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North Idaho College • Coeur d'Alene • Social & Behavioral Sciences • History


History of Civilization Since 1500 HIST-102

  • Fall 2012

  • Section 04

  • 3.0 Credits

  • 08/27/2012 to 12/20/2012

  • Modified 11/09/2012



Contact Information


Instructor: Prof. Paul D. Brasil

Email: pdbrasil@nic.edu
Office: LKH 218D
Phone: (208) 769-3397

Office Hours: MW 1:00-2:30

Online Office Hour: M 3:00-4:00;  F 1:00-5:00

Meeting Times


Internet Class. (There are NO on-campus meetings)

Description


History 102 explores important chapters of the human past from the Voyages of Discovery in the 15th century to the 20th century. The course considers how people, environment, social movements, religion, political ideologies, and philosophical ideas have shaped human society. This course is recommended for students seeking a broad background of general knowledge, whether as the foundation of a liberal arts education, out of curiosity, or to be well informed. It develops critical thinking skills essential in every career. It meets a social science requirement for A.A. and A.S. degrees. Lecture: 3 hours per week Recommended: ENGL 101 and good reading skills

Materials


Required Texts:

 

Bentley, Ziegler, Streets-Salter, Traditions & Encounters. A Brief Global Brief History, v. II

Lisa A. Lindsay, Captives as Commodities: The Transatlantic Slave Trade

Documents available in the course site.

Articles available in the course site

 

Recommended:

Mary Lynn Rampolla, A Pocket Guide to Writing in History, 6th ed.

OR

Diana Hacker at http://dianahacker.com/pocket/resdoc.html

Outcomes


COURSE OBJECTIVES/GENERAL EDUCATION ABILITIES for History 102:

North Idaho College has identified certain general education abilities necessary to foster student success upon completion of the A.A. and A.S. degrees. Listed below are those abilities that this particular course addresses, along with the specific objectives of HIST 102 that are pertinent to those abilities.

(1) HISTORICAL, GLOBAL, CULTURAL AND ENVIRONMENTAL AWARENESS AND (2) CRITICAL AND CREATIVE PROBLEM SOLVING:

• Demonstrate a basic understanding of key ideas, diverse cultural views, and events associated with World History.
• Demonstrate an understanding that the behaviors of people reflect the options that a particular society allows for satisfying their basic physical and psychological needs.
• Demonstrate the ability to evaluate the relative strength of a generality concerning World History in terms of the amount of evidence substantiating the statement.
• Indicate some of the important ways in which World History has influenced and changed American society, politics, and culture.
• Predict the possible consequences of cross-cultural encounters between Americans and members of other cultures around the world based on historical and cultural differences.
• Analyze and evaluate information and arguments, and construct a well-supported argument with regard to World History.

(3) AESTHETIC RESPONSE:

• Recognize and appreciate the many different forms of cultural expression throughout the world as it relates to the historical circumstances that caused such expression to evolve.
• Recognize the contributions of prominent historical figures and their impact on the society in which they lived.

(4) VALUING/ETHICAL REASONING:

• Understand that the diversity of religious, environmental, philosophical and social beliefs of all cultures is a reflection of their cultural and historical complexity.
• Be familiar with the religious and philosophical trends throughout early World History and the amount of influence they have had on contemporary society and lifestyles.
• Examine historical customs and recognize how they reflect each culture's belief system.

(5) INFORMATION LITERACY:

• Demonstrate skills needed to locate and organize historical information from texts, mass media, people and personal observation.

(6) SOCIAL RESPONSIBILITY AND CITIZENSHIP:

• Show awareness of and respect for the great impact history has had on social, private, and public institutions throughout the world.

Assessment


This is a Web Enhanced Course--All written assignments are submitted online

Short Answer Essays, Discussion Boards, Powerpoints – 700 Points--Due Date: (See Course Calendar in Blackboard for due dates).

Papers/Essays– 300 Points--Due Date: (See Course Calendar in Blackboard for due dates).

There is no in-class Midterm or Final Exam.

Course Policies


Instructor reserves the right to make changes due to Unforeseen Circumstances.

STUDENT RESPONSIBILITES:

1. FIRST WEEK PARTICIPATION: See Welcome Page of Blackboard for Introductions assignment. It is required of all students during the first week.

