exam.
Why Do the Full-Tests? 1) Its
Full-Test lets you teach yourself any missed concepts by taking the test as
many times as you want and you pre-learn about one-third of the Unit Exam
questions. 2) Completing both tests results in the 1 point incentive. 3) That the
highest score counts is also an incentive to persist—what Duckworth calls “grit,” something everyone needs.)
For a link to Duckworth’s Ted Talk, use the Syllabus & Success Assignment. She is very impressive.
How This Course Tries to Help Different Types
of Students Succeed with Self-Management
Factual accuracy is
a key to success with assignments based on evidence, not opinion. Being able to
focus on factual accuracy in class requires self-management by the class. To
encourage self-management, the seating chart is a way to record distracted or
distracting behavior and—the ideal—focused behavior.
If you use the
Lesson links and Learning Quizzes before class, your focused participation can
help the class dialog as part of the lecture. Good participation is useful to others and means such behaviors as:
1) No guessing and no use of information other
than from the textbook or sources within the course
2) No answers that are off topic
3) Asking questions that are on topic (You can
always ask general questions at the beginning of class.)
4) No hogging or bullying (examples available)
5)
No use of electronics, including no attempts to hide them while using them
Each Unit has a Self-Management grade @ 30 points for a total of 90
points (9%) of your final grade. A mark on the seating chart in orange means no
points for the Unit. The chart shows the other possible grades.
Points |
Letter
Grade |
What
Do You Do to Earn It? |
How
Is It Measured? |
Quantity
Required |
23.9 |
C++ averaging as a B- |
In class, no distracted or distracting behaviors |
No orange
dots in your seating chart for the Unit. |
0 (Absolutely not 1 time during the Unit) |
25.5 |
Averages as a mid-B |
Does the above and also does focused
participation in class dialog within lecture |
1 blue
dot in your seating chart for the Unit |
At least 1 time |
27.0 |
Averages as an A- |
Does both things above |
2 blue
dots |
At least 2 times |
30 |
100% |
Does both things above |
3 or more blue dots |
At least 3 times |
Course Policies
Class Behavior Policy:
Disruptive behavior
that is a consistent problem will result in the student’s dismissal from this
course. The term “classroom disruption” means behavior a reasonable person
would view as substantially or repeatedly interfering with the conduct,
instruction, and education of a class. Examples include resorting to physical
threats or personal insults, coming to class under the influence of alcohol or
a controlled substance other than prescriptions, or abusing students or
instructors with offensive remarks. They also include repeatedly leaving and
entering the classroom without authorization, making loud or distracting
noises, persisting in speaking without being recognized. (See WCJC’s Student Handbook.)
Attendance Policy:
WCJC’s Student Handbook explains responsibilities for
attendance and when a student should withdraw from the course. I will consider active attendance throughout the course
favorably when computing final grades that are borderline. (Details provided in
class.) Active attendance means 3 things: 1) using the upcoming Lesson’s
Learning Quizzes before class, 2)
using that preparation to participate positively in problem solving in
class, 3) taking notes, and 4) removing all distractions. Using a cell
phone, smartwatch, computer, or other device during class makes active attendance improbable. Put up all of these devices before class starts. Your
self-management in class during each of the 3 Units is measured for a grade. (Covered
above.) If you cannot resist using your cell phone—for example—during class,
then you will not only lose the points for the Unit, but also before the
beginning of the next class you will need to place the device in a safe
location provided by the instructor and then pick up your device at the end of
class. Exceptions:
Attendance
Policy, Locking of the Door, the Seating Chart, and Days When Papers Are Due
For security reasons, the door will be locked 5
minutes after the beginning of the class and remain locked until the end of
class. (I have an alarm set on my phone for 5 minutes after the start of
class.)
Attendance will be taken once daily at the beginning of the
class. If you come into class after
the seating chart is complete but before
the door is locked, you are not marked as attending for the day. Students who
frequently come to class after the seating chart is complete tend to make very
low grades for the course. For example, they miss announcements about topics
for the day and they do not hear other students’ questions about upcoming
assignments.
With papers, work is due at the beginning of class. For example, if you
arrive after the seating chart is
complete, you cannot hand in your
paper copy of a Turnitin Assignment. Tip: If you cannot come to class or be there before the seating chart is completed,
have the printed copy timestamped at the reception area before the class starts. Then follow their instructions for putting
the paper in my mailbox. Also email me at bibusc@wcjc.edu before the class telling me to check my mail box.
