If you want the WCJC cover
page, including disability information, scroll down.
Tip: You can also find formation by pressing Ctrl+F. The
system will display a Find box and you can enter what you want to see, such as
the letters video to see information
on the Video Assignments.
Otherwise, click on the link
below to go to the information you want.
Academic
and Personal Integrity:
Classroom
Communications and Your Instructor’s Responsibilities:
Classroom
Communications and Your Responsibilities:
Due
Dates and Your Responsibilities
Blackboard
and Organization of This Course Content into Units
Points
for the Final Letter Grade, Points for Course Assignments, and Planning for
Your Success
Overview of Things About the Course That Students
Have Identified As Helping Them—READ THIS!
1. This course requires reading of the textbook
2. This course helps you know what you need to read in
the textbook for the Unit by
3. There are small extra credits for your working in
ways that increase your odds of success.
Overview
of Objective (Multiple Choice or Matching) Assignments
Reading
Quizzes Within Unit 1, 2, and 3:
Objective
Part of the Exams That End Unit 1, 2, and 3:
Final
Examination That Ends the Course
Overview of Written Essays (History Changes Essay,
Unit Essays, or the Comparison Essay)
How
Does Your Instructor Grade Your Writing?
What
Is the Evidence Checklist/Rubric and What Are Its 2-Letter Abbreviations for
Feedback?
History Changes Essay, a 10-point assignment:
Essay Part of the Exams That End Unit 1, 2, and 3,
with 2 essays, each at 25 Points:
Alternative Assignment for Unit 3’s Essays (1-page
typed essay at 50 points)
Overview of Short Written Reports about Videos to
Support Content in Reading Quizzes A Through I
What
is the Goal for Answering Questions about a Video?
What
Blackboard Tool Is Used with the Video Reports?
Who
Created the Videos and How Do You Find the Videos in Our Course?
How
Do You Do the Video Reports?
How
Does Your Instructor Grade Your Writing?
Holidays
and Due Dates Determined by WCJC (Not the Instructor)
Getting
Started Module – Available After 12:00 AM on 1/22
Student Syllabus Cover
Sheet Revised June, 2006
Semester and Year
– Spring 2013 |
CRN (Course Reference
Number), Course Prefix, Number and Title
– CRN 21923 - HIST 1301-164 |
Course Meeting Days, Times
and Location (Campus, Building, and Room number)
– Distance Learning Course in Blackboard |
Instructor’s Name
- C.J. Bibus, Ed.D. |
Instructor’s Telephone
number(s) – 281.239.1577 (This phone is located in my
office at Fort Bend Tech Center, not
Sugarland) – Checked once a day as
early as possible. Instructor’s email address
– If Blackboard is not available, bibusc@wcjc.edu
- Checked once a day as early as
possible. |
Instructor’s Office
Hours and Office Location – Office Hours at FBTC: 8:30-8:50 (MWF),
10:00-10:50 (MWF), 12:00-12:30 (MF), 12:00-2:00 (W). Office Hours at SUGUH:
9:15-10:40 (TTR) - Or by appointment. Online Hours:
10:00 am – 10:50 am (MWF), 10:00 am – 10:40 am (TT) |
Course Catalog Description
– Survey beginning with the European background for the discovery of America
and continuing to the close of Reconstruction in 1877. Social, economic,
cultural, military, political, and diplomatic developments are emphasized.
The diversity of the American culture is stressed and the wide varieties of
contributions from all Americans are included. |
Instructor’s Grading
System – Student grade will be determined by daily work
(Reading Quizzes to help you determine what you need to read and brief reports on videos available in the
course, and optional, extra credit Study Groups. The student grade includes
objective exams ending the three Units, or major time periods, that reveal
shifts in our history. Students also write a short essay on content essential
to understanding how history changes (a requirement to do any of the Unit
essays), and the essay exams ending Unit 1, Unit 2, and Unit 3.
Alternatively, for their third written assignment, students may choose to
write a more challenging writing assignment, a comparison. All written
assignments are graded using the Evidence Rubric/Checklist for the course.