2. Attendance & Participation are expected, and are necessary for good performance.

3. Do all Required Readings from the textbook and other sources listed on the course Schedule bellow.

4. It is your responsibility to turn in all assignments

5. Failure to complete all exams and/or writing assignments may result in failure of the course.

6. Good Writing & Reading Skills. History courses are writing and reading intensive courses.  It is recommended that students have good writing and reading skills in order to succeed in history courses.

SPORTS RELATED ABSENCES:

Lecture Classes: If you are going to be absent from class because of sports, your coach needs to send me a memo listing the names of students and the date of absences at least a week in advance. Otherwise the absence will NOT be excused.

Lecture & Internet Classes: Remember that if you are going to be way because of sports or other reasons on a day when an assignment is due, you must to turn it in BEFORE the due date.

MAJOR PAPER POLICY:

All papers MUST be double spaced and printed in black ink with 12 point Courier or TNR font.

Papers should be printed into .pdf format you may do this from Word 2007 or for older versions with a freeware program called PrimoPDF.

Late papers will be penalized. No papers are accepted after the graded papers have been returned to the students. Papers must have a bibliography and source citations for every quote and paragraph.

For technical reasons a student can submit the paper by e-mail within 48 hours of due date. Assignments must then be reposted to appropriate drop box or Discussion Board as soon as possible.

Here is a list of what I look for when I grade major essay assignments:

1) Is there an INTRODUCTION? How well does it tell the reader what the paper is about?

2) Is there a CONCLUSION? How well does it sum up the paper?

3) Did the student answer questions assigned? Did the student address all the points asked for?

4) CONTENT: Did the student give examples? Facts Correct? How much detail did the student go into?

5) QUALITY OF ANALYSIS: Does the student make good use of evidence? Are the arguments coherent?

6) EVIDENCE: did the student read all the assigned reading? Does the paper provide support based on PRIMARY sources.

7) Did the student CITE THE SOURCE for each paragraph and quote in correct format?

8) Is there a BIBLIOGRAPHY in correct format?

9) QUALITY OF WRITING: Spelling! Grammar! Is the paper well organized?

 

SHORT ANSWER ASSIGNMENTS & DISCUSSION BOARD ASSIGNMENT POLICY:

All Discussion Board & Short Answer Assignments must be done in essay format. Each assignment must have a bibliography and source citations for every quote and paragraph.

Any assignment submitted by email for technical reasons MUST then be reposted to appropriate Assignment location as soon as it is operational.

Short Answer Assignments & Discussion Board Assignments Grading Expectations: Here is what I generally look for:

1) Did the student answer question assigned?

2) Did the student address all the points asked for?

3) How much detail did the student go into? Did the student give examples? Are facts correct?

4) Is there evidence that the student read all the assigned reading?

5) Did the student cite the source for each paragraph and quote in correct format?

6) Is there a bibliography in correct format?

UNACCEPTABLE WEBSITES:

The following websites will not be accepted in any assignments for this course.

For the purposes of accurate research, and more effective learning and research, The following websites are not accepted within any assignment submitted to this course.

as   sparknotes.com

wikipedia.com

answers.com

gradesaver.com

gradebooster.com

 

 

REASON:

These websites are not websites that have any proof of articles or research that are nor “peer reviewed” and academically accepted as accurate and factual.

For use of these Points will be deducted and will significantly reduce, by more than 25%, your grade on the assignment.

If you wish, I am more than happy to be of guidance and assistance to you as to sites, which will greatly guide and direct to earning the highest, and desired, grade possible.

Wikipedia is not an acceptable independent academic source for written assignments.

Wikipedia is not validated by expert academic peer review authorities, and is by Wikipedia’s own admission not frequently reviewed for factual validity and currency.

Wikipedia can be used as a portal to gain deeper access to specific topics from valid sources, but cannot be listed as a source on research-based papers.

Supporting Statements: The following Wikipedia Statements directly quoted from the Wikipedia.org web site to emphasize the question of validity of Wikipedia information and support this campus academic affairs policy:

WIKIPEDIA MAKES NO GUARANTEE OF VALIDITY (2007), retrieved from http://en.wikipedia.org/wiki/Wikipedia:Disclaimers

"Please be advised that nothing found here has necessarily been reviewed by people with the expertise required to provide you with complete, accurate or reliable information...Wikipedia cannot guarantee the validity of the information found here", and "Wikipedia is not uniformly peer reviewed".

