Saturday, September 21, 2013

AMH 2020: US HISTORY ONLINE: WINTER 2014-PREVIEW PAGE

American History Since 1865AMH 2020  Spring 2014: Session 3Term 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

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.

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

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

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.

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.

Required Course Materials

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

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.

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:
  1. He/she has read and understands the course requirements and policies
  2. He/she is proficient at using the D2L tools
After completing the Introduction to History module, the students will be able to:
  1. Examine a definition of history.
  2. Examine the importance of the connection between the past and the present.
  3. Distinguish between primary and secondary sources and explain how each are used to make historical claims.
  4. Interpret multiple forms of evidence (visual, oral, statistical, and/or artifacts from material culture).
Assignments:
Orientation Activities:
  1. Read Orientation presentation
  2. Participate in one discussion.
  3. Take a short orientation quiz.
  4. Submit an assignment with a file attachment.
  5. Take a short quiz relating to Syllabus.
  6. Send a mail message to the instructor.
Introduction to History Activities:
  1. Read Introduction to History presentation.
  2. 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
  1. Evaluate the social, economic, and political developments of Reconstruction.
  2. Analyze the successes and failures of Reconstruction.
Assignments:
  1. Read Learning Module Chapter 16
  2. Read Chapter 16
  3. Chapter 16 Discussion
  4. Chapter 16 Quiz
  5. Short Answer Response Assignment (SAR) I
 Due: February 1
Feb 2 -8: Exploiting an Empire, 1849-1902
Learning Outcomes
  1. Discuss the efforts of the U.S. government to encourage westward settlement and development
  2. 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:
  1. Read Learning Module Chapter 17
  2. Read Chapter 17
  3. Chapter 17 Discussion
  4. Chapter 17 Quiz
 Due: February 8
February 9-February 15: The Industrial Society, 1850-1901
Learning Outcomes
  1. Interpret the meaning of the Gilded Age in American economic, social, and intellectual thought during this period
  2. 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
  3. Assess the consequences of mass industrialization during this time period.
Assignments:
  1. Read Learning Module Chapter 18
  2. Read Chapter 18
  3. Review PowerPoint “Industrial America”
  4. Chapter18 Discussion
  5. Chapter 18 Quiz
  6. Essay Assignment I
Due: February 15
February 16-22: Toward an Urban Society, 1877-1900
Learning Outcomes
  1. Assess the factors that led to the growth of cities in the nation in the late 19th century.
  2. Evaluate the consequences of the growth of urban life socially, culturally, and politically
  3. Analyze the relationship between industrialization, urbanization and the rise of modern reform movements in the late 19th century.
Assignments:
  1. Read Learning Module Chapter 19
  2. Read Chapter 19
  3. Review PowerPoint “America’s Gilded Cities”
  4. Chapter 19 Discussion
  5. Chapter 19 Quiz
  6. SAR II
Due: February 22
February 16-23: Political Realignments, 1876-1901
Learning Outcomes
  1. Analyze the two-party system in American politics during the late 19th century
  2. Evaluate the rise of the Farmers' Alliances in America
  3. Assess the origins and importance of the Populist Party
  4. Evaluate the importance of the presidential election of 1896
Assignments:
  1. Read Learning Module Chapter 20
  2. Read Chapter 20
  3. Chapter 20 Discussion
  4. Chapter 20 Quiz
 Due: February 23
February 23-March 1: Toward Empire, 1865-1902
Learning Outcomes
  1. 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:
  1. Read Learning Module Chapter 21
  2. Read Chapter 21
  3. Review PowerPoint “American Imperialism”
  4. Chapter 21 Discussion
  5. Chapter 21 Quiz
Due: March 1
February 23-March 2: The Progressive Era, 1895-1917
Learning Outcomes
  1. 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:
  1. Read Learning Module Chapter 22
  2. Read Chapter 22
  3. Chapter 22 Discussion
  4. Chapter 22 Quiz
  5. 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
  1. Analyze the causes and factors contributing to the progressive movement
