Please go to this website and scroll down to the link marked “Moorpark” – Here you will find several important resources, including the course syllabus, study guides and film links.
Gradebook: www.engrade.com Race, Class and Gender in American History Course Description: Surveys the experience of Native American, Mexican American, Asian American, African American men and women from the beginnings of American history, focusing on their accomplishments and obstacles. Analyzes relevant historical documents, films, and literature. Satisfies US-1 (historical development of American institutions and ideals) requirement of CSU Title V. Applies to Associate Degree. Transfer credit: CSU; UC
Course Length: 18 Weeks Anticipated Student Learning Outcomes:
Upon successful completion of this course, the student should be able to:
Examine the effects of European colonization on Native Peoples.
Analyze the effects of being a colony on early American settlers.
Articulate the changing definition of American democracy.
Determine the patterns that lead to American involvement in revolution and war.
Examine the effects of technology on American development.
Analyze the effects of immigration on American history.
Obtain a basic understanding and knowledge of the various contours within the history of the United States from the colonial era to the present.
Question "history" in order to understand that history emanates from subjective positions that shape the stories that are told, presented, or remembered.
Explore how we construct our knowledge of the world from our diverse experiences and backgrounds within American culture.
Explore contemporary American issues and determine their historical origins.
Articulate the goals, research methodologies, and issues common to most social and behavioral scientists.
Required Texts (available in the bookstore) Takaki, A Different Mirror
Yezierska, The Bread Givers
Other Readings: downloadable documents
Method of Instruction: Lecture/Discussion
Estimated Homework Hours: 3-5
Technology Needed: Access to a computer, word processing program, disks, and printer
Grading Scale: A 90-100
F 59or below
Process for Evaluation: 4 EXAMS (15% ea.) 60%
1 Final Exam 20%
Exams: Exams are multiple-choice, true/false and short essay. Each respective exam deals with information up to end of the week in which the exam is scheduled. Exam 1, for example, covers all material through week 4. Exam 2 will cover all material through from week four to week 8, etc. Exams will be multiple-choice and true/false and one short essay. Each respective exam is made up of about 40 questions and one short essay. Students should purchase a Scantron form with an essay flap attached (I will let you know the number of the Scantron form in class).
There are NO MAKEUP EXAMS. I will leave one missed exam blank and then fill in the missing spot with the average of all exams taken (including the final exam). So, if, for example, a student misses Exam 2, I will leave this spot open or blank in the gradebook until after the Final Exam. If the average of all exams taken is, say, 83%, I will plug in 83% into the missing space. A second missed exam will be recorded as a zero – no exceptions. Please pay close attention to the respective exam dates Final Exam: This exam is multiple-choice and true/false. This exam is comprehensive and will be made up of about sixty multiple-choice questions. Essay
This essay is based on the Yezierska novel, The Bread Givers. Students should include references from the novel in support of their analysis, e.g. (Yezierska, 43). Students should also include references to the Takaki textbook as well as the novel, e.g., (Takaki, 46). The essay must be based on the novel. Students are free to develop their own thesis statement and may approach the assignment any way they choose --- but the essay must be about some aspect of gender roles and gender relations as described in the novel. The essay should be 3-4 pages in length, double spaced and typed
The essay must be submitted to Turnitin.com by December, 17 at 11:55 PM
User ID: 5369255
(password is case sensitive)
Students should go to the website and register early. Go to New Users and enter your information. Any questions should be raised during one of the in class sessions or by email.
Late papers will not be accepted!
Grading Policy: Grades are non-negotiable. I do not give grades, students earn them. I do not “round up” scores. Students must accept, for example, that a grade of 79.99% is a “C” grade. I only change grades if I make a mathematical/clerical error --- I will absolutely never change a student’s grade for any other reason.
Academic Dishonesty: Students are expected to maintain the highest standards of academic honesty while pursuing their studies at Moorpark College. Academic dishonesty includes but is not limited to: plagiarism and cheating, misuse of academic resources or facilities, and misuse of computer software, data, equipment or networks.
