LA HARBOR COLLEGE
Student Learning Outcomes (SLOs) Assessment Report
Course Assessment
Division: Social and Behavioral Sciences
Discipline/Program:
History
Course Number and Name: HISTORY 081-A History of Working People in the United States I
Program Contact Person:_Ellen Joiner____________________________________
Phone:_X4582_____________________
Reviewed by: Elena Reigadas, SLO Assessment Coordinator
Date:
January 2014
Attach additional pages as necessary.
Institutional Learning
Outcomes
1, 2
Course Intended Outcomes
1. Define historical
methodology and sources in the
context of U.S. labor history.
Means of Assessment and
Criteria for Success
After participating in in-class
activity, students will write a
three-page essay evaluating a
primary source within the context
of information from a secondary
source.
80% of students will score C or
better on essay assignment.
Summary of Data Collected
Use of Results
Fall 2013: In addition to activities
from spring (described below) prior
to writing the 3-page analysis of
“Now They Were as They Had Been
in Ancient Times”: The Pueblo
Revolt of 1680, students watched an
in-class clip on the Pueblo Revolt
from Ken Burns’ “The West.” After
showing in-class discussion
highlighted the main points of revolt
particularly impact of the
encomienda system on SpanishNative relations.
32/38 students completed the essay
assignment. Class average for
submitted essays 81%.
Fall 2013: This first activity and
essay assignment clarifies the
difference between secondary and
primary sources. The visual
elements provided by the
documentary film also reinforced
the primary-secondary distinction
and also helped with geographic
locale of the revolt. Essay
organization and citations continue
to be a challenge. As in the spring,
students who did not complete the
first assignment were contacted via
Private Messenger on Etudes. All
students were required to come to
my office (10 pts. credit) where the
essays were discussed.
Student participation in this first
writing assignment was
significantly higher (84%) than the
earlier spring semester (65%).
Increased participation can be
attributed to class dynamic and
instructors presentation of the first
essay as part of a larger process of
learning history-first essay
portrayed as a foundation for rest
of class assignments. One-on-one
work with students also
Spring 2013- In class students read
and discussed “A Most Horrible
Scene”: Ottobah Cugoano Describes
Being Taken Captive by Slave
Traders. ” Class clarified the major
differences between primary and
secondary sources. Also reviewed
worksheet General Instructions for
Essays. Students were then given the
writing assessment- an evaluation of
the Native perspective on the Pueblo
Revolt, analyzing
“Now They Were as They had been
in Ancient Times”: The Pueblo
Revolt of 1680.
39/ 62 students (62%) completed
essay. Average score 81%.
2
2. Formulate a chronology of
the American colonial era.
100% of students will score C or
better on a chronology quiz
requiring students to place 19th
century political and economic
developments in correct
chronological order.
Fall 2013:
Students were given a list of 15 dates
from the History 81 era. On the three
exams given throughout the course
students were asked “which came
first?” or “which came last?”
Chronology was also emphasized at
the beginning of each unit and with
several rounds of historical jeopardy.
The last five questions of the final
exam again tested students’
knowledge of this chronology.
31/31 students completed the final
quiz. Average score 79%.
encouraged student involvement.
The three students who did not
complete the essay came for office
visit but did not end up completing
the class.
Spring 2013: Students who
completed this first activity and
essay assignment understood the
difference between secondary and
primary documentation. This
distinction was further reinforced
with a variety of in-class activities
and with three additional essays
throughout the semester. Students
still needed help with essay
organization and citations. I
tweaked the General Essay
instructions and shortened the
citations explanation. Students
who did not complete the first
assignment were contacted via
Private Messenger on Etudes and I
also requested that they come to
my office. Not all responded
positively to my request. Students
who did not complete this first
essay (35%) tended to leave the
class. The class needs a writing
prerequisite in order to promote
retention and student success.
Fall 2013: Classroom environment
on the chronology issue has
become more informal and more
conducive to learning chronology.
