Summarize chronologically the administrations of Truman, Eisenhower, Kennedy, Johnson, Nixon, Ford, and Carter
Paper details:
I need a topic that falls within the 1945-1980 decades. I was thinking of doing something on Watergate but am open to better ideas. Each student researches a topic that falls within the scope of the class (1945-1980), formulates a well-defined thesis, and writes a thesis paper. The paper is to be six to ten pages. Specific evidence must be provided in the paper to support the thesis. The paper is to exhibit college-level critical thinking and writing. The paper is to be in MLA format, including in-text cites and corresponding Works Cited cites. Proper documentation of all quotations (which should be used sparingly), ideas, facts, information, data, opinions, or other material from a source is a critical requirement of this assignment. See the Rubric on Page 6 of this Syllabus for additional grading criteria on this paper.
COURSE DESCRIPTION
In this course, students explore the significant events in American history from World War II to 1980 and the impact of these events on the present. Course content focuses on foreign and domestic policy, social and cultural change, politics, and the economy. (3 credits)
COURSE OBJECTIVES
After completing this course, students should be able to
• Summarize chronologically the administrations of Truman, Eisenhower, Kennedy, Johnson, Nixon, Ford, and Carter
• Analyze the effects of the Cold War on American foreign and domestic policy
• Analyze cultural changes in the U.S. from 1945 to 1980 and the effects on American domestic and foreign policy
• Examine significant events and movements such as the Berlin Airlift, the Korean War, the Civil Rights Movement, the Vietnam War, Watergate, and the Energy Crisis
• Synthesize interview and research techniques to prepare a group presentation
• Combine research techniques and writing skills to prepare a research paper
TEXT
Schaller, Michael, Robert D. Schulzinger, and Karen Anderson.Present Tense: The United States Since 1945. 3rd ed. Boston: Houghton Mifflin Co., 2004. Print.
ASSIGNMENT OVERVIEW
Assignments (40 points Weekly = 200 total points)(SEE RUBRIC IN MOODLE)
Assignments are due in all classes (1-5).These are individual assignments and must be completed and submitted within Moodle and cannot be emailed. The content is a major consideration for grading, but grammar, mechanics, and spelling are also evaluated. There are a total of 5 individualassignments due (one submission each of the 5weeks). Submissions include Multiple Choice, Fill-in-the Blank, Short Answer, and Matching. Answers will be found within the text, the PowerPoint presentations I have included, or on the Internet. Feel free to NOT restrict yourself to just the text; history is all about having a COMPLETE picture of an event, not just one aspect of it.
Discussion Boards (Points awarded for weeks 1-5 (24 points each night)=120 total points)
Student comprehension of the material in this course will be expanded by discussion with peers and Instructor. Each of the 5 weeks will provide opportunities for students to discuss reading material and/or related topics. Think of a conversation you might have with peers outside the classroom of an on-ground course. Students will be graded on the QUALITY of post (“I agree” or its equivalent, comments not relating to subject matter, or similar-type posts will not count as a post towards the student’s grade), not necessarily on the QUANTITY. ONLY POSTS MADE DURING THAT WEEK WILL BE COUNTED—ANY EARLY OR LATE POSTS WILL BE IGNORED AS PART OF THE GRADE FOR THAT WEEK.(POINTS AWARDED EACH WEEK)
Research Paper (80 total points)(SEE RUBRIC AT END OF SYLLABUS)
This is a Taskstream assignment. Your final grade will not be posted
until you submit this assignment through Taskstream.
Each student researches a topic that falls within the scope of the class (1945-1980), formulates a well-defined thesis, and writes a thesis paper. The paper is to be six to ten pages. Specific evidence must be provided in the paper to support the thesis. The paper is to exhibit college-level critical thinking and writing. The paper is to be in MLA format, including in-text cites and corresponding Works Cited cites. Proper documentation of all quotations (which should be used sparingly), ideas, facts, information, data, opinions, or other material from a source is a critical requirement of this assignment.See the Rubricon Page 6of this Syllabus for additional grading criteria on this paper.This is a Taskstream assignment. Your final grade will not be posted until you submit this assignment through Taskstream.
GRADING CRITERIA
All written assignments in this course should exhibit college-level skills appropriate for the level of study in grammar and mechanics. In addition to being typed and double-spaced with one-inch margins all around, your papers must follow MLA format. Cite in-text sources in parenthetical format, and include a complete works-cited list at the end of your paper. Refer to AWriter’s Referenceor the MLA Formatting & Style Guidefor more information. These aspects of the written work will represent a portion of your grade.