RELIABILITY OF WIKIPEDIA (2007), retrieved from: http://en.wikipedia.org/wiki/Reliability_of_Wikipedia

"It (Wikipedia) provides a good starting point for research, and that articles are, in general, reasonably sound. However, it does suffer from omissions and inaccuracies and sometimes these can be serious."

GRADING:

A Range = Outstanding. All assignment sections are turned in. Projects reflect thoughtful, analytical thinking and a thorough understanding of historical events and trends. Course participation and professionalism are exceptional. Misses less than 10% classes.

B Range = All assignments are turned in above average, but not outstanding work. Demonstrates understanding of historical events, but the analytical thinking is weaker than that for an “A”. Misses less than 20% classes

C Range = Average. All assignments are turned in, but indicates an average understanding of historical events. Work tends to be narrative rather than analytical. There is a need for improvement AND/OR written work is "fair." Course participation or professionalism may need improvement, AND/OR misses less than 30% classes.

D Range = Below average. All assignment sections turned in, but writing is purely narrative, there is no analysis and barely answers the question assigned AND/OR assignments are incomplete, course participation and professionalism need substantial improvement. Misses less than 50%.

F Range = Fail: Assignments are not turned in or are “late without the instructor approval” and/or are substantially below average and fails to answer question AND/OR participation and professionalism need substantial improvement. Plagiarizing of course work or other unprofessional behavior will result in disciplinary action.

Grade Scale (Based on percentages)

 

87-89 = B+

77-79 = C+

67-69 = D+

0-59 = F

93+ = A

83-86 = B

73-76 = C

63-66 = D

 

90-92 = A-

80-82 = B-

70-72 = C-

60-62 = D-

 

Schedule


Assignment Due Dates will be listed on the calendar in Blackboard

Required Reading Items labeled ARTICLE or DOCUMENT are found in blackboard.

 

Phase I: Age of Global Encounters

 

Topic I: Why Study History?

 

Required Reading:

WEBSITE: Peter Stearns, “Why Study History.” http://www.historians.org/PUBS/Free/WhyStudyHistory.htm

ARTICLE: “What use is History”, The Royal Bank of Canada Monthly News Letter, 58:3 (March 1977) 1-4 [RBC article]

 

Task Type: Discussion Board

Deliverable Length: 2-3 Paragraphs

Points Possible: 50

Assignment Question: See file for this topic in Blackboard under the Lessons tab

 

 

Topic II: Global Encounter: Europe Encounters Asia & the Americas

 

Required Reading:

Bentley, Ziegler, Streets-Salter, Traditions & Encounters. A Brief Global Brief History, v. II,  ch. 18 (ONLY AVAILABLE ONLINE--[See ARTICLES file for this topic]) & chs. 19, 21

ARTICLE: Victoria Schofield, "The World in 1492" History Today 42, no. 5 (May 1992): 24-29.

ARTICLE: Alfred W. Crosby, "The Potato Connection," World History Bulletin 12 (1996): 1-5

DOCUMENT: Ma Huan “Chinese Report on Calicut”

DOCUMENT: Christopher Columbus, “Extracts from Journal”

DOCUMENT: Azurara, “The Motives of Prince Henry the Navigator”

DOCUMENT: The Letter of Pero Vaz de Caminha

DOCUMENT: Vasco da Gama,  “Round Trip to India”

 

Recommended Reading:

Felipe Fernandez-Armesto, "Columbus - Hero or Villain?" History Today 42:5 (May 1992): 4-9.

Henry Kamen, “500 Years of the Spanish Inquisition,” History Today 31:2 (Feb 1981): 37-41

Olivia Harris, “The coming of the white people: reflections on the mythologisation of history, Bulletin of Latin American Research 14:1 (Jan 1995): 9-24.

