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Eco 201 Economic Concepts I INSTRUCTOR: Prof. James Garvin OFFICE: 114 Lechner Graduate Center PHONE: OFFICE: 686-4310 HOME: (812) 306-6922 OFFICE HOURS: Tuesday, Thursday: 8:30 am 9:30 am, 11:00 am 12:30 pm Wednesday: 10:00 am 2:00 pm E-MAIL: [email protected] PREREQUISITE: None TEXT: McEachern, William A., Economics A Contemporary Introduction, 10th edition, South-Western Cengage, 2014.. Each student is required to have their own copy of the text book. We will have some in-class assignments and sharing of books will not be allowed, so always bring your text book to class. COURSE DESCRIPTION This course is an introduction to the analytical foundations of economic analysis. Macroeconomics is a branch of economics that concerns analysis of the nation’s economy. It focuses on the issues of inflation, unemployment, and economic growth. This course is required for all business and accounting majors and can fulfill a general education requirement for non-business majors. This course also serves as a Major Subject requirement for the Social Studies major seeking Secondary Education Certification. COURSE OBJECTIVES This course will contribute to your overall liberal arts education: Knowledge Outcomes: 1. Science and human behavior. Economics is a social science. Economics presents a way of looking at the major social problems in society and some methods for coping with these problems. Different economic approaches are discussed and how each may make different decisions. Economics has a quantitative component that includes arithmetic and algebraic computation. Graphs, tables, and other quantitative summaries are used extensively in economics as a way to illustrate and clarify economic concepts. 2. Culture and communication. In economics, we look at the development of economic theory over time and how these developments have affected the way we live. We examine some of the economic institutions that are part of the U.S. business system.

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Eco 201 Economic Concepts I

INSTRUCTOR: Prof. James Garvin

OFFICE: 114 Lechner Graduate Center

PHONE: OFFICE: 686-4310 HOME: (812) 306-6922

OFFICE HOURS: Tuesday, Thursday: 8:30 am – 9:30 am, 11:00 am – 12:30 pm

Wednesday: 10:00 am – 2:00 pm

E-MAIL: [email protected]

PREREQUISITE: None

TEXT: McEachern, William A., Economics A Contemporary Introduction, 10th edition,

South-Western Cengage, 2014..

Each student is required to have their own copy of the text book. We will

have some in-class assignments and sharing of books will not be allowed, so

always bring your text book to class.

COURSE DESCRIPTION

This course is an introduction to the analytical foundations of economic analysis.

Macroeconomics is a branch of economics that concerns analysis of the nation’s economy. It

focuses on the issues of inflation, unemployment, and economic growth.

This course is required for all business and accounting majors and can fulfill a general education requirement for non-business majors. This course also serves as a Major Subject requirement for the Social Studies major seeking Secondary Education Certification.

COURSE OBJECTIVES

This course will contribute to your overall liberal arts education:

Knowledge Outcomes:

1. Science and human behavior. Economics is a social science. Economics presents a way of

looking at the major social problems in society and some methods for coping with these

problems. Different economic approaches are discussed and how each may make different

decisions. Economics has a quantitative component that includes arithmetic and algebraic

computation. Graphs, tables, and other quantitative summaries are used extensively in economics

as a way to illustrate and clarify economic concepts.

2. Culture and communication. In economics, we look at the development of economic theory over

time and how these developments have affected the way we live. We examine some of the

economic institutions that are part of the U.S. business system.

3. Religion and Philosophy. Ethical aspects of issues are discussed.

Skills Outcomes:

1. Thinking. Economics is a very logical discipline. In economics, we identify economic issues and

look at alternative solutions to these issues. Economics is a way of thinking or an analytical

process. In looking at theories, we develop analytical skills.

2. Communication. Students are required to produce writing that is clear, organized, purposeful, and

in an appropriate style. In economics, there is opportunity for questions and discussions.

Students are required to listen to others with respect.

3. Creativity. The concepts covered in economics give students the basis for making judgments in

the economic issues facing us today.

Value Outcomes:

1. Global Welfare. Economics addresses how economists measure welfare and how the measures

are not perfect.

2. Human Welfare. In learning how the economy works and the results of particular courses of

action, students become aware of problems and possible solutions.

3. Personal Welfare. One of the desire outcomes of economics is that students can now keep up with

what is happening in the economy and be able to interpret the results of different policies and

what these results will mean to them. By understanding the basics of how our economy works

and the results of different policies, students can be helped to identify, clarify and prioritize a

personal system of values. Economics examines issues of how to address welfare of citizens.

NCATE/NCSS Standards

1.2

Enable learners to apply ideas, theories, and modes of historical inquiry to analyze historical and

contemporary developments, and to inform and evaluate actions concerning public policy issues.

1.5

Challenge learners to evaluate the role of institutions in furthering both community and change;

guide learner analysis of the extent to which groups and institutions meet individual needs and

promote the common good in contemporary and historical settings;

1.7

Enable learners to explain how the scarcity of productive resources (human, capital,

technological, and natural) requires the development of economic systems to make decisions

about how goods and services are to be produced and distributed;

Help learners analyze the role that supply and demand, prices, incentives, and profits play in

determining what is produced and distributed in a competitive market system;

Help learners compare the costs and benefits to society of allocating goods and services through

private and public sectors;

Explain to learners the relationships among the various economic institutions that comprise

economic systems such as households, businesses, banks, government agencies, labor unions, and

corporations;

Guide learner analysis of the role of specialization and exchange in economic processes;

Provide opportunities for learners to assess how values and beliefs influence economic decisions

in different societies;

Have learners compare basic economic systems according to how rules and procedures deal with

demand, supply, prices, the role of government, banks, labor and labor unions, savings and

investments, and capital;

Challenge learners to apply economic concepts and reasoning when evaluating historical and

contemporary social developments and issues;

Ask learners to distinguish between the domestic and global economic systems and explain how

the two interact;

Guide learners in the application of knowledge of production, distribution, and consumption in

the analysis of public issues such as the allocation of health care or the consumption of energy,

and in devising economic plans for accomplishing social desirable outcomes related to such

issues;

Help learners to distinguish between economics as a field of inquiry and the economy;

1.9

Challenge learners to analyze the causes, consequences, and possible solutions to persistent,

contemporary, and emerging global issues, such as health care, security, resource allocation,

economic development, and environmental quality;

Help learners to describe and evaluate the role of international and multinational organizations in

the global arena;

INSTRUCTIONAL TECHNIQUES

Presentation will be multimedia lecture and videos with questions and problems assigned to aid students

in grasping the material.

STUDENT PREPARATION

Students are expected to come to class having completed the assigned reading. Each class meeting could

have a quiz on the reading assignment for that day.

All homework assignments will be on Aplia. Students who purchase a textbook without access must

purchase access separately.

Aplia:

Aplia was prepared by the textbook’s publisher to aid students in their study of economics. Within its

structured environment, students practice what they learn and test their understanding.

All homework assignments will be on Aplia. Students who purchase a textbook without access must

purchase access separately.

Homework for each chapter must be submitted before the student takes the exam covering that chapter. Late

homework or exams cannot be accepted.

Registration information is on the final page of this syllabus..

Aplia homework for each chapter is due after each chapter has been completed in class, before the

next class meeting.

ASSESSMENT

1. Assignments/Quizzes

2. Tests

GRADING

Tests 70% Assignments/Quizzes 30% Total 100% A 90 – 100% B 80 – 89% C 70 – 79% D 60 – 69% F below 60%

ACADEMIC HONESTY

Honesty in all areas, including academics, is expected of all students. A non-exhaustive list of examples

of academic dishonesty includes:

1. Copying or referring to another's answers on tests or quizzes;

2. Allowing a fellow student to copy or refer to answers on your test or quiz;

3. Copying another's homework assignment;

4. Allowing a fellow student to copy your homework assignment; and

5. Other plagiarism of another's work.

Students are expected to work on homework independently of other students.

The penalty for academic dishonesty in this course is a course grade of "F."

DISABILITY NEEDS

Reasonable accommodations are available for students with a documented disability. If you have a

documented disability and may need accommodations to participate fully in this course, please contact

Dr. Dolores Kiesler (Office 254 on the second floor of the Administration Building.) All academic

accommodations must be approved through her office. Please stop by or call 270-686-4259 to make an

appointment.

How to access your Aplia course

ECO 201, Sec TTh 12:30 McEachern 10e, Fall 2013

Instructor: James Garvin Start Date: 08/19/2013

Course Key: K94K-KZKE-3VJ3

Registration

Aplia is part of CengageBrain, which allows you to sign in to a single site to access

your Cengage materials and courses.

