COURSE SYLLABUS HIST 310A: ADVANCED STUDIES IN AMERICAN CIVILIZATION

Transcription

1 COURSE SYLLABUS Term: Fall 2014 (2014-1) HIST 310A: ADVANCED STUDIES IN AMERICAN CIVILIZATION Instructor Information: Instructor Name Dr. Valerie Pennanen Office Number: 522 Phone Number: (219) (office) Other Contact : Home phone: (219) Hours Available in Office: Mondays, 8:30 a.m. 12:30 P.M. AND 3:30 6 P.M. Tuesdays, 12 noon 3 P.M. Wednesdays, 8:30 A.M. 12:30 P.M. Thursdays, 12 noon 3 P.M. Or by appointment Instructor Background: B.A., Classical and Near Eastern Archaeology and Ancient Greek (Bryn Mawr College); M.A. and Ph.D. in Classical Art and Archaeology (The University of Michigan); teaching experience in classics, art history, art appreciation, liberal studies, world literature, world civilization, global perspectives (history and literature courses), and basic history and writing courses. Course Information: Course Time: Classroom: Prerequisites: Textbooks: Monday and Wednesday, 1:45 3:15 P.M. 265 (may be changed due to class size) ENGL , HIST 115 or HIST 120, and permission of instructor. 1) Handout on Native North American cultures (to be distributed on the first day of class). 2) First Person Singular: A Collection of Autobiographical Accounts and Memoirs from around the World. This unpublished book by yours truly will provide the basis for your Short Analytical paper assignments. It will be provided to you free of charge at the beginning of the semester. 3) Your own class notes (VERY IMPORTANT!). 4) (Please check Blackboard at least once per 2400 NEW YORK AVE. WHITING, IN TEL FAX

2 week for any announcements. Also, note that practice questions will be posted on Blackboard at least two days prior to each quiz, to help you review the material.) 5) Additional materials. I will provide all the other materials that you need, to do the upper-level assignments required for this course. Learning Outcomes/ Competencies: Students in this course will: Know a detailed chronology of American civilization from colonial times to the present. Know key dates and events in American history. Understand and discuss the impact of geography and climate on American history. Analyze major events, problems, and interpretive issues of American civilization. Synthesize scholarly findings on topics in American history. Prepare and lead either one full session or two half-sessions of HIST 110. Research and write a 12- to 15-page paper (term paper) on a significant topic, issue, or problem in the history of the United States. Evaluate primary and secondary sources for American history orally and in clear, concise writing. Evaluate differing scholarly opinions on topics in American history. Course Description: This course imparts a thorough knowledge of American civilization from colonial times to the present. Students will master chronologies and key events in American history, address interpretive issues and problems, including the impact of geography and climate, and trace important political, social, cultural, and economic developments in the history of the United States. Students enrolled in HIST 310 will attend the same lectures and take the same tests as students in HIST 110, but they will be required to complete additional reading and writing projects, including a research paper, and to lead either one full session or two half-sessions of HIST 110. HIST 310 is designed primarily for students who plan to minor in History; however, it may be taken as an elective by other students who meet the pre-requisites. Learning Strategies: Quizzes, reading and writing assignments designed to promote advanced critical thinking in regard to source materials, leadership of one or more class sessions as elsewhere described, and advanced reading and writing project (term paper). Experiential Learning Opportunities: Leadership of one or more class sessions. Assessments: Formative Assessments: Quizzes (6) 25 % of grade Summative Assessments: Short Analytical Papers (3) 30 % of grade Teaching Session(s) 20% of grade Term Paper 25% of grade 2

3 Assignments: Assignments Description Dates, or Due Dates Quizzes (6) Short-answer questions designed to September 15, September 22, test your knowledge of course content. September 29, October 27, Short Analytical Papers (3) Teaching / Class Leadership Sessions These essays will be based on readings in First Person Singular, a primary source anthology. You will have to apply (and further develop) critical thinking skills in order to write these papers successfully. As part of your work for this course, you will be required to teach / lead either two half-sessions or one full session of the Gen Ed class. This assignment requires you to apply (and further develop) your research abilities and your ability to synthesize material and interpret it for others. Term Paper A full-length (approximately 10 to 12 pages), properly documented research paper on a relevant topic of your choice. This assignment will require you to apply (and further develop) your research abilities and critical thinking skills and your ability to analyze, synthesize, and clearly explain relevant material. November 24, and December 1. September 24, November 10, and final (Exam Week) meeting date. To be determined jointly by you and me. October 20 Grading Scale: Grade Points A A B B B C C C D D D F 59 and below 3