On the date in the List of Due Dates (at the
end of this syllabus), you choose your preferred seat; however, students who
chat after class starts will be moved to another seat on the next class day. If this occurs, I will
mark the problem on the seating chart and, on the next class day, move you on
the seating chart and in the room.
Academic Honesty Policy:
WCJC’s Student
Handbook explains student responsibilities and provides examples of misconduct.
It states “plagiarism and cheating refer to the use of unauthorized books,
notes, or otherwise securing help during a test; copying tests [or]
assignments….” The Handbook provides details on college-level policies. In this
course, copying any part of an assignment from the Internet or another source
is a zero (0) on the assignment.
Six Drop Rule:
Under section
51.907 of the Texas Education Code, “an institution of higher education may not
permit a student to drop more than six courses, including any course a transfer
student has dropped at another institution of higher education.” This statute
was enacted by the State of Texas in spring 2007 and applies to students who
enroll in a public institution of higher education as a first-time freshman in
fall 2007 or later. There are many exceptions to this rule. Please refer to the
current WCJC catalog for information.
Dropping a Course with a Grade of “W:
In the History Department, instructors may not drop students.
Students must drop their course. WCJC sets the last date for a student to drop
a course. That date is on the second page of this syllabus and on the List of
Due Dates at the end.
List of
Due Dates (at the end of this syllabus) and Your
Responsibilities:
It is your
responsibility:
·
To talk
to me if you do not know what to do or need help. I am glad to help you,
but let me stress this: The earlier we talk, the better your chances of
success.
·
To use the
List of Due Dates to determine:
·
What Lessons we are covering in the coming week and
therefore specific Learning Quizzes you should do
·
What is
DUE and when—including preparation that you need to do before class and what
you print and bring to class before the seating chart is completed.
·
To
understand the Late Work Policy (below) so you can understand the consequences
of your decisions.
Late Work Policy:
With due dates for
any assignment, including exams and required writing, there are no extensions
unless it is appropriate to make an extension available to all of you.
You have these responsibilities:
1. At the beginning
of the term, compare all of the Due
Dates with your personal schedule. If you cannot do an assignment on a Due Date,
tell your instructor immediately and suggest an earlier date. Example: If you previously scheduled a trip on the
date of a Unit Exam, suggest an earlier
date to do the exam.
2.
If something
happens that no one could plan for, such as suddenly becoming very ill
(doctor’s note required) or having a death in the family, tell your instructor immediately and provide a valid, written excuse.
What happens depends on whether you have
a valid, written excuse for this event:
·
With
a valid, written excuse provided immediately, these rules apply.
·
If you miss an exam, your make-up exam is taken on
the date of the Final Exam.
·
If you
miss one of the 3-Part Writings, you
receive an extension, set by me, with no penalty.
·
Without
a valid, written excuse, you receive a 0.
Tip: Remember a low grade is better than a 0 so do the assignment as best you can and submit it on time.
Dates |
Last day for you
to “Drop” the course with grade of “W” – 11/16/2018 |
Due Dates and the Specific Hours |
For the date due, see the Due
column. On that date, quizzes and
Turnitin submissions close at 11:59 PM. The print of the paper is due to the
instructor before the seating
chart is completed. The incentive date for quizzes is 3 days before your Unit Exam. |
Reference Chapters |
The numbers
listed in a Unit’s heading are for the textbook chapters applicable to the
Unit and they are for reference only. Because of the goals for the exam
questions (as the syllabus explains), in this course, Lesson links are the textbook. |
Self-Test Passwords |
Passwords are
required only for Self-tests – selftest (no capitals, no spaces, no
punctuation) |
Headings Here and Course Locations |
The headings,
such as Getting Started – Course Documents and Orientation—are also the names
of the Blackboard folders in the course. |
Blackboard Opening |
9/04 at 8 AM - Tip to MWF classes: wait until I see you in classes on
9/05. |
Lecture Title/Your Assignment or
Preparation |
Quiz/Exam |
Due |
Points |
Course
Orientation and your plan to make the grade you want. |
|
8/27 |
10 |
Your
Preparation: Bring a Scan-Tron and # 2 pencil. Seating chart occurs. |
Take the
Pre-test in class. |
8/29 |
-- |
Your
Preparation: Mark the Syllabus and Success Assignment form and view the links
(URL at the top) for any row you do not understand (10 points). Come with
your questions for the Q&A (10 points). |
|
8/31 |
20 |
Your Assignment: When your class starts, come to the
open lab reserved for your time period. This is a working lab for a grade and
Blackboard will show the work you do. Being
quiet and productive is required for the points and to stay in the lab. Your
instructor will show examples of using a Self-Test and Full-Test and then
help any students who need help logging in or anything else. (On 9/5, we will
do preparatory work about history
and our course.) |
Log in
successfully. Take at least the 1st Self-Test and its Full-Test.