1. Connect to http://login.cengagebrain.com/ 2. If you already have an account, sign in. From your Dashboard, enter

your course key (K94K-KZKE-3VJ3) in the box provided, and click the Register button. If you don't have an account, click the Create a New Account button, and

enter your course key when prompted: K94K-KZKE-3VJ3. Continue to follow the on-screen instructions.

Payment

Online: After registering, you can buy access to Aplia from

myhome.cengagebrain.com. Bookstore: Purchase access to Aplia from your bookstore. Check with the

bookstore to find out what they offer for your course.

If you choose to pay later, you can use Aplia without paying until 11:59 PM on 09/08/2013. After paying, you will have the option to purchase a physical book at a discounted price.

For more information on registering for Aplia, please visit

http://www.cengagebrain.com/aplia/.

PLS-201-01 AMERICAN GOVERNMENT Lechner Graduate School 301

MWF 10:00-10:50 a.m. Waheed A. Khan, Ph.D. Office: Lechner Graduate School 106 Office Hours: MW 12:00 p.m. - 3:00 p.m.

Thu 11:00 a.m. – 3:00 p.m. (& by appointment) Phone: 270-686-4329 Email: [email protected] INTRODUCTION

This course provides introduction to American government and political system. In this course we will analyze structure and functions of this system and the way it affects lives of its citizens. American political system, like political system of any other country, is a product of the unique experience of the people living in it. Furthermore, keeping in view the changing needs of its people, it is constantly evolving. Broadly speaking, this course will be aimed at addressing the following questions: What is the American political and government system? How it developed the way it developed? What are the mechanisms through which it evolves? How does it take inputs from society? And, how, in turn, it contributes to society? Over the course of study, students will be amazed to find out the ways in which American political system affects their own lives.

It is expected that after attending this course, when students will watch political news on a news channel or read about some political events in a newspaper they will be able to relate them to the broader perspective provided by this course and in some cases they will even be able to predict the course of events. In this sense, we can say that one of the major goals of this course is to develop critical thinking skills among students, which are expected to last long after attending this course. Moreover, other more behavioral goals of this course are to develop critical reading, writing and speaking (especially discussion) skills. REQUIRED TEXT Patterson, Thomas E. (2010). The American Democracy.10th Ed. NY: McGraw Hill. Course OUTCOMES

(Introduction to Political Science and the GER Outcomes- see pages 40-44 of 2010-2012 catalog)

PLS 200 primarily addresses knowledge outcome # 2: Culture and Communication. By attending this course, students will acquire knowledge arising from society and reactions to society and they will know the major people, events and forces that shape human lives. By studying Introduction to Political Science, students will also be able to acquire the following skills:

1. Research: Students will be given assignments that require library and internet research. 2. Communication: The writing assignments will be given so that students may learn to produce

organized, purposeful writing in an appropriate style. Large group and small group discussions will encourage students to speak articulately, to listen effectively, and to constructively interact with others. Reading assignments and discussions will teach students to read with discernment.

3. Creativity: Through the knowledge of different theories and case studies, students will be able to perceive the world from different perspective; to apply innovative approaches to solving problems; and to explore avenues of creativity for their own enrichment and for the good of others.

Concerning Brescia values, students of Introduction to Political Science course will appreciate the following:

1. Human Welfare: Through a better understanding of political and societal developments, students will be able to promote justice, build community and appreciate diversity of culture. Participation in large and small group settings will help cultivate leadership for the service of others and encourage respect for individual differences.

2. Personal Welfare: Topics covered in this class seek the intellectual development of students and will help them become better citizens.

NCATE/NCSS Standards:

1.2

learners will apply key concepts from the study of history such as time, chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among the patterns of historical change and continuity.

1.5

challenge learners to evaluate the role of institutions in furthering both community and change; guide learner analysis of the extent to which groups and institutions meet individual needs and promote the common good in contemporary and historical settings.

assist learners as they explain and apply ideas and modes of inquiry drawn from behavioral science and social theory in the examination of persistent issues and social problems.

1.6

enable learners to examine the rights and responsibilities of the individual in relation to his or her family, social groups, community, and nation;

help students to explain the purpose of government and how its powers are acquired, used and justified;

provide opportunities for learners to examine issues involving the rights, roles, and status of individuals in relation to the general welfare;

help learners identify and describe the basic features of the American political system, and identify representative leaders from various levels and branches of government;

challenge learners to apply concepts such as power, role, status, justice, and influence to the examination of persistent issues and social problems;

guide learners to explain how governments attempt to achieve their stated ideals at home and abroad.

1.8

encourage learners to formulate strategies and develop policy proposals for influencing public discussions associated with science/technology-society issues.

1.10

assist learners to understand the origins and interpret the continuing influence of key ideals of the democratic republican form of government, such as individual human dignity, liberty, justice, equality, and the rule of law;

guide learner efforts to identify, analyze, interpret, and evaluate sources and examples of citizens’ rights and responsibilities;

provide opportunities for learners to practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic;

prepare learners to analyze a variety of public policies and issues from the perspective of formal and informal political actors;

guide learners as they evaluate the effectiveness of public opinion in influencing and shaping public policy development and decision-making;

encourage learner efforts to evaluate the degree to which public policies and citizen behaviors reflect or foster the states ideals of democratic republican form of government;

support learner efforts to construct policy statements and action plans to achieve goals related to issues of public concern;

create opportunities for learner participation in activities to strengthen the common good, based upon careful evaluation of possible options for citizen action.

COURSE REQUIREMENTS AND GRADING Exams: There will be two exams in this class, a midterm and a final. These exams will be closed book and conducted in the classroom. Exams will be based on assigned readings, class discussions, lectures, videos and any other learning activities done in the class by the exam date. Both exams will consist of half multiple-choice questions and half essay questions. Midterm exam will be worth 25% and final exam will be worth 30% of the final grade. Quizzes: Two quizzes will be conducted in this class. These quizzes will be closed book and consist of objective type questions (including multiple choice and true/false questions). These quizzes will be based on assigned readings, class discussions, lectures, videos and any other learning activities done in the class by the quiz date. Total worth of both quizzes will be 20% (that is, 10% each) of the final grade. Reflection Papers: Starting from week two, students are required to write a one page reflection paper on the assigned readings each week. Reflection papers must be submitted on Mondays during the class time. Cumulative percentage of all reflection papers will be 15% of the final grade.

Attendance & Class Participation: Students are required to come to class regularly. Attendance will be taken in each class. No student will get a passing grade if he/she misses more than eight (8) classes.

Class participation is also a vital part of this class. Students are required to read the assigned material prior to the class meetings and come prepared to take part in the discussion and learning activities related to that material. Participation includes (but not limited to) reading the assigned material for the class, asking questions about the day’s readings, answering questions raised by the instructor, spontaneously responding to the on-going discussion in the class, and taking part in the in-class activities. Overall, combined grade for attendance and participation is 10% of students’ final grade. It is also highly recommended that students read one major newspaper (hard copy or online version) everyday to get ideas and latest developments on the issues and topics discussed in the class. To encourage participation, use of all electronic devices (except for note-taking) is prohibited in this class. GRADES SUMMARY Midterm Exam 25% Final Exam 30% 2 Quizzes 20%

Reflection Papers 15% Class Participation & Attendance 10%

Total 100% Grading Scale: 90-100 = A 80-89 = B 70-79 = C 60-69 = D 0-59 = F COURSE POLICIES A Note on the Academic Honesty: It must be emphasized that university policies on academic dishonesty will be strictly followed. These policies prohibit any act of cheating, lying, and deceit in their diverse forms. Make-up Exams and Late Assignments: There will be no make-up exams, unless there is a valid (documented) reason for not taking the scheduled exams, or prior arrangements have been made with me. As of late assignments, ten percent of the grade will be deducted for each day an assignment is late.

Disability Accommodations: Reasonable accommodations are available for students

with a documented disability. If you have a documented disability and may need

accommodations to participate fully in this course, please contact Dr. Dolores Kiesler

(Office 254 on the second floor of the Administration Building.) All academic

accommodations must be approved through her office. Please stop by or call 270-686-

4259 to make an appointment.

COURSE SCHEDULE AND READING ASSIGNMENTS

(Note: This course schedule is subject to revisions under some unavoidable circumstances.)

