I will try to develop a pattern for several of my courses:
HIST 151, HIST 152, HIST 374 (Colonial), HIST 484 (Iraq)






Azusa Pacific University
College of Liberal Arts and Sciences
Department of History and Political Science

[Note: In preparing this syllabus, let me acknowledge—up front—how much I have benefited from ideas contained in the syllabi of my department colleagues, particularly those by Dan Palm, Bryan Lamkin, and Brad Hale.]






Spring 2015

HIST 152 US History Since 1877 (3 credits)

(#11645) (Section 01) 9:20-10:15 MWF Ronald #109
(#11646) (Section 02) 11:40-12:35 MWF Ronald #113

Fall 2015

HIST 151 US History to 1877 (3 credits)
(#11427) (Section 01) 9:20-10:15 MWF Ronald #113
(#11428) (Section 02) 11:40-12:35 MWF Ronald #113
(#11429) (Section 03) 9:25-10:50 TR Ronald #109

HIST 374 Colonial Era (3 credits)
(#13216) (Section 01) 11:10-12:35 TR Ronald #109






Faculty Information

David E. Lambert, Ph.D., Assistant Professor of History
My office is located on the first floor (Room #124) of the Ronald Building on the East Campus.

The best way to reach me is by email: dlambert@apu.edu.
We can always meet before and after class and by appointment (I live very close to campus and can be here quickly if you need to see me).

Virtual office hours:
Wednesday 2-3:30 pm
Thursday 2-3:30 pm

My office phone number is 626-815-6000, ext. 3341, but I do not check that phone for messages. Instead, please feel free to call me on my home phone (626) 335-4787. Try to call between 8AM & 8PM.






Thorn in the Flesh

My aim is always to be as transparent and as real with you, my students, as possible. So here goes:

I have been dealing with a problem with my eyes, dating back to childhood, which has resurfaced in the last year or so.

My drifting eyes: Technical term is "strabismus."

Please excuse me for the times when I am apparently not seeming to look straight at you. I can't do anything about it on my own. It is most embarrassing to me, I assure you. It is probably also awkward for you.

For various reasons, eye specialists have concluded that any operation would be too risky at this point in my life. I will just have to deal with the situation as it is.

I often take comfort from the following Bible verses in which the Apostle Paul speaks of a "thorn in the flesh" afflicting him. That "thorn" may have related to an eye problem. For him, and for me, the problem does serve to keep one humble.

Galatians 4:13-15 NIV

As you know, it was because of an illness that I first preached the gospel to you, and even though my illness was a trial to you, you did not treat me with contempt or scorn.

Instead, you welcomed me as if I were an angel of God, as if I were Christ Jesus himself. Where, then, is your blessing of me now? I can testify that, if you could have done so, you would have torn out your eyes and given them to me.

2 Corinthians 12:7-9 NIV

Therefore, in order to keep me from becoming conceited, I was given a thorn in my flesh, a messenger of Satan, to torment me. Three times I pleaded with the Lord to take it away from me. But he said to me, “My grace is sufficient for you, for my power is made perfect in weakness.” Therefore I will boast all the more gladly about my weaknesses, so that Christ’s power may rest on me.






APU Mission Statement

Azusa Pacific University is an evangelical Christian community of disciples and scholars who seek to advance the work of God in the world through academic excellence in liberal arts and professional programs of higher education that encourage you to develop a Christian perspective of truth and life.






Course Information

a. Course description

HIST 151 United States History to 1877 (3 credits)
This course surveys the political and cultural history of the United States to 1865. Areas of study include concepts of government and analysis of political institutions. This course meets the state requirement in U.S. history and government. Meets the general studies core requirement for Heritage and Institutions. (APU catalog).

Themes which I hope will engage you and connect to your lives in some way:

HIST 152 United States History since 1865 (3 credits)
This course surveys the political and cultural history of the United States from 1865 to the present. Areas of study include concepts of government and analysis of political institutions. This course meets the state requirement in U.S. history and government. Meets the general studies core requirement in Heritage and Institutions.

HIST 374 Colonial Era (3 credits)
This course is a study of the English colonies in America from 1609-1776; themes include institutions, life, customs, intercolonial relations, imperial control, and the movement for independence.

