HISN 141-BUnited States History since

ReconstructionSpring 2014

Instructor Dr. Stephanie RoperNCC Email sroper@ccsnh.edu

Office Hours Before or after class or by appointmentOffice Location Adjunct Faculty Center is located in Rm. 134Class Days/Meeting Time Tues, 3:00-4:50pm, Thurs, 4:00-4:50pmClass Location HSH, Room H185

Course Description: This course will provide an overview of the political, social, economic, and cultural development of the United States from 1865 to the present. A wide range of topics will be explored including Reconstruction, the Industrial Revolution, the emergence of the United States as a world power, the Progressive Movement, the First World War, the Depression, World War II, the Cold War Era, the expansion of civil rights, and recent trends. In addition, this course will introduce students to a variety of essential skills such as discerning frame of reference in primary and secondary sources, hypothesis formation using the historical method of inquiry, writing persuasive essays, and documenting sources.

Student Learning Outcomes:Knowledge OutcomesAt the end of the course, the student will be able to:1. define “history” and explain why it is essential to study history;2. define frame of reference, context, primary source, secondary source, and historical method of inquiry;3. describe the key people and events of Reconstruction and assess its legacy;4. discuss the major elements supporting the industrial growth of America;5. describe the rise of the United States as a world power;6. trace changing views of the role of Federal Government;7. discuss reasons for the social change of modern America; 8. describe the causes and solutions to the Great Depression;9. discuss the major events leading up to World War II, as well as the war itself; 10. explain the significance of the Cold War and discuss how it connects to events such as the Korean War and the Vietnam War;11. trace the extension of civil rights since 1865; 12. discuss the role of the United States in world politics since the end of the Cold War;13. describe recent trends in American history and evaluate how knowledge of the past increases our understanding of current events.

Social Sciences Department Syllabus Revised 8/1/2012

Skills Outcomes:At the end of the course, the student will be able to:1. apply the historical method of inquiry as a problem solving tool 2. identify frame of reference and context when analyzing primary and secondary sources3. synthesize multiple perspectives from a variety of sources when problem-solving 4. communicate hypotheses effectively – both orally and through the writing of persuasive essays5. document historical sources using MLA or other accepted format6. explain how knowledge of the past prepares us to confront contemporary challenges.

Essential Questions:

Why has the course of American history developed as it has since Reconstruction?

How have the social, economic, political, and international trends and competition over the past century and a half helped to form the world that we live in today?

How have the rights and responsibilities of citizens of the United States and the full meaning of democracy evolved and expanded over the past 140 years?

How have the major crises that have affected the nation since 1877, including wars, imperialism, economic downturns, social inequity and civil rights movements, industrialization and the end of industrialization, affected Americans during those times, as well as Americans today?

How have technological advancements and globalization altered American politics, economics, society, and worldview since World War II?

How have events, personalities, and developments since Reconstruction altered and shaped our perspectives both today and in the future?

RequiredTextbook(s):

David Goldfield: The American Journey, Teaching and Learning Classroom Edition (TLC), Vol. 2. Brief 6th edition. Prentice Hall, 2011. Isbn: 978-0-205-73917-2.

Supplemental Materials: In addition to the chapter readings in your textbook, you may have supplemental readings in the form of handouts. These are required readings and you are expected to know the information for papers and tests.

Course Expectations: Students should be aware that for every hour of class time, it is expected that you should spend at least two hours of preparation (reading the assigned chapters from your book, writing papers, studying for tests, preparing for debates outside of class, etc.) This means that you should set aside SIX hours outside of class each and every week to devote to this course. You should plan accordingly.

Social Sciences Department Syllabus Revised 8/1/2012

Please note: This class is not intended to tackle easy subjects—since some of the aspects concerning race and gender, religion, sexuality, and ethnic and race relations have been controversial topics over the past 150 years. However, the course is intended to make you think and better understand some of the central issues in recent American history and to expand your horizons. You are encouraged to express your opinions, but should not demean the opinions of others in the class.

Format for course: This class is designed to follow a lecture/discussion format. I will give somewhat informal lectures that include questions and examples that are intended to provoke and guide discussions among the class. Students should come prepared with questions and comments to discuss.

Activities: You may have several in-class activities, specifically watching videos, listening to famous speeches and popular music, and having debates. These activities are intended to give you different approaches to history and to learning history. You will be graded on your participation, your effort and attention to the matters that we are discussing, and final results of all of these exercises. Class time, including watching videos, preparing for debates, and listening to music, is not personal time.