  2. Describe and define and characteristics of progressives
  3. 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:
  1. Read Learning Module Chapter 23
  2. Read Chapter 23
  3. Chapter 23 Discussion
  4. Midterm Examination: Learning Modules 16-23
Due: March 15
March 9-16: The Nation at War 1901-1920
Learning Outcomes
  1. Compare and contrast the diplomacy of presidents Theodore Roosevelt, William Howard Taft, and Woodrow Wilson before 1914
  2. 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:
  1. Read Learning Module 24
  2. Read Chapter 24
  3. Chapter 24 Discussion
  4. Chapter 24  Quiz
Due: March 16
March 16-22: Transition to Modern America, 1919-1928
Learning Outcomes
  1. Analyze America's response to the Great War, including the isolationist and conservative politics of the 1920's and 1930's
  2. 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.
  3. Compare and contrast the leadership of Presidents Harding, Coolidge and Hoover during the 1920's
Assignments:
  1. Read Learning Module Chapter 25
  2. Read Chapter 25
  3. Review PowerPoint “Harlem Renaissance”
  4. Chapter 25 Discussion
  5. Chapter 25 Quiz
  6. 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:
  1. 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
  1. 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:
  1. Read Learning Module Chapters 26 and 27
  2. Read Chapters 26 and 27
  3. Discussions: Chapters 26 and 27
  4. 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:
  1. Assess the origins of the Cold War
  2. Evaluate the development of postwar containment policy
  3. Analyze the origins, progression, and outcome of the Korean War
  4. Interpret the effect of the Cold War on American society, politics, and culture
  5. Compare and contrast the Cold War foreign policy of Presidents Truman and Eisenhower
  6. Compare and contrast the Cold War domestic economic policy of Presidents Truman and Eisenhower
For Chapter 29:
  1. 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
  2. Identify the reasons for the rise of post war suburbia and baby boom.
  3. Trace the origins of the legal fight against segregation in education leading to the Brown v. Board of Education decision.
  4. 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.
  5. Evaluate the massive resistance tactics employed by Southern Whites in the face of the civil rights struggle.
Assignments:
  1. 1. Read Learning Module Chapters 28 and 29
  2. Read Chapters 28 and 29
  3. Discussion: Chapters 28 and 29
  4. Chapters 28 and 29 Quizzes
Due: March 29
March 30--April 5th: The Turbulent Sixties
Learning Outcomes
  1. Analyze the evolution of the civil rights movement from the 1960's to the 1970's
  2. Analyze the evolution of the feminist movement from the early 1960's to the 1970's
  3. Analyze the intended and unintended consequences of the second wave feminist movement, including successes, failures, and backlash
  4. Evaluate the origins and goals of the environmental movement
  5. 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:
  1. Read Learning Module Chapter 30
  2. Read Chapter 30
  3. Review PowerPoint “Vietnam War”
  4. Chapter 30 Discussion
  5. Chapter 30 Quiz
  6. Essay Assignment III
Due: April 5
April 6-13: To a New Conservatism, 1969-1988
Learning Outcomes
  1. Evaluate the domestic and foreign policies of the Nixon Administration
  2. Analyze the origins of the Watergate scandal and its impact on national political affairs and the national mood
  3. 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
  4. Interpret the factors behind the conservative resurgence of the 1970s and 1980's
  5. Evaluate the domestic policies of the of the Ronald Reagan Administration and their consequences for the American people
  6. Evaluate the foreign policies of the Ronald Reagan Administration, their consequences, including the end of the Cold War
Assignments:
  1. Read Learning Module Chapter 31
  2. Read Chapter 31
  3. Chapter 31 Discussion
  4. Chapter 31 Quiz
Due: April 13
April 13-19: To the Twenty-First Century, 1989-2009
Learning Outcomes
  1. Evaluate the domestic policies of the George HW Bush, Bill Clinton, and George W. Bush Administrations and their consequences for the American people.
  2. 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.
  3. Evaluate the foreign policies of the George HW Bush and Bill Clinton, and George W. Bush administrations, their consequences.
Assignments:
  1. Read Learning Module Chapter 32
  2. Read Chapter 32
  3. Chapter 32 Discussion
  4. Final Examination: Chapters 24-32 April 18-25th
 Due: April 19th

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
Discussions17 @ 10 points each170  points
Quizzes15 @ 20 points each300 points
Short Answer Response Assignments (SAR)3 @ 100 points each300 points
Essay Assignments3 @ 100 points each300 points
Examinations2 @ 100 points each200 points
Extra Credit Discussions3 @ 5 points each15 points
Total1270 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

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.

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

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
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Wednesday, August 28, 2013

AMH 2091: AFRICAN AMERICAN HISTORY -ONLINE WINTER 2014: PREVIEW PAGE

Course Syllabus

Updated May 2013

African American History
AMH 2091
 Session I: Jan 7th-May 5th 

Table of Contents

Faculty Contact InformationMethods of Instruction
Course DescriptionCourse Schedule and Assignments
General Course OutcomesGrading and Exam Policy
Course PrerequisitesCommunication Policy
Course Attendance & Participation PolicyOther Policies and Procedures
Computer RequirementsStudent Success Tips and Resources
Required Course Materials 

Faculty Contact Information

Office Phone: 954-240-9166
Department Phone: 954-201-7934
Scan: ssimpso2@broward.edu
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: By appointment at Coral Springs Center.
Virtual Office Hours: I will be available live from 1 pm to 3pm on Mondays, Wednesdays and thursdays which is when you can expect to contact me by phone or email and expect a real-time response.
BC Safety Phone#: 954-201-HELP (4357)

Course Description

This class is a survey of African American History from its beginnings in Africa and the emergence of the Atlantic Slave Trade until the present time in America. Some topics include the history of African civilizations, American Slavery and Reconstruction, the Harlem Renaissance, African Americans and World War II, and the Modern Civil Rights movement including the Black Power Movement. Together, we will examine the internal world of the African American community. Emphasis is placed on the African American's contribution to American society socially, economically and politically.
Upon successful completion of this course, the students should be able to understand not only the essential facts in the history of the African American, but also be able to interpret critically the forces and personalities that have shaped their development.
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 16 week session, therefore, students will have only 7-8 days 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 and Discussions are usually on Saturdays and written assignments are generally due on Sundays. 

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 essays, research assignments, or research papers, which express defensible conclusions based on historical analysis.
  3. Examine and assess the background of the people in Africa with emphasis on the origins, language, and cultural and political characteristics of the African people. Chapters 1-2
  4. Examine how slavery developed and operated in North America and how the enslaved adapted. Chapters 3-10
  5. Examine the life of the enslaved African American in a rapidly changing and restless America during the antebellum period.Chapters 3-10
  6. Analyze the difficulties facing free African Americans and the relationship between African Americans and white Americans during the antebellum period, the Civil War and the Reconstruction Era. Chapters 3-10
  7. Analyze the difficulties facing freed African Americans and the relationship between African Americans and white Americans during the antebellum period, the Civil War and the Reconstruction Era.
  8. Examine the growing importance of the cultural and political contributions of African Americans to American society. Chapters 4-24
  9. Examine the changing role of African Americans in modern America and the growing opportunities available to them in American society. Chapters 3-24
  10. Analyze the importance of the modern civil rights movement in affecting the entire social, cultural, and political structure of America. Chapters 18-22
  11. Examine the important issues facing African Americans and the contributions made by the same in the late 20th and early 21st centuries. Chapters 15-24
For a complete list of Broward College outcomes see: BC Course Outlines

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

Course Attendance and Participation Policy

Attendance/Withdrawal Policy:
During the first week of class, you must complete the online orientation or you will be reported as a no-show and 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. Please review the following dates for this session:
Jan 13 th for 100% Refund                                                  March 24th to withdraw with a W
March 24th last date  to change to an audit                         May 5th  Last Day of Classes.
                                     SPRING BREAK!!!  March 3-9th 
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.

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.

Required Course Materials

textbookRequired Text
Hine, Hine and Harrold. African American: A Concise History, 4th edition
Authors: Darlene Clark Hine, William C. Hine, Stanley Harrold
Publisher: Pearson
Copyright © 2012
ISBN-10: 0-205-80627-9
ISBN-13: 978-0-205-80627-0
Pearson Website:http://www.mypearsonstore.com/bookstore/product.asp?isbn=0205806279
eTextbook via CourseSmart: http://www.coursesmart.com/african-americans-a-concise-history-combined/darlene-clark-hine-william-c-hine-stanley/dp/9780205809905
Return to Table of Contents

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 as it relates to the African American. 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.

Course Schedule and Assignments

Assignment Directions
All assignments will be graded within five days of the submission date.
1. DOCUMENT ANALYSIS ASSIGNMENTS (DAA): 
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. What three things are found in the document which tells you about life in the United States at the time it was written? Quote from the document.
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.
You must use the information provided (learning modules, textbook) and submit your DAA assignments as a MS Wordattachment. Additionally, Wikipedia is not considered an acceptable source for this course and should not be included in your assignments.
2. 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.
To successfully complete the class discussion assignments you must:
  • post to 16 assigned topic questions. Your answer of 1-2 paragraphs must demonstrate your knowledge on the topic gathered from the learning modules and the text
  • post a reply of at least one paragraph 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.
3. SHORT ANSWER RESPONSE (SAR) ASSIGNMENTS:
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 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 MS Wordattachment. 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.
4. MODULE 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. These chapter quizzes are timed. You will have 60 minutes and ONE attempt to take them.
5. EXAMS:
There are two exams for this course. They are non-cumulative. These exams 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 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.

