AMH 2010: US HISTORY TO 1877: Summer Session 3: COURSE PREVIEW 2016

Course Syllabus

Course Name: American History to 1877	Term and Session: Summer session 3
Course ID: AMH2010	Reference Number: 542407

Table of Contents

Faculty Contact Information	Class Activities
Course Description	Class Schedule
General Course Outcomes	Grades
Prerequisites and Corequisites	Policies and Procedures
Methods of Instruction	Technical Resources
Textbook and Materials	Help Desk

Faculty Contact Information

Instructor Name:	Professor Simpson
BC Online Phone:	954-201-7900
Fax:	954-201-7937
Email:	Please use the D2L email tool. Use my BC email ONLY if you are unable to access the course email: ssimpso2@broward.edu
Online Office Hours:	Day(s): monday, wed, thurs Cell phone: call/text 786-471-4030 Time: 9-1pm, 7pm-9pm
BC Safety Phone #:	954-201-HELP (4357)

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Course Description

This is a survey course of American History from the pre-Columbian era to 1877 or the end of the American Reconstruction era. Special emphasis is placed upon the Colonial period, the American Revolution, the rise of American Nationalism, the character and culture of antebellum America, and the U.S. Civil War and Reconstruction.
This course meets Area 3A general education requirements for the A.A. degree. This course meets Area 3 or 5 general education requirements for the A.S. degree.
This course requires extensive reading and writing. This is a 7 week session, therefore, students will have 7 weeks to complete 2- 3 chapters of reading, which includes quizzes, discussions and writing
assignments. Therefore, it is imperative that students keep track of the assignment due dates and Do NoT Procrastinate. The due dates for Quizzes, Discussions and written assignments are generally due on Sundays. Check the course calendar daily as it contains the most updated and accurate assignment due dates. 
View the course description for more details.

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General Course Outcomes

At the conclusion of this course, the student will:

1. Identify and employ the components of historical research and analysis.
2. Produce clearly organized, thoroughly developed writing assignments, including but not limited to short answer response assignments, short essays, research assignments, or research papers, which express defensible conclusions based on historical analysis.
3. Identify and evaluate the motivations, characteristics, and consequences of European settlement in America. Chapters 1 and 2
4. Analyze the origins, progression, and outcome of the American Revolution. Chapters 3, 4, and 5
5. Assess the creation of the U.S. government and the characteristics of the Early Republic. Chapters 5 and 6
6. Identify and evaluate the political, economic, social, and cultural developments of the antebellum era, including the consequences of the Jacksonian Age, westward expansion, and social reform movements. Chapters 7-12
7. Evaluate the events of the secession crisis, the course of the Civil War, and the Civil War’s impact on the American people. Chapters 14-15 8. Identify and evaluate the political, economic, and social developments of the Reconstruction era. Chapter 16

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Prerequisites and Corequisites

To maximize your chances for success in this course, make sure that you meet the following course prerequisites:

• Prerequisites/Co-requisites: none

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Methods of Instruction

This is a 3-credit hour fully online course with a proctored midterm exam. In this class, you will engage in structured out-of-class and online activities. The online activities may include, but are not limited to, readings, discussions, essays, case studies, research, and/or online quizzes and tests. See the course schedule for a detailed description of activities. Students are responsible for regularly reviewing the course schedule and completing all required assignments.
The course has been planned to provide a variety of written assignments as well as online quizzes and examinations and discussions. Each tool used in this course is provided to train you to enhance your written communication skills as well as learn about the history of America. The discussions are planned in order for you to discuss the weekly topics with your classmates. The quizzes and examinations are planned for you to test your mastery of the weekly readings. The short answer response assignments and essay assignments are used as critical thinking tools to both test your mastery of the information as well as apply the information to a particular scenario. Hopefully, through these tools, you will have gained a deeper understanding of the evolution of the history of the United States and roles people and events played in its evolution. Even more importantly, hopefully, you will have continued to master your academic skills. Remember, in order to be successful, you, the students, are responsible for regularly reviewing the course schedule and completing all required class assignments.

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Textbook and Materials

Required Text: Title: American Stories: A History of the United States, Vol. I Author(s): Brands, Breen, et. Al. Publisher, Edition: Pearson Publishing, 2015., 3rd edition ISBN-13: 9780205960897 Books for online courses are available at the Central Campus bookstore A. Hugh Adams Central Campus Bookstore Admissions & Student Service Center - Bldg. 19 Tel: (954) 201-6830 Fax: (954) 201-6895

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Class Activities

Read and refer to this section regularly. It will tell you what assignments you should complete, and how to complete them. Deadlines for assignments, assessments, discussions, quizzes, tests, and all other graded and non-graded activities are posted in the course schedule. Submitting work late will be permitted only under extenuating circumstances and only with prior notification and documentation (original funeral notice, original doctor note, etc.).

Assignment Directions - Please review the rubrics for all assignments. Rubrics are located within the Welcome & Syllabus module.

Document Analysis Assignments (DAA) - See the rubric for specific grading criteria.

Document analysis assignments (DAA) require you to read documents of your choice from the web documents collection provided in the course, document excerpts embedded in the course textbook, and/or documents provided within the learning modules, and answer the following questions for each document:

1. What type of document is it? What is the title of the document?
2. What date was document written?
3. Who was the author of the document? Provide a short biography of the author (be sure to provide a citation for the source used). See the citation guide embedded in the Course Content Browser for examples.
4. For what audience was the document written?
5. What evidence in the document helps you know why it was written? Quote from the document.
6. Identify two key concepts within the document. Complete the SEE-I exercise for each identifed concept.  Read an explanation of the SEE-I exercise in the course Table of Contents.  I.E. S - Idenify or define the concept; E - Elaborate on the concept; E - Exemplify the concept; I - Illustrate the concept.

Additionally, to be successful with this assignment be sure that:

1. Your answers are in complete sentences.
2. You cite all of your sources. See the Citation Guide embedded in the Course Content Browser for examples.
3. You proofread your entries.

Discussions

Use the general discussion thread to post questions that might be of interest to all students such as questions about assignments, tests, etc. Feel free to respond to other students with thoughtful responses. Proofread the content of your posts before making them public; proper grammar and sentence structure are expected. Remember that the discussion tool is public - all enrolled students will be able to view posts and responses. Please follow proper netiquette. Grades for discussion postings will be posted within five working days after the discussion has closed. If you need general information and support for the discussion tool visit the discussion tutorial page.
See the rubric for specific grading criteria.
Participating in the course discussions is an important part of your final grade. There is at least one class discussion for every chapter in the course. See the rubric for specific grading criteria.
To successfully complete the class discussion assignments you must:

• post to 16 assigned topic questions.
• post a reply to at least one classmate's posted response to each topic question. 

In your discussions, you cannot simply reply to someone's posting with "ditto" or "I agree with you". You must answer the question asked and respond to at least one classmate's posting. Your responses must also demonstrate that you have read and understood the topic addressed. We are all in this together and we can learn from each other. Remember that the discussion tool is public - everyone will be able to view posts and responses.