Note on Activities: It will be difficult for students to make up any of these activities, since their learning values are both group- and participation-based. The material covered in any of these exercises, and the material on any and all videos, speeches and music, overhead outlines, and slides that are shown in class, are fair game for the tests, final project, and the final examination.

Policy on late work handed in: Any late paper handed in without a valid medical excuse will be penalized six (6) points for each class day that it is late. This means that if you hand in a paper on Thursday when it was due the previous Tuesday, I will automatically take six points off of the grade for the paper. If it is a week late, you will have twelve points taken off the paper grade. Be aware of when papers are due; it is your responsibility to hand in any and all papers on time. For the dates that the papers are due, please see the course calendar below.

Classroom Rules of Conduct: You are expected to come to class on time, remain in class throughout the class period, and be attentive to the class throughout the entire class period. If we take a short break during class, you are expected back in a reasonable time (no more than 5 minutes.) You are expected to be attentive to the class discussion and assignment if we are watching a film, listening to songs, or participating in or preparing for a debate; class time is not personal time.

You are allowed to bring and to use laptop or netbook computers. However, you must concentrate on this world regional geography class during the time that you are in the class. I do not want you to be distracted by or distract anyone else in class by playing games, texting, or surfing the web or other inappropriate activities during class.

The following are distracting and discourteous and should be avoided for the benefit of the class: packing up your belongings prior to my excusing the class, using a

Social Sciences Department Syllabus Revised 8/1/2012

cell phone or text messaging, reading a newspaper, doing homework for other classes, excessive chatting or passing notes unrelated to the coursework. Please turn off all cell phones upon entering the classroom.

If you are texting or if I suspect you to be attending to non class-related materials during class, you will be given one warning to focus on the class. For any further interruptions in which you are distracted from class, I reserve the right to confiscate your cell phone or laptop/netbook/ipad for the remainder of the class. If a student has a third offense, you will no longer be allowed to bring the laptop/netbook/ipad to class.

Policy for notes missed due to absences: I will not email any powerpoint presentations or class notes to students who have not attended class. I will not be placing the powerpoint presentations on Blackboard. If you miss the notes, you should try to get them from another student in your class. If you are absent from class, you should also make sure whether there were any announcements, hand-outs, or alterations of the syllabus during the classes you missed.

Policy for cancellation of classes: Should class ever be cancelled due to instructor illness or inclement weather, you will be provided with an alternative online assignment to minimize lost instruction time. Please log on to Blackboard to find specific instructions for completion of said assignment. If you have a paper or test on a day that is cancelled, they will be due on or taken during the following class.

Note: It is the student’s responsibility to know when the papers and other assignments are due and what is expected of them with each of the assignments.

Grading: Total Grade Breakdown:The following percentages are approximate and may be changed slightly. I will announce to the class in advance any changes in percentages that I will make:

Participation: 10%Discussion lead and summary papers: 2 @ 5%, total of 10%Debate and debate research and preparation: 5%Papers: Three 2 1/2-page papers @ 10% each, total of 30%Exams: 1) Midterm test: 20%

2) Final exam: 12.5% for comprehensive paper; 12.5% for in-class final; total of 25% Total of 50% for examinationsGrade Breakdowns: Although generalities, the following are guidelines to follow in written assignments and tests in this class:

A: A grade in the A range is usually reserved for a thorough display of mastery of the material and efforts at complex analysis of historical material, excelling at the analysis of the papers, and significant analysis and effort in class.

Social Sciences Department Syllabus Revised 8/1/2012

B: A grade in the range of B will be assigned for completed assignments that indicate a solid knowledge and understanding of the historical material from both class and the books, and solid effort and attention in class.

C: A grade in the C range will be given for completed assignments with generalizations but few specifics, and for limited effort and attention in class, handing in papers that are short of the required length, and limited understanding of historical material.

D-F: In general, for papers, group assignments, and tests, a grade of D or below will be given for incomplete work, merely rudimentary knowledge of the material, inattention or non-participation in class, or simplistic responses to the questions.

Oral Participation breakdown:

A: A grade of 90-100 for oral participation includes frequent and engaged participation in most or all classes, indicating not only that you have done the readings, but have a thorough understanding of the material and effort at complex analysis in class. An A grade will be assigned for the debate participation only if students participate actively in both the preparation and the debates. Questions that indicate independent thought, or intellectual speculation fall under this grade.

B: A grade of 80-89 for oral participation includes participation in most or all classes, indicating that you have done the readings and are engaged with the material. A B grade will be assigned for the debate participation if students participate in both the preparation and the debates. Questions that indicate understanding and analysis of the material fall under this grade.

C: A grade of 70-79 for oral participation will be given for less frequent participation in class. This participation indicates that you have completed or understood little of the readings and lecture questions, and may be guessing. A C grade will be assigned for the debate participation if students participate less actively in the debates and focus less specifically on the topic of the debates during in-class preparation. Questions that indicate limited understanding of the material and only a rudimentary effort fall under this grade.

D-F: A grade of under 70 for oral participation will be given to those who respond with little or no oral participation throughout the semester. An inability to answer questions or monosyllabic answers indicate little understanding, preparation, or effort, and will be graded accordingly. Inattention, acting up in class, or frequent flippant answers (instead of serious responses) fall under this grade. A grade of D or below will be assigned for the debate participation if students do not participate actively in either the preparation or the debates. Not asking questions or asking questions that indicate a very limited interest and understanding also fall under this grade.

Grades will be assigned according to the following department scale…A = 100 – 94

Social Sciences Department Syllabus Revised 8/1/2012

A- = 93 - 90 B+ = 89 – 87B = 86 - 84B- = 83 - 80C+ = 79 – 77C = 76 – 74C- = 73 – 70D+ = 69 – 67D = 66 – 64D- = 63—60F = 59 or Below

Participation: The oral component (10% of your final grade) includes participation in the class discussion. Participation will be essential in this class to make it more informative and interesting. The grade for participation will include understanding of the material under discussion, intellectual contributions to class, and demonstrated effort at learning, collating, and analyzing the material. You should be ready for discussions, having prepared with pertinent comments and relevant questions. You are expected to discuss any part of the weekly readings throughout the week. See the oral participation breakdowns, above.

Debates: 1) We will be holding a debate in which the two sides will argue over what it meant to be an American in the first decades of the twentieth century (1900-1930). One side will take the position of 100% Americanism, while the other will take the opposite side. You must connect your arguments to American imperialism as well as changes due to the Progressive Movement. You as a group will research and argue each side, based on the opinions and attitudes of the time. Note: These are positions that people held a century ago, not from our time (2014). The debate will be held on March 6th.

2) We will be holding a debate in which the two sides will argue over whether the movements of the 1960s and 1970s were or were not effective and valuable for modern America. One side will argue that the movements have been effective and good for America, a half century later, while the other side will argue against this. You as a group will research your side, making sure to use both primary and secondary sources and including those sources in your paper. Your paper will be an analysis of both sides of the argument. The debate will be held on April 17th

Discussion lead and summary papers: You and a partner will prepare to lead the class with the discussions twice during the semester. You should prepare by fully understanding the readings for that particular week and being ready to answer questions from the class about the topics covered in the readings. The summary papers are to be at least one full page, and must be a summary of important issues brought up in the readings or in class for that week. They can be either handed in by both group members, or written individually.

Social Sciences Department Syllabus Revised 8/1/2012

PAPERS: You will have to hand in five written assignments, four papers and the comprehensive part of the final exam. Please see below for the description of the papers.

All assignments must be typewritten, using either a word processing software or typewriter. Please use a 12-font and a style such as Times New Roman. I expect the written assignments to be double spaced and to have one inch borders. Students should make an effort to avoid spelling, grammatical, and stylistic errors.

If you need help with your writing, I encourage you to visit the Writing Center (see below.)

For all written assignments, sloppy writing and typographical errors will result in a lower grade. In your papers, you are expected to: 1) address and answer the entirety of the questions posed; 2) use pertinent examples from the readings; and 3) use analysis. You will write four papers, in which you will discuss one aspect of the section of the book that you have covered. These are to be due on the dates that stated on the calendar.

Reasons for deductions on papers: 1. Length : Each paper (with the exception of the comprehensive final) should have

at least 70 lines of text, no less. I will deduct from your grade for papers that are shorter than 70 lines long. The deduction will be an automatic 5 points off for every three lines less than 70 lines, using normal font and borders. Each paper must be double spaced, typed, with normal type font (12 font) and normal borders (one inch for all borders.) I also will not accept hand-written papers.

