Dr. Libby                                                              

American History.....H-105

 

 

Office:...............  CA-527

Office Phone:...........274-3981

 

History Office:.........CA-504M

History Office Phone:...274-3811

 

 

The trouble of the world is not that

people know so little, but that they

know so many things that ain't so.

(MARK TWAIN)

 

 

PLEASE READ CAREFULLY:

 

This course is designed to correct, in some small way, Twain's theory and introduce the student to the broad spectrum of American history from the 16th century until the termination of Reconstruction in 1877.

 

The emphasis in my class is on POLITICAL-DIPLOMATIC events that have altered and changed our early founding so if you are looking for an H-105 class that emphasizes CULTURAL, ECONOMIC, ETHNIC, SOCIAL OR OTHER DOMESTIC ISSUES, then this is not the course for you.

 

The textbook is a supplement to my lectures, thus if you miss class and the lectures, you are hurting your chances for a higher grade in this class.

 

SO BE SURE YOU HAVE THE TIME AND EVEN MORE IMPORTANTLY THE INTEREST TO TAKE MY CLASS.

 

IF YOUR WORK SCHEDULE OR OTHER ACTIVITIES WILL KEEP YOU FROM LECTURE THEN BY ALL MEANS YOU MIGHT CONSIDER WITHDRAWING FROM THE CLASS BEFORE THE WORK OVERWHELMS YOU AND FRUSTRATION SETS IN FOR THE SEMESTER.

 

I do not allow tape recordings of my classes; this is a private conversation between you and me and since lectures were recorded years ago and then sold to students, I adopted this procedure. 

 

 

If you are a hearing impaired or, in any other way cannot take notes without a tape recorder, please see me and we will make arrangements through the office of Adaptive Educational Services in CA-001C.  If you need to call that office the phone number is 274-3241 or 274-3242.

 

I would also like to state that the grade of incomplete is rarely given. 

 

Indiana University policy states that incompletes are given only when a student has fulfilled over 75 percent of the work required for the semester and for a reason beyond his or her control in which the final 25 percent of the course cannot be completed successfully.

 

THE INCOMPLETE IS NOT GIVEN BECAUSE YOU DECIDED NOT TO ATTEND CLASS AND NOW WISH AN INCOMPLETE TO FINISH THE COURSE AT YOUR CONVENIENCE. 

 

The grade of incomplete has become the most abused grade in the history of university education and you are put on notice at the outset of the class, that the incomplete will be given only for dire circumstances with the consultation of the Dean of Students, Professor Miriam Langsam in CA-401.

 

Indiana University policy also requires that cheating is not to be tolerated. 

 

DON'T CHEAT JUST COPY FROM THE WEB-SITES; THAT IS NOT EDUCATION, JUST MERELY COPYING.

 

I encourage students to ask questions in class so do not be embarrassed.  You have paid for this course and I have emphasized for years that students should not let confusion continue to hinder their learning of American history. 

 

Your questions might be on the minds of your colleagues who are too timid to ask and please .....NO QUESTION IS STUPID IF ASKED HONESTLY.

 

If a student plans on leaving the course I would recommend that you withdraw officially by visiting the Registrar's Office on the first floor or the Recorders Office (CA-401).

 

Please DO NOT assume that I know you left the course because you have chosen to no longer attend the class.  Many students find out much later that they are not officially withdrawn from the class and there is no way I can be of assistance.

Should you call my office I have an answering machine which records time and date of the call...please speak precisely, especially when giving your phone number.

 

The textbook for the course is by:

 

David M. Kennedy, Thomas A. Bailey (Deceased) and Mel Piehl entitled:

 

The Brief American Pageant:

 

Volume 1

 

 

THERE WILL BE TWO EXAMINATIONS:

 

The first examination will cover the years from Henry VIII until the election of Thomas Jefferson in 1800:

 

 

The second examination will cover the years from 1800 until the Civil War until the end of Reconstruction in 1877.

 

 

                                    THERE IS A PAPER FOR THE CLASS

                                    AND I WILL ANNOUNCE THE THEME

                                    OF THE PAPER AND THE DATE WHEN

                                    THE PAPER IS DUE IN CLASS.

 

 

THE DATE OF THE FIRST EXAMINATION

                                    WILL OCCUR WHEN THE LECTURE REACHES

                                    THE ELECTION OF THE THIRD PRESIDENT,

THOMAS JEFFERSON.  I WILL EXPLAIN THE

                                    TESTING POLICIES IN CLASS.

