HIST 1302 (HIST II)
Classroom: HLC 2217
Office Hours: M 10am-12 & 4:30-8pm, W 4:20-4:50
Or by Appointment, Google Hangout or appear.in (via Email)
Summer: MW 1-4pm
Learning Lab: HLC 1100 (Inside ACCelerator)
Academic Coaching (HLC)
Student Learning Success Toolbox
|Cameron Addis, Ph.D.
Office: CYP 2204.18
History Department Welcome & Expectations Link
1. The History Department does NOT offer “extra credit” in any of its courses.
2. The History Department requires a substantial writing component requirement for an “A” in any history course. This particular course has a substantial writing requirement to pass.
Course Objective, Description & Common Departmental Learning Objectives
This History 1302 course surveys the major developments in American (not just U.S.) history and its people since 1877. It also includes examples of conflicting interpretations of the progress of that history and a program of historical research. For information regarding the course description, common learning objectives (other than my own), and SCANS competencies access the history department’s Master Syllabus.
While this course requires learning some factual information as a foundation, its emphasis is on critical thinking, including interpretation, argumentation, use of evidence, understanding cause and effect, and explaining change and continuity over time. Two overriding goals are for students to develop reasoning skills and to become more informed citizens. The course presents an unvarnished look at American history. Aside from the parameters of ACC’s History Department and the Texas Legislature, the course operates within the Texas Core Curriculum Guidelines and broad Core Guidelines established by the American Historical Association in 2012-13 (aka “Tuning”).
The Texas Legislature requires students to take 6 hours of American history to graduate from an institution of higher learning in Texas. This course helps fulfill that requirement w/ 3 credit hours. Always check with your adviser concerning which classes transfer to which colleges. Students taking History 1301 can expect to improve their reading and writing competencies, critical thinking skills, research skills, etc., all of which help students succeed in life outside academia. The daily paragraph writing will develop and test your critical thinking skills, the textbook will foster reading comprehension, and the argumentative essay will hone research and writing skills.
The textbook is free – just click on Chapters in the menu above. Look at your Learning Objectives first before reading your chapters, since the textbook includes more details than you need to focus on for exams (distilling essential information is a key skill). A link to the Learning Objectives can be found in the menu above under Chapters & LO’s. Read the chapters we are lecturing on and discussing before coming to class, planning on spending around two hours for each chapter. There are some longer chapters (9, 10, 12, 14, 17, 21) that you might want to break into two sittings. Always push refresh before starting to read a textbook chapter to ensure that you’re getting the most updated version of the chapter. If the font is too big or small for your taste, you can adjust your screen to shrink it or magnify it. The text includes optional links that you should mainly ignore and read over. They are there for your general edification if you’d like to read more on a particular subject, or are confused about particular terminology.
Lecture format with ample opportunity for discussion and questions (which I encourage). The textbook corresponds directly with the lecture material, with the lecture providing an opportunity to further explain and elaborate on the textbook chapters. Read the corresponding chapter before each lecture and come to class prepared to ask questions you’re unclear on. Treat each individual day as if you’re taking that portion of the exam in the upcoming class. We will only review and discuss Learning Objectives, the day we cover the chapter — not a special review before the exam. To prepare for the exams, utilize the learning objectives. The learning objectives are broken down by lecture/chapter, and it’s best to look over each chapter’s objectives before you read the chapter. Each day, we’ll do one CAPs exercise.
