HIST 1301 108: The US to 1877

Course Outline and Expectations

Expectations

Critical analysis is a vital component of this course.  Some students have commented on my evaluations that they did not see what the historical documents had to do with the class.  I AM NOT ONLY TEACHING TO THE TEST, I AM TEACHING YOU SKILLS AND INFORMATION TO MAKE YOU SUCCESSFUL IN LIFE (however, performing assessments under duress IS a vital skill in life and so there will still be tests, quizzes, etc. J).  In a global market with many qualified applicants for top jobs, what will set people apart will be their critical analytical skills, and ability to make connections and see the larger picture.

I highly recommend that you get the textbook to help you keep up with the narrative (not to mention textbook quizzes every other week); however, you will need to be in class every single day because test questions will be taken from both the lecture notes and the text. I also highly recommend that you sit down at the first of the semester and create a calendar scheduling in class, assignments, work, sleep (probably in that order) so that you will be able to get everything done that you need to this semester.

 Academic Honesty.

TAMIU Honor Code:  Plagiarism and Cheating

The university is committed to strict enforcement of the Honor Code. Students should conduct themselves ethically in all activities, in and out of the classroom. Ethical behavior also includes reporting violations of the Honor Code to the appropriate office. Please read the Student Handbook to review the university’s Honor Code.

There are several violations of the Honor Code that involve plagiarism and cheating.

1. Plagiarism: The act of passing off some other person’s ideas, words, or works as one’s own. It includes, but is not limited to, the appropriating, buying, receiving as a “gift,” or obtaining, by any other means, another’s work for submission as one’s own academic work. Examples include, but are not limited to:
   1. Failing to credit sources used in a work product in an attempt to present the work as one’s own.
   2. Intentionally, knowingly, or carelessly presenting the work of another as one’s own (i.e., without crediting the author or creator).
   3. Copying test answers or the words or phrases of another without crediting the author or claim credit for the ideas of another.
   4. Borrowing or lending a term paper, handing in as your own work a paper purchased from an individual or off the Internet, or submitting, as one's own any papers or work product from the files of any group, club, or organization.
   5. Submitting the same paper in more than one class without the permission of the instructor.

Students must provide citations for facts, ideas, and opinions that are not their own. If students are unsure about providing proper documentation, they are encouraged to seek advice from professors or the Academic Center of Excellence (ACE). It is the professor’s prerogative to ask students to submit work to one of TAMIU’s Plagiarism detection tools: Turnitin or Blackboard’s SafeAssign.

Professors must report incidents of plagiarism to the Honor Council. It is the professor’s prerogative and/or discretion, to issue an “F” in the course should he/she discover that a student has committed plagiarism. The professor, however, may elect to give students, particularly freshmen and sophomore students, a “zero” for the assignment if he/she believes that the student plagiarized out of carelessness and not out of an attempt to deceive the professor to earn an unmerited grade. Serious cases of plagiarism, especially those that involve flagrant incidents of plagiarism by graduate or doctoral students, may lead to suspension or expulsion from the university.

1. Cheating: An act of deception in which a student misrepresents that he/she has mastered information related to an academic exercise. Examples include, but are not limited to:
   1. Copying from another student’s test, lab report, computer file, data listing, logs, or any other type of report or academic exercise.
   2. Using unauthorized materials during a test. Consulting a cell phone, text messages, PDAs, programmable calculators with materials that give an advantage over other students during an exam.
   3. Using crib sheets or other hidden notes in an examination or looking at another student's test paper to copy strategies or answers.
   4. Having another person supply questions or answers from an examination to be given or in progress.
   5. Having a person other than oneself (registered for the class) attempt to take or take an examination or any other graded activity. In these cases, all consenting parties to the attempt to gain unfair advantage may be charged with an Honor Pledge violation.
   6. Deliberately falsifying laboratory results, or submission of samples or findings not legitimately derived in the situation and by the procedures prescribed or allowable.
   7. Revising and resubmitting a quiz or exam for regrading, without the instructor's knowledge and consent.
   8. Giving or receiving unauthorized aid on a take-home examination.
   9. Facilitating academic violation: intentionally or knowingly helping or attempting to help another to violate the Honor Pledge.
   10. Signing in another student's name on attendance sheets, rosters, Scantrons.
   11. Submitting in a paper, thesis, lab report, or other academic exercise falsified, invented, or fictitious data or evidence, or deliberate or knowingly concealing or distorting the true nature, origin, or function of such data or evidence.
   12. Procuring and/or altering without permission from appropriate authority of examinations, papers, lab reports, or other academic exercises, whether discarded or used, and either before or after such materials have been handed in to the appropriate recipient.
   13. Using, buying, selling, stealing, transporting, soliciting, copying or possessing, the contents of an un-administered test, a required assignment or a past test which has, by the professor, not been allowed to be kept by their students.
   14. Using generative artificial intelligence (AI) tools such as ChatGPT. Unless allowed by each professor, students are expected to complete each assignment without assistance from others, including automated writing tools.