POLI 385 Politics of Developing Countries (3 credits)
This course considers the governmental structures and political orientation of developing countries and the essential theories devised respecting their political past, present, and future.

POLI 390 History and Politics of the Non-Western World (3 credits)
Fall 2015 topic: Wars in Iraq and Afghanistan
Use for HIST 484 as well
This course offers an overview of historical and political patterns in one pre-announced selected area of the non-Western developing world. The course may be repeated for credit as the topic varies.

HIST 382 Emergence of Modern America (3 credits)
This course is a study of the period 1878-1918, including political and intellectual change, the advent of big business, urbanization, reform, and the coming of World War






b. Credit hour policy

Following the APU Credit Hour policy, to meet the identified student learning outcomes of this course, the expectations are that this 3 unit course, delivered over a 15 week term will approximate 3 hours/week in classroom or direct faculty instruction. In addition, out-of-class student work will approximate a minimum of 6 hours each week.






c. Course goals [OLD WORDING]


1) Who were the people?
History (or HERstory) amounts to using a reverse time capsule to peek in on how people lived their lives. Newspapers are a first draft of that story. What is to us an historical event was for them usually just the daily news. They were living their lives, without knowing the future outcomes.

2) Where are the places?
I believe strongly in the value of knowing geography.

3) What were the events?
I tend to emphasize political/diplomatic/religious aspects of history. No need to remember dates as such, but it is critical to be aware of chronology so we can determine cause and effect relationships.

4) What were the problems (as viewed by each player) and how were they handled?
You are welcome to have your own emotional position as a bottom line, but I want you to be able to analyze dispassionately as if you were training to be a lawyer and argue either prosecution or defense.

But more than these standard objectives, I have a greater dream for you (in relation to our class) when you look back on it 2 years or so after you are graduated from APU: I want the following for you:

a. That my teaching I used different kinds of evidence/techniques to reach your varied learning styles (more toward visual and kinetic):

b. That you experienced US History as a much more fun/enjoyable subject (more than you expected).

c. That you learned how to analyze as a historian through the techniques of sourcing, contextualization, corroboration, and close reading

d. That you recognize the past as a foreign country.

e. That you appreciate those in the past as men and women that God cares for.

f. That what others we studied in history have faced issues that possibly connect to similar ones in your life.

g. That you got better at your walk with the Lord as a result of our time together.






d. Methods of instruction

I am pretty well educated in a professorial way. I have a B.A. in International Affairs from the Georgetown University School of Foreign Service, an M.A in Political Science from the University of Pittsburgh, an M.B.A. in Finance and International Business from the Stanford University Graduate School of Business, and a Ph.D. in U.S. History from the Claremont Graduate University. You can further check out my background by reviewing the material on the About Me page of this wiki:
http://thelearningprofessor.wikispaces.com/About+Me

My teaching strategy is to employ as much active learning as possible, using different kinds of evidence/techniques to reach your varied learning styles (more toward visual and kinetic):

Rather than burden this syllabus with too much detail, you might want to take a look at a separate page on this wiki entitled "Techniques." On that page, I have outlined various approaches I hope to implement in our classes.
http://thelearningprofessor.wikispaces.com/Techniques






Student Learning Outcomes

We will achieve these outcomes by means of exams, refection exercises, class discussion, and a variety of active learning techniques (see the reference above to the wiki page entitled "Techniqes.")

Our standard learning outcomes are as follows:

a. Describe and analyze major events, themes, ideas, and personalities in U.S. history from 1877.

b. Analyze primary source materials in U.S. history from 1877.

c. Articulate the relationship of the Christian faith to major events, themes, ideas, and personalities in U.S. history from 1877.

d. Analyze how major events, themes, ideas, and personalities in U.S. history from 1877 have shaped American life today.

