Monday, December 6, 2010
Friday, November 12, 2010
Final Exam Schedule Fall 2010
About Final Exam Week: While some departments have you schedule your exams most of your classes will follow the mandated Final Exam Schedule. The History Department does not allow any deviation from this schedule, which means that I cannot accommodate special requests. Find your class below and remember that meeting times are different during Final Exam Week, so pay close attention to the TIME column below.
UCF students should consult the official UCF FINAL EXAM CALENDAR to check the date and time of their classes.
Valencia Students should check the VCC FINAL EXAM CALENDAR to check the date and time of their classes.
CLASS | FINAL EXAM DAY | TIME |
UCF - WOH2022 -MWF - 9:30am - 10:20am | FRI 12/10 | 8:00am |
UCF - EUH2000 -MWF - 12:30pm - 1:20pm | FRI 12/10 | 10:00am |
UCF - WOH2012 - MWF - 1:30pm - 2:20pm | MON 12/13 | 1:00pm |
UCF - WOH2012 - MWF - 2:30pm - 3:20pm | WED 12/8 | 1:00pm |
VCC - AMH2010 - TR - 4pm - 5:15pm | TUE 12/14 | 5:00pm |
VCC - AMH2010 - R - 7pm - 9:45pm | THUR 12/16 | 7:45pm |
UCF students should consult the official UCF FINAL EXAM CALENDAR to check the date and time of their classes.
Valencia Students should check the VCC FINAL EXAM CALENDAR to check the date and time of their classes.
Thursday, October 14, 2010
THURSDAY VCC 7pm - Midterm - Prep Questions
Chapter 1
1. Name the three boats Columbus used on his first voyage?
2. The Anasazi tribe settled in what is known as the Four Corners; what states make up the four corners?
3. What year did Columbus sail the Atlantic?
4. In the early 1500’s approximately how many Indians lived within the Americas?
5. With the arrival of the Spanish to Mexico what deadly disease was brought over and eventually killed off one third of the Indian population?.
6. What were the three most urbanized/developed civilizations of Indian cultures in North America?
8. Who was the Norse Icelander, who colonized Greenland?
9. Name three pathogens/diseases that were brought from Europe to the Americas?
10. What were Hernando Cortes’ soldiers called?
Chapter 2
1. In 1643 which four colonies united to form the New England confederation.
2. Which was the last British colony established.
3. What is the colony of New Netherlands more commonly known as?
4. What was the “Rump Parliment?”
6. What current U.S. state was the first British colony established in?
-Name one event that ultimately led to Bacon’s Rebellion
-Maryland, the first proprietary colony, was named after what British Queen?
-Name one Catholic tradition that the Puritans wanted to rid the Church of England of?
Chapter 4
1. Who authored the “Two treatises on Government”?
2. When did Mexico declare independence from Spain?
3. What reason did the Jesuits have for converting the Indians to Catholicism?
4. What did Benjamin Franklin’s popular political cartoon state?
5. What is the name of the Seven Years’ War in America?
The British parliament adopted what system that assume the total of the worlds gold and silver remained essentially fixed with only a nations share in that wealth subject to change?
The Treaty of Paris in 1763 brought an end to what?
King George III resolved to seek what?
In compensation for the loss of Florida, Spain received what from France?
All chapters
1. What was the treaty of Paris?
3.What where the two main reasons why the French (Jesuits) try to convert the Indians?
5. What was the Navigation Act?
1. What are the three types of colony’s?
2.What is the significance of the Treaty of Paris of 1763?
3. What was the first permanent English colony that was established
4.What two animals were incorporated into Indian society that came from Europe?
5. What did Columbus name the first island that he discovered?
1. Name the three boats Columbus used on his first voyage?
2. The Anasazi tribe settled in what is known as the Four Corners; what states make up the four corners?
3. What year did Columbus sail the Atlantic?
4. In the early 1500’s approximately how many Indians lived within the Americas?
5. With the arrival of the Spanish to Mexico what deadly disease was brought over and eventually killed off one third of the Indian population?.
6. What were the three most urbanized/developed civilizations of Indian cultures in North America?
8. Who was the Norse Icelander, who colonized Greenland?
9. Name three pathogens/diseases that were brought from Europe to the Americas?
10. What were Hernando Cortes’ soldiers called?
Chapter 2
1. In 1643 which four colonies united to form the New England confederation.
2. Which was the last British colony established.
3. What is the colony of New Netherlands more commonly known as?
4. What was the “Rump Parliment?”
6. What current U.S. state was the first British colony established in?
-Name one event that ultimately led to Bacon’s Rebellion
-Maryland, the first proprietary colony, was named after what British Queen?
-Name one Catholic tradition that the Puritans wanted to rid the Church of England of?
Chapter 4
1. Who authored the “Two treatises on Government”?
2. When did Mexico declare independence from Spain?
3. What reason did the Jesuits have for converting the Indians to Catholicism?
4. What did Benjamin Franklin’s popular political cartoon state?
5. What is the name of the Seven Years’ War in America?
The British parliament adopted what system that assume the total of the worlds gold and silver remained essentially fixed with only a nations share in that wealth subject to change?
The Treaty of Paris in 1763 brought an end to what?
King George III resolved to seek what?
In compensation for the loss of Florida, Spain received what from France?
All chapters
1. What was the treaty of Paris?
3.What where the two main reasons why the French (Jesuits) try to convert the Indians?
5. What was the Navigation Act?
1. What are the three types of colony’s?
2.What is the significance of the Treaty of Paris of 1763?
3. What was the first permanent English colony that was established
4.What two animals were incorporated into Indian society that came from Europe?
5. What did Columbus name the first island that he discovered?
AMH2020 T-R 4pm - Midterm Questions
Chapter 1
-Who did the Pueblos establish a thriving horse trade with in the 1690s?