It is important to note that professors may ask students to work in groups. However, if someone in a group commits academic misconduct, the entire group could be held responsible for it as well. Members of groups must clearly document who contributes what parts of the joint project and to know what group members are doing and how they are getting the material they provide. Ignorance is no excuse.

It is also important to be aware of group texts or chats. If another student is attempting to violate the Honor Code, it is your ethical responsibility to report him/her to the Honor Council. Again, membership in a group that attempts or engages in cheating may lead to all members of the group being subject to disciplinary action including suspension or expulsion.

Should professors discover that a student has cheated on an exam or quiz or other class project, the student should receive a “zero” for the assignment and not be allowed to make the assignment up. The incident should be reported to the Honor Council. If the cheating is extensive, however, or if the assignment constitutes a major grade for the course (e.g., a final exam), or if the student has cheated in the past, the student should receive an “F” in the course, and the matter should be referred to the Honor Council. Additional penalties, including suspension or expulsion from the university may be imposed. Under no circumstances should a student who deserves an “F” in the course be allowed to withdraw from the course with a “W.”

Student Right of Appeal:  Students have the right to appeal a faculty member’s charge of academic dishonesty by notifying the TAMIU Honor Council of their intent to appeal as long as the notification of appeal comes within 10 business days of the faculty member’s e-mail message to the student and/or the Office of Student Conduct and Community Engagement. The Student Handbook provides more details.

AI Statement for Dr. Weight’s History Courses

Using generative AI in this course is strictly prohibited and will be referred to the Honor Council as cheating.  This includes ChatGPT.  It also includes grammar checkers that give sentence and paragraph restructuring suggestions (like Grammarly Go, etc.)  This DOES NOT include spelling and grammar checkers on word processing apps or the original versions of Grammarly.  In the writing in this course, I want to see YOUR thoughts, words, ideas, and structure not a computer.

Course Structure

I know that you can do this and be very successful in class.  It is critical that you become very familiar with Blackboard, Echo360, and Top Hat to be successful in this class.  Upon entering the homepage for Blackboard, you will see the Introductory page.

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Minimum Technical Skills Expected

When participating in any course that has essential online components, it is vital to consider the technology involved in order to have a successful course.

Accommodations/Accessibility Policy

Texas A&M International University seeks to provide reasonable accommodations for all qualified persons with disabilities. This University will adhere to all applicable federal, state, and local laws, regulations and guidelines with respect to providing reasonable accommodations as required to afford equal education opportunity. It is the student's responsibility to register with the Director of Student Counseling and to contact the faculty member in a timely fashion to arrange for suitable accommodations. For more information, contact the online at Office of Disability Services for Students (DSS), or via phone at 956.326.2230, or by visiting the staff at the Senator Judith Zaffirini Student Success Center, room 138. A link to the Disabilities Services for Students site has also been included under the "Resources" tab inside the course.

Student Support Resources

The University wishes to have all students succeed in their courses. To provide support to our students, an array of services in the areas of technology support, academic support, student support, and accessibility support may be found at the University. For more information, visit Instructional Technology and Distance Education Services’ page on University Resources and Support Services.

Student-Instructor Communication Policy and Response Time

Announcements

I will announce in class and post in blackboard using Announcements any communications that need to go to the whole class. 

