History 4375
Latin American History
Spring 2009
|
Instructor: |
Dr. Robert
F. Pace |
|
Office: |
205 |
|
Office
telephone : |
793-3865 |
|
E-mail
: |
Required Texts :
Cheryl Martin and
Mark Wasserman,
Course Objectives:
The goal of this
course is for students to develop the following:
1. Knowledge and understanding of the major people, events, and ideas that have
shaped the history of
2. An ability to
think critically, analytically, and systematically and to express these
thoughts in written formats.
Course Schedule:
UNIT ONE (WEEKS 1-5)
Week One
– Jan. 12-16:
INTRODUCTION/ANCIENT
□
Read Chapter 1
Week Two
–Jan. 19-23:
ANCIENT AMERICA/SPANISH BACKGROUND
□
Read Chapter 2
Week Three
– Jan. 26-29:
CONQUEST OF AMERICA/COLONIAL LIFE
□
Read Chapters 3 & 4
Week Four
– Feb. 2-6:
THE CHURCH AND SOCIETY
□
Read Chapter 5 & 6
Week Five
– Feb 9-13:
BOURBON REFORMS
□
Read Chapters 7
□
Friday (2/13): Essay 1 Due; First Online exam due by
11:30 PM
UNIT TWO (WEEKS 6-10)
Week Six
–Feb. 16-20:
□
Read Chapter 8
Week Seven
– Feb. 23-27:
□
Read Chapter 9
Week Eight
– Mar. 2-6:
□
Read Chapter 10
SPRING
BREAK (MARCH 9-13)
Week Nine
– Mar. 16-20:
□
Read Chapter 11
Week Ten
– Mar. 23-27:
UNIT THREE (WEEKS 11-15)
Week
Eleven – Mar. 30-April 3:
□
Read Chapter 12
□
Monday (3/27): Essay 2 Due, Second online Exam due by
11:30 PM
Week
Twelve – April 6-10:
□
Read Chapter 13
Week
Thirteen – April 13-17:
□
Read Chapter 14
Week
Fourteen – April 20-24:
□
Read Chapter 15
Week
Fifteen – April 27-May 1:
US AND
□
Friday (5/1): Essay 3 Due, Third online Exam due by 11:30
PM
Course
Requirements :
Three Online Examinations
Participation in weekly online reading discussions
Creation of one lecture discussion question per week
Posting an answer to a classmates’ lecture discussion question each week
Three Essays
****Note that these assignments are required as part of your passing
this class. Failure to complete any of these assignments will result in
automatic failure, regardless of your overall average.
Grading :
Your final grade in the course will be determined as follows:
|
Reading Discussion Board Posts Average |
200 points |
|
Weekly Lecture Question Creation Average |
100 points |
|
Weekly Lecture Discussion Average |
100 points |
|
Essay 1 |
100 points |
|
Exam 1 |
100 points |
|
Essay 2 |
100 points |
|
Exam 2 |
100 points |
|
Essay 3 |
100 points |
|
Exam 3 |
100 points |
|
TOTAL GRADE FOR SEMESTER |
1000 points |
Your final grade in this
course will be given according to the +/- grade system. Grades are calculated
according to the following totals:
925-1000 = A; 895-924
= A-; 875-894 = B+; 825-874 = B; 795-824 = B-; 775-794 = C+; 725-774 = C;
695-724 = C-; 675-694 = D+; 625-674 = D; 595-624 = D-; <595 = F
Weekly Lecture
Discussions
Each week, you will
need to post a question over the lectures presented that week. Since the class
meets MWF, you will need to post your question by 11:30 PM on Saturday of the
week of the lecture. All students must post an ANSWER to one of their
classmate's questions by 11:30 PM on the WEDNESDAY following the week of the lecture.
GRADE FOR THE
CREATION OF THE QUESTION BASED ON THE LECTURE WILL BE CALCULATED AS FOLLOWS:
· Question
directly addresses a topic or piece of information presented in the lecture.
· Question is
designed to elicit both analysis and opinion from classmates.
· Question
should not be closed-ended (questions that require “yes or no”
responses, etc.)
· Question may
connect information in lecture to other readings or lectures.
If the question you
create meets all of the above criteria and is posted by the deadline, you will
receive 100 points for the week’s question creation grade. If your
question meets some of the above criteria, and is posted by the deadline, you
will receive 70 points. The grades for the fifteen questions you create in the
class (fifteen weeks) will be averaged for the final question creation grade.
Reading
Discussions:
After you have read a
chapter assigned for each week, click on the discussion forum link in Moodle
for that chapter and answer any two (2) of the questions in this forum with one
to two solid paragraphs. Make sure that your answers are well-written,
conforming to grammatical and punctuation standards. Also, make sure you cite
the page numbers from which you got your information. Finally, if you answer a
question that has already been answered by another student, YOUR answer must
include NEW insights or details not included in the previous answer See the
grading rubric in the syllabus for more information on expectations for these
forums. DISCUSSION ANSWERS ARE DUE BY 11:00 PM ON THE MONDAY FOLLOWING THE WEEK
THE CHAPTER IS ASSIGNED IN THE SYLLABUS. You may answer additional questions
over these readings for extra credit.
READING/LECTURE DISCUSSION GRADING RUBRIC:
|
“A” (90-100):
Distinguished/ Outstanding |
“B” Reading
Discussion (80-89): Proficient |
“C” Reading
Discussion (70-79): Basic |
“D-F” |
|
Students earning an
“A” for discussion activities have responded directly to the
question posted about one of the readings, and the response posted contains
outstanding information. |
Students earning a
“B” for discussion activities have responded directly to the
question posted about one of the readings, and the response posted contains
proficient information. |
Students earning a
“C” for discussion activities have responded directly to the
question posted about one of the readings, and the response posted contains
basic information. |
Students earning a
“D-F” for discussion activities have responded directly to the
question posted about one of the readings, and the response posted was below
expectations. |
|
“A” discussion
postings: •are made in time for
others to read and respond •deliver information that
is full of thought, insight, and analysis •make connections to
previous or current content, to the lectures, or to the textbook •contain rich and fully
developed new ideas, connections, or applications |
“B” discussion
postings: •are made in time for
others to read and respond •deliver information that
shows that thought, insight, and analysis have taken place •make connections to previous
or current content or to the lectures or to the textbook, but the connections
are not really clear or are too obvious •contain new ideas,
connections, or applications, but they may lack depth and/or detail |
“C” discussion
postings: •may not be made in time
for others to read and respond •are generally competent,
but the actual information they deliver seems thin and commonplace •make limited, if any,
connections to previous or current content or to the lectures or to the
textbook, and those are often cast in the form of vague generalities •contain few, if any, new
ideas or applications; often are a rehashing or summary of other comments |
“D-F” discussion
postings: •may not all be made in
time for others to read and respond •are rudimentary and
superficial; there is no evidence of insight or analysis •contribute no new ideas
or connections to previous or current content or to the lectures or to the
textbook •may be completely off
topic |
Lecture Discussion:
The grades for the fifteen questions you answer in the class (fifteen weeks)
will be averaged for the final Lecture Discussion Average.
Attendance: Attendance in the class is
required. If you have more than three unexcused absences, the instructor reserves
the right to drop you from the class (you will either receive a W or a WF,
depending on your average at the time of the withdrawal). It is the
student’s responsibility to present the instructor evidence of excused
absences (in advance if possible). Also, attendance is based on the beginning
of the class session. If a student arrives after roll is taken, it is his or
her responsibility to make sure the instructor notes his or her presence AT THE
END OF THAT CLASS.
Accommodations :
Course Objectives/Student Learning Outcomes
and their Linkage to
Program and University Goals and Outcomes.
Course Number and Title
History 4375</span>
<span style='font-size:18.0pt'> Spring
2009</span>
|
Desired Student Learning
Outcomes for this course |
Linked to which
departmental program goal(s) |
Linked to which
institutional goal(s)? |
Types of evidence that
might be used to demonstrate student achievement of objectives & goals |
|
Knowledge
and understanding of the major people, events, and ideas that have shaped the
history of |
Possess
general knowledge of American and World History, with emphasis on skills for
historical research and interpretation. Possess requisite knowledge and
skills to teach history at the elementary and secondary levels, or possess requisite
knowledge and skills to begin work in post-secondary levels education or
related fields. |
2, 3, 6 |
Students
will demonstrate this knowledge through responses to questions over each
chapter of the book, through creation of questions over the lectures, through
responses to questions over the lectures, through online exams, and through
three take-home essays related to the material of the class. |
|
An
ability to think critically, analytically, and systematically and to express
these thoughts in written formats. |
Possess
general knowledge of American and World History, with emphasis on skills for
historical research and interpretation. Possess
requisite knowledge and skills to teach history at the elementary and
secondary levels, or possess requisite knowledge and skills to begin work in
post-secondary levels education or related fields. |
2, 3, 6 |
Students
will demonstrate this knowledge through responses to questions over each
chapter of the book, through creation of questions over the lectures, through
responses to questions over the lectures, and through three take-home essays
related to the material of the class. |
Education (aligned with Core Values 1 & 3)
2. Students are equipped for successful
careers and post-graduate education.
3. Students acquire an enthusiasm for lifelong learning
through expanded intellectual and cultural experiences.
Development (aligned with Core Values 1, 2, 3, &
5)
6. In a community where spiritual, emotional, moral,
intellectual, and physical qualities are nurtured, students will grow as whole
persons.