Assignments

Assignments may be submitted only during the availability dates as specified in your syllabus. The submission of an assignment is the sole responsibility of the student. Students should not leave assignment preparation until the last minute and must plan their workloads so as to be able to meet the deadlines. Assignments submitted after the due date and time will only be accepted if prior arrangements have been made with the instructor. Assignments should not be mailed, faxed or emailed directly to your instructor unless otherwise directed. You should keep an electronic copy of all assignments. Grades for assignments will be posted within five working days of the closing date of the assignment. If you need general information and support with assignments visit the assignment tutorial page.

Short Answer Response (SAR) Assignments- See the rubric for specific grading criteria.

Short Answer Response (SAR) assignments are writing assignments that test your mastery of the information as well as serve as exercises in critical thinking within the context of history. For short answer response assignments, it is important that:

1. Your answers are in complete sentences.
2. You make sure to cite all of your sources. See the citation guide embedded in the course content for examples.
3. You make sure to proofread your entries.

You must use the information provided (learning modules, textbook) and submit your SAR assignments as a MS Word attachment. Wikipedia is not considered an acceptable source for this course and should not be included in your assignments.
Plagiarism Policy: There will be no rewrites for cases of plagiarism. At a minimum, you will receive a "0" for any incidents of plagiarism and you will forfeit any extra credit points earned in the course.

Chart Assignments - See the rubric for specfic grading criteria.

Throughout the semester you will be required to complete four historical charts and identify who, what, when, where, and the significance of a topic covered in the course.

Assessments

Assessments may be taken only during the availability dates as specified in the course schedule. The submission of an assessment is the sole responsibility of the student. Please allow ample time to complete assessments and be observant of the time limit. Make sure you have a solid internet connection. Most online quiz and exam grades will be available after finishing the quiz or exam. If you need general information and support with assessments visit the assessment tutorial page.
It is at the discretion of the instructor to offer a make-up exam. Make-up exams will only be considered under extenuating circumstances, and with prior notification and documentation (original funeral notice, original doctor note, etc.). Scheduling conflicting appointments and vacations are not valid reasons for requesting a make-up exam.

Chapter Quizzes

Chapter quizzes will be in a multiple choice and/or true and false formats. These 20-point quizzes test your mastery of the information found in the textbook chapters and the learning modules. Please refer to the course schedule for more which chapter quizzes are assigned and their due dates. The quizzes are not timed but you will have only ONE attempt to successfully complete these quizzes. Note: the quizzes show a time limit of 60 minutes because D2L requires it. They will remain open until you submit the quiz, even if it goes over 60 minutes.

Exams

The two exams for this course are non-cumulative and will consist of multiple choice questions only. The questions will be based on information in your text, your previous assignments, and your course learning modules. Your exams will be administered online and the midterm will be proctored. The scheduled dates for these exams are provided below.These exams will be timed. You will have 120 minutes and ONE attempt to take them. Look out for announcements to be posted just before your exams.
Proctored Exams
To provide proper accommodations and accessibility, there are three options for taking a proctored exam:

1. On-Campus Proctoring North and Central e-Testing Centers (no additional fee)
   You may take your proctored exams at either North or Central campus.  This is a free service. Other campus locations do not offer e-Testing services for fully online students.  Arrive at the testing location with ample time to complete the exam and with enough time before closing.
2. Off-Site Proctoring: National College Testing Association(additional fees are assessed)
   Broward College is a member of the National College Testing Association (NCTA), which abides by strict testing standards. You will incur additional proctoring fees, which vary by location.
3. Online Proctoring – ProctorU (additional fees are assessed)
   Online proctoring is available for testing from a remote location using your own web-cam while being proctored live, using ProctorU. You will incur additional proctoring fees, which vary based on the duration of the test.

Notify your instructor at the beginning of the class if you would like to consider using the off-site or online proctoring service, have questions, comments, or if you have documents requiring special accommodations for exams.  Communication with your instructor in the week prior to each exam is necessary to ensure online testing readiness.  Visit the proctored exam page for additional information.

                                                        Important Dates
June 29, 2016 1st Day of Class                                  August 10th , 2016 Last Day of Class
July  5, 2016  last day for 100% Refund                   July 5th,  2016  last day to add/ drop 
July 24, 2016 last day to withdraw with a W             July 24th, 2016  last day to change to an audit      

