Syllabus
See the video for supplementary information regarding your syllabus: Syllabus Video
"History is the telling of the truth"
User Name and Password:
You must use a user name and password after the first week of class. Without these words you will not be able to access the course materials. The format of your username and password are clearly posted on the main page of your course. If you still need assistance with your username and password please go to this page and read the instructions: http://www.bcconline.com/orient/password.htm, to receive further assistance.
In the box below please explain your understanding of user names and passwords, including how you expect to receive your user name and password for this class:
Course:
History 2B: Survey of U.S. History
Units: 3
Lecture Hours: 15.00 to 54.00
Catalog Description: Political, economic and social development of the United States since the end of the Civil War. Foreign policy and America's part in the international arena of the 20th Century. Degree Applicable. UC/CSU (CAN HIST 10)
Instructor:
Mr. Hill, M.A.
Email:
mhill@bcconline.com
Telephone number: 760-255-2829
In the box below type: I know how to contact my instructor.
Materials Required
Textbook:
America: A Narrative History, 8th Edition, Volume II, by George Brown Tindall & David E. Shi.
In the box below type, I have my textbook for this course or I will have it by the end of the first week of class.
Email Updates
One of the primary methods of contact in an online course is email. Your college is capable of extracting student names and email addresses from our registration system. The purpose of extracting this information is two fold. The information will be used by the instructor to remain in contact with the class in order to provide information necessary for the students' academic success. The information will also be used to send emails to the students from the college administration. The emails sent by the college administration will consist of links to course surveys which will be used to improve our online courses, important announcements for students, and links to college surveys, which will be used to satisfy requirements placed on the college by the California Community College Chancellor's Office. The college will not use this information to advertise any products and will not share student email addresses with any other organization. In the box below type the following information: As a student I understand it is my responsibility to ensure my email address is up to date in the registration system, and that failure to do so can seriously impact my ability to successfully complete my courses. Further, I consent to receive email communication from my instructor and from the college administration. This consent will remain in force until it is revoked in writing or I am no longer taking classes with the college. Upon submitting the syllabus, I agree to enter the registration system, check my email address and change it if necessary. I understand a tutorial is available to assist me with this procedure. I also understand I can contact 760-252-2411 x7236 to receive additional assistance if I encounter any difficulties when attempting to change my email address.
Course Description:
The political, social, economic and military development of the United States since the end of the War Between the States. This course will also follow the path the United States has taken from being a struggling, war-torn country, that needed internal healing desperately, to emerging as the only "Super Power" on the world scene.
STUDENT LEARNING OUTCOMES:
Define Learning Outcomes of this Course: Upon successful completion of this course students will be able to understand and explain the value of the political, economic and social development of the United States since the end of the Civil War. Students will specifically be able to: 1. Discriminate between Presidential and Congressional Reconstruction. 2. Analyze the achievements and failures of the Grant administration, and trace the major developments, in both foreign and domestic affairs, that took place during his two terms in office. 3. Review the Western Indian Wars and determine what could have been done to avoid conflict. 4. Discuss the great United States entrepreneurs of the 19th century and decide if they should be called “Robber Barons” or “Captains of Industry.” 5. Evaluate the Gilded Age and the farm problem. 6. Decide if American Imperialism was justified and review the contributions of the Progressive Movement. 7. Consider the impact of U.S. entrance into WWI. 8. Debate the changes to America during the Roaring Twenties. 9. Compare and contrast the Great Depression and the New Deal. 10. Examine the major events of WWII and decide if unconditional surrender and the use of the atomic bomb were mistakes. 11. Judge the Fair Deal and the causes of the Cold War. 12. Explain the important developments during the Eisenhower administration. 13. Differentiate between Kennedy and Johnson. 14. Compare and contrast Nixon, Ford and Carter. 15. Explain the differences between the Reagan, Bush Sr., Clinton and Bush Jr. administrations. 16. Understand the significance of women and diverse ethnic groups and their contributions to the course of history. 17. Understand the evolution of the Constitution through amendments, Legislative and Judicial actions over the period of time being covered. 18. Consider the impact that Global Terrorism has brought on the world and the United States and the response of the world and the U.S. on terrorism.