You will need to make sure that you are staying up with the changes and the additional information that you will be getting going on throughout the semester.  I commit to keep communication lines open, but you need to be attending class in person or online AND you need to keep abreast of the announcements.  I will enable the feature that sends important announcements directly to your email, but please DO NOT rely on this.

Course Messages/Emails

I will try to answer all emails or course messages within two business days.  I prefer that you use Blackboard Course Messages so that I automatically know who you are and what course you are in. If you email me, please make sure that you introduce yourself and put your course number and section.

Assignments and Assessments

In grading your assignments, I try and get them back to you as soon as possible.  Multiple Choice quizzes will be graded right away.  The exams with writing components will be graded within two weeks. The larger writing assignments will be graded within a month of the due date. 

Course Communication Guidelines (Netiquette)

1. I treat my students with common courtesy and ask that they do the same to me and their peers. 
2. Swearing, racial and ethnic epithets, and sexist remarks create a hostile learning environment and will not be tolerated.
3. I do not expect everybody to have the same opinion and we will strive together to create an atmosphere where everyone will feel comfortable expressing varied scholarly opinions without fear of reprisal.
4. Prior to class all students will SILENCE all superfluous external electronic apparatuses (I am talking about iPods and cell phones, not pacemakers!).
5. I will allow you to take notes on laptops or IPads, but not on cell phones, DON’T ABUSE THIS PRIVILEGE!!!!! I don’t want to have to penalize the whole class because some idiot wants to look at porn, Twitter, or Facebook. If you are using your cell phone, laptop, IPad or any other electronic device in an unauthorized way, you will be asked to leave and not come back until the next class period. 
6. Please be in your seats ready to participate on time and stay for the full class period (we are all big boys and girls and should be able to go for a full class period without having to go to the bathroom or get a drink). If you leave the class, don’t expect to come back in during that class period.  I have to have this as a policy because the class is so large. Please do the same at home. We all know that we think, oh I can see what I missed on the recording later so I can leave the room for just a couple of minutes THEN WE NEVER GO BACK AND LOOK AT IT.
7. If you need to have a guest come with you to class, please let me know before class.  (Be warned that every class I have is full to capacity as of the start of the semester and also we will be discussing many different sensitive topics.)
8. If you have an unavoidable conflict that you know will require you to leave class early, please notify me beforehand and sit towards the back of the room.

There are course expectations concerning etiquette or how we should treat each other online. It is vital that we consider these values as we communicate with one another. Visit Instructional Technology and Distance Education Services’ web page on Netiquette for further instruction.

Technology Requirements

Computer/Technology Requirements

It is recommended that you meet the technical requirements listed on the Instructional Technology and Distance Education Services’ webpage when using the learning management system (LMS) of the University.

Additional Hardware. For this class, you will need the following additional hardware: a webcam and microphone for the quizzes, and to interact virtually during lectures. Recently purchased laptops may have these built-in web cameras.  If you do not have this equipment, it is recommended to purchase a stand-alone webcam, microphone or a webcam with a built-in microphone from your local electronic store or any online store.

Additional Software. You will need the following additional software: a pdf viewer, MS Word processor, and an internet browser. TAMIU Students may access online versions of this software through their Dusty Office 365 account at https://dusty.tamiu.edu/. This site also provides students access to download the Microsoft suite for educational use. See instructions for downloading the Microsoft Office suite.

TopHat:  Tophat is being provided by the university this semester.  You can access TopHat through Blackboard.    

Note: Students, if you do not own the required hardware, software or do not have access to internet, it will be highly challenging for you to make any progress in this class. However, my goal is to assist you to find solutions and guide you appropriately most of the required materials can either be found free of charge at TAMIU’s library, computer labs, and classrooms.  In addition, you may also purchase any of these items at any electronic store.

Learning Management System (Blackboard)

Students are provided with guides on how to use the Blackboard LMS. Guides may be available at Instructional Technology and Distance Education Services' Student eLearning Tutorial Videos page or by contacting the eLearning team at elearning@tamiu.edu.

Technical Support Services

Because of the nature of distance education courses, the Office of Information Technology (OIT) computing and information services are vital to the success of online students. This webpage covers contact information for Distance Education Services (Blackboard Support), the OIT Help Desk, and E-mail support: Technical Support Services.

