Instructor: Lisa M. Lane
Welcome! Each week, students should:
1. do the reading Assignment (context and lecture)
2. take the Quiz (by Tuesday midnight)
3. post a primary source in the Sources and Writing Board (by Wednesday midnight)
4. post a thesis/writing post in the same Sources and Writing Board by Sunday in response to my Thursday instructions (by Sunday midnight)
Links to all of this are at the class website.
How do I get into this class?
- Register at MiraCosta College.
Online courses fill quickly!
- Please make sure SURF has your
correct email address.
- The class will be open by Thursday, August 15. At that time,
the URL in the box above will allow you
to enter the class. This
course is offered in Moodle, not
- Once you are
inside the class, do the Tech
Check by Wednesday, August 21 to make
sure your computer is set up properly.
- Add policy: I will be adding up to three students over the limit of 40. After class begins, the wait list in SURF is defunct. Preference will be given to students who have emailed me before the first day of class, were on the official wait list, and who need this class as the last class for a degree at MiraCosta or a public university. NO students will be given permission codes after midnight on Tuesday, August 20, and students who receive a code must register with 24 hours of the time of my email or they will be dropped when they do register.
How much of my time will it take?
- About 9 hours per week (standard for a 3-unit university transfer class offered in the 8-week format) -- that's about 1.5 hours a day
- If you have basic computer skills, read well, and work well independently, the time may be less.
- If you have weak computer skills, poor study habits, and require much guidance, the time may be more. In this case, you may want to consider whether you are a good candidate for online classes.
Is it a hard class?
- As required by law, the class is taught at the freshman/sophomore university level.
- This class goes beyond the facts of history, into interpretation and analysis. This may be quite different from what you are used to.
Will there be any real-time or on-campus meetings?
No. The class is completely asynchronous and online.
What computer stuff do I need?
- Firefox or Safari browser (Internet Explorer won't work properly)
- Reliable access to a good desktop or laptop computer (there are also labs on campus) - an iPad will not work for this class
It's an online class. Can't
I just cheat?
- I'm very tough on plagiarism and academic dishonesty (see the college catalog). I give F's for work that is similar to that of your colleagues, past or present, and check all written passages. Quotation marks should be used when citing your sources.
- Quizzes are designed to be taken as open book, open note.
- The process of developing and practicing
historical themes is designed to ensure
that you develop your own interpretations
Can I take the class at my own pace? Can I turn in late work?
- This class is not self-paced because
participation is on a minimum 3x
weekly basis, and each student's work relies on the work of other students. The historical writing process is also scaffolded, with each week building on the last. Late quizzes may be
submitted for only a week for reduced credit, except for the last week. There is no procedure for submitting late writing assignments or forum posts, although catching up on missed work may be helpful for the Contribution Assessment.
What books do I need?
- None. All the reading is online. However, primary sources can make tough reading. They are linked within the lectures, but you can also download and print the Documents Workbook.
What's this course cover? What's it count toward?
- This course covers the history of Western Civilization from 1648 to the present
- You need not have taken History 103
- General Education: Humanities
How does the grading work?
The course is graded
on a simple 100-point scale, so that's a simple percentage.
These contain multiple-choice
questions from lectures and readings.
|Sources and Writing Boards
Posting a good source and writing an essay according to the rubric below.
|Mid-term Contribution Assessment
by the Contribution to the Class portion
of the Rubric (below).
Based on thematic essay.
What are the Student Learning Outcomes for the course?
At the end of the course, students will
be able to:
1. construct a historical thesis that could
be supported by selected primary sources
from the era covered by the course
2. estimate the correct era from which a
primary source derives
3. articulate the causal and/or consequential
elements of an event from the era covered
by the course
4. analyze cultural expressions as evidence
of an historical theme
What is the grading rubric?
Multiple-choice quizzes don't need a rubric because they are automatically scored.
- Use of class materials and activities is expected.