I. Foundations of the American Political System Week 1 (Jan. 18 & 20): Rules of the American Political System [Reading assignment: Patterson Ch. 1] Week 2 (Jan. 23, 25 & 27): Development of the American Constitution [Reading assignment: Patterson Ch. 2] Week 3 (Jan. 30; & Feb. 1 & 3): Federalism [Reading assignment: Patterson Ch. 3] Week 4* (Feb. 6, 8 & 10): Structure of the State and Local Government [Reading assignment: Patterson Ch. 18]

- Feb. 10: QUIZ # 1 Week 5 (Feb. 13, 15 & 17): Civil Liberties and Equality [Reading assignment: Patterson Chs. 4 & 5] II. Governing Institutions Week 6 (Feb. 20, 22 & 24): Structure and Functions of Congress [Reading assignment: Patterson Ch. 11] Week 7* (Feb. 27, 29; & March 2): The Presidency [Reading assignment: Patterson Ch. 12] March 2: Midterm Exam

Week 8 (March 5-9): Semester Break- No Classes

Week 9 (March 12, 14 & 16): The Federal Bureaucracy and the Federal Judiciary [Reading assignment: Patterson Chs. 13 & 14] III. Mass Politics

Week 10 (March 19, 21 & 23): Public Opinion and Political Socialization [Reading assignment: Patterson Ch. 6] Week 11 (March 26, 28 & 30): Political Participation and Political Parties [Reading assignment: Patterson Chs. 7 & 8] Week 12* (April 2 & 4): The Interest Group System [Reading assignment: Patterson Ch. 9]

- April 4: QUIZ # 2 - April 5-9: Easter Break

Week 13 (April 11 & 13): Role of the Mass Media in Politics [Reading assignment: Patterson Ch. 10] IV. Public Policy Week 14 (April 16, 18 & 20): Economic and Environmental Policy [Reading assignment: Patterson Ch. 15] Week 15 (April 23, 25 & 27): Welfare and Education Policy [Reading assignment: Patterson Ch. 16] Week 16 (April 30; & May 2 & 4): The US Foreign and Defense Policy [Reading assignment: Patterson Ch. 17] Week 17* (May 7 [10:05 a.m. – 12:00 p.m.]): Final Exam *Exams held during these weeks.

a.

Sociology 204

Principles of Sociology MW 2:00-3:20

Ram 111 Susan Howard, MSW, CSW Office Hours: Ramold Center – Room #122 MW----9:00-11:30am &

270-686-4219 – office 1:00-2:00pm 270-686-4273 – fax TTH---9:00-11:00am

and by appointment

[email protected] Course Description

In this course, the student will be introduced to the fundamental framework of sociological perspectives, sociological investigation and its research methodologies. The course will review issues such as cultural diversity, social institutions and social organizations. Other topics addressed are crime, sexuality, stratification, race and ethnicity, aging in the United States, the family, religion, education, and health and medicine. Course Objectives

The students will have knowledge of: 1) sociology, as a way of looking at the world from a broader view, including different cultural and

ethical perspectives.(Brescia Educational Outcome: Religion and Philosophy) 2) explanations of how and why human beings interact.(Brescia Educational Outcome: Science and

Human Behavior) 3) how sociological knowledge is obtained and interpreted.(Brescia Educational Outcome: Research)

The students will become skilled: 1) in their ability to relate new information and the sociological perspective to social events in daily

life. (Brescia Educational Outcomes: Thinking; Research) 2) in their written abilities to review new ideas/concepts and apply critical thinking skills. (Brescia

Educational Outcomes: Communication; Creativity) 3) observation and questioning in a systematic effort to understand aspects of our personal and social

lives (Brescia Educational Outcomes: Personal Welfare; Research)

The students will begin to value: 1) the importance of theory in exploring issues such as crime, poverty, aging, education, medicine and

the family.(Brescia Educational Outcome: Science and Human Behavior) 2) the interactive role the U.S. plays with respect to cultural diversity, the environment, and global

issues. (Brescia Educational Outcomes: Global Welfare; Human Welfare; Culture and Communication)

NCATE/NCSS Standards: 1.1

enable learners to analyze and explain the ways groups, societies, and cultures address human needs and concerns;

encourage learners to compare and analyze societal patterns for preserving and transmitting culture while adapting to environmental and social change;

have learners interpret patterns of behavior reflecting values and attitudes that contribute or pose obstacles to cross-cultural understanding;

1.2

have learners apply key concepts from the study of history such as time, chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among the patterns of historical change and continuity;

guide learners as they systematically employ processes of critical historical inquiry to reconstruct and reinterpret the past, such as suing a variety of sources and checking their credibility, validating and weighing evidence for claims, and searching for causality;

1.4

assist learners in articulating personal connections to time, place, and social/cultural systems;

help learners to identify, describe, and express appreciation for the influences of various historical and contemporary cultures on an individual’s daily life;

1.5

help learners understand the concepts of role, status, and social class and use them in describing the connections and interactions of individuals, groups, and institutions in society;

ask learners to describe and examine belief systems basic to specific traditions and laws in contemporary and historical movements;

challenge learners to evaluate the role of institutions in furthering both community and change; guide learner analysis of the extent to which groups and institutions meet individual needs and promote the common good in contemporary and historical settings;

assist learners as they explain and apply ideas and modes of inquiry drawn from behavioral science and social theory in the examination of persistent issues and social problems;

1.6

enable learners to examine the rights and responsibilities of the individual in relation to his or her family, social groups, community, and nation;

1.7

challenge learners to apply economic concepts and reasoning when evaluating historical and contemporary social developments and issues;

1.8

have learners analyze the way in which science and technology influence core societal values, beliefs, and attitudes and how societal attitudes shape scientific and technological change;

encourage learners to formulate strategies and develop policy proposals for influencing public discussions associated with science/technology-society issues;

1.9

have learners analyze or formulate policy statements in such ways that they demonstrate an understanding of concerns, standards, issues, and conflicts related to universal human rights;

1.10

guide learners efforts to identify, analyze, interpret, and evaluate sources and examples of citizens’ rights and responsibilities;

Required Text Macionis, John J.(2012) Sociology, (14th ed.) Upper Saddle River, New Jersey: Prentice Hall.

b. Method of Instruction

Classroom sessions will include lectures, group activities, films and open discussion. Students are expected to be present in all classroom activities. Course Requirements

1) Students are required to do the reading prior to class sessions and participate in discussion.

Attendance is required. See section entitled “Attendance.” 2) There will be four exams given during this course. The final exam is not comprehensive. Exams will

be a combination of objective and subjective questions. Students must take all exams to receive credit for the course.

3) The student will access the instructor’s LibGuide from the BU Library webpage or use the following address: http://libguides.brescia.edu/profile.php?uid=64885 The student will read the article assigned to him/her in class and complete the following assignment.

What is the key question the author(s) are asking in the research study?

What type of research method was used? How was the study conducted?

What were the conclusions or research findings?

What are the implications of the research to the subjects and larger society?

Do you have a stand on the issue or social problem?

Length of the assignment is at least 3 typed pages, using 12 point font and 1inch margins on all sides. This is not just article summary, but critical thinking regarding a social problem or issue. At the end of your assignment, please cite the article in APA style of referencing, as you would for a research paper. Due date is the 6th week of the semester. A specific date will be given in class. *Late assignments will be lowered at least one letter grade. Late assignments will not be accepted one week after the initial due date. 4) There will be unannounced quizzes during the course of the semester to assist with student

preparation for class discussion. Each quiz is worth 20 points each.

i.

Academic Dishonesty Incidents of academic dishonesty such as cheating and plagiarism will not be tolerated. Please refer to the Student Handbook for the policy. Violations of this policy will result in the student receiving a zero grade on the test/assignment and/or failing the course.

Conduct

Students are expected to conduct themselves in a responsible manner by showing courtesy and respect for faculty members and fellow students. Students should not have personal conversations during the instruction period. Students should be respectful of others’ ideas/opinions and not interrupt another’s

answers. Students should minimize disruptions such as arriving late, leaving early and taking bathroom breaks during the class period. Students with inappropriate conduct will be asked to leave the class. Attendance

Class participation and attendance are critical to success in this class. The student must be physically and mentally present in the classroom. The student is expected not only to attend, but to be alert and participate in meaningful class discussions. The student is encouraged to bring information from outside sources to class for sharing with others. Students missing 20% or more of the scheduled class meetings may be dropped one letter grade or be denied credit for the course unless there are extenuating circumstances. (see Student Handbook for Brescia’s Attendance Policy) Attendance and participation will be reflected in the final grade. NOTE: The use of cell phones or other electronic devices is prohibited in the classroom. If the devices are brought to the classroom, they must be turned off and kept out of sight in a back pack, pocket or purse. Computers or other devices may only be used with permission.