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Class Schedule

Introduction to the Course and Orientation	Assignments & Assessments
Learning Outcomes After completing the Orientation module, the students will be able to learn to navigate D2L understand the requirements of the course After completing the Introduction to History module, the students will be able to: Examine a definition of history. Examine the importance of the connection between the past and the present. Distinguish between primary and secondary sources and explain how each are used to make historical claims. Interpret multiple forms of evidence (visual, oral, statistical, and/or artifacts from material culture).	Orientation Activities: Complete the online orientation to learn how to navigate the course and access learning materials. Review the course syllabus.  It is highly recommended that you print the syllabus and refer to it often throughout the semester. Take the syllabus quiz. Participate in one online discussion. Introduction to History Activities: Read Introduction to History presentation. Take a short quiz relating to the sources used in the field of history. Due: June 29-July 3rd
Chapter 1: The Colonization of the New World	Assignments & Assessments
Learning Outcomes By the end of this module students will be able to: Assess through course assessments and discussions the factors influencing the European interest in discovery, exploration, and the establishment of colonies in the Americas. Describe in class assignments the difference between the political, economic and social structures of the Native American nations existing during the pre-Columbian era. Evaluate through class assessments the political, economic and social structures of the West African nations existing during the pre-Columbian era.	Read: Chapter 1 Textbook Read: Chapter 1 Learning Module Chapter 1 Discussion Chapter 1 Quiz  Due: July 3rd (Sunday)
Chapter 2: The Age of Exploration	Assignments & Assessments
Learning Outcomes By the end of this module students will be able to: Describe through course assignments the difference between the three regions of the British North American colonies. Describe through course assignments the difference between the differing motivations for the founding of each of the thirteen colonies in British North America. Identify and evaluate through class assessments the significance of the important actors involved in the founding of the British North American colonies. State through class discussions the purpose and significance of the Mayflower Compact.	Read: Chapter 2 Textbook Read: Chapter 2 Learning Module Chapter 2 Discussion Chapter 2 Quiz Chapter 2 Chart Assignment:  Due: July 3rd (Sunday)
Chapter 3: Putting Down Roots: Opportunity and Oppression in Colonial Society	Assignments & Assessments
Learning Outcomes Describe and evaluate New England colonial society through course assessments. Describe and evaluate Chesapeake colonial society through course assessments. Assess through course assignments the development of the institution of slavery in British colonial North America. Critique through course discussions the origins and impact of colonial revolts in the Chesapeake and New England colonial regions.	Read: Chapter 3 Textbook Read: Chapter 3 Learning Module Chapter 3 Discussion Chapter 3 Quiz Due: July 10th (Sunday)
Chapter 4: Experience of Empire: 18th Century America	Assignments & Assessments
Learning Outcomes Describe and evaluate through course assignments the development of the Enlightenment and assess the role of the Enlightenment in the American colonies. Describe and evaluate through course assignments the development of the Great Awakening and assess the role of the Great Awakening in the American colonies. Identify and evaluate through course assessments the causes and consequences of the French and Indian War. Evaluate through course assessments the evolution of the colonial economy of the 17th and 18th centuries.	Read: Chapter 4 Textbook Read: Chapter 4 Learning Module Chapter 4 Discussion Chapter 4 Quiz Due: July 10th (Sunday)
Chapter 5: An American Revolution	Assignments & Assessments
Learning Outcomes Trace and analyze through course assessments the development of British colonial policy in North America between the 1760's and 1770's and the corresponding colonial responses. Recognize and describe in course discussions what caused English colonists to become active revolutionaries by 1775.	Read: Chapter 5 Textbook Read: Chapter 5 Learning Module Chapter 5 Discussion Chapter 5 Quiz Document Analysis Assignment I (DAA) Due: July 10th
Chapter 6: The Republican Experiment	Assignments & Assessments
Learning Outcomes Describe in course assessments the weaknesses and strengths of the Articles of Confederation. Analyze through course assignments the forces leading to the creation of the constitution and explain the principles and institutions established by that document. Analyze through course assessments the contradiction between the democratic principles expressed in the constitution and the institution of slavery.	Read: Chapter 6 Textbook Read: Chapter 6 Learning Module Chapter 6 Discussion Chapter 6 Quiz Chapter 6 Chart assignment: Due: July 17th (Sunday)
Chapter 7: Democracy and Dissent: The Violence of Party Politics	Assignments & Assessments
Learning Outcomes Describe and evaluate through course assignments and assessments the accomplishments and political controversies of the Federalist Washington presidency. Assess through course assessments and assignments accomplishments and political controversies of the Federalist Adams Presidency. Describe and evaluate through course assignments and assessments the rise of the nation's political party system.	Read: Chapter 7 Textbook Read: Chapter 7 Learning Module Chapter 7 Discussion Chapter 7 Quiz Due: July 17th (Sunday)
Chapter 8: Republican Ascendancy: The Jeffersonian Vision	Assignments & Assessments
Learning Outcomes Describe and analyze in the course discussion the domestic and foreign policy changes during the Jefferson presidency. Identify and evaluate through course assessments the internal and external threats to the American republic which culminated in the War of 1812.	Read: Chapter 8 Textbook Read: Chapter 8 Learning Module Chapter 8 Discussion Chapter 8 Quiz July 17th Proctored Midterm Exam: Chapters 1-8 Available from July 15th at 9am to July 24th at 8pm
Chapter 9: Nation Building and Nationalism	Assignments & Assessments
Learning Outcomes Evaluate the key forces that drove America's expansion westward through course assessments. Analyze how developments in transportation supported growth of agriculture and manufacturing in the nation though course assessments. Evaluate through course assignments what foreign and domestic policy decisions faced the federal government as the country expanded.	Read: Chapter 9 Textbook Read: Chapter 9 Learning Module Chapter 9 Discussion Chapter 9 Chart assignment Due: July 24th (Sunday)
Chapter 10: The Triumph of White Men’s Democracy	Assignments & Assessments
Learning Outcomes Identify and assess in course assignments President Andrew Jackson's rise to power and the effectiveness of his presidency. Define and evaluate in course assessments the theory of Jacksonian Democracy. State in course assignments the origins and significance of the Second-Party System. Analyze the Jackson Administration's Indian Policy through course discussions	Read: Chapter 10 Textbook Read: Chapter 10 Learning Module Review PowerPoint: Andrew Jackson Chapter 10 Discussion Due: July 24th (Sunday)
Chapter 11: Slaves and Masters	Assignments & Assessments
Learning Outcomes Analyze the reasons for the rise of the Cotton Kingdom in course assignments. Identify and evaluate in course assignments and discussions the life of the enslaved in the antebellum South. Describe and assess through course assignments the ways in which the enslaved resisted slavery. Compare and contrast in course assessments the life of the yeoman farmer and the plantation aristocracy. Analyze the life of free blacks in the south in course assignments. Describe and assess through course assignments the ways in which Americans could benefit from the domestic slave trade.	Read: Chapter 11 Textbook Read: Chapter 11 Learning Module Review PowerPoint: American Slavery Chapter 11 Discussion Short Answer Response Assignment I (SAR) Due: July 31st (Sunday)
Chapter 12: The Reform era of the National Period through The Sectional Crisis leads to War	Assignments & Assessments
Learning Outcomes Define in course assignments the Second Great Awakening, identify its major players, and assess the impact of the movement on the future of the formation of the United States. Analyze in course discussions the origins and significance of the Women's Rights Movement. Analyze in course assessments the origins and significance of the Abolitionist Movement. Analyze in course assessments the origins and significance of the Public School Reform Movement. Analyze in course assessments the origins and significance of the Temperance Movement.	Read: Chapter 12 Textbook Read: Chapter 12 Learning Module Chapter 12 Discussion Chapter 12 Extra Credit: Antislavery Due: July 31st (Sunday)
Chapter 13: An Age of Expansionism	Assignments & Assessments
Learning Outcomes Assess through class assessments the origins, causes, and impact of the Texas Revolution. Evaluate through course discussions the causes and impact of the Mexican American War. Define and evaluate in course assessments the theory of Manifest Destiny in both the Texas Revolution and the Mexican American War.	Read: Chapter 13 Textbook Read: Chapter 13 Learning Module Chapter 13 Discussion Document Analysis Assignment II (DAA) Due: July 31st (Sunday)
Chapter 14: The Sectional Crisis	Assignments & Assessments
Learning Outcomes Describe through course assessments the origins and impact of the Fugitive Slave Law of 1850. Analyze the impact of the theory of popular sovereignty on political decisions between 1850 and 1860. Describe through course assessments the impact of the Supreme Court decision in Dred Scott v. Sandford on the future of the nation. Describe and evaluate through course assessments the rise of the Free Soil Movement. Evaluate through course discussions the radical transformation of the abolitionist movement through the actions and arguments of those like William Lloyd Garrison. Assess through course assignments the impact of the election of Abraham Lincoln as president of the United States in 1860	Read: Chapter 14 Textbook Read: Chapter 14 Learning Module Chapter 14 Discussion Short Answer Response Assignment II (SAR) Chapter 14 Chart Assignment Due: August 7th (Sunday)
Chapter 15: The Civil War	Assignments & Assessments
Learning Outcomes Describe through course assessments the social, political, and economic causes of the Civil War. Compare and contrast the advantages and disadvantages of the Union and the Confederacy. Evaluate through the course discussion the military course of the Civil War and its effects, including the Emancipation Proclamation. Assess through course assignments the role of different ethnic and racial groups and women in both the North and South during the War.	Read: Chapter 15 Textbook Read: Chapter 15 Learning Module Review PowerPoint: Blacks in the Civil War Chapter 15 Discussion Chapter 15 Quiz  Due: August 7th (Sunday)
Chapter 16: Reconstruction	Assignments & Assessments
Learning Outcomes Demonstrate through course assessments an understanding of and evaluate the failures and success of the Reconstruction process. Describe in course assessments the difference between and evaluate the presidential and congressional phases of Reconstruction. Assess through the course discussion the significant concerns of African Americans during the Reconstruction process.	Read: Chapter 16 Textbook Read: Chapter 16 Learning Module Review PowerPoint: Reconstruction Chapter 16 Discussion Chapter 16 Quiz  Due: August 7th (Sunday)
Final Exam	Final Exam: Chapters 9-16 Available from August 2-9th (Tuesday)

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Grades

How your Grade will be Determined

Assessment	Graded Points	Possible Extra Credit
Discussions (16 @ 10 points each)	160
Quizzes (10 @ 20 points each)	200
Short Answer Response Assignments (SAR) (2 @ 100 points each)	200	3 @ 5 pts each
Document Analysis Assignments (DAA) (2 @ 100 points each)	200
Chart Assignments ( 4 @ 10 points each)	40
Exams (2 @ 100 points each)	200
Total	1000

Grading Scale
Grades	Points	Percentage
Grade = A	1000-900	90-100+%
Grade = B	800-899	80-89%
Grade = C	700-799	70-79%
Grade = D	600-699	60-69%
Grade = F	698 and below	59% and below

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Policies and Procedures

You are responsible for being familiar with all BC Online policies and procedures related to your activity in this course.