CAPs stands for Continuous Assessment Programs. Research shows that students learn and retain material better if they study it in small chunks over the course of a unit rather than staying in passive mode for a month then cramming before an exam. Thus, we’ll do a small exercise testing your knowledge of that day’s material (from the LO’s) once a week, usually on Monday. I’ll hand out index cards for you to answer a question or write an analytical paragraph. Each CAP is worth 5 pts., or < 2% of your overall course grade. However, there are 11 chances to complete 10 days worth of CAP points in the Spring and 10 to do 9 in the Fall (50 overall, 16% of your grade), so you have an extra day built in for illness, flat tires, funerals, etc. If you don’t miss any days, you can earn extra points, up to 55. If you want to challenge a CAP score, do so within a week; you can’t challenge scores at the end of the semester. Don’t be intimidated by being called on to do something every day; you do it at work all the time. It will keep you alert and in active learning mode, making the day go faster. CAPs can come at the beginning, middle or end of class (if at the beginning, and you’re late, you miss the points). If you buy in, these will pay dividends come test time. For grading feedback on your CAPs, drop down the comment box in Blackboard Gradebook (click on BLUE SPEECH BUBBLE). There will be written comments, LE for lack of effort, or numerical codes tied to fallacies from the Rear Defogger link.
Access Blackboard for specific course information, or access it from the ACC homepage under Student Resources. You will use your ACCe ID to log on with your password. Blackboard includes announcements, grades, and History Hub link (syllabus, chapters, learning objectives). Blackboard includes a Student Support link.
Scholastic Dishonesty & Academic Integrity Policy
WARNING: Scholastic Dishonesty will not be tolerated as it undermines the mission of higher education. Acts prohibited by the College for which discipline may be administered include scholastic dishonesty, included but not limited to cheating on an exam or quiz, plagiarizing, and unauthorized collaboration with another in preparing outside work. Academic work is defined as, but not limited to tests, quizzes, whether taken electronically or on paper; projects, either individual or group; classroom presentations, and homework. Downloading or plagiarizing any part of papers is forbidden, as is handing in a paper you’ve submitted in another course (or someone else has used in another course). I might also ask you into my office to discuss suspicious passages or words in a paper, including instances where your paper doesn’t align with the writing I see from you in class on a daily basis. Any student guilty of scholastic dishonesty will automatically receive an F in the course and be remanded to the appropriate Austin Community College authorities for disciplinary action. See the ACC Student Handbook for details on scholastic dishonesty. As explained in the Handbook, you cannot withdraw when under investigation for scholastic dishonesty.
Family Educational Rights and Privacy Act (FERPA) protects the privacy and confidentiality of educational records. So, to protect your privacy, grades will not be given out over the phone, through a fellow student, posted outside my office (even with the last four digits of your social security number) or via e-mail. All communication concerning grades will remain between the instructor and student and exclude parents, spouses, friends, etc. You can also choose to not have your e-mail available for the Blackboard system.
Student Services & Departmental Contact
Students with questions about taking history courses, etc. should ask Al Purcell (Chair) in the Rio Grande Campus Attaché Bldg. Rm. 216. Students seeking general support should contact Student Support & Success. Resources to support you are available at every campus. Food pantries are available at all campus Student Life offices: (https://sites.austincc.edu/sl/programs/foodpantry/).
Assistance paying for childcare or utility bills is available at any campus Support Center (http://www.austincc.edu/students/support-center). For sudden, unexpected expenses that may cause you to withdraw from one or more of your courses, go to http://www.austincc.edu/SEF to request emergency assistance through the Student Emergency Fund. Help with budgeting for college and family life is available through the Student Money Management Office (http://sites.austincc.edu/money/). Counselors are available at any campus if you experience a personal or mental health concern (http://www.austincc.edu/students/counseling). All services are free and confidential.
Student Accessibility Services (SAS)
Each ACC campus offers support services for students with documented physical or psychological disabilities. Students with disabilities must request reasonable accommodations through Student Accessibility Services on campus (HLC 2300) where they expect to take the majority of their classes. Students are encouraged to do this three weeks before the start of the semester.
Feel free to approach me with any issues or questions you might have. Veterans can consult ACC’s Office of Veterans Affairs and talk to advisers and counselors at Highland Mall’s Veteran Resource Center (HLC 4000). Veterans should feel welcome to talk to me about Service2School scholarship opportunities.