Accommodations

Any student who feels s/he may need an accommodation based on the impact of a disability should contact the instructor privately to discuss specific needs. Please contact Student Support Services in the Administration Building 270/686-4259 to coordinate reasonable accommodations for students with documented disabilities. Grading Scale

A = 90% Attendance & Participation = 20 B = 80% Research Assignment = 40 C = 70% Quizzes = 40 D = 60% Exam I = 100 F = below 60% Exam II = 100 Exam III = 100 Exam IV = 100 Total 500 Course Outline

Week 1 Introduction to Sociology

Chapter 1: The Sociological Perspective Week 2 Chapter 2: Sociological Investigation Chapter 3: Culture Week 3 Chapter 3: Culture (continued) Chapter 4: Society

Week 4 Chapter 4: Society (continued)

Week 5 Exam I (covers chapters 1-4)

Chapter 5: Socialization

Week 6 Chapter 8: Sexuality and Society

Research Assignment Due Week 7 Chapter 9: Deviance Week 8 Chapter 11: Social Class in the U.S.

Exam II (covers chapters 5, 8, 9, 11) Week 9 Fall Break October 17th-21st Week 10 Chapter 13: Gender Stratification Week 11 Chapter 14: Race and Ethnicity Week 12 Chapter 15: Aging and the Elderly Week 13 Exam III (covers chapters 13, 14, 15) Chapter 18: Families

Week 14 Chapter 18: Families (continued) Chapter 20: Education

Week 15 Chapter 20: Education (continued) Week 16 Chapter 21: Health and Medicine Final Exam (covers chapters 18, 20 21)

Final Exam week---December 9th-12th)

Websites of Interest www.nationalatlas.gov (Atlas) www.quickfacts.census.gov/qfd (Census Data) www.nationalgeographic.com (National Geographic) www.ncadp.org (Death Penalty)

www.cybercrime.gov (Internet Crime) www.iwpr.org (Women’s Policy Research) www.nber.org (Nat’l Bureau of Economic Research) www.naacp.org (NAACP) www.aoa.gov (Administration on Aging) www.nces.ed.gov/ (Nat’l Center for Education Statistics) www.cdc.gov (Centers for Disease Control) SOC204 Research Assignment GER GRADING RUBRIC- Thinking and Research 40 points

Failing Poor Average Above average Excellent

Heading % (1) (2) (3) (4) (5) Pts.

Communication Communicates understanding of the purpose/key issues in the research study

20 Did not communicate the purpose of the research study

Minimally communicated the purpose of the research study

Adequately communicated the purpose of the research study

Clearly communicated the purpose of the research study, addressing key questions

Excellent articulation of the purpose of research study addressing all key questions

Research Accurately identifies and discusses the research method(s) and research findings.

20 Did not identify the method(s) of research or research findings

Minimally addressed the method(s) of research and research findings

Adequately addresses the method(s) of research and research findings

Clearly addresses the method(s) of research and research findings

Excellent ability to identify and address the method(s) of research and research findings

Thinking Used critical thinking skills to discuss implications of research study to larger society.

30 Did not identify/discuss implications of research study to the larger society.

Minimally addressed implications of research study to the larger society.

Adequately addresses implications of research study to the larger society.

Clearly addresses implications of research on subjects and larger society.

Excellent discussion of implications of research on subjects and larger society

Use of Scholarly Research Correct Citation

20 Made no attempt to cite the article in APA style

Left out key pieces of information in the citation

Cited the article in APA style with noted errors

Almost entirely free of citation errors

No errors in APA citation

Correct use of grammar, sentence structure, spelling and punctuation

10 Many mechanical errors in paper are distracting with no structured flow of ideas.

Mechanical errors present that hinder the connection of ideas.

Mechanical or structural errors are a distraction, but do not confuse overall understanding

Contains a few minor errors that do not affect understanding of paper.

Almost entirely free of mechanical errors.

History 101 (I, II) World Civilizations I Dr. Brown This course studies the development of world civilizations from pre-history to the Protestant Reformation in the 16th century. . The basic text for the course is: World Civilizations: Their History and Culture by Ralph, Lerner and Meacham. The text should be brought to class each day. The basic purpose of education is to teach people how to think. In addition to this overall goal, History 101 has several specific objectives: 1) to master factual material relating to world civilizations prior to the 16th century; 2) to understand the major religious, philosophical and cultural developments and achievements of these civilizations; 3) to develop reasoning and analytical skills and oral and written communication skills; 4) to introduce the student to the discipline and methodology of history; 5) to furnish the foundation for additional study in other disciplines such as religion, literature, art, philosophy, etc. This course also serves to address the following NCATE/NCSS outcomes: 1.1

Assist learners to apply an understanding as an integrated whole that explains the functions and interactions of language, literature, the arts, traditions, beliefs and values, and behavior patterns;

Encourage learners to compare and analyze societal patterns for preserving and transmitting culture while adapting to environmental and social change;

1.2

Assist learners to understand that historical knowledge and the concept of time are socially influenced constructions that lead historians to be selective in the questions they seek to answer and the evidence they use;

Have learners apply key concepts from the study of history such as time, chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among the patterns of historical change and continuity;

Ask learners to identify and describe significant historical periods and patterns of change within and across cultures, such as the development of ancient cultures and civilizations, the rise of nation-states, and social economic, and political revolutions;

Provide learners with opportunities to investigate, interpret, and analyze multiple historical and contemporary viewpoints within and across cultures related to important events, recurring dilemmas, and persistent issues, while employing empathy, skepticism, and critical judgment;

1.3

Enable learners to construct, use and refine mental maps of locales, regions, and the world that demonstrates their understanding of relative location, direction, size, and shape;

Have learners create, interpret, use, and distinguish various representations of Earth, such as maps, globes and photographs, and use appropriate geographic tools such as atlases, data bases, systems, charts, graphs, and maps to generate, manipulate, and interpret information;

Have learners explore the ways Earths’ physical features have changed over time; and to describe and assess the ways historical events have influenced and have been influenced by physical and human geographic features;

1.4

Assist learners in articulating personal connections to time, place, and social/cultural systems; 1.5

Assist learners as they explain and apply ideas and modes of inquiry drawn from behavioral science and social theory in the examination of persistent issues and social problems;

1.6

Have learners explain conditions, actions, and motivations that contribute to conflict and cooperation within and among nations;

This course has no pre-requisites. It may be taken to fulfill general education requirements (global history perspective). It is also a required course for history major/minors and for social studies majors. There are two sections of this course. Section I meets on -Tuesday and Thursday at 9:30 – 10:50; section II meets Monday and Wednesday from 2:00 – 3:20. This syllabus serves both sections with separate dates noted below. Final grades will be computed as follows: Final exam: 35%; exams and quizzes, 40%; papers and reports, 15%; class participation, 10%. The grading scale is: A = 92 – 100; B = 83 – 91; C = 73 – 83; D = 65 – 72; Below 65 = F. As stated in the Brescia Catalog (p. 48), the grade of A denotes superior performance; B is above average; C is average; D is passing but below average; F is failure. An “A” student in a history course demonstrates thorough knowledge of the material of the course. This means a mastery of concepts, an understanding of context, of cause and effect. Strong critical thinking and clear and effective communication skills are also reflected in an A grade. The student will demonstrate this level of achievement in exams, written assignments and class participation. Lower grades reflected weaker achievement in these areas. The basic format for the course is lecture/discussion. Students will come prepared to class to discuss assigned readings or to write about them in class. At the end of each class students may be called upon to summarize what they have just learned. Students are to read material from the Lerner text or from primary sources before class. The schedule of readings is: WEEK OF Aug. 19 Introduction, pp. 11-23; Aug. 26 Mesopotamia; Egypt, Ch.2 & 3 Sept. 2 India, China, the Hebrews; pp. 75 – 88; 99 – 123; 132 – 146 Sept. 9 Greek Civilization; Ch. 7 Sept. 16 Roman Civilization, Ch. 9 Sept. 23 Christianity and the Roman World; Ch. 10 Sept. 30 Asia and Africa; 200 B.C. – 900 A.D., Ch. 11 Oct. 7 Early Medieval West: Islam and Byzantium; Ch. 12 Oct. 14 & 21 The High Middle Ages; Ch. 13, 14; Oct. 28 The Late Middle Ages; Ch. 15 Nov. 4 Asia, 1000 A.D. – 1600 A. D.; Ch. 16 Nov. 11 Africa and the Americas, Ch. 17 Nov. 18 The Renaissance, Ch. 18 Nov. 25 The European Expansion; the Reformation; Ch. 19 & Dec. 2 In reading each chapter in the text book, the student may first do an overview of the chapter, noting the sections and sub-sections and the general topics covered. Note also picture, graphs, illustrations. What are they showing? After reading a chapter, a student should be able to summarize it, select the main points and explain the material to someone else. The student should reflect on what he/she has read. Do the various sections in the chapter fit together logically? What is stressed in each section? How does the new material relate to what the student already knows? Are there any contradictions in what the author says? What exactly is the author telling you about the topic? For example, the student may read the chapter on Mesopotamia and find information about when and where this civilization