 

Task Type: Short Answer

Deliverable Length: 3-4 Paragraphs

Points Possible: 75

Assignment Question: See file for this topic in Blackboard under the Lessons tab

 

 

Topic III: Africa, the Americas & the Challenge of the West

 

Required Reading:

Bentley, Ziegler, Streets-Salter, Traditions & Encounters. A Brief Global Brief History, v. II, ch. 21-22

Lisa A. Lindsay, Captives as Commodities: The Transatlantic Slave Trade

DOCUMENT: Nxinga Mbemba (Afonso I of the Congo), “Our Kingdom is Being Lost”

 

Recommended Reading:

David Birmingham, “Portugal’s Impact on Africa,” History Today 38:6 (June 1988): 44-50.

David Northrup, “Vasco da Gama and Africa: An Era of Mutual Discovery, 1497-1800.” Journal of World History 9 (1998): 189-211.

Marvin P. Miracle, “Introduction and the Spread of Maize in Africa,” Journal of African History 6: 1 (1965) : 39-55.

 

Task Type: Essay

Deliverable Length: 3-4 Pages

Points Possible: 150

Assignment Question: See file for this topic in Blackboard under the Lessons tab


Topic IV: Asian Gunpowder Empires & the Challenge of the West

 

Required Reading:

Bentley, Ziegler, Streets-Salter, Traditions & Encounters. A Brief Global Brief History, v. II, ch. 23

DOCUMENT: Matteo Ricci on China http://www.isop.ucla.edu/eas/documents/ricci.htm

ARTICLE: Francis Robinson, "Mughal Dynasties," History Today 57:6 (June 2007): 22-29.

ARTICLE: Geoffrey Woodward, “The Ottomans in Europe,” History Today, 39 (March 2001) 41-4??

 

Recommended Reading:

C. R. Boxer, "The Dutch East India Company," History Today 29: 11 (November 1979): 741-750.

C. R. Boxer, "Southern Barbarians & Red Hairs in Feudal Japan" History Today 31: 10 (Oct. 1981): 21-25.

Huw V. Bowen, “400 Years of the East India Company,” History Today, 50:7 (July 2000) 47-5?

Judith Herrin, “The Fall of Constantinople,” History Today, June 2003

Paul Doolan, “The Dutch in Japan" History Today 50: 4 (April 2000): 36-42.

 

Task Type: Short Answer

Deliverable Length: 3-4 Paragraphs

Points Possible: 75

Assignment Question: See file for this topic in Blackboard under the Lessons tab

 

 

Phase II – The Birth of the Modern World

 

TOPIC V: From the Black Death to Protestantism: Collapse of Christian Europe

 

Required Reading:

Bentley, Ziegler, Streets-Salter, Traditions & Encounters. A Brief Global Brief History, v. II, pp. 350-355 (ONLY AVAILABLE ONLINE--[See ARTICLES file for this topic]) & pp. 388-392

John Aberth, “A Eurasian Pandemic: The Black Death in Europe and the Middle east, 1347-1350,” in John Aberth, The First Horseman. Disease in Human History, (Upper Saddle River: Prentice hall, 2006), pp. 11-45. [See ARTICLES file for this topic]

ARTICLE: Simon Lemieaux, “Sixteenth Century Catholicism: More Reaction than Reform?” History Review (March 2009) 43-47.

 

Recommended Reading:

William J. Bouwsma, “Explaining John Calvin,” The Wilson Quarterly, (New Years 1989) pp. 68-75.

Graham Noble, “Martin Luther and German Anti-Semitism,” History Review  42 (March 2002) 1-2

Eamon Duffy,Rolling Back the Reformation,” London Review of Books, 2/7/2008, 30:3, p27-29

Diarmaid MacCulloch, “The Myth of the English Reformation,” History Today 41:7 (July 1991) pp. 28-35

Ann Roberts, “The Plague in England,” History Today, 30:4 (April 1980)

 

Task Type: Discussion Board

Deliverable Length: 3-4 Paragraphs

Assignment Question: See file for this topic in Blackboard under the Lessons tab

 

 

Topic VI: Rise of the Modern State

 

Required Reading:

Bentley, Ziegler, Streets-Salter, Traditions & Encounters. A Brief Global Brief History, v. II, ch. 392-403

ARTICLE: Nicholas Henshaw, “The Myth of Absolutism,” History Today 42:6 (June1996) pp. 40-47