Jeopardy reviews tend to draw
even low performing students into
the topic. More completely
integrate events into course
material through short group
presentations focused on each
event.
1, 2
3. Compare the ideological and
economic motives of Spanish,
French, Dutch, and English
colonization in the Western
Hemisphere. Clarify the impact
of these motives on native and
African peoples.
90% of students will complete a
chart comparing colonial
motivation and the repercussions
for native and African peoples.
Fall 2012: Students will
complete a 3- page essay
evaluating Spanish colonial
policy and its impact on Native
Americans.
Spring 2013: Students were given a
list of 15 dates from the History 81
era. On the three exams given
throughout the course students were
asked “which came first?” or “which
came last?” Chronology was also
emphasized at the beginning of each
unit and with several rounds of
historical jeopardy. The last five
questions of the final exam again
tested students’ knowledge of this
chronology.
47/47 students (100%) completed
quiz. Average score 76%
Fall 2011: Students were required to
place 10 events in chronological
order. Earlier sets of events had been
reviewed periodically in class to
encourage students to approach their
text and class work chronologically.
Specific events had been handed out
prior to the final, giving students an
opportunity to study these events.
40/ 40 students completed the quiz
with an average score of 96%.
Spring 2013: Earlier changes have
stimulated student’s grasp of
historical chronology. A digital
timeline project will be the next
step to enhance current strategies.
Fall 2013: Students evaluated the
Native perspective on the Pueblo
Revolt, analyzing
“Now They Were as They had been
in Ancient Times”: The Pueblo
Revolt of 1680. Assignment was
also rolled together with
primary/secondary source distinction.
Also reviewed worksheet General
Instructions for Essays and citation
explanation worksheet. Assignment,
essay and citation explanation
available at Etudes Modules.
32/ 38 students (84%) completed
essay. Average score 81%.
Fall 2013: Content-wise students
were able to articulate the Spanish
model of colonization and its
impact on Native peoples. Writing
skills need improvement with
ongoing emphasis on thesis and
organization. Both a thesis
statement and outline are required
for each essay submission. In class
review of thesis and outline
through small groups will be used
to further reinforce the
development of these writing tools.
Fall 2012: Students completed a 3
page essay analysis of a primary
source evaluating the 1680 Pueblo
Revolt. Outline, thesis statement,
Fall 2012: Essay was first of four
required in the course. Assignment
was due during week 4 which then
stimulated ongoing discussion of
Fall 2011: Chronology activities
provide a good way to segue into
broader issues for class discussion.
Students achieved the objective but
new activities in this area should
be developed. Perhaps “jeopardy
teams” that would participate in 10
minute exercises at the beginning
of some classes to keep chronology
in front of students.
and correct citations were required.
52/56 students completed
assignment. Average score 74%.
1, 2
1, 2, 3
4. Identify the economic and
political institutions of colonial
America and explain working
peoples’ adaptations to these
institutions in various social
and physical environments.
5. Analyze social classes and
their stance toward the
American Revolution and /or
the Civil War
Fall 2013: 75% of students will
score 80% or better on 10
common terms embedded in tests
and quizzes throughout the
semester.
Fall 2013: 38/38 students completed
10 matching terms embedded into
first and second exams. Average
score 71%.
Spring 2013: 75% of students
will score 80% or better on 10
common terms embedded in tests
and quizzes throughout the
semester.
Fall 2012: Students will complete
a 3-page essay evaluating the
response of colonists to colonial
governments.
Spring 2013: 49/49 students
completed examination. Average
score 81%
Fall 2013: 80% of students will
demonstrate a “C” level
competence in a 3-page analysis
of a primary source related to
social classes in the American
Revolution or the Civil War
Fall 2013: Students completed a 3page analysis of a primary source
documenting an exchange between a
New York City draft rioter and the
editor of the New York Times. Essay
questions focused student writing on
the class divisions that characterized
the Civil War. Outline, thesis
statement, and citations required with
submission. Essay was submitted to
turnitin.com. 28/35 students
completed essay. Average score 84%
Spring 2013: 80% of students
will demonstrate a “C” level
competence in a 3-page analysis
of a primary source related to
social classes in the American
Revolution or the Civil War.