developed. But the author is also telling the reader about the achievements of the Mesopotamians as well as the problems they faced and how they tried to solve them. The Mesopotamians faced many of the same challenges as other civilizations – how to provide food, clothing and shelter for themselves, how to protect themselves from outside attack, how to ensure order and stability in the society, how to deal with social or political conflicts, how to form a government and what functions to give it, how to control the physical environment. Human societies still face these challenges today. The chapter will also discuss how the Mesopotamians expressed themselves – their literature, art and religious beliefs. Like many peoples, the Mesopotamians had beliefs about powers beyond themselves. How did they envision that world? And like every civilization, the Mesopotamians declined. Why? As the semester goes along, the student may see patterns in civilizations, compare and contrast them, determine if/how one civilization built on the achievements of another. As the student goes through the semester, he/she should become a more careful, thoughtful reader. If after reading the chapter on Mesopotamia, the student reports the chapter “said something about their religion,” the student has not read with care and should return to the chapter. Exactly, what does the chapter say about their religion? Reading then is more than the passing of the eye over printed material. It is not a passive activity. Reading requires the active engagement of the mind. ATTENDANCE: Regular attendance is important. Students who attend class regularly are more likely to do well in the course; class participation is part of the grade. Absences in excess of 20% of scheduled classes will jeopardize credit for the course. At the beginning of each class, attendance will be taken. Students not present at that time will be marked absent. If a student wishes to withdraw from the course during the semester, he/she must obtain a form from the registrar and file it with the registrar before the last date for withdrawing from a course. Students who cease attending, but do not formally withdraw will, under university regulations, receive a grade of F. CLASSROOM ETIQUETTE: Every student has a right to learn, and no one may interfere with that right. Students are expected to conduct themselves in a manner that does not detract from the learning environment of the class. Students are to be in class on time and, except for emergencies, are to remain in the classroom for the duration of the class. Eating or drinking is not permitted during class. Laptops may not be used during class. Cell phones are to be turned off; no text messaging is permitted in class. Class time will be devoted to learning the subject matter of the course. Students may not work on other subjects or activities (such as e-mail, facebook, texting, surfing the net, games, mp3 devices) during history classes. Once class begins all electronic devices must be put away. ACADEMIC INTEGRITY: No form of cheating or dishonesty will be tolerated. Students committing such violations may, at a minimum, lose all credit for the course. Violations will be reported immediately to the Academic Dean. Plagiarism is a serious academic offence. It consists in presenting the words, ideas, interpretations of another as if it were your own and neglecting to give proper citation and attribution. Cheating includes but is not limited to activities such as: copying on exams, permitting someone to copy your work, using notes or electronic devices on exams, making false claims about your research activities (as in citing materials you have not used), facilitating cheating by others. Giving a false excuse, i.e. lying, in order to take a make-up, explain an absence or receive a time extension, is dishonest. Students are urged to visit the following websites to review the rules of plagiarism: Brescia library database page,

select Atomic Learning, and find “Avoiding Plagiarism” tutorial.; or; http://library.camden, Rutgers.edu/EducationalModule/Plagiarism. All exams and quizzes are closed book. They must be taken by the student in class without the use of books, notes, electronic devices or any other study aids. There are no group activities or assignments in this course. Students with Disabilities: Reasonable accommodations are available for students with a documented disability. If you have a documented disability and may need accommodations to participate fully in this course, please contact Dr. Dolores Kiesler (Office 254 on the second floor of the Administration Building.) All academic accommodations must be approved through her office. Please stop by or call 270- 686 4259 to make an appointment. EXAMS: Exams will have fill ins, identifications, an essay and a source interpretation question. All exams are closed book and must be taken without the aid of notes, study aids or electronic devices. For section I, the exam dates are: Sept. 10; Oct. 1, October 22, Nov. 5, Nov. 26. The exam dates for section II are: Sept. 11, Oct.2, Oct. 23, Nov 6, Nov. 25. The instructor reserves the right to give additional exams/quizzes should the need arise. A comprehensive final exam will be given during finals week on the date assigned by the university. The final will not be given before that time. Students have the responsibility to plan their vacation/travel activities so as not to conflict with required exams. MAKE – UP EXAMS: Students must take all exams on the dates listed above. Only students with a valid excuse will be permitted to take a make-up exam. A valid excuse, which will be determined by the instructor, includes such emergencies as a death or serious illness in the family or the serious illness of the student. For student illness, a doctor’s note is required. It is the responsibility of the student to contact the instructor if he/she misses an exam. No student should assume that missing an exam automatically entitles him/her to a make-up. WRITTEN REPORTS: Paper 1: Students have two major written reports during the semester. The first assignment is to read Books 2 and 3 from the Confessions of St. Augustine. This is on reserve in the Brescia library and is also available on line: http://www.ccel.org/ccel/augustine/confessions.v.html. After reading both books students are to address the following points based on these two books: a) summarize each book briefly; b) describe Augustine’s view of himself giving examples and illustrations; c)describe his view of human nature, giving examples and illustrations; d) describe the problems he faces and how he tries to deal with them; e) what is admirable about Augustine? Explain. What is his basic problem? Explain From these two books select two terms or topics and read the entry in Augustine Through the Ages, (edited by Allan Fitzgerald) which is in the reference section of the Brescia library. Show how the material in the Fitzgerald book elaborates on the topic in the two chapters. For example, a student may read a reference Monica, Augustine’s mother, in the Confessions and then consult the Fitzgerald book to see what additional perspective is given on her. The report is to be 5 pages double spaced typing, exclusive of title page. It is due in hard copy, not electronic) on Sept. 25 for section II and Sept. 26 for section I. Reports will not be accepted after that date. Again this is to be the work of the student alone. Paper 2 - Historians who study civilizations often ask why some excel and others do not. Why do some arise and flourish, creating dramatic technological advances, profound theological or philosophical

thought systems, great works of art and literature, while others do not? Why do some peoples develop a writing system and others do not? Historians are not simply interested in the facts of when a civilization arises and what it achieves. They want to know why the civilization did what it did. Explanations include: environment, geography, exchanges with other civilizations, superior economic or political institutions, unusual challenges, cultural values (respect for education, for hard work, freedom, curiousity), the needs of the time (e.g. if a society does not need the wheel, it will not invent it.) Each student will write a 5 page essay addressing this question and selecting one explanation based on the civilizations we have studied during this semester. (Note: the student is to select one explanation, not a little bit of each). The student is encouraged to use Brescia library materials. The student is not limited to the explanations given above; he/she may propose an alternate credible explanation which, of course, must be supported by evidence. The writer of history is guided by facts, not feelings or personal preferences, likes, dislikes. Facts constitute the evidence the historian uses to record what happened and to support his interpretations. The essay should have a thesis statement which sets out the argument or explanation to be offered. Subsequent paragraphs should have solid factual material supporting the thesis. For example, to argue that civilizations advance because of contacts with other civilizations, requires specific historical examples of such contacts and its consequences. The concluding paragraph will summarize the argument, referring to the facts presented. The essay is due Dec. 2 for section II and Dec. 3 for section I and must be presented in hard copy. Papers will not be accepted after that date. Students are encouraged to think about this topic during the semester as we study each civilization. Of course, all written work must have proper spelling, grammar and vocabulary appropriate for an academic assignment. Additional Assignments: Students will have reading from the text book for each class. In addition, they will read and analyze primary sources. Primary sources are the basic raw materials for the historian. A primary source is something produced by someone directly involved with the event as a participant or eye witness. Some primary sources are written: letters, diaries, speeches, even in oral interviews with participants, newspaper accounts, official records such as: diplomatic papers and reports, census data, contracts, deeds, statistics on marriage, birth, death. They may also be non- written – photographs, videos, artifacts (physical objects) paintings, even tools, buildings and clothing. Historians study primary sources, asking who produced them, when, why? Is the author credible? Is the author producing for a particular audience? What does the author assume? What biases does the author have – political, racial, economic? What is his point of view? What does the author leave out of his account? What language, words does he use? What do the sources tell us about the event or the society described? Secondary sources are produced by writers who were not participants or eye witnesses to the event, but have researched and drawn on primary sources. Typically they are books and articles. The author has filtered and selected from primary sources. Augustine’s Confessions is a primary source. A historian writing about Augustine today but drawing on the Confessions produces a secondary source. Students will be assigned primary sources to read and analyze. Some will require written analysis; all will be discussed in class. There will be class handouts of primary sources; others will be assigned from www.fordham.edu/halsall. OFFICE HOURS: The instructor is available to assist students in matters relating to the course. Office hours are held in Room 411 of the Science Building at the following times: Monday: 9 – 12:30 Tuesday: 8:30-9:30; 1-2 Wednesday: 11:30 -12:30 Thursday: 8:30-9:30; 11-12; 1-2

And by appointment. The instructor may be reached by email: [email protected] or by phone: 686 4281. History 102 World Civilizations II Dr. Brown

This course covers major world civilizations from the Reformation era to the present. The text for the course is: World Civilizations II by Ralph, Lerner, et. al. Students are to bring the text to each class. The objectives of the course are: 1) to master basic factual information on the major events, developments, ideas and individuals that have shaped civilizations since 1600; 2) to appreciate how civilizations have inter-acted with each other in the last four centuries; 3) to gain a greater understanding of the issues and problems of the contemporary world; 4) to develop reasoning and analytical skills and oral and written communication skills.