ARTICLE: Peter Burke, “The Fabrication of Louis XIV,” History Today, 42:2 (Feb 92) pp.24

ARTICLE: Jeremy Black, “Russia’s Rise as A European Power, 1650-1750,” History Today (Aug 1986) 36:8 pp. 21-28

 

Recommended Reading:

Robert Knecht, “Cardinal Richelieu: Hero or Villain?,” History Today, (March 2003)

L. R. Lewitter, "Peter the Great and the Making of the Modern World," History Today 34: 2 (Feb. 1983) pp. 16-23

R. Wilkinson, “Answering Questions on the Ascendency of France, 1589-1815,” History Review (Sept 2004) pp. 9-11

 

Task Type: Discussion Board

Deliverable Length: 3-4 Paragraphs

Points Possible: 75

Assignment Question: See file for this topic in Blackboard under the Lessons tab

 

 

TOPIC VII: Science, Secularism and Enlightenment: The Birth of the Modern Mind

 

Required Reading:

Bentley, Ziegler, Streets-Salter, Traditions & Encounters. A Brief Global Brief History, v. II, ch. 404-406

ARTICLE: Thomas Woods, Jr, "How the Catholic Church Built Western Civilization" ch. 5 (Church & Science)

ARTICLE: Malcolm Crook, “Enlightened Absolutism - New Wine in Old Bottles” History Review, 26 (Dec 1996) 15-20.

ARTICLE: Jonathan S. Perry, “Enlightened Absolutism. Joseph II/Catherine “the Great” in Jonathan S. Perry, Lives & Legacies. Biographies in Western Civilization (Upper Saddle River: Prentice hall, 2009), pp. 12-20

 

Recommended Reading:

Mark Goldie, “John Locke: Icon of Liberty,” History Today, 54:10 October 2004 p31-36

 

Task Type: Discussion Board

Deliverable Length: 3-4 Paragraphs

Points Possible: 75

Assignment Question: See file for this topic in Blackboard under the Lessons tab

 

 

TOPIC VIII: The French Revolution & Napoleon

 

Required Reading:

Bentley, Ziegler, Streets-Salter, Traditions & Encounters. A Brief Global Brief History, v. II, pp. 491-501

ARTICLE: Maurice Cranston, “Ideas & Ideologies,” History Today 39:5 (May 1989): 10-14

ARTICLE: William Doyle, “The Execution of Louis XVI and the End of the French Monarchy,” History Review 36 (March 2000) 21-25

ARTICLE: Gemma Betros, “The French Revolution & the Catholic Church,” History Review 2010

DOCUMENT: Robespierre,  On the Principles of Political Morality

DOCUMENT: Seyes, What is the Third Estate

DOCUMENT: Cahier of the Third Estate of Dourdan

 

Recommended Reading:

Michael Broers, "Napoleon and Europe: The Empire Behind the Lines" History Today 48:1 (Jan. 1998): 20-26.

Michael Rapport, "Napoleon's Rise to Power" History Today 48:1 (January 1998): 12-19.

Laurent Joffrin, "Napoleon," History Today 55:7 (July 2005): 15-20.

"The French Revolution: Bliss was it in that Dawn?," The Economist (December 24, 1988)

Nigel Aston, “Turbulent Priests? The French Church and the Restoration,” History Today 39:5 (May 1989)

T. C. W. Blanning, Louis XV and the Decline of the French Monarchy, History Review 1995

 

Task Type: Discussion Board

Deliverable Length: 3-4 Pages

Points Possible: 75

Assignment Question: See file for this topic in Blackboard under the Lessons tab

 

 

Phase III – Age of Industrialization & Imperialism

 

TOPIC IX: Industrial Revolution

 

Required Reading:

Bentley, Ziegler, Streets-Salter, Traditions & Encounters. A Brief Global Brief History, v. II, pp. 515-529

ARTICLE: Helen Harden Chenut, “The World of Textile Work. French Industrial Workers and the Labor Movement,” in Cora Granata & Cheryl A. Koos, eds., Modern Europe,  1750 to the present (Lanham: Rowman & Littlefield Publishers, Inc., 2008) pp. 31-44

DOCUMENT: Marx, Communist Manifesto http://www.anu.edu.au/polsci/marx/classics/manifesto.html

DOCUMENT: Sadler Commission Report http://www.victorianweb.org/history/workers1.html

WEBSITE: Nettlesworth "Child Labour & The Industrial Revolution." http://www.nettlesworth.durham.sch.uk/time/victorian/vindust.html

DOCUMENTS: Smiles, “Self Help” & “Trift”

 

Recommended Reading:

Gillian Cookson, “The Transatlantic Telegraph Cable,” History Today, 53:3 (March 2000) 44-5?

