Texas Wesleyan University Course Syllabus Fall 2018 |
|
Instructor: Christopher Ohan |
Meeting: Mondays &
Wednesdays 1:30-2:45 in EJW B25 |
Phone: 817-531-4913 |
Office: PMC 244 |
E-mail: cohan@txwes.edu |
Office Hours: Mon/Wed 11-1
(in ASC), Tue 9-12, 4-6, Thurs 9-12, or by appointment |
History
is a shifting, problematic discourse, ostensibly about an aspect of the world,
the past, that is produced by a group of present-minded workers (overwhelmingly
in our culture salaried historians) who go about their work in mutually
recognizable ways that are epistemologically, methodologically, ideologically
and practically positioned and whose products, once in circulation, are subject
to a series of uses and abuses that are logically infinite but which in
actuality generally correspond to a range of power bases that exist at any given
moment and which structure and distribute the meanings of histories along a
dominant marginal spectrum. –Keith Jenkins, Rethinking
History (Routledge, 1991)
Course description and
objectives: “Designed as a workshop in
historical methods for history majors, this course will guide students through
the research process. Students will gain knowledge in and apply the Turabian
documentation style (Chicago Manual Style) and learn the uses of informational
technology in history.” We will work through the different type of critical
analyses used in the discipline of history.
Students will learn how to critically examine and write about an
historical film as well as read and write a critical book review. They will also work through the research
process by completing a formal research paper using primary and secondary
sources. Students will gain knowledge in
and apply the Turabian documentation style (Chicago
Manual Style) and learn the uses of informational technology in history.
Learning Objectives Program Goals
Objective 1: Students will
demonstrate their understanding and ability to express the following reading
comprehension and cognitive skills: evaluate, contextualize, closely read,
corroborate and cite sources. They will be able to identify the thesis of an
argument and the evidence an author uses to support that thesis. |
1. Develop a general
knowledge of human history, including a basic chronology of both western and
non-western societies covering time periods from the ancient to the modern. |
Objective 2: Students will
demonstrate written communication skills by synthesizing multiple historical
accounts and creating their own historical narratives using evidence-based
argumentation. |
2. Understand
Historical Interpretation and Historiography. |
Objective 3: a. Students
will demonstrate oral communication skills by presenting and defending their
analyses of historical documents orally in class. b. Students will demonstrate
their understanding and ability to express the following historical thinking
skills: multiple causation, historical contingence, and change over time. c. Students will demonstrate
both their research and computer literacy skills by finding, evaluating, and
properly documenting sources using print and web-based platforms as well as
appropriate software such as MS Word. |
3. Learn the various skills
associated with the craft of history. These skills include: a. Reading Comprehension and
Cognitive Skills b. Historical Thinking
Skills c. Research Skills d. Written Communication
Skills e. Oral Communication Skills f. Computer Literacy |
Objective 4: As a
required course for all history majors, successful students will acquire
techniques that will prepare them to instruct students in secondary and
middle school history classes. They
will also have the fundamental research and writing skills in the discipline
to successfully function in graduate-level history programs. |
4. Students completing a
major in the Department of History will be prepared to enter graduate
programs in History, teach History in secondary or middle schools, or enter
other careers open to graduates with degrees in the Liberal Arts. |
Required Materials: |
Jules Benjamin, A Student’s Guide to History (13th
ed., Bedford, 2015) |
|
Kissinger, A World Restored |
Supplemental (Optional) Resources:
Kate L. Turabian, Manual
for Writers of Research Papers, Theses, and Dissertations
(8th ed., Chicago,
2013)
Instructional
Methods: As this is a small class, we will utilize
inquiry-based methods in either a class or smaller group format where
historical problems will be presented.
Students will be expected to evaluate source material (and complete
readings) to practice their historical thinking skills. Occasional short lectures will be presented
based on the learning needs of the class.
History is essentially a conversation about the past, so do not
hesitate to bring up relevant questions and comments. It is assumed that you will complete the
assigned reading for each week. It is
also assumed that you will attend all classes.
Student
Workload Expectation: Each class is 75 minutes in duration. Some classes have reading amounting to 20-25
pages; when we are discussing the Kissinger text, you will have more; others
will have very little at all, but require that you’ve been reading on your own
particular topic. I expect that you
spend enough time with the readings so that we can critically discuss them in
class.