2. Grammar/spelling/typos : Students should make an effort to avoid spelling, grammatical, and stylistic errors. Poor grammar, spelling, and an evident lack of proof-reading will result in a deduction from your grade. 10% of your grade for your papers will be based on proper presentation and quality of written work.

3. Timeliness : All papers are required to be handed in on the date that they are due. Late papers, without a specific written excuse from a doctor or other legitimate excuse, will have 5 points deducted between Tuesday and Thursday, and 10 points deducted between Thursday and Tuesday. I will not accept any late papers after one week after they are due without written permission from me no later than the day that they are due. Do not e-mail me your papers without giving me a legitimate excuse as to why you are not handing it to me in class. I will deduct 3 points for papers that are e-mailed on time without a legitimate excuse.

Paper #1: Imagine being someone who is visiting Nashua during the Gilded Age (1870s to 1890s.) You will be looking at the city at the time and describing what life was like for the people who lived in Nashua during the Gilded Age. You are to write this paper from the perspective of this person. In this exercise, imagination and well as reasoned conjecture might be of benefit, though be aware of what technologies existed and that people’s attitudes were not necessarily what ours are now. The point of this paper is for you to think about the Gilded Age on the local scale from the perspective of someone who might have lived through it. If you use outside sources for this paper, make sure to cite them. Paper #1 is due on February 13th.

Social Sciences Department Syllabus Revised 8/1/2012

Paper #2: We will be holding a debate in which the two sides will argue over what it meant to be an American in the first decades of the twentieth century (1900-1930). One side will take the position of 100% Americanism, while the other will take the opposite side. You must connect your arguments to American imperialism as well as changes due to the Progressive Movement. You as a group will research and argue each side, based on the opinions and attitudes of the time. Note: These are positions that people held a century ago, not from our time (2014). The debate will be held on February 28th. Your paper will be an analysis of both sides of the argument, and you should include the research that you have done on your side of the argument (including your sources) in your paper. Paper #2 is due March 11th.

Paper #3: You are going to look at how the Great Depression affected normal people. To do this, you are going to look at primary sources (which you MUST cite) from the Depression. You will need to examine and analyze at least THREE of the following: images (photographs, paintings, advertisements, cartoons, and/or movies), written documents (diaries, newspaper/magazine articles or interviews, books/novels, poems) and/or oral documents (songs, stories and allegories, oral histories.) You may combine more than three of these, but must use at least three and must include your sources at the end of the paper (not included in your 3 pages of writing.) Paper #3 is due March 27th.

Paper #4: We will be holding a debate in which the two sides will argue over whether the movements of the 1960s and 1970s were or were not effective and valuable for modern America. One side will argue that the movements have been effective and good for America, a half century later, while the other side will argue against this. You as a group will research your side, making sure to use both primary and secondary sources and including those sources in your paper. Your paper will be an analysis of both sides of the argument. The debate will be held on April 17th and the paper is due on April 24th.

Alternative paper #4 or Extra Credit paper: You will research one of the following events: Iran-Contra Affair, the recession of the late 1980s- early ‘90s, the end of the Cold War, or the Gulf War. You will look at two primary sources, that is, sources written at the time (newspapers, news reports, etc.) and at least two secondary sources (scholarly analyses written in recent years looking back at the event and putting it in historical context.) I want you to look at scholarly secondary sources; you are NOT allowed to use Wikipedia. You will analyze how the historical analysis of the event has changed over time. You may give a brief summary of the event, but the point of this paper is for you to see the short-term and long-term effects and interpretations of events in the past and how those effects and interpretations can change as time passes. Paper #5 is due Apr 30th

TESTS: There will be two in-class assessments. These will be an hour-long midterm test and a final exam. The tests will consist of several sections, which may include: fill-in-the blanks, map identification, identifications, and short answer understanding, and an essay.

The final examination will be a mixture of material since the last test and comprehensive material. I will take the questions for the tests from the readings and the discussions.

Social Sciences Department Syllabus Revised 8/1/2012

Please note these important dates: 1) I will calculate your midterm grade during Spring Break (before March 22nd). I will base your grade on your test, what you have handed in, and oral participation to that point.2) The last day to withdraw from a class with a W is April 1st.