4 Date: Course Outline: Topics / Assignments: Wednesday, September 3 Welcome, introduction, and pre-test (!). HOMEWORK: Carefully read and thoroughly annotate handout on Native North American cultures; ALSO, decide on your term paper and teaching topics. Monday, September 8 GROUP PROJECT # 1, followed by IN-CLASS ESSAY # 1 (both of these in-class assignments are for Gen Ed students only). Please come to class as usual today; you and I will confer about your term paper and teaching topics while the Gen Ed students are busy with their group projects, after which you and I will listen to reports from each group. You may leave for the day as soon as the Gen Ed students begin work on their end-of-class short essay. HOMEWORK: Carefully read handout re: the colonial period in North America, AND read First Person Singular pages (Anne Bradstreet). Wednesday, September 10 The arrival of new peoples to North America in the 15- and 1600s. HOMEWORK: Study for Quiz # 1, AND read First Person Singular pages (Benjamin Franklin) and (Olaudah Equiano). Monday, September 15 QUIZ # 1. The New England Puritan heritage. HOMEWORK: Begin working on Short Analytical Wednesday, September 17 Paper # 1 (on Bradstreet, Franklin, OR Equiano). The Puritan heritage, continued. The North American colonies on the eve of the Revolutionary War. HOMEWORK: Study for Quiz # 2, AND continue working on Short Analytical Paper # 1. Monday, September 22 QUIZ # 2. The American Revolution. HOMEWORK: Finish Short Analytical Paper # 1. Wednesday, September 24 SHORT ANALYTICAL PAPER # 1 DUE. The American Revolution (continued) and its aftermath. HOMEWORK: Study for Quiz # 3. Monday, September 29 QUIZ # 3. The U.S. in the post-revolutionary War period. Viewing and discussion of the film, Lewis and Clark: Great Journey West. HOMEWORK: Begin working on your term paper! Wednesday, October 1 The U.S. in the early 19 th century, continued. (Topics will include the War of 1812 and the flow of new immigrants into the nation.) 4

5 Monday, October 6 Wednesday, October 8 Monday, October 13 Wednesday, October 15 Monday, October 20 Wednesday, October 22 Monday, October 27 Wednesday, October 29 Monday, November 3 HOMEWORK: Continue working on your term paper. The U.S. in the first half of the 19 th century, continued. (Today s focus will be on urban growth and advances in transportation; relevant passages from Charles Dickens s American Notes will be cited.) IN-CLASS ESSAY # 2 (Gen Ed students only). You may leave for the day when the Gen Ed students begin working on their in-class essay. HOMEWORK: Continue working on your term paper. The U.S. in the first half of the 19 th century, continued. (Today s focus will be on westward expansion.) IN-CLASS ESSAY # 3 (Gen Ed students only). You may leave for the day when the Gen Ed students begin working on their inclass essay.homework: Carefully read handout re: U.S. Presidential leadership (or lack thereof!) in the years leading up to the Civil War, AND continue working on your term paper. SHORT ORAL PRESENTATION # 1 (Gen Ed students only), FIRST ROUND, followed by IN- CLASS ESSAY # 4 (Gen Ed students only). You may leave for the day as soon as the Gen Ed students begin working on their in-class essay. HOMEWORK: Continue working on your term paper. SHORT ORAL PRESENTATION # 1 (Gen Ed students only), SECOND ROUND, followed by IN- CLASS ESSAY # 5 (Gen Ed students only). You may leave for the day as soon as the Gen Ed students begin working on their in-class essay. HOMEWORK: Finish your term paper! TERM PAPER DUE. The American Civil War. The American Civil War, continued. HOMEWORK: Study for Quiz # 4. QUIZ # 4. The Reconstruction period. HOMEWORK: Carefully read handouts re: U.S. Presidents from Reconstruction times through the eve of World War I, AND read First Person Singular pages (Elizabeth Keckley, Clarence Day, Jr., and Geronimo). NO CLASS; PENNANEN AWAY AT A CONFERENCE!!! HOMEWORK: Begin working on Short Analytical Paper # 2 (on Keckley, Day, OR Geronimo). Great changes in American life from Reconstruction times through the eve of World War I. IN-CLASS ESSAY # 6 (Gen Ed students only). You may leave for the day as soon as the 5