Your
research will rely on your finding and examining source material (primary and
secondary), developing a research question, formulating a thesis, and drafting
a paper; this process requires diligence, discipline and time for reflection. Any written assignments (source analyses, book
review, film review, and research paper) should be grammatical, logical and
adhere to assignment guidelines. If you
have trouble with grammar/writing, you will need to make time to visit the
Academic Success Center, which has writing tutors specifically for history.
Evaluation and Grading:
Participation |
10% |
Source
Analyses |
15% |
Film Analysis Book Review |
20% 25% |
Research
Paper |
30% |
|
100% |
Grades will be assigned
according to the following percentages: 90-100=A; 80-89=B; 70-79=C; 60-69=D;
0-59=F
Writing Assignments
Short source analysis papers. As we move thought
the term, you will be responsible for completing short, one-page critical analyses of source material using the
iRead Worksheet. These short analyses will be submitted to Turnitin via
Blackboard by the posted due dates.
Film
Analysis. Students will watch, discuss
and write a critical review of the film A Lion in Winter (1968). The Analysis is
due on Sept 24 at 1:30 pm.
Book Review.
Students will read and the class will discuss Kissinger’s A World Restored so that they can
produce a critical book review (see guidelines below). The review is due on Oct 15 at 1:30 pm.
Research Paper. The
largest chunk of your grade is the research paper. You should have an idea of what you’d like to
research by Oct 1 and the beginnings
of a thesis by Oct 3.
You may choose almost any topic but you must first clear the topic
with me. (If you are in HIS 4328 this
term, you should be researching a topic dealing with Ancient History.) Stop by my office during regular office
hours, or make an appointment to talk about your topic. Before coming, explore your possible topic a
bit. Think of some historical period or
event that interests you and do a bit of investigation. Do not come by and say, “I don’t know what to
do for my research.” Take the
initiative.
You
must meet with me before Oct 15 to
discuss a topic. Students will present
their research topic, research question and possible thesis in class on Oct 17.
You will submit your working thesis and preliminary bibliography in
Blackboard on Oct 29 by 1:30 pm.
A
draft of your final paper will be shared with your partner and me on OneDrive
by 1:30 pm on Nov 21. Partners will submit constructive feedback on
the papers by 1:30 pm on Nov 26. The final paper is due Dec 3, to be submitted in Blackboard by 1:30 pm. See more formal guidelines below. (Keep in
mind that this paper is the focus of the course and will demonstrate your
mastery of the learning objectives above.)
**Please
note that your critique and feedback on your partner’s work will determine half
of your participation grade in this course. (See Benjamin, “Guidelines for Peer
Reviewing,” page 37.)
Attendance is mandatory.
This is not a lecture class, so you can’t just “read the textbook” to
catch up. Should you miss more than 2
classes (the equivalent of a week for us), please do not offer excuses, notes
or request special consideration. Simply
consider the effect on your grade and decide whether you should drop. Withdrawal from a course is a viable and
acceptable option when unforeseen circumstances arise. Do not ask me to accommodate your
circumstances when those circumstances prevent you from achieving the learning
objectives of the course.
You
are responsible for all class assignments regardless of attendance. Quizzes covering assigned readings may be
given at any time and factored into the course grade at the discretion of the
instructor. If you are unable to
complete this course, you must withdraw from it. The last date to withdraw with a W is 13
November.
If you want mercy, pray; grace, see the Department of
Philosophy and Religion located on the third floor of PUMC.
Texas Wesleyan University
Policies:
Academic Integrity
Familiarize yourself with Wesleyan’s Student Code of
Conduct. Academics are not only devoted
to learning, research, and the advancement of knowledge, but also to the
development of ethically sensitive and responsible persons. By accepting
membership in this class, you are joining a community characterized by free
expression, free inquiry, honesty, respect for others, and participation in
constructive change. All rights and
responsibilities exercised within this academic environment shall be compatible
with these principles.
Academic Dishonesty is a breach of the Student Code of
Conduct. Dishonesty includes:
1.
Plagiarism,
representing the work of another as one's own work;
2.
Preparing work for
another that is to be used as that person's own work;
3.
Cheating by any
method or means;
4.
Knowingly and
willfully falsifying or manufacturing scientific or educational data and
representing the same to be the result of scientific or scholarly experiment or
research;
5.
