HISTORY 310: A HISTORY OF THE AMERICAN PEOPLE TO 1877 (Course #18454)
PROFESSOR:
Stuart Graybill
OFFICE HOURS (RN 211):
MTWTh 9:15am-10:15am
Friday 2:30-4:00 pm
(or, by appointment)
CONTACT INFORMATION:
E-mail: graybis@scc.losrios.edu
Phone: (916) 558-2309
Website: web.scc.losrios.edu/graybis
COURSE OVERVIEW:
This course will examine the historical development of American society and culture to 1877. Lectures
and reading materials will introduce students to the origins and consequences of the major historical
forces (economic, social, cultural and political) that helped shape life in America. Above all, we will
examine the various ways that Americans understood the meaning of FREEDOM and how competing
definitions of freedom emerged from and contributed to the complex forces of historical change in the
United States.
REQUIRED READING MATERIALS:
Course Textbook:
Give Me Liberty, Vol. 1. (Seagull 3rd Edition)
Electronic Device:
IClicker Remote
(The textbook and the IClicker above are available in the SCC College Store and the textbook is also
on reserve in the Library)
GRADED ASSIGNMENTS:
Students will be required to complete THREE EXAMS and a FORMAL PAPER. The schedule for
completing these assignments – and the relative value of them, as a percentage of students’ course grade
– is provided in the table below:
First Exam:
Second Exam:
Formal Essay:
Final Exam:
Miscellaneous:
Monday, September 24
Monday, November 5
Monday, December 3
Monday, December 17
20%
20%
20%
20%
20%
The EXAMS are designed to assess students’ command of course readings and in-class material
(lectures, films, textbook, handouts, etc.). In the examinations, students will write essays and short
answers in response to questions posed by the professor.
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FORMAL ESSAY: students will write ONE formal essay that analyzes and interprets material from
class and the textbook (approximately 5 pages, typed, double-spaced, 1" margins, with a cover page –
more complete instructions for writing the essays follow later in this syllabus). Students must complete
the formal essay to pass the class!
The PARTICIPATION portion of students' grade is a composite of students' participation in clicker
exercises and other classroom exercises. Failure to participate in clicker exercises, absences, late arrival
to, or early departure from, class counts against students’ miscellaneous grade component. The easiest
“A” in the class is to attend every class session and participate in all the clicker exercises.
POLICY REGARDING MISSED EXAMS:
-If an unforeseen emergency compels you to miss one of the exams, you may make up that exam at the
end of this semester. However, you may make-up only ONE of the exams! If you miss two exams, you
will receive a zero (0) for one exam.
-The make-up exam will offer MUCH LESS CHOICE than the first two exams (see the “Exam
Preparation” section of the syllabus for more information).
-A SINGLE MAKE-UP DATE for a missed exam will be offered – the make-up exam will be offered
during the final exam, at the end of the semester. If you miss the make-up exam, you will receive a zero
(0) for that exam. Furthermore, if you wish to make-up a missed exam, you must inform the professor of
your intent to do so before the make-up exam date.
POLICY REGARDING LATE PAPERS:
* Papers submitted beyond the due date will be PENALIZED ONE FULL LETTER GRADE.
* Late Papers must be submitted within ONE WEEK of the due date to receive credit.
* NO PAPERS WILL BE ACCEPTED BEYOND ONE WEEK FOLLOWING THE DUE DATE!
*Therefore, in order to ensure you pass the course and maximize your chances for the best possible
grade, complete the paper on time.
REQUIRED COURSES, SKILLS:
Completion of ENGWR 101 with a grade of "C" or better, or ESLW 320 with a grade of "C" or better is
REQUIRED! The principal method of assessment in this course is through evaluation of written work.
Therefore, to be successful in this course, proficiency in English composition is a strong asset.
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STANDARDS FOR CLASSROOM COURTESY:
1) Students are not permitted to answer cell phones in class! 2) Cell phones must be turned off or set to
vibrate mode. 3) If you must return phone calls during the class period, exit the classroom as
unobtrusively as possible and take the call outside. If you anticipate that you may need to answer a call,
please position yourself close to the exit so that you do not disturb class when you leave. 4) Arrive in
class on time. 5) NO LAPTOP COMPUTERS are allowed without the express permission of the
professor.
ATTENDANCE POLICY:
Attendance is a requirement of the course. Students are allowed two absences that do not count against
the student’s miscellaneous portion of their grade.
