Foundations Course Designation Proposal Form by Ross Egloria – Ver.2 (10/28/2016) – Page 2

Application Questions for Foundation Hallmarks (Hallmarks in bold) Explanatory Notes for each hallmark are at http://honolulu.hawaii.edu/intranet/articulation/foundations/hallmarks.html.

GLOBAL AND MULTICULTURAL PERSPECTIVES (FG): To satisfy the FG requirement, a course will

1. provide students with a large-scale analysis of human development and change over time. (Note: the two FG courses will together cover the whole time period from pre-history to present. Where does your course best fit in this scheme: Group A–content primarily before 1500 CE; Group B–content primarily after 1500 CE; or Group C–pre-history to present? How will you assess this and provide evidence that students are meeting this hallmark?

This course best fits Group B. It will include analysis of the peopling of the Americas by Native Americans prior to Western contact in 1492, but it will primarily focus on large-scale analysis of human development and change from 1500 to the present. Hallmarks assessed through imbedded questions in quizzes and exams, presentation of a research project, and imbedded in paper prompts, and the instructor submits a course assessment report to the college after each semester the course is taught.

2. analyze the development of human societies and their cultural traditions through time in different regions (including Africa, the Americas, Asia, Europe, and Oceania) and using multiple perspectives. Which human societies and cultural traditions are analyzed? What perspectives are employed? What time periods are covered? How will you assess this and provide evidence that students are meeting this hallmark?

Native American civilizations prior to 1492 (Cahokia, Anasazi, Maya, Aztec; Indians in Brazil (Tupinamba woman); European explorers and settlers from 1492-1820 ( from Portugal, Spain, Amsterdam, France, England); Indian leaders, diplomats & the Iroquois Confederacy (1500-1750); Indian slaves in the Americas 1493-1750s; African slaves, escaped slaves, entrepreneurs, landholders, planters and revolutionaries of color/mixed race, 1526-1867; 18th c. Enlightenment-era scientists, clerics, and rebels in the Americas. Students' biographical research projects will analyze the perspective of an individual who is a friend or relative, and some history and culture related to a trip they took across the Pacific and Atlantic during the 20-21st century. Hallmarks assessed through imbedded questions in quizzes and exams, presentation of a research project, and imbedded in paper prompts, and the instructor submits a course assessment report to the college after each semester the course is taught.

3. offer a broad, integrated analysis of cultural, economic, political, scientific, and/or social development that recognizes the diversity of human societies and their cultural traditions. Which of these aspects of development are analyzed? How does the course recognize diversity? In what ways are analyses integrated? How will you assess this and provide evidence that students are meeting this hallmark?

AMST 150 provides a broad interdisciplinary analysis of socio-cultural (language, religion/religious denomination, dress, language, etc.) economic (trade, free and enslaved labor, economic institutions; piracy); political (warfare, diplomacy, marriages between royal families and tribes; treaties between Indians and western nations; royal and religious proclamations) and scientific (technologies of navigation; colonial expeditions) developments that involved adaptation, conflict, and change from 1500 to the present between the peoples of the Americas, Europe, and Africa. The approach will use multiple perspectives that are grounded in diverse human societies, individual experiences, and cultural traditions. Hallmarks assessed through imbedded questions in quizzes and exams, and the instructor submits a course assessment report to the college after each semester the course is taught.

4. examine processes of cross-cultural interaction and exchange that have linked the world's peoples through time while recognizing diversity. What processes of cross-cultural interaction are examined? How will you assess this and provide evidence that students are meeting this hallmark?

AMST 150 will examine cross-cultural interaction and exchange across the Atlantic by peoples of the Americas, Europe, and Africa. It will analyze how power has been divided by race, gender, and class, and and other major categories of difference, such as nationality and religion. Hallmarks assessed through imbedded questions in quizzes and exams, presentation of a research project, and imbedded in paper prompts, and the instructor submits a course assessment report to the college after each semester the course is taught.

Foundations Course Designation Proposal Form by Ross Egloria – Ver.2 (10/28/2016) – Page 3

5. include at least one component on Hawaiian, Pacific, or Asian societies and their cultural traditions. What components of Hawaiian, Pacific, or Asian societies and their cultural traditions are included in the course? How will you assess this and provide evidence that students are meeting this hallmark?