Knowingly
furnishing false information to a university official relative to academic
matters;
6.
Soliciting,
aiding, abetting, concealing, or attempting conduct in violation of this code.
Academic
Dishonesty will not be tolerated in this course. Any offense will result in an
F in the class (not simply on the assignment) and be referred to the
appropriate academic officials for adjudication. If you have any questions
regarding this subject please see me.
For a detailed description and further clarification, please see the link
for “Plagiarism and Academic Dishonesty” on my website, the 2017-2019 Wesleyan
Catalog (p. 84-86), or the Student Handbook.
Americans
with Disabilities Act (ADA)
·
Texas Wesleyan
University adheres to a disability policy which is in keeping with relevant
federal law. The University will provide appropriate accommodation as
determined by the Director of the Counseling Center, Dr. Michael Ellison.
Students must notify instructors of any permanent or temporary disabilities and
must provide documentation regarding those disabilities prior to the granting
of an accommodation. For assistance, students should consult with Dr. Ellison
at mellison@txwes.edu
or via phone at (817) 531-7565.
·
Course syllabi are
intended to provide students with basic information concerning the course. The
syllabus can be viewed as a 'blueprint' for the course; changes in the syllabus
can be made and students will be informed of any substantive changes concerning
examinations, the grading or attendance policies and changes in project
assignments.
Unified
Discrimination and Harassment Reporting (Including Title IX)
As noted in the catalog under the Unified
Discrimination and Harassment Policy, Texas Wesleyan University is committed to
providing an environment free of all forms of prohibited discrimination and
sexual harassment. If you have
experienced any such discrimination or harassment, including gender- or
sex-based forms, know that help and support are available from the following resources:
• Complete
online incident report at https://txwes.edu/incident-report-form/
• Contact
Campus Conduct Hotline (24 hours a day): (866) 943-5787
• Campus
security (24 hours a day): (817) 531-4911
• Dean
of Students: deanofstudents@txwes.edu OR (817) 531-4872
• Please
be aware that all Texas Wesleyan University employees, other than designated
confidential resources (i.e., Community Counseling Center) are required to
report credible evidence of prohibited discrimination or harassment to the
University’s Title IX Coordinator, or to one of the Title IX Assistant
Coordinators. If you wish to speak to
someone confidentially, please contact the Community Counseling Center at (817)
531-4859 to schedule an appointment.
Note: Course syllabi are intended to provide students with
basic information concerning the course. The syllabus can be viewed as a
“blueprint” for the course; changes in the syllabus can be made and students
will be informed of any substantive changes concerning examinations, the
grading or attendance policies and changes in project assignments.
Class
Participation. The majority of class time will be devoted to
discussion. Discussions will draw primarily
on the readings. Your class participation
grade will consist of my evaluation of your preparedness and the level of your
participation in these discussions.
Obviously, if you are consistently absent or don’t speak, your
participation will not be very effective.
Internet/Blackboard: Feel free to
send email to the address above. Please
assume I have no idea who you are so include your name and course number in the
message. Keep in mind that I will not
entertain discussion about grades, missed classes &etc over email—that’s
why faculty have office hours. In
addition, this syllabus, the lecture/reading schedule, some of the course
readings and any other class handouts will be posted on the above web
address. Announced changes to the
lecture/reading schedule will be reflected in the schedule’s online
version. All student work will be turned
in through Blackboard.
Writing for this course will employ standard academic
formatting—double spaced, typed—with citations following Turabian (Chicago)
style. The Benjamin text is your guide in
this regard. Correct use of source
information and citations is assumed. Grammatical
proficiency is fundamental in history as ours is largely a writing
discipline. No one are taken seriously if they do not employ good grammar. See Grading Guidelines on the class webpage
for specific grading criteria regarding written work and the grading rubrics (Film,
Book, Research Paper) on the Wesleyan History Program page.
Please note
that any late work will be penalized at the rate of one letter grade per
day. If an assignment is due at 1:30 and
it is submitted at 1:45, it is a day late.
No assignments will be accepted more than 4 days late.
Statement
of Understanding:
As a professional, I follow
the American or western model of higher education. According to this model the instructor
encourages the students to think critically.
This is not merely the expression of an opinion, but well-thought,
structured and supported arguments. Do
not be surprised if I voice an unconventional argument—particularly as we relate
much of the course content to current events.
My purpose is not to express my own opinion but to challenge you to
think critically about the discipline as well as the topics being
considered. If you find yourself
offended by something said in the classroom, consider that in
the Humanities and Social Sciences “Truth” is at best elusive and tolerance
essential.
A valid method of instruction
that has been used in the east and west for centuries, since 500 BCE, was
founded in Greece; the Socratic method is based on rhetorical
argumentation. Rhetorical argument, in
the classical sense, means the following: to inform, to convince, to explore,
to make decisions, and even to meditate, as odd that may sound. Although arguments may at times “pique” you
emotionally, as an educated person you must learn to weigh ideas and use logic
and not emotion to counter the
argument. Scholars of pedagogy agree
that we learn best when we are confronted with a problem or, put another way,
when we are humbled; this, by the way, is the essence of the term offendere. Therefore you should not consider a critique
from me or anyone else in the class to be a negative attack or an occasion for
anger and vengeance, but an opportunity for critical thought and
reflection. Moreover, and most
importantly, education requires us to be tolerant of ideas that we may not
understand and to consider values that we do not embrace. Tolerance means that we allow others to
believe a certain way even though we do not believe it; it does not mean that
we have to embrace that belief.
I respect students who respect
learning, so please do not show disrespect to me or your fellow students by
asking to submit papers late or by asking for extra credit when you couldn’t
meet the credit standards laid out in this syllabus. Also, if you turn in writing that does not
meet the standards set for class, you will receive the grade you deserve. That grade does not reflect anything
personal; it is strictly a professional assessment of academic work. I have many years of experience on the
university level, so I am fully aware of how to score historical writing. Although I am always happy to explain why you
earned a particular grade on an assignment, please think carefully before
asking me to change a grade; to do so is tantamount to asking me to undermine
the integrity and professional standards to which I try to adhere. It is also an insult to the students who earned
a higher grade. I will protect the
students who earned those grades. I’m
happy to explain a grade to you, but keep in mind that if you ask for a
re-evaluation, and I’ve made an error, your grade could change positively or
negatively.
1. 5-6 pages typewritten,
double-spaced. Title page, if used, does
NOT count. Observe the normal rules of
writing such as standard one-inch margins, page numbering, etc.
2. Full bibliographic citation on the title
page or at the top of the first page. (Consult Benjamin
text if you’ve forgotten how to do
this. Do NOT make up your own form.)
3. Brief introduction to the topic or subject
of the book. Why is this topic or
subject important to the period of history being covered?
4. Summarize the author’s thesis (argument)
and main points concisely but fully.
(What do you think the author is trying to accomplish by writing the
book?)
5. Briefly say something regarding the
author’s qualifications.
6. Critique the book. (What you’re doing is analogous to what
happens in a courtroom. Consider yourself the judge and the author a lawyer who
has presented an argument/case. It’s up
to you, having read his/her argument/case to decide whether or not her claims
have validity.) Based on your answer to
#4 do you find his/her arguments and conclusions convincing? How does s/he do in terms of accomplishing
his purpose for writing? Do not walk
fences or resort to elementary tactics such as pleading ignorance. (This should be about one-half of your
paper.)
(6a. If the book is a work of literature, you’ll still
consider what the author is trying to accomplish, but you’ll need to think
about what the work says about the time period or place in which it’s set, the
characters, the environment, etc. For
example, you’d look at it the same way an historian would look at More’s Utopia or possibly Stowe’s Uncle Tom’s Cabin. Those works are good literature but say a lot
about the time period in which they were written.)
7. While a review does not usually include
the readers own opinion, you may provide a brief personal evaluation of no more
than one paragraph. Be sure to explain
and support your opinion carefully and coherently. At this point in your academic career, you
ought to have an informed opinion.
“Informed” suggests that you’re offering specific evidence as to how and
why you agree or disagree.
8. This is not a research paper, so formal
footnoting is not necessary. If you do
quote or draw on information that is not your own, simply use a parenthetical
reference according to Turabian/Chicago style.
9. Papers which are turned in after the time
they are due will be penalized one letter grade for each day. No papers which are more than four days late
will be accepted. If you or someone
close to you is looking like they’re coming down with the latest disease or
that they might need emergency surgery, turn it in early. If you want mercy or grace, see above.