GRADING SCALE
(360-400) points 90-100% A Weekly Assignments (40 x 5 weeks) = 200
(320-359) points 80-89%% B
(280-319) points 70-79% C Formal Research paper (1 x 80)= 80
(240-279) points 60-69% D
(0-239) points 59% and below F Group Discussions (24 x 5 wks) = 120
Total = 400 pts
CLASS SCHEDULE:
Week Assignment Due Date Points Estimated Time-on-Task
Week 1: 8/24 – 8/30
Read Chapters 1 & 2
#1 Individual Assignment
Discussion Board #1
View related documents for Week One in Moodle: PowerPoint, Slideshows, and Videos 8/30
8/30
8/30
8/30 —
40 points
24 points
— Reading: 8 hrs
Assn: 4 hrs.
Disc.: 2 hrs.
Activities: 6 hrs.
Week 2: 8/31 – 9/06
Read Chapters 3 & 4
#2 Individual Assignment
Discussion Board #2
View related documents for Week Two in Moodle: PowerPoint, Slideshows, and Videos 9/6
9/6
9/6
9/6 —
40 points
24 points
— Reading: 8 hrs.
Assn: 4 hrs.
Disc.: 2 hrs.
Activities: 6 hrs.
Week 3: 9/7 – 9/13
Read Chapters 5,6 & 7
#3 Individual Assignment
Discussion Board #3
View related documents for Week Three in Moodle: PowerPoint, Slideshows, and Videos 9/13
9/13
9/13
9/13 —
40 points
24 points
— Reading: 12 hrs.
Assn: 6 hrs.
Disc.: 4 hrs.
Activities: 5 hrs.
Week 4: 9/14 – 9/20
Read Chapters 8 & 9
#4 Individual Assignment
Discussion Board #4
View related documents for Week Four in Moodle: PowerPoint, Slideshows, and Videos 9/20
9/20
9/20
9/20 —
40 points
24 points
— Reading: 8 hrs.
Assn: 4 hrs.
Disc: 2 hrs.
Activities: 6 hrs.
Week 5: 9/21 –9/27 Read Chapters 10 & 11
Formal Research Paper DUE!!!
#5 Individual Assignment
Discussion Board #5
View related documents for Week Five in Moodle: PowerPoint, Slideshows, and Videos
Please Complete End-of-Course Survey: https://www.surveymonkey.com/s/2014-15SPGSEOC
9/27
9/27
9/27
9/27
9/27 —
80 points
40 points
24 points
— Reading: 8 hrs
Paper: 24 hrs.
Assn: 4 hrs.
Disc: 2 hrs.
Activities: 3 hrs.
Total Points = 400 Total Hours: 126
INSTRUCTOR’SEXPECTATIONS
Please take extra time to read all sections of the Moodle course information before beginning this learning experience. Do not assume that assignments are to be completed in the same manner that has been required in previous course work. The best students always EXCEED stated minimum requirements rather than falling short (two and three quarter pages does not round to three pages) or doing just enough to make the mark. Careful reading, thoughtful writing, and advance preparation are critical factors for success. If a student is unable to comply with an assignment or the University “ONLINE ATTENDANCE POLICIES”, an ADVANCE e-mail should be sent to [email protected] the reasons. Course work submitted after the due date may or may not be eligible for partial credit (depending on type of assignment). All instructor expectations (stated or unstated) are consistent with Baker University’s Student Code of Conduct policy. Plagiarism will result in the maximum penalty as guided by Baker University policy.
CREDIT HOUR DEFINITION
Consistent with best practices in higher education, Baker University subscribes to the federal definition of the “credit hour” endorsed by the Higher Learning Commission. Driven by intended learning outcomes and verified by evidence of student achievement, the ‘credit hour’ is an institutionally-established equivalency that reasonably approximates not less than one hour of classroom (or direct faculty) instruction and a minimum of two hours of out-of-class student work per week for the duration of the course enrollment period. A 3-credit-hour course, for example, requires approximately 40-45 instruction (or instructional equivalency) hours, roughly 80-90 out-of-class work (self-directed) hours and approximately 120-135 total instructional hours over the course of 5, 6, and 7 week terms.
END OF COURSE SURVEY
Students who wish to provide feedback regarding their classroom experience can access the online End of Course survey at the following link: https://www.surveymonkey.com/s/2014-15SPGSEOC
TEXTBOOKS/MATERIALS
Every student is expected to access the required course materials in order to complete all assignments ontime and asassigned. Students are responsible for using the correct edition of textbooks and other materials and for accessing required course resources such as software or websites. The instructor will not excuse late or incorrect work due to the student’s not timely accessing correct course materials.