This course also serves to address the following NCATE/NCSS outcomes: 1.2

Assist learners to apply an understanding as an integrated whole that explains the functions and interactions of language, literature, the arts, traditions, beliefs and values, and behavior patterns;

Encourage learners to compare and analyze societal patterns for preserving and transmitting culture while adapting to environmental and social change;

1.2

Assist learners to understand that historical knowledge and the concept of time are socially influenced constructions that lead historians to be selective in the questions they seek to answer and the evidence they use;

Have learners apply key concepts from the study of history such as time, chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among the patterns of historical change and continuity;

Ask learners to identify and describe significant historical periods and patterns of change within and across cultures, such as the development of ancient cultures and civilizations, the rise of nation-states, and social economic, and political revolutions;

Provide learners with opportunities to investigate, interpret, and analyze multiple historical and contemporary viewpoints within and across cultures related to important events, recurring dilemmas, and persistent issues, while employing empathy, skepticism, and critical judgment;

1.3

Enable learners to construct, use and refine mental maps of locales, regions, and the world that demonstrates their understanding of relative location, direction, size, and shape;

Have learners create, interpret, use, and distinguish various representations of Earth, such as maps, globes and photographs, and use appropriate geographic tools such as atlases, data bases, systems, charts, graphs, and maps to generate, manipulate, and interpret information;

Have learners explore the ways Earths’ physical features have changed over time; and to describe and assess the ways historical events have influenced and have been influenced by physical and human geographic features;

1.4

Assist learners in articulating personal connections to time, place, and social/cultural systems; 1.5

Assist learners as they explain and apply ideas and modes of inquiry drawn from behavioral science and social theory in the examination of persistent issues and social problems;

1.6

Have learners explain conditions, actions, and motivations that contribute to conflict and cooperation within and among nations;

This course may be used for general education credit, satisfying the global perspective requirement. It is a required course for history majors/minors and for social studies majors. There are no pre-requisites for this course. Final grades will be computed as follows: final exam 35%; exams and quizzes: 40%; reports 15%; class participation 10%. The grading scale is: A = 90 – 100; B= 80 – 89; C = 70 – 70; D = 65 – 69; F is below 65. As stated in the Brescia Catalog (p. 48), the grade of A denotes superior performance; B is above average; C is average; D is passing but below average; F is failure. An “A” student in a history course demonstrates thorough knowledge of the material of the course. This means a mastery of specific historical knowledge, an understanding of concepts, themes, patterns and context and of connections between historical events and developments. Strong critical thinking and clear and effective communication skills are also reflected in an A grade. The student will demonstrate this level of achievement in exams, written assignments and class participation. Lower grades reflect weaker achievement in these areas. Readings to be done prior to class from the text are: WEEK OF Jan. 14 Age of Absolutism; Ch. 23 Jan. 21 Scientific Revolution and the Enlightenment, Ch. 24. Jan. 28 & French Revolution; Ch. 25 Feb. 4 Feb 11 Industrial Revolution; Its Consequences; Ch. 26, 27 Feb. 18 Nationalism; Ch. 29 Feb. 25 Imperialism, Industrialization, Socialism; Ch. 30, 31 Mar. 4 European Powers and World War I; Ch. 32,34 March 11 Spring Break Mar. 18 World War I; Ch. 32, 34 March 25 The Inter-War Period. Ch. 35 Apr. 1 & Second World War; Post War Europe; Ch. 37, 38 Apr 8 Apr. 15 & China and Japan in the 19th and 20th centuries; Ch. 33 22 & 41 Apr.29 Middle East and Asia; Ch. 39, 40, 42 ATTENDANCE: Regular attendance at class is important. Absences in excess of 20% of scheduled class meetings will jeopardize credit for the course. Attendance will be taken at the beginning of each class. Under the regulations of the university, students wishing to withdraw from a course must do so by the prescribed date by filing the withdrawal form with the registrar’s office. Students who cease participation in the course but do not file the form with the registrar will receive a grade of F. This is a university regulation.

January 22 is the last day to add/drop a regular class; March 7 is the last day to withdraw with a “W” on the transcript for the course. CLASSROOM ETIQUETTE: Every student has a right to learn, and no one may interfere with that right. Students are expected to conduct themselves in a manner that does not detract from the learning environment of the class. Students are to be in class on time and, except for emergencies, are to remain in the classroom for the duration of the class. Eating or drinking is not permitted during class. Except for laptop computers, which may be used only for taking notes for the class, electronic devices may not be used during class. Should the student violate the laptop rule (note taking only), he/she will lose the right to use a laptop. Its use may not distract other students. Cell phones are to be turned off; no text messaging is permitted in class. Class time will be devoted to learning the subject matter of the course. Students may not work on other subjects or activities (such as e-mail, facebook, texting, surfing the net, games, mp3 devices) during history classes. ACADEMIC INTEGRITY: No form of cheating or dishonesty will be tolerated. Students committing such violations may, at a minimum, lose all credit for the course. Violations will be reported immediately to the Academic Dean. Plagiarism is a serious academic offence. It consists in presenting the words, ideas, interpretations of another as if it were your own and neglecting to give proper citation and attribution. Cheating includes but is not limited to activities such as: copying on exams, permitting someone to copy your work, using notes or electronic devices on exams, making false claims about your research activities (as in citing materials you have not used), facilitating cheating by others. Giving a false excuse, i.e. lying, in order to take a make-up, explain an absence or receive a time extension, is dishonest. Students are urged to visit the following websites to review the rules of plagiarism: Brescia library database page, select Atomic Learning, and find “Avoiding Plagiarism” tutorial.; or; http://library.camden, Rutgers.edu/EducationalModule/Plagiarism. All exams and quizzes are closed book. They must be taken by the student in class without the use of books, notes, electronic devices or any other study aids. There are no group activities in this course. DISABILITIES: Reasonable accommodations are available for students with a documented disability. If you have a documented disability and may need accommodations to participate fully in this course, please contact Dr. Dolores Kiesler (Office 254 on the second floor of the Administration Building.) All academic accommodations must be approved through her office. Please stop by or call 270- 686 4259 to make an appointment. EXAMS: Students are required to take all exams and quizzes. Exams will have essay questions, objectives and identifications. Exams will be given during the semester on: Jan. 31, Feb. 19, March 7; April 2, and April 25. The instructor reserves the right to give additional exams and quizzes during the semester. A comprehensive final exam will be given during finals week (week of May 6) on the date assigned by the university. The final will not be given before that time. Students have the responsibility to plan their vacation/traveling activities so as not to conflict with required exams.

MAKE-UP EXAMS: Students must take all exams on the dates listed above. Only students with a valid excuse will be permitted to take a make-up exam. A valid excuse, which will be determined by the instructor, includes such emergencies as a death or serious illness in the family or the serious illness of

the student. For student illness, a doctor’s note is required. It is the responsibility of the student to contact the instructor if he/she misses an exam. No student should assume that missing an exam automatically entitles him/her to a make-up. WRITTEN REPORTS A major theme of the past 500 years is the growth and the achievements of European influence. Historians ask: “Why did Europe (the West”) take the lead in changing the world?” Various explanations have been offered – Was it accidental? Or due to European talent and organization? Cultural values? The weakness of others? European aggression? Economic power? Very gifted leaders? The superiority of European political institutions? Each student will write a 5 page essay addressing this question. The student is expected to go beyond the text book and to use Brescia library materials. The student is not limited to the explanations given above; he/she may propose an alternate credible explanation which, of course, must be supported by evidence. (Note: the student is to select one explanation, not a little bit of each.)The writer of history is guided by facts, not feelings or personal preferences, likes, dislikes. Facts constitute the evidence the historian uses to record what happened and to support his interpretations. Of course, proper attribution must be given to all sources used. Spelling, grammar and vocabulary must be appropriate for an academic paper. This is not a group project, but the work of the individual student. The essay should have a thesis statement which sets out the argument or explanation to be offered. Subsequent paragraphs should have solid factual material supporting the thesis. For example, to argue that Europe advanced because of its political institutions, requires specific examples of those institutions and how they affected European power and development. The concluding paragraph will summarize the argument, referring to the facts presented. The essay is due April 29 and must be presented in hard copy in class. Do not send electronic copies. Papers will not be accepted after that date. Students are encouraged to think about this topic during the semester as we study each civilization. In addition, smaller written reports will be assigned during the semester based on reading primary sources. OFFICE HOURS: The instructor is available to assist students in matters relating to the course. Office hours are held in Room 411 of the Science Building at the following times: Mon. & Wed.: 9-12 Tues.: 9-9:30; 12-12:30; 2-2:30 Thurs.: 9-9:30; 11-12:30 And by appointment. The instructor may also be reached through e-mail: [email protected] and via phone: 686 4281.