Unfortunately,
most of us understand history based on what we are told in the popular media
(i.e. the movies). It is important,
therefore, to understand how to look at a movie based (however loosely) on the
past and how to critique it as “history.”
This assignment will help you accomplish that goal. You will be reviewing the film A Lion in Winter (1968). It’s available on Amazon Prime.
PART I: Watching your film:
As you watch a
film for evaluation or critique, consider and discuss as many of the following
points as possible—if they seem relevant.
These are not the only kinds of questions you should consider; depending
on the film, there may be many more. Be
sure that you keep in mind that you are evaluating this film not as a general
reviewer but as a way of understanding the past.
1.
What
general topic and time period does the film cover? What does the film have as its purpose? Does it examine a particular or unusual
aspect of Western history? Does the film
primarily present factual information, or does it also present a particular
interpretation or new way of understanding the topic?
2.
Is the
film impartial and objective or does it seem to be biased in any way. Does it sympathize with one particular group,
person, or point of view? If it is a
biography, is the film basically critical or favorable toward the person it is
about? How can you tell? Can you detect the writer/director's own
ideas and feelings about the topic: what
the film says "between the lines?"
Does the time at which the film was made help explain its point of view
on the topic?
3.
If the
film is a biography, what, briefly, were this subject's greatest
accomplishments and greatest failures?
Why is the person whom the film is about important? What is his/her significance? How did his/her actions change her own times
and future history? If the film is about
an event, why is the event important.
4.
How
does this film contribute to our knowledge about English history? What contributions does it make to our
knowledge about history in general? Do
the film's views on this topic make you reevaluate your own thinking about
it? Why or why not? Do you see any broader implications for other
areas? Does this film help give you new
insights into other problems, issues, time periods, or into present-day
events? Why?
5.
What
evidence does the film use to support its views? Remember, you are analyzing the film as
history and evidence is always essential.
6.
Does
the organization of the film and the style in which it is presented make it
understandable. Is point of view
clear? Is it precise or vague?
7.
Who is
(or was) the screen writer and/or director?
Does she/he indicate any particular reasons for making this film. Why is she/he interested in this
subject. Might the writer/director have
some ulterior motive in mind, some particular ax to grind or some bias when
writing about this topic? Does it have
any particular training, experience, or qualifications for writing a film of
this sort? (You may not be able to find
answers to these questions.)
8.
What
is the film's general perspective about the particular historical period
covered? What conclusions does the film
draw after relating all the information?
What final viewpoint or interpretation does it arrive at? What, in your opinion, are the main points,
arguments, or theses that it is trying to get across to the viewer?
9.
After watching this film what is your
reaction now to this topic? Do you agree
or disagree with the film's views? What
is the most important thing you have learned from this film? What else would you like to know about the
topic that the film doesn't tell you?
PART II: Writing your film
analysis:
A. The film review should begin with a
bibliographical heading, such as:
The Little
Foxes. Written by Lillian
Hellman. Directed by William Wyler. 166 mins. Columbia Pictures, 1941.
B. Suggested approach for writing the paper:
1.
The
first part of the report should be a brief survey of the contents of the film.
Do not go into lengthy detail. Take it
for granted that the instructor or the person reading your report has already
seen the film, and that you are going to discuss it on the basis of this common
knowledge. [1-1 1/2pages]
2.
In the
second part you should discuss the significant contribution of the film to a
specific part of English history. Use
your answers to the questions in Part I as a guide. What is the theme or message that the
film is trying to get across? You might
ask yourself such questions as: Is the film attempting to refute some idea
about women that has long been accepted but that it is convinced is
untrue? Or is the film simply portraying
women in stereotypic terms? Or is it presenting something that has been
overlooked but which changes considerably the interpretation of women's
experience? [2-3 pages]
3.
The
conclusions should be an assessment.
This can be both personal and scholarly in nature. These are some things that should be
considered here: What do you think of
the method of approach, style, accuracy, and fairness of the film? Is the film convincing in its treatment of
the subject. What is the film's
approach--humor, satire, realism, romanticism?
Is the film biased? As often as
possible, you should cite statements in the film that help answer these
questions. For instance, do not say that
a film is biased without giving an example or two of this bias. Do you find it accurate? [2-3 pages]
4.