Safety Statement: ACC is committed to providing a safe and healthy environment for study and work. Students are expected to learn and to comply with ACC environmental, health, and safety procedures and to follow ACC safety policies. See the Environmental Health and Safety link for more details. The College also asks that each student become familiar with the Emergency Procedures and Campus Safety Plan map in each classroom. See ACC Emergency Alerts to sign up for electronic notices in the event of a serious emergency.
Use of ACC Email: ACC sends all email communication solely to the student’s ACCmail account and expects students to read the messages in a timely manner. So that means all important information and emergency details will go only to your ACCmail. Students should expect to receive from, and send email to, their instructors from their ACCmail account. To set up an account, students can go to ACCmail for instructions.
Building Regulations: ACC regulations prohibit smoking, drinking, and eating in classrooms. This prohibition includes e-cigarettes.
Instructional Associates Tutoring Hours: Can be found at: http://www.austincc.edu/history/studentlinks.html
Campus Carry Policy
The Austin Community College District concealed handgun policy ensures compliance with Section 411.2031 of the Texas Government Code (also known as the Campus Carry Law), while maintaining ACC’s commitment to provide a safe environment for its students, faculty, staff, and visitors. Beginning August 1, 2017, individuals who are licensed to carry (LTC) may do so on campus premises except in locations and at activities prohibited by state or federal law, or the college’s concealed handgun policy. It is the responsibility of license holders to conceal their handguns at all times. Persons who see a handgun on campus are asked to contact the ACC Police Department by dialing 222 from a campus phone or 512-223-7999. For further information see: austincc.edu/campuscarry.
Academic Freedom of Expression
History is built on a bedrock of facts, but any interpretation (lecture or textbook) is subjective. On sensitive and volatile topics (and most important historical subjects are), students may sometimes disagree not only with each other but also with the instructor. It is expected that faculty and students will respect the views of others when expressed in classroom discussions. Subject matter may also include language that many would find offensive out of context but is necessary to relay the material accurately.
Attendance & Etiquette
Attendance is your responsibility. Our daily CAPs exercises serve as an attendance check in their own right, so I don’t normally take roll. However, excessive absences (if I rarely see you) will result in withdrawal from the course and I will spot-check by taking attendance from time to time. Keep in mind that reviews for the exams are spread out over all the lecture days leading up to the exams. Missing an exam will require a written excuse. Students who want to use their laptops should only have course-related material on their screens and might want to sit on the edges of the room to plug in (pros & cons). Viewing online material unrelated to the course will result in dismissal from the course; studies show it drags down the performance of other students. Do not visit with your neighbors when I’m talking, use headphones or in any way impede the flow of knowledge to students around you. Do not use smartphones at all; any use of phones (even for our own course-related content) will result in dismissal from the class on the first offense and course on the second. It is a History Department policy to prohibit the use of electronic devices in class. You cannot come and go in and out of the room as you please. Recording lectures is forbidden. No smoking of vapor products. These offenses and any inappropriate behavior can result in withdrawal from the course.
You must withdraw on your own @ the Admissions & Records office (HLC 2230) or online (see dates below). There are no late withdrawals. Keep in mind that you have just 3 W’s to accumulate during your time at ACC, and 6 overall. Be aware of Census Dates early in the semester (usually 12 days in) whereby you can withdraw with no W showing up on our transcript. I will withdraw you if you don’t appear by the Reporting Date. Since historical knowledge is cumulative, you must pass one of the first two tests, or you’ll be withdrawn from the course.
You must complete 66% of the course, the argumentative essay and 3 of the 4 exams to be eligible for an “I.” You then need to complete the course prior to the withdrawal date of the next semester. Be warned that I’s turn to F’s when not completed and that over 90% of I’s end up as F’s. This option isn’t for procrastinators trying to kick the can down the road because “they are busy” or distracted by life’s road bumps. In those cases, just punch out the work. I award incompletes to people mostly done with the course who encounter severe illness or incapacitating injury.