Spring 2013: Students completed a
3-page analysis of a primary source
documenting an exchange between a
New York City draft rioter and the
editor of the New York Times. Essay
questions focused student writing on
the class divisions that characterized
the Civil War. Outline, thesis
primary sources along with essay
organization, thesis writing, and
citations to continue throughout the
course.
Fall 2013: Analysis of specific
terms used in assessment showed
particular weakness on colonial
politics. A part of explanation may
rest with the economic/labor
orientation of the course. Stronger
integration of economics with
colonial politics will be
implemented.
Spring 2013: After completion of
exam class discussed study
strategies that including more
emphasis on vocabulary terms
provided at Etudes Modules and
practice tests. Students who had
used these study tools scored
better than those that did not.
Student also noted that they
benefited from pre-test review
sessions.
Fall 2013: Re-evaluate assigning 4
essays, perhaps reduce to 3
somewhat longer essays. Four
tends to produce a level of essay
fatigue that needs to be averted.
Spring 2013: This is the final of
four essays. Content-wise student
work showed steady improvement
and development of critical
analysis skill. The organization and
writing components are C level but
still need improvement. More
work needs to go into the front end
1, 2, 3
6. Assess the impact of
independence and governmentbuilding on working people
through primary documents
(Declaration of Independence,
Articles and Confederation, and
the Constitution).
statement, and citations required with
submission. Essay was submitted to
turnitin.com. 32/47 students
submitted the assignment. Average
score 75%
of the class in terms of writing
instructions to produce a better
product at the end.
Fall 2012: 80% of students will
demonstrate a “C” level
competence in a 3-page analysis
of a primary source related to
social classes in the American
Revolution or the Civil War.
Fall 2012: Students completed a 3
page essay analysis of a primary
source evaluating the South Carolina
Regulators. Outline, thesis statement,
and correct citations were required.
41/56 students completed
assignment. Average score 78%.
Fall 2013- 75% of students will
demonstrate a “C” level of
competence on a 3 page analyses
of a primary source to be graded
with a departmental rubric.
Fall 2013: Students completed a 3page analysis of a primary source
documenting an exchange between
Abigail and John Adams “Remember
the Ladies” analyzing the
revolutionary implications of the
Declaration of Independence for
women and minorities. Outline,
thesis, and works cited required.
Essay submitted to turnitin.com.
29/36 students completed the
assignment. Average score of
submitted essays 83%.
Fall 2012: Essay was second of
four required in course. Overall
scores improved but source
assigned was too difficult and
required a more in depth analysis
of South Carolina politics than
could be accommodated into a
survey course. Select different
source that is more directly linked
to the American Revolution.
Revise rubric to clarify grading
expectations.
Fall 2013: Of concern here is the
number of students who do not
submit essay 2. Ongoing office
visits, private messenger inquiries,
and acceptance of late essays with
a penalty still do not compel
students to submit assignments.
For these students the writing
instruction provided in the course
begins to break down. Those who
complete their work improve their
scores, those who do not fall
behind.
Spring 2013: 75% of students
will demonstrate a “C” level of
competence on a 3 page analyses
of a primary source to be graded
with a departmental rubric.
Spring 2013: Students completed a
3-page analysis of a primary source
documenting an exchange between a
New York City draft rioter and the
editor of the New York Times. Essay
questions focused student writing on
the class divisions that characterized
the Civil War. Outline, thesis
statement, and citations required with
submission. Essay was submitted to
turnitin.com.
33/47 students completed the
assignment. Average score 79%
Spring 2013: Essay was second of
four required in course. Overall
scores improved because of class
discussion of topic. Students were
encouraged to bring thesis
statements to class, several were
written on the board, discussed,
and critiqued. Students who were
not in class demonstrated much
less competency on this essay than
those who participated in class
activity.
