·        By completing multiple-choice quizzes with at least 80% accuracy, students will identify the main events, ideas, people, developments, and themes from an existing historical narrative (the course textbook).

·        With written and oral assessments at a level of proficiency, students will synthesize the assigned readings and other course materials (lectures, film clips, and small group discussions) and describe events in sequence, analyze cause and effect, and explain change over time.

·        With written and oral assessments at a level of proficiency, students will construct interpretive narratives that explain change over time between 1492 and 1865

Meeting the Course Learning Outcomes stated above for each Unit—All 6 Units=A; 5 Units=B; 4 Units=C; 3 Units=D

 

The only course requirement is demonstrating proficiency as outlined in the Course Learning Outcomes.  The proficiency standard is posted on Blackboard.  This course will consist of SIX Units. Each Unit consists of Two Lessons and a Unit Essay.  Students must demonstrate proficiency on each Unit and then move to the next Unit sequentially—A, B, C, X, Y Z.  You will move on to Unit B AFTER you demonstrate proficiency with Unit A, and so forth.  Unit assessments consist of the following:

 

 

The Course Schedule indicates when each Unit is discussed in class and when the Unit Assessments are available.  If you do not meet the proficiency standard in the two areas listed above the first time, you may try again and again.  But unlimited opportunities are NOT available. Each Unit (except for the Unit Z and Unit Y) will be available for three week.  The specific weeks of Unit Assessments availability are included on the Course Schedule.   

This course will be taught in a format known as the “flipped classroom.”  This means the traditional methods of teaching are flipped.  Instruction occurs outside the classroom (lectures posted on Blackboard) and the classroom is used for engaging the content and the ideas presented in the lecture with activities and peer and instructor discussions.  The classroom is also used for administering the assessments.   Moreover, the course includes a cumulative structure that requires mastering one set of content before moving to the next.  Thus all students in the course will not proceed at the same pace.  Your final grade in the course is based on how far you progress in the course.  Additionally, the course is scheduled in an accelerated format that concludes before Fall Break, thus the pace for everyone will be fast.  

The fundamental course requirement is demonstrating proficiency, which is based on meeting the Course Learning Outcomes.  The specifics of the proficiency standard are posted on Blackboard.  This course will consist of SIX Units. Each Unit consists of Two Lessons.  Students must demonstrate proficiency on each Unit and then move to the next Unit sequentially—A, B, C, X, Y Z.  You will move on to Unit B AFTER you demonstrate proficiency with Unit A, and so forth.  Unit assessments consist of the following:

 

PREREQUISITES for taking the assessment:

1.      Complete both Lesson Quizzes with 80% accuracy—BEFORE 3:00 on the day of the assessment.  These quizzes are available on Blackboard.

2.      Attend at least one Discussion Session for the Unit

3.      ONLY for the Oral Assessment—Register BEFORE 3:00 for one of the available assessment times.  The registration is on Blackboard under “Assessment Schedule.”

 

ASSESSMENTS

·         Written Assessment on Unit content, which includes both of the Unit’s Lessons.  These will be administered in class at times indicated on the schedule.  To take the Written Assessment you must complete Prerequisites 1 and 2 listed above.

·         Oral Assessment on Unit content, which includes both of the Unit’s Lessons. These will be administered in class in small groups at times indicated on the schedule.  To take the Oral Assessment you must complete ALL three Prerequisites listed above. 

 

WHEN? 

The Course Schedule indicates when each Unit’s Discussion and Assessments are available.  Each Unit (except for Unit Z) will be available for three week.  If you do not meet the proficiency standard the first time, you may try again and again. But unlimited opportunities are NOT available.  See the schedule below for the dates. You may take the written and oral assessments at different times, but proficiency in both must be achieved before proceeding to the next Unit.  

 

HOW DO I KNOW IF I MEET THE STANDARD?

I will post a Yes or No in “My Grades” on Blackboard with relevant comments, especially if it’s No.  These will be available by midnight for Monday assessments and noon on Thursday for Wednesday assessments.  Be sure to look and find out if you need more reviewing or if you are ready to move on to the next Unit.  

This course will be taught in a format known as the “flipped classroom.”  This means the traditional methods of teaching are flipped.  Instruction occurs outside the classroom (lectures posted on Blackboard) and the classroom is used for engaging the content and the ideas presented in the lecture with structured activities, instructor feedback, as well as peer and instructor discussions.  The classroom is also used for administering the assessments.   The course is scheduled in an accelerated format that begins after midterm, thus the pace will be fast! 