See syllabus for course policies, exam dates, grading policies, and points
for each type of assignment. |
Instructor’s Attendance
Policy – Blackboard stores an immense amount of data on
time spent and where you spend it: this data reveals who is attending—who is
actively working in the course. In this class, failure to be take Reading
Quizzes by the Start date and failure to be current (90% by the date in the
Course Schedule) in doing Reading Quizzes will prohibit successful completion
of the course. |
Last day to “Drop”
course with grade of “W” – 4/19/2013 |
* Any student with
a disability or other special circumstance requiring academic accommodations or
other consideration in order to successfully complete the requirements of this
course should identify himself or herself individually to the instructor to
discuss the matter in a private and confidential manner.
** 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).
American History 1301
Syllabus
– Spring 2013
Instructor:
C.J. Bibus, Ed.D. |
U.S.
History to 1877 |
Wharton
County Junior College |
Email:
bibusc@wcjc.edu–Checked once a day as
early as possible. |
Office
Phone: 281.239.1577–Checked once a day as early as possible. |
Location
During Office Hours: SUGUH 234, faculty area |
Office:
Fort Bend Tech Center 240-G (MWF) |
Location
at Sugar Land: SUGUH 234, faculty area (TTR) |
Office
Hours at FBTC: 8:30-8:50 (MWF), 10:00-10:50 (MWF), 12:00-12:30 (MF),
12:00-2:00 (W). Office
Hours at SUGUH: 9:15-10:40 (TTR). Online Hours: 10:00 am – 10:50 am (MWF),
10:00 am – 10:40 am (TT). - Or by appointment. |
Prerequisite: THEA reading and writing
requirements met.
Course Description: Survey
beginning with the European background for the discovery of America and
continuing to the close of Reconstruction in 1877. Social, economic, cultural,
military, political, and diplomatic developments are emphasized. The diversity
of the American culture is stressed and the wide varieties of contributions
from all Americans are included.
1)
to develop critical thinking skills which
would include the knowledge, comprehension, analysis, synthesis, and evaluation
of the significant events of United States history
2)
to enable the student to understand the
primary elements of cultural heritage and the cultural diversity of the United
States
3)
to foster in the student an understanding of
the uses of historical knowledge, to show how the past helps to explain the
present, and to assist the student in developing an historical perspective in
and for one’s personal life
4)
to provide students with a base of historical
knowledge and the tools to further their studies in other disciplines and as
transfer students to other colleges
Academic and Personal Integrity: Consequences of plagiarism and cheating during
examinations include referral to administrators without any opportunity for
making redress, a failing grade for the course, disciplinary probation, or suspension
(dismissal). Plagiarism and cheating include use of unauthorized books or
notes, securing help in a test, or copying tests or assignments; they will
result in a failing grade for the assignment. If any portion of a writing
assignment is copied from the Internet or another source, the result will be an
F (0) on the assignment.
Attendance Policy: Blackboard
automatically records data about your work. If your grade is borderline between
letter grades (needing 2 points to become the higher grade), I will consider if you take
Reading Quizzes before the start date and before you read and if you make 90%
or higher, by the due date in Course Schedule.
Classroom Civility: As with an on-campus classroom, each student is expected not to disrupt the
class. 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. Blackboard stores what you do (such as tests and
messages that you create with any tool), when you do it, and where you go. Some
Blackboard tools—such as the Forums in the Discussion tool—not only store
messages permanently, but also make what you write visible to everyone in the
class. When communicating publicly with the whole class and with individuals,
you need to be both kind and collaborative.
Classroom Communications and Your Instructor’s
Responsibilities:
Every day the college is in session, I do these things:
§
At
the beginning of the day, check my office voice mail for phone
messages. Click How to Contact Your Instructor (on the Course Menu) for a link
to a schedule showing my campus locations and contact information by days of
the week.
§
During
my online office hours, log in and check Blackboard
mail and read any postings.
§
Every
day the college is in session, read and
respond to emails within 48 hours or—if that is impossible—post an
Announcement. If you do not get a reply or see an announcement, please try
emailing again or try to contact me by voice mail. If you leave a message,
please a) spell your last name, b) say your class CRN, and c) slowly say your phone number twice.
Classroom Communications and Your Responsibilities: You
must log in regularly. Students usually
log in at least 3 times a week during the semester. You must read
any emails from me in Messages/Course Mail and all Announcements. You must
look at feedback provided by email and by comments at My Grades. You must
run Browser Check when you begin this course.
Due Dates and Your
Responsibilities: The Course Schedule shows all due dates at the
beginning of the term, and there are no extensions unless it is
appropriate to make an extension available to all of you. With due dates for
the Final Exam, the 3 Unit Exams (essay or objective parts), and the History
Changes Essay, you have these responsibilities:
1.