Testing Center & Make-Up Tests
For excused absences (documented medical or funeral), I will give make-up exams by arrangement or in the Testing Center (HLC 2221) within one week. There is no retesting otherwise.
Grading is based on four exams worth 190 points (41-49-50-50), 60 points for a term paper described below and on Blackboard, and 50 points for daily CAPs exercises equaling a total of 300 points. The exams are objective (MC) cover the textbook and lectures. Anything in the textbook we don’t cover in lecture, or vice-versa, is fair game, as long as it’s tied to the Learning Objectives. Learning Objectives can be found at the Chapter-LO link on the History Hub banner. You are not required to recite specific numbers, dates, statistics, etc., even if those numbers appear in the lecture, reading or question prompt. You will have to know individuals’ names, though. And there will be map questions and chronologies on the exams where you have to put things in sequential order. The box at the bottom of the Learning Objectives page contains the objectives you’ll want to study to prepare for the Geography & Chronology portion of each exam (listed at the bottom of the LO’s). Exam 4 is NOT comprehensive but portions of Exam 4 might be administered on matching lecture days. There is no extra credit available at the end of the semester; college grading is qualitative, not quantitative. Missing an exam with no written excuse incurs a ten-point penalty. Students with extra time and energy to devote to the course are encouraged to put extra effort into the regular course material to get more regular points. I give no early finals. Bring the green (rectangular-shaped #882) scantron sheets to your exams and a #2 pencil. You can check your grades and scores on Blackboard.
Grading & Grading Scale Breakdown:
A 90% 269-300 (305)
B 80% 239-268
C 70% 209-238
D 60% 180-208
F 59% 179 >
There is no grading curve.
300 Points =
4 Exams: 190
Analytical Essay: 60
Daily CAPs: 50 (55) Spring or 45 (50) Fall
Constitution Day or History Symposium: 5 Fall
Here are some factors that have no bearing on your grade:
1. You really need a good grade (college admissions, parents, etc.)
2. You’ll lose your student loan if you don’t get a good grade
3. You’re one point below the cut-off line for a higher grade
4. You really love history!
5. You just don’t like history
6. You study really hard (or, “I’ve done all the reading”)*
7. You come to class every day*
8. You have a lot going on in your personal life
9. You are super busy at work
10. Extra credit
Grades are based on how many points you accumulate, and I stick to the grading scale. If you feel uncomfortable with the grading criteria, take a different course.
*These two will actually help enormously, but I won’t raise your point total any higher than it already is just because you’ve done them.
Term Paper: Argumentative Essay
In addition to the four exams, in order to pass, all students must hand in an Argumentative Essay by November 11th. Have your topic ready by September 16th and be able to discuss how one primary source relates to your topic by October 9th. If you do not hand in this term paper by the last day of class, you will not pass the course rather than receiving an incomplete. You’ll submit your essays through Blackboard (see Argumentative Essay in the left-hand toolbar) with the SafeAssign feature. Essays handed in after 11:59 pm CST lose 5 points, then 5 points for each successive weekday after up to 15 points off. For full details, consult the Argumentative Essay Guide. The 60 points possible on the essay are broken down in a rubric based on 66% content/argumentation (40 pts.), 33% grammar (20 pts.).
Read Corresponding Textbook Chapters Before Class.
On Dates With An Asterisk, You’ll Write A CAP Analytical Paragraph.