• CONTACT CHAIN YOU SHOULD FOLLOW FOR TECHNOLOGY PROBLEMS.
  • Problems with ebook—OIT, me.
  • Problems with Blackboard—OIT, me.
  • Problems with TopHat—TopHat Support, OIT, me.
  • Problems with Echo360—OIT, me.
  • Problems with VoiceThread—OIT, me.
  • Problems with access to specific items in the course Blackboard site—me.

Late Work Policy and Extra Credit

I do not have any extra credit assignments for this course. Extra credit is embedded into the course in the assignments and tests already assigned.

Late work will be accepted if students can provide proof of an unpredictable life event. The student will be required to submit medical or other documentation in order to have late work accepted.  If you know that you are going to be absent or miss for any reason please contact me BEFOREHAND so we can work out a way for you to submit the work early.

Course Evaluation

At the end of this course, students are encouraged to complete a course evaluation that will be distributed to them via email and through a course link.

Syllabus Subject to Change

While information and assurances are provided in this course syllabus, it should be understood that content may change in keeping with new research and literature and that events beyond the control of the instructor could occur. Students will be informed of any substantive occurrences that will produce syllabus changes.

Turnitin Policy

Stuff submitted to Turnitin will be graded and feedback will be given using the audio feedback option in Turnitin.

Respondus LockDown Browser (Free) and Monitor ($15 fee) Requirement

This course requires the use of LockDown Browser and Respondus Monitor (webcam) for online quizzes. The webcam can be built into your computer or can be the type that plugs in with a USB cable.

Watch this short video to get a basic understanding of LockDown Browser and Respondus Monitor (the webcam feature). A student Quick Start Guide (PDF) is also available.

Download Instructions

Click the Student Support top-middle tab located in Blackboard. Locate the Download Respondus LockDown Browser module, and click on the icon or link. You will be redirected to the information for Respondus LockDown Browser and Respondus Monitor. Links to download the software for PC and Mac are listed Installing the Respondus LockDown Browser Download section. It is free to download and install the software (on its own).

Once Installed

• Open LockDown Browser
• Log into Blackboard Learn
• Navigate to the test and begin

Note: You won't be able to access tests with a standard web browser. If this is tried, an error message will indicate that the test requires the use of LockDown Browser. Simply start LockDown Browser and navigate back to the exam to continue.

Cost for Respondus Monitor

There is a $15 fee for the webcam feature that's used with LockDown Browser (sometimes referred to as Respondus Monitor). This is a one-time fee, valid for 12 months (365 days) for all courses or exams that use Respondus Monitor. You will be prompted to make the purchase the first time an exam requires the use of LockDown Browser's webcam feature. Payment can be made with PayPal, Visa or Mastercard.

To pay for Respondus Monitor:

1. Start Respondus LockDown Browser.
2. Navigate to your test.
3. Complete the set-up process, which includes a payment screen for entering credit card information.
4. Payment and entering credit card information is only necessary one-time per course.

Guidelines

When taking an online exam that requires LockDown Browser and a webcam, remember the following guidelines:

• Select a location where you won't be interrupted
• Before starting the test, know how much time is available for it, and also that you've allotted sufficient time to complete it
• Turn off all other devices (e.g. tablets, phones, second computers)
• Clear your area of all external materials — books, papers, other devices
• Remain at your computer for the duration of the test
• To produce a good webcam video, do the following:
  • Avoid wearing baseball caps or hats with brims
  • Ensure your computer or tablet is on a firm surface (a desk or table) — not on your lap, a bed, or other surface that might move
  • If using a built-in webcam, avoid tilting the screen after the webcam setup is complete
  • Take the exam in a well-lit room and avoid backlighting, such as sitting with your back to a window
• LockDown Browser will prevent you from accessing other websites or applications; you will be unable to exit the test until all questions are completed and submitted.

Getting Help

Several resources are available if you encounter problems with LockDown Browser:

• The Windows and Mac versions of LockDown Browser have a "Help Center" button located on the toolbar. Use the "System & Network Check" to troubleshoot issues.

• If you have problems downloading, installing, or taking a test with Respondus LockDown Browser, email the TAMIU eLearning Team at elearning@tamiu.edu.