Each absence after that, however, reduces the student’s miscellaneous grade by half a letter grade.
Two late arrivals, or early departures from class, also count as one absence.
Students will be dropped if excessively absent.
So, to maximize your chances of earning the best possible grade: 1) attend class regularly; 2) show up
on time; 3) and don’t leave early.
LEARNING ACCOMMODATIONS:
I will be delighted to assist students who present to me proper verification of their need for learning
accommodations. Please inform the professor at the beginning of the semester in order to make
arrangements for completing assignments.
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EXAM PREPARATION INSTRUCTIONS
The midterm and final examinations are structurally identical and will be divided into three parts.
PART I is an extra credit section containing several very short answer questions drawn from the
chronology tables (dates) in each chapter of the textbook.
PARTS II & III will examine students on textbook and lecture material through written essays.
At the beginning of each chapter of the textbook, Give Me Liberty, is a section titled FOCUS
QUESTIONS. That section contains questions that analyze the subject matter of that chapter.
Essay questions on PARTS II & III of the exams will be drawn from the FOCUS QUESTIONS at
the beginning of each chapter of the textbook. By the time you complete reading each chapter of
Give Me Liberty, you should be prepared to write an examination essay on each of the FOCUS
QUESTIONS for that chapter.
FOR EXAMPLE:
In PART II of the first midterm exam, I will choose, at random, TWO or THREE of the FOCUS
QUESTIONS from chapters 1-2 in the textbook, Give Me Liberty and place those questions on the exam
(there are a total of 12 FOCUS QUESTIONS in chapters 1-2). You will then write an ESSAY on ONE
of those three questions – the one question that you think you are best able to answer.
On PART III of the first midterm exam, I will choose, at random, TWO or THREE of the FOCUS
QUESTIONS from chapters 3-4 in the textbook, Give Me Liberty and place those questions on the exam
(there are a total of 12 FOCUS QUESTIONS in chapters 3-4). You will then write an ESSAY on ONE
of those three questions – the one question that you think you are best able to answer.
In PART II of the second midterm exam, I will choose, at random, TWO or THREE of the FOCUS
QUESTIONS from chapters 5-7 in the textbook, Give Me Liberty and place those questions on the exam
(there are a total of 14 FOCUS QUESTIONS in chapters 5-7). You will then write an ESSAY on ONE
of those three questions – the one question that you think you are best able to answer.
On PART III of the second midterm exam, I will choose, at random, TWO or THREE of the FOCUS
QUESTIONS from chapters 8-10 in the textbook, Give Me Liberty and place those questions on the
exam (there are a total of 13 FOCUS QUESTIONS in chapters 8-10). You will then write an ESSAY on
ONE of those three questions – the one question that you think you are best able to answer.
In PART II of the final exam, I will choose, at random, TWO or THREE of the FOCUS QUESTIONS
from chapters 11-13 in the textbook, Give Me Liberty and place those questions on the exam (there are a
total of 13 FOCUS QUESTIONS in chapters 11-13). You will then write an ESSAY on ONE of those
three questions – the one question that you think you are best able to answer.
On PART III of the final exam, I will choose, at random, TWO or THREE of the FOCUS QUESTIONS
from chapters 14-15 in the textbook, Give Me Liberty and place those questions on the exam (there are a
total of 10 FOCUS QUESTIONS in chapters 14-15). You will then write an ESSAY on ONE of those
three questions – the one question that you think you are best able to answer.
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INSTRUCTIONS FOR COMPOSING EXAM PREPARATION CARDS:
In order to assist you in writing your essays during the midterm and the final examinations students may
use 3x5 EXAM PREPARATION CARDS (if you take the time to create them). On those cards, students
may prepare the basic outlines and facts necessary to compose an essay that answers each of the FOCUS
QUESTIONS in each chapter of Give Me Liberty.
And, since chapters 1-4 are the subject matter of the FIRST MIDTERM EXAM, and since there are a
total of 24 FOCUS QUESTIONS in chapters 1-4 of Give Me Liberty, students may compose a total of
24 3x5 NOTE CARDS (one for each FOCUS QUESTION in chapters 1-4) for the first exam.
Students may then use those 3x5 cards to assist in composing responses to the essay questions that
appear on the FIRST MIDTERM EXAM. The same procedure for composing 3x5 cards applies to all
subsequence exams.