But I have additional outcomes I hope we can achieve based on an APU seminar for professors I took entitled "Designing Significant Learning Experiences" Here is the link to a PDF of the booklet which describes the methodology:
https://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf

e. Application goal:How will you develop your critical thinking skills.
http://thelearningprofessor.wikispaces.com/Critical+Thinking

f. Integration goal: what connections you make about how our past affects present times and your personal life.

g. Human Dimensions goal: What have you learned about yourself as you confront those who lived in the past?
What further understanding does this give you of others?

h. Caring goals: I hope to see changes in your feelings toward people in the past who differ from you.

i. "Learning-how-to-learn" goals: How to use your "Strengths" and how to be a self-directed learner






Required textbooks and resources

a. There are no required textbooks for this class. We will be using online sources exclusively. The appropriate URL or reference information for each source will be noted on our specific wiki pages for the course.

b. You will need to have a laptop with you at every class session.






Course Calendar/Schedule

CAVEAT: The course schedule, topics, evaluation, and assignments may be changed at the instructor’s discretion.

Specific day-to-day assignments will be posted to the following page on our Learning Professor wiki:
http://thelearningprofessor.wikispaces.com/Today+HIST+152





HIST 151 (MWF)

WEEK #1

Wednesday, 31 August: Introduction
Friday, 2 September: Historical Analysis, Voyages of Exploration

WEEK #2

Monday, 5 September [Labor Day holiday]
Wednesday, 7 September: Martin Luther, English monarchs
Friday, 9 September: Roanoke Island

WEEK #3

Monday, 12 September: Jamestown
Wednesday, 14 September: Virginia, Maryland
Friday, 16 September: New England

WEEK #4

Monday, 19 September: Middle Colonies; religious pluralism
Wednesday, 21 September: William Penn, Quakers
Friday, 23 September: First Great Awakening

WEEK #5

Monday, 26 September: EXAM #1
Wednesday, 28 September: Background to the American Revolution
Friday, 30 September: same

WEEK #6

Monday, 3 October: Road to Revolution
Wednesday, 5 October: same
Friday, 7 October: same

WEEK #7

Monday, 10 October: Revolutionary War
Wednesday, 12 October: same
Friday, 14 October: same

WEEK #8

Monday, 17 October: EXAM #2
Wednesday, 19 October: Constitutional Convention
Friday, 21 October: same

WEEK #9

Monday, 24 October: George Washington, Thomas Jefferson, Alexander Hamilton
Wednesday, 26 October: Louisiana Purchase, Lewis and Clark
Friday, 28 October: War of 1812, Indian Removal

WEEK #10

Monday, 31 October: Oregon Trail, Gold Rush
Wednesday, 2 November: Manifest Destiny, Texas Revolution
Friday, 4 November: US-Mexican War

WEEK #11

Monday, 7 November: EXAM #3
Wednesday, 9 November: Second Great Awakening
Friday, 11 November: same; Term Paper process

WEEK #12

Monday, 14 November: Slavery
Wednesday, 16 November: same
Friday, 18 November: Anti-Slavery

WEEK #13

Monday, 21 November: catch-up day, Critical Thinking
Wednesday, 23 November [Thanksgiving holiday]
Friday, 25 November [Thanksgiving holiday]

WEEK #14

Monday, 28 November: 1850s, Compromise of 1850, Uncle Tom's Cabin, Harriet Beecher Stowe
Wednesday, 30 November: Republican Party, Sumner-Brooks, Dred Scott
Friday, 2 December: Lincoln-Douglas Debates

WEEK #15

Monday, 5 December: John Brown, 1860 election, secession
Wednesday, 7 December: Civil War, sides, battles, Emancipation Proclamation
Friday, 9 December: Reconstruction

WEEK #16 [FINALS] EXAM #4
Monday, 12 December through Friday, 16 December





HIST 151 Tuesday/Thursday

WEEK #1
Introduction, Historical Analysis, Voyages of Exploration

Thursday, 1 September

WEEK #2
Martin Luther, English monarchs, Roanoke Island

Tuesday, 6 September
Thursday, 8 September

WEEK #3
Jamestown, Colonial Virginia, Maryland, New England

Tuesday, 13 September
Thursday, 15 September

WEEK #4
Middle Colonies; Religious pluralism, William Penn, Quakers, First Great Awakening