Karen Fisk, “Arkwright: Cotton King or Spin Doctor?” History Today, March 1998

Asa Briggs, “Samuel Smiles: The Gospel of Self-Help,” History Today, May 1987

The Industrial Revolution by Joseph A Montagna http://www.yale.edu/ynhti/curriculum/units/1981/2/81.02.06.x.html

 

Task Type: Essay Assignment

Deliverable Length: 3-4 Pages

Points Possible: 150

Assignment Question: See file for this topic in Blackboard under the Lessons tab

 

 

Topic X: 19th Century Europe: Conservatism & the Challenge of Liberalism & Nationalism

 

Required Reading:

Bentley, Ziegler, Streets-Salter, Traditions & Encounters. A Brief Global Brief History, v. II, pp. 504-512

ARTICLE: Edgar Feuchtwanger, “Bismarck, Prussia, & German Nationalism,” History Review, 30 (March 2001) 14-??

ARTICLE: Denis Mack Smith, “Giuseppe Garibaldi,” History Today, August 1991.

 

Recommended Reading:

T. A. Jenkins, Benjamin Disraeli and the Spirit of England,” History Today, 54:12 (Dec 2004), p9-15

Christopher Duggan, “Nation-Building in 19th-Century Italy: The Case of Francesco Crispi,” History Today, February 2002

 

Task Type: Short Answer

Deliverable Length: 3-7 Paragraphs

Points Possible: 75

Assignment Question: See file for this topic in Blackboard under the Lessons tab

 

 

Topic XI: Imperialism & Neo-Colonialism: European Domination of Africa, Asia & Latin America

 

Required Reading:

Bentley, Ziegler, Streets-Salter, Traditions & Encounters. A Brief Global Brief History, v. II, pp. 501-504, 529-533, & ch. 19-20

DOCUMENT: Orwell, “Shooting an Elephant”

 

Recommended Reading:

Bruce Lenman, "The East India Company and Emperor Aurangzeb" History Today 37:2 (Feb. 1987): 23-29.

James Walvin,Slavery and the British” History Today, 52:3 (Mar 2002): p48-??

Angus Mitchell, “New Light on the ‘Heart of Darkness’,” History Today, 49:12 (December 1999) 20-2?

Ron Clough, “Samurai, “Shoguns & the Age of Steam,” History Today, 49:11 (November 1999) 35-40

Lawrence James, `The White Man's Burden'? Imperial Wars in the 1890s History Today, August 1992.

Robert Bickers, “Chinese Burns: Britain in China 1842-1900" History Today 50:8 (August 2000) 10-17.

 

Task Type: Short Answer

Deliverable Length: 3-4 Paragraphs

Points Possible: 75

Assignment Question: See file for this topic in Blackboard under the Lessons tab

 

 

Topic XII: Final Assignment

 

Required Reading: None

 

Task Type: TBA

Deliverable Length:

Points Possible: 50

Assignment Question: See file for this topic in Blackboard under the Lessons tab

Additional Items


HISTORY PAPER WRITING SUGGESTIONS:

    1. Grammar and Spelling must be at university level.
      1. Have someone else proofread your papers since you are likely to miss your own errors.  Use a spelling Checker.

      2. Poorly written papers will be returned ungraded and must be resubmitted with-in an agreed time or the Student will receive an "F" grade.

    2. All papers must be typed, double spaced and with one-inch margins.  Use Black Ink and 12 point times or courier font.  Also, use a ribbon which is not designed to accelerate your readers blindness.
    3. Writing Tips:
      1. In history you are talking about the past, therefore, you should use past tense.

