Friday, December 7, 2012
Wednesday, November 21, 2012
Tuesday, November 13, 2012
Thursday, November 8, 2012
Reading for Friday, November 9
Please review the following two documents. The first is Cesar Chavez's speech ending his first fast in 1968. The second is a speech he made more than 20 years later. Do these two documents, which span the bulk of Chavez's career working for the rights of Mexican American farm workers, reflect change / development / evolution / maturation of Chavez's ideas, or do they reflect consistency of Chavez's ideas throughout this long period?
http://www.americanrhetoric.com/speeches/cesarchavezspeechmexicanamerican&church.htm
http://www.aztlan.net/cesarMLK.htm
http://www.americanrhetoric.com/speeches/cesarchavezspeechmexicanamerican&church.htm
http://www.aztlan.net/cesarMLK.htm
Monday, November 5, 2012
Mini Research Project #2
Original Title for your Project Write-Up
Your
Oral History Research Project was a qualitative research project in which you
examined one person’s US immigration experience in depth. For this second mini
research project you will take a different – quantitative – approach, defining
a narrow and concise question, then gathering data to answer that question.
Your
project write-up should be six to eight double-spaced pages in length and must
include the 6 sections listed below. Arial font, 11 point, is preferred. Times New Roman 12 point may also be
used. Margins no greater than 1
inch, please.
1) Introduction
– introduce and contextualize your research topic and question
2) Review
of the Literature – briefly discuss what has already been written about your
topic 3) Method
– outline the method used to answer your question… include a copy of your
survey questions; discuss how you defined your survey population and conducted
the survey
4) Results
– summarize (generally in a table, chart or graph) your survey results
5) Analytical
Discussion – what do your results mean in the context of your initial question?
if your results indicate that future research would be useful, what future
research might that be?
6) Bibliography
– absolutely must be included or your project will not be gradable
Friday, November 2, 2012
Friday, October 26, 2012
Revised Schedule of Activities & Assignments: midterm to final
AEH / Andrews – Fall 2012 Schedule
of Activities & Assignments
Please note that
this schedule is tentative and may change as our semester evolves.
October 22
One-on-one midterm status review. Documentary “The Other
Side of Immigration”
October 24
“The Other Side of Immigration” continued.
October 26
Midterm recap. Key themes of “Other Side.” Nativism.
DUE… READING: Daniels, chapter 10
~~~~~~~~~~
October 29
Evolution of citizenship and voting rights for African
Americans… abolition of slavery, Jim Crow, lynching, election of 2012. Document
Analysis #2 assigned.
DUE… READING: See class website for links to online
readings
October 31
Evolution of citizenship and voting rights for African
Americans… abolition of slavery, Jim Crow, lynching, election of 2012. Document
Analysis #2 status check.
November 2
Migration in Prosperity, Depression & War.
DUE… READING: Daniels, chapter 11; also, Document
Analysis #2
~~~~~~~~~~
November 5
From the New World, esp. Mexican Americans. Second Mini
Research Project assigned
DUE… READING: Daniels, chapter 12
November 7
From the New World, esp. Mexican Americans, continued.
Changing the Rules.
DUE… READING: Daniels, chapter 13
November 9
Evolution of Cesar Chavez as a political voice for change.
DUE… READING: See class website for links to online
readings.
~~~~~~~~~~
November 12
Asian Americans in the 20th & 21st
centuries.
DUE… READING: Daniels, chapter 14
November 14
Caribbeans, Central Americans and Soviet Jews
DUE… READING: Daniels, chapter 15
November 16
Edwidge Danticat, “Boat People.”
DUE… READING: Read the poem “Boat People” and watch the
interview of the author at http://womensvoicesforchange.org/poetry-friday-edwidge-danticat-voices-haiti-always.htm
~~~~~~~~~~
November 19
The 1980s and Beyond
DUE… READING: Daniels, chapter 16
November 21
Thanksgiving traditions in an ethnically diverse USA
DUE… Thanksgiving Preflection
~~~~~~~~~~
November 26
Immigration in an increasingly global world.
DUE… READING: Daniels, chapter 17
November 28
The lingering desire for Anglo conformity… is the US ready
for “the browning of America”?
DUE… READING: Google the term “the browning of America.”
Read 2 items that come up in that search. Be prepared to discuss those items in
class.
November 30
Semester review and preparation for the Final Exam.
DUE… Second Research Paper
~~~~~~~~~~
December 3
Final Exam.
December 5
Project presentations.
December 7
Project presentations.