Attendance and Participation

Attendance
Students must complete at least one of the activities required in week 1 to establish attendance during the first few days of class or will be withdrawn for “non-attendance”. Simply logging into the course will not satisfy your attendance during this time. As with an on-campus course, students withdrawn from a course due to non-attendance are still responsible for paying for the course. If you do not complete the requirements of the first week of class, you should drop the course by the official drop/add deadline or expect to pay for the course.
Participation
Regular, active, and meaningful participation in online learning activities is an important component of this class and is essential to your success. Logging into the class does not count towards participation and attendance.  You must actively participate in class activities by completing discussions, assignments, and assessments.  It is recommended to check your email, the announcements, and class discussions regularly. Your day of last attendance is based on the last day you completed a documented class activity.
The following are academically related activities for the purpose of participation and attendance:

• Participation in a graded discussion board,
• Assessment attempt,
• Assignment submission, and
• Initiating contact with your instructor to ask a class-related question via D2L email

If you stop participating after the withdrawal date, you will receive an F.  Ongoing communication with the instructor is critical to your class success.

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Student Initiated Withdrawals

If you are concerned about your ability to succeed in this class, it is important to make an online appointment to speak with your instructor and an academic advisor as soon as possible. It is important for you to understand the financial and academic consequences that may result from class withdrawal.

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Academic Honesty

Upon gaining access to access to D2L you are expected to keep your username and password confidential. Sharing access or passwords to D2L is considered a breach of the academic honesty policy and could result in you being removed from your class. When you log-in to D2L, you do so with the understanding and agreement that you will produce your own work, complete class assignments and discussions yourself, and to take class exams, tests or quizzes without the assistance of others.
Your academic work must be the result of your own thought, research, or self-expression. Academic misconduct includes, but is not limited to the following: cheating, plagiarism, unacceptable collaboration, falsification of data, aiding and abetting dishonesty, unauthorized or malicious interference, hacking computer property or software, and online disturbances. Please refer to the Student Code of Conduct Policy and the Student Code of Conduct section located in the Student Handbook for more information.
All required class activities are subject to submission to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers.
Types of Academic Dishonesty:

• Cheating: Is defined as obtaining or attempting to obtain, or aiding another to obtain credit for work by dishonest or deceptive means.
• Plagiarism: The use of words or ideas of the original creator without attribution as if they were your own. Plagiarism ranges from copying someone else’s work verbatim and elaborating on or altering someone else’s work.
• Self-Plagiarism: Submitting or reusing parts of a previous paper without referencing source it was first submitted.  This includes retaking a course and turning in previously submitted papers and data.
• Unacceptable Collaboration: Using answers, solutions, or ideas that are the results of collaboration without citing the fact of the collaboration is improper.
• Falsification of Data: Making up or falsifying information and data. Examples include making up or altering data for an experiment or citing reference to sources you did not actually use.
• Pay Services: Employing an assignment writing service or having another write the paper for you.
• Enabling: Aiding and abetting another student in an act of academic dishonesty. Examples include giving someone a paper to copy and allowing someone access to your account.
• Unauthorized or malicious interferences: If one person deliberately interferes with the work or activities of another person on purpose to cause the other harm or irreparable damages.

Academic honesty violations are considered a breach of policy and may result in academic penalties (zero points on the assignment/test in question, and/or a failing grade for the class), disciplinary action, and/or referral to the Dean of Student Affairs.
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Student Grievance

Procedures for student grievances are found in the student handbook.  In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is your obligation to make an effort to resolve the matter with your instructor.  If the matter is not resolved with your instructor, then you may contact academic affairs associate dean.

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Communication and Faculty Response

Communication

Use the D2L email tool only for private, personal, one-to-one communication with a specific individual, or groups of individuals. Do not send class related emails to the instructor's BC email address.  In the event that the class communication tools are unavailable for more than 24 hours, the instructor will communicate with students (if necessary) via their BC email address.

Faculty Response

Class emails will be answered within 24 hours. It is recommended that you post class-related questions in the discussion area. Other students may have the same questions as you or may even be able to answer your questions. If you need information related to a test or assignment, plan ahead and submit your questions in advance of the due date.

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Netiquette

In all online communication, it is expected that all students will follow rules of online "netiquette". Netiquette is a set of rules for polite online behavior that all members of this class are expected to follow.  Review some of the general netiquette rules.
Individuals who violate the netiquette policy or engage in disruptive online behaviors such as flaming (posting disrespectful or hostile comments), posting inappropriate comments, or shouting (posting messages using all capitals) may have their class access privileges revoked and/or they may be referred to the Student Dean. Students who continue to engage in unacceptable online behavior even after being warned, may be permanently denied access to the class and/or may receive an F for the class.
Please don't use email short hand like ROTFLO (rolling on the floor laughing out loud) or BTW (by the way) - not everyone knows what these abbreviations mean. If you want to use emoticons (smileys) to convey feelings, please stick with the basics happy :-) sad :-( or wink ;-). Others are less well known and are subject to different interpretations. The idea is to be clear in your communications.

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Privacy Notice

Broward College is committed to the privacy of all students. In accordance with institutional policy and the U.S. Family Education Rights and Privacy Act of 1974 (FERPA), Broward College protects the privacy of student education records. The college does not release private records of individual students, such as grades and class schedules, without prior written consent of the student. However, privacy and public records obligations of the college are governed by applicable Florida statutes and U.S. federal laws.
Course access records, quiz scores grades, email postings, discussion postings, file submissions, and chat room conversations are stored. This is a good reason to make sure that your communications adhere to proper netiquette. Please refer to the student handbook for more information.

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Critical Event Procedures

The health, safety and welfare of our faculty, staff, and students are of utmost importance, and we want to ensure that students are aware of the steps Broward College takes in preparing for an emergency event or severe weather. The BC Alert system uses a layered approach to communication, reaching out to the College community with emails, text messages, phone calls and postings to the web. In addition to the information that will be available through BC Alert, there are several hotlines that will be updated with College status information in the event of a storm or other emergency:
Emergency Hotline:  954-201-4900
In the event of a school closing due to weather or other major event that might impact class schedules, the instructor will post an announcement and/or send an email indicating what changes, if any, the event will have on the course schedule and due dates.

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Changes to the Syllabus

The instructor reserves the right to make changes to the class syllabus. The syllabus is a guide and every attempt is made to provide an accurate overview of the class. However, circumstances and events may make it necessary for the instructor to modify the syllabus during the semester which may depend on the progress, needs, and experiences of the students. Changes to the syllabus will be made with advance notice. In the event that changes become necessary, students will be notified through class email, the discussion board, and/or the announcements tool.