Webcam Checkout for Personal Computer

If students are unable to use personal or borrowed computers and equipment, students may stop by the Instructional Technology and Distance Education Services office to check out webcams (with built-in microphones). The office is located at Killam Library 259 (down the hall from the HelpDesk) and is open Monday through Friday from 8 a.m. to 7 p.m. Checkout for a webcam is on a first-come, first-service basis. Speak with an eLearning staff member to checkout a camera. Students will sign an Equipment Loaner Agreement, making them responsible for the care of the camera. Webcams checked out must be returned within five business days of the checkout date.

Accessibility and Privacy Statements on Course Technologies

At Texas A&M International University, we believe that all students should have equal technology opportunities in the classroom. These technologies/sites may also require user data, such as the creation of a username and password. In this class, we will utilize Blackboard, Echo360, SoftChalk, VoiceThread, and Turnitin. You may find the accessibility and privacy policies of these technologies on the following pages: Accessibility Statements and Privacy Statements.

Top Hat's privacy statement on our website can be found here: https://tophat.com/legal/privacy/

Top Hat is dedicated to continuously improving our websites, applications and features to create an accessible and inclusive learning environment for as many students as possible. Our products and services are designed based on the internationally recognized Web Content Accessibility Guidelines (WCAG) 2.1 Level AA and Section 508 standards in the United States.

Top Hat's Accessibility and Inclusion webpage can be found here: https://tophat.com/company/legal/accessibility-top-hat/

Other Policy/Information

For Fall 2020 you will not be allowed to have any Food or Drink the classroom.  Hopefully this will not have to be permanent.

Disputes over Academic Matters

Faculty members are responsible for determining course curricula, for developing appropriate methods of evaluating student learning, for evaluating fairly, for upholding academic standards, and for enforcing procedures concerning academic honesty. Decisions made by faculty members regarding the quality or integrity of student work, including decisions about course grades, are presumed to be fair and final (unless the student files a successful grade appeal). In cases of academic violation students may be subject to both grade sanctions and disciplinary action (see Student Violations of Academic Integrity below).

Students who believe that they have grounds for challenging faculty decisions regarding academic issues--excepting those pertaining to matters of academic freedom--may appeal using the procedure outlined below. Faculty members are required to report acts of academic violation to their chair, their Dean, the Provost, the Honor Council (through the Office of Student Conduct and Community Engagement), and the Vice President for Student Success.

Grade sanctions may be imposed only by faculty members. Academic suspension or expulsion may be imposed only by the Provost. As with disputes about course grades, students may appeal grade sanctions imposed for academic violation only by following the procedure outlined below. Students should not attempt to persuade academic administrators to change a grade; they cannot and will not do it unless a student follows the grade appeal policy below and is successful in persuading either the faculty member for the course or an ad-hoc committee of faculty members that a change is warranted.

Student appeals of faculty academic decisions should be completed within 15 University business days after the student’s first meeting with the faculty member to question the faculty member’s decision.

1. The student must first meet with the faculty member and discuss the faculty member’s decision. This meeting should occur as soon as possible after the decision has been made, normally within one week of the student being notified of the decision. The faculty member is expected to listen to the student, provide an explanation for the decision, and change the grade or decision if the student’s argument is persuasive. To change final course grades, a faculty member must submit a “Grade Change Form” and attach an accompanying memorandum justifying the decision to change the grade. The faculty member’s department chair and Dean must approve the change.

1. If the faculty member declines to change the decision or grade, the student may then discuss the matter with the faculty member’s immediate academic supervisor (hereafter, “chair” will be used to mean either the department chair or the immediate academic supervisor). If the chair believes that the student’s position has merit, the chair will discuss the matter with the faculty member.

1. If the student is not satisfied with the chair’s assessment of the issue or if the faculty member declines to change the decision after discussing it with the chair, the student may then request that an ad hoc committee of faculty members review the matter. This committee consists of three tenured faculty members within the same discipline or department unless circumstances dictate otherwise. If the chair determines that a tenured faculty member cannot be selected from the same discipline or department, then the chair may add a tenured faculty member from a closely related discipline. From the pool of eligible tenured faculty members designated by the chair, the faculty member, the student, and the chair will each nominate one faculty member to serve on the committee.

