HIST 1301.4230, 4730 SELF PACED Michael Walker, Professor Wintermester 2010 Phone: 972-860-7166 Dec 16 – Jan 6, 2011 Email: [email protected] COURSE ORGANIZATION: The course is divided into 3 major units. Part One 1. Read Chapters 1 through 6, Brands 2. Test I Part Two 1. Read Chapters 7 through 11, Brands 2 Test II Part Three 1. Read chapters 12 through 16, Brands 2. Test III TEXTBOOK: Brands, Breen Williams, Gross American Stories, Vol. I, 2009 TESTING: There are three examinations. Each is non-cumulative and will have 35 multiple choice questions (70 points) and two essays (30 points). Exams are graded on a 100 point scale with: 90-100 = A 80-89 = B 70-79 = C 60-69 = D 0-59 = F Your average score for the three exams determines your final grade. The testing center will be closed Dec 23 – Jan 3. You will not be able to take tests during this period. Schedule accordingly!! There is NO extra credit available. All exams are taken in the Appraisal Center, room C-114, phone 972-860-7011. Call to make sure they are open before making the trip to campus - and take a picture ID. You must email me to get your grades. Tests may be taken whenever you wish; however I suggest: Test I………by 12/20 STRONGLY SUGGESTED Test II...........by 12/28 STRONGLY SUGGESTED Test III..........Jan 6 MANDATORY that all tests are completed by Jan. 6 !!!!!!! IMPORTANT NOTE !!!!!!! The testing center will be closed Dec 23 – Jan 3. You will not be able to take tests during this period. Schedule accordingly!!Withdrawal from a course is the responsibility of the student. Withdrawing is a formal procedure and must be done through Counseling or Admissions by Jan. 4th. Failure to withdraw may result in an “F” on your transcript. Please feel free to contact me. There are NO Incompletes and NO Extensions for this course. OBJECTIVES AND COMPETENCIES: History 1301 is part of the Core Curriculum and addresses the following Exemplary Educational Objectives and Core Curriculum Intellectual Competencies as set forth by the Texas Higher Education Coordinating Board: EXEMPLARY EDUCATIONAL OBJECTIVES IN UNITED STATES HISTORY 1. To examine social institutions and processes across a range of historical periods, social structure, and cultures. 2. To develop and communicate alternate explanations or solutions for contemporary social issues. 3. To understand the evolution and current role of the U.S. in the world. 4. To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. 5. To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. 6. To identify and understand differences and commonalties within diverse cultures. CORE CURRICULUM INTELLECTUAL COMPETENCIES 1. Reading- the ability to analyze and interpret a variety of printed materials- books, documents, and articles- above the 12th grade level. 2. Writing- the ability to produce clear, correct and coherent prose adapted to purpose, occasion, and audience- above 12th grade level. 3. Listening- analyzes and interprets various forms of spoken communication, possess sufficient literacy skills of writing, reading- above 12th grade level. 4. Critical Thinking- thinks and analyze at a critical level.COMPONENT AREA OF SOCIAL AND BEHAVIORAL SCIENCES The objective of a social and behavioral science component of a core curriculum is to increase student’s knowledge of how social and behavioral scientists discover, describe, and explain the behaviors and interactions among individuals, groups, institutions, events, and ideas. Such knowledge will better equip students to understand themselves and the roles they play in addressing the issues facing humanity. Therefore, the exemplary educational objectives for this class are: To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. To examine social institutions and processes across a range of historical periods, social structures, and cultures. To use and critique alternative explanatory systems or theories. To develop and communicate alternative explanations or solutions for contemporary social issues. To analyze the effects of historical, social, political, economic, cultural, and global forces on the areas under study. To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights. To understand the evolution and current role of the U.S. in the world. To differentiate and analyze historical evidence (documentary and statistical) and differing points of view. To recognize and apply reasonable criteria for the acceptability of historical evidence and social research. To analyze, critically assess, and develop creative solutions to public policy problems. To recognize and assume one’s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy. To identify and understand differences and commonalties within diverse cultures.Financial Aid Students: If you are receiving Financial Aid grants or loans, you must begin attendance in all classes. Do not drop or stop attending any class without consulting the Financial Aid Office. Changes in your enrollment level and failing grades may require that you repay financial aid funds. Failure to contact the instructor will result in your name being submitted to the financial Aid Office as a “non-attendee.” All students receiving financial aid should open an E-mail account through NetMail. See directions in this syllabus for opening an E-mail account. Plagiarism: In any written paper, you are guilty of the academic offense known as PLAGIARISM if you half-copy or copy the author’s sentences, words. Usually this results in an automatic grade of “F” for the course. You cannot mix the author’s words with your own or “plug” your synonyms into the author’s sentence structure. To prevent unintentional borrowing, resist the temptation to look at the source as you