Students' biographical research projects will concern movement across the Pacific (any trip that connects Hawaii, Pacific, or Asian societies) and/or Atlantic during the 20-21st century, by an individual who is a friend or relative. Students will research the challenges, opportunities, and some historical context and culture related to their research subject's trip (e.g. for military/wartime service, immigration, asylum, family vacation). Hallmarks assessed through presentation of a research project that includes a Powerpoint and Annotated Bibliography, and the instructor submits a course assessment report to the college after each semester the course is taught.

6. engage students in the study and analysis of writings, narratives, texts, artifacts, and/or practices that represent the perspectives of different societies and cultural traditions. List the items that students will analyze and briefly explain what perspectives they represent. How will you assess this and provide evidence that students are meeting this hallmark?

The writings, narratives, texts, artifacts, and/or practices from different societies and cultural traditions that students willl be analyzing are included in the course schedule for AMST 150, and are as follows:

A primary source artifact and photo from each student's life.

Native American Graves Protection and Repatriation Act (NAGPRA)

Christopher Columbus Reports on His First Voyage, 1493

Papal Doctrine of Discovery, 1493

Bartolomé de Las Casas, “The Devastation of the Indies, 1500s

Chapters from the text The Atlantic World, as follows:

Ch. 1. Catarina Álvares Paraguaçu (1510s-1582): Indian Visionary in Brazil and France.

Ch. 2. John Billington and His Family (c. 1582-1630): Doomed “Knave” of Plymouth Plantation

Ch. 3. Samuel Cohen (c. 1600-1642): A Jewish Translator in Brazil, Curaçao, and Angola

Ch. 4. William Lamport/Guillén de Lombardo (1611-1659): Mexico’s Irish Would-Be King

Ch. 5 Jacob Leisler (1640-1691): German-Born Governor of New York

Ch. 6 Hendrick/Tiyanoga/Theyanoguen (1680-1755): Iroquois Emissary to England

Ch. 8 Henry “Harry” Washington (1750s-1790s): A Founding Father’s Slave

Ch. 9 Julien Raimond (1744-1801): Planter, Revolutionary, and Free Man of Color in Saint-Domingue

Ch. 10 Anne Pépin (1758-1837): Entrepreneur, Landlady, and Mixed-Race Signare in Senegal

Ch. 11 João da Silva Feijó (1760-1824): Brazilian Scientist in the Portuguese Overseas Empire

Ch. 12 Juan Antonio Olavarrieta (1765-1822): Basque Cleric and Libertine Rebel in Mexico

Film clips from the following documentary/educational films:

500 Nations

We Shall Remain, America Through Native Eyes: Disc 1: After the Mayflower.

New York: 1609-1825.

“A Seat at the Table: Struggling for American Indian Religious Freedom”

“Howard Zinn: The People’s History”

Haiti and Dominican Republic: A Divided Island-Black in Latin America with Henry Louis Gates, Jr.

MOVEMENT ACROSS THE MODERN ATLANTIC AND PACIFIC - STUDENT PROJECT PRESENTATIONS

Foundations Course Designation Proposal Form by Ross Egloria – Ver.2 (10/28/2016) – Page 4

Powerpoint Presentations - Instructor's

Hallmarks assessed through imbedded questions in quizzes and exams, presentation of a research project, and imbedded in paper prompts, and the instructor submits a course assessment report to the college after each semester the course is taught.

AMST150:AmericaandtheWorldFall2016Syllabus

CRN Days Times Place21904 Tu/Th 10:00-11:15a.m. Bldg.7,Rm.635

HonoluluCommunityCollege

InstructorInformationSharleenNakamotoLevine,Ph.D.Office: Bldg.7,Rm.626OfficeHours: Tuesdays/Thursdays9-10a.m.,andbyappointmentEmail: snnl@hawaii.eduOfficePhone: 845-9426CourseWebsite: http://laulima.hawaii.eduPlease e-mail if you have questions that need to be answered between one classmeetingandthenext,ORifyouneedtonotifymeinadvanceofyourabsence.CourseDescriptionforAMST150:AmericaintheWorld(3)FGBExaminesAmerica’sroleinworldhistoryandtheinfluenceofworldaffairsonU.S.cultureandsociety.FocusesonU.S.interdependencewithAfrican,European,NativeAmerican,Asian,andPolynesiancivilizations,from1492topresent.Examinesformationsof“America”inaglobalcontext,fromcolonialtomoderntimes.EvaluatestheroleoftheU.S.inmajorworldhistoricalevents,aswellastheimpactsofotherworldculturesontheU.S.Considersrace,class,andgenderascrucialaxesfortheformationof“America”andAmericans.TransferofCreditThiscoursetransferstoallUHSystemcampuses.AtthosecampusesparticipatingintheSystemFoundationsAgreement,thiscoursetransferswithaFoundations/GlobalBdesignation.

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DisabilityStatementStudentsinthisclasswhoneedaccommodationsforadisabilityshouldsubmitdocumentationandrequeststotheServicesforStudentswithDisabilitiesOffice(SSD)inBldg.2,Room108A.Phone845-9282voice/textor845-9272voice/textformoreinformation.TheinstructorwillworkwithyouandSSDtomeetyouraccessneedsbasedondisabilitydocumentation.IfyouhavealreadyregisteredyourrequestswithSSDthissemester,pleasecontacttheinstructorandbepreparedtoprovideacurrentverificationletterfromSSD.StudentLearningOutcomesInthiscourse,youwilllearn,andbeableto:

1. DemonstrateknowledgeofAmerica’sroleinworldhistory,andtheinfluenceofworldaffairsonU.S.cultureandsociety.

2. IdentifydifferentscholarlyapproachestoAmericanStudies.3. Usecriticalthinkingtoassessandevaluateavarietyofculturalartifacts

(literature,primarydocuments,film,music,etc.),aswellassecondarysourcesconcerninghistoricalandpresent-daysociopoliticalissues.

4. Effectivelyusewritingand/ororalcommunicationtoargueand/orrespond.RequiredandRecommendedCourseMaterials

1. KarenRacine&BeatrizG.Mamigonian,eds.TheHumanTraditionintheAtlanticWorld,1500-1850(2010).ISBN978-1-4422-0698-4

2. Supplementarydigitalresources,readings,andhandouts,asprovidedbyinstructor.

InstructionalProceduresThiscourseemphasizesactivelearningstrategiesinsmallorlargegroupcollaboration.Classsessionsinclude:skill-buildinghistoryandcultureactivities;individualandcollaborativeprojectwork;individualandgrouppresentations;smallandlarge-groupdiscussions;reflectivereadingandwriting;andobservationsandcritiquesofavarietyofmaterialrelatingtothecourse.ThiscoursealsoutilizesLaulima.

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CourseRequirements,Assessment,andAssignmentsAcademicRequirementsStudentsareexpectedtocompleteallassignmentsinatimelymannerwithcareandcommitmenttoeachtask.AllwritingassignmentswillbesubmittedonLaulimaintheForumssectionbeforeclassonthedaytheassignmentisdue.Useastandard12pt.fontandstandard1-inchmargins,andfollowotherformattinginstructionsprovidedforeachassignment.Computersareavailableforstudentuseatmultiplelocationsoncampus(seelistnearendofsyllabus).AsnotedintheCourseSchedule,youmayalsoberequiredtobringsomeassignmentstoclassinordertosharethemwithothers.ThisclassutilizesLaulimaGradebookforpostinggradesforassignments.OverviewofAssignments,PointValue,andPercentageofGrade

Assignment PointsPerAssignment

x#ofAssignments

PercentageofCourseGrade

1. HomeworkReflectionandClassParticipation(includesreading/writingpreparation,anddemonstratedthroughclassparticipationinclassdiscussionsandlearningactivities)

Note:Thereare32classmeetings.

1pt.x32

32

2. Blog

3pts.x1

3

3. Midterm&FinalExam

15pts.x2

30

4. ProjectPreparationAssignments

4pts.x5

20

5. FinalProjectPresentation

15pts.x1

15

TOTAL 100pts. 100%

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Note:Youwillearnazero(0)forthefollowingreasons–turninginablankorunsatisfactoryassignment;cheatingorplagiarizingonanassignment;ornotmakingupanassignmentwithintheallottedtime.1. Preparation,In-ClassParticipation,andAbsencesYourpreparationandin-classparticipationisexpected,required,andgraded.Becausemuchoftheworkforthiscourseisdone/experiencedduringclasstime,anystudentwhomissesmorethan5daysofclassforanyreasonwillberequiredtorepeatthecourse.Ifyouareabsent,contactmeoraclassmatetoobtaintheday’slessonandannouncements.

Comepreparedandontimewithallrequiredmaterialsforeachclasssession.Attheveryleastyouwillneedtobringyoursyllabus,thereadingmaterialtobediscussed,writingmaterials(blackorbluepen/pencil&linedpaper),andanyassignmentsthataredue.

Commoncourtesyandrespectforeachotherisexpectedduringandoutsideofclass.

Youarenotexpectedtoagreewiththeperspectivesofothers,butyouareexpectedtoagreetodisagreeinacordialandrespectfulmanner(seeSAFEZonebelowfordetails).

2. BlogYouwillberesponsibleforpostingonebiographicalreflectionandphotoonLaulimaatthebeginningofthesemester.Thisblogisdesignedtohelpfosterasenseofcommunityandsupportforparticipatinginclassdiscussionsandprojectsthroughoutthesemester.YourblogshouldfollowthedirectionsanddeadlinepostedonLaulimaintheForumssection(lateblogsdonotallowotherstudentsortheinstructoradequatetimetoread,respondto,andevaluatethem).Yourpostingsshoulddemonstratecriticalthinking,andtheabilitytoaddressothers’ideasseriouslyandrespectfully.Theinstructorwillprovidequestionstodirectdiscussionandanalysisonthisblog.

3. Midterm&FinalExamThemidtermandfinalexamwillcheckyourunderstandingofcoursereadings/materialsandrequireyoutowriteashortessay,matchtermswithdefinitions,andidentifyplacesonamap.Thefinalexamwillincludeanythingcoveredsincethemidterm,soitwillnotbecumulative.Youcanprepareforbothexamsbycompletingtheassignedreadings,takingnotesduringclassroomdiscussionsandlectures,referringtoclassmaterialspostedonLaulimaResources,andusinganystudyguidesthatmaybeprovidedbytheinstructor.

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4. ProjectPreparationAssignments

Youwillworkontheseassignmentsindividually,butwithsupportfromyourpeersandinstructor.Inordertohelpprepareyoutopresentafinalprojectduringthelastfewweeksofthesemester(10-minutepresentation),youwillbeprovidedwithmini-lessonsonprojectpreparationinclass,andrequiredtoturninrelatedhomeworkassignmentsthathelpyoutodeveloptheprojectstep-by-step,including:

A. TakeInterviewNotes(2+Pages)B. WriteAnnotatedBibliography(Primary&SecondarySources)C. TakeResearchNotes(2+Pages)fromScholarlySources.D. WriteThesisStatementE. OutlinePresentationonPowerpoint

5. FinalProjectPresentation(10minutes)Thefinalprojectwillinvolvedevelopingabiographicalpresentation.ItwillinvolveresearchingmovementacrossthePacificorAtlanticOceanthatconcernssomeonefromanearliergenerationinyourfamilyorafamilythatiswillingtosharetheirhistorywithyou,andthechallengesandopportunitiesthatitinvolved.Youshouldchooseabiographicalsubjectthatinterestsyou,soyouaremotivatedtocompleteyourresearchandmakeyourpresentationtoourclass.Ifyouchoosewell,theinformationyoudiscovercanbeoflastingvalue,andbesomethingyoukeepandcontinuetoexploreevenafterthiscourseisover.Thisbiographicalresearchprojectisdesignedtohelpyoumakeasignificantandpersonal,first-handconnectionwiththehistoryofmovementbetweenAmericaandtheworld.

Thefinalprojectpresentationwillinvolvecreatingapresentation(Powerpoint/Prezi/video)thatexpressesanargument(thesis)aboutthechallengesandopportunitiesofaparticularperson’strans-oceaniccrossing.Yourpresentationshouldsupportyourthesiswithevidencethatisdrawnfromprimaryandsecondarysources.Overall,yourpresentationshouldexpress:

Context:providehistoricalbackgroundorcontextrelatingtoyourbiographicalsubject(putthepersonandtheirchoices/experiencesinabroaderhistoricalperspective).

Comparisons:explainhowthetwoareasthatconcernedyourbiographicalsubjectweresimilaranddifferent.

Connections:explainhowthetwoareasthatconcernedyourbiographicalsubjectwereconnectedandinfluencedeachother.