Course Schedule
Unit 1: Learning Modules 1-8
Introduction to the Course and Orientation                                               Date: Jan 6th-12th, 2014
Learning Outcomes
After completing the Orientation module, the students will be able to:
  1. He/she has read and understands the course requirements and policies
  2. He/she is proficient at using the D2L tools
After completing the Introduction to History module, the students will be able to:
  1. Examine a definition of history.
  2. Examine the importance of the connection between the past and the present.
  3. Distinguish between primary and secondary sources and explain how each are used to make historical claims.
  4. Interpret multiple forms of evidence (visual, oral, statistical, and/or artifacts from material culture).
Assignments:
Orientation Activities:
  1. Read Orientation presentation
  2. Participate in one discussion.
  3. Take a short orientation quiz.
  4. Take a short quiz relating to Syllabus.
  5. Send a mail message to the instructor.
Introduction to History Activities:
  1. Read Introduction to History presentation.
  2. Take a short quiz relating to the sources used in the field of history.
Learning Module 1: Africa and The Atlantic Slave Trade                              Date: Jan 12-18th, 2014
Learning Outcomes
  1. Analyze the importance of the rise of independent African nations during ancient and medieval times throughout the continent.
  2. Assess the political, economic, social, religious and artistic development of the African people in the years before the age of exploration and the Atlantic slave trade.
  3. Examine the various aspects of the development of the Atlantic Slave Trade including the African, European and Asian interests as well as the structure and function of the Atlantic slave trade.
Assignments:
  1. Read Learning Module 1
  2. Read Chapters 1-2
  3. LM 1 Discussion
  4. LM 1 Quiz
  5. Short Answer Response Assignment (SARI) Due: Jan 19th 
 Due: January 18th 
Learning Module 2: Colonial Experience and the Transformation from African to African American:
                                                                                                                   Date: January 18-25, 2014
Learning Outcome
  1. Examine the many cultural, social and legal differences and challenges facing Africans within British colonial America.
  2. Construct and evaluate the cultural transformation of the enslaved from African to African American.
Assignments:
  1. Read Learning Module 2
  2. Read Chapter 3
  3. LM 2 Discussion
  4. LM 2 Quiz
  5. Document Analysis AssignmentDAA I (DUE Febuary 2)
 Due: January 25th. 
Learning Module 3: Slavery and Freedom in the Revolutionary Era      Date: January 18-26th
Learning Outcomes
  1. Identify and evaluate the causes of the Revolutionary War.
  2. Assess the role of the African American during the Revolutionary War.
Assignments:
  1. Read Learning Module 3
  2. Read Chapter 4
  3. LM 3 Discussion
  4. LM 3 Quiz
  5. DAA II (Due March 16th)
Due: January 26th
Learning Module 4: Life in the Cotton Kingdom 1793-1861                           Date: January 25-Feb 1st.
Learning Outcomes
  1. Analyze the institution of slavery from the perspective of the master and the enslaved include: Creation and enforcement of the slave codes; The structure and function of the plantation; The forms of resistance employed by the enslaved; The culture of slave row
  2. Examine how events such as the westward population movement of the 1800’s, the War of 1812, and the emergence of the Cotton Kingdom affected the institution of slavery and the enslaved.
Assignments:
  1. Read Learning Module 4
  2. Read pages 105-107 in Chapter 5, Chapter 6 in its entirety, and pages 173-175, 183-184 in Chapter 8
  3. LM 4 Discussion
  4. LM 4 Quiz
  5. SAR II: (February 22nd)
Due: Feb 1st
Learning Module 5: Free African Americans in the New Nation                            Date: February  1-8th
Learning Outcomes
  1. Analyze the pattern of emancipation for African Americans in the North in context with the invention of the cotton gin, the extension of slavery in the new territories in the west, and the persistence of the slave trade and slavery in the country.
  2. Evaluate the social and cultural growth of the African American due to the philanthropy of the North and the self-help philosophy within the African American population.
  3. Assess the emancipation experience for African Americans during the early national period.
Assignments:
  1. Read Learning Module 5
  2. Read Chapters 5 and 7
  3. Review Free African Americans in Antebellum America PowerPoint
  4. LM 5 Discussion
  5. LM 5 Quiz
Due: Feb 8th
Learning Module 6: Let Your Motto Be Resistance: Abolitionism in America     Date: February 8-15th
Learning Outcomes
  1. Understand the development of various anti-slavery organizations, including the American Anti-Slavery Society, women's groups, and black organizations, including their origins, tactics, beliefs, and effects.
  2. Understand the role of black institutions, specifically the church and newspapers, in the abolitionist movement.
  3. Understand the changes in tactics among different groups in the abolitionist movement, both among whites and blacks.
Assignments:
  1. Read Learning Module 6
  2. Read pages 172-173, 177-184 in chapter 8; chapter 9 in its entirety
  3. LM 6 Discussion
  4. LM 6 Quiz
Due: Feb 15th
Learning Module 7: "And Black People Were at the Heart of It": The United States Disunites Over Slavery                                                                                                        Date: February 15-22nd         
Learning Outcomes
  1. Examine the intersectional strife in the United States caused by the existence of the institution of slavery in the South.
  2. Examine the differences in the federal policy and the confederate policy toward African Americans during the Civil War.
Assignments:
  1. Read Learning Module 7
  2. Read Chapters 10-11
  3. Review Blacks and the Civil War PowerPoint
  4. LM 7 Discussion
  5. LM 7 Quiz
Due: Feb 22nd
Learning Module 8: Reconstruction and Post Reconstruction America        February 22nd- March 1st
Learning Outcomes