History 201 Dr. Brown History of the United States to 1865 This course covers the history of the United States from 1492- 1865, the end of the Civil War. Texts for the course are: Unto a Good Land by Harrell, Gaustad, et. al. and Major Problems in American History, I ed. Hoffman and Gjerde. I The objectives ofthe course are: 1) to master factual material relating to U.S. history during this period; 2) to understand and appreciate the intellectual, cultural, political and social development of American civilization; 3) to analyze major problems and issues in U.S. history; 4) to develop reasoning and analytical skills and oral and written communication skills. This course also serves to address the following NCATE/NCSS outcomes: 1.2 • Have learners apply key concepts from the study of history such as time, chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among the patterns of historical change and continuity; • Provide learners with opportunities to investigate, interpret, and analyze multiple historical and contemporary viewpoints within and across cultures related to important events, recurring dilemmas, and persistent issues, while employing empathy, skepticism, and critical judgment; 1.3 • Enable learners to construct, use and refine mental maps of locales, regions, and the world that demonstrates their understanding of relative location, direction, size, and shape; • Have learners create, interpret, use, and distinguish various representations of Earth, such as maps, globes and photographs, and use appropriate geographic tools such as atlases, data bases, systems, charts, graphs, and maps to generate, manipulate, and interpret information; • Have learners explore the ways Earths’ physical features have changed over time; and to describe and assess the ways historical events have influenced and have been influenced by physical and human geographic features; 1.4 • Assist learners in articulating personal connections to time, place, and social/cultural systems; 1.6 • Enable learners to examine the rights and responsibilities of the individual in relations to his or her family, social groups, community, and nation; This course may be used for general education requirements. It is a required course for history majors/minors. There are no pre-requisites for this course. Final grades will be computed as follows: final exam: 35%; exams and quizzes: 40%; papers 15%; class participation 10%. The grading scale is : A = 90-100; B = 80-89; £= 70- 79; D = 65- 69; F= below 65. As stated in the Brescia Catalog (p. 48), the grade 9f A denotes superior performance; B is above average; C is average; D is passing but below average; F is failure. An "A" student in a history course demonstrates thorough knowledge of the material of the course. This means a mastery of specific historical knowledge, an understanding of concepts, themes, patterns and context and of connections between historical events and developments. Strong critical thinking and clear and effective communication skills are also reflected in an A grade. The student will demonstrate this level of achievement in exams, written assignments and class participation. Lower grades reflect weaker achievement in these areas. Required written work is described below.

The readings, to be done prior to class are as follows: WEEK OF Jan. 16 Jan. 23 & 30 Feb.6 Feb. 13 & Feb.20 Feb.27 March 5 Mar. 12 Mar. 19 Mar. 26 Apr. 2 & 9 Apr. 16 Apr. 23 & 30 Introduction; Discovery and Conquest; Gaustad ch. 1; Hoffman ch. 1 England's First Plantations; Gaustad ch. 2, 3; Hoffman ch. 2,3 Plantations to Provinces; Gaustad ch. 4; Hoffman ch. 3 The Struggle for Independence; Gaustad ch. 5, 6; Hoffman ch. 4 Confederation to Union; Gaustad ch. 7; Hoffman ch. 5 Spring Break First Presidents, Gaustad ch. 8; Hoffman, ch. 6,7 Nationalism, Capitalism Sectionalism; Gaustad ch. 9; Hoffman, ch. 8 North and South; Gaustad ch. 10, 11; Hoffman, 10,11 The Age of Jackson; Territorial Expansion, Gaustad ch. 12, 13; Hoffman ch. 9 The Coming ofthe Civil War; Gaustad ch. 14; Hoffman ch. 13 The Civil War, Gaustad ch. 15; Hoffman ch. 14 ATTENDANCE: Regular attendance is important. Class participation is part of the grade. Absences in excess of 20% of scheduled classes will jeopardize credit for the course. Attendance will be taken at the beginning of each class. Students not present at that time will be marked absent. I If a student wishes to withdraw from the course during the semester, he/she must obtain a form from the registrar and file it with the registrar before the last date for withdrawing from a course. Students who cease attending, but do not formally withdraw will, under university regulations, receive a grade off.

CLASSROOM ETIQUETTE: Every student has a right to learn and no one may interfere with that right. Students are expected to conduct themselves in a manner that does not detract from the learning environment of the class. Students are to be in clas on time and, except for emergencies, to remain in the classroom for the duration of the class. Eating or drinking is not permitted during class nor are text messaging and e-mail activities. The use of cell phones and other electronic devices is not permitted during class. Laptop computers may be used to take notes during class. Students must have the permission of the instructor to use a laptop. Its use may not distract other students. ACADEMIC INTEGRITY: No form of cheating or dishonesty will be tolerated. Students committing such violations may, at a minimum, lose all credit for the course. Violations will be reported immediately to the Academic Dean. Cheating includes but is not limited to activities such as: copying on exams, permitting someone to copy your work, using notes or electronic devices on exams, submitting papers that are not your own work, failing to give proper attribution to the works and thoughts of others, making false claims about your research activities (as in citing materials you have not used), facilitating cheating by others. Giving a false excuse, i.e. lying, in order to take a make­ up or receive a time extension is dishonest. During the semester, if you are ever in any doubt as to the propriety of something you are doing, consult the instructor. DISABILITIES: Reasonable accommodations are available for students with a documented disability. If you have a documented disability and may need accommodations to participate fully in this course, please contact Dr. Dolores Kiesler (Office 254 on the second floor of the Administration Building.) All academic accommodations must be approved through her office. Please stop by or call 270- 686 4259 to make an appointment. EXAMS: Students are required to take all exams and quizzes. Exams will have essay questions, objectives and identifications. Exams will be given during the semester on: Feb. 6, Feb. 29, March 28; April25. The instructor reserves the right to give additional exams and quizzes during the semester. A comprehensive final exam will be given during finals week (week of May 8) on the date assigned by the university. The final will not be given before that time. Students have the responsibility to plan their vacation/traveling activities so as not to conflict with required exams. MAKE-UP EXAMS: Students must take all exams on the dates listed above. Only 1 students with a valid excuse will be permitted to take a make-up exam. A valid excuse, which will be determined by the instructor, includes such emergencies as a death or serious illness in the family or the serious illness of the student. For student illness, a doctor's note is required. It is the responsibility ofthe student to contact the instructor if he/she misses an exam. No student should assume that missing an exam automaticall entitles him/her to a make-up. WRITTEN REPORTS: PAPERS: The ability to read and analyze challenging material is a basic skill in a liberal arts education as is clear, articulate writing. There will be four required papers based on readings which will be distributed in class. The students will read each reading and answer the questions based on the read,ng. This is to be the work of the student alone; it is not a group project. The papers are to e 3-4 pages each, double spaced typing, excluding title page. The subjects and due date are: I