Tuesday, 20 September
Thursday, 22 September

WEEK #5

Tuesday, 27 September: EXAM #2
Thursday, 29 September: Background to Revolution

WEEK #6
Road to Revolution

Tuesday, 4 October
Thursday, 6 October

WEEK #7
Revolutionary War

Tuesday, 11 October
Thursday, 13 October

WEEK #8

Tuesday, 18 October: EXAM #2
Thursday, 20 October: Constitutional Convention

WEEK #9
George Washington, Thomas Jefferson, Alexander Hamilton, Louisiana Purchase, Lewis and
Clark, War of 1812, Indian Removal

Tuesday, 25 October
Thursday, 27 October

WEEK #10
Oregon Trail, Gold Rush, Manifest Destiny, Texas Revolution, US-Mexican War

Tuesday, 1 November
Thursday, 3 November

WEEK #11

Tuesday, 8 November: EXAM #3
Thursday, 10 November: Second Great Awakening, Term Paper process

WEEK #12
Slavery and anti-slavery

Tuesday, 15 November
Thursday, 17 November

WEEK #13

Tuesday, 22 November: catch-up time; Critical Thinking
Thursday, 24 November [Thanksgiving holiday]

WEEK #14
1850s, Compromise of 1850, Uncle Tom's Cabin, Harriet Beecher Stowe, Republican Party,
Sumner-Brooks, Dred Scott, Lincoln-Douglas Debates

Tuesday, 29 November
Thursday, 1 December

WEEK #15
John Brown, 1860 election, secession, Civil War, (sides, battles), Emancipation
Proclamation, Reconstruction

Tuesday, 6 December
Thursday, 8 December

WEEK #16 [FINALS] EXAM #4

Monday, 12 December through Friday, 16 December






Colonial America class schedule

Term paper: (100 points)
Process (15 points)
Oral (15 points)
Final draft (70 points)

Mid-term (100 points)
Final (100 points)

Participation

10 points deducted for excess absences over two

connect to my wiki
page with the readings listed

Teaching using different kinds of evidence/techniques to reach your varied learning styles (more toward visual and kinetic):

WEEK #1
Thursday, 1 September: Introduction

WEEK #2
Tuesday, 6 September: Voyages of Exploration
Thursday, 8 September: Colonial Williamsburg readings

WEEK #3
Tuesday, 13 September: Roanoke Island
Thursday, 15 September: Roanoke Island

WEEK #4
Tuesday, 20 September: Powahatans/PocahontasJamestown
Thursday, 22 September: Jamestown

WEEK #5
Tuesday, 27 September: Slavery and Indentured Servitude
Thursday, 29 September: Colonial Virginia; Term Paper Process

WEEK #6
Tuesday, 4 October: Colonial Virginia
Thursday, 6 October: Colonial Virginia

WEEK #7
Tuesday, 11 October: Colonial Virginia
Thursday, 13 October: Colonial Virginia
TAKE-HOME MID-TERM DUE

WEEK #8
Tuesday, 18 October: New England
Film: Desperate Journey
Thursday, 20 October: New England
Term Paper topic and discussion due

WEEK #9
Tuesday, 25 October: New England
Thursday, 27 October: New England

WEEK #10
Tuesday, 1 November: Deerfield (French and Indian threat)
Thursday, 3 November: Deerfield

WEEK #11
Tuesday, 8 November: Martha Ballard: Diary of A Midwife
Thursday, 10 November: Martha Ballard

WEEK #12
Tuesday, 15 November: Salem Witch Trials
Thursday, 17 November: Salem Witch Trials; Critical Thinking

WEEK #13
Tuesday, 22 November: Middle Colonies
Thursday, 24 November [Thanksgiving holiday]

WEEK #14
Tuesday, 29 November: Immigration
Thursday, 1 December: First Great Awakening

WEEK #15
Tuesday, 6 December: Term Paper oral presentations
Thursday, 8 December: Term Paper oral presentations

WEEK #16 [FINALS]

Monday, 12 December through Friday, 16 December

TAKE-HOME FINAL EXAM [space them]
TERM PAPER






Assignments

a. Exams

Exams will be essay. They will not be cumulative. Please supply your own blue book and write in pen.

Multiple-choice






A missed exam may not be made up, except for legitimate reasons and with the instructor’s approval. See policy below about make up exams.