ASSESSMENT OF STUDENT LEARNING
Each degree program embraces a unique assessment plan that includes course assessments related to program outcomes, graduate surveys, and other relevant assessments. The academic assessment process provides evidence of student learning primarily related to program outcomes appropriate to each degree.All program outcomes are closely linked with the required sequence of courses in each program. Please see the SPGS and GSOE Student Catalog and Handbook for more information.
UNIVERSITY ATTENDANCE POLICY
COURSE ATTENDANCE
Attendance at all class sessions is mandatory.
Since a large portion of the learning in the SPGS and GSOE programs takes place in class meetings, absences may impact a student’s grade or jeopardize continued enrollment in the course. In the case of an absence, the student must:
1. Notify the faculty member prior to the absence,
2. Make arrangements to complete missed assignments, and
3. Complete additional make-up work if allowed by the faculty member.
Under no circumstances may a student miss more than 30% of course meeting hours and receive credit for the course. This University policy is not at the discretion of the faculty member. A student who misses more than 30% of a course is required to repeat the course and incur additional tuition and fee expenses for that course. Students with extenuating circumstances that make it impossible to complete the course may request a grade of “No Credit.” See “No Credit” under the subsection of this catalog entitled “Grading Procedures” for further information.
If a student’s attendance record demonstrates a pattern of missed classes, that student may be administratively withdrawn from the program. A petition must be submitted to the Admissions Committee prior to readmission.
Class Cancellation: Instructors are not allowed to cancel class, change room location, or change meeting time. Only SPGS staff members have that authority, based on instructors’ requests due to emergencies, etc.
ONLINECOURSEATTENDANCE
Students are expected to participate actively in and contribute to the learning experience in an online course. Attendance in an online course is defined as a learner who logs into the learning management system and completes at least two significant activities in the course during the class session. A significant activity may include submitting a forum post, an assignment, an assessment, or other contribution that advances the learning process for a student/other students in the course. A class session is a seven-day timeframe of instructional time (typically Monday 12:00 am – Sunday 11:59 pm). Students must meet the minimum attendance requirements to stay active in the class. If this attendance requirement is not met, the student will be required to repeat the course.
ONLINE COURSE PARTICIPATION
Students are expected to participate actively in and contribute to the learning experience in the course. Participation means providing substantive comments, questions and contributions that advance the learning process for you and/or other learners in the course. Participation may include responding to questions and issues posed by other learners. Participation does NOT include submission of homework and other course assignments. Non-substantive comments, non-germane comments and comments of the nature of ?I agree or ?I disagree (unless the latter two are elaborated upon to make them substantive) do not count toward meeting the participation requirement.
ACADEMIC MISCONDUCT
The University community traditionally has been a place where all members are free to express and exchange ideas. Such fundamental goals of the University as intellectual growth and development are predicated on honest investigation, straightforward expression of views and opinions, and genuine dialogue. The attainment of these goals requires that all who participate in the exchange of ideas maintain intellectual integrity. Baker University seeks to ensure that both instructor and student are protected from unfair actions or accusations in cases of cheating and plagiarism. The University encourages instructors and students to adopt a responsible attitude toward one another.
Academic misconductincludes but is not confined to plagiarizing; cheating on assignment and assessments turning in counterfeit reports, tests, and papers; stealing of tests and other academic material; knowingly falsifying academic records or documents; and turning in the same work to more than one class. Students and instructors alike must recognize that none of the procedures set forth in this document operate to the exclusion of civil or criminal litigation. Likewise no definitions in this document supersede any parties concerned to resolve the contested issues without the necessity for recourse to the law in a manner that protects the rights of the individuals involved.
Consequences of academic misconduct may include, but are not limited to, a failing grade for a paper, a failing grade for a course, or expulsion from the University. Any form of academic misconduct which results in administrative or academic withdrawal is noted on the student’s transcript.
STUDENT RESPONSIBILITY
It is the responsibility of each student to be aware of and to meet the catalog requirements for graduation and to adhere to all other rules, regulations, and deadlines published in the 2014-2015SPGS and GSOE CourseCatalog and Student Handbook.