Course Calendar

Week Month

Day Topic Assignment Due

Social Sciences Department Syllabus Revised 8/1/2012

#1

#2

#3

#4

#5

#6

#7

#8

#9

#10

#11

#12

#13

Jan

Jan

Feb

Feb

Feb

Feb

Mar

Mar

Mar

Mar

Apr

Apr

Apr

21 23

2830

46

1113

1820

2527

46

11 13

1820

2527

13

810

1517

Introductions; discuss history. Reconstruction

The Industrial Revolution in cities

Social & economic inequity, unionization

The West, the Populists, and the end of the Frontier

American imperialism: war and power in Latin America

The Progressive movement and reforms

World War I and the Red Scare, start Roaring Twenties

Finish Roaring Twenties; Great Depression

No class; Spring Break

World War II, at home and abroad

The Cold War, Iron curtain, nuclear families, and Korea

Civil Rights Movement; Vietnam & the Sixties

The counterculture, 1968, Nixon, Watergate, and the 1970s

Read Goldfield, chapter 16 and 17 (LO: 1,2,3; SO: 1,2,3)

Read Goldfield chap. 18; (LO: 4,5,7; SO: 3,6)

Read Goldfield chap. 19; (LO: 4,5,7; SO: 3,6)

Read Goldfield, chap 20 & 21; 1st Paper due—2/13; (LO: 5,6,7; SO: )

Read Goldfield, chap 22;(LO: 5,6,7; SO: 1,3,5,6)

Read Goldfield, chap 23; (LO: 6,7; SO: 3,4,6)

Read Goldfield, chap 24; Debate, 3/6 (LO: 5,6,7, SO 1-6)

Read Goldfield, chap 25; Paper #2 due, 3/11; Midterm 3/13 (LO: 7,8; SO: 2,3,4,6)

No assignments

Read Goldfield, chap 26; 3rd paper due, 3/27; (LO: 5,7,9; SO: 2-6)

Read Goldfield, chap 27, (LO: 5,7,10,11; SO: 6)

Read Goldfield, chap 28; (LO: 7,11; SO: 6)

Read Goldfield, chap 29; 2nd Debate 4/17 (LO: 5,6,10; SO: 1-6)

Social Sciences Department Syllabus Revised 8/1/2012

Note: This calendar is subject to change.Available Support Services and Additional College

PoliciesTutoring: The Tutoring and Writing Center, located at The Learning Commons in Room 100, is open to all NCC students looking for additional help with their college assignments. Faculty and peer tutors are available for drop-in and one-on-one appointments. Students seeking assistance with the writing process in any of their classes may make an individual appointment in the Writing Center. Math help is also available at various times during the week. Tutoring may not be available for all subjects, but an earnest effort is made to match students with a tutor.

Course Accommodations: Students having a disability requiring reasonable accommodations must provide their instructors with a copy of their college Reasonable Accommodation Plan and meet with their instructors privately. If you do not have a plan or would like more information about disability services, please contact the Disability Coordinator, Melissa Olson, in room 100. You may also call (603) 882-6923 ext.1451.

Social Sciences Department Policies: Students are expected to attend all their regularly scheduled classes. Should an absence from a regularly scheduled class meeting be unavoidable due to an emergency or other valid reason, it will be the student’s responsibility to communicate with the instructor, preferably beforehand, concerning the absence. Students are advised that absence from class, for whatever reason, does not excuse them from meeting course requirements and objectives.

If a student is absent when an assignment is due, the student should email the assignment to the instructor prior to the beginning of the class on the day it is due.

Late work will be accepted at the discretion of the instructor. It will also be up to the instructor to determine specific penalties for late work (e.g. -5 points for each day late, half credit if turned in at the next class, a reduction of one letter grade for each day late, etc.). Each instructor’s policy on late work will be clearly indicated on the course syllabus.

At the discretion of the instructor, make-ups on tests, quizzes or other assessments may be permitted within one week’s time. If it becomes impossible for a student to be tested as scheduled, it is the responsibility of the student to contact the instructor so a makeup date can be arranged. Each instructor’s makeup policy will be clearly indicated on the course syllabus.

All assignments must be typewritten, using word processing software or typewriter, unless otherwise instructed. Please use a 12 font and the Times New Roman style. Also, be sure your documents are double-spaced.

AF Policy: If a student misses more than six hours of class time during the semester (for a three credit course), the faculty may withdraw a student from the course with an

Social Sciences Department Syllabus Revised 8/1/2012

“AF” grade. Please note that absences, tardies, and leaving class early all count towards “missed class time.” All students who stop attending class after the add/drop period and have not officially withdrawn shall receive an “AF” from the instructor at the end of the semester or at any point during the semester that the instructor informs the Registrar’s office that the student has been suspended from class.