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Disability Services

If you need academic accommodations and/or disability services support, you must contact the Office of Disability Services (ODS). It is your responsibility to contact the ODS to document disability prior to receiving services. You must notify the instructor that you have registered with the ODS and provide the instructor a copy of the ODS letter. Your documentation and any related communication with your instructor remain strictly confidential.

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Technical Resources

When taking any online course, you should know how to use an internet browser, a word processing program, send and receive e-mail, and download and upload files.  Some online courses use additional software. Refer to the Class Schedule and Assignments section below for additional details.  Although the help desk strives to assist our students in the best way possible they cannot be held responsible for class hardware and/or software purchases that are found to be unsatisfactory, insufficient, defective, misused, or incompatible with current system setups.
Visit the technical requirements page for a complete list of system and software requirements.

• Password Reset
• If your password does not work or you forgot it, click this link to reset it: student password reset.
• If you need further support, please contact the BC help desk at 954-201-7521 or helpdesk@broward.edu.
• Technical Problems
• If you need help using D2L, you can review the step-by-step tutorials

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Help Desk

For year-round, 24 hour technical assistance, please visit the 24/7 Help Desk page.
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AMH 2020: US HISTORY ONLINE: WINTER 2014-PREVIEW PAGE

American History Since 1865

AMH 2020  Spring 2014: Session 3

Term and Reference Number

Table of Contents

Office Phone:		954-240-9166
Department Phone:		954-201-2958
Email:		All communication should be through the course email tool. Use my BC email ONLY if you are unable to access the course email: ssimpso2@broward.edu
Office Hours:		During the hours of xxxx to xxxx, on xxxx days and xxxx days, I will be in my office on xxxx campus, room xxxx, if you would like to see me in person.
Virtual Office Hours:		I will be available live from xxxx to xxxx on xxxx days and xxxx days when you can expect to contact me by phone or email and expect a real-time response.
BC Safety Phone#:		954-201-HELP (4357)

Faculty Contact Information

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Course Description

This is a course in US history covering major historical periods from the Reconstruction era to the present. The course is a general survey of the basic forces shaping American life including: The development of modern industrialism; the organization of laborers and farmers; immigration; the Progressive Era; World War I; the Roaring Twenties; the Great Depression and New Deal; the origins and impact of the Second World War; the advent of the Cold War; post war domestic tensions; the complacent 1950's; social/political unrest of the 1960's; disillusionment and search for new directions since 1970.

This course meets Area 3A general education requirements for the A.A. degree. This course meets Area 3 or 5 general education requirements for the A.S. degree.

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General Course Outcomes

At the conclusion of this course, the student will be able to:

1. Identify and employ the components of historical research and analysis.
2. Produce clearly organized, thoroughly developed writing assignments, including but not limited to short answer response assignments, short essays, research assignments, or research papers, which express defensible conclusions based on historical analysis.
3. Identify and evaluate the motivations, characteristics, and consequences of U.S. westward, industrial, urban, and imperial expansion in the late nineteenth and early twentieth century. Chapters 16-21
4. Assess the major figures, organizations, goals, and outcomes associated with progressivism. The students shall analyze the origins, progression, and outcomes of World War I. Chapters 22-25
5. Analyze the origins, progression, and outcome of World War II. The students shall assess the development and characteristics of the Cold War in its first decades, including its impact on U.S. foreign and domestic policy and practices. Chapters 25-26
6. Analyze the causes and consequences of the major social movements of the 1960s and identify and evaluate the political, social, economic, and diplomatic developments between the 1970s and early 1990s and their relationship to earlier decades. Chapters 27-29
7. Assess the political, social, economic, and international events that shaped American life in the early 1990s and beyond. Chapters 29-32

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Course Prerequisites

To maximize your chances for success in this course, make sure that you meet the following course course prerequisites:

• Course Prerequisites and Co-requisites: n/a
• Computer Knowledge and Skills:
  • Students in this course should be familiar with the following computer skills.
    • File Management - You should be familiar with finding and saving files on your computer.
    • The Internet - You should be familiar with connecting to the Internet through an Internet Service Provider or Network Connection.
    • Web Browser Software - You should be familiar with using web browser software to navigate the Internet and locate information.
    • Email - You should be familiar with sending and receiving email messages.
    • Discussions - You should be familiar with posting and reading discussion messages in a threaded format.
    • Attachments - You should be familiar with sending email messages with attached files.
    • Word Processing - You should be familiar with creating, editing, saving, and printing documents using Microsoft Word.
• Other Requirements
  • You'll need a BC email address to access the online portion of this course.
  • Obtain a County Library Card or University/College Library Card. You will need either a County Library Card which you may obtain at either North Campus or South Campus Library or a University/College Library Card from the Central Campus Library. These cards will allow you to use select library databases. (optional)
• Log into Course
  • The direct link for login is https://bconline.broward.edu.

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Course Attendance and Participation Policy

Attendance/Withdrawal Policy:

During the first week of class, you must complete the online orientation or you will be  withdrawn from the course. Simply logging into the course will not satisfy your attendance during this time. As with on-campus courses, students who are reported for non-attendance in an online course and are withdrawn are still responsible for paying for the course. If you do not complete the requirements of the first week of class, you should drop the course by the official drop/add deadline or expect to pay for the course. It is very important for you to actively participate in this online class. If you stop participating in class discussions, do not submit assignments, or fail to take quizzes or tests prior to the withdrawal date, you will be withdrawn from class and receive a W or, if it is your third attempt, an F. If you stop participating after the withdrawal date, you will receive an F. To avoid this situation, you should remain an active learner in this class and always communicate extenuating circumstances to me. Ongoing communication with the instructor is critical to your course success. Completion of tests, assignments, and other class activities are used as indicators of your participation in order to satisfy this reporting requirement.

Participation:

Regular, active, and meaningful participation in online learning activities is a critically important component of this course and is essential to your success. It is recommended that you log into the course several times during the online week. Frequency and quality of participation may affect your grade.

• Active participation is expected of all students in this course.
• Check your email and course discussions regularly. Ask questions.
• Post and respond to messages.

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Computer Requirements

To complete the online segments of this course, you must have access to computer hardware and software that meets or exceeds BC's minimum hardware and software standards for e-learning courses. It is strongly recommended that you check your computer to verify that its hardware and software configuration meets or exceeds the BC standard.

• Is your computer ready for online learning? Click here to check it out.
• Additional Software required for this Course (optional) Assignments that require word processing must be submitted in Microsoft Word format. Documents created using Microsoft Works, or files that have ".txt", ".pdf", or ".asci" extensions will not meet course requirements. If you do not have proper software on your computer, you can use the Microsoft Word program on any of the "open lab" computers at any BC Learning Resource Center or in public libraries.
• Only word processing documents in Microsoft Word format will be accepted. Please virus check documents before sending them. AVG offers a free online virus check.

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Required Course Materials

Required course materials include the textbook which can be purchased at the Central Campus bookstore.