The First Century due Feb 8 The American Revolution- Feb. 28 The Market Revolution - March 21 Lincoln's First Inaugural Address- April16 Papers (hard copy) are to be handed in at class on the due date. Papers will not be accepted after the due dates. In addition, smaller written reports will be assigned during the semester. OFFICE HOURS: The instructor is available to assist students in matters relating to the course. Office hours are held in Room 411 of the Science Building at the following times: Mon. & Wed.: 9-12 Tues.: 9-9:30; 12-12:30; 2-2:30 Thurs.: 9-9:30; 11-12:30 And by appointment. The instructor may also be reached through e-mail: [email protected] and by phone: 686 4281 History 202 The United States since 1865 Dr. Brown This course covers the history of the United States from 1865, the end of the Civil War to the present. The texts for the course are: Unto a Good Land: A History of the American People Vol. II by Harrell, Guastad, et. al. and Great Issues in American History, ed. Richard Hofstadter. Students are to bring both texts to every class. The basic purpose of education is to teach people how to think. Beyond that there are particular objectives for this course. They are: 1) to master factual material relating to U.S. history during this period; 2) to understand the intellectual, social, political and religious development of American civilization; 3) to appreciate the historical roots of contemporary problems; 4) to develop reasoning and analytical skills and oral and written communication skills. This course also serves to address the following NCATE/NCSS outcomes: 1.2 • Have learners apply key concepts from the study of history such as time, chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among the patterns of historical change and continuity; • Provide learners with opportunities to investigate, interpret, and analyze multiple historical and contemporary viewpoints within and across cultures related to important events, recurring dilemmas, and persistent issues, while employing empathy, skepticism, and critical judgment; 1.3 • Enable learners to construct, use and refine mental maps of locales, regions, and the world that demonstrates their understanding of relative location, direction, size, and shape;

• Have learners create, interpret, use, and distinguish various representations of Earth, such as maps, globes and photographs, and use appropriate geographic tools such as atlases, data bases, systems, charts, graphs, and maps to generate, manipulate, and interpret information; • Have learners explore the ways Earths’ physical features have changed over time; and to describe and assess the ways historical events have influenced and have been influenced by physical and human geographic features; 1.4 • Assist learners in articulating personal connections to time, place, and social/cultural systems; 1.6 • Enable learners to examine the rights and responsibilities of the individual in relations to his or her family, social groups, community, and nation; 1.8 • Enable learners to identify, describe, and examine both current and historical examples of the interaction and interdependence of science, technology, and society in a variety of settings; • Help learners to identify and interpret various perspectives about human societies and the physical world using scientific knowledge, technologies, and ethical standards from diverse world cultures; This course may be used for general education requirements and to fulfill requirements for a major/minor in history or a social studies major. There are no pre-requisites for this course. Final grades will be computed as follows: Final exam: 35%; exams and quizzes: 40%; papers 15%; class participation 10%; The grading scale is A = 90 – 100; B = 80 – 89; C = 70 – 79; D = 65-69; F = Below 65. As stated in the Brescia Catalog (p. 48), the grade of A denotes superior performance; B is above average; C is average; D is passing but below average; F is failure. An “A” student in a history course demonstrates thorough knowledge of the material of the course. This means a mastery of concepts, an understanding of context, of cause and effect. Strong critical thinking and clear and effective communication skills are also reflected in an A grade. The student will demonstrate this level of achievement in exams, written assignments and class participation. Lower grades reflected weaker achievement in these areas. The readings from the Harrell book are to be done prior to class. For each chapter students will be given questions to be brought to class in writing on the day of discussion. Students will be expected to participate in the discussion. The schedule of readings is as follows: WEEK OF Jan. 14 Reconstruction and the New South; Chapter 16 Jan. 21 The Trans-Mississippi West; Ch. 17 Jan. 28 The New Industrial Order and the Modern City; Ch. 18 & 19 Feb. 4 Post Civil War Thought, Culture and Politics, Ch. 20, 21 Feb. 11 Expansion and Empire; Ch. 22 Feb. 18 Progressivism and Politics; Ch. 23, 24 Feb. 25 The U.S. in World Affairs; Ch. 25 Mar. 4 The 1920’2 and 30’s: Depression and New Deal: Ch. 26, 27 Mar. 11 Spring Break Mar. 18 & American Foreign Policy: 1920 – 1945; Ch. 29 Mar. 25 April 1 & The Cold War; the Truman years; Ch. 30. Apr. 8

Apr 15 The 1950’s and 1960’s; Civil Rights, Vietnam; Ch. 31, 32, 33 Apr. 22 & Apr. 29 Culture, Politics and Society; 1970’s – present; Ch. 34, 35 Primary sources are basic to the study of history. The Hofstadter book is a collection of documents and sources which we will analyze during the semester. ATTENDANCE: Regular attendance at class is important. Absences in excess of 20% of scheduled class meetings will jeopardize credit for the course. Attendance will be taken at the beginning of each class. Under the regulations of the university, students wishing to withdraw from a course must do so by the prescribed date by filing the withdrawal form with the registrar’s office. Students who cease participation in the course but do not file the form with the registrar will receive a grade of F. This is a university regulation. January 22 is the last day to add/drop a regular class; March 7 is the last day to withdraw with a “W” on the transcript for the course. CLASSROOM ETIQUETTE: Every student has a right to learn, and no one may interfere with that right. Students are expected to conduct themselves in a manner that does not detract from the learning environment of the class. Students are to be in class on time and, except for emergencies, are to remain in the classroom for the duration of the class. Eating or drinking is not permitted during class. Except for laptop computers, which may be used only for taking notes for the class, electronic devices may not be used during class. Should the student violate the laptop rule (note taking only), he/she will lose the right to use a laptop. Its use may not distract other students. Cell phones are to be turned off; no text messaging is permitted in class. Class time will be devoted to learning the subject matter of the course. Students may not work on other subjects or activities (such as e-mail, facebook, texting, surfing the net, games, mp3 devices) during history classes. Students are expected to be involved in the material of the course and to participate in discussions. ACADEMIC INTEGRITY: No form of cheating or dishonesty will be tolerated. Students committing such violations may, at a minimum, lose all credit for the course. Violations will be reported immediately to the Academic Dean. Plagiarism is a serious academic offence. It consists in presenting the words, ideas, interpretations of another as if it were your own and neglecting to give proper citation and attribution. Cheating includes but is not limited to activities such as: copying on exams, permitting someone to copy your work, using notes or electronic devices on exams, submitting papers you have not written, making false claims about your research activities (as in citing materials you have not used), facilitating cheating by others. Giving a false excuse, i.e. lying, in order to take a make-up, explain an absence or receive a time extension, is dishonest. Students are urged to visit the following websites to review the rules of plagiarism: Brescia library database page, select Atomic Learning, and find “Avoiding Plagiarism” tutorial.; or; http://library.camden, Rutgers.edu/EducationalModule/Plagiarism. All exams and quizzes are closed book. They must be taken by the student in class without the use of books, notes, electronic devices or any other study aids. There are no group activities in this course. DISABILITIES: Reasonable accommodations are available for students with a documented disability. If you have a documented disability and may need accommodations to participate fully in this course,

please contact Dr. Dolores Kiesler (Office 254 on the second floor of the Administration Building.) All academic accommodations must be approved through her office. Please stop by or call 270- 686 4259 to make an appointment. EXAMS: Students are required to take all exams and quizzes. Exams will have essay questions, objectives and identifications. Exams will be given during the semester on: Feb. 6, Feb. 27, March 27; April 15, and April 29. The instructor reserves the right to give additional exams and quizzes during the semester. A comprehensive final exam will be given during finals week (week of May 6) on the date assigned by the university. The final will not be given before that time. Students have the responsibility to plan their vacation/traveling activities so as not to conflict with required exams. MAKE-UP EXAMS: Students must take all exams on the dates listed above. Only students with a valid excuse will be permitted to take a make-up exam. A valid excuse, which will be determined by the instructor, includes such emergencies as a death or serious illness in the family or the serious illness of the student. For student illness, a doctor’s note is required. It is the responsibility of the student to contact the instructor if he/she misses an exam. No student should assume that missing an exam automatically entitles him/her to a make-up. WRITTEN REPORTS Four written reports are required during the semester based on readings assigned below. For each assignment, the student is to read the entire article and to submit a report, minimum three pages (exclusive of title page) double spaced typing which addresses questions the instructor will distribute in class. The report is to be the work of the student alone. It must be submitted in hard copy in class. Reports are NOT to be sent electronically. Reports may be submitted before but not after the due date. Readings and dates: The American West (article distributed in class); due Jan. 30. The New Nationalism (distributed in class); due Feb. 20 Franklin D. Roosevelt: the Patrician as Opportunist Chapter XII from Richard Hofstadter’s, The American Political Tradition; on reserve in Brescia library; due March 20. Legacy of Vietnam; (article distributed in class); due Apr. 15 For any written work, students should not assume anything they hand in will receive some credit. A poorly done or hastily produced report may lose sufficient points to deny credit. Additional shorter reports may also be required during the semester based on readings in the Hofstadter book and other primary sources. OFFICE HOURS: The instructor is available to assist students in matters relating to the course. Office hours are held in Room 411 of the Science Building at the following times: Mon. & Wed.: 9-12 Tues.: 9-9:30; 12-12:30; 2-2:30 Thurs.: 9-9:30; 11-12:30

And by appointment. The instructor may also be reached by e-mail: [email protected] and by phone: 686 4281.