Sometimes I’ll send group correspondences to your ACC email; check the Gmail account you received when you registered periodically. There are some longer chapters — 9, 10, 12, 14, 16, 17, 18, 21 — that you might want to break into two sittings, especially 10 & 17.
|M||8.26||CH||Introduction-Syllabus, Reconstruction & Concealed Campus Carry Video|
|W||8.28||1||Industry & Technology|
|M||9.2||No Class: Labor Day
|W||9.4||2-3||Overseas Expansion, 1853-1914 & Read Chapter 2: Gilded Age|
|M||9.9*||4||Rise of the Nanny State (Progressive Era, Part I)|
|W||9.11||Exam 1 Chapters 1-4|
|M||9.16*||Tests Back & Discussion CAP on Paper Topic|
|Bull Moose From the Bully Pulpit (Progressive Era, Part II)
The Great War, 1914-19
Constitution Day: Palmer Events Center @ 6PM REGISTRATION
|M||9.30*||8||Stock Market Crash & Great Depression, 1929-1932|
|W||10.2||9||FDR’s New Deal, 1933-1939|
|M||10.7||Exam 2 Chapters 5-9|
|W||10.9*||Tests Back & Discussion CAP on Paper Topic PRIMARY SOURCE|
|M||10.14*||10||Versailles to Pearl Harbor, 1919-1941 (Read Up Thru Munich Pact)|
|World War II, 1942-43
History Symposium: EVC 8500 7:00-9:00 PM
|M||10.21*||12||World War II, 1944-45 Optional Slideshow|
|W||10.23||13||Cold War, 1945-53|
|M||10.28*||14||Cold War, 1953-62|
|W||10.30||15||Postwar America, 1945-60|
|M||11.4*||16||1960s: An Overview|
|W||11.6||Exam 3 Chapters 10-16|
|M||11.11*||Tests Back & Discussion Paper Due 11.11 11:59 PM|
|M||11.18||18||Vietnam Wars, 1945-75|
|W||11.20||No Class: Thanksgiving|
|M||11.25||19||Nixonland Last Day to Withdraw 11.25|
|W||11.27||20||Conservative Resurgence, 1976-1992|
|M||12.2||21||Gridlock & Globalization, 1993-2000|
|W||12.4||22||New World Order: Lecture Focus On Cold War & NATO|
|M||12.9||Exam 4 Chapters 17-22|
|W||12.11||Conferences / Course Completion Date|
|S||12.15||Fall Semester Ends|
|W||1.23||CH||Introduction & Syllabus|
|M||1.28*||1||Industry & Technology|
|M||2.4*||3||Overseas Expansion, 1853-1914|
|W||2.6||4||Rise of the Nanny State|
|M||2.11||Exam 1 Chapters 1-4|
|W||2.13*||Tests Back & Discussion CAP on Paper Topic|
|Bull Moose From the Bully Pulpit
The Great War, 1914-19
|W||2.27||8||Stock Market Crash & Great Depression, 1929-1932|
|M||3.4*||9||FDR’s New Deal, 1933-1939|
|W||3.6||Exam 2 Chapters 5-9|
|M||3.11*||Tests Back & Discussion CAP on Paper Topic PRIMARY SOURCE
|W||3.13||10||Versailles to Pearl Harbor, 1919-1941 (Read Up Thru Munich Pact)|
|M||3.18||No Class: Spring Break|
|W||3.20||No Class: Spring Break|
|M||3.25*||11||World War II, 1942-1943 Optional Slideshow|
|W||3.27||12||World War II, 1944-1945|
|M||4.1*||13||Cold War, 1945-53|
|W||4.3||14||Cold War, 1953-62|
|M||4.8*||15||Postwar America, 1945-60|
|W||4.10||16||1960s: An Overview Paper Due 4.10 11:59 PM|
|M||4.15||Exam 3 Chapters 10-16|
|W||4.17*||Tests Back & Discussion|
|W||4.24||18||Vietnam Wars, 1945-75|
|M||4.29||19||Nixonland Last Day to Withdraw 4.29|
|W||5.1||20||Conservative Resurgence, 1976-1992|
|M||5.6||21||Gridlock & Globalization, 1993-2000|
|W||5.8||22||New World Order, 1982-2000|
|M||5.13||Exam 4 Chapters 17-22|
|W||5.15||Conferences / Course Completion Date|
|S||5.19||Spring Semester Ends|