~~~~~~~~~~
Thursday, October 25, 2012
Readings for October 29 & Document Analysis #2
Readings for October 29 & Document Analysis #2
We have read so far about the immigration experiences of some of the many ethnic groups that made up the population of the United States by the early 1900s. Some of these came by choice, as with most European immigrants, and others by force, as with the vast majority of early African immigrants. Still others never, strictly speaking, "came" to the United States but rather were incorporated into its domains through conquest or annexation, as with the Native and Mexican peoples respectively.
Another important aspect of America's ethnic history revolves around the experiences of those groups of people once settled in the United States. How did they grow into their distinctly American identities? How did different ethnic groups relate to one another as they grew into "Americans" over the course of the 18th and 19th centuries? Before moving on with the 20th century in our textbook, let's pause to take a thematic look at the experience of one of those groups, Africans, as they became African Americans. Although the African experience in America has been in some ways as diverse and nuanced as the many African ethnic groups represented here, certain key themes resonate for nearly all who are descendents of the first African immigrants, and particularly so for those who still live in the American South. Among these themes are the legacies of enslavement, racial violence and the long struggle for civil rights.
We've already looked at the Narrative of Olaudah Equiano, a man who experienced slavery in the United States first-hand and wrote about it in 1789 to support the abolitionist movement.
For this week, then, begin by reading this very short bio of Angelina Grimke, a white abolitionist from the American South.
http://www.spartacus.schoolnet.co.uk/USASgrimke.htm
Then, read Grimke's 1838 speech at Pennsylvania Hall. How does Grimke's double status as a "Southern woman," i.e. as both a Southerner and as a woman, strengthen her message in this speech?
http://www.historyisaweapon.com/defcon1/grimke.html
Eventually, abolitionist sentiment succeeded in the US, but that did not put an end to racism. Southern blacks, in particular, continued to evolve their identities as Americans in an America partially defined by violence and discrimination, in communities subscribing to Jim Crow Laws where the fear of lynching was real and justified. The Abolitionist movement was over, but the Civil Rights movement was just beginning.
Read this (also very short) bio of Ida B. Wells, a black civil rights leader from the American South.
http://www.idabwells.org/index.php?option=com_content&view=article&id=46&Itemid=53
Then, read Wells' influential 1893 speech and pamphlet, "Lynch Law." The "crime of outrage" Wells refers to is rape... why do you suppose rape is so prominently related to lynching in the context of the American South?
http://www.historyisaweapon.com/defcon1/wellslynchlaw.html
Finally, watch Billie Holiday perform Strange Fruit, her powerful 1939 song about lynching.
http://dai.ly/edFCOY
Think lynching is a thing of the past in the US? Shamefully, it is a practice that has continued to shape the ethnic reality of African-descendent Americans even into the 21st century.
Brandon McClelland 2008
http://www.finalcall.com/artman/publish/article_5348.shtml
James Byrd 1998
http://en.wikipedia.org/wiki/James_Byrd_Jr
Anthony Hill 2010
http://www.thegrio.com/news/sc-police-black-man-shot-to-death-body-dragged.php
Another important aspect of America's ethnic history revolves around the experiences of those groups of people once settled in the United States. How did they grow into their distinctly American identities? How did different ethnic groups relate to one another as they grew into "Americans" over the course of the 18th and 19th centuries? Before moving on with the 20th century in our textbook, let's pause to take a thematic look at the experience of one of those groups, Africans, as they became African Americans. Although the African experience in America has been in some ways as diverse and nuanced as the many African ethnic groups represented here, certain key themes resonate for nearly all who are descendents of the first African immigrants, and particularly so for those who still live in the American South. Among these themes are the legacies of enslavement, racial violence and the long struggle for civil rights.
We've already looked at the Narrative of Olaudah Equiano, a man who experienced slavery in the United States first-hand and wrote about it in 1789 to support the abolitionist movement.
For this week, then, begin by reading this very short bio of Angelina Grimke, a white abolitionist from the American South.
http://www.spartacus.schoolnet.co.uk/USASgrimke.htm
Then, read Grimke's 1838 speech at Pennsylvania Hall. How does Grimke's double status as a "Southern woman," i.e. as both a Southerner and as a woman, strengthen her message in this speech?
http://www.historyisaweapon.com/defcon1/grimke.html
Eventually, abolitionist sentiment succeeded in the US, but that did not put an end to racism. Southern blacks, in particular, continued to evolve their identities as Americans in an America partially defined by violence and discrimination, in communities subscribing to Jim Crow Laws where the fear of lynching was real and justified. The Abolitionist movement was over, but the Civil Rights movement was just beginning.