Also do other Self-Tests with attention. |
9/7 |
10 |
Lecture Title/Your Assignment or Your Preparation |
Lesson # |
Quiz/Exam |
Due |
Points |
Big
Business and Semi-Organized Labor, 1860–1900 |
Lesson 1 |
-- |
-- |
-- |
Transformations
in the South and West |
Lesson 2 |
-- |
-- |
-- |
Turmoil of
Politics, Urban/Rural Split, and Reform |
Lesson 3 |
-- |
-- |
-- |
Turmoil
and Expansion Through 1900 |
Lesson 4 |
-- |
-- |
-- |
Your
Assignment: Complete all Learning Quizzes |
Lessons
1-4 |
All
Self-Tests/Full-Tests |
10/8 |
70 |
Your
Preparation: Bring a Scan-Tron and # 2 pencil. |
Lessons
1-4 |
Unit 1
Exam |
10/8 |
100 |
Self-Management
|
-- |
-- |
10/8 |
30 |
Caution: To see the folder for Part 1 on 9/16, if you must have finished the
Evidence Quiz 4’s Self-Test.
Assignment |
Open |
Date and Hour Due |
Points |
Do the 4 Evidence Self-Tests on basics of evidence in history. (If you do not
make 80% on each Self-Test and if you want the 40 points, do the Full-Tests).
Prepare for/attend a Q&A class session on evidence and Part 1 Writing (10
points) |
9/4 (8AM) |
Working lab on quizzes 9/19 |
50 |
Part
1: Your 1st attempt at your paper with correct footnotes and bibliography per
the Visual Checklist. |
9/16 |
File
in Turnitin- 10/2 pre 11:59 PM |
80 |
Part 2: Your paper corrected
for everything. Paper (60 points, 30
for content, 30 for the Good Habits for Evidence) 2 items in folder (5,5) |
10/7 |
File in Turnitin- 10/22 pre 11:59 PM |
70 |
Part 3: Your paper expanded for
new content and primaries. Your paper corrected for everything. Paper (60 points, 30 for content, 30 for
the Good Habits for Evidence) 4 Items
in folder, 2 new items in folder (5,5) |
10/28 |
File in Turnitin- 11/18 pre 11:59 PM |
70 |
Lecture Title/Your Assignment or
Preparation |
Lesson # |
Quiz/Exam |
Due |
Points |
Progressivism:
Roosevelt to Wilson |
Lesson 1 |
-- |
-- |
-- |
World War
I and Its Transformations Including Mass Culture |
Lesson 2 |
-- |
-- |
-- |
Economic
Collapse, the New Deal, and New Challenges |
Lesson 3 |
-- |
-- |
-- |
1940 to
the “Summit of the World” |
Lesson 4 |
-- |
-- |
-- |
Your Assignment:
Complete all Learning Quizzes |
Lessons
1-4 |
All
Self-Tests/Full-Tests |
11/7 |
85 |
Your
Preparation: Bring a Scan-Tron and # 2 pencil. |
Lessons
1-4 |
Unit 2
Exam |
11/7 |
100 |
Self-Management
|
|
|
11/7 |
30 |
Lecture Title/Your Assignment or
Preparation |
Lesson # |
Quiz/Exam |
Due |
Points |
|
The Big
Shift: 1945-1960s (Major changes over time) |
Lesson 1 |
-- |
-- |
-- |
|
The Big
Shift Expanded: 1970s-1980s |
Lesson 2 |
-- |
-- |
-- |
|
The
Troubled Transformation: 1990s to the Near Present |
Lesson 3 |
-- |
-- |
-- |
|
Your Assignment:
Complete all Learning Quizzes |
Lessons 1-3 |
All
Self-Tests/Full-Tests |
12/7 |
45 |
|
Your
Preparation: Bring a Scan-Tron and # 2 pencil. |
Lessons 1-3 |
Unit 3
Exam |
12/7 |
100 |
|
Self-Management
|
-- |
-- |
12/7 |
30 |
|
Lecture Title/Your Assignment or
Preparation |
Exam |
Due |
Points |
Your
Preparation: Review materials are available. |
|
-- |
-- |
Your
Preparation: Bring a Scan-Tron and # 2 pencil. |
Final Exam |
12/12, 10:15-12:15
PM |
100 |
Your
Preparation: Review all grades. If a problem, call and email me. |
|
12/13 before Noon |
-- |
I reserve the right to modify the syllabus
during the semester.