ADA STATEMENT
Baker University is committed to providing “reasonable accommodations” in keeping with Section 504 of the Rehabilitation Act and the Americans with Disability Act of 1992. Access Services coordinates Access Services Policies and Procedures accommodations and services for all eligible students with disabilities. If you have a disability and wish to request accommodations and have not contacted Access Services, please do so as soon as possible. Access Services is located on the Baldwin City campus in the Office of Student Academic Success (in Collins Library (lower level); 785-594-8352; [email protected]). Information about Access Services can also be found on the Baker web site at www.bakeru.edu/sas. If accommodations have been approved by Access Services, please communicate with your instructor(s) regarding your accommodations to coordinate services.
RESOURCES
Baker University Library Databases are available online by accessing http://www.bakeru.edu and clicking on “Library”.Students access their library card and pin numbers via the student portal.
HI 231Research Paper
Measures AAB Program Learning Outcome 6: Employ research skills using technologies and credible resources
CRITERIA Unsatisfactory
0 – 6.9 Basic
7.0 – 7.9 Proficient
8.0 – 8.9 Distinguished
9.0 – 10.0 Score
1. Understanding of Key Issues Topic and key issues are unclear.
Textbook theory and/or application is lacking. Final product lacks orientation to issues, timeliness of data, and/or accuracy of information.
Topic lacks relevancy or appropriatness for the assignment. Key issues within the topic are defined but with some confusion.
Textbook theory and application is presented.Final product lacks orientation to issues, timeliness of data, and/or accuracy of information.
Topic is mostly relevant and appropriate for the assignment. Key issues within the topic are defined.
The synthesis of textbook theory and practical application is presented.Final product demonstrates orientation to issues, timeliness of data, and accuracy of information.
Topic is relevant and appropriate for the assignment. Key issues within the topic are clearly and logically defined.
The synthesis of textbook theory and practical application is clearly presented.Final product demonstrates orientation to issues, timeliness of data, and accuracy of information.
2. Clarity of Discussion Comprehension, accuracy or critical thinkingare missing.Subject analysis is missing. Context of paper is unclear and irrelevant.
Content lacks one or more of the following: comprehension, accuracy or critical thinking. Subject analysis does not addresses all elements of the assignment. Some context of paper is unclear orirrelevant.
Content is mostly comprehensive, accurate, and exhibits college-level critical thinking.Subject analysis isalmost complete and addresses most elements of the assignment.Context of paper is clear and relevant.
Content is comprehensive, accurate, and exhibits college-level critical thinking.Subject analysis is complete and addresses all elements of the assignment.Context of paper is clear and relevant.
3. Readability and Style
Student’s communication is unsatisfactory. Sentences and paragraphs are confusing and are not logical. The flow pattern is erratic and not maintained throughout the paper. The tone is inappropriate for the assignment. The conclusion is not discernible. Student’s communication is basic with sentences and paragraphs that need some work with clarity or logic. The paper has some flow throughout the paper; the tone meets the requirements of the assignment. The concluding paragraph is provided but ineffective in some way. Student communicates proficiently with sentences and paragraphs that are mostly clear and logical and maintain the flow throughout the paper. The tone is mostly appropriate for the assignment. The conclusion summarizes the main points and adequately closes the essay. Student communication is distinguished with sentences and paragraphs that are clear and logical and maintain the flow throughout the paper. The tone is appropriate for the assignment. The conclusion summarizes the main points and brings the essay to a compelling end.
4. Credible Sources and Research Skills Textbook references and other sources are missing. Sources cited lack relevance to the positions taken by the writer. References from the textbook and other sources are not properly cited. Thoughtful decision is lacking in choice of sources. References from the textbook and other credible sources are cited. Thoughtful decisions are evident in the choice of sources. Specific references from the textbook and other credible sources are properly cited. Thoughtful decisions are evident in the choice of sources.
5. MLA Format and technologies The essay has four or more MLA errors. Works Cited does not show that technologies such as library databases are used. The essay has fewer than four MLA errors. Works Cited does not show that technologies such as library databases are used. The essay has fewer than two MLA errors. Works Cited shows that technologies such as library databases are used.
The essay conforms to MLA formatting and complies with MLA requirements. Works Cited shows that technologies such as library databases are used.
6. Conventions Proofreading is not evident. The essay contains errors in spelling, punctuation, and grammar (9+ per page). Proofreading is not thorough. The essay contains errors in spelling, punctuation, and grammar (6 – 8 per page). Proofreading is not thorough. The essay contains errors in spelling, punctuation, and grammar (3 – 5 per page). Proofreading is evident. The essay contains minimal errors in spelling, punctuation, and grammar (0 – 2 per page).