Bymakingandsharingyourproject,youwillhavetheopportunitytopracticethe1st-4thStudentLearningOutcomesforthiscourse.Byresearchingapersonaltrans-oceanicencounter,youwillalsogaingreaterperspectiveforunderstandingissues

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relatingtoAtlanticandPacificcrossingstoorfromtheAmericas.Furtherdetailsabouttheproject’srequirementswillbeprovidedinahandoutthatincludesaprojectpresentationpointchecklist.

LateAssignmentsItisyourresponsibilitytocontacttheinstructorinatimelymannerifyouarefacedwith an unusual circumstance that may require an extension. You should bepreparedtoprovidedocumentationofyourunusualcircumstancetotheinstructor.Since work is completed cooperatively in this class, and one writing assignmentbuildsuponanother,itisimperativethatyourworkbesubmittedontimeinorderforyoutoearncredit/pointsforthoseassignmentsandmakecontinualprogressinthisclass.EffortandAssigningGradesGradesinthiscoursewillbeassignedbasedonperformanceonly.Theinstructorhasnowaytomeasurehowlongyoustudied,orhowhardyoumayhavetried.Ifyouwishtodisputeagrade,youmaydoso.Understandthatdisputeswillbeadjudicatedbasedonthegradingrubricfortheassignment,andreferencestoeffortandtimespentwillhavenoeffect.AppealstotheneedofagradeforGPAreasons,ortheneedtopassinordertograduatealsowillhavenomeritinadjudicatinggradingdisputes.

Dailypreparationandparticipationgradesandgradesforassignmentscannotberedoneormadeupinordertoearnfullcredit.However,forprojectorblogassignments,youmayseemeinadvanceofthedeadlineifyouwouldlikefeedbackaboutyourwork.

Gradesareassignedusingthefollowingpercentages:A=90-100B=80-89C=70-79D=60-69F=0-59StudentConductCode

StudentsinthisclasswillbeexpectedtofollowtheHCCandUHstudentconductcode(http://honolulu.hawaii.edu/intranet/policies/scc.pdf).

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SafeZoneThisclassroomisaSafeZone.Youmaydisagreewithotherstudentsortheinstructor,butyouarerequiredtolisten/readwithrespectandtoaddressothers’ideasseriouslyandrespectfully.Wecanhaveadebatewithoutintimidationoranger.Disruption,intimidation,orotherformsofphysical,verbal,ordigitalabuseorharassmentwillresultinexpulsionfromtheclasstemporarilyorpermanentlyandwillhaveanegativeimpactongradesuptoandincludingafailinggradeforassignmentsand/orthecourseasawhole.

EthicalBehaviorandPlagiarism(Copying)Plagiarismwillnotbetoleratedinthisclass.Allworkyousubmitasyoursmustincludeproperdocumentationandcreditingofsources.Failuretoproperlyintroduceanddocumentparaphrasedmaterialorborrowedideasisplagiarism.Further,anyre-useofanotherstudent’sworkisalsoplagiarism.AccordingtotheUHStudentConductCode,anyinstanceofplagiarismisgroundsforexpulsion.SeetheUHGeneralandGraduateInformationCatalogueunder“StudentRegulations”andtheUHStudentConductCodeforspecificguidelinesrelatedtoplagiarism.

Mypolicyisverysimple.Ifyouplagiarizeonce,youfailtheassignmentonwhichplagiarismwasfound.Thereisnoappealandnocredit.Ifyouplagiarizetwice,youfailthecourse,andtheAdministrationwillbenotified.Idonotbendonthis.

KeepingRecordsofYourWorkKeepallassignmentsyouturninforclass.Iftheinstructorrequirescopiesinordertoverifygrades,youmustbeabletoprovidethem.Thisistheresponsibilityofthestudent,aswellastheinstructor,andhelpstoavoidtheproblemsthatcanoccurintheeventofunintentionallossofdata.TechnologyProblemsandClassWorkWeallusetechnology,andweallneedtolearntomanageiteffectively.Problemswithservers,computers,connections,andmodems,amongsomanyothers,areallapartoflife.Theyarenotemergencies,andtheyarenotanexcuseforlatework.Makeallowancesforthepossibilityoftechnologyfailure.Doyourworkearlyandoften.Backupeverythingyoudoforthiscourse,includingemails.Emaillostincyberspace,abrokenserverconnection,oravirus-infectedcomputerwillnotbeacceptedasexcusesorreasonsforlatework.Ifyouneedaccesstocomputersorassistancewithusingthem,youmaygoto:

HCCComputerLabinBuilding2,Room405,tel.845-9293(HCCI.D.cardrequired).

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HCCLibrary(Bldg.7,GroundFloor,HCCI.D.cardrequired)HCCNativeHawaiianCenterComputerLab(Bldg.20)UHSystemLibraries(HCCI.D.required)HawaiiPubliclibraries(HIStateLibrarySystemcardrequired)WeeklyReadingsandAssignmentsBeforeclasseachweek,youareexpectedtocompletetheassignedreading,projectwork,andanyotherworkfortheweekpostedontheCourseSchedule(seeLaulimaintheSyllabussection).Readingshouldhelptofamiliarizeyouwiththecoursematerialfortheweekandenableyoutoparticipatefullyinclasslearningactivities.Theanalyticalskills,communicationskills,andhistoricalbackgroundthatyoudevelopthroughreadinganddiscussionshouldhelpyoutocarryoutyourAmericanStudiesproject;theyarealsogreattoolsforworkingmoreeffectively.

Changes?Thissyllabusmaybeadjustedasneededifunexpectededucationalopportunitiesarise,orifunavoidableconflictsoccur.

AMST 150: America and the World Course Schedule

Instructor: Sharleen Nakamoto Levine, Ph.D.

CRN Days Times Place 21904 Tu/Th 10:00-11:15 a.m. Bldg. 7, Rm. 635

INSTRUCTIONS: Reading: Complete the reading listed for each class meeting BEFORE you come to

class. Bring the text to class everyday. Writing: Bring a printed copy of assignments that are due in class and post them on

Laulima, as indicated in the Course Schedule. WEEK 1 INTRODUCTION TO AMERICAN STUDIES Project Work: Brainstorm 2-3 potential research subjects. Think of a research subject

(someone you would be motivated to study and can interview) who has made a significant trip/move somewhere within the U.S., or between the U.S. and another country.

Aug 23 (Tue): Introductions Mini Lesson: What is a primary source? Mini Lesson: How to brainstorm a research subject. Due: Purchase required text The Human Tradition in the Atlantic World, 1500-

1850, Karen Racine & Beatriz G. Mamigonian, editors (available at HCC Bookstore).

Aug 25 (Thu):

Reading: Syllabus and Course Schedule on Laulima in the Syllabus section. Reading: Introduction of required text, pp. ix-xii. Due: Bring Primary Source artifact from your life to share in class.

Post clear Headshot Photo on Laulima My Workspace, then view Laulima Roster as pictures to see our class.

Blog #1 (My Biography and Photo Are Primary Sources) on Laulima Forums.

Start bringing the text to class everyday. Mini Lesson: How to read more effectively.

WEEK 2 FIRST AMERICANS & THEIR EMPIRES; NAVIGATION & EMPIRE Project Work: Finalize your choice of research subject (one person). Aug. 30 (Tue.)

Reading: Native American creation story

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Film clip: 500 Nations Lecture: Myths About Indians; Anthropology, Indians, and the Native American

Graves Protection and Repatriation Act Mini Lesson: How to start a List of Questions and Keywords to Research.

How to do an introductory interview. Introduction to biographical/family history websites.

Sep. 1 (Thu.) Readings: Christopher Columbus Reports on His First Voyage, 1493 Papal Doctrine of Discovery, 1493 Bartolomé de Las Casas, “The Devastation of the Indies, 1500s

Due: Reflective reply to two (2) other students’ Blog #1 on Laulima Forums, by midnight.

WEEK 3 CONTACT AND ENCOUNTER WITH EUROPEANS Project Work: Plan your interview. Aug 30 (Tue)

Reading: Ch. 1. Catarina Álvares Paraguaçu (1510s-1582): Indian Visionary in Brazil and France.

Lecture: Navigation and Empire: Africans, Native Americans, and Europeans (based on The Atlantic Experience, Ch. 1; American Horizons, Ch. 1).

Sep 8 (Thu): Mini Lesson: How to plan your interview. WEEK 4 ATLANTIC RELIGION: BELIEFS AND BEHAVIORS Project Work: Begin taking interview notes and collecting primary source images relating

to that person’s trip/move. List questions and keywords to research that relate to the person’s experiences.