Text Brands, Breen, et. Al. American Stories: A History of the United States, Vol II. ISBN-10: 0205073352 ISBN-13: 9780205073351 For more information on the text: pearsonhighered.com

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Methods of Instruction

This is a 3-credit hour course and normally, a 3-credit hour course would meet two or three times each week (during a 16 week term) for a total of 3 hours per week or 48 hours per term. However, this is an online course, meaning that the course is conducted completely online providing learning modules, your syllabus, an online orientation assignment as well as written assignments, examinations, and supplemental information on the Desire2Learn system. You will be required to complete all of the required work on Desire2Learn in order to successfully complete this course.

The course has been planned to provide a variety of written assignments as well as online quizzes and examinations and discussions. Each tool used in this course is provided to train you to enhance your written communication skills as well as learn about the history of America. The discussions are planned in order for you to discuss the weekly topics with your classmates. The quizzes and examinations are planned for you to test your mastery of the weekly readings. The short answer response assignments and essay assignments are used as critical thinking tools to both test your mastery of the information as well as apply the information to a particular scenario. Hopefully, through these tools, you will have gained a deeper understanding of the evolution of the history of the United States and roles people and events played in its evolution. Even more importantly, hopefully, you will have continued to master your academic skills. Remember, in order to be successful, you, the students, are responsible for regularly reviewing the Course Schedule and completing all required class assignments.

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Course Schedule and Assignments

1. DISCUSSIONS:
Participating in the course discussions is an important part of your final grade. There is at least one class discussion for every chapter in the course. These assignments are found in the “discussion” widget (on the blue navigation bar at the top of the course homepage)  In your discussions, you cannot simply reply to someone's posting with "ditto" or "I agree with you".   You must both answer the question asked and respond to at least one classmate's posting. Your responses must also demonstrate that you have read and understood the topic addressed. Remember - we are all in this together and we can learn from each other. Remember that the discussion tool is public - everyone will be able to view posts and responses. There are three extra credit discussion topics worth five points each.

 2. SHORT ANSWER RESPONSE ASSIGNMENTS:
Short Answer Response assignments are writing assignments that test your mastery of the information as well as serve as exercises in critical thinking within the context of history. These assignments are found in the “assignments” widget ( on the blue navigation bar at the top of the course homepage)  For short answer response assignments, it is important that: 

1. Your answers are in complete sentences.
2. You make sure to cite all of your sources. See the citation guide embedded in the Course Content Browser for examples.
3. You make sure to proofread your entries.

You must use the information provided (learning modules, textbook) and submit your SAR assignments as a Word 2007 (or the latest version) attachment. Wikipedia is not considered an acceptable source for this course and should not be included in your assignments.

Plagiarism Policy: There will be no rewrites for cases of plagiarism. At a minimum, you will receive a "0" for any incidents of plagiarism and you will forfeit any extra credit points earned in the course. 

3. ESSAY ASSIGNMENTS:
This course requires you to write three short essay assignments that will require you to analyze, summarize and synthesize information given throughout the semester. The essay assignments are found in the “assignments” widget (on the blue navigation bar at the top of the course homepage) With each assignment, you will be asked to answer any two “2” the essay questions from a list provided. Each essay should be 2 pages long maximum, 1 page minimum.  You will be required to answer the questions as completely as possible in clear, concise language.  The information for every question provided will be found in your textbook, the provided document collections (found in the content browser) and in the learning modules.  Those are the only sources you may use to complete these assignments.  You will be required to cite those sources correctly using both footnotes and bibliographies (see the citation guide found in the content browser for examples). The essays should be double-spaced in 10-12 point font type only.  Your essays must be submitted as Microsoft Word documents (2007 or later version) and attached in the “assignments” section.  

4. CHAPTER QUIZZES
Chapter quizzes will be in a multiple choice and/or true and false formats.  These 20-point quizzes are found in the “assessments” widget (on the blue navigation bar at the top of the course homepage) test your mastery of the information found in the textbook chapters and the learning modules.  Please refer to the course schedule for more which chapter quizzes are assigned and their due dates. These chapter quizzes are not timed but you will have only ONE attempt to take them.

5. EXAMINATIONS:
There are two exams for this course. They are non-cumulative. These exams are found in the “assessments” widget (on the blue navigation bar at the top of the course homepage) and will consist of multiple choice questions only. The questions will be based on information in your text, your previous assignments, and your course learning modules. Your examinations will be administered online and may be taken at home. You are not required to go to the Testing Center to complete these exams. The scheduled dates for these exams are provided above. These examinations will be timed. Look out for announcements to be posted just before your examinations.