If you decide to prepare 3x5 cards to assist you in answering the essay questions for Parts II & III
of the exams, your cards should conform to the following rules, because cards that you us to
answer essay questions must be submitted with the exam:
On a 3x5 notecard, include:
1) NAME in the upper right hand corner - REQUIRED FOR ANY CARDS YOU CREATE
2) you may write out, longhand, the QUESTION from the "Focus Questions" section of the relevant
chapter of Give Me Liberty.
3) you may identify the BOOK and the CHAPTER number from which the question comes.
4) a THESIS STATEMENT for the essay you intend to write.
5) a FIVE POINT OUTLINE for the essay you intend to write.
In this outline, you may write a complete topic sentence for each outline point. Beneath each
outline point you may also include all the factual information that you might include in the essay.
That is, you may include dates, names, events, movements, organizations, geographical
locations, etc. You may include as much of this sort of information as you can crowd onto the
card (on both sides). You may hand write the card or you may type it.
With the exception of the thesis statement and the topic sentences for the outlines, however,
YOU MAY NOT WRITE COMPLETE SENTENCES ON THE CARD!
IN OTHER WORDS, YOU MAY NOT COPY AN ESSAY ON TO YOUR CARD!
The cards are VOLUNTARY! You are not required to make them, but you will almost certainly
do better on the exams if you make them. If you decide to make the cards and use them on the
exam, you must submit the cards you use for writing the exam essays with your green book.
ALL EXAMS MUST BE COMPLETED IN A GREEN BOOK!
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History 310
SAMPLE EXAM
Graybill
In the questions you choose to answer in Parts I & II below, be sure discuss the relevance of
the main theme of the course to the subject matter of the question.
Please double-space your essays in your green book to make it easier to read.
PART I – EXTRA CREDIT – 4 pts – ONE LINE ONLY!
1. When did English colonists settle in Plymouth, the first English settlement in Massachusetts?
2. When was the First Great Awakening?
3. When did Thomas Jefferson purchase the Louisiana territory from the French?
4. When was the Second Great Awakening?
Part II – Essay – 50% – Answer ONE of the following questions from the textbook and lectures:
1. What were the chief features of the Spanish empire in America? (Chapter 1, Question 3)
How does the textbook answer the question above? Also, explain (from your understanding of lecture
material) the Spanish imperial system in the Americas between 1500 and 1600.
2. How did patterns of class and gender roles change in eighteenth-century colonies?
(Chapter 3, Question 5)
How does the textbook answer the question above? Also, discuss from lecture, the legal status of women
and the social patterns of deference that existed in the English colonies of North America.
3. What was the significance of the Great Awakening? (Chapter 4, Question 5)
How does the textbook answer the question above? Also, explain (from your understanding of lecture
material) the origins of religious freedom in American culture.
Part III – Essay – 50% – Answer ONE of the following questions from the textbook and lectures:
1. How did equality become a stronger component of American freedom after the Revolution?
(Chapter 6, Question 1)
How does the textbook answer the question above? Also, explain (from your understanding of lecture
material) why equality was an “unintended” outcome of the Revolution.
2. How did the Revolution bring a loss of freedom for Indians? (Chapter 6, Question 4)
How does the textbook answer the question above? Also, explain (from your understanding of lecture
material) the westward expansion of the United States after 1780.
3. What were the major debates that gave shape to the Constitution? (Chapter 7, Question 2)
How does the textbook answer the question above? Also, explain (from your understanding of lecture
material) why writers of the Constitution were hostile to democracy?
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INSTRUCTIONS FOR WRITING FORMAL ESSAYS (PAY CAREFUL ATTENTION!!!!):
The textbook (Give Me Liberty, Volume 1), class lectures, films, and other class materials, are the
primary subject matter for the formal essay assigned for this class. Outside sources (i.e., library, web,
etc.) are permissible as long as the overwhelming bulk of the formal essay submitted by the student is
drawn from class materials.
Each chapter of the textbook includes a section titled, “Voices of Freedom.” Each “Voices of Freedom”
section contains TWO separate essays, one on the left page, and another on the right. To prepare for this
assignment, read all the “Voices of Freedom” selections in each chapter, as well as the questions that
accompany the selections. Then pick the one “Voices of Freedom” selection that most interests you
(remember, each “Voices of Freedom” selection contains TWO separate essays – your essay should
examine and compare both essays).