      2. Introduction Make the purpose and organization of your paper clear to the reader immediately.

        1. Tell the reader in the introduction what your thesis is and how you will demonstrate it.

        2. Avoid the classic introduction that x and y civilizations have similarities and differences. (They probably do, but you should tell the reader what they are or why they exist as part of your thesis).

      3. Make sure you have a clear thesis and conclusion
        1. Structure and Argument.  Assume that you reader knows little about your topic.  Argue clearly, logically, and forcefully.  Always look at all sides of the issue.  Don’t leave room for the reader to question your argument.  Tell the reader why this event could not be different.  Make sure your argument is supported by factual examples
        2. Simplicity.  Write simple, standard English. Use definite, specific language.
          1. Do not strive for elegant, complicated and meaningless prose.
          1. Avoid clichés & Avoid jargon (that is sociological, psychological, theological, or any other kind of jargon).
      4. Evidence.  Use the assigned readings to illustrate your argument.

        1. The most persuasive evidence is that taken from primary sources.  But do not include quotations without relating them to your assignment.
        2. Avoid long quotes from secondary sources.  As a rule of thumb, quote primary sources (i.e. documents, eyewitness accounts) paraphrase secondary sources (i.e. monographs, articles).
      5. Factors to Consider:
        1. Be aware of changes over time.  What is true of Archaic Greece may not be true of Bronze age or Classical Greece.  What holds true for 19th c. Europe may not be true for 20th century Europe.
        2. Be aware of geographical variations.  What is true for Mesopotamia may not be true forRome, Western Europe orLatin America.  The way people live will vary depending on their environment.
        3. Ask how culture, tradition, geography, environment affect the way people act or react.
        4. Be aware of class and gender distinctions.  What is the class structure of this civilization? Who is telling the story? Who is it addressed to?  Is there an agenda behind this story?
        5. Most of all, remember history is the story of people like you.  There is no secret formula.
      6. Errors to Avoid:

        1. Avoid errors in chronology.
          1. ClassicalGreece could not have contributed to the development of Akkadian civilization since classicalGreece emerged 2500 years latter.
          2. A persons productivity always declines when they die.  However, their influence may grow.
        2. Avoid Plagiarism.
          1. Make sure your paper is well documented. Cite your sources!  (SEE Sample CitatiHandout
          2. You will likely have at least one citation per paragraph and in some cases you will have several.
          3. Make sure you have a bibliography with the citations in proper bibliographical format
      7. Presentation:

        1. Use white paper
        2. Use a title page.  INCLUDE: Title of paper, your name, your section time and the Professor’s name

 

Division Policies


For a complete explanation of the North Idaho College Statement on Academic Honesty & Academic Integrity please ferfer to Policy 5.06 & Procedure 5.06.01: http://www.nic.edu/policy/ 

Academic Dishonesty
Violations of academic integrity involve using or attempting to use any method that enables an individual to misrepresent the quality or integrity of his or her work at North Idaho College. These violations include the following:

Cheating: using or attempting to use unauthorized materials, information, or study in any academic exercise.
Fabrication: falsifying or inventing any information or citation in an academic exercise.
Plagiarism: knowingly representing the words or ideas of another as one’s own in an academic exercise.
Violation of Intellectual Property: stealing, altering, or destroying the academic work of other members of the community or the educational resources,materials, or official documents of the college. Facilitating Academic Dishonesty: knowingly helping another to attempt to violate any provisions of this policy.

Student Responsibility
As outlined in the Student Code of Conduct, all North Idaho College students have both rights and responsibilities: Please access www.nic.ferpa.StudentCode/index.htm for complete information that pertains to this subject.

North Idaho College, in compliance with the Americans with Disabilities Act of 1990 and Section 504/508 of the Rehabilitation Act of 1973, provides both services and accommodations to students who meet the guidelines provided in these acts.  For a complete description, please see:  http://www.nic.edu/policy/Section5/PL-5-13.pdf

Please contact the North Idaho College Center for Educational Access in Seiter Hall, Room 100 for assistance.  Phone:  208-769-5947

To withdraw from all courses a student must obtain a college withdrawal form from the Registrar's Office, secure the signatures of those persons indicated on the form, and return the form to the Registrar's office. No student may withdraw from the college after the final date of withdrawal from courses except for compelling and extraordinary reasons. In such circumstances a student must petition the Admissions and Academic Standards Committee for late withdrawal from college using the college withdrawal form available in the Registrar's Office.