Read this (also very short) bio of Ida B. Wells, a black civil rights leader from the American South.
http://www.idabwells.org/index.php?option=com_content&view=article&id=46&Itemid=53
Then, read Wells' influential 1893 speech and pamphlet, "Lynch Law." The "crime of outrage" Wells refers to is rape... why do you suppose rape is so prominently related to lynching in the context of the American South?
http://www.historyisaweapon.com/defcon1/wellslynchlaw.html
Finally, watch Billie Holiday perform Strange Fruit, her powerful 1939 song about lynching.
http://dai.ly/edFCOY
Think lynching is a thing of the past in the US? Shamefully, it is a practice that has continued to shape the ethnic reality of African-descendent Americans even into the 21st century.
Brandon McClelland 2008
http://www.finalcall.com/artman/publish/article_5348.shtml
James Byrd 1998
http://en.wikipedia.org/wiki/James_Byrd_Jr
Anthony Hill 2010
http://www.thegrio.com/news/sc-police-black-man-shot-to-death-body-dragged.php
Presidential Election 2012
Friday, October 12, 2012
Midterm Study Guide
America’s Ethnic History /
Andrews (Fall 2012)
Midterm
Study Guide
All questions
on your midterm will be in Short Answer format. You will be asked to write on 8
of the following topics. You should spend no more than 5 minutes on each
response, for a total of 40 minutes. Then spend the remaining 10 minutes
reviewing and revising your answers.
Why do some people object to calling US citizens
“Americans”?
What is meant by the American “singularity”?
What is meant by “American exceptionalism”?
What is the “problem of history” with regard to American
Indians? Is there a similar problem of history with regard to Americans whose
ancestors were slaves from Africa?
Discuss Erlandson’s theory of the Kelp Highway. In what ways
might this theory threaten or disrupt our traditional ideas about what it means
to be an “American”?
Discuss Ravenstein’s laws of migration, with particular
attention to push, pull, means and efficiency. Use examples from students’ oral
history presentations to illustrate these laws.
In what ways is the notion of the United States as a
“melting pot” a myth?
Were African slaves immigrants? Why or why not?
Discuss the role of indentured servitude in the peopling of
America. Which groups resorted to this practice and why?
How did transportation options to the Americas evolve as
migration patterns changed over time?
Why is it important to read first-hand accounts like
Equiano’s?
What do we know about the African history and culture slaves
brought with them to America?
What are some of the challenges involved in attempting to
trace the immigration histories of various groups such as Germans, Poles and
Jews?
How can the Cajun experience be used to illustrate the
impact of a group’s attitudes towards assimilation?
What are the roots of Anglo-conformity? Why was the founding
concept of American-ness so Anglicized?
What is meant by the “ethnic escalator”?
Why did some consider early Chinese and Japanese migrants
“sojourners”? Were they considered immigrants? Why or why not?
Who were the “paper sons”?
In what ways and why did Polish immigrants maintain their
national heritage while residing in the United States?
In what ways were Irish settlers involved in US politics?
How could attitudes towards education have an effect on a
group’s success or failure in the United States?
Why did males outnumber females in the immigrant populations
from so many different countries? Discuss the impact of the male/female ratio
of two of the groups we’ve studied.
What is the “Turner thesis”?
Today is Columbus Day. Should the US continue to celebrate
this holiday? Why or why not?
Wednesday, October 10, 2012
Thursday, September 20, 2012
Oral History Research Project
Oral History Research Project
Please conduct an Oral History interview of a person who immigrated to the United States. Your interviewee must have been old enough at the time to remember details about his or her country of birth.
Develop a series of specific questions prior to your interview. What do you want to know? What can you find out through research before you meet for the interview? What can you find out only by experiencing the person’s face-to-face presence? During the interview, attempt to find answers to the questions you have developed. After the interview, attempt to fill any gaps that remain.
Be sure to record your interview in some manner. This recording or transcript of your interview is a primary source document and should not be discarded. Recording equipment is available for you to borrow... you will find this equipment on 48-hour reserve in the Library.
Write a paper that attempts to answer one or more of your questions using the recording or transcript of your interview as a primary source. Note that your interview recording or transcript is only one of the sources you will use for this research project. 4-8 pages.
Please conduct an Oral History interview of a person who immigrated to the United States. Your interviewee must have been old enough at the time to remember details about his or her country of birth.
