Privacy protections:  Students attending GRCC high school programs are covered by the federal student privacy laws.  This means that no school employee, including instructors and counselors, may disclose any information about a student to anyone without the student’s written permission.  This includes parents.  The result of this law is that the responsibility for success is placed squarely on the student, who of course may voluntarily enlist support from family, friends, or school employees.

Syllabus for Fall, 2008:

U.S. History 1 (to 1877)

                                                                      Mon to Thurs in RLC 175, 2:00-3:20

                                                                                    From 9/22/08 to 10/28/08

Instructor:  Lotus

Contact information:                                   

Office hours:  11:00-12:00 in RLC 114, or any time I am here.  Usually I’m “in” from about 10:00 to 2:00.

            Phone:  253-833-9111 ext 4245        

Email:  llotus@greenriver.edu    (note the 2 Ls)  I will reply “received” when I get an email assignment.  If you don’t hear from me, assume that our campus filters blocked you.

Website:  http://www.instruction.greenriver.edu/llotus  I will publish as much of the class’ material and assignments as possible.

E-mail is one of the easiest ways to reach me.  Many questions can be answered by e-mail, or we can use e-mail to make an appointment for a meeting.  The telephone also works, and students can catch me before or after class to make an appointment.  (Before class is generally not the best time to talk).

This is a High School Completion course.  Congratulations for continuing work on your high school diploma!  The credits earned in this course apply only to a high school diploma.  Credits earned in this course will not apply to any college degree, and they are generally not acceptable for Running Start.

Privacy protections:  Students attending GRCC high school programs are covered by the federal student privacy laws, regardless of their age.  This means that no school employee, including instructors and counselors, may disclose any information about a student to anyone without the student’s written permission.  This applies to parents, too.  The result of this law is that the responsibility for success is placed squarely on the student, who of course may voluntarily enlist support from family, friends, teachers or other school employees.

Welcome to U.S. History!  In this course we will explore the rich history that has made the United States what it is today.  I hope that students will find ways to connect personally to different aspects of our multiple histories.

Official course description:  U.S. History from the pre-colonial period up through the Civil War and reconstruction.  Students will examine U.S. History from several perspectives.  The nation’s development, major wars, constitutional developments and territorial expansion will be the major framework.  To that framework will be added several social histories, such as histories of women, American Indians, African Americans, Latino/as, immigrants, and some labor history.

Text:  There is no text yet for this course.  Readings will be handed out as needed, and if a text is purchased you will be able to check it out from the library.

Course Requirements:

v  Attend class regularly.  Class activities contribute to your understanding and enjoyment of the material!  Besides, some points are only available in class, so no make-up is possible.

Ø  It has been rare for students to pass with less than 70% attendance.

v  Come to class on time, with assignments or readings done. 

v  Bring handouts, pen or pencil and paper to each class.  I strongly recommend a 3-ring binder or folder for your papers, since handouts will be important for studying.  In addition, please keep all papers at least until the quarter is over, in case we need to settle grading mistakes.

v  If you must be absent,

Ø  Have a buddy’s phone number so you can get assignments and be prepared for the next class meeting, or:

Ø  Download the homework from the Website (www.instruction.greenriver.edu/llotus) and then

Ø  E-mail the homework to Lotus or send it with a friend so it won’t be late.

v  Late work will lose 10-25% of its points for every week it is late, starting with the due date.  This occurs whether or not the absence is “excused.”  Assignments turned in at the end of class instead of at the beginning will be considered late.

v  Once the class has had a quiz on a section of material, there will be no more late homework accepted on that section.

Ø  After a quiz is given, I will take it to the testing center.  Students can make up the quiz any time until the following class period.  You will need picture ID for the testing center.  Allow extra time in case there is a line.  The Testing Center is not open for class tests on Mondays.

Ø  After that it will be too late to make up a quiz, no matter how valid the excuse.

v  I do not give incompletes.

v  This is an exciting subject:  Let’s have fun!

Students subject to provisions of the Americans with disabilities act:

If you wish to discuss academic accommodations, please contact me as soon as possible.

Students in GRCC high school programs are attending school under college rules rather than high school rules.  This changes some things for students who have disabilities.  GRCC will arrange for appropriate interventions specifically tailored to provide equal access for your specific limitations, such as extended time on tests, quiet testing areas, enlarged materials or e-text for the visually impaired, and interpreters for the hearing impaired.  We will not adapt or change the general learning outcomes of the course.  GRCC will not lower or effect substantial modifications to essential requirements.  Methods for learning the material may be flexible, but all students need to pass appropriate assessments of that material.