  1. Assess the problems facing African Americans due to the conflicting policies, political trends, and economic activities which occurred during the Era of Reconstruction.
  2. Identify and examine the factors which caused African Americans to lose their struggle for political and social rights, resulting in the triumph of white supremacy.
Assignments:
  1. Read Learning Module 8
  2. Read Chapters 12-13
  3. Discussions: LM 8
  4. Midterm Examination: Learning Modules feb 22nd-March 2nd)
Due: March 1st
                                 SPRING BREAK  MARCH 3-9TH  -NO ASSIGNMENTS DUE.   ENJOY!!!!
  Unit 2: Learning Modules 9-16
Learning Module 9: Politics of Race in the Gilded Age and                               March 1-15th
Learning Outcomes
  1. Assess how American imperialism in the late 1800’s affected the social and political position of African Americans.
  2. Examine the problems facing African Americans in the Gilded Age and the solutions offered by leaders like Booker T. Washington, WEB Dubois and others.
  3. Evaluate the social and cultural growth of the African American due to the philanthropy of the North and the self-help philosophy within the African American population.
Assignments:
  1. Read Learning Modules 9
  2. Read Chapters 14-16
  3. LM 9 Discussion
  4. LM 9 Quiz
Due: March 15th 
Learning Module 10: World War I and the Harlem Renaissance                        March 15-22nd
Learning Outcomes
  1. Analyze the role and activities of African Americans in World War I and post-World War I America in the face of a dominant white society including: Red Summer 1919 and the Great Migration
  2. Examine the cultural significance of the Harlem Renaissance and its contributions to the artistic development of America, as well as its ability to address the social, economic and political problems facing African Americans.
  3. Examine the rise of the Panafricanist and Back to Africa movements in the United States led by Marcus Garvey and WEB Dubois.
Assignments:
  1. Read Learning Modules 10
  2. Read Chapters 16-17
  3. LM 10 Discussion
  4. LM 10 Quiz
  5. DAA III (April 27th)
Due: March 22nd
Learning Module 11: The Great Depression and World War II                         March 22-29th
Learning Outcomes
  1. Examine the problems and opportunities facing African Americans in education, business, and social activities during the 1930’s and 1940’s including the rise of the Chicago Renaissance, the black film industry and in the area of athletics.
  2. Assess how Roosevelt’s Black Cabinet, government relief agencies, and the activities of labor organizations impacted African Americans during the New Deal era
  3. Appraise the role of African Americans played as both soldiers and civilians during World War II.
  4. Examine the new position in society African Americans occupied after World War II and its impact on white society.
Assignments:
  1. Read Learning Module 11
  2. Read Chapters 18-19
  3. LM 11 Discussion
  4. LM 11 Quiz
  5. SAR III (April 6th)
Due: March 29th
Learning Module 12: The Road to the Modern Civil Rights Movement               March 29-April 5th 
Learning Outcomes
  1. Analyze the role and activities of the African American in post World War I America in relation to a dominant white society.
  2. Construct the foundation of the modern civil rights movement and evaluate its impact on the United States as it relates to the NAACP.
  3. Examine the problems and opportunities facing African Americans in education, business, and social activities during the 1930's and 1940's.
Assignments:
  1. Read Learning Module 12
  2. Read pages 432-433 and 437-438 in chapter 18; Chapter 20
  3. LM 12 Discussion
  4. LM 12 Quiz
Due: April 5th
Learning Module 13: The Second Reconstruction: The Modern Civil Rights Movement April 5-12th 
Learning Outcomes
  1. Construct the foundation of the modern civil rights movement and evaluate its impact on the United States.
  2. Analyze the importance of the civil rights legislation of the 1950’s and 1960’s and the role of the civil rights activists and the federal government in shaping this legislation.
Assignments:
  1. Read Learning Module 13
  2. Read Chapter 21
  3. LM 13 Discussion
  4. LM 13 Quiz
  5. Extra credit: Jim Crow - See page 9 of LM13 lecture for details
Due: April 12th 
Learning Module 14: The Black Power Movement: Black Culture (1970's-1990's)  April 12-19th 
Learning Outcomes
  1. Analyze the issues addressed by African American intellectuals and activists between the 1980's the 21st century including: Reparations, Afrocentricity, The Rise of Hip Hop, The Nation of Islam under Louis Farrakhan, and African Americans and HIV/AIDS.
  2. Evaluate the status and role of African Americans from the 1990's through the early 21st century including: The Prison Industrial Complex and Black Feminism and Gay and Lesbianism in the African American Community.
Assignments:
  1. Read Learning Module 14
  2. Read Chapter 23
  3. LM 14 Discussion
  4. LM 14 Quiz
Due:April 19th
Learning Module 15: The Black Power Movement: Black Politics (1970's-1990's)  April 19-26th
Learning Outcomes
  1. Evaluate the status and role of African Americans from the 1990's through the early 21st century including, Affirmative Action
  2. Compare and contrast the gains African Americans made during the Carter, Reagan, Bush, Clinton and Bush II, administrations.
Assignments:
  1. Read Learning Module 15
  2. Read pages 556-563 in Chapter 22, page 570-577 and 589-591 in Chapter 23, and pages 598-610 in Chapter 24
  3. LM 15 Discussion
  4. LM 15 Quiz
 Due: April 26th 
Learning Module 16: The Millennium and the Obama Age                            April 26th -May 3rd.              
Learning Outcomes
  1. Examine the important role of African Americans in government, business and society from the 1990’s into the new millennium.
  2. Analyze how the events of 9/11 and the subsequent war on terror affected black political consciousness.
  3. Analyze how Hurricane Katrina affected black political consciousness.
  4. Compare and contrast the presidential campaigns of Reverend Jesse Jackson and Senator Barack Obama.
Assignments:
  1. Read Learning Module 16
  2. Read Chapter 24
  3. LM 16 Discussion
LM 16: Due: May 3rd
4. Final Exam: Modules 9-16. Due:        April 26th - May 4th 