This course will consist of SIX Units. Each Unit consists of two Lessons.  Lessons are posted on Blackboard and include a Checklist of all the components for ease of understand and tracking your progress.  The Lesson Content is designed by the professor to help you meet the Lesson Outcomes, which are steps to meeting the Course Learning Outcomes.  The Lesson begins with Lesson Outcomes and includes material that would traditionally be presented in the classroom including: Professor's Presentations, film clips, maps, timelines, short readings, other visuals, etc.  Additionally the Lesson Content includes the assigned textbook readings for that Lesson that would traditionally prepare you for class or prepare you for tests.  

After "consuming" ALL of the Lesson Content you will be prepared to take the Lesson Quiz.  The quiz will only be visible when you have completed everything in the Lesson Content Folder.  So be sure to click "Mark Reviewed" when you finish each item in that folder.  Lesson Quizzes will have 16 multiple-choice questions.  You MUST complete both quizzes with 80% accuracy BEFORE you are eligible to receive credit for the Unit Activities, or to take the Unit Written Assessment.  You may take the Lesson Quiz as many times as you like.  There is a 30-minute time limit.  You may use any of the materials when taking the quiz.  But if you don’t view and read the materials in advance of the quiz and only hunt for the answers you will become very frustrated because not all of the answers appear on the quiz as worded elsewhere.  The questions are drawn from a pool so you may not get the same questions the second try.  On Blackboard you will find the guidelines for taking a quiz, which include a few technology tips to keep in mind when taking the quiz.

After “consuming” the Lesson Content and scoring 80% or above on both Lesson Quizzes, you will attend and participate in the Unit Activities.  These activities include: (1) Structured Practice; (2) creating accurate Timelines and/or Maps relevant to the Unit; (3) Small Group Discussion with Dr. Hudson; and (4) Primary Source Analysis.  These activities take place between 6:15-8:15 each class period.  While structured activities and discussion will be provided, you should also come WITH QUESTIONS, especially if you didn’t understand something in the Lesson Content.  These will NOT be lectures because those are available on Blackboard.  To reap the maximum benefit of this time, you will need to be prepared and familiar with the material.  The same Unit Activities for each Unit will be available for two different class periods (usually Monday and Wednesday).  If you receive the desired credit and are prepared for the Written Assessment you only need to attend one of these two classes but you are welcome to attend both, all or parts of, if you want more assistance.  Additional descriptions of each activity, explanations for how they are graded, and the schedule for each are provided on Blackboard.   

 

PURPOSE: 

The Written Assessment is to assess your mastery of the Learning Outcomes for a given Unit—there are six Units and a Written Assessment for each.  There are approximately 8-9 Learning Outcomes per Unit.  The Written Assessment is administered after completing all the other Unit requirements listed above and evaluated using “proficiency” as the standard.  The specifics of the proficiency standard are posted on Blackboard.  

 

PREREQUISITES for taking the Written Assessment:

 

WRITTEN ASSESSMENT SPECIFICS

Each Unit (there are six total) includes a Written Assessment, which is composed of randomly selected Lesson Outcomes from both Lessons in the Unit.  Value? 12 points each. Time? They are administered between 5:30-6:15 most class periods (see schedule below for specifics). Date? See the schedule for the specific dates each Assessment is available.  Frequency? There is a Written Assessment for each Unit.  Each Written Assessment will be offered twice per Unit.  Second Chance? You may take the Written Assessment for each Unit a second time to improve your score IF you meet Prerequisites 1 and 2 listed above in time to take the Written Assessment the first class period it is available for that Unit. If you have not met the prerequisites on the first available opportunity you may only take the Written Assessment for that Unit once—the second time it is offered.    

 

HOW DO I KNOW IF I MEET THE STANDARD?

The Written Assessment will be evaluated on a scale of 0-12.  You will find your score in “My Grades” on Blackboard with relevant comments, especially if it falls short.  These scores will be available by noon on Tuesday (taken Monday) and noon Thursday (taken Wednesday).  