 

 

THE DATE OF THE FINAL EXAMINATION

                                    WILL BE DETERMINED WHEN THE SPRING

                                    SEMESTER CATALOG IS PRINTED.

 

 

Over the years students have made a major error in writing examinations for my classes.

 

For some reason, students do not write full answers but somehow believe that mere mentioning is explaining.  It is also evident that no matter many times I will request students to write complete answers including:    

 

BACKGROUND, MAJOR THEMES (OR PROVISIONS IF A TREATY) AND THE IMPACT ON AMERICAN HISTORY, THEY REFUSE TO DO SO.  AFTER THIRTY YEARS OF TEACHING IT REMAINS A MYSTERY AS TO WHY FULL ANSWERS ARE NOT FULFILLED.

 

When you write your essays (and all my examination questions are essays) write as if the person reading your words has no knowledge of the events, the people, or the time frame involved.

 

By doing so, you will be less likely to leave out important aspects of your examination answer.

 

If you have not written essay examinations in your high school and/or college career, you will need seek assistance at the Writing Center (CA-427-Hours are Posted) in order to overcome past deficiencies. 

 

 

How to write essay examinations should have been a part of your high school curriculum but more likely it was not done so. 

 

Nonetheless, you and your family members should have demanded that these fundamentals of an educated person be taught to you, but, it was easier not to make such demands.

 

Each examination is worth 35% of your grade.  I average the two examination grades to determine the final semester grade.

 

There is also a paper due in this class which is worth 30% of your grade so it is an important project.

 

This will require that you plan ahead, research accordingly and write your paper without waiting until the end of the semester.

 

 

 

 

 

 

Office Hours for Spring Semester, 2002

 

MONDAY……………..............................3:00 P.M.-5:30 P.M.

 

TUESDAY AND THURSDAY.................8:00 A.M.-9:15 A.M.

 

TUESDAY AND THURSDAY.................1:00 P.M.-2:00 P.M.

 

AND BY APPOINTMENT

Please Read Carefully:

 

Some students have a tendency to write short, choppy and very uninteresting sentences.  Try to combine thoughts into a sentence by using a comma, a coordinating conjunction and letting the style flow.

 

Somewhere in the background of students some teacher taught you to write such sentences or did not correct your tendency to do so but it produces a poorly written essay.

 

One of the hints I have given students over the years is to read the paper aloud to someone who does not know anything about your topic.  If that person understands your essay then you are fulfilling the objective of the assignment.

 

You and the listener should also hear the short sentence structure as you read and can make corrections at that  moment.

 

When quoting always identify whom the speaker is...for example:

 

Senator John Crittenden commented:

 

 

Mark Twain said:

 

AND SO FORTH

 

DO NOT JUST DROP IN LONG QUOTES WITHOUT A SPEAKER BEING IDENTIFIED.

 

IN FACT, ONLY USE LONG QUOTES WHEN ABSOLUTELY NECESSARY.

 

IT IS BETTER TO PARAPHRASE IN YOUR OWN WORDS.

 

ANY QUOTE OVER THREE LINES IN DURATION IS TO BE:

 

CENTERED

 

INDENTED

 

NO QUOTATION MARKS USED

            PLEASE DO NOT WRITE SUCH WORDS AS:

 

HE THOUGHT

 

SHE BELIEVED

 

HE FELT

 

AND SO FORTH

 

 

YOU HAVE NO IDEA WHAT OTHER PEOPLE REALLY THINK, FEEL OR BELIEVE.  THE MOST WE KNOW ABOUT OTHER PEOPLE IS WHAT THEY HAVE SAID OR WHAT THEY HAVE DONE.

 

DO NOT ASSUME FOR OTHER PEOPLE AND FIND APPROPRIATE WORDS TO CONVEY YOUR IDEAS BESIDES PERSONAL TERMS WHICH ARE INAPPROPRIATE AND HISTORICALLY INACCURATE.

 

Taking your paper to the Writing Center for review can be very helpful in producing a sophisticated and college level paper.

 

Please do not begin sentences with the word "However" or "But" or "Or" or words of that nature. 

 

These words should be used to separate thoughts and do not initiate thoughts. 

 

 

For example:  The American Congress, however, decided to vote for the proposal.

 

NOT

 

However, the American Congress decided not to vote for the proposal.

 

Again, the instructors in the Writing Center (CA-427) can be very helpful in producing a very finely written paper if you give them time to review it with you.