January 23-27: Introduction to the Course and Orientation
Learning Outcomes After completing the Orientation module, the students will be able to: He/she has read and understands the course requirements and policies He/she is proficient at using the D2L tools After completing the Introduction to History module, the students will be able to: Examine a definition of history. Examine the importance of the connection between the past and the present. Distinguish between primary and secondary sources and explain how each are used to make historical claims. Interpret multiple forms of evidence (visual, oral, statistical, and/or artifacts from material culture).	Assignments: Orientation Activities: Read Orientation presentation Participate in one discussion. Take a short orientation quiz. Submit an assignment with a file attachment. Take a short quiz relating to Syllabus. Send a mail message to the instructor. Introduction to History Activities: Read Introduction to History presentation. Take a short quiz relating to the sources used in the field of history. Due: January 27
January 27-Feb 1: The Agony of Reconstruction
Learning Outcomes Evaluate the social, economic, and political developments of Reconstruction. Analyze the successes and failures of Reconstruction.	Assignments: Read Learning Module Chapter 16 Read Chapter 16 Chapter 16 Discussion Chapter 16 Quiz Short Answer Response Assignment (SAR) I  Due: February 1
Feb 2 -8: Exploiting an Empire, 1849-1902
Learning Outcomes Discuss the efforts of the U.S. government to encourage westward settlement and development Analyze the significance of the frontier to American history, with special attention to: The consequences of settlement for Native Americans in the west, the ethnic, cultural, and religious diversity of the west, and the conditions and problems faced by American miners, ranchers, and farmers.	Assignments: Read Learning Module Chapter 17 Read Chapter 17 Chapter 17 Discussion Chapter 17 Quiz  Due: February 8
February 9-February 15: The Industrial Society, 1850-1901
Learning Outcomes Interpret the meaning of the Gilded Age in American economic, social, and intellectual thought during this period Evaluate the causes of the sensational growth of business and industry during this time period, including the philosophies and practices of the major industrialists and the role of the US government Assess the consequences of mass industrialization during this time period.	Assignments: Read Learning Module Chapter 18 Read Chapter 18 Review PowerPoint “Industrial America” Chapter18 Discussion Chapter 18 Quiz Essay Assignment I Due: February 15
February 16-22: Toward an Urban Society, 1877-1900
Learning Outcomes Assess the factors that led to the growth of cities in the nation in the late 19th century. Evaluate the consequences of the growth of urban life socially, culturally, and politically Analyze the relationship between industrialization, urbanization and the rise of modern reform movements in the late 19th century.	Assignments: Read Learning Module Chapter 19 Read Chapter 19 Review PowerPoint “America’s Gilded Cities” Chapter 19 Discussion Chapter 19 Quiz SAR II Due: February 22
February 16-23: Political Realignments, 1876-1901
Learning Outcomes Analyze the two-party system in American politics during the late 19th century Evaluate the rise of the Farmers' Alliances in America Assess the origins and importance of the Populist Party Evaluate the importance of the presidential election of 1896	Assignments: Read Learning Module Chapter 20 Read Chapter 20 Chapter 20 Discussion Chapter 20 Quiz  Due: February 23
February 23-March 1: Toward Empire, 1865-1902
Learning Outcomes Interpret the development of US Imperialism during this period, with special attention to: the arguments for US imperial expansion at the turn of the 20th century, the causes and consequences of the Spanish-American War, including US territorial gains and the Philippine-American War, the arguments against US imperialism during this time	Assignments: Read Learning Module Chapter 21 Read Chapter 21 Review PowerPoint “American Imperialism” Chapter 21 Discussion Chapter 21 Quiz Due: March 1
February 23-March 2: The Progressive Era, 1895-1917
Learning Outcomes Analyze the specific goals and outcomes of the early progressive era including attempts made by progressives to solve the problems caused by industrialization, urbanization, political corruption, and social disorder.	Assignments: Read Learning Module Chapter 22 Read Chapter 22 Chapter 22 Discussion Chapter 22 Quiz Essay Assignment II Due: March 2
March 3-9: Spring Break
Learning Outcomes None	Assignments: NONE…ENJOY YOUR SPRING BREAK
March 9-15: From Roosevelt to Wilson in the Age of Progressivism, 1900-1920
Learning Outcomes Analyze the causes and factors contributing to the progressive movement Describe and define and characteristics of progressives Analyze the specific goals and outcomes of progressives in attempting to solve the problems caused by industrialization, urbanization, political corruption, and social disorder, the politics and practices of progressive presidents including Theodore Roosevelt, William Howard Taft, and Woodrow Wilson	Assignments: Read Learning Module Chapter 23 Read Chapter 23 Chapter 23 Discussion Midterm Examination: Learning Modules 16-23 Due: March 15
March 9-16: The Nation at War 1901-1920
Learning Outcomes Compare and contrast the diplomacy of presidents Theodore Roosevelt, William Howard Taft, and Woodrow Wilson before 1914 Assess the Role of the US in the Great War from 1914-1918, with special attention to: the origins of the Great War in Europe and American responses to it, the US government's mobilization of the war effort at home, the role of the US military in the war, President Wilson's plan for peace, including his 14 points, the content of and debates over the Treaty of Versailles.	Assignments: Read Learning Module 24 Read Chapter 24 Chapter 24 Discussion Chapter 24  Quiz Due: March 16
March 16-22: Transition to Modern America, 1919-1928
Learning Outcomes Analyze America's response to the Great War, including the isolationist and conservative politics of the 1920's and 1930's Evaluate the prevailing social, cultural, political, and economic developments of the 1920's including but not limited to the 28th amendment and Prohibition, the 19th Amendment and woman suffrage, the Harlem Renaissance, the consumer revolution, and the rise of nativism. Compare and contrast the leadership of Presidents Harding, Coolidge and Hoover during the 1920's	Assignments: Read Learning Module Chapter 25 Read Chapter 25 Review PowerPoint “Harlem Renaissance” Chapter 25 Discussion Chapter 25 Quiz SAR III Due: March 22
March 16-23: Franklin D. Roosevelt and the New Deal, 1929-1939 And America and the World 1921-1945
Learning Outcomes For Chapter 26: Analyze the causes and effects of the Great Depression, with special attention to: the characteristics of the post-World War II US economy, the role of the US in the international economy, President Herbert Hoover's strategy for combating the depression, President Franklin D. Roosevelt's New Deal plan for relief, recover, and reform, the impact of the depression on -American citizens and on American thought and culture. For Chapter 27 Analyze the role of the US in World War II from 1939-1945, with special attention to: the events leading to the outbreak of World War II and American responses to it, the economic, political, and social mobilization for the war effort, the military strategies use during the war, including the liberation of Europe, the fighting in the Pacific, and the decision to drop the atomic bomb on Japan, the wartime alliance between the Us, Great Britain, and Russia, including the Yalta Conference in 1945.	Assignments: Read Learning Module Chapters 26 and 27 Read Chapters 26 and 27 Discussions: Chapters 26 and 27 Chapters 26 and 27 Quizzes Due: March 23
March 23-29th: The Onset of the Cold War, 1945-1960 And Affluence and Anxiety, 1945-1960
Learning Outcomes For Chapter 28: Assess the origins of the Cold War Evaluate the development of postwar containment policy Analyze the origins, progression, and outcome of the Korean War Interpret the effect of the Cold War on American society, politics, and culture Compare and contrast the Cold War foreign policy of Presidents Truman and Eisenhower Compare and contrast the Cold War domestic economic policy of Presidents Truman and Eisenhower For Chapter 29: Analyze the development of the civil rights movement of this era, with special attention to: the origins of the modern civil rights movement, the major figures, goals, and strategies of the movement Identify the reasons for the rise of post war suburbia and baby boom. Trace the origins of the legal fight against segregation in education leading to the Brown v. Board of Education decision. Describe the origins and impact of the Montgomery Bus Boycott and evaluate the decision to use nonviolent civil disobedience as the major tactic in the fight against Jim crow segregation and disenfranchisement in the American South. Evaluate the massive resistance tactics employed by Southern Whites in the face of the civil rights struggle.	Assignments: 1. Read Learning Module Chapters 28 and 29 Read Chapters 28 and 29 Discussion: Chapters 28 and 29 Chapters 28 and 29 Quizzes Due: March 29
March 30--April 5th: The Turbulent Sixties
Learning Outcomes Analyze the evolution of the civil rights movement from the 1960's to the 1970's Analyze the evolution of the feminist movement from the early 1960's to the 1970's Analyze the intended and unintended consequences of the second wave feminist movement, including successes, failures, and backlash Evaluate the origins and goals of the environmental movement Assess the evolution of America's involvement in Vietnam with special attention to: the origins of US military personnel in Vietnam in the 1950s and 1960's, the escalation of America's involvement in Vietnam after 1964, the origins, figures, goals, strategies and outcomes of the anti-Vietnam war movement, the responses of the Johnson and Nixon administrations to the Anti-Vietnam war movement, the Vietnamization policy and the end of US military involvement in Vietnam in the early 1970's	Assignments: Read Learning Module Chapter 30 Read Chapter 30 Review PowerPoint “Vietnam War” Chapter 30 Discussion Chapter 30 Quiz Essay Assignment III Due: April 5
April 6-13: To a New Conservatism, 1969-1988
Learning Outcomes Evaluate the domestic and foreign policies of the Nixon Administration Analyze the origins of the Watergate scandal and its impact on national political affairs and the national mood Analyze the efforts of the Ford and Carter administrations to response to major national problems, including but not limited to the oil crisis, the rise in inflation, and the declining industrial base Interpret the factors behind the conservative resurgence of the 1970s and 1980's Evaluate the domestic policies of the of the Ronald Reagan Administration and their consequences for the American people Evaluate the foreign policies of the Ronald Reagan Administration, their consequences, including the end of the Cold War	Assignments: Read Learning Module Chapter 31 Read Chapter 31 Chapter 31 Discussion Chapter 31 Quiz Due: April 13
April 13-19: To the Twenty-First Century, 1989-2009
Learning Outcomes Evaluate the domestic policies of the George HW Bush, Bill Clinton, and George W. Bush Administrations and their consequences for the American people. Assess the challenges to and responses of minorities and women to the changing social and   economic conditions from the 1980's through to the 21st century. Evaluate the foreign policies of the George HW Bush and Bill Clinton, and George W. Bush administrations, their consequences.	Assignments: Read Learning Module Chapter 32 Read Chapter 32 Chapter 32 Discussion Final Examination: Chapters 24-32 April 18-25th  Due: April 19th

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Grading and Exam Policies

Writing Assignment Submissions:

• Assignment deadlines are posted in the Course Schedule table. Assignments must be submitted through the course as a Microsoft Word attachment. No assignments will be accepted via email.
• Assignments submitted after the due date and time will only be accepted if prior arrangements have been made with the instructor.
• Discussion postings are expected to be posted according to the Course Schedule table.