Define Learning Outcomes of this Course: Upon successful completion of this course students will be able to understand and explain the value of the political, economic and social development of the United States since the end of the Civil War. Students will specifically be able to: 1. Discriminate between Presidential and Congressional Reconstruction. 2. Analyze the achievements and failures of the Grant administration, and trace the major developments, in both foreign and domestic affairs, that took place during his two terms in office. 3. Review the Western Indian Wars and determine what could have been done to avoid conflict. 4. Discuss the great United States entrepreneurs of the 19th century and decide if they should be called “Robber Barons” or “Captains of Industry.” 5. Evaluate the Gilded Age and the farm problem. 6. Decide if American Imperialism was justified and review the contributions of the Progressive Movement. 7. Consider the impact of U.S. entrance into WWI. 8. Debate the changes to America during the Roaring Twenties. 9. Compare and contrast the Great Depression and the New Deal. 10. Examine the major events of WWII and decide if unconditional surrender and the use of the atomic bomb were mistakes. 11. Judge the Fair Deal and the causes of the Cold War. 12. Explain the important developments during the Eisenhower administration. 13. Differentiate between Kennedy and Johnson. 14. Compare and contrast Nixon, Ford and Carter. 15. Explain the differences between the Reagan, Bush Sr., Clinton and Bush Jr. administrations. 16. Understand the significance of women and diverse ethnic groups and their contributions to the course of history. 17. Understand the evolution of the Constitution through amendments, Legislative and Judicial actions over the period of time being covered.
18. Consider the impact that Global Terrorism has brought on the world and the United States and the response of the world and the U.S. on terrorism.
Course Objectives:
At the end of this course, the student should be able to:
* Develop a better understanding and appreciation of the notable internal and external events that have affected U.S. History, important personages that have made a sizeable contribution to U. S. History and important institutions that helped shape and define U. S. History. * Be able to draw a logical conclusion of the causes and origins of important historical events. * Research, develop and be able to write an essay paper of a major topic, event and/or description and comparison of major ideological conflicts latter 19th, 20th, and early 21st centuries in U.S. History. * Understand and be able to discuss how developments in U.S. History since American Civil War has effected the political, social and economic choices of U.S. Citizens. * Consider events in U.S. History and be able to contrast and compare similar developments in other countries since the American Civil War. * Gain an overall better understanding of how major historical events in U.S. History since 1865 has effected other countries and analyze how events in other countries have effected the U.S.
* Develop a better understanding and appreciation of the notable internal and external events that have affected U.S. History, important personages that have made a sizeable contribution to U. S. History and important institutions that helped shape and define U. S. History.
* Be able to draw a logical conclusion of the causes and origins of important historical events.
* Research, develop and be able to write an essay paper of a major topic, event and/or description and comparison of major ideological conflicts latter 19th, 20th, and early 21st centuries in U.S. History.
* Understand and be able to discuss how developments in U.S. History since American Civil War has effected the political, social and economic choices of U.S. Citizens.
* Consider events in U.S. History and be able to contrast and compare similar developments in other countries since the American Civil War.
* Gain an overall better understanding of how major historical events in U.S. History since 1865 has effected other countries and analyze how events in other countries have effected the U.S.
In the box below type one reason why you feel it is important to study history and the objective above that interests you the most.
Assignments and Examination Dates:
(Note: discussion questions are due as indicated on the Course Schedule on the main page of this course.)
Course Schedule:
Lesson 1 Chapter 18: Reconstruction North & South Chapter 19: New Frontiers: South & West Chapter 20: Big Business & Organized Labor Discussion Questions are due Lesson 2 Chapter 21: The Emergence of Urban America Chapter 22: Gilded-Age Politics & Agrarian Revolt Discussion Questions are due Lesson 3 Chapter 23: An American Empire Chapter 24: The Progressive Era Chapter 25: America & The Great War Discussion Questions are due Lesson 4 Chapter 26: The Modern Temper Chapter 27: Republican Resurgence & Decline Chapter 28: New Deal America Discussion Questions are due Lesson 5 Chapter 29: From Isolation to Global War Chapter 30: The Second World War Mid-Term Lesson 6 Chapter 31: The Fair Deal & Containment Chapter 32: Through the Picture Window: Society & Cultures, 1945-1960. Discussion Questions are due Lesson 7 Chapter 33: Conflict & Deadlock: The Eisenhower Years Chapter 34: New Frontiers: Politics & Social Change in the 1960's Discussion Questions are due Lesson 8 Chapter 35: Rebellion & Reaction in the 1960's and 1970's Chapter 36: A Conservative Insurgency Research Paper due Discussion Questions are due Lesson 9 Chapter 37: Triumph & Tragedy: America at the Turn of the Century Final Examination
Course Evaluation:
Each student will complete a research paper covering a subject within the historical time period of the class. The subject of your paper is due to me for approval no later than the third week of the course. The paper should be at least 5-typed, double-spaced pages and should follow the Modern Language Association (MLA) writing style with respect to format. At a minimum, your paper should include at least 5-references (citations should be noted within your text as well as an end page listing all of your references). Points will be deducted for those papers that are not formatted properly.
Research Paper Information
Length of Paper: At least 5-typed, double-spaced pages (does not include citation page and should be no more than 10-pages in length).
Sources: At least 5 references should be used with citations made in the body of your report and a separate page listing all of your citations used in your report.
Topics: Paper topics are due to the instructor for approval no later than the 3rd week of the class. Your topics must be derived from a U. S. history subject(s) covered during the course. Your papers are due to the instructor no later than the 8th week of the course.
The paper is worth 20% of your total grade. Points will be deducted from those papers that are submitted late and/or do not follow the MLA format and other criteria as mentioned above.
Midterm Exam is an Opened Book/Notes Exam
Final Exam is a Closed Book/Notes Exam (a Study Guide will be provided prior to the test).
Research paper must be submitted in Rich Text Format. If you do not know how to do this, follow the instructions below:
To learn how to create an RTF file click here, or follow the instructions below.
Create your document in your word processor Click File Click Save As Give the document a name of eight letters or less with no spaces, and then allow the word processor to put the extension it wishes on your document. Do not put a period or anything after the period when naming your document. Click inside Save As File Type and choose Rich Text Format. (Doing this will make your file readable by your teacher, if you ever have to take it to him. It is always a good idea to save a file using this format if you are going to share the file with anyone else.)
If you still need help, please email the webmaster@bcconline.com with the following information about your computer:
Word processor: Word, Works, WordPerfect, Lotus, Apple Works Operating System: Windows 3.11, 95, 98, 2000, ME, XP, MacIntosh
Be sure to include your name and the class you need help with.
In the box below, type, I understand this course schedule and agree to turn in all my assignments by the due date posted on the front page of this course.
Course Grading
Extra Credit:
Ten (10) Extra Credit Questions (worth 1 point each) will be posted (5 questions on the Mid-Term and 5 questions on the Final) for those that wish to respond. Subsequently, the maximum total points for this class could equal 110.
Grading Scale:
90-110 = A 80-89 = B 70-79 = C 60-69 = D 0-59 = F
90-110 = A
80-89 = B
70-79 = C
60-69 = D
0-59 = F
In the box below type, I have read, understand and agree to abide by scales of evaluation listed above.
CAUTIONS:
This is a university-level course that requires certain academic skills. Therefore, you should be able to read at the English 101 level and have appropriate college-level writing and test-taking skills. Although we will not exclude anyone, if you do not have these skills you will find this course to be overwhelming. Assess your abilities and plan accordingly. Please do not hesitate to contact us if you have any questions or concerns. See the first page for telephone and email addresses.
In the box below type, I understand this is a university-level course that requires certain academic skills. Therefore, I assert that I am able to read at the English 101 level and have appropriate college-level writing and test-taking skills. I will contact the instructor if I have any questions or concerns.
ON-LINE INSTRUCTIONS:
YOU MUST FILL OUT THIS SYLLABUS IF YOU INTEND TO TAKE THE COURSE!
It is your responsibility to make sure the instructor has the all the contact information stated at the top of this syllabus by the start of classes!! It is your responsibility to email the instructor if you have any problems or do not understand this syllabus.
It is your responsibility to confirm your enrollment either via the Internet at https://bcregweb.barstow.edu/ or by calling (760)252-2411 x7236 if you are having problems accessing the course material. After you have confirmed your enrollment go to http://www.bcconline.com/orient/ and read the password link. Following this procedure will ensure you are helped in the fastest manner possible.
By enrolling for this class, the assumption is that you possess the necessary skills to read at the college level, to enter and perform research on the internet, to email using proper email etiquette and to post to the discussions.
When emailing your instructor: (mhill@bcconline.com) include your full name. Send all email with the name of the course in the subject line and Lesson No. or the words: problem, question or comment. Many times I receive email with no name in the body of the email. Sign all email with your name as registered at school, or else you will not receive a reply and your assignment will not be graded.
You must explain the problem in the subject line, i.e., History 2B, Research 1 -- no research available. Email without an appropriate subject line will be deleted and will not be read. With the current high incidence of viruses and unsolicited email I automatically delete all email without appropriate subject lines.'
Remember I do not answer email on the weekends, so 48 hours response time do not include Fridays, Saturdays, Sundays and holidays. If an email stating problem, help, or question in the subject line is sent on Monday through Thursday you can expect a response within 24-48 hours. If an email stating problem, help, or question in the subject line is sent on the weekends there will be a longer turn around time, but the email will be answered by Tuesday of the following week.
Email assignments will have a one week turnaround time, and you should not expect an answer to a successfully submitted and completed assignment before the end of the one week turnaround time period. Receiving graded assignments or answers to your questions before the above stated timelines have passed does not guarantee that you will receive replies that quickly in the future.
Online classes are NOT conducted via instantaneous transmission. Just as I am giving you a NINE day period to complete your work, I am to be given SEVEN days to reply to your assignments. In addition, the above stated timelines apply to ALL students and ALL responses to your questions and concerns.
I appreciate your understanding of the above stated timelines and will respond to ALL questions and concerns about this class within the timeframes stated above.
A posting place at the top of the discussion page indicates the instructor’s message board to you. Be sure to check this each week so that you don’t miss messages and clarifications; remember that sometimes no instructor posting will have been made. Students are not to post in the instructor's posting area. Should you have a concern with your class please email me your question. It is not appropriate for students to post their concerns in the instructor's posting area. Students who post in the instructor's posting area will receive a warning and their posting will be deleted unanswered. Students who ignore the warning and post again to the instructor's posting area will be dropped from the class.
At the conclusion of the class students may find out their grades by going on the Internet at https://bcregweb.barstow.edu/. I do not email or post student grades and will not respond to inquiries about grades at the conclusion of the course.
In the box below type, I understand and agree to abide by the online instructions written above.
IMPORTANT:
You will not officially start this course until after you have completed the orientation sessions at http://www.bcconline.com/orient/. No work should be completed until AFTER the you have reviewed the orientation area. The orientation area will answer many frequently asked questions about online instruction and also provides tutorials on common problems students encounter while doing online courses. If you are experiencing technical difficulties and/or need to learn how to use our courseware you should first check the orientation area to see if it answers your technical question. If your technical question is not answered on the website you may then email the webmaster@bcconline.com with your question.
If your question pertains to class materials you should email mhill@bcconline.com. The webmaster cannot answer course related questions, and Mr. Hill does not answer technical questions. Remember that you must state your full name, problem, question or concern and your class name in the subject line when asking a question.
It is the student's responsibility to retain a copy of all materials submitted to the instructor with an appropriate time and date stamp.
In the box below type, I understand there is one meeting for this course (the final). If I am unable to take the final on the main campus, or at Barstow College's Ft. Irwin or Miramar sites, I understand it is my responsibility to find a proctor and completely fill out the proctor from. I understand I must fill out the syllabus in order to complete this course and that completing the online orientation before beginning my course work is mandatory. I realize that I should email the instructor with any class related questions. I also understand that I should first check the orientation area for answers to my technical questions and can email the webmaster@bcconline.com my technical questions ONLY after checking the orientation area for the answer to my question first.
Proctors:
If you intend to use a proctor for your Final Examination, all proctors must be librarians, military educational officers, college professors, professional proctors (such as BCC lab aides) or clergy. Your proctor must have a professional email address and phone (GMail, Hotmail, Excite, AOL, Netscape, Earthlink, Verizon, Netzero, etc. email accounts are unacceptable). Your proctor's email address and phone should correspond to a school or business and will be verified by the instructor.
Requirements:
In the box below type, I understand and have the ability to meet the requirements listed above. Further I have the necessary materials to complete this course
Resources for you
Online classes are administered under the Distance Education division and as such there are no regular class meetings. Sometimes the terminology and/or the breadth of the class may seem to be daunting or overwhelming to you. If so, you may request an online tutor from our Tutorial Technician by emailing: bctutorial@bcconline.com.
In the box below type, I understand I may contact bctutorial@bcconline.com if I need to have a tutor for this course.
CLASS POLICIES
TEACHING PHILOSOPHY:
The underlying teaching/learning philosophy of this class is that students are ACTIVELY responsible for their own success and the development of their own potential as scholars and as human beings. The instructor does not "give" grades, rather, the student earns whichever grade he/she receives.
ACADEMIC HONESTY:
Plagiarism is claiming as your own a paper, report, article, outline or speech which in whole or in part was prepared by someone other than yourself. Plagiarism can result in failure of the course.
The instructor assumes that registration in this class reflects a motivating value to the student. Students are expected to understand their own unique and most productive learning styles and maintain motivation in order to integrate the material covered in the readings and in class or discussions and to be able to recall this material.
In the box below type, I understand what plagiarism is and know that committing plagiarism will result in failure of the course.
STANDARDS FOR PARTICIPATION:
Instructors have the authority to establish standards for in classes. It is each student’s responsibility to meet these requirements or the instructor may lower the grade or drop him/her from the course.
If the student misses more than 10% of all class assignments for any reason, he or she may be dropped by the instructor. Remember, it is the student’s responsibility to drop a class, not the instructor’s. If the student does not drop, but remains on class roll, a grade of F may result.
It is suggested that each student on campus or online employ effective time management skills and protect the time schedule necessary to ACE this course. You may find it helpful to construct a "master" time schedule for the forthcoming semester (include study periods) and share it with your family and friends so that they will know in advance of the semester what to expect of you. There are no make-ups. Be sure to schedule the midterm and the final in your personal scheduler. Do not plan to move, get married, go on vacation or any other such activity during this class unless you are a great time manager. Only hospital emergencies which are documented and/or verifiable TDY will allow you to make up work or perform an extra project. The midterms and the final are a substantial portion of your grade.
In the box below type, I understand the standards for participation and agree to abide by them.
STANDARDS FOR WRITTEN WORK:
Written reports, presentations, quizzes and class exercises will be executed with proper grammar in accordance with standards expected at Barstow College. Points will be deducted for incorrect spelling and improper grammar.
In the box below type, I understand the standards for written work and agree to abide by them.
VIII. INTERNET RESEARCH
Internet research can be a fun and fascinating way to learn more about our subject. In order to utilize the extensive resources of the Internet students will be required to research a website and post their findings on the discussion group each week. It is important, however, to remember that students cannot post duplicate Internet sites. Once a site has been posted as homework to a discussion posting, other students must find a different site on which to report. If a site is extensive and the instructor believes that more than one student could use the site, the instructor will notify the students of her decision in the discussion group. Evaluating Internet Resources Purpose Audience Consider the intended audience of the page, based on its content, tone and style. Does this mesh with your needs? Consider the Source Web search engines often amass vast results, from memos to scholarly documents. Many of the resulting items will be peripheral or useless for your research Source Author/producer is identifiable Author/producer has expertise on the subject as indicated on a credentials page. You may need to trace back in the URL (Internet address) to view a page in a higher directory with background information Sponsor/location of the site is appropriate to the material as shown in the URL Good Indicators for Valid Resources: .edu for educational or research material .gov for government resources .com for commercial products or commercially-sponsored sites Mail-to link is offered for submission of questions or comments Bad Indicators for Valid Resources: ~NAME in URL may mean a personal home page with no official sanction http://geocities.com, http://angelfire.com, http://tripod.com, http://xoom.com are all free home page sites usually maintained by an individual -- not an authority on the subject. Content Accuracy Don't take the information presented at face value Web sites are rarely refereed or reviewed, as are scholarly journals and books Look for: point of view/evidence of bias Source of the information should be clearly stated, whether original or borrowed from elsewhere Comprehensiveness: Depth of information: determine if content covers a specific time period or aspect of the topic, or strives to be comprehensive. Use additional print and electronic sources to complement the information provided -- if necessary. Currency Look to see if site has been updated recently, as reflected in the date on the page. See if the material contained on the page is current Links Are links are relevant and appropriate? Don't assume that first links in a website search engine are the best available. Be sure to investigate additional sites on the topic before posting to the discussion group. The first site you investigate may not be the one you want to post. Style and Functionality Site is laid out clearly and logically with well organized subsections Writing style is appropriate for the intended audience Site is easy to navigate, including Clearly labeled Back, Home, Go To Top icons/links Internal indexing links on lengthy pages Links to remote sites all work Search capability is offered if the site is extensive Bookmarks or favorites are such a time saver! To make a bookmark in Netscape Communicator or a favorite in Internet Explorer: Go to the page Hold down the CTRL key and TAP the D key ONCE
Internet research can be a fun and fascinating way to learn more about our subject. In order to utilize the extensive resources of the Internet students will be required to research a website and post their findings on the discussion group each week. It is important, however, to remember that students cannot post duplicate Internet sites. Once a site has been posted as homework to a discussion posting, other students must find a different site on which to report. If a site is extensive and the instructor believes that more than one student could use the site, the instructor will notify the students of her decision in the discussion group.
Evaluating Internet Resources
Purpose
Audience
Consider the intended audience of the page, based on its content, tone and style. Does this mesh with your needs?
Consider the Source
Web search engines often amass vast results, from memos to scholarly documents. Many of the resulting items will be peripheral or useless for your research
Source
Author/producer is identifiable Author/producer has expertise on the subject as indicated on a credentials page. You may need to trace back in the URL (Internet address) to view a page in a higher directory with background information
Author/producer is identifiable
Author/producer has expertise on the subject as indicated on a credentials page. You may need to trace back in the URL (Internet address) to view a page in a higher directory with background information
Sponsor/location of the site is appropriate to the material as shown in the URL
Good Indicators for Valid Resources: .edu for educational or research material .gov for government resources .com for commercial products or commercially-sponsored sites Mail-to link is offered for submission of questions or comments Bad Indicators for Valid Resources: ~NAME in URL may mean a personal home page with no official sanction http://geocities.com, http://angelfire.com, http://tripod.com, http://xoom.com are all free home page sites usually maintained by an individual -- not an authority on the subject.
Good Indicators for Valid Resources:
.edu for educational or research material .gov for government resources .com for commercial products or commercially-sponsored sites Mail-to link is offered for submission of questions or comments
.edu for educational or research material
.gov for government resources
.com for commercial products or commercially-sponsored sites
Mail-to link is offered for submission of questions or comments
Bad Indicators for Valid Resources:
~NAME in URL may mean a personal home page with no official sanction http://geocities.com, http://angelfire.com, http://tripod.com, http://xoom.com are all free home page sites usually maintained by an individual -- not an authority on the subject.
~NAME in URL may mean a personal home page with no official sanction
http://geocities.com, http://angelfire.com, http://tripod.com, http://xoom.com are all free home page sites usually maintained by an individual -- not an authority on the subject.
Content
Accuracy
Don't take the information presented at face value Web sites are rarely refereed or reviewed, as are scholarly journals and books Look for: point of view/evidence of bias Source of the information should be clearly stated, whether original or borrowed from elsewhere Comprehensiveness: Depth of information: determine if content covers a specific time period or aspect of the topic, or strives to be comprehensive. Use additional print and electronic sources to complement the information provided -- if necessary.
Don't take the information presented at face value
Web sites are rarely refereed or reviewed, as are scholarly journals and books
Look for: point of view/evidence of bias
Source of the information should be clearly stated, whether original or borrowed from elsewhere
Comprehensiveness: Depth of information: determine if content covers a specific time period or aspect of the topic, or strives to be comprehensive.
Use additional print and electronic sources to complement the information provided -- if necessary.
Currency
Look to see if site has been updated recently, as reflected in the date on the page. See if the material contained on the page is current
Links
Are links are relevant and appropriate? Don't assume that first links in a website search engine are the best available. Be sure to investigate additional sites on the topic before posting to the discussion group. The first site you investigate may not be the one you want to post.
Are links are relevant and appropriate?
Don't assume that first links in a website search engine are the best available. Be sure to investigate additional sites on the topic before posting to the discussion group. The first site you investigate may not be the one you want to post.
Style and Functionality
Site is laid out clearly and logically with well organized subsections
Writing style is appropriate for the intended audience
Site is easy to navigate, including
Clearly labeled Back, Home, Go To Top icons/links Internal indexing links on lengthy pages Links to remote sites all work Search capability is offered if the site is extensive
Clearly labeled Back, Home, Go To Top icons/links
Internal indexing links on lengthy pages
Links to remote sites all work
Search capability is offered if the site is extensive
Bookmarks or favorites are such a time saver!
To make a bookmark in Netscape Communicator or a favorite in Internet Explorer:
Go to the page Hold down the CTRL key and TAP the D key ONCE
Go to the page
Hold down the CTRL key and TAP the D key ONCE
I understand the standards for researching on the Internet, how to make a bookmark or favorite and that it is not a good idea to just post the first website I find without conducting further research.
Disability Statement:
If you have a disability which may impact your success in this course, you may contact the Office of Student Support (OSS) office to arrange any reasonable accommodations and supports to which you are entitled. It is the responsibility of the student to initiate these procedures. The OSS department can be contacted by calling 760-252-2411 x7225 or 760-252-6759 TTY/TDD or emailing oss@bcconline.com.
In the box below type: I understand that if I have or suspect I have a disability I can contact the OSS program at the number or email address listed above and request reasonable accommodations. Further I realize it is my responsibility to contact the OSS department.
Syllabus Disclaimer:
A syllabus is not a contract between instructor and student, but rather a guide to course procedures on attendance, requirements, grading, and objectives. The instructor reserves the right to amend the syllabus when emergency circumstances dictate. Students will be duly notified.
In the box below, I understand a syllabus is a general guideline for students to use in planning their time for a particular class. The instructor reserves the right to make modifications to the syllabus with reasonable time allowances for students to adjust to the changes.
After filling out this form, copy the confirmation page and send it via email to mhill@barstow.edu and mhill@bcconline.com.