If you believe you qualify for course adaptations or special accommodations under the Americans with Disabilities Act, it is your responsibility to contact the Disability Support Services Coordinator in the Educational Planning Department, LSC, and provide the appropriate documentation.  If you have already documented a disability or other condition through the GRCC Disability Support Services Office which would qualify you for special accommodations, or if you have emergency medical information or special needs I should know about, please notify me during the first week of class.  You may schedule an appointment with me in RLC 114 during my office hour or at another mutually determined time.  If you use an alternative medium for communicating, let me know well in advance of the meeting (at least one week) so that appropriate accommodations can be arranged.

Course Specific Learning Goals:

The student will learn to:

• Read critically in order to fully understand an author’s main points.
• Compare and evaluate a variety of sources on any given topic
• Seek writing from active participants in events, or from those most closely affected by events.
• Understand basic economic concepts and analyze the effect of economic systems on individuals, groups, and society.

Campus-Wide Learning Goals: 

Responsibility:

Students will read and follow directions on assignments and quizzes.

Students will demonstrate the ability to attend class on time and turn in assignments on time, or be willing to accept the consequences of not doing so.

Students will display the ability to interact socially and academically by:

• Listening to the person who has the floor, with no side conversations and no working on homework.
• Respecting the rights and opinions of others.
• Contributing to group discussions and encouraging others to contribute.
• Demonstrating common courtesies and showing respect for the needs, difficulties and rights of others.

Students will do their own work, except for group assignments.  If sources and/or quotations are used they are accurate and appropriately cited.

Critical Thinking:

Students will compare sources and authors’ viewpoints, and will learn to:

• Identify different points of view
• Evaluate different sources
• Present their own views clearly, with supporting evidence

Examining Diversity  encompasses the knowledge, attitudes and skills necessary for students to understand power; to function responsibly in a diverse, global society; and to gain a critical awareness of the social construction of race, ethnicity, gender, class, sexual orientation, disability, culture, religion, and age – in local, national and global contexts.  This outcome includes abilities designed to help students

• Recognize one’s social position and geopolitical location, along with the consequences of both.
• Examine economic, political, and social inequalities and their effects on communities.
• Analyze the multiple histories, cultures, perspectives, contributions and/or struggles of various peoples.
• Collaborate and interact effectively, equitable and respectfully in diverse groups within the classroom or campus-related workplaces and practice areas.

Grades are calculated by dividing points earned by the total points possible, to get a percentage score.  I will provide regular grade reports, after the first quiz.  Please, look at these and plan accordingly! 

There will be no incompletes for this course, though the course may be repeated in order to get full credit.  Don’t just stop attending class without dropping it officially.  If you do not officially drop a class you will receive a 0.0 on your transcript, which will lower your GPA substantially. 

Grades will be recorded as a decimal, with the following equivalencies:

Academic Honesty:  Students must do their own work when the grade received will be individual.  This can be confusing, as we also encourage studying together and collaborating on projects.  I recommend the following distinctions:

Studying together means going over the text and the study materials.  Collaborating could mean several things, such as sharing references uncovered, or sharing data, or discussing material learned so that all students improve their understanding.

Cheating would mean working together to write separate papers or homework, unless you had my express permission to do so.

It is cheating to copy other students’ homework or tests.

It is also cheating to copy portions of a book or an internet site directly into a paper.  Even paraphrasing should be properly cited.

For further clarification, refer to both the Student Handbook and the GRCC Catalogue.

Behavior:  The Language, Academic Skills, and Wellness Division is committed to providing and maintaining an academic atmosphere in which teaching, expression, communication, and learning can take place.  The L.A.W. Division recognizes the importance of reinforcing in students those behaviors that are necessary for success in higher education and in society.

In order to promote and insure a positive learning environment, be courteous to other students and to Lotus when asking a question, making a comment, or presenting material.  Make positive comments to others and respect the rights of all students to learn and the rights of others to voice differing opinions in a respectful manner.  If your behavior interferes with the learning atmosphere, you will be asked to leave the class.  Disruptive and/or disrespectful behavior is that which a reasonable person would view as substantially or repeatedly interfering with the learning environment.