Sep 13 (Tue)

Reading: Ch. 2. John Billington and His Family (c. 1582-1630): Doomed “Knave” of Plymouth Plantation

Lecture: The Protestant Reformation, and the Catholic Counter-Reformation and Inquisition

Homework: Start interviewing your research subject, and taking notes.

Sep 15 (Thu):

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Due: 2+ page(s) of interview notes, turn in printed copy, and post on Laulima Forums (for project prep grade).

Film: We Shall Remain, America Through Native Eyes: Disc 1: After the Mayflower.

WEEK 5 EXPLOITING THE ATLANTIC: TRADE AND ECONOMY Project Work: Search for primary and secondary sources. Start Annotated Bibliography

in MLA style. Sep 20 (Tue)

Reading: Ch. 3. Samuel Cohen (c. 1600-1642): A Jewish Translator in Brazil, Curaçao, and Angola

Sep 22 (Thu): Meet at HCC Library for class (bottom of Bldg. 7, go to library computer

terminals) for online research training. (see next page) Due: Topic Choice and List of Questions and Keywords to Research Bring

printed copy to class, and post pdf/Word copy on Laulima Forums. WEEK 6 DEPENDENCE AND INDEPENDENCE: DEFINING IDENTITY AND

FREEDOM FOR COLONIALS, INDIANS, AND AFRICANS Project Work: Find required sources for Annotated Bibliography. Sep 27 (Tue)

Reading: Ch. 4. William Lamport/Guillén de Lombardo (1611-1659): Mexico’s Irish Would-Be King

Sep 29 (Thu) Meet at HCC Library for class (bottom of Bldg. 7, go to library computer

terminals) to complete the Library Research Challenge.

WEEK 7 EXPLOITING THE ATLANTIC: PORT CITIES Project Work: Search for primary and secondary sources through the library. Start

Annotated Bibliography in MLA style. Oct 4 (Tue) Reading: Ch. 5 Jacob Leisler (1640-1691): German-Born Governor of New York Oct 6 (Thu) Due: Before class, post your Annotated Bibliography on Laulima Forums.

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In class, turn in a printed copy of your Annotated Bibliography, as well as your completed Library Research Challenge worksheets (for project prep grade).

Film Clip: New York: 1609-1825. Class Handout: Midterm study guide (also posted on Laulima Resources). Mini Lesson: How to take research notes in Cornell Notes style. WEEK 8 DEPENDENCE AND INDEPENDENCE: DEFENDING NATIVE

INTERESTS THROUGH DIPLOMACY, CULTURAL ADAPTATION, AND MILITARY ALLIANCES

Project Work Submit your Annotated Bibliography in MLA style. Start taking notes from your primary and secondary sources, using the Cornell Notes format.

Oct 11 (Tue):

Reading: Ch. 6 Hendrick/Tiyanoga/Theyanoguen (1680-1755): Iroquois Emissary to England

Oct 13 (Thu)

Midterm Exam: bring lined paper, and pencil or black/blue pen.

WEEK 9 EXPLOITING THE ATLANTIC: ADVANCING EUROPEAN

IMPERIALISM BY APPROPRIATING INDIAN WAYS AND FORGING INDIAN ALLIANCES

Project Work: Continue taking notes from your primary and secondary sources. Oct 18 (Tue)

Due: 2 pages of Research Notes in your own words (typed/handwritten)(for project prep grade). Bring to class and post on Laulima Forums.

Mini Lesson: How to draft your thesis. Film clip: “A Seat at the Table: Struggling for American Indian Religious

Freedom” Oct 20 (Thu)

Reading: Ch. 7 Sir William Johnson (1715-1774): English Emissary to the Iroquois

WEEK 10 BONDAGE AND FREEDOM: THE AMERICAN REVOLUTION AND

ITS IMPACT ON SLAVERY Project Work: Continue taking notes from your sources. Start drafting your thesis. Oct 25 (Tue) Reading: Ch. 8 Henry “Harry” Washington (1750s-1790s): A Founding Father’s

Slave

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Oct 27 (Thu)

Due: Draft of Thesis (for class preparation grade). Post one copy on Laulima Forums, and bring a printed copy to class for peer conferencing.

Mini Lesson: How to revise your Thesis Statement with peer & instructor support. Film Clip: “Howard Zinn: The People’s History” Oct 28 (Fri)

Due: Post your Revised Thesis on Laulima Forums (for project prep grade).