 

For complete information regarding student withdrawals, please see the North Idaho College Policy 5.04.01:  http://www.nic.edu/policy/ 

Institutional Policies


Student Code of Conduct

The Student Code of Conduct applies to any student enrolled at North Idaho College.  This includes, but is not limited to, face-to-face classes and Internet classes.

Student Responsibilities

As students undertake to fulfill the obligations and duties outlined in this document, the college community of which they are a part undertakes to respect the basic freedoms of students. In recognition of students’ rights and dignity as members of the college, North Idaho College is committed to the principles found in the NIC Student Handbook.

Center for Educational Access/Disability Support Services

In compliance with the Americans with Disabilities Act of 1990 and Section 504/508 of the Rehabilitation Act of 1973, North Idaho College provides accommodations to eligible students who experience barriers in the educational setting due to learning, emotional / mental, physical, visual, or hearing disabilities.  Instructors will provide accommodations to students only after having received a Letter of Accommodation from the Center for Educational Access. 

If a student would like to request accommodations, he or she must contact the Center for Educational Access so that a Letter of Accommodation may be sent to the instructor.  Students requesting accommodations must contact the Center for Educational Access at the beginning of each semester.

Non-Payment

By registering at North Idaho College, you agree to provide payment by the due dates. You also understand that collection costs and legal fees will be added if the services of a collection agency are utilized.

If you are registered for a class and do not attend, you will still be liable for the tuition unless you drop the class.

Withdrawal

Last day for students to withdraw from semester-length classes:  http://www.nic.edu/calendar/

Instructor-Initiated Withdrawal: Instructors have the right to withdraw students for academic reasons up until the same date; in doing so, instructors must notify students through NIC e-mail within 48 hours of submitting documentation to the Registrar's office, and students have the right to appeal the instructor's decision. For more information, see the NIC Procedure: http://www.nic.edu/modules/images/websites/121/file/section5/5.04.02procedure.pdf.

Financial Aid Satisfactory Progress Policy: All withdrawals, whether for individual classes, total withdrawal from school, or instructor-initiated are not considered to be satisfactory progress for financial aid.  See the Financial Aid Satisfactory Progress Policy: http://www.nic.edu/Websites/index.asp?dpt=29&pageID=1336

Additional withdrawal information:  http://www.nic.edu/catalog

Incompletes

An incomplete is assigned only if the student has been in attendance and has done satisfactory work to within three weeks of the end of the semester (or proportional length of time for a course of less than a semester in length).  Incompletes are issued only in cases of extenuating circumstances, such as severe illness or injury.  Incompletes are not issued in cases in which the student is simply unable to complete his/her work within the specified semester or session.  If a final grade of "I" is recorded, the instructor will indicate in writing to the Registrar what the student must do to make up the deficiency.  The instructor will indicate in the written statement what permanent grade should be entered if the Incomplete is not removed by the deadline.

All incomplete grades must be removed within six weeks after the first class day of the following term, excluding the summer session.  If the Incomplete is not removed by that date, the grade reverts to the grade indicated by the instructor's written statement authorizing the incomplete.

Discrimination and Harassment

North Idaho College has a zero tolerance policy for any acts of discrimination or harassment of any kind.  For more information, please see the NIC Student Handbook, Code of Conduct Article III and Article VIII. Compliance efforts with respect to these laws and regulations are the responsibility of each member of the campus community and are under the direction of the Dean of Students Office for Student Issues (2nd floor, Edminster Student Union Building, (208) 676-7156) and the Human Resources Office (Sherman Administration Building, (208) 769-3304) for employee issues.

Institutional Statement


DROP FOR NON-PAYMENT:  By registering at North Idaho College, you agree to provide payment by the due dates. You will be dropped from classes if payment is not received by  5 p.m. Pacific Time on the third day of the semester. Students on the waitlist will be given the option to register for classes after students are dropped for non-payment.

REMOVAL FROM CLASS FOR NON-ATTENDANCE:  Attendance is based on your participation in this class. Failure to attend may result in your being removed from this class and may result in your financial aid award being reduced. You are responsible for confirming the accuracy of your attendance record.