Plagiarism is the use (copying) of another person’s ideas, words, visual images, or audio samples, presented in a manner that makes the work appear to be the student’s original creation. All work that is not the student’s original creation, or any idea or fact that is not “common knowledge,” must be documented properly to avoid even accidental infractions of the honor code.
Cheating is to gain an unfair advantage on a grade by deception, fraud, or breaking the rules set forth by the instructor of the class. Cheating may include but is not limited to: copying the work of others; using notes or other materials when unauthorized; communicating to others during an exam; and any other unfair advantage as determined by the instructor.
Students who cheat and/or plagiarize will be failed out of the course (absolutely and without question). Also, students who violate the terms of academic honesty will have an Academic Dishonesty Report filed with the Dean’s Office.
Grading Criteria for Writing Assignments:
"A" range work is:
Outstanding achievement; significantly exceeds standards. Unique topic or unique treatment of topic; takes risks with content; fresh approach. Sophisticated/exceptional use of examples. Original and "fluid" organization; all sentences and paragraphs contribute; sophisticated transitions between paragraphs. Integration of quotations and citations is sophisticated and highlights the author's argument. Confidence in use of standard English; language reflects a practiced and/or refined understanding of syntax and usage. Sentences vary in structure; very few if any mechanical errors.
"B" range work is:
Commendable achievement; exceeds minimum standards. Specific, original focus; content well-handled. Significance of content is clearly conveyed; good use of examples; sufficient support exists in all key areas. Has effective shape (organization); effective pacing between sentences or paragraphs. Quotations and citations are integrated into argument to enhance the flow of ideas. Have competent transitions between all sentences and paragraphs. Conveys a strong understanding of standard English; the writer is clear in his/her attempt to articulate main points, but may demonstrate moments of "flat" or unrefined language. The work contains very few mechanical errors.
"C" range work is:
Acceptable achievement; meets minimum standards for course. Retains over-all focus; generally solid command of subject matter. Subject matter well explored but may show signs of under-development. Significance is understood; competent use of examples. Structure is solid, but an occasional sentence or paragraph may lack focus. Quotations and citations are integrated into argument and references are provided. Transitions between paragraphs occur but may lack originality. Competent use of language; sentences are solid but may lack development, refinement, style. Occasional minor mechanical errors may occur, but do not impede clear understanding of material. The work contains few serious grammatical or spelling errors.
"D" range work is:
Marginal in achievement; it fails to not meet minimum standards. Significance of content is unclear. Some ideas may lack support, elaboration. Lacks sufficient examples or relevance of examples may be unclear. Support material may not be clearly incorporated into argument. Expression is occasionally awkward (problematic sentence structure). Mechanical errors may at times impede clear understanding of material. May have a few serious mechanical errors.
“F" range work:
Ignores assignment. Lacks significance. Lacks coherence. Lacks focus. Difficult to follow due to awkward sentence or paragraph development. Mechanical errors impede understanding. Problems with writing at the college level. Any work that is plagiarized.
Hst M14 is a transferable course within both the CSU and UC college systems. This course is a university-level survey of world history. If students are not prepared to engage the course at this level they should consider dropping the course.
Remember, as Cheech Marin once said:
"Responsibility is a heavy responsibility"
Please complete your readings and assignments on time.
Due dates are clearly marked on the syllabus
No late work will be accepted
There are no make-up exams
Course Requirements NOTE: If you are no longer participating in the class it is your responsibility to drop or withdraw yourself from the course. It is not the instructor’s responsibility to drop students who are no longer participating in the class.
Homework and late assignments: students must keep pace with the reading schedule
Extra Credit Assignments: There is no extra credit Students with documented disabilities: Students must report your requests for reasonable accommodations to the instructor on the first day of class. Any student with a documented disability will be accommodated. Weekly Outline/Reading Schedule: The title of each week’s discussion matches that of each respective chapter the Takaki text. Students are to read about 1 chapter per week. Students are also to view all video episodes and other videos listed below under each respective week.
Week 1 (8/20-8/22)