In the “Voices of Freedom” selection you choose, there is a section on the bottom of the right-hand
page, in the corner, that contains three questions beneath a bold subheading titled, “QUESTIONS. Your
formal essay should be an integrated composition that answers the three questions for the “Voices of
Freedom” selections you choose.
In addition to answering those three questions, your essay should also explain the historical context of
the selections (when? where? what? who? etc.) by selectively using information drawn from textbook
material (as well as other class sources) that is relevant to the “Voices of Freedom” selections and
questions.
Again, to complete the assignment, you should read the “Voices of Freedom” selections carefully, read
the relevant ALL material from the textbook thoroughly, and review lectures and class materials for all
the information that might help you write your essay.
While you may consult and cite any sources you wish to complete this assignment, your grade on this
assignment will depend on how well you analyze and employ class materials (especially the textbook) to
support your essay. If you use outside sources, you must specifically and precisely cite them.
Be sure to make your essays SPECIFIC, PRECISE, and ACCURATE!
Essays that are general, imprecise, and vague will demonstrate a lack of serious application, and will be
graded accordingly.
ABOVE ALL, YOUR WRITING MUST DEMONSTRATE A THOROUGH COMMAND OF
THE RELEVANT SUBJECT MATTER FROM THE TEXTBOOK AND CLASS MATERIALS!
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ORGANIZATION AND MECHANICS OF FORMAL ESSAYS
1. The essays should be composed in the following manner:
Each essay should be approximately 5 pages, typed, double-spaced, 12 pt. font, 1" margins, with
a title page. Each essay should also contain an introductory paragraph, a body, and a conclusion.
2. The introduction should provide just that – an introduction to the subject you’ve chosen. A good
introduction provides a thesis statement (a single sentence or a small number of sentences that decisively
state an argument or position that you will develop and demonstrate in your essay) and a brief statement
of the main points you intend to develop in your essay. Or, to put it another way, the introduction should
introduce the WHO? WHAT? WHERE? WHEN? factual elements of your essay. WHO are the main
figures in this story? WHAT is it about? WHERE does it take place? WHEN does it take place?
3. The body should be composed of several paragraphs that support your thesis and main points of your
essay. Above all, the body should provide hard EVIDENCE and EXAMPLES, drawn from the Give Me
Liberty and class materials sufficient to prove your thesis. In this sense, your essay should demonstrate
thorough familiarity with the historical context, the time period in question. That is, you should
read the relevant chapters in the textbook thoroughly and refer to evidence from those chapters to
support your essay. More than any other single criteria, your work will be judged on the quantity
and quality of the evidence that you provide from the textbook and class materials, as well as your
analysis of it! So you should devote most of your time to assembling and intelligently examining
evidence and examples!
For the purposes of the essay you will be writing, the term "evidence" includes examples and major
ideas drawn from the textbook and class materials. Thus your essay should contain numerous quotations
drawn specifically from Give Me Liberty, and your writing should carefully examine the evidence and
main ideas of the sources you will be reading.
While you may consult and cite other sources for the essay, your essay must be thoroughly supported
by evidence from the textbook and class materials!
4. The conclusion can be constructed in a variety of ways: it may be a brief summary of the main points
of your essay; it may also be a restatement of your thesis; but the best conclusion is one that
demonstrates the historical significance of the issue you are examining and your analysis of it. When
you read over your essay, before submitting it, you should be sure that the WHO? WHAT? WHERE?
WHEN? and WHY? questions have been answered.
5. When you write about the past, use the past tense.
Avoid constructions such as the following: “The Republicans would destroy slavery during the
Civil War.”
Substitute above with: “The Republicans destroyed slavery during the Civil War.”
6. Avoid passive sentences (e.g. “mistakes were made”). Thus, avoid forms of the verb “to be”,
especially “was” and “were”. Use active verbs wherever possible (e.g. “Andrew Jackson made a
mistake”). Passive voice often obscures meaning, while the active voice makes responsibility clear.
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For example:
Passive Voice Construction: “Early in the secession crisis, many alternative responses
were considered.” (who is “considering”?)
Active Voice Construction: “Early in the secession crisis, President Lincoln considered
several alternative responses.” (responsibility is clear)
7. Write at least one rough draft and then read it thoroughly to identify and correct weaknesses in logic,
evidence, and style, as well as errors in spelling and grammar.