6 Wednesday, November 5 Monday, November 10 Wednesday, November 12 Monday, November 17 Wednesday, November 19 Monday, November 24 Wednesday, November 26 Monday, December 1 Wednesday, December 3 Gen Ed students begin working on their in-class essay. HOMEWORK: Continue working on Short Analytical Paper # 2. Great changes in American life from Reconstruction times through the eve of World War I, continued. IN-CLASS ESSAY # 7 (Gen Ed students only). You may leave for the day as soon as the Gen Ed students begin working on their in-class essay. HOMEWORK: Finish Short Analytical Paper # 2. SHORT ANALYTICAL PAPER # 2 DUE. SHORT ORAL PRESENTATION # 2, (Gen Ed students only), FIRST ROUND, followed by IN-CLASS ESSAY # 8 (Gen Ed students only). You may leave for the day as soon as the Gen Ed students begin working on their in-class essay. SHORT ORAL PRESENTATION # 2, (Gen Ed students only), SECOND ROUND, followed by IN- CLASS ESSAY # 9 (Gen Ed students only). You may leave for the day as soon as the Gen Ed students begin working on their in-class essay. HOMEWORK: Read First Person Singular pages (Helen Keller). The U.S. in World War I. HOMEWORK: Read First Person Singular pages (Mary White and Zora Neale Hurston). The U.S. in the post-world War I era (including the Roaring Twenties ). HOMEWORK: Study for Quiz # 5. QUIZ # 5. The Great Depression, the New Deal, and the gathering storm of World War II. HOMEWORK: Read First Person Singular pages (U.T. Miller Summers) and (Winnie Sprockett). The U.S. in World War II. HOMEWORK: Study for Quiz # 6, AND begin working on Short Analytical Paper # 3 (on Keller, White, Hurston, OR Sprockett). QUIZ # 6. Overview of the Cold War era. HOMEWORK: Carefully read and thoughtfully annotate handouts re: U.S. Presidents from Truman to Obama, AND continue working on Short Analytical Paper # 3. GROUP PROJECT # 2 (Gen Ed students only), followed by IN-CLASS ESSAY # 10 (Gen Ed students only). You may leave for the day as soon as the Gen Ed students begin working on their in-class essay. HOMEWORK: Finish Short Analytical Paper # 3. 6

7 EXAM WEEK MEETING: Monday, December 8 OR Wednesday, December 10(date will be announced as soon as it is finalized by CCSJ) SHORT ANALYTICAL PAPER # 3 DUE. Please come to class as usual; I will grade your paper on the spot,while the Gen Ed students are taking their Post-Test. Policies and Procedures Class Policy on Attendance and Punctuality: Class Policy on Electronic Devices: Classroom Decorum Policy: Class Participation: Class Policy for Assignments: Statement of Plagiarism: In the event that you must miss more than nine hours of class time due to severe extenuating circumstances, please contact me without delay so we can discuss the situation (which you will be required to document) in person. Otherwise, your repeated absences from class will result in a grade of FW on your transcript. Please make it a top priority to arrive on time to each class. Thank you for your attention to these important matters. Please turn off all cell phones, pagers, etc. for the full duration of each class. If there is an important reason why you must have your phone or pager turned on (e.g. illness at home, work situation), please speak to me about it before the class meets. I already know that you will be courteous and respectful to everyone! Please see information on Teaching / Class Leadership Session(s). If you miss a quiz or are unable to submit an assignment (either written or oral) on time, please contact me PRIOR TO our next class meeting to discuss the situation. Extensions on quizzes and assignments will be granted only in case of illness, family emergency, or unavoidable conflicts due to your job or to other commitments you have for CCSJ. Please note that students with documented disabilities who need alternative testing arrangements WILL BE ACCOMMODATED. If an instructor or other Calumet College of St. Joseph personnel find that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances. PLEASE NOTE: All papers can and may be submitted for checks on plagiarism from the Internet/Electronic sources/databases. Citation Guidelines: Calumet College of St. Joseph uses citation guidelines, generally MLA or APA format, to document sources quoted or paraphrased in student papers. Check the syllabus for each course to see what each instructor requires. The Library has reference copies of each manual; the Follett has copies for sale when required by the instructor. In addition, there are brief MLA and APA checklists in your spiral Student Handbook and Planner and on the Library website and literature rack. These texts show how to cite references from many sources, including electronic media, as well as how to space and indent the Works Cited and References pages respectively. EBSCO and ProQuest articles provide both formats for you to copy and paste. Proper documentation avoids plagiarism. 7

8 Withdrawal from Classes Policy: After the last day established for class changes has passed (see College calendar), students may withdraw from a course in which they are registered and wish to discontinue. A written request detailing the reason(s) for the withdrawal must be completed with the Office of Academic Advising and filed with the Registrar. The Office of Academic Advising must receive written request for withdrawal by the last day of classes prior to the final examination dates specified in the catalogue. Written requests should be submitted in person or, when an in-person visit is not possible, may be mailed to the Office of Academic Advising, ed, or faxed to Students are to make note of the refund schedule when withdrawing from courses. If the request requires instructor approval per the College calendar, it must be forwarded to the faculty member, who makes the final determination to accept or deny the request. If the request is honored by the faculty member, the student will receive notification of official withdrawal from the Registrar after meeting or speaking with a member from Academic Advising, Financial Aid and Athletics (if applicable). These departments will notify the student of academic, financial, and athletic eligibility effects of a possible withdrawal. If the request is denied by the faculty member, the notification will indicate why the withdrawal is disallowed. Please note that if the request does not require instructor approval, the student must still meet or speak with a member from Academic Advising, Financial Aid and Athletics (if applicable) before the withdrawal will be processed. An official withdrawal is recorded as a "W" grade on the student's transcript. Discontinuing a course without a written request for withdrawal automatically incurs an "FW" grade for the course (see Refund Schedule). Failure to Withdraw (FW) is indicated when the student does not complete withdrawal paperwork with the Office of Academic Advising nor does the student notify the instructor of their intent to withdraw due to an illness, accident, grievous personal loss, or other circumstances beyond the student s control. This grade is submitted by the instructor at the end of term. Student Success Center: Resources The Student Success Center supports Calumet College of St. Joseph students through an interactive learning experience. Students work with faculty tutors to develop course competencies and study skills such as time management, test preparation, and note taking. In addition, students are provided with tutoring support to help pass courses, to improve grade point average, and to promote continuing education and career advancement. Tutors have a specific charge: to help students learn how to master specific subject matter and to develop effective learning skills. The Student Success Center is open to all students at Calumet College of St. Joseph at no charge and is available to support academic courses at the introductory and advanced levels. For assistance, please contact the Student Success Center at or stop by the Library. 8

9 Disability Services: Disability Services strives to meet the needs of all students by providing academic services in accordance with Americans Disability Act (ADA) guidelines. Students must meet with the Coordinator of Disability Services to complete an intake form in order to request an accommodation and/or an auxiliary aid (e.g., additional time for tests, note taking assistance, special testing arrangements, etc.). It is the student s responsibility to contact the Academic Support Programs Office to request an accommodation at least one month prior to enrollment for each academic term. Students who are requesting an accommodation and/or an auxiliary aid must submit documentation from a professional health care provider to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and/or the Americans with Disabilities Act of The cost of obtaining the professional verification is the responsibility of the student. If a student believes that he or she needs a reasonable accommodation of some kind because of a physical, psychological, or mental condition, he or she should contact Disabilities Services. The Coordinator will secure documentation pertinent to the disability and work with faculty and staff, if necessary, to address the matter. All questions and inquiries pertaining to disability services should be directed to the Disability Services Coordinator at CCSJ Alert: Calumet College of St. Joseph utilizes an emergency communications system that transmits messages via text, , and voice platforms. In the event of an emergency, of weather related closings, or of other incidents, those students who are registered for the system shall receive incident specific message(s) notifying them of the situation. Please sign-up for this important service at any time on the College s website. Alternatively, you can register at the time you register for classes. This service requires each user to register once per academic year. Therefore, at the beginning of each academic year, please remember to re-register for the system. This can be done at: School Closing Information: Internet: Facility: Calumet College of St. Joseph Phone: Radio: WAKE 1500 AM WGN AM WIJE FM WLS 890 AM WZVN FM WBBM NEWS RADIO 78 9

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