2
2, 3
7. Trace the development of
American sectionalism between
the free labor North and slave
labor South and clarify
governmental efforts to resolve
this divide.
8. Summarize the causes of the
Civil War and compare the
war’s impact on the North,
South, and West.
90% of students will correctly
answer 5 multiple choice
questions related to the Missouri
Compromise, the KansasNebraska Act, and the
Compromise of 1850.
80% of students will correctly
identify the three major regions of
the antebellum U.S. and
summarize in short answer the
impact of the Civil War on each.
Fall 2013: 31/35 students completed
exam with 5 multiple choice
questions related to sectionalism.
Average score for students
completing exam 80%.
Fall 2013: Review terms in
practice Modules and tests.
Reduce the number of terms and
refocus on concepts of
sectionalism. Organize in class
activity/chart to reinforce
development of sectionalism.
Integrate with SLO #8 and
combine map to reinforce
geographic sectionalism along with
sectional politics.
Spring 2013: 37/37 students
completed exam with 5 matching
questions related to sectionalism.
Average score 53%.
Spring 2013: Disparity of scores
for fall 2011 and spring 2013 is
explained by the earlier test being
an open book practice test and the
latter being a standard closed book
exam. Practice tests help students
review material but students
routinely take exams and do not
use them to learn material.
Fall 2011: Students were assigned 10
multiple choice questions embedded
in online practice tests from two
chapters in the text. Practice tests are
open book.
40/40 students completed the tests
and averaged 92%.
A short-answer question about the
Compromise of 1850 was asked on
the final exam. Students scored an
average of 83% when asked to
explain the impact of the 1850
Compromise in the coming of the
Civil War.
Spring 2013: Students identified the
three major regions of the antebellum
U.S. on a map. Class discussion then
identified the impact of Civil War on
each region. 42/47 students correctly
completed map assignment.
Fall 2011: Continue to use practice
tests to encourage students to
review over text material in
addition to the initial read.
Spring 2013: Map activity was
successfully completed. More
formal assessment will be utilized
to evaluate Civil War’s regional
impact.
Date:
June 2013
Attach additional pages as necessary.
Institutional Learning
Outcomes
1, 2
2
Course Intended Outcomes
1. Define historical
methodology and sources in the
context of U.S. labor history.
2. Formulate a chronology of
the American colonial era.
Means of Assessment and
Criteria for Success
After participating in in-class
activity, students will write a
three-page essay evaluating a
primary source within the context
of information from a secondary
source.
80% of students will score C or
better on essay assignment.
100% of students will score C or
better on a chronology quiz
requiring students to place 19th
century political and economic
developments in correct
chronological order.
Summary of Data Collected
Use of Results
Spring 2013- In class students read
and discussed “A Most Horrible
Scene”: Ottobah Cugoano Describes
Being Taken Captive by Slave
Traders. ” Class clarified the major
differences between primary and
secondary sources. Also reviewed
worksheet General Instructions for
Essays. Students were then given the
writing assessment- an evaluation of
the Native perspective on the Pueblo
Revolt, analyzing
“Now They Were as They had been
in Ancient Times”: The Pueblo
Revolt of 1680.
39/ 62 students (62%) completed
essay. Average score 81%.
Spring 2013: Students who
completed this first activity and
essay assignment understood the
difference between secondary and
primary documentation. This
distinction was further reinforced
with a variety of in-class activities
and with three additional essays
throughout the semester. Students
still needed help with essay
organization and citations. I
tweaked the General Essay
instructions and shortened the
citations explanation. Students
who did not complete the first
assignment were contacted via
Private Messenger on Etudes and I
also requested that they come to
my office. Not all responded
positively to my request. Students
who did not complete this first
essay (35%) tended to leave the
class. The class needs a writing
prerequisite in order to promote
retention and student success.
Spring 2013: Earlier changes have
stimulated student’s grasp of
historical chronology. A digital
timeline project will be the next
step to enhance current strategies.