If your planning at
the beginning of the term shows you cannot submit a major assignment on time,
such as having previously scheduled a trip, tell me immediately and suggest an earlier date for you do the assignment.
2.
If something
happens that you cannot plan for, such as suddenly becoming very ill (doctor’s
note required) or having a death in the family, call and email me immediately
and provide a valid, written excuse. With
a valid, written excuse, these rules apply.
- You email a proposed date and a two-hour period during my office hours to
take the objective exam or write the essay(s).
- If I cannot agree, I suggest alternatives. If I can agree, I send
instructions on how we do this.
The course consists of
three Units, or major time periods, that reveal shifts in our history:
§
Unit 1: From New World to New Empires - the 16th
Century to 1763
§
Unit 2: From Making a Revolution to Making a Nation
-1763 to 1830s
§
Unit 3: Transforming the Nation - 1830s to 1877
Each Unit is organized in
the same way. Once you use one Unit, you know how to use the others. If you
need help, please ask.
The
grading system adds points to determine your grade. You can—and
should—determine your current total as you earn points and save any returned
papers until the end of the course. I tell you the divisor at the end of each
Unit so you can estimate your average as you work through the course. Your
Total at the end of the course determines your final letter grade. An A is 900+
points; a B, 800+ points; a C, 700+ points; a D, 600+ points, and an F, 594 or
fewer points. If your final average is .5 or higher, the grade is rounded up.
For example, if you have:
§
An average of 89.5% (895 points earned ÷ 1000 points possible), you have an A
§
An average of 89.4% (894 points earned ÷ 1000 points possible), you have a B
Consider in your planning for success the small
extra credits (covered below) provided in the course to encourage habits that
help you do better work and earn a higher grade. You specify whether you plan
to do extra credits at the beginning of the course.
The table shows the percentage of the total grade
for types of assignments, their points, and a description.
Percent |
Points |
Description of
Each Course Assignment |
20% |
200 |
40 points: Videos – 9 Video Reports at 5 points
each (with the lowest score dropped) 10
points: History Changes Essay. 150 points, 2 essays at 25 points at the end of
Units 1, 2, and 3 (each 50 points). You may also replace the last essays with
a more challenging comparison assignment (also at 50 points). |
10% |
100 |
9 objective Reading Quizzes (3 for each Unit) at
10 points each. A 10th quiz at 10 points is to help you refresh
your memory for the Final Exam. |
20% |
200 |
Unit 1’s Exam Objective (200 points, 40 questions
at 5 points each). |
20% |
200 |
Unit 2’s Exam Objective (200 points, 40 questions
at 5 points each). |
20% |
200 |
Unit 3’s Exam Objective (200 points, 40 questions
at 5 points each). |
10% |
100 |
Final Exam, objective – If not taken, an F for the Course, not just the exam itself. |
100% |
1000 |
Total Points for the Course – This means that I divide your Total by 1000 to determine your
average. |
Surveys of students
indicated that this information about the course might help future students:
1. This course requires reading of the textbook. (History is about the
closest accuracy you can find and figure out.)
1. This course helps you know what you need to read in
the textbook for the Unit by giving you:
§
An online link that lists the questions in
each of the 3 Reading Quizzes in the Unit without
answers. You can take the quiz online to see the answers—and whether you missed
the question or not. You can determine what you
know and do not know about the objective questions and you can efficiently read and prepare.
§
An online link that lists all possible essay
questions that you might have to answer for the exam at the end of the Unit.
FYI: Whether a Reading Quiz question or an essay
question, in most cases you can find the pages you need by using the index at
the end of the textbook. When the index is not enough, I provide where to
look in the textbook. If you need help, just tell me and I will update the
information in the course so everyone has the same opportunity to succeed. |
2. There are small extra credits for your working in
ways that increase your odds of success. These
are the only extra credits, but they are available to everyone in the class. Together,
they amount to almost 50 points:
§
For each of 9 Reading Quizzes, 2 extra
points (20% extra credit) if by the Start date in the Course Schedule you take
a Reading Quiz and if you also score 9 or 10 on the quiz by the Due date in
that schedule.
§
For the 10-point History Changes Essay, up to
10 extra points (100% extra credit) for following the instructions with the
feedback I provide on your History Changes Essay. Following the instructions
means full credit for the History Changes Essay no matter what your initial
grade.
