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HST 237W Syllabus: History of Michigan w/ Semester Project (Delta)

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HST 237W Syllabus: History of Michigan w/ Semester Project (Delta)
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   1   HIS 237W: History of Michigan/With Project. Location: J-Wing 135 Class Times: Wed 10:00-12:00. Instructor: Patrick M. Kirkwood E-mail:  patrickkirkwood@delta.edu Adjunct Office: J-Wing 102 Office Hours: Wed 12:00-14:00 Course Description  —   An introduction to the History of Michigan from the sixteenth through the twentieth century, focusing on developments from the eighteenth century onward. The course emphasizes the social and economic development of Michigan, environmental changes, and issues of race, class, and gender as they relate to changes in Michigan’s population. The first major objective of this course is to facilitate engaging insights into major issues in Michigan History . The second is to strengthen students’ writing, reading, critical thought, and debating skills in order to ease the transition to future college-level coursework. Detailed Course Objectives  —   Through participation in this course, students will:    Attain a degree of historical insight into the history of Michigan.    Develop an understanding of a range of historical problems, issues, and approaches related to modern Michigan history topics, including: pre-contact native societies, imperial struggle, European settlement, Statehood, and a range of further social, political, economic, and cultural developments leading us to the present.    Describe, analyze, and evaluate competing historical interpretations of the history of Michigan, and how the history of Michigan informs and influences the present.    Develop a sharpened sense of civic responsibility, especially in relation to issues of state government.    Gain an appreciation for historical contingency : there was no historical “destiny” or one single way that things “had to” turn out, individual and collective decisions ha ve decisively shaped historical outcomes.    Develop or refine note-taking and test-taking strategies for future college courses.    Develop their existing critical thought and debating skills, specifically: their ability to logically build, support, and defend a historical line of reasoning.    Become familiar with successfully identifying and critically evaluating various types of primary and secondary sources. Please be aware that while the bulk of grading will be based on historical content and insight demonstrated by individual students, grammar and organization will also be important factors. A hard copy  of all assignments must be handed in at the beginning  of class on the due date. Late assignments will be accepted, but only with a full letter grade (10%) deducted for every day   late . Further details on all assignments will be provided on the day they are officially assigned. Attendance Policy  —   A student with more than two (i.e. 3 or more) unexcused absences will automatically receive a failing grade for the continuous assessment (class discussion and writing assignment) portion of the class (worth 17% of your overall grade) . However, if a student is absent for a genuine  —   and documented  —   reason, a solution will be reached on a case-by-case basis. Regardless of the situation, students are   2   responsible for materials and work missed. Please do not hesitate to contact me if you will miss a class for a legitimate reason . Assignments and Grade Values Continuous Assessment:  In Class Discussion & Writing Assignment 17%  Midterm 1 15%  Midterm 2 15% Final Exam  20% Semester Project 33% Final Grade Total: 100% *A Note on Note Taking  —    I strongly recommended that you take extensive notes on lectures to allow you to prepare effectively for exams and other class assignments. It will not be sufficient to merely write down the bullet points on PowerPoint presentations. Good note taking requires writing down the information that follows, the connections made to other topics, and any relevant insights you might have on material covered. Effective note taking is a valuable skill which will help you throughout your entire college career and likely beyond.   Assignments in Detail In Class Discussion (Continuous Assessment)  —   Each class will be divided into different segments covering different historical topics and themes. These will consist of a mixture of lecture and group discussion of primary documents and other historical texts. Primary documents discussed in class not in the assigned document reader (Grimm) will also be made available to you on E-Learning. Discussion topics are subject to change depending on our progress throughout the semester. This section will also include in-class discussion of our field trip to the Castle Museum.  Writing Assignment (Continuous Assessment)  —   Each student will be expected to write an analysis of an event recorded in a historical Michigan newspaper of their choice available online via the Chronicling America  site at the Library of Congress (link on E-Learning) . Papers will: 1) describe the newspaper and its importance to the town or city in which it was located, 2) identify and analyze a local, statewide, or national event covered in the newspaper, and 3) discuss and cite at least three separate articles from that newspaper. More detailed guidelines will be provided in class. Completed 3-4 page papers will submitted on March 30 th . Midterms  —   Midterms examinations for this section will fall on February 3 rd  and March 16 th . They will cover all readings (primary documents and the textbook), and lectures for the appropriate third of the class. They will consist of: 1)   identification terms (20%) , 2)   short responses to primary documents (30%)  already assigned as reading in class, and 3) larger essay questions (50%)  on major issues and events explored. Further details will be provided at least one week prior to the test.   3   Final Exam  —    The Final will take place during Exam week. The same format will be used as in the previous Midterms. The exact date and time will be announced during the semester. The exam will primarily cover material in the final third of the class. That said, it may also include a single large question asking you to also address broader historical issues we will have covered during the whole semester. Semester Project  —    This class requires a semester-long project. Please see directions on our e-Learning site for requirements.  