8. Quotations and evidence should adhere to MLA citation rules. If you’re unfamiliar with MLA rules, a
good website to consult is:
http://www.library.cornell.edu/resrch/citmanage/mla
Citation Examples
If you quote from the textbook:
According to Eric Foner, early “Eighteenth-century British America was not a ‘melting pot’ of cultures.”
(Foner, 110)
Or, let’s say Eric Foner writes a complex sentence which is partly Foner and partly some other figure –
for example, Foner writes on page 147, “This structure, wrote the French political philosopher Baron
Montesquieu, made Britain ‘the one nation in the world whose constitution has political liberty for it’s
purpose.’”
If you wish to quote such a passage, you need to introduce the quote with something like this: The 18th
century Britain, Eric Foner quotes the French political philosopher Montesquieu, was “the one nation in
the world whose constitution has political liberty for it’s purpose.” (Foner, 147)
If you quote from a film:
William Lloyd Garrison believed that the United States Constitution was “a covenant with death and an
agreement with hell.” (Film, Judgment Day).
If you quote from lecture:
Economic depressions in the nineteenth century were gradually lasting longer, becoming more frequent
and more severe. (Graybill, 10-18-12)
IF YOU CONSULT SOURCES OUTSIDE CLASS MATERIAL, BE SURE TO INCLUDE A
“WORKS CITED” PAGE TO REFERENCE YOUR CITATIONS!
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A WARNING ON PLAGIARISM!
Plagiarism is literary and intellectual thievery! It is the wholesale use of somebody else’s material, and an
attempt to pass it off as if it were your own, in a paper or an exam essay. The following are examples of the
criteria that will be used in this class to identify plagiarism:
1. The use of somebody else’s exact wording, whatever the material, without indicating the source and without
using quotation marks or other accepted typographical devises. Changing a few words here and there is not
sufficient to avoid plagiarism!
2. Reproducing the whole pattern of organization and points of view of a source without giving credit via
standard, in-text, written citation.
3. Reproducing facts, figures, or ideas in a pattern that originates with, and are the property of, a particular
source rather than a matter of information commonly available in many sources.
4. Collaboration with other students in order to better understand the subject matter of the course, or to write
and better essay, is a good thing, but collaboration to the extent that two or more assignments are identical in
wording, pattern of organization, or points of view is not!
Your essays should be composed in your own words, though you may quote passages (with clearly
identified quotation marks) and cite facts and evidence from the textbook, lectures, videos, etc.
Plagiarism is a serious offense (and I treat it seriously); it can lead to dismissal from the college and
severe long-term implications for completing a college or university education in the United States.
ESSAYS WILL BE EVALUATED ACCORDING TO THE FOLLOWING CRITERIA:
1. Organization, logic, coherence (that is, introduction, thesis, body, conclusion, etc.).
2. Content (quantity and quality of evidence, level of analysis, level of command of subject matter).
3. Grammar, syntax, spelling.
The best essays will demonstrate command of the subject matter of the documents as well as
careful preparation and composition of the essay.
On the following page is an example of the grading criteria sheet that I will use to score your essay.
Use it to prepare for writing the formal essay and to understand the professor’s expectations for your
essay. If you use the grading criteria sheet to grade your essay, you’ll have a better idea of how to polish
it before you turn it in.
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U.S. History
GRADING CRITERIA
Graybill
Student_____________________________________________________________
CONTENT:
60% of grade
Grade________________
<-WELL-DONE – NEEDS IMPROVEMENT->
Examples – abundant? adequate? scarce?
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Examples – detailed, specific, precise, accurate, relevant?
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Knowledge – demonstrate command of the historical context?
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Knowledge – clear understanding of cause & effect?
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Knowledge – identification of a clear chronology?
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Persuasion – does the essay directly answer the questions?
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Analysis/Description – critical analysis of authors’ ideas?
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ORGANIZATION: 20% of grade
<-WELL-DONE – NEEDS IMPROVEMENT->
Introduction – who? where? what? when?
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Thesis – is a thesis present and historically accurate?
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Body – does the argument support the thesis?
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Body – clear organizational structure (chronological, thematic, etc.)?
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Conclusion – conclusion makes the historical significance
of the question clear (the “why”?)