Final Exam will be given on the assigned date and not before— make travel plans accordingly. Please note the following from the current Undergraduate Catalog: “Final examinations are required in all courses. No final examination shall be given to individual students before the regularly scheduled time. No exception can be made to this rule without the written approval of the instructor, the department chair, and the appropriate academic dean.”






b. Classroom attitude/participation: general

Class participation includes attendance, punctuality, preparedness, attentiveness, and compliance with all instructions, timely submission of all assignments, and contribution to class discussion through comments or questions.

Excellent class participation can improve your grade as much as two steps (that is, a B- can be raised to a B or even to a B+). It is not possible to get an A in this course without at least good (B level) class participation. Excessive tardiness, early departure, un-preparedness, inattention, disruption, eating food in class, texting, or absence will lower your class participation grade.






c. Classroom attitude/participation: more specific thoughts [OLD WORDING]

First of all, come to class. You can't participate if you are not present. Success in life is often merely showing up.

Second, come with your proper tools each time: You will be docked half an unexcused absence if you come to class without your required materials, principally your laptop. Your laptop is required for this course.

A word about laptops. Our laptops are to enhance learning. Excessive dinging around with it will grieve the Holy Spirit (and me) and will warrant half an unexcused absence. In other words, your participation grade will drop each time this dinging occurs. All of us need to be faithful in appropriately using our laptops during class time. I don't want to have to spy on you but hope to count on you not to be using your laptop to do email or surf the web. Conduct yourselves so that I can feel confident that you (and your mates) are working away appropriately even if I am not watching. [Note the reference to eye-service in both Ephesians 6:5-6 (NAS) and Colossians 3:22 (NAS).]

Third, do something once you are here. Your class participation will make the difference between an "A" and a non-A. Most of my grading of you is on-going, as I observe you day after day in class. Verbally and non-verbally, demonstrate enthusiasm and a positive attitude. Look toward me and make eye contact periodically. When you look continually at your computer when I am talking, I question—perhaps unfairly to you—what you are doing.

Demonstrate a positive attitude toward whatever feedback I may provide. Aim to get better, not bitter.

Even if you think you are done with what has been assigned for the class period, keep yourself legitimately busy until dismissal. Return to websites we used during prior class periods.

c. Classroom attitude/participation: more specific thoughts [NEW WORDING]

Add these in above, where applicable

Expect engagement
Students off-task/attitude/no visible enthusiasm

You can help me with this:
Never show anger
Never call out a student publicly
I may judge incorrectly what I see/or attribute motives incorrectly
I will write you an email
Then maybe we can talk before/after next class to make sure things cool

Sit down beside the student






Information Literacy and Use of the Library

Information literacy is defined as “a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information” (American Library Association, 1989). In this course, teaching and learning processes will employ the following information literacy standards, as endorsed by the American Association for Higher Education (1999), the Association of College and Research Libraries (2000), and the Council of Independent Colleges (2004).

The students in this course will:
  • determine the nature and extent of the information needed;
  • access needed information effectively and efficiently;
  • evaluate information and its sources critically and incorporate selected information into his or her knowledge base and value system;
  • individually or as a member of a group, use information effectively to accomplish a specific purpose.

The APU University Libraries contain a myriad of resources to assist students in the completion of course assignments. Research assistance is available via the University Libraries staff and the APU Libraries website: http://www.apu.edu/library/.







Evaluation/Assessment Rationale and Grade Determination

a. Here are the factors that will contribute to the final course grade:

3 Essay exams (100 points each)=300 points
Participation=50 points
[Deduct: any unexcused absences/laptop dinging around @ 10 points each]

Total=350 points


HIST 151
4 exams, multiple-choice, 50 questions each

Exams will be multiple-choice. (50 points each) 4 exams
Taken from:
class notes (which I will cover in class)
assigned readings (a few of which we will go over together)

Participation

HIST 374 COLONIAL AMERICA


Term paper: (100 points)
Process (15 points)
Oral (15 points)
Final draft (70 points)

Mid-term (100 points)
Final (100 points)

Participation

10 points deducted for excess absences over two

I'll have a handout that goes further into our expectations.







b. Criteria used to calculate grades

Grades on coursework will be awarded as follows:

“A” work - Outstanding
Above and beyond the requirements of the assignment; outstanding effort, significant achievement, and personal improvement are clearly evident. Some measure of remarkable skill, creativity, or energy is also evident.