Course Quizzes and Examinations:

• Module quizzes will be available during the week they are assigned. They may be taken via any computer with an Internet connection. Course exams will be available during the week they are assigned and will close on the closing date.
• Collaboration between students and discussion of quiz and examination answers is NOT permitted.
• You will only be able to attempt each quiz once. Allow time to complete each quiz before the closing date and time. Make sure you have a solid Internet connection. If your ISP disconnects you during a quiz, that will count as an attempt and you will not be able to repeat the quiz.
• Please allow ample time to complete quizzes and examinations. Technical issues can happen and excuses about technical problems will not be accepted from students who wait until the last minute to take exams.

View your Grades

• Online quiz and exam grades will be available after finishing the quiz or exam. View "Grades" from the course homepage.
• Grades for written assignments will be posted within 7 BC working days of the closing date of the assignment.
• Grades for discussion postings will be posted within 3 BC working days after the due date. Final grades will be received based on the BC registration dates.

How your Grade will be Determined

Assessment	Points	Total points per assignment
Discussions	17 @ 10 points each	170  points
Quizzes	15 @ 20 points each	300 points
Short Answer Response Assignments (SAR)	3 @ 100 points each	300 points
Essay Assignments	3 @ 100 points each	300 points
Examinations	2 @ 100 points each	200 points
Extra Credit Discussions	3 @ 5 points each	15 points
Total		1270 points

Grading Scale
Grades	Points
Grade = A	1270-1143
Grade = B	1142-1016
Grade = C	1015-889
Grade = D	888-712
Grade = F	711 and below

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Communication Policy

Expectations for Course Communication

• Email: Use the email tool only for private, personal, one-to-one communication with a specific individual or groups of individuals. Please do not send course related emails to the instructor's BC email address. Solicitations will not be tolerated. Assignments sent to the instructor's BC email will not be accepted.
• Alternate Communication: In the event that the course communication tools are unavailable for more than 24 hours, the instructor will communicate with students (if necessary) via their BC email addresses. Access your BC email account athttp://www.outlook.com
• Discussions: Use the "generic" discussion thread to post questions that might be of general interest to all students such as questions about assignments, tests, etc. Feel free to respond to other students if you think you can help them. Proofread the content of your posts before making them public; proper grammar and sentence structure are expected. Remember that the discussion tool is public - everyone will be able to view posts and responses. See the Netiquette section below for expectations regarding appropriate behavior in online discussions.
• Faculty Response Policy: Your instructor is not online 24 hours per day, so please allow time for responses. I will attempt to answer any questions and return emails that are posted after virtual office hours within 48 hours, Monday - Friday, NO WEEKENDS! It is recommended that you post course-related questions in the discussion area. If you need info related to a test or assignment, plan ahead and submit your questions well ahead of the due date. Your instructor is not online 24 hours per day, so please allow time for responses.
• Netiquette: In all online communication, it is expected that all students will follow rules of online "netiquette". Netiquette is a set of rules for polite online behavior that all members of this class are expected to follow. Read some general netiquette rules here. Basically, these rules say "be respectful and be polite to each other" and "be patient," etc. No one is perfect and we all have different approaches to life, work, and school.
  
  • Individuals who violate the netiquette policy or engage in disruptive online behaviors such as flaming (posting disrespectful or hostile comments), posting inappropriate comments, or shouting (posting messages using all capitals) may have their course access privileges revoked and/or they may be referred to the Student Dean. Students who continue to engage in unacceptable online behavior after being warned, may be permanently denied access to the course and/or may receive an F for the course.
  • Please don't use email shorthand like ROTFL (rolling on the floor laughing) or BTW (by the way) - not everyone knows what these abbreviations mean. If you want to use emoticons (smileys) to convey feelings, please stick with the basics happy :-) sad :-( or wink ;-). Others are less well known and are subject to different interpretations. The idea is to be clear in your communications.
• Privacy Notice: Course access records, quiz scores, email postings, discussion postings, and chat room conversations will be stored. This is one more reason to make sure that your communications adhere to the netiquette policy.

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Other Policies and Procedures

Special Needs - Students having special needs as defined by the Americans with Disabilities Act should:

• Notify the Office of Disability Services as early in the term as possible. It is the student's responsibility to contact the Disability Support Office prior to document disability prior to receiving services.
• Notify the instructor after you have contacted the Office of Disability Services so that the instructor can consult with the Office of Disability Services to discuss what reasonable accommodations would be appropriate for your situation.

Academic Honesty

• Each student's academic work must be the result of his or her own thought, research, or self-expression.
• Cheating includes, but is not limited to copying the work of another person (Student Handbook p. 49) or permitting your work to be copied by another person, discussing test answers or questions with people who have not completed the test, distributing assignment materials to other students, possessing course materials that have not been formally released to students in the course, and collaborating on the completion of assignments not specifically designated in the syllabus as being group projects".
• Cheating will be considered a breach of BC's Code of Conduct Policy and may result in academic penalties (zero points on the assignment/test in question, a failing grade for the course), disciplinary action, and/or a referral to the Dean of Student Affairs. Examples 1) If it appears that two or more students have submitted the same material for any solo assignments, each student involved will receive zero points for that assignment. 2) If it appears that a student has copied an assignment from published material (including Internet sites), the student will receive zero points for that assignment.

Critical Event Procedure

• In the event of a school closing due to weather or other major event that might impact class schedules, the instructor will post an announcement indicating what changes, if any, the event will have on the course schedule and due dates.

Logging Off

• Security Warning: If you don't close your browser or log off, a person using that machine after you will have access to your course materials, could send e-mail to me in your name, and view your confidential student record. Protect your password. Click "Logout."

Changes to the Syllabus

• The instructor reserves the right to make changes to this syllabus. In the event that changes become necessary, students will be notified through course email.

24/7 Helpdesk Information

• For year-round, 24 hour technical assistance use the information below to reach the BConline.
  • Phone number: 1 866 468-0009
  • Chat: https://chat.perceptis.com/c/broward
  • You can also open your own ticket online and can track any of your open help desk tickets at the BConline Support Center.

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Student Success Tips

In order to be successful in this course, you need to be organized and manage your time well so that you can complete all assignments and assessments on time.You will need to devote 10 hours per week to complete the learning activities required in this course. Make sure that you do not allow yourself to procrastinate, and that you communicate with the instructor or your classmates via the course email if you have any questions on any course materials or need assistance completing any assignments.

Online Resources for Students

• Click here to access a wide variety of support resources for students enrolled in online and blended courses, such as library services, advising and counseling, tutorials, tutoring services, disability services and more.

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