Course Policies: Conduct     —   Students (and the Instructor) must do their best to preserve a comfortable and friendly atmosphere. There will be no eating or chewing in class; however, drinking water, coffee, tea, pop/soda etc … is fine. Please ensure you are on tim e, and turn off   any mobile phones or similar devices when in class. Plagiarism  —   Best definition available via Delta College appears to be the English Division’s Statement on the Integrity of Academic Work available at: http://www.delta.edu/english/integrityofacademicwork.aspx It lists examples of academic dishonesty including: “A. Plagiarism* B. Cheating on tests, quizzes, or any assignments C. Fabrication D. Aiding and abetting dishonesty E. Falsification of records and official documents *Plagiarism is defined as, ‘the false assumption of authorship; the wrongful act of taking the product of another person’s mind and presenting it as one’s own.’ As developed by Alexander Lindey in “Plagiarism and Originality” (N.Y.: Harper,   1952)”  Sanctions for plagiarizing or otherwise cheating on academic assignments (depending on the seriousness of the infraction) range from a reprimand, through a reduction of the student’s grade for the course as a whole, to officially reporting an instance of plagiar  ism to the Academic Office. At that point the Chief Academic Officer of the College will decide the appropriate consequences for the student beyond the class, possibly including expulsion from the college. If you have any questions about plagiarism or about how to cite material correctly please feel free to raise them with me. I will be happy to answer any questions you may have. Accommodations for Students with Disabilities  —   Delta Policy Statement. See: http://www.delta.edu/disabilityresources.aspx     4   “ In accordance with Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act of 1990, Delta College has pledged to provide equal access and equal opportunity to qualified students. The Office of Disability Resources is responsible for responding to accessibility issues and academic accommodation requests on behalf of the College. The Office serves both prospective and current students who have documented disabilities, and who request resources on the basis of a disabling condition or characteristic.”  Office Hours: Monday - Thursday 8:00am - 6:00pm Friday - 8:00am - 4:00pm Contact Info: Location: D-102 (in the Office of Counseling/Advising) Email: disabilityresources@delta.edu Phone: (989) 686-9794 Books Bruce A. Rubenstein and Lawrence E. Ziewacz,  Michigan: A History of the Great Lakes State (Wiley Blackwell, 2014) 5 th  Edition. ISBN-10: 1118649729. Joe Grimm,  Michigan Voices: Our State’s History in the Words of the People Who Lived It (Wayne State University Press, 1987). ISBN-10: 0814319688. Additional readings (primary sources) will be made available on the class site on E-Learning. Please inform me if you realize at any time that you cannot access E-Learning. Basic Class Schedule, Note: Rubenstein et al. = Rubenstein and Ziewacz,  Michigan: A History of the Great  Lakes State. Grimm = Grimm,  Michigan Voices: Our State’s History in the Words of the People Who Lived It. E-Learning = material (primary documents or radio broadcasts) available via E-Learning. *Most weekly meetings will cover two major historical topics or eras. Group discussion of primary documents (in Grimm’s    Michigan Voices ) or others provided by the instructor will also feature regularly. As a result please make sure you bring your copy of  Michigan Voices to each class.  Week One Introduction and Syllabus: Major themes, expectations, the nature of the class, historical contingency, and the past as a “foreign country”  (JANUARY 13).   5   Geology, Geography, and Pre-Contact Native Peoples. Reading: Rubenstein et al., Chapter 1, pages 1-15. Week Two Michigan Under the French (JANUARY 20). Michigan Under the British. Reading: Rubenstein et al., Chapters 2 & 3, pages 16-56.   Week Three American Independence to the War of 1812 (JANUARY 27). The Erie Canal and Achieving Statehood. Reading: Rubenstein et al., Chapter 4, pages 57-69. Week Four The Challenges of Statehood (FEBRUARY 3). Reading: Rubenstein et al., Chapter 5, pages 70-84 Midterm One (FEBRUARY 3). Week Five Field Trip to the Castle Museum, Saginaw (FEBRUARY 10). Class will assemble at Castle Museum: 500 Federal Avenue, Saginaw around 10:20 . Tour to begin 10:30 and to end around 11:30. This will give students with classes at 12:00 ample time to return to the Delta College campus. Week Six A Decade of Turmoil (FEBRUARY 17). Michigan in the Civil War. Reading: Rubenstein et al., Chapters 6 & 7, pages 85-114. Week Seven Dominant Ethnic Groups in Mid-Nineteenth Century Michigan (FEBRUARY 24). Central and Northern Michigan as Part of the West (MARCH 2). Reading: Rubenstein et al., Chapters 9, 10 & 12, pages 130-156 & 176-194.
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