Develop a series of specific questions prior to your interview. What do you want to know? What can you find out through research before you meet for the interview? What can you find out only by experiencing the person’s face-to-face presence? During the interview, attempt to find answers to the questions you have developed. After the interview, attempt to fill any gaps that remain.
Be sure to record your interview in some manner. This recording or transcript of your interview is a primary source document and should not be discarded. Recording equipment is available for you to borrow... you will find this equipment on 48-hour reserve in the Library.
Write a paper that attempts to answer one or more of your questions using the recording or transcript of your interview as a primary source. Note that your interview recording or transcript is only one of the sources you will use for this research project. 4-8 pages.
In addition to writing your paper, you will also present your findings to the class. If you wish, you may pre-record your presentation and post it to your blog (or post it to youtube and post the link on your blog). In this case, your recording must be between 3 and 4 minutes in length.
Tuesday, September 18, 2012
Cajun French...
... spoken by a Cajun.
Also an example of how you might present an Oral History.
http://www.youtube.com/watch?v=wvPqifZqjM4
Also an example of how you might present an Oral History.
http://www.youtube.com/watch?v=wvPqifZqjM4
Updated Schedule - through Midterm Break
FYE / Andrews – Fall 2012 UPDATED!!! Schedule
of Activities & Assignments
Please note that
this schedule is tentative and may change as our semester evolves.
September 17
What is an American?
DUE… READING: Daniels, chapter 4
September 19
Daniels, Chapter 4, continued
September 21
DUE… PAPER: First Document Analysis
~~~~~~~~~~
September 24
The Interesting Life of Olaudah Equiano
DUE… READING: Equiano – choose one section to read and
annotate (a link to the text is posted on the class website)
September 26
Ethnicity and race in American life
DUE… READING: Daniels, chapter 5
September 28
Are ethnicity and immigration issues reflected in the 2012
presidential campaigns? What are the candidates’ positions? How might each
candidate shape the ethnic future of America?
DUE: CURRENT EVENT: Spend at least one hour reading
and/or listening to the candidates’ statements about immigration. Refer to a
variety of media sources, including news sources such as CNN, BBC, Fox News,
MSNBC, NY times, Aljazeera, Politico and others. Search for video clips of
statements the candidates may have made at campaign stops, on their websites,
or at their recent national conventions. Summarize your findings in a 1-2 page
list of talking points. Be sure to keep track of the sources you refer to. You
will turn in both the list of talking points and your list of references.
~~~~~~~~~~
October 1, 3, 5, 8
The Century of Immigration
DUE… READING: Daniels, chapter 6, 7, 8 OR 9. In groups, choose one chapter to read,
summarize and present to the class for a 50-minute discussion period. Your
preparation must include organized notes, key passages highlighted for
emphasis, and 3-5 proposed exam questions which students should be able to
answer based on the discussion you lead.
~~~~~~~~~~
October 8
Century of Immigration, completed
October 10
Review session for Midterm Exam.
October 12
Research presentations (first half)
DUE… PAPER: First Mini Research Paper
~~~~~~~~~~
October 15
Research presentations (second half)
October 17
Midterm Exam.
October 19 – Midterm Break
~~~~~~~~~~
Saturday, September 15, 2012
1st Analytical Paper - full assignment
Benjamin Franklin is widely considered to be an American hero, a
Founding Father whose place in American history can hardly be questioned. Or
can it?
Your first analytical paper should be written in the form of a
proposal that you might send, as a Historian, to a publisher. Your proposal
should argue that a new interpretation of Franklin is due in light of the
evolving 21st century realities of American values and demographics.
To begin, read Franklin’s “Observations Concerning the Increase
of Mankind.” The link to that document is:
Then read through the wikipedia entry on Franklin, which does a
fair job of reflecting common thinking about Franklin today. Pay special
attention to the section titled “Population studies.” The link to the wikipedia
site is:
You may use other sources for your paper as you see fit.
Your paper should be in the form of a three-page proposal.
Include citations in your proposal as needed.
Due Friday, September 21.
Thursday, September 13, 2012
Tuesday, September 11, 2012
Document used for first Document Analysis Paper
THE ASSIGNMENT HAS BEEN POSTED - YOU'LL SEE IT ABOVE AS THE MOST RECENT BLOG ENTRY
Below is a link to the document you will analyze in your first paper. Please read through the document and post, as a Comment, 2 or 3 words or phrases that reflect your reaction to it. To be useful, I need to see the Comments posted here no later than Thursday afternoon.