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COMPOSITION: 20% of grade
<-WELL-DONE – NEEDS IMPROVEMENT->
Syntax/Grammar
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Clarity of Sentences
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Spelling/Textual Errors/Punctuation
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Essay clearly conforms to syllabus instructions
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Please come see me if you have any questions or would like additional help!
Prof. Graybill
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SELECT LIST OF MAJOR TOPICS AND THEMES THAT THIS COURSE WILL COVER:
1. The Evolution of Concept of Freedom in American Culture
2. The Evolution of Ethnic Relations in American Life
3. Native American Life and Culture
4. European Invasion of the Americas
5. The Evolution and Expansion of Slavery in North America
6. Early European Settlements in the Chesapeake Region and New England
7. Shifts in Cultural "Worldviews"
8. The Development of the English Colonies in North America in the 18th Century.
9. The Origins of the American Revolution
10. Cultural and Political Consequences of the Revolution
11. Establishment of a National Republic
12. The Jeffersonian Era
13. The Commercial, Industrial and Economic Development of the United States in the Early
19th Century
14. The Development of Democratic Procedures and Traditions in American Life
15. Westward Expansion of the United States in the First Half of the 19th Century
16. The Development of National Conflict Over Slavery
17. Early 19th Century Immigration Patterns and Historical Consequences
18. The Crises of the 1850s
19. The Civil War
20. Reconstruction
COURSE OBJECTIVES/STUDENT LEARNING OUTCOMES
After completing this course students should be able to:
* identify, explain, and evaluate the major social, political, economic, and cultural developments in the
United States through the period of Reconstruction;
* recognize the distinction between primary and secondary sources, understand how each is used to
make historical claims, and critically analyze and assess historical evidence upon which different
explanations and interpretations of historical phenomena are founded;
* design, organize, and construct, orally and/or in writing, analytical historical compositions that
recognize and explain the complexity of historical phenomena;
* describe and analyze the evolution of principles on which the institutions of the United States are
based;
* analyze societies in North America in a comparative context to evaluate one’s own society in the
context of other societies and to understand the historical construction of differences (e.g. race, class,
and gender) and similarities among groups and regions;
* recognize and describe the contributions of different cultural groups to U.S. History;
* demonstrate an understanding of the influence of synergistic global forces and evaluate their
connections to local and national developments (e.g., European conquest, colonization and empirebuilding, War of Independence, impact of the French and Haitian Revolutions, landed expansion,
industrialization, commercialization and the market revolution, slavery and the abolitionist
movement, etc.);
* assess how the contemporary United States has been shaped by its historical development;
* explain and analyze the role of geography in US history, both within the United States, and globally.
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WEEKLY SCHEDULE – READING ASSIGNMENTS, PAPERS, EXAMINATIONS:
Week 1 – August 27-31
Reading: Give Me Liberty, chp. 1
Week 9 – October 22-26
Reading: Give Me Liberty, chp. 9
Week 2 – September 4-7
Reading: Give Me Liberty, chp. 2
Week 10 – October 29-November 2
Reading: Give Me Liberty, chp. 10
Week 3 – September 10-14
Reading: Give Me Liberty, chp. 3
Week 11 – November 5-9
Reading: Give Me Liberty, chp. 11
MONDAY, NOVEMBER 5
Second Exam – Bring a Green Book!
Week 4 – September 17-21
Reading: Give Me Liberty, chp. 4
Week 12 – November 13-16
Reading: Give Me Liberty, chp. 12
MONDAY NOVEMBER 12
VETERAN’S DAY HOLIDAY – NO CLASS
Week 5 – September 24-28
Reading: Give Me Liberty, chp. 5
Week 13 – November 19-21
Reading: Give Me Liberty, chp. 13
MONDAY SEPTEMBER 24
First Exam – Bring a Green Book!
NOVEMBER 22-23
THANKSGIVING HOLIDAY
Week 6 – October 1-5
Reading: Give Me Liberty, chp. 6
Week 14 – November 26-30
Reading: Give Me Liberty, chp. 13
Week 7 – October 8-12
Reading: Give Me Liberty, chp. 7
Week 15 – December 3-7
Reading: Give Me Liberty, chp. 14
MONDAY DECEMBER 3
Formal Paper Due
Week 8 – October 15-19
Reading: Give Me Liberty, chp. 8
Week 16 – December 10-13
Reading: Give Me Liberty, chp. 15
MONDAY, DECEMBER 17
Final Exam, 12:45 am-2:45 pm
Bring a Green Book!
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