WEEK 11 DEPENDENCE AND INDEPENDENCE: THE FRENCH

REVOLUTION AND THE REVOLUTION IN HAITI Project Work: Continue gathering information from your sources. Draft your thesis. Nov 1 (Tue):

Reading: Ch. 9 Julien Raimond (1744-1801): Planter, Revolutionary, and Free Man of Color in Saint-Domingue

Nov 3 (Thu)

Film Clip: Haiti and Dominican Republic: A Divided Island-Black in Latin America with Henry Louis Gates, Jr.

Mini Lesson: How to outline your presentation. Project: Work on outlining project presentation. Bring any materials necessary--

sources, notes, computer laptop, etc.

WEEK 12 BONDAGE AND FREEDOM: EUROPEAN MEN, MIXED-RACE

WOMEN, AND THE NEGOTIATION OF POWER Project Work: Start outlining your project presentation. Nov 8 (Tue): Reading: Ch. 10 Anne Pépin (1758-1837): Entrepreneur, Landlady, and Mixed-

Race Signare in Senegal (Nov. 9 Wed.: Veteran’s Day federal and state holiday) Nov 10 (Thu)

Project: Work on outlining project presentation. Bring any materials necessary--sources, notes, computer laptop, etc.

WEEK 13: THE RACE FOR COMMODITIES: ENLIGHTENMENT SCIENCE

AND EMPIRE BUILDING IN THE AMERICAS Project work: Complete and post your presentation outline.

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Nov 15 (Tue) Reading: Ch. 11 João da Silva Feijó (1760-1824): Brazilian Scientist in the

Portuguese Overseas Empire Nov 17 (Thu)

Due: Post one copy of your Presentation Outline (for project prep grade) on Laulima Forums, and bring a copy to class for peer evaluation.

Meet at Native Hawaiian Center Computer Lab (Bldg. 20) Bring any materials necessary (notes, thumb drive, etc.) to work on Project

Presentation, and receive instructor and peer feedback. Complete E-Café survey if it is available, and receive extra credit.

WEEK 14 DEPENDENCE AND INDEPENDENCE: ENLIGHTENMENT PHILOSOPHIES OF LIBERTY AND FREEDOM IN THE AMERICAS

Project: Complete project presentation. Nov 22 (Tue) Reading: Ch. 12 Juan Antonio Olavarrieta (1765-1822): Basque Cleric and

Libertine Rebel in Mexico Nov 24 (Thu): NO CLASS (Thanksgiving Recess)

WEEK 15 MOVEMENT ACROSS THE MODERN ATLANTIC AND PACIFIC -

PROJECT PRESENTATIONS Project: Present and/or provide written peer feedback on presentations. Other: Complete online E-Café Course Evaluation, and receive extra credit. Nov 29 (Tue) NO CLASS - Project work day (instructor will be available at her office). Dec 1 (Thu)

Project Presentations begin. Due: Post your presentation and speech notes on Laulima Forums. Post it in

two formats--original format and as a pdf--then check to make sure that it works (open each one and check to see it works from start to finish).

All students must be prepared to give their Project Presentation, if called upon. Volunteers will go first. You are allowed to use notes to give your presentation. You may also share primary source artifacts relating to your project with your audience, as long as they are appropriate in a classroom setting.

Mini Lesson: How to provide written and oral Peer Feedback for project presentations.

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WEEK 16: MOVEMENT ACROSS THE MODERN ATLANTIC AND PACIFIC - PROJECT PRESENTATIONS

Project: Present and/or provide written peer feedback on presentations. Dec 6 (Tue)

Project Presentations. Dec 8 (Thu) Project Presentations Extra Credit (2 pts/2%): E-Café evaluation: show proof of completion in class or

email a screenshot confirming completion to the instructor. Final Exam study guide will be passed out and posted on Laulima Resources. Dec 9 Study Period (no classes) WEEK 17: Evaluation Period 15 Dec (Thu) Final Meeting @ 10:00 a.m.-1:00 p.m.

Final Exam: Bring lined paper, and pencil or blue/black pen. 16 Dec Fall Semester Ends

Mon. Dec. 19: FACULTY DEADLINE to submit grades for Fall 2016 via MyUH Portal by 4:00 p.m.

Changes? This Course Schedule may be adjusted as needed if unexpected

educational opportunities arise, or if unavoidable conflicts occur.