FYI: In recent student surveys, students said following these instructions
helps “change how your brain works” and means you have an “aha moment.” As one
student said, “you can’t fix a problem if you don’t know you have it.”
§
For participating in Study Groups with the
content covered in each of the 9 Reading Quizzes, 2 points extra credit points
for helping each other find where to locate information.
Reading Quizzes Within Unit 1, 2, and 3: Each Unit consists of 3 Reading Quizzes, each with about 40 questions. In
the quiz, you see 10 of the 40 questions at 1 point each. You can take quizzes
unlimited times, with the highest score counting. When you take a quiz,
Blackboard randomly asks 10 (1 point each) of the quiz’s approximately 40
questions. You can see the answers immediately. You can use your copy of the
link to all of the questions as you
work to be sure you have seen all questions within the quiz. You can use it as
a place to record things, such as why you missed a question or where you found
the answer in the textbook.
Objective Part of the Exams That End Unit 1, 2,
and 3: The objective exam ending a
Unit is based on its three Reading Quizzes, with about one-third of the
questions in exam from each of the Reading Quizzes. The exam consists of 40
questions at 5 points each. You can take an exam only one time. Like Reading
Quizzes, exams are set up so that each student sees different questions.
Final Examination That Ends the Course: You can take the Final Exam only one time. The
Final Exam was written by the History Department.
It has 50 multiple choice questions over the entire course. Students who
do not
take the Final Exam receive an F for the course (not just the exam itself).
Although
the words in the questions in the
Final Exam are different from the Reading Quizzes, the facts in the Final Exam are in the Reading Quizzes. To help you
think freshly about those facts, the multiple-choice questions from the Reading
Quizzes are reformatted to be matching questions with maps or with groups of
terms. The course provides Quiz J (for 10 points) to help you refresh your
memory of about 100 questions from Quizzes A through I. You can also see a link
to all of the questions in Quiz J.
With
something that people talk about in many ways, sometimes it helps to state what
is not the goal. With writing in this course, you are not
summarizing or paraphrasing the textbook. You do not, therefore, need to
repeat every fact or word in the textbook. You are also not showing your
personal writing style while stating your feelings or your opinions.
Instead,
in this course, the goal of all writing assignments is for you to do
activities that help you learn the history of our nation. One of the most
powerful ways to learn something is to try to teach it. You will succeed in
these assignments if you do these things:
§
If you read
carefully and work to understand what happened and ask if you need help.
§
If you figure out
what essential facts that you would teach your cousin.
§
If you figure how
you could organize those facts as simply and as accurately as you can.
§
If you write in a
common sense way as though you are teaching your cousin history that he or she
needs to understand.
Because
the goal of writing is to help you learn our nation’s history and the priority
is for you to be accurate, I grade your writing by comparing what you wrote side
by side with the facts in the textbook. With essays submitted, I use a method
that lets me quickly identify all of the submissions where the students wrote
on the same question.
1. I download those submissions, print them, and place
side by side:
§
On the left, the
textbook opened to the probable section or sections students should have
used. §
On the right,
the submissions of students’ papers on that question. |
2. I use the Evidence Checklist/Rubric and its 2-letter
abbreviations for feedback (shown below) and grade each student’s submissions
one by one.
3. If there are multiple possible questions, I then
repeat the steps above with the next question.
With
the two essays for the Unit exams, I grade one of the questions using the
method above. Unless I find problems such as factual errors in that essay, I
grade the other one without the textbook side by side with your paper—a quicker
method.
th the e
I
use the Evidence Checklist/Rubric to grade on common standards (accepted rules or models) for academics and for jobs
that depend on evidence. The word evidence
emphasizes that you must have proof
for what you say—some fact from our approved source that anyone using that
source can see for themselves. The word checklist
means a list of steps or things necessary for success (such as a pilot’s
checklist for takeoff). The word rubric
usually means a way to give feedback
(such as confirmation of success, guidance for improvement, or corrections)
that is useful but quick for instructors and students.
The
term checklist/rubric indicates this
is both a checklist (on the left) for success with evidence and a way to
give feedback (on the right) about your use of evidence as a 2-letter
abbreviation. Each checklist item begins with an informal statement of a common
standard. Beneath that are our specific requirements, identified with the
underlined phrase In this course.