 

In addition, please do not use contractions:

 

wasn't....use the full spelling....was not

didn't....use the full spelling....did not

won't.....use the full spelling....will not

 

 

Please learn the difference between it's and its.

 

It's...means it is

 

Furthermore, it takes a minimum of two sentences to make a paragraph.

 

The shame of it all is that I have to make these suggestions and comments on how to write a paper.  These previously mentioned specifics on how to write an essay should have been taught to you in the earlier years.

 

THANK YOU FOR READING THIS HANDOUT CAREFULLY.  IF THERE ARE ANY QUESTIONS OR CONFUSIONS, PLEASE SEE ME.

 

____________________________________________________________

 

PLEASE NOTE:

 

UNIVERSITY POLICY NOW REQUIRES THAT I TAKE ATTENDANCE AND IN TIME A FORM WILL COME TO ME WHERE I WILL BE REQUIRED TO NOTE THOSE STUDENTS NOT ATTENDING CLASS

TO THE REGISTRARS AND ADMISSIONS OFFICES.

 

THE FEDERAL GOVERNMENT IS NOW MONITORING STUDENT ATTENDANCE IN CLASSES THUS YOUR CONTINUING ABSENCES

COULD AFFECT YOUR FINANCIAL STANDING SO I WOULD SUGGEST

ATTENDING CLASS OR WITHDRAWING IF IT IS NOT FULFILLING

YOUR DESIRED OBJECTIVES.

 

 

 

IUPUI Principles of Undergraduate Learning

The Principles of Undergraduate Learning are the essential ingredients of the undergraduate educational experience at Indiana University Purdue University Indianapolis. These principles form a conceptual framework for all students' general education but necessarily permeate the curriculum in the major field of study as well. More specific expectations for IUPUI's graduates are determined by the faculty in a student's major field of study. Together, these expectations speak to what graduates of IUPUI will know and what they will be able to do upon completion of their degree.

Core Communication and Quantitative Skills

[Definition:] The ability of students to write, read, speak and listen, perform quantitative analysis, and use information resources and technology--the foundation skills necessary for all IUPUI students to succeed.

[Outcomes:] This set of skills is demonstrated, respectively, by the ability (a) to express ideas and facts to others effectively in a variety of written formats, (b) to comprehend, interpret, and analyze texts, (c) to communicate orally in one-on-one and group settings, (d) to solve problems that are quantitative in nature, and (e) to make efficient use of information resources and technology for personal and professional needs.

Critical Thinking

[Definition:] The ability of students to analyze carefully and logically information and ideas from multiple perspectives.

[Outcomes:] This skill is demonstrated by the ability of students (a) to analyze complex issues and make informed decisions, (b) to synthesize information in order to arrive at reasoned conclusions, (c) to evaluate the logic, validity, and relevance of data, (d) to solve challenging problems, and (e) to use knowledge and understanding in order to generate and explore new questions.

 

Integration and Application of Knowledge

[Definition:] The ability of students to use information and concepts from studies in multiple disciplines in their intellectual, professional, and community lives.

[Outcomes:] This skill is demonstrated by the ability of students to apply knowledge (a) to enhance their personal lives, (b) to meet professional standards and competencies, and (c) to further the goals of society.

Intellectual Depth, Breadth, and Adaptiveness

[Definition:] The ability of students to examine and organize disciplinary ways of knowing and to apply them to specific issues and problems.

[Outcomes:] (a) Intellectual depth describes the demonstration of substantial knowledge and understanding of at least one field of study; (b) intellectual breadth is demonstrated by the ability to compare and contrast approaches to knowledge in different disciplines; (c) adaptiveness is demonstrated by the ability to modify one's approach to an issue or problem based on the contexts and requirements of particular situations.

Understanding Society and Culture

[Definition:] The ability of students to recognize their own cultural traditions and to understand and appreciate the diversity of the human experience, both within the United States and internationally.

[Outcomes:] This skill is demonstrated by the ability (a) to compare and contrast the range of diversity and universality in human history, societies, and ways of life; (b) to analyze and understand the interconnectedness of global and local concerns; and (c) to operate with civility in a complex social world.

 

 

 

 

Values and Ethics

[Definition:] The ability of students to make judgments with respect to individual conduct, citizenship, and aesthetics.

[Outcomes:] A sense of values and ethics is demonstrated by the ability of students (a) to make informed and principled choices regarding conflicting situations in their personal and public lives and to foresee the consequences of these choices; and (b) to recognize the importance of aesthetics in their personal lives and to society.