Essays have made full use (A), good use (B), some use (C), little use (D), or no use (F) of class materials and activities.
- Essay theses must be interpretive.
Essay theses are highly interpretive (A), solidly interpretive (B), primarily factual with some interpretation (C), factual (D) or not a thesis (F).
- Essays must use the required number of primary sources from the Sources and Writing Boards.
The required number of sources used in the essay are all primary (A or B), mostly primary (C), mostly secondary (D), all secondary or not used(F).
- Sources must be fully cited with artist/author, title, date, and a live link to a page where the item is featured.
Sources in the essay are fully cited (B), almost all fully cited (B), mostly cited (C), not all cited (D) or not cited (F).
- Writing must be at the college level.
Writing in the essay is at the college level or higher (A), at the college freshman English 100 level (B), at the high school level (C), below the high school level (D or F).
- Students should log in at least three times a week.
Logs in more than three times a week (A), 2-3 times a week (B), once a week (C), less than weekly (D or F).
- Students should post at least one primary source by Wednesday night and a writing assignment by Sunday night each week in the Boards.
Primary source and writing assignments have been completed every week on schedule (A), weekly (B), most weeks (C), few weeks (D), rarely (F).
- Students should respond to guidance from the instructor, learn from full-group (rather than individual) feedback, and get help from the FAQ and college resources as needed.
Responds to instructor guidance as provided through summary posts, Thursday posts, Latest News, examples, replies, and messages - always (A), almost always (B), mostly (C), occasionally (D), never (F).
- Students should be helpful to others through commenting, suggesting, or providing good examples in the Boards.
Is helpful to other students weekly (A), regularly (B), occasionally (C), rarely (D), not at all (F)
- Work in the Boards should be directly connected to class lectures and readings.
Work in the Boards is clearly connected to class lectures and readings in every post (A), in many posts (B), in some posts (C), in few posts (D), in no posts (F).
- Lectures and all readings (including all context readings) should be completed weekly.
Lectures and readings have been completed every week on schedule (A), weekly (B), most weeks (C), few weeks (D), rarely (F).
- Student work should reflect the student's own interests.
Writing for theses and essays has been obviously related to the student's own interests every week (A), most of the time (B), occasionally (C), rarely (D), never (F).
For primary sources:
2 = primary source, from the correct era, author/artist, title, date, live link to web page where source is featured, comment connecting source to other class materials
1.5 = may be missing one of the above, particularly link that isn't live or isn't to web page where source is featured, or may be missing comment
1 = missing two or more citation items, may not be from correct era, or submitted late
.5 = not primary or not from anywhere close to that week's era
For writing post:
3 = interpretive thesis (after first two weeks), follows all directions in the writing assignment, A or B college-level English, sources correctly cited
2.5 = may vary slightly from the assignment, English at C level for college, factual thesis (before mid-term)
2 = doesn't follow directions but good writing, or vice versa, factual thesis after mid-term
1.5 = not following directions or submitted late
What about cheating and plagiarism?
Academic dishonesty can lead to F grades
on quizzes, contribution assessments
(as a result of plagiarism in discussion
forums), and the final exam. If
cheating or plagiarism is discovered
at any time (and I'm very good at
it), all of the student's previous
work will be checked, and grades
revised as determined by the instructor.
Cheating includes copying phrasing
or paraphrasing from the textbook,
documents, or other course materials
without quoting and/or citing the
source. It also includes creating
work together with another person
University's plagiarism self-quiz).
While you are welcome to study and
talk together, all work you turn
in or post must be your own, since
all grades are individual. To
protect yourself in an on-line environment,
make sure that your quiz/test answers in
no way resemble those of your colleagues.
How do I ask questions?
A green light means I'm available for chat.
- Once inside the class, for private
matters use Messages to contact
me. I will respond within two working
- For class issues, use the "Help,
I have a question!" discussion
me with any other questions.
- Class Facebook group
Last updated: 23 October 2013