Do each of the things on the checklist below or you
may see the letters on the right as Feedback on your paper. |
Feedback Letters |
|
1. |
For
your source of facts, you use only
sources your professor (or boss) accepts as reliable. In this course, the only
sources are the textbook chosen by the History Department and the sources provided at our Course Website. Do not use Internet websites, another textbook, or any other
source—including your own memory. |
NS = Fact is
Not from an approved Source |
2. |
You must follow common
standards to reveal to your reader who created the words and/or found the
facts you are using in your writing. This is a requirement in courses and in
some jobs. In
this course, you may: §
Either write
facts in your own words §
Or you may use
exact sentences or phrases from the textbook placed within quotation marks
according to the specific rules for quotation marks (“”) to reveal ownership
that are covered in The Bedford
Handbook In this course, you may not
copy an author’s phrases without quotation marks. You also may not replace a few words in an
author’s sentence. Both are what The
Bedford Handbook calls “half-copy” plagiarism (page 692). |
QP = Quotation includes Plagiarized text |
3. |
You must
follow common standards to reveal any changes you made to the author’s words.
This may not be just a punctuation error. You may be misleading your reader
about the evidence. In this course, if
you use another’s words, you must be sure either not to change them or—if you
change them—to follow the specific rules in The Bedford Handbook to reveal those changes to the reader. |
QC = Quotation is Changed from the source. |
4. |
You must use reliable sources
to verify what you write—to confirm its accuracy. In
this course, if you cannot verify
the fact, do not write it and do not assume that the source agrees
with you. If you are certain something is true and you cannot find it clearly
in our sources, ask me for help. §
If a question is
about something specific (such as a time, type of person, or region), verify
that the source is about that specific thing. §
If the source
covers facts about two or more sides or positions, do not include only one
side as though the other did not occur. |
NT = Fact is
Not True. It is not verifiable using the probable page in the source.
|
5. |
With most written work for professors (or bosses), if
asked, you must be able to state exactly where
(a specific page) in the source
that each fact came from—whether
you wrote the words or the author did. With many college assignments, you
must provide citations and use a specific standard (such as MLA, APA, or the Chicago Manual
of Style). In this course with most
written assignments, you do not need
to provide citations (the specific page number from our textbook) unless I
cannot recognize where the fact came from. If you ask to do the
more challenging alternative assignment instead of the essays for Unit 3,
then you must cite according to the instructions. |
W? =
Where is the specific page where this is supported in
our textbook? |
In
the module for the History Changes Essay, you will also find brief tips on
reading for evidence and writing with evidence (including preventing problems
with quotations). If you would also like a personal conference, I am glad to
help you.
With
all written assignments, you write briefly and within the maximum length listed
for the assignment and according to the Evidence Checklist/Rubric and
the Goal for Written Assignments (both on the prior page).
§
You know all of the possible questions before
you write, but you do not know which question(s) Blackboard will display for
you.
§
You must write on the question(s)
displayed. The reason for listing the questions and providing ways to locate
what you need in the textbook is for you to read and prepare ahead of
time for all possible questions.
History Changes Essay, a 10-point assignment: You
know the questions ahead. It is brief—you write about the amount you would
write by hand on a ½ sheet of Xerox paper. You must write only on the question
you received.
After the date listed in the Course Schedule, you
can click on the History Changes Essay. You can see not only the list of all
possible questions but also aids to help you. You see a table comparing the
content to help you see changes over time (also provided as a handout) and you
know the specific parts of the textbook for each column in the table.
The History Changes Essay
is meant to introduce you to several things:
§
Content that is part of Unit 1 and essential
to understanding the remaining Units in the course and our history as a whole
§
Content as a way to examine how and why events
change over time—something key to being accurate in writing about history and
to noticing how human beings’ actions or lack of action can alter their
futures.
§
How grading works in this course and what is frequently expected in courses and jobs
that require evidence
§
How you
work with evidence, with reading, and with writing
Because some students have an “aha moment” when they do this essay and follow
the feedback instructions, this is the assignment where you can receive up to
10 extra points (100% extra credit) for following the instructions with the
feedback I provide on your History Changes Essay. This means full credit for
this assignment no matter what your initial grade.
Caution: You must
do the History Changes Essay to see the essay part of the three Unit exams.