-What disease ran ramped between 1610 and 1675 wiping out tens of thousands of Indians?
-What is the name of the document Martin Luther posted on his church door in 1517?
-Archaeologists assume that the first humans in the Western Hemisphere crossed what to reach Alaska?
-What was the name of the confederation of four small kingdoms independent of and opposed the Aztecs?
-What did Bartolome de Las Casa, a priest in Cuba, renounce?
Chapter 2
-What Caribbean Island did the British government recruit settlers from to replicate the west-indie sugar-plantation system in South Carolina?
-Which British colony was created as a buffer from the Spanish Empire?
-Where did the Quaker’s call home in the New World?
-Who issued the Massachusetts Bay Charter?
-What happened in the Pequot war?
-Who succeeded King James I (the first) of England?
Chapter 4
-What did the Navigation Act of 1660 entail?
-After the Peace of Paris in 1763, what happened to France?
-Who said “ I know that I can save England and no one else can” in order to instill confidence at home and abroad?
-What was the first American political cartoon?
-For compensation for the loss of Florida, what did Spain receive?
What treaty brought an end to the seven years wars?
Chapter 5
-What act required that stamps be purchased and affixed on all legal documents?
-Who’s “letters” appeared in the Pennsylvania Chronicle?
-Who was the lawyer who defended the British soldiers in the Boston Massacre?
-What was “The Gaspee” affair/incident?
-What was the name of Thomas Paine’s political pamphlet?
-On September 5, 1774 the First ____ _____ assembled in Philadelphia.
-What are the names of the British generals who were brought in for reinforcements at the battle of Bunker Hill?
-what sea served as center of Spanish power in the new world?
-what event in Spain resulted in the need for a new Asian trade route and Columbus’ voyage?
-what happened in 1588 that allowed access to the New World to all European nations?
What act, passed in 1764, outlawed individual state currency?
Unknown
-Who colonized Greenland and why was it named Greenland?
-Where did Columbus land (modern-day) and what did he name the island?
-What disease, brought by Europeans, killed millions of Indians?
-What was Rhode Island the first colony to accomplish?
-Which Spanish Conquistador invaded the Aztec Empire?
-What cause led to the French and Indian War?
-Who was the winner of the Seven Year’s War? Who left the America’s for good?
-Which colony was the first to be established of the 13 colonies?
-Who led 3 entire church congregations from the Massachusetts Bay to the Connecticut River towns of Wethersfield, Windsor, and Hartford?
-Who defeated the Spanish Armada?
-How many voyages to the “New World” did Columbus make?
-Which Aztec leader was stoned to death in a rebellion for being a traitor?
-Who was named “the Father of New France?”
-Who did the Pueblos establish a thriving horse trade with in the 1690s?
-What disease ran ramped between 1610 and 1675 wiping out tens of thousands of Indians?
-What is the name of the document Martin Luther posted on his church door in 1517?
-Archaeologists assume that the first humans in the Western Hemisphere crossed what to reach Alaska?
-What was the name of the confederation of four small kingdoms independent of and opposed the Aztecs?
-What did Bartolome de Las Casa, a priest in Cuba, renounce?
Chapter 2
-What Caribbean Island did the British government recruit settlers from to replicate the west-indie sugar-plantation system in South Carolina?
-Which British colony was created as a buffer from the Spanish Empire?
-Where did the Quaker’s call home in the New World?
-Who issued the Massachusetts Bay Charter?
-What happened in the Pequot war?
-Who succeeded King James I (the first) of England?
Chapter 4
-What did the Navigation Act of 1660 entail?
-After the Peace of Paris in 1763, what happened to France?
-Who said “ I know that I can save England and no one else can” in order to instill confidence at home and abroad?
-What was the first American political cartoon?
-For compensation for the loss of Florida, what did Spain receive?
What treaty brought an end to the seven years wars?
Chapter 5
-What act required that stamps be purchased and affixed on all legal documents?
-Who’s “letters” appeared in the Pennsylvania Chronicle?
-Who was the lawyer who defended the British soldiers in the Boston Massacre?
-What was “The Gaspee” affair/incident?
-What was the name of Thomas Paine’s political pamphlet?
-On September 5, 1774 the First ____ _____ assembled in Philadelphia.
-What are the names of the British generals who were brought in for reinforcements at the battle of Bunker Hill?
-what sea served as center of Spanish power in the new world?
-what event in Spain resulted in the need for a new Asian trade route and Columbus’ voyage?
-what happened in 1588 that allowed access to the New World to all European nations?
What act, passed in 1764, outlawed individual state currency?
Unknown
-Who colonized Greenland and why was it named Greenland?
-Where did Columbus land (modern-day) and what did he name the island?
-What disease, brought by Europeans, killed millions of Indians?
-What was Rhode Island the first colony to accomplish?
-Which Spanish Conquistador invaded the Aztec Empire?
-What cause led to the French and Indian War?
-Who was the winner of the Seven Year’s War? Who left the America’s for good?
-Which colony was the first to be established of the 13 colonies?
-Who led 3 entire church congregations from the Massachusetts Bay to the Connecticut River towns of Wethersfield, Windsor, and Hartford?
-Who defeated the Spanish Armada?
-How many voyages to the “New World” did Columbus make?
-Which Aztec leader was stoned to death in a rebellion for being a traitor?
-Who was named “the Father of New France?”
Monday, October 11, 2010
Secrets of the Parthenon - Nova Episode
Video Description: A team of architects and engineers investigate mysteries of the Parthenon. How did the ancient Greeks design and build their masterpiece so quickly with precision and perfection without modern tools and architectural aids?
Monday, October 4, 2010
Anand Giