Download HIST 2322 - World Civilizations II

Course number: HIST2322
Course title: World Civilizations II
Semester hours: 3
Foundational Component Area
A. The course “focus[es] on how ideas, values, beliefs, and other aspects of culture express and affect
human experience.”
HIST2322 provides an overview of world history from the pre-historic period through the present
time. The course emphasizes cross-cultural connections and exchange. The course is
fundamental to an educational system that supports human dignity for all races, castes, and
classes; self-realization; and civic and social cooperation.
B.
The course “involve[s] the exploration of ideas that foster aesthetic and intellectual creation in
order to understand the human condition across cultures.”
Humans are social beings who attain fulfillment from cooperation with and service to others. The
World Civilizations course leads students to a critical analysis of the human experience through a
survey of the contributions of major civilizations throughout known history. The course
“focus[es] on how ideas, values, beliefs, and other aspects of culture express and affect human
experience.”
Core Objectives
A. Critical Thinking, Aspect 3: “Students will analyze information effectively.”
In this course, students will analyze information through a variety of written and oral assignments that
cover a wide range of topics that correspond to assigned readings and visual material. Students must
produce written work that shows the ability to take primary and secondary sources and analyze the
relevance and impact of the material on historical development. [Appendix C]
B. Critical Thinking, Aspect 4: “Students will evaluate information effectively.”
In this course, students will evaluate information from primary and secondary sources. The students will
look at biases, agendas, and content to evaluate the significance of the material. [Appendix F]
C. Critical Thinking, Aspect 5: “Students will synthesize information effectively.”
Students will synthesize a variety of resources for historical significance. Students will demonstrate the
ability to take a variety of resources with multiple viewpoints and develop a logical response. [Appendix
D]
D. Communication, Aspect 1: “Students will demonstrate effective development, interpretation, and
expressions of ideas through written communication.”
Students will write clear and concise essays using a variety of source materials. They will analyze events
and ideas, interpret information, and develop arguments based on primary and secondary sources.
[Appendix E]
E. Personal Responsibility: “Students will demonstrate the ability to connect choices, actions and
consequences to ethical decision-making.”
Students, through a variety of methods, will demonstrate personal responsibility. Students are required to
do outside reading, turn in work on time, and attend class regularly. Students will demonstrate an
understanding of plagiarism and how to avoid it. Students will be held accountable for their actions
within the class. [Appendix F]
F. Social Responsibility, Aspect 2: “Students will demonstrate knowledge of civic responsibility.”
Historical knowledge is the basis for social engagement. Students will gain an understanding of the
historical roots to today’s world. Through various assignments, the students will demonstrate how
historic people and events shaped the present-day world, connecting the past to the present. [Appendix G]
APPENDIX A
NORTH CENTRAL TEXAS COLLEGE
COURSE SYLLABUS
The North Central Texas College (NCTC) Course Syllabus provides the following as required by the Texas
Higher Education Coordinating Board (THECB): (1) a brief description of the course including each major
course requirement, assignment and examination; (2) the learning objectives for the course; (3) a general
description of the subject matter of each lecture or discussion; and (4) any required or recommended
readings. Contact information for the instructor is also provided. The Course Syllabus also provides
institutional information to indicate how this course supports NCTC’s purpose and mission. Information
specific to a particular section of the course will be included in the Class Syllabus and distributed to
enrolled students.
Course Title: World Civilizations from 1650
Course Prefix & Number: Hist 2322
Section Number: 400
Term Code: 112S
Semester Credit Hours: 3
Lecture Hours: 3
Lab Hours:
Course Description: A general survey of the origins, development and significance of various
cultures from 1650 to the present
Course Prerequisite(s): None
Course Type:
 - Academic General Education Course (from Academic Course Guide Manual but not in NCTC Core)
 - Academic NCTC Core Curriculum Course
 - WECM Course
Name of Instructor:
Campus/Office Location:
Telephone Number:
E-mail Address:
Jane England
Name of Chair/Coordinator:
Office Location:
Telephone Number:
E-mail Address:
Crystal R.M. Wright
Gainesville Campus, Room 815
940-668-7731, ext. 4320
[email protected]
Corinth Campus, Office 332
940-498-6244
[email protected]
REQUIRED OR RECOMMENDED COURSE MATERIALS
Duiker, William J. and Spielvogel, Jackson J. World History. 6th ed. Thompson/Wadsworth
Publishers. ISBN 0-495-56901-1
COURSE REQUIREMENTS, EVALUATION METHODS AND GRADING CRITERIA
# of Graded
Course Elements
Unit 1
Unit 2
Unit 3
Unit 4
Graded Course Elements
Percentage or
Points Values
Reading and Lecture Exam
100
Extra Credit paper
5
Reading and Lecture Exam
100
Extra Credit paper
5
Reading and Lecture Exam
100
Extra Credit paper
5
Reading and Lecture Exam
100
Extra Credit paper
5
INSTITUTIONAL LEARNING GOALS




A quality general education curriculum in all associate degree programs.
Quality freshman and sophomore level courses in arts and sciences which parallel the
lower division offerings of four-year colleges and universities.
Quality technical programs leading directly to careers in semi-skilled and skilled
occupations, and quality technical education programs up to two years in length leading
to certificates and associate degrees.
Quality programs and services in support of adult literacy and basic skills development
as a mean of workforce enhancement and expanding access to higher education.
PROGRAM PURPOSE STATEMENT
NCTC seeks to implement its goal of offering quality general education curriculum in all
associate degrees by offering a core of general education courses designed to help students
achieve academic, career and lifelong goals. Acquiring knowledge, thinking critically, and
utilizing the methodologies of various disciplines exposed students to experiences that serve to
advance their personal growth. The chief focus of the General Education Core Curriculum at
NCTC is to emphasize Exemplary Educational Objectives and Basic Intellectual Competencies.
DEPARTMENTAL PURPOSE STATEMENT
The NCTC History, Humanities & Philosophy Department provides students at NCTC a strong
foundation in the liberal arts that is essential for career success, leadership, global citizenship,
and a lifetime of learning. The department provides students with a broad knowledge and
understanding of the world; significant intellectual, critical thinking and practical skills; and a
strong sense of civic responsibility for enriching their lives and making a difference in society.
STATEMENT OF SKILLS AND KNOWLEDGE EXPECTED OF NCTC GRADUATES
NCTC seeks to implement its goal of offering a core of general education courses designed to
help students achieve academic, career and lifelong goals. The chief focus of the General
Education Core Courses at NCTC is to emphasize basic intellectual competencies and broad
intellectual perspectives.
CORE CURRICULUM COMPONENT AREA
The overall objective of the Social & Behavioral Science component area is to increase students’
knowledge of how social and behavioral scientists discover, describe, and explain the behaviors
and interactions among individuals, groups, institutions, events and ideas. Such knowledge will
better equip students to understand themselves and the roles they play in addressing the issues
facing humanity.
SOCIAL & BEHAVIORAL SCIENCE: EXEMPLARY EDUCATIONAL OBJECTIVES (EEOs)
 (SBS1) To employ the appropriate methods, technologies and data that social and
behavioral scientists use to investigate the human condition.
 (SBS2)
To examine social institutions and processes across a range of historical periods,
social structures, and cultures.
 (SBS3)
To use and critique alternative explanatory systems or theories.
 (SBS4) To develop and communicate alternative explanations or solutions for
contemporary social issues.
 (SBS5) To analyze the effects of historical, social, political, economic, cultural, and global
forces on the area under study.
 (SBS6)
To comprehend the origins and evolution of U.S. and Texas political systems, with
focus on the growth of political institutions, the constitution of the U.S. and Texas,
federalism, civil liberties, and civil and human rights.
 (SBS7)
To understand the evolution and current role of the U.S. in the world.
 (SBS8)
To differentiate and analyze historical evidence (documentary and statistical) and
differing points of view.
 (SBS9)
To recognize and apply reasonable criteria for the acceptability of historical
evidence and social research.
 (SBS10) To analyze, critically assess, and develop creative solutions to public policy
problems.
 (SBS11) To recognize and assume one’s responsibility as a citizen in a democratic society by
learning to think for oneself, by engaging in public discourse, and by obtaining
information through the news media and other appropriate information sources
about politics and public policy.
 (SBS12) To identify and understand differences and commonalities within diverse
cultures.
STUDENT LEARNING OUTCOMES
EEO
Student Learning Outcome
1,2,5,12 Tracing the evolution of European thought from the Medieval, Renaissance
and Reformation periods through the Enlightenment and discussing the
impact of ideas on politics, art, and society.
3,5
Identifying the factors that led to European maritime ascendancy in the
sixteenth and seventeenth centuries and assess the impact of overseas
expansion on Europe and the rest of the world.
1,2,5,12 Describing the distinct characteristics of Asian cultures during the early
modern period, including the impact of Christianity and Islam on Near,
Middle and Far Eastern societies.
1,2,3,5, Discussing the Age of Reason and analyzing the impact of the scientific
12
revolution on world political, economic, religious and intellectual events.
1,2,3,5, Discussing the causes, stages, leaders, philosophical foundations, and
6,12
results of the American and French Revolutions.
1,3,5
Describing the Industrial Revolution and its impact on economic, class, and
cultural relations.
1,2,5,12 Analyzing the kinds of economic, social, and religious structures that
characterized Africa in the early modern period, including the role of Islam,
colonialism, tribalism, nationalism and slavery.
1,2,5,12 Discussing the governmental, economical, and societal features of the Ming
and Qing Dynasties in China and the Tokugawa Shogunate in Japan.
1,3,5
Discussing the development and global influence of conservatism,
romanticism liberalism, nationalism, socialism and Darwinism.
1,2,5,12 Analyzing the individuals and ideas which illustrate the emergence of “a
modern consciousness” in science, philosophy, art, and social theory.
1,2,3,5, Examining nineteenth and twentieth century cultural and political
7,12
developments in Africa, Asia and Latin America and describing the
interaction of “emerging nations” with the industrialized West.
3,5,7
Discussing the causes, major developments, the peace settlements, and the
overall impact of World War I.
5,7
Identifying and describing specific events, major leaders, battles, peace
settlements, and the results of World War II.
3,4,5,7, Accounting for the origins of the Cold War and describing its impact on the
10,11,12 superpowers as well as on the other nations of the globe.
1,2,4,5, Discussing the development of Asian, African, and Latin American countries
10,12
in the postwar era.
1,3,5,11, Using research and critical thinking skills and applying effective writing
12
principles in the analysis of historical topics.
GENERAL DESCRIPTION OF SUBJECT MATTER FOR EACH LECTURE/DISCUSSION
Topic
General Description of Subject Matter
Unit 1: Seventeenth Century
1. Ages of Absolutism, Reason, Enlightenment; European
Europe and Asia
colonial expansion
2. The Ottoman Empire; origins, growth, global
significance
3. India:The Mughal dynasty/Shah Jahan
4. China:The Ming dynasty & The Qing (Manchu)
dynasties/ Christians in China
5. Tokugwa Japan; isolation, opening Japan, SinoJapanese War, Russo-Japanese War
Unit 2: Revolutions
Unit 3: Modernization of Nations
Unit 4: Post WWI through Post
Cold War
1. Causes, phases, leaders and results of the American
and French Revolutions and the Napoleonic wars
2. Development and international influence of
nationalism, conservatism, romanticism and other
modern isms
3.The Industrial Revolution; social, political,
technological, cultural, economic impact
1. Political evolution of various European, African and
Asian nations; emergence of a “modern consciousness”
2. Imperialism; interactions between colonial powers and
established and emerging nations
3. World War I and its aftermath
1. The World between the Wars; economic collapse, rise
of the fascists and militarists, development of Russian
and Chinese communism
2. World War II; events, leaders, battles, peace
settlements, results
3. The Cold War; origins, superpower struggles, impact
on the global community
4. Post-Cold War; social, political, cultural
interrelationships and realignments world wide
BASIC INTELLECTUAL COMPETENCIES FOR THIS COURSE
 READING – Reading at the college level means the ability to analyze and interpret a variety
of printed materials – books, articles and documents. A core curriculum should offer
student the opportunity to master both general methods of analyzing printed materials and
specific methods for analyzing the subject matter of individual disciplines.
 WRITING – Competency in writing is the ability to produce clear, correct, and coherent
prose adapted to purpose, occasion, and audience. Although correct grammar, spelling,
and punctuation are each a sine qua non in any composition, they do not automatically
ensure that the composition itself makes sense or that the writer has much of anything to
say. Students need to be familiar with the writing process including how to discover a topic
and how to develop and organize it, how to phrase it effectively for their audience. These
abilities can be acquired only through practice and reflection.
 SPEAKING – Competence in speaking is the ability to communicate orally in clear, coherent,
and persuasive language appropriate to purpose, occasion, and audience. Developing this
competency includes acquiring poise and developing control of the language through
experience in making presentations to small groups, to large groups, and through the
media.
 LISTENING – Listening at the college level means the ability to analyze and interpret various
forms of spoken communication.
 CRITICAL THINKING – Critical thinking embraces methods for applying both qualitative and
quantitative skills analytically and creatively to subject matter in order to evaluate
arguments and to construct alternative strategies. Problem solving is one of the
applications of critical thinking, used to address an identified task.
 COMPUTER LITERACY – Computer literacy at the college level means the ability to use
computer-based technology in communicating, solving problems, and acquiring
information. Core-educated students should have an understanding of the limits, problems,
and possibilities associated with the use of technology, and should have the tools necessary
to evaluate and learn new technologies as they become available.
Last day to Withdraw For the semester, the last day to withdraw from a course with a “W” is
Student Rights &
Responsibilities
Scholastic Integrity
April 14,2012.
NCTC Board policy FLB (Local) Student Rights and Responsibilities states
that each student shall be charged with notice and knowledge of the
contents and provisions of the rules and regulations concerning student
conduct. These rules and regulations are published in the Student
Handbook published in conjunction with the College Catalog. All
students shall obey the law, show respect for properly constituted
authority, and observe correct standards of conduct.
Scholastic dishonesty shall constitute a violation of college rules and
regulations and is punishable as prescribed by Board policies.
Scholastic dishonesty shall include, but not be limited to cheating on a
test, plagiarism, and collusion.
STUDENT SUPPORT SERVICES
ACCESS
(Disability Support)
North Central Texas College is committed to both the spirit and letter of
federal equal opportunity legislation, including the Americans with
Disabilities Act (ADA) and section 504 of the Rehabilitation Act of 1973.
NCTC is required by law to provide "reasonable accommodations" to
students with disabilities, so as not to discriminate on the basis of that
disability. It is the student’s responsibility to provide disability
documentation to the ACCESS Office which authorizes accommodations
for students with disabilities. The ACCESS Office is located in room 170
on the Corinth Campus and room 110 of the Administration (100)
Building on the Gainesville Campus. Students can also call 940-6687731 ext. 4321 or 940-498-6207.
Student Success
Center
The Student Success Center is designed to help all students at NCTC
develop tools to achieve their academic goals. The center links students
to FREE tutoring, including a Writing Center, a Math Lab, and free online
tutoring in the evening. The program helps students acclimate to
college by providing students free interactive workshops about Time
Management, Study Skills, Test Anxiety, and much more. For more
information, please visit your nearest Student Success Center.
Financial Aid,
Scholarships, and
Veterans Services
The Financial Aid Office is responsible for administering a variety of
programs for students who need assistance in financing their education.
The first step for financial aid is to complete a FAFSA. For more
information, please visit your nearest Financial Aid Office.
Beginning January 1, 2012, ALL campuses of North Central Texas College will be tobacco-free.
APPENDIX B
Jane England
Corinth Office: 332
Ph: 940-498-6244
10:00-10:50am
email: [email protected]
12:30-1:30 pm
Office Hours: MW F
TR
HISTORY OF CIVILIZATION (HIST 2322)
SPRING 2012
Text: World History, Duiker & Spielvogel, 6th ed.
Assignments Due Date
Topic
TR
1-18
Introduction
Chapter/s
Read Text
1- 20,24
Age of Absolutism
15
438-454
1-26,31,2-2,7
Age of Reason/ Enlightenment 18
513-531
2-9
The Asian Connections
16,17
455-504
2-14
EXAM I
_____________________________________________________________________________________
_______
2-16,21,23
French Revolution / Napoleon 18
531-542
2-28,3-1,
Romanticism, Liberalism,
Nationalism and other isms
19, 20
564-568,600-611
19
548-563
3-6,8
3-22
The Industrial Revolution
EXAM II
MARCH 12-17
SPRING BREAK - NO CLASS
3-20,27
The Modernization of Nations 19
568-578
3-29,4-3
669
Imperialism
20,21,22
581-600,614-641,643-
4-5,10
World War I
23
671-693
4-12
EXAM III
4-17,19
Between the Wars
23,24
693-729
4-20
4-24,26
Friday
Last day to turn in Extra Credit
War Hot & Cold
25,26,27,28
731-828
5-1,3
5-10 (Thursday)
Post Cold War Era
904,926-930
FINAL EXAM
29,30
865-872,882-898,901-
9:30-11:20
Those with an excused absence will be allowed to make up one exam. All make-ups will be April 30May 5.
Make-ups are all essay exams.
APPENDIX C
Excerpt from HIST2322-Ex 2B
Essay Questions:
1.
Discuss and evaluate the French Revolution. Include causes, stages of the revolution, major
leaders, philosophy, and results.
2.
Discuss and evaluate Napoleon Bonaparte and his role in the development of nationalism and
the spread of revolutionary ideas. Include background, personality, rise to power, military and
political policies, legacy. In your opinion was he essential for the emergence of the (national,
liberal, secular and rational) modern state in Europe?
APPENDIX D
The Qing (Ching) Dynasty
Description:
This lesson is part of a unit on The Age of Absolutism. The students have already studied
the European theory of divine right and the reigns of several absolute monarchs including Louis XIV and
Peter the Great.
This lesson will consist of two activities:
1.
Students will explore the Asia for Educators, Columbia University, Recording the Grandeur
of the Qing web site: http://afe.easia.columbia.edu for the purpose of taking notes on the
political, cultural, economic and religious aspects of Qing rule.
Students will utilize the website information in writing a paper that compares and contrasts
the reign of Louis XIV with reigns of the Qing Emperors, Kangxi and Quianlong.
2.
Goals:
A. Upon completing this lesson students will meet the following Core Competencies:
1.
Reading: the ability to analyze and interpret a variety of printed materials
2.
Writing: the ability to produce clear, correct and coherent prose adapted to the
purpose and audience
3.
Critical Thinking:
the ability to think and analyze at a critical level
4.
Computer Literacy: the ability to use computer based technology in communication,
solving problems, and acquiring information
Materials:
Computers with internet access
Textbook: William J. Duiker and Jackson J. Spielvogel, World History, fifth edition, pages 407-418, 448461.
Class notes
Research/Writing Assignment #1 Handout
Objectives: Students will be able to
1.
2.
3.
4.
describe the political, social, economic, and religious characteristics of 17th and 18th
century China.
discuss the similarities and dissimilarities between European and Chinese absolutist
regimes.
identify key terms and historical individuals pertinent to the time period under
examination
list and describe the variety of goods, services, stores, and activities recorded in
Quianlong’s Inspection Tour Scroll six.
Procedure:
In class :
 introduce students to and guide them in exploring the content of the website
 distribute the research/writing handout and go over the requirements of the assignment.
 monitor the students as they do independent research
 remind students that they have 2 weeks to complete their papers
Assessment: The teacher will grade the written assignment on the basis of its factual accuracy,
grammar, adherence to the stated format, coherence, and style. The paper will be worth 50 points.
APPENDIX E
HIST. 2322, HISTORY OF CIVILIZATION
Research/Writing Assignment # 1
1.
2.
Read : Duiker & Spielvogel, World History, pages 407-418, 448-461.
Read and take notes on the sections entitled the Qing Emperors, State, Economy, Art, and
Southern Inspection Tours contained in the Asia for Educators, Columbia University, Recording
the Grandeur of the Qing web site: http://afe.easia.columbia.edu
Be able to identify the following:
Emperor Kangxi
Francis Quesnay
Elite commoners
Canton system
Linear perspective
Hu Yang
3.
4.
5.
6.
Emperor Qianlong
Physiocrats
Grand Canal
Guiseppe Castiglione
Wang Hui
Southern Inspection Tours
Mandate of Heaven
Voltaire
Ming voyages
Chiaroscuro
Orthodox School of
Painting
Write a paper evaluating, comparing and contrasting the absolutist government of Louis XIV
with that of the Qing Emperors, Kangxi and Qianlong. Include discussion of theories regarding
the nature of authority, the personalities of the rulers, the political and bureaucratic structure
of their governments, the purpose and style of art, the religious responsibilities and the
economic systems of the respective rulers.
Write carefully and proofread carefully. Your paper should be well organized and written in a
clear and grammatically correct style.
Be especially careful to avoid plagiarism (copying directly from your sources).
If you use more than five words in succession that follow another writer’s words, use quotation
marks and identify your source. Plagiarism is considered cheating and could result in your failing
the course. Direct quotes must be documented in the body of the paper following the attached
handout: MLA Citation Forms: A Short Guide.
The format of your final paper must conform to the following guidelines:
Include a cover sheet with your name, the teacher’s name, the class time and section number.
Do not submit the paper in a fancy folder. It will not enhanceyour grade, and it wastes
resources. The length of the paper should be 2-1/2 to 4 typed pages of text. Number the pages
of text. Put your last name before the page number in the upper right corner of each page.
(The cover sheet and bibliography are not numbered and are not part of the text of the paper.)
The paper should be double spaced, with a font size of 10, 11 or 12. Do not use a font larger
than that used for this handout (size 12).
a.
Except for page number, leave a margin of one inch at the left side
of your page, a margin of an inch on the right side of your page, and a margin of one
inch at both top and bottom of your page. .
b.
At the end of the paper, include a bibliography of sources (an alphabetical
listing, by author, of all the printed materials and internet you have consulted).
See attached handout MLA Citation Forms: A Short Guide
c.
Direct quotes and all specific information must be documented in the body of the
paper using the MLA Citation Forms: A Short Guide.
APPENDIX F
Museum Visit Assignment
HIST 2322
Visit the Dallas Museum of Art, Trammel Crow Asian Art Museum (Dallas) or the Kimbell Art Museum,
The Modern Art Museum, the Amon Carter (Ft. Worth) and select, observe, and report on a special
exhibit or on one or two displays or works of art that relate to one of the historical periods covered this
semester. (include a brochure with the report)
The report must be at least 2 typed pages of text. (pictures do not count as text). Use size 12 font,
double space, and use 1 inch margins. (top, bottom, & sides)
Be especially careful to avoid plagiarism (copying directly from your sources).
If you use more than five words in succession that follow another writer’s words, use
quotation marks and identify your source. Plagiarism is considered cheating and could
result in your failing the course.
All papers must be submitted to turnitin.com which checks for plagiarism. A turnitin
drop box will be available on Angel in the lesson section.
THE INFORMED OBSERVER
Merely looking at art usually will not be enough to give you a true understanding of any artwork. Both
study and serious thinking are needed to make you an informed observer. You will want to make notes
about the artwork, and to do so while you are looking at it. Don’t try to reconstruct your impressions
after you get home, because visual memory is notoriously faulty. There’s no need to feel shy or
awkward about sitting on a museum floor in front of a painting or sculpture and taking notes. People
expect it.
To focus your thinking, ask yourself a series of questions about the artwork you are studying.
1.
2.
3.
4.
5.
Do I know where this work fits into the history of art? Does it remind me of any others I have
seen, and in what way? Can I make any connection between this piece and others?
What do I know about the artist? Is there anything about his or her background that would
influence my reaction to this work?
When and where was this work made? What else was going on in the world at the same time?
What are the characteristics of the culture from which it emerges?
Does this work depict any particular subject—a story, a person, a place, or an event? If so, how
is that subject treated?
What is this work of art made of? Are the materials important to the type of expression and the
overall effect of the work?
6.
What feelings, memories, or associations does this work evoke in me? Does it make me feel
happy, angry, sad, frightened, disgusted, uplifted, inspired? Do I feel any sense of kinship with
the artist?
You probably won’t be able to answer all these questions about every work of art you see, but at least
the process will start you thinking. And after a bit of practice this six-step procedure—which sounds
long in the telling—will become almost automatic. You will not have to think about it, because the
questions will arise, and be answered, whenever you give serious attention to a new work of art.
APPENDIX G
Cultural Icon Writing Assignment for
HIST2322
Find images of an historical person, event, or work of art from the time period 1450AD
to the present for HIST.2322 that has been used in the modern popular press to
promote a product or to make a point. You can use cartoons, photographs, articles,
advertisements etc. Don’t just go on the web and download a picture and its accompanying
text. This assignment is about the IMAGE.
Write a report on the historical significance of the image and analyze the use made of it
by the media.
The report must be at least 2 typed pages of text. (pictures do not count as text).
Use size 12 font, double space, and use 1 inch margins. (top, bottom, & sides)
Be especially careful to avoid plagiarism (copying directly from your sources). If you
use more than five words in succession that follow another writer’s words, use
quotation marks and identify your source. Plagiarism is considered cheating and could
result in your failing the course.
All papers must be submitted to turnitin.com which checks for plagiarism. A turnitin
drop box will be available on Angel in the lesson section.
Include pictures of the icon and of the current use of it. Remember that pictures do
not count as text!