“B” work – Above Average
Fulfills all aspects of the assignment and goes a bit beyond minimum competence to demonstrate extra effort, extra achievement or extra improvement.

“C” work - Average
Fulfills all aspects of the assignment with obvious competence and grace. Assignments are completed exactly as assigned.

“D” work – Below Average
Below average either because some aspect of the assignment has not been fulfilled or because a preponderance of errors (more than one or two per page) interferes with clear communication. A “D” may also indicate failure to follow directions, failure to follow specific recommendations, or failure to demonstrate personal effort and improvement.

“F” work – Not Acceptable
Not acceptable, either because the student did not complete the assignment as directed, or because the level of performance is below an acceptable level for college work.

c. Grading Scale

Example:
93-100=A 87-89=B+ 77-79=C+ 67-69=D+
90-92=A- 83-86=B 73-76=C 63-66=D
80-82=B- 70-72=C- 60-62=D- 0-59=F

Need a scale based on points or do I






Course Policies:

a. Class attendanc

MWF course:
Your attendance is considered mandatory for the class, and attendance will be taken regularly. You will be allowed three unexcused absences without any grade drop. For each unexcused absences thereafter, your grade will drop 10 points.

Tuesday/Thursday course:

Please note that pre- or post-holiday travel is not cause for an excused absence.

An excused absence (i.e. medical, family emergency, university business) must be properly documented by an acceptable authority. When possible, you should inform me of an anticipated absence in advance.

Please try to be in class on time. Excessive tardiness (more than 10 minutes late) will be considered half an unexcused absence. If other responsibilities require you to be tardy on a regular basis, you should discuss the matter with me by the end of the first full week of class.

b. Incompletes/late work/extra credit

Only in rare instances (medical reasons) will I be willing to accept a request for an incomplete. You should plan to finish your course requirements within the parameters of this semester.

Late papers will be accepted, but one letter grade will be deducted per calendar day late.

Normally, extra credit work is not accepted. On occasion, however, I may offer limited bonus points for your attendance at various academic functions such as lectures, seminars, and the Common Day of Learning.

c. Make Up Exam Policy and Procedures (2014-15):

1. Present written request to your professor to take make-up exam, detailing reasons for the request, and including medical or other documentation.
2. Receive permission from your professor to take make-up exam.
3. Contact Dept. Program Coordinator at historyps@apu.edu to schedule the exam, including your name, the course, the professor’s name and three times you are available to take the make-up exam.
4. Understand that make-up exam time slots are limited and that advance planning on the student’s part is essential.

d. Academic Integrity

The mission of Azusa Pacific University includes cultivating in each student not only the academic skills that are required for a university degree, but also the characteristics of academic integrity that are integral to a sound Christian education. It is therefore part of the mission of the university to nurture in each student a sense of moral responsibility consistent with the biblical teachings of honesty and accountability. Furthermore, a breach of academic integrity is viewed not merely as a private matter between the student and an instructor but rather as an act which is fundamentally inconsistent with the purpose and mission of the entire university. A complete copy of the Academic Integrity Policy is available in the Office of Student Life, the Office of the Vice Provost for Undergraduate Programs, and online.

Both the expectations for this course and the consequences for violations of academic integrity are consistent with those outlined in the academic integrity policy.

e. University or Department Policies

All university and departmental policies affecting student work, appeals, and grievances, as outlined in the Undergraduate Catalog and/or Department Handbook will apply, unless otherwise indicated in this syllabus.

f. Available Support Services for Students with Disabilities

Students in this course who have a disability that might prevent them from fully demonstrating their abilities should meet with an advisor in the Learning Enrichment Center as soon as possible to initiate disability verification and discuss reasonable accommodations that will allow the opportunity for full participation and for successful completion of course requirements. For more information, please visit www.apu.edu/lec, or contact the LEC by phone at 626-815-3849 or email at lec@apu.edu.

Bibliography/Webliography

Additional sources are available on the specific wiki pages used for the class.