 

Successful completion of HIST 112 requires that students demonstrate the ability to:  

1.      Use the principles of historical thinking to understand human societies, specifically through the history of the United States from the end of the Civil War to the contemporary era. [Carolina Core Learning Outcome—GHS]

2.      Recognize and discuss the significance of major events, ideas, people, issues, and themes of United States history from the end of the Civil War until the contemporary era. 

3.      Identify original historical source material (primary sources) and interpretations of those sources (secondary sources).

4.      Illustrate the chronological development of various with timelines and maps 

5.      Interpret people and ideas in their historical context.  

6.      Interpret the causes and consequences of change that occurred in the United States between 1865 and 1990.

7.      Analyze primary source evidence critically.

8.      Analyze continuity and change in post Civil War United States by identifying turning points that accelerated change and explaining how that change was uneven and effected different groups of Americans differently. 

9.      Construct historical arguments.

10.  Evaluate historical arguments.

 

COURSE OVERVIEW: 

The course is NOT based on memorizing, finding the “right” answers, or mastering a specific body of content. The goal for the course is found in the ten learning outcomes listed above. Students will explore selected content—included in twelve Lessons divided in three Units (UNIT X, UNIT Y, and UNIT Z)—guided by questions and/or themes that have relevance in today’s society—themes such as immigration, the size and power of the federal government, United States’ influence in the world, changing economy, racial identity, citizenship and the meaning of freedom, etc. Students will be introduced to the skills of historical thinking and practice those skills with their peers and the professor as they explore the content guided by the questions and/or themes.

COURSE REQUIREMENTS:

·         Practicing historical thinking using the selected course content in the context of the identified questions and/or themes by (1) preparing for class and completing the out of class preparation assignments; and by (2) consistently making an effort to learn by participating in the classroom activities and discussions.

·         Compiling a portfolio with evidence of achieving the 10 course learning outcomes. Most of the portfolio items will be created in class. There will be some range of choice and opportunities for improving. Details provided on Blackboard

PRACTICING HISTORICAL THINKING:  

·         Practicing historical thinking will involve preparing for class, completing a class preparation assignment, participating in class discussions and classroom activities. The purpose of practice is to learn. Rarely do you learn if you don’t practice. But learning requires making an effort when you’re not sure, getting feedback, trying again, making mistakes, being confused, getting things wrong, getting feedback, being frustrated, and trying again and again. When practicing is evaluated for its accuracy it can be hard to learn. So my intention is to give you room to make mistakes, fall short of the expectation, and improve without a grade penalty.  If you don’t consistently make an effort however, you won’t learn or past the course.

 

PORTFOLIO: 

·         The portfolio will include evidence that you have achieved the learning outcomes. So it will include things like timelines, maps, analysis of primary source evidence, analysis of continuity and change, interpretation of causes and consequences, etc. Some of this evidence will be timelines, maps, charts, tables, concept maps, short answers, and fully developed essays. You may choose to demonstrate your learning in more creative forms such as posters, videos, or presentations.  

                               

GRADING SYSTEM:  

·         Your course grade is based equally upon BOTH practicing the historical thinking outlined in the learning outcomes and achieving the learning outcomes (Portfolio evidence). 

o   Practicing will be graded as a “Good Faith Effort” or “Not a Good Faith Effort.” Your course grade will be based upon how many “Good Faith Efforts” you demonstrate. There will be 28 opportunities—two per week. One for the week’s preparation and one for the week’s classroom participation.  On the first class meeting of the course students will help establish the guidelines for evaluating a “Good Faith Effort.”

o   Portfolio evidence will be graded as “Adequate,” “Proficient,” or “Highly Effective.” Your course grade will be based upon how many portfolio pieces you provide at a particular level for each Unit.  This system allows for improvement and multiple attempts for each Unit. No one is expected to reach “Highly Effective” until late in the course. Learning Outcomes are organized by level of difficult.  LO #1 is comprehensive and LO #2 is met with the Practicing portions of the course.  So the portfolio will be for demonstrating LO #3-#10.  Most of the portfolio pieces will be created in class and primarily on Thursdays.

·         Below you will find a table of the grading structure.  Most importantly you must meet the standards for BOTH Practicing and Portfolio to earn the designated grade.  There are no numbers, averaging, or tests. The grade in the course is simply determined by how consistently you practice and make an effort AND how many Learning Outcomes you achieve at a given level—“Adequate,” “Proficient,” or “Highly Effective.”