1. The ad hoc committee will hear from the student, the faculty member, and the chair and examine relevant documents. If the committee sustains the faculty member’s decision, the committee will provide the student with a written statement explaining the reasons for the committee’s decision. The student may request in writing that the committee reconsiders its decision and provides reasons for so doing. If the committee refuses to reconsider or if it reaffirms its original recommendation, the faculty member’s original decision is final. If the committee finds in favor of the student, the committee will provide the faculty member with a written recommendation explaining the committee’s reasons. If the faculty member disagrees with the committee’s recommendation, the faculty member may request that the committee reconsiders its recommendation and provides the committee with a rationale for revisiting the recommendation. If after considering the faculty member’s rationale the ad hoc committee is still persuaded that the faculty member’s original decision should be reversed, the committee will recommend in writing to the chair that the faculty member’s decision be overturned. The committee may also make this recommendation to the chair if the faculty member fails to alter the original decision and also fails to respond to the committee’s original recommendation. The faculty member will receive a copy of the recommendation to the chair, allowing a final opportunity to revise the original decision. If the faculty member fails to comply, the chair may override the faculty member’s original decision, and, as appropriate, revise the student’s course grade. In order to certify that the grade dispute process outlined above has been followed appropriately, the Dean of the College or the School and the Provost will review all decisions by chairs to change grades against the will of a faculty member.

Extra-Credit Work

Professors may not give extra-credit opportunities to individual students. If they choose to give extra credit, professors must make it available to all students in a class. Professors are discouraged from giving extra credit for class attendance and/or attendance at university events. Professors should not give extra-credit opportunities after final grades for the semester are submitted. 

Upon successful completion of this course, each student will:

• CO1: Define and describe the foundations of the United States’ political system and its effects on the development of the nation until 1877.
• CO2: Recall and classify factors that relate to issues of gender, race, religion, and economic status in US society until 1877.
• CO3: Identify and explain how the United States interacted with the governments and peoples of other nations until 1877.
• CO4: Discuss and explain connections between historical events as well as describe historical changes over time.
• CO5: Analyze primary historical sources, thus demonstrating critical reading skills.
• CO6: Develop written arguments (e.g., exams, in-class essays).

To go to the bookstore, click here.

• Subscription to TopHat (you can get it at the bookstore but it is substantially cheaper if you buy it directly from their website)
  • YOUR TOPHAT COURSE CODE FOR THIS CLASS IS 234835.
  • You will need access to TopHat to answer questions, interact with others.
  • TopHat will also take attendance
• Recordings of the lectures on Blackboard Collaborate, Echo360, or TopHat.
  • These will allow you to review the lectures and take further notes.
• Additional videos, documents, and resources as assigned specifically by the instructor.

These will be used for Document Quizzes, and other assignments in the course.

Final Grade Breakdown

         Grades will be the sum of the scores of assorted participation activities, six document quizzes, six textbook quizzes, a small class project, a large class project, and three tests. 

Participation: Participation will be twelve percent of your grade for this class. The first major component of your participation grade will be a quiz on this syllabus. The syllabus quiz is available on Blackboard. Please make sure that you read the syllabus entirely and take the quiz before midnight on the day indicated in the syllabus schedule.  You will not be able to make it up.

The majority of your participation points will come from answering questions in class. In this class, we will be utilizing Top Hat.  At the beginning of every class there will be a question posted to get your brains flowing that you will answer using your own electronic device. The question will shut off after a couple minutes. During class time, I will have questions that will require you to input feedback. 

Quizzes

I HIGHLY RECOMMEND THAT YOU TAKE YOUR QUIZZES USING A WIRED CONNECTION AS THEY LOSE THEIR CONNECTION MUCH LESS.

Do not procrastinate taking your quizzes.  If there are any technical glitches on tests taken early we may be able to correct it whereas tests taken either late the night before or the day that they are due are much more problematic.