Observations Concerning the Increase of Mankind, by Benjamin Franklin. 1751.
http://franklinpapers.org/franklin/framedVolumes.jsp?vol=4&page=225a
Wednesday, August 29, 2012
Tuesday, August 28, 2012
Schedule of Activities & Assignments
FYE / Andrews – Fall 2012 Schedule
of Activities & Assignments
Please note that
this schedule is tentative and may change as our semester evolves.
August 29
Introductions. Syllabus, Definitions: “ethinicity,” “race,”
“America.” Exploration of students’ understanding of their own ethnic
identities.
August 31
Hemispheric context – what is “America?”
DUE… READING: The Americas: A Hemispheric History, Chapter 1 “Americas? America?” and selection from
Chapter 2 “Between Colonizations: The Americas’ First ‘Normalcy’
~~~~~~~~~~
September 3 – Labor Day Holiday
September 5
Early migrations to the Americas – pre-Columbian peoples.
DUE… READING: The American Indian and the Problem of
History, Chapter 3, “American
Indians and American History.”
September 7
Evolving theories about initial migrations to the Americas
– the “kelp highway.”
DUE… READING: Jon Erlandson, “The Deep History of Pacific
Seafaring” and Jim Cassidy, “Evidence of Prehistoric Native American
Seafaring,” both in Mains’l Haul: A Journal of Pacific Maritime History, Winter/Spring 2011
~~~~~~~~~~
September 10
Colonial migrations and the age of revolution
DUE… READING: Daniels, chapters 1 and 2
September 12
Colonial migrations and the age of revolution
DUE… READING: Daniels, chapter 3
September 14
First Document Analysis Paper Assigned
~~~~~~~~~~
September 17
What is an American?
DUE… READING: Daniels, chapter 4
September 19
What is an American?
DUE… READING: Daniels, chapter 5
September 21
DUE… PAPER: First Document Analysis
~~~~~~~~~~
September 24
First Wave immigrants
DUE… READING: Daniels, chapter 6
September 26
First Wave immigrants
September 28
Are ethnicity and immigration issues reflected in the 2012
presidential campaigns? What are the candidates’ positions? How might each
candidate shape the ethnic future of America?
DUE: current event assignment TBA
~~~~~~~~~~
October 1
Industrial immigrants and migration patterns
DUE… READING: Daniels, chapter 7
October 3
Industrial immigrants and migration patterns
DUE… READING: Daniels, chapter 8
October 5
Minorities from other regions
DUE… READING: Daniels, chapter 9
~~~~~~~~~~
October 8
Research presentations
DUE… PAPER: First Mini Research Paper
October 10
Research presentations
October 12
Review session for Midterm Exam.
~~~~~~~~~~
October 15
Research presentations
October 17
Midterm Exam.
October 19 – Midterm Break
~~~~~~~~~~
October 22
One-on-one midterm status review. Documentary “The Other
Side of Immigration”
October 24
“The Other Side of Immigration” continued. Students will be
responsible for self-monitoring this day.
October 26
American Responses to Immigration - Nativism
DUE… READING: Daniels, chapter 10
~~~~~~~~~~
October 29
Document Analysis #2 assigned: in-class workshop
October 31
Immigration and ethnicity in the first half of the 20th
Century
DUE… READING: Daniels, chapter 11
November 2
Immigration from the new world
DUE… READING: Daniels, chapter 12; also, Document
Analysis #2
~~~~~~~~~~
November 5
Second Mini Research Project assigned
November 7
Immigration and Ethnicity in the Second Half of the 20th
Century
DUE… READING: Daniels, chapter 13
November 9
Immigration and Ethnicity in the Second Half of the 20th
Century
DUE… READING: Daniels, chapter 14
~~~~~~~~~~
November 12
Immigration and Ethnicity in the Second Half of the 20th
Century
DUE… READING: Daniels, chapter 15
November 14
Immigration and Ethnicity in an Age of Terrorism and
Globalization
DUE… READING: Daniels, chapter 16
November 16
Immigration and Ethnicity in an Age of Terrorism and
Globalization
DUE… READING: TBA
~~~~~~~~~~
November 19
Immigration and Ethnicity in an Age of Terrorism and
Globalization
DUE… READING: Daniels, chapter 17
November 21
Thanksgiving traditions in an ethnically diverse USA
DUE… Thanksgiving Preflection
~~~~~~~~~~
November 26
Current Issues in Immigration and Ethnicity
DUE… Current events article TBA
November 28
Semester review and preparation for the Final Exam.
November 30
Project presentations.
DUE… Second Research Paper
~~~~~~~~~~
December 3
Final Exam.
December 5
Project presentations.
December 7
Project presentations.
~~~~~~~~~~
Monday, August 27, 2012
Syllabus
HST
2340 America’s Ethnic History (3 units)
Fall
2012 – MWF 9:00 am, in Cuvilly 1
online
home
http://AEHFall2012.blogspot.com
Patricia Andrews, MA
pandrews@ndnu.edu
Course
Summary
This
course explores the histories of ethnic groups in the U.S. One emphasis of the
course will be the struggles of various ethnic minorities to achieve a just
solution to the American project of forging a nation out of diverse people.
Another emphasis will be on the unique traditions they have contributed to the
nation we call the United States. The course will emphasize the authentic
histories and unique contributions of America’s ethnic groups, and examine the
role of immigration in American life. Particular attention will be given to the
shifting causes and patterns of immigration, similarities and differences among
the experiences of immigrants in the United States, nativism, the development
of immigration restrictions, and the effects of immigration on the economic,
social, cultural, and political life of the nation over time.
Texts
Daniels, Roger. Coming To
America: A History of Immigration and Ethnicity in American Life
Additional readings as
assigned in class
Learning
Outcomes
Students will…
1.
Demonstrate knowledge of
the political, cultural, economic, social, religious, intellectual, and
artistic experiences of ethnic minority groups in the US, and develop an
understanding of the centrality of immigration and ethnicity to United States
history;
2.
Understand how decisions
made in the past continue to shape society and political discourse,
particularly nativist movements and their effects on immigrants and immigration
policy;
3.
Demonstrate familiarity
with the historical literature and conflicting interpretations of the past in
order to deepen awareness of the varied origins of immigrants to the U.S. and
of the diverse experiences immigrants encountered in the United States;
4.
Weigh and interpret
evidence and present a sustained argument supported by historical evidence;
5.
Effectively communicate
historical knowledge and reasoning orally and in writing;
6.
Use the tools of social
science research – statistical and qualitative – in formulating a research
topic, collecting and analyzing evidence, and presenting results; and
7.
Think critically about
the very idea of history, its purposes, and the manner in which we create and
debate stories about our American past.
Requirements
Consistent attendance, reading and note-taking are essential to college
success. In-class assignments will assess students’ preparation on a regular
basis. Students may be quizzed on material covered in class or in reading
assignments at any time.
1)
Students will produce a
minimum of 32 pages of written work. All formal papers must be submitted in MLA
format.
2)
There will be
approximately 100 pages of reading per week. An online reading journal will be
kept on a weekly basis as readings are completed. This will be kept online
using blogger.com.
3)
Oral communication
opportunities will develop confidence and skill in public speaking.
4)
Attendance and
participation are required. Learning in a classroom
setting is a community experience with collective responsibilities: you will
contribute to each other’s learning by giving your time, your thoughts, your
questions, your interest, and your attention.
5)
History courses require
considerable reading and writing. Please plan your study time accordingly and
let me know if you are concerned about falling behind in either of these areas.
Academic
Honesty
Academic honesty is a cornerstone of our values at
NDNU. If any words or ideas used in an assignment submission do not represent
your original words or ideas, you must cite all relevant sources and make clear
the extent to which such sources were used. Words or ideas that require
citation include, but are not limited to, all hard copy or electronic
publications, whether copyrighted or not, and all verbal or visual
communication when the content of such communication clearly originates from an
identifiable source. Consult the NDNU Student Handbook regarding consequences
of misrepresenting your work.
Note to
Students with Disabilities
Notre Dame de Namur
University complies with Section 504 of the Rehabilitation Act. Students who
have a disability that might affect academic performance in this class are
encouraged to confer with the instructor at the beginning of the semester and
to contact Dr. Peggy Koshland Crane in the Program for Academic Support and
Services (PASS) (650-508-3670; mcrane@ndnu.edu).
In order to receive accommodations, students must register with the PASS
office.
Evaluation
A total of 1000 points is possible, broken down into
the categories below. Students are encouraged to keep track of their progress
on a regular basis throughout the semester.
Exams 2
@ 40 points = 80
Document
Analysis Papers 2
@ 100 points = 200
Online
Reading Journal 1
@ 200
Mini
Research Projects 2
@ 100 points = 200
Attendance 40
days @ 4 points = 160
Participation 40
days @ 4 points = 160
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