Essay Part of the Exams That End Unit 1, 2, and 3,
with 2 essays, each at 25 Points: You
can take an exam only one time. You
know the questions ahead. Each question should be brief—for each one, you write
about the amount you would write by hand on a ½ sheet of Xerox paper. The
questions work in this way:
§
At the beginning of a Unit, you see at the top of the Unit a link to all
possible essay questions, with the possible questions grouped for the first
essay question and for the second one.
§
On the day of your Unit exam, Blackboard displays 2 of the possible
questions in the group for the first essay and 2 for the second essay. You
write one essay for each group.
Alternative Assignment for Unit 3’s Essays (1-page
typed essay at 50 points): You
may choose to write a more challenging writing assignment, a comparison,
instead of writing the essays for Unit 3. It is requires citation and is graded
on formal language and organization. If you want more information on this alternative,
contact me.
The
primary goal of the videos is enriching the content available in the textbook
and in the written parts of the course. For many people, seeing examples from the
past can help understanding of what you read. Your writing is less an essay and
more a brief report in which you answer questions in a file—and that file also
identifies what videos count for points.
Because the Video reports are done in a file provided by your instructor and then resubmitted to your instructor once you complete it, you use Blackboard’s Assignment Tool. The Assignment Tool lets you see instructions for the assignment and:
§ Download the file that has a) the questions you answer and b) a list of the videos that you may view for points.
§ Once completed, upload that file so the instructor can see your work
The videos are created by Dallas TeleLearning and are available to colleges in Texas through support from the Virtual College of Texas. You can see them only within our Blackboard course—you cannot copy or use the videos outside of this course.
In our course, each Unit contains a folder with all of the videos about the time period covered by the Unit. At the top of that folder for the videos, you see a searchable list so you can read about the videos, including those you can see for points.
1. You click on the Unit and then the folder for a
Reading Quiz and its content.
Example: You click on Unit 1 and then the folder that
includes Reading Quiz A.
2. You scroll down to the Assignment for the Video in
the folder.
Example: You scroll down to Video A, read the instructions, and
download the file you use.
3. In the file, you see the list of videos you can do
for points; then you go to the folder that contains the videos for the Unit.
Example: In the file, you see the list of possible videos for points and
click on the folder Videos for the 16th
Century-1763.
4. After you view the
video, you answer the questions in the file. (Save your file frequently as you
work; proof your work.)
5. Click on the Assignment where you downloaded the
file. Then upload your completed file.
Example: Again click on Video A and upload the completed
file. (The Blackboard tutorial for Assignments helps greatly.)
c
The
Assignment has a rubric attached to it that is used for grading.
Required Textbook: Edward Ayers,
Lewis Gould, David Oshinsky, and Jean Soderlund. American Passages: A
History of the United States. 2nd or 3rd or 4th
Edition, including those called a Compact Edition. If the book has 32 chapters, it will work.
Caution: You cannot use the BRIEF, 4th edition which has 30
chapters (2 fewer chapters than the
other editions, including the other 4th editions). If you need details
on how to recognize this book, just ask.
In this course, two
things apply to all work:
1.
What you do
determines when you see the next
work. For example, your taking the Course Plan Quiz with at least 1000 points
means that you see Unit 1’s content, your taking Unit 1’s objective exam means
you see Unit 2’s content, and so on.
2.
All work opens at
12:00 AM on the Start date and is due at 11:59 PM on the Due date.
Holidays and Due Dates Determined by WCJC (Not the
Instructor)
1/22 |
Classes begin |
2/22 |
No classes (Texas Community College Teachers Association
Convention) |
3/11-3/15 |
No classes (Spring break) |
3/22 |
No classes (University Interscholastic League) |
3/28-3/29 |
No classes (Easter Holidays beginning at 4:00 pm on 3/27) |
4/19 |
Last day you
can drop a 16 week course with a grade of “W” (You must initiate the drop.) |
5/14
|
Date set by WCJC for the Final Exam for your class (The hours
of your exam are from 8:00 am to 10:00 am.) |
5/15 |
Instructors must enter grades in Banner (WCJC’s official
record) before noon. |
Starts 1/22 and Due 1/24 – Unless you email
requesting more time, two actions are required by the due date:
§
Take the Course
Plan Quiz with at least 1000 points selected before the due date. (Your
selecting over 1000 points for the quiz causes Blackboard to display all of
the content for Unit 1.) §
Reply to the
instructor’s email of questions in Messages/Course Mail. (If you do reply,
you earn extra credit covered in the Checklist. If you do not, the instructor
continues to block your being able to see the folders for Reading Quiz B and C
in Unit 1.) |
The
History Changes Essay uses content that is also part of Unit 1 and its essay
questions for the exam. You must write the History Changes Essay and respond to
the feedback to see any of the Unit
essays. Starts 1/31 and Due 2/12 – Required
readings and all possible essay questions are available 1/31. You write the
essay from 2/10 to 2/12.