There are two types of quizzes in this course:

Documents Quizzes: six document quizzes will make up 15 percent of your grade and will be based on analysis of historical documents.  You will be required to submit them on Blackboard using Respondus Monitor. They will be available one week in advance and you will be required to take them in the timeframe indicated on the course schedule (located at the end of this syllabus). They are scheduled so that you will come to class having read primary source documents that will pertain to the era that we will be covering in class. They will also require you to develop your document-analysis skills in trying to break down audience and argument for the documents you will be reading. This ability applies to all discipline and not just history.  You will only be allowed 15 minutes to take the quiz and once you open the quiz you will have to complete it.

In tabulating your final grade, I will take the highest 5 scores. HOWEVER, if you complete all six document quizzes you will unlock a seventh quiz which will be completely extra credit. This seventh quiz will be comprehensive with questions coming from all documents that we have read for class.

Textbook Quizzes: You will have to complete six textbook quizzes throughout the semester that will be worth 15 percent of your total grade.  In the timeframe indicated on the course schedule (located at the end of this syllabus).  You will be required to take them on Blackboard using Respondus Monitor. In figuring your final grade, I will drop the lowest quiz score. If you take all six textbook quizzes you will unlock a seventh quiz that will be completely extra credit. This seventh quiz will be comprehensive with questions coming from all chapters that we have read for class.

Position Paper: In this assignment I will assign you several documents to read on a specific topic and you will have to decide who had the better argument. You will be getting more information about the position paper later.  It will be worth 3 percent of your final grade. You will submit this via Turnitin on Blackboard.

Small Class Project:   During the semester you will be doing a larger historical project.  It will be worth 5% of your class grade.  I will provide you more information on this later.

Large Class Project:   During the semester you will be doing a larger historical project.  It will be worth 15% of your class grade.  I will provide you more information on this later.

Tests: There will be three tests.  Test one and test two will have three sections, a map section, a multiple choice/short answer/matching section, and an ID section.  Each of these will be worth 10% of your final grade.  Test three will have the same sections with the only difference being that the multiple choice/short answer/matching section will be comprehensive.  It will be worth fifteen percent of your total grade.

For those that have never done a historical ID, we will go over this in class, but I will give a brief explanation here. When you are asked to do a historical ID you must answer the following questions completely to get full points. 

Who- Who are all the people and groups associated with this ID?

What- What is the ID?

When- When did it happen?

Where- Where did it happen?

Why- Why did it happen or what brought it about?

Historical Significance- Why is it historically significant, aka why should we care?

If you completely answer all the questions IN PARAGRAPH FORM, then you will get full points for this ID.  For an example of a full points ID please see the following example.

Full Points ID of the Battle of Gettysburg

After Robert E. Lee had routed Joseph Hooker and the Union Army at the Battle of Chancellorsville in the spring of 1863, Lee decided that he would take his chances one more time and venture North.  Lee hoped that at a dramatic victory against the North on Northern soil might convince England, France, or both to recognize the South and lend aid.  Furthermore, Lee knew that the Virginia countryside had been ravaged by over two years of war and he wanted to give the North a little taste of the destruction.  Lee took his army and pushed across Maryland into Pennsylvania.  General George Meade, the new commander of the Union gave chase and on the morning of July 1^st, 1863 the two armies skirmished at a little Pennsylvania town called Gettysburg.  What ensued would be the largest battle of the Civil War with over 50,000 casualties.  Lee attacked Meade for three days, including the ill-fated “Pickett’s Charge” on July 3^rd, but Meade’s lines held and beat the Confederates back. Lee and the army stumbled back to Virginia.  Never again would the South have the power and resources to push into the North.  England and France never did recognize the South and while the South continued to fight for two more years, they were increasingly unable to replace the men that they were losing in battle.

To understand grades better, become familiar with the following chart.

Specific assessments will be due on the time and date indicated in the syllabus.

[REMOVE the Core-Curriculum Learning Outcomes which do NOT apply to this course. Please don't forget to remove these instructions.]

Core-Curriculum Learning Outcomes:

1. Critical Thinking Skills (CT) - creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information
2. Communication Skills (COM) - effective development, interpretation and expression of ideas through written, oral and visual communication
3. Teamwork (TW) - ability to consider different points of view and to work effectively with others to support a shared purpose or goal
4. Social Responsibility (SR) - intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities
5. Personal Responsibility (PR) - ability to connect choices, actions and consequences to ethical decision-making