Did
you like the film? In answering this do
not write something like "I liked the film very much: I think every college student and adult
should see it." Or, "This was
a very interesting film." Such statements mean absolutely nothing. Instead, tell why you like the film and why
it was interesting or not. [1/2 page]
C. The length of the paper will depend you
the nature of the film and how you decide to approach the analysis. 5 pages would be about right.
1.
7-10 pages
typewritten, double-spaced. Title page,
if used, does NOT count. Observe the
normal rules of writing (using Chicago/Turabian style) such as standard one-inch
margins, page numbering, etc. (Consult
the Benjamin text or a Chicago Manual of
Style.
2.
Begin with an
overview of your specific topic. Then
move into a discussion of your argument/thesis.
Explain it carefully and concisely.
This should be about 1-2 pages.
3.
The bulk of your
paper will be a presentation of your sources/evidence and how they support your
argument. Specifically, which of the
documents will you be using to support your argument and how? Remember that while secondary sources are
important, the strongest arguments are based on primary sources. You should also consider which of the other
sources might possibly refute your thesis and how you will address such
conflicts. 5-6 pages should be about
right.
4.
Next you will want
to consider if your argument/thesis has already been considered by
historians. (It’s unlikely, nor it is
expected that you will come up with something original.) Who are these historians, when did they
write, and what were their conclusions?
How does your thesis differ from theirs (if at all)?
5.
Conclusion.
6.
When you quote or
draw on information that is not your own, use Chicago (Turabian) style. (Consult a guide if you’ve forgotten—DO NOT
make up your own style of formatting.)
7.
Late papers are
penalized one letter grade per day after the due date. No papers which are more
than four days late will be accepted.
Tentative
Class Topic and Reading List
Aug 20 |
Introduction to Historical
Methods |
|
|
Aug 22 |
What is History? Readings:
Keith Jenkins, “What History Is” in Re-Thinking
History
(pp. 6-32) http://www.historymuse.net/readings/Jenkins-WhatHistoryIs.pdf; Benjamin 1, 2 |
Aug 27 |
Historical Questions and
Writing an Historical Argument |
|
|
Aug 29 |
Critical
Analysis |
|
|
Sept 5 |
Intro to Examining Sources: iRead Subject-World
War I Readings:Wilson’s Address to
Congress, 1917 http://www.historymuse.net/readings/wilsonaddresstocongress.html |
|
|
Sept 10 |
Contextualizing Sources: iRead Borderlands/Mexico:
“El Corrido de Gregorio Cortez” or “The Ballad of Gregorio Cortez” (1901) Readings: Benjamin 3; (iRead assignment
instructions) |
|
|
Sept 12 |
Taking
Notes, Citing Sources, Avoiding Plagiarism Readings: Benjamin 4 |
|
|
Sept 17, 19 |
The Critical Film Analysis |
|
|
Sept
24 |
Close Reading of Sources: iRead (Film
analysis due on 9/24) Subject-European
Renaissance: “Problems of Medical Research” from De Humani Corporis Fabrica by
Andreas Vesalius (1543) Readings: Benjamin 5 |
|
|
Sept 26, Oct 1, 3 |
The Critical Book Review Readings: Kissinger, A World Restored |
|
|
Oct 8 |
Historical Research/Using
the Library/Determining a Topic Readings: Benjamin 7 |
|
|
Oct 10 |
Using the Internet: iRead Subject-US Revolutionary
War: Abigail Adams to John Adams, 31 March 1776 https://founders.archives.gov/documents/Adams/04-01-02-0241
|
|
|
Oct 15 |
Corroborating Sources: iRead (Book review
due on 10/15) Subject-19th Century American
West: Butterfield Overland Mail Route (1858) |
|
|
Oct 17 |
Student presentation of
research topic and research question |
|
|
Oct 22 |
Secondary Sources: journals iRead *Student
will analyze a journal source related to their own research |
|
|
Oct 24, 29 |
Secondary Sources:
monographs iRead *Students
will analyze a monograph source related to their own research |
Oct 31, Nov 5 |
Using Non-textual Sources iRead *Students
will analyze a non-textual source related to their own research |
|
|
Nov 7, 12, 14 |
Organizing and Writing the
Research Paper/In-class work days Readings: Benjamin 8 |
|
|
Nov 26 |
Historiography: What to do
when historians disagree |
|
|
Nov 28 |
Final in-class work day |
|
|
Dec
3 |
Final Paper Due |