Spring 2013: Students were given a
list of 15 dates from the History 81
era. On the three exams given
throughout the course students were
asked “which came first?” or “which
came last?” Chronology was also
emphasized at the beginning of each
unit and with several rounds of
historical jeopardy. The last five
questions of the final exam again
tested students’ knowledge of this
chronology.
47/47 students (100%) completed
quiz. Average score 76%
Fall 2011: Students were required to
place 10 events in chronological
Fall 2011: Chronology activities
provide a good way to segue into
1, 2
3. Compare the ideological and
economic motives of Spanish,
French, Dutch, and English
colonization in the Western
Hemisphere. Clarify the impact
of these motives on native and
African peoples.
90% of students will complete a
chart comparing colonial
motivation and the repercussions
for native and African peoples.
Fall 2012: Students will
complete a 3- page essay
evaluating Spanish colonial
policy and its impact on Native
Americans.
order. Earlier sets of events had been
reviewed periodically in class to
encourage students to approach their
text and class work chronologically.
Specific events had been handed out
prior to the final , giving students an
opportunity to study these events.
40/ 40 students completed the quiz
with an average score of 96%.
broader issues for class discussion.
Students achieved the objective but
new activities in this area should
be developed. Perhaps “jeopardy
teams” that would participate in 10
minute exercises at the beginning
of some classes to keep chronology
in front of students.
Fall 2013: Students evaluated the
Native perspective on the Pueblo
Revolt, analyzing
“Now They Were as They had been
in Ancient Times”: The Pueblo
Revolt of 1680. Assignment was
also rolled together with
primary/secondary source distinction.
Also reviewed worksheet General
Instructions for Essays and citation
explanation worksheet. Assignment,
essay and citation explanation
available at Etudes Modules.
Fall 2013: Content-wise students
were able to articulate the Spanish
model of colonization and its
impact on Native peoples. Writing
skills need improvement with
ongoing emphasis on thesis and
organization. Both a thesis
statement and outline are required
for each essay submission.
39/ 62 students (62%) completed
essay. Average score 81%.
Fall 2012: Students completed a 3
page essay analysis of a primary
source evaluating the 1680 Pueblo
Revolt. Outline, thesis statement,
and correct citations were required.
52/56 students completed
assignment. Average score 74%.
1, 2
4. Identify the economic and
political institutions of colonial
America and explain working
peoples’ adaptations to these
institutions in various social
and physical environments.
Spring 2013: 75% of students
will score 80% or better on 10
common terms embedded in tests
and quizzes throughout the
semester.
Fall 2012: Students will complete
a 3-page essay evaluating the
response of colonists to colonial
governments.
Spring 2013: 49/49 students
completed examination. Average
score 81%
Fall 2012: Essay was first of four
required in the course. Assignment
was due during week 4 which then
stimulated ongoing discussion of
primary sources along with essay
organization, thesis writing, and
citations to continue throughout the
course.
Spring 2013: After completion of
exam class discussed study
strategies that including more
emphasis on vocabulary terms
provided at Etudes Modules and
practice tests. Students who had
used these study tools scored
better than those that did not.
Student also noted that they
benefited from pre-test review
sessions.
1, 2, 3
5. Analyze social classes and
their stance toward the
American Revolution and /or
the Civil War
Spring 2013: 80% of students
will demonstrate a “C” level
competence in a 3-page analysis
of a primary source related to
social classes in the American
Revolution or the Civil War.
Spring 2013: Students completed a
3-page analysis of a primary source
documenting an exchange between a
New York City draft rioter and the
editor of the New York Times. Essay
questions focused student writing on
the class divisions that characterized
the Civil War. Outline, thesis
statement, and citations required with
submission. Essay was submitted to
turnitin.com. 32/47 students
submitted the assignment. Average
score 75%
Spring 2013: This is the final of
four essays. Content-wise student
work showed steady improvement
and development of critical
analysis skill. The organization and
writing components are C level but
still need improvement. More
work needs to go into the front end
of the class in terms of writing
instructions to produce a better
product at the end.
