HISTORY 311: A HISTORY OF THE AMERICAN PEOPLE SINCE 1877 (Course #18455)
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 since 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. 2. (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
Wednesday, December 19
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.
In PART II of the first midterm exam, I will choose, at random, TWO or THREE of the FOCUS
QUESTIONS from chapters 15-16 in the textbook, Give Me Liberty and place those questions on the
exam (there are a total of 9 FOCUS QUESTIONS in chapters 15-16). 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 17-18 in the textbook, Give Me Liberty and place those questions on the
exam (there are a total of 8 FOCUS QUESTIONS in chapters 17-18). 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 19-20 in the textbook, Give Me Liberty and place those questions on the
exam (there are a total of 10 FOCUS QUESTIONS in chapters 19-20). 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 21-22 in the textbook, Give Me Liberty and place those questions on the
exam (there are a total of 11 FOCUS QUESTIONS in chapters 21-22). 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 23-25 in the textbook, Give Me Liberty and place those questions on the exam (there are a
total of 15 FOCUS QUESTIONS in chapters 23-25). 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 26-28 in the textbook, Give Me Liberty and place those questions on the exam (there are a
total of 14 FOCUS QUESTIONS in chapters 26-28). 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 15-18 are the subject matter of the FIRST MIDTERM EXAM, and since there are a
total of 17 FOCUS QUESTIONS in chapters 15-18 of Give Me Liberty, students may compose a total of
17 3x5 NOTE CARDS (one for each FOCUS QUESTION in chapters 15-18) on 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!
SO, GO TO THE COLLEGE STORE AND BUY A SUPPLY OF THEM FOR EXAMS!
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History 311
SAMPLE EXAM
Graybill
In the questions you choose to answer in Parts II & III 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 bluebook to make it easier to read.
Part I – Extra Credit – One line only!
1. When was the era of Reconstruction?
2. When was the Gilded Age?
3. When was the Spanish-American War?
4. When was World War I?
5. When was the Great Depression?
Part II – Essay – 50% – Answer ONE of the following questions from the textbook and lectures:
1. What were the sources and significance of radical Reconstruction? (Chapter 15, Question 2)
In your answer to the question above, explain (from your understanding of lecture material) the
objectives of Radical Republicans.
2. Why was the city such a central element in Progressive America? (Chapter 18, Question 1)
In your answer, drawing on lecture and the text, discuss the progressives' ideology and their attitudes
toward urban life.
3. What brought about the Great Depression? (Chapter 20, Question 5)
Drawing on lecture material, explain the role of tax policy, consumption and equities markets in origins
of the Great Depression.
Part III – Essay – 50% – Answer ONE of the following questions from the textbook and lectures:
1.What visions of America’s postwar role began to emerge during World War II?
(Chapter 22, Question 3)
How does the textbook answer the question above? Also, discuss, from lecture, the alternative concepts
of freedom at the heart of the competing visions for America’s postwar role that emerged during the
WWII. In your estimation, which vision American policy makers employ after the war?
2. What was the significance of LBJ’s Great Society programs? (Chapter 25, Question 3)
How does the textbook answer the question above? Also, discuss, from lecture, the following: “Great
Society” liberals believed that their programs expanded freedom. Why? Conversely, modern
conservatives believed that Great Society programs reduced freedom. Why?
3. What was the significance of the Watergate scandal? (Chapter 26, Question 3)
How does the textbook answer the question above? Also, discuss, from lecture, how the Watergate
scandal stemmed directly from the Vietnam War.
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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 makes responsibility clear.
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For example:
Passive Voice Construction: “Early in the missile crisis, many alternative responses were
considered.” (who is “considering”?)
Active Voice Construction: “Early in the missile crisis, President Kennedy 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, “by 1890, the richest 1 percent of Americans received the same total income as
the bottom half of the population and owned more property than the remaining 99 percent.” (Foner, 567)
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 651, "Men and women," complained Samuel Gompers, whose
American Federation Labor (AFL) represented such skilled workers, "cannot live during working hours
under autocratic conditions, and instantly become sons and daughters of freedom as they step outside the
shop gates."
If you wish to quote Gompers, you may simply write, “Men and women cannot live during working
hours under autocratic conditions, and instantly become sons and daughters of freedom as they step
outside the shop gates."