Grading and Exam Policies

  • 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.
  • Online Quizzes
    • 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 exam answers are 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 exams. 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
    • nline quiz and exam grades will be available after finishing the quiz or exam. View "Grades" from the course homepage.
    • rades for written assignments will be posted within 7 BC working days of the closing date of the assignment.
    • rades for discussion postings will be posted within 3 BC working days after the due date.
    • inal grades will be received based on the BC registration dates.
  • How your Grade will be Determined
Assessment
Graded Points
Possible Extra Credit
Discussions (16 @ 10 points each)160 
Quizzes (14 @ 20 points each)280 
Short Answer Response Assignments (SAR)
(3 @ 100 points each)		3003 @ 5 pts each
Document Analysis Assignments (DAA)
(3 @ 100 points each)		300 
Exams (2 @ 100 points each)200 
Jim Crow LM13 10 pts
Total124025 pts
  


Grading Scale
Grades
Points
Percentage
Grade = A
1240-1116
90-100+%
Grade = B
1115-992
80-89%
Grade = C
991-868
70-79%
Grade = D
867-774
60-69%
Grade = F
773 and below
59% and below

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: Course emails and discussion posts will be answered within 48 hours. Emails sent on Saturday or Sunday may not be answered until Monday. 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 isnot online 24 hours per day, so please allow time for responses.
  • Chat: Chat allows you to talk with other students in the course in real-time outside of your on-campus class meetings. Students must set up times to meet other students in the chat tool. This is a useful tool for coordinating group projects.
  • 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.

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.
Lab Safety (if applicable)
  • Students must follow approved safety procedures when completing lab work.
24/7 Helpdesk Information

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

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