You
can continue to take Reading Quizzes until the last date of the Exam that ends
the Unit, but the extra credit points for Reading Quizzes are to encourage you
to manage your work and keep current:
§
If you take a
Reading Quiz on or shortly before the Start date, I enter 1 extra credit
point. (Example: If you took Quiz A at that time, I enter 1 point in A_ec at
My Grades (with ec standing for extra credit.) §
If you also score
a 9 or 10 by the Due date for that Reading Quiz, I change the 1 to 2.
(Example: If you also made 9 or 10 on Quiz A by the Due date, I change the 1
in A_ec to 2.) |
Unit Exam is in two parts,
objective and essay. They are available over a three-day period. If possible,
one day is on a weekend.
The dates and content for the daily
work and the two parts of the Unit exam are:
§
Starts 1/24 and Due 2/04 - Daily Work in the Folder
for the Content with Reading Quiz A (Chapters 1-2). The Due date applies to
Reading Quiz A, Video A, and Study Group A.
Tip: When you complete one quiz, also try the next one.
For example, on 2/04 when you score 9 or 10 on Quiz A, also try Quiz B for
one or two times. §
Starts 2/05 and Due 2/13 -
Daily
Work in the Folder for the Content with Reading Quiz B (Chapters 2-3). The
Due date applies to Reading Quiz B, Video B, and Study Group B. §
Starts 2/14 and Due 2/21 - Daily Work in the Folder
for the Content with Reading Quiz C (Chapters 3-4). The Due date applies to
Reading Quiz C, Video C, and Study Group C. §
Starts 2/24 and Due 2/26 –
Unit 1’s Exam (Chapters 1-4). |
The dates and content for the daily work and Unit
exam are:
§
Starts 2/24 and Due 3/07 - Daily Work in the Folder
for the Content with Reading Quiz D (Chapter 5 and the Declaration of
Independence). The Due date applies to Reading Quiz D, Video D, and Study
Group D. §
Starts 3/08 and Due 3/25 -
Daily
Work in the Folder for the Content with Reading Quiz E (Chapters 6 and 7, the
Bill of Rights and selections from the body of the Constitution). The Due
date applies to Reading Quiz E, Video E, and Study Group E. §
Starts 3/26 and Due 4/04 - Daily Work in the Folder
for the Content with Reading Quiz F (Chapters 8, 9, 10 stopping at the
heading “Reform and Religion.”). The Due date applies to Reading Quiz F, Video
F, and Study Group F. §
Starts 4/07 and Due 4/09 –
Unit 2’s Exam (Chapters 5-10). |
The dates and content for the daily work and Unit
exam are:
§
Starts 4/07 and Due 4/16 - Daily Work in the Folder
for the Content with Reading Quiz G (Chapters 10 starting at the heading
“Reform and Religion,” 11, 12). The Due date applies to Reading Quiz G, Video
G, and Study Group G. §
Starts 4/17 and Due 4/24 -
Daily Work
in the Folder for the Content with Reading Quiz H (Chapters 13, 14). The Due
date applies to Reading Quiz H, Video H, and Study Group H. §
Starts 4/25 and Due 5/02 - Daily Work in the Folder
for the Content with Reading Quiz I (Chapters 15, 16). The Due date applies
to Reading Quiz I, Video I, and Study Group I. §
Starts 5/05 and Due 5/07 –
Unit 3’s Exam (Chapters 11-16). |
The Department requires instructors to enter an F
for the course if a student does not take the Final. PLAN accordingly.
If you can take an assessment only one time, it
requires a password.
The required password is: onetimeonly (Notice no spaces between words.)
I reserve the right to
modify the syllabus and the schedule during the semester.
WCJC
Department: |
History – Dr. Bibus |
Contact Information: |
281.239.1577 or bibusc@wcjc.edu |
Last Updated: |
1/2013 |
WCJC Home: |