Students should also understand an AF grade can be assigned by an instructor or an administrator at any time for reasons other than poor grade performance or failure to meet attendance requirements e.g., violation of the Student Code of Conduct, disruptive behavior, etc.Please be advised that if the behavior of any student (or students) continually disrupts the learning of his/her classmates, the following steps will be taken 1) verbal warning; 2) meeting with instructor; 3) referral to Vice President of Academic Affairs and/or removal from the course with AF grade.An “AF” grade is calculated in the GPA as an “F”. Students should refer to the student handbook for additional information about the AF policy.

Blackboard: All instructors in the Social Sciences Department will be using Blackboard. Blackboard is the online learning management system used by instructors and learners at Nashua Community College. Instructors may post syllabi, course related documents and grades in Blackboard. Students may be required to submit assignments and/or take assessments through Blackboard and/or participate in discussion boards. Clink on the link below to access an online Blackboard orientation that provides tutorials on how to log in to Blackboard as well as many other topics related to Blackboard use.

http://www.ccsnh.edu/distancelearning/student_orientation.html

To directly link to Blackboard On Demand tutorials, please visit the following link:http://ondemand.blackboard.com/students.htm

You can access the Distance Learning Support Center from the following link:https://supportcenteronline.com/ics/support/default.asp?deptID=4208. There you will find answers to FAQs and from the top right tab you can submit a help ticket.

If you have forgotten your Easy Login Password information, please visit the following link: https://sspswd.students.ccsnh.edu/accounts/Reset.

If class is ever cancelled because of instructor illness or inclement weather, students will need to check Blackboard for their assignment.

College Email System: Nashua Community College has established a College electronic mail (“email”) system as a means of the College sending official information to enrolled students, and for students to send communication to their instructors and College personnel.  All students registered at NCC will be assigned a College email account/address to be used as the only email address for all email communication: 1) sent to the students from their instructors and from all College personnel; and, 2) sent by the students to their instructors and to all College personnel.

In addition:

Social Sciences Department Syllabus Revised 8/1/2012

Students should check their College email account regularly to ensure they are staying current with all official communications.  Official communication includes, but is not limited to, policy announcements, registration and billing information, schedule changes, emergency notifications and other critical and time sensitive information.

Students should also check their college email account to be sure that they are current with all email communication from their faculty.

The student email account/address should be the only e-mail address students use to send email to faculty and College personnel so that student email is recognized and opened.

This service is provided exclusively to the students of NCC.  Accounts are for individual use only, and are not transferable or to be used by any other individual.

Students using their College email account do so under the policies set forth in the Student Handbook under "Student Computer Conduct Code".

Sensitive Materials Policy: During the semester, in order to cover certain academic topics, there may be occasions to view or discuss material which may not meet the student’s own personal definition of appropriateness. At such times, every student has the right to decide not to participate. Every effort will be made by the instructor to notify students in advance of when such sensitive material will be used so that students can make alternative arrangements. Faculty will guide students in the identification of alternate learning opportunities consistent with relevant course objectives so that students opting out of scheduled “sensitive” learning experiences will not be penalized academically in any way. Please note the opportunity to leave the classroom discretely is always available to each student when such sensitive material is being discussed. The student then has the responsibility before the next class meeting to inform the instructor as to the reason for leaving.

Plagiarism Policy: Plagiarism is a serious violation of a student’s academic integrity and the trust between a student and his or her teachers. Plagiarism is the act of a person presenting another person’s work as if it were his or her own original work. Such acts of plagiarism include but are not limited to:

1. A student submitting as his or her own work an entire essay or other assignment written by another person.

2. A student taking word for word a section or sections of another person’s work without proper acknowledgment of the source and that the material is quoted.

3. A student using statistics or other such facts or insights as if these were the result of the student’s efforts and thus lacking proper acknowledgment of the original source.

4. The paraphrasing of another person’s unique work with no acknowledgment of the original source.

5. Copying another student’s work on a quiz or test.

The academic sanctions which will be imposed upon a student who is found to have plagiarized an academic assignment (including but not limited to an essay, an exam, a class presentation or any written work submitted for a school publication) are placement of the student on probation; a loss of the total credit on the assignment and placement of a letter in the student’s file noting this violation. Other sanctions that may result from any further incidents of plagiarism include: expulsion from the course; suspension or dismissal from a department program; expulsion from the College.

Social Sciences Department Syllabus Revised 8/1/2012