Then, in parenthesis following the quote, you may simply provide the page numbers where you found
the quote – for example, (Foner, 651).
If you quote from a film:
Henry Clay Frick believed that “labor is a commodity with no rights!” (Film, The Richest Man in the
World).
If you quote from lecture:
Economic depressions in the nineteenth century were gradually lasting longer, becoming more frequent
and more severe. (Graybill, 10-15-12)
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. Conflicts Over the Meaning of Freedom in American Culture
2. The Emergence and Evolution of “Jim Crow” Segregation
3. Commercialization, Industrialization, and Evolution of Modern Corporate Capitalism
4. Labor/Capital Conflict in the 19th and 20th centuries
5. Immigrants, Urban Bosses, and Urban Reform Movements
6. Women's Movements from Women’s Suffrage to Modern Feminism
7. Shifts in Ideological and Intellectual Worldviews
8. Populism, Progressivism and Reactions to Modern Capitalism
9. The Emergence and Evolution of American Imperialism
10. World War I, the Red Scare and the Rise of Consumer Capitalism
11. Prosperity, Depressions, and the Rise of the Social Welfare State
12. World War II, the Cold War, and the Rise of the “National Security State”
13. Civil Rights Movements, 1910-1985
14. The Turbulence and Consequences of the 1960s
15. The "Reagan Era" and Resurrection of Late Twentieth Century Conservatism
16. The Significance of Race, Gender, and Class in American Culture
17. Modern “Culture Wars”
18. Evaluating Current Issues in Light of Past Experience
Learning Outcomes and Objectives
Upon completion of this course, the student will be able to:
* identify, explain, and evaluate the major social, political, economic, and cultural developments in
United States history since 1865;
* distinguish the difference between primary and secondary sources, demonstrate 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;
* analyze American history and society in a comparative context and understand the historical
construction of differences and similarities among groups and regions (e.g. race, class, gender,
nation and ethnicity);
* demonstrate an understanding of the influence of synergistic global forces and evaluate their
connections to local and national developments (e.g., industrialization, commercialization of
agriculture, technological change, civil and human rights struggles, environmental movements,
ideological clashes over capitalism and state power, the rise of multinational corporations, etc.);
* assess how the contemporary world has been shaped by its historical development;
* explain and analyze the role of geography in US history, both within the United States, and globally;
* survey and appraise the origins of the California constitution, the constitutional revision in 1878, and
Progressive Era reforms, especially the nonpartisan ballot, as well as the initiative, referendum, and
recall.
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WEEKLY SCHEDULE – READING ASSIGNMENTS, PAPERS, EXAMINATIONS:
Week 1 – August 27-31
Reading: Give Me Liberty, chp. 15
Week 9 – October 22-26
Reading: Give Me Liberty, chp. 22
Week 2 – September 4-7
Reading: Give Me Liberty, chp. 16
Week 10 – October 29-November 2
Reading: Give Me Liberty, chp. 22
Week 3 – September 10-14
Reading: Give Me Liberty, chp. 17
Week 11 – November 5-9
Reading: Give Me Liberty, chp. 23
MONDAY, NOVEMBER 5
Second Exam – Bring a Green Book!
Week 4 – September 17-21
Reading: Give Me Liberty, chp. 18
Week 12 – November 13-16
Reading: Give Me Liberty, chp. 24
MONDAY NOVEMBER 12
VETERAN’S DAY HOLIDAY – NO CLASS
Week 5 – September 24-28
Reading: Give Me Liberty, chp. 19
Week 13 – November 19-21
Reading: Give Me Liberty, chp. 25
MONDAY SEPTEMBER 24
First Exam – Bring a Green Book!
NOVEMBER 22-23
THANKSGIVING HOLIDAY
Week 6 – October 1-5
Reading: Give Me Liberty, chp. 20
Week 14 – November 26-30
Reading: Give Me Liberty, chp. 26
Week 7 – October 8-12
Reading: Give Me Liberty, chp. 21
Week 15 – December 3-7
Reading: Give Me Liberty, chp. 27
MONDAY DECEMBER 3
Formal Paper Due
Week 8 – October 15-19
Reading: Give Me Liberty, chp. 21
Week 16 – December 10-13
Reading: Give Me Liberty, chp. 28
WEDNESDAY DECEMBER 19
Final Exam, 3:00-5:00 pm
Bring a Green Book!
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