Fall 2012: 80% of students will
demonstrate a “C” level
competence in a 3-page analysis
of a primary source related to
social classes in the American
Revolution or the Civil War.
Fall 2012: Students completed a 3
page essay analysis of a primary
source evaluating the South Carolina
Regulators. Outline, thesis statement,
and correct citations were required.
41/56 students completed
assignment. Average score 78%.
Spring 2013: Students completed a
3-page analysis of a primary source
“Remember the Ladies”
documenting an exchange between
Abigail and John Adams on the eve
of the Declaration of Independence.
Students are expected to analyze the
status of women in the colonial era
and examine the implications of
American independence for women.
33/47 students completed the
assignment. Average score 79%
Spring 2013: 37/37 students
completed exam with 5 matching
questions related to sectionalism.
Average score 53%.
Fall 2012: Essay was second of
four required in course. Overall
scores improved but source
assigned was too difficult and
required a more in depth analysis
of South Carolina politics than
could be accommodated into a
survey course. Select different
source that is more directly linked
to the American Revolution.
Revise rubric to clarify grading
expectations.
Spring 2013: Essay was second of
four required in course. Overall
scores improved because of class
discussion of topic. Students were
encouraged to bring thesis
statements to class, several were
written on the board, discussed,
and critiqued. Students who were
not in class demonstrated much
less competency on this essay than
those who participated in class
activity.
Spring 2013: Disparity of scores
for fall 2011 and spring 2013 is
explained by the earlier test being
an open book practice test and the
latter being a standard closed book
exam. Practice tests help students
review material but students
routinely take exams and do not
1, 2, 3
6. Assess the impact of
independence and governmentbuilding on working people
through primary documents
(Declaration of Independence,
Articles and Confederation, and
the Constitution).
Spring 2013: 75% of students
will demonstrate a “C” level of
competence on a 3 page analyses
of a primary source to be graded
with a departmental rubric.
2
7. Trace the development of
American sectionalism between
the free labor North and slave
labor South and clarify
governmental efforts to resolve
this divide.
90% of students will correctly
answer 5 multiple choice
questions related to the Missouri
Compromise, the KansasNebraska Act, and the
Compromise of 1850.
use them to learn material.
2, 3
8. Summarize the causes of the
Civil War and compare the
war’s impact on the North,
South, and West.
80% of students will correctly
identify the three major regions of
the antebellum U.S. and
summarize in short answer the
impact of the Civil War on each.
Fall 2011: Students were assigned 10
multiple choice questions embedded
in online practice tests from two
chapters in the text. Practice tests are
open book.
40/40 students completed the tests
and averaged 92%.
A short-answer question about the
Compromise of 1850 was asked on
the final exam. Students scored an
average of 83% when asked to
explain the impact of the 1850
Compromise in the coming of the
Civil War.
Spring 2013: Students identified the
three major regions of the antebellum
U.S. on a map. Class discussion then
identified the impact of Civil War on
each region. 42/47 students correctly
completed map assignment.
Fall 2011: Continue to use practice
tests to encourage students to
review over text material in
addition to the initial read.
Spring 2013: Map activity was
successfully completed. More
formal assessment will be utilized
to evaluate Civil War’s regional
impact.
Date:
Jan. 2013
Attach additional pages as necessary.
Institutional Learning
Outcomes
1, 2
2
Course Intended Outcomes
1. Define historical
methodology and sources in the
context of U.S. labor history.
2. Formulate a chronology of
the American colonial era.
1, 2
3. Compare the ideological and
economic motives of Spanish,
French, Dutch, and English
colonization in the Western
Hemisphere. Clarify the impact
of these motives on native and
African peoples.
1, 2
4. Identify the economic and
political institutions of colonial
America and explain working
peoples’ adaptations to these
institutions in various social
and physical environments.
1, 2, 3
5. Analyze social classes and
their stance toward the
American Revolution.
Means of Assessment and
Criteria for Success
After participating in an in-class
activity, 90% of students will
write a one-page essay
summarizing the sources and
historical methodology employed
in one chapter of the text.
90% of students will complete an
in-class exercise requiring
students to place 19th century
political and economic
developments in correct
chronological order.
90% of students will complete a
chart comparing colonial
motivation and the repercussions
for native and African peoples.
Fall 2012: Students will
complete a 3- page essay
evaluating Spanish colonial
policy and its impact on Native
Americans.
75% of students will score 80%
or better on 10 common terms
embedded in tests and quizzes
throughout the semester.
Fall 2012: Students will complete
a 3-page essay evaluating the
response of colonists to colonial
governments.
80% of students will demonstrate
a “C” level competence in a 200word analysis of a primary source
related to social classes in the
American Revolution.
Assignment to be graded with a
departmental rubric.
Summary of Data Collected
Use of Results
Fall 2011: Students were required to
place 10 events in chronological
order. Earlier sets of events had been
reviewed periodically in class to
encourage students to approach their
text and class work chronologically.
Specific events had been handed out
prior to the final , giving students an
opportunity to study these events.
40/ 40 students completed the quiz
with an average score of 96%.
Fall 2012: Students completed a 3
page essay analysis of a primary
source evaluating the 1680 Pueblo
Revolt. Outline, thesis statement,
and correct citations were required.
52/56 students completed
assignment. Average score 74%.
Fall 2011: Chronology activities
provide a good way to segue into
broader issues for class discussion.
Students achieved the objective but
new activities in this area should
be developed. Perhaps “jeopardy
teams” that would participate in 10
minute exercises at the beginning
of some classes to keep chronology
in front of students.
Fall 2012: Students completed a 3
page essay analysis of a primary
source evaluating the South Carolina
Regulators. Outline, thesis statement,
and correct citations were required.
41/56 students completed
assignment. Average score 78%.
Fall 2012: Essay was second of
four required in course. Overall
scores improved but source
assigned was too difficult and
required a more in depth analysis
of South Carolina politics than
could be accommodated into a
Fall 2012: Essay was first of four
required in the course. Assignment
was due during week 4 which then
stimulated ongoing discussion of
primary sources along with essay
organization, thesis writing, and
citations to continue throughout the
course.
survey course. Select different
source that is more directly linked
to the American Revolution.
Revise rubric to clarify grading
expectations.
1, 2
6. Evaluate class development
in the ante-bellum period
comparing the experiences, of
industrialists, merchants,
planters, and professionals with
those of skilled workers,
laborers, farmers, slaves, and
Native Americans.
Students will be divided into
groups reflecting one ante-bellum
class. Each group will organize
and present their perspective on
the issue of secession.
Presentation and organization will
be evaluated according to a
rubric.
1, 2, 3
7. Assess the impact of
independence and governmentbuilding on working people
through primary documents
(Declaration of Independence,
Articles and Confederation, and
the Constitution).
8. Trace the development of
American sectionalism between
the free labor North and slave
labor South and clarify
governmental efforts to resolve
this divide.
75% of students will demonstrate
a “C” level of competence in two
250 word analyses of primary
sources to be graded with a
departmental rubric.
9. Summarize the causes of the
Civil War and compare the
war’s impact on the North,
South, and West.
80% of students will correctly
identify the three major regions of
the ante-bellum U.S. and
summarize in chart form the
impact of the Civil War on each.
2
2, 3
90% of students will correctly
answer 5 multiple choice
questions related to the Missouri
Compromise, the KansasNebraska Act, and the
Compromise of 1850.
Fall 2011: Students were assigned 10
multiple choice questions embedded
in online practice tests from two
chapters in the text. Practice tests are
open book.
40/40 students completed the tests
and averaged 92%.
A short-answer question about the
Compromise of 1850 was asked on
the final exam. Students scored an
average of 83% when asked to
explain the impact of the 1850
Compromise in the coming of the
Civil War.
Continue to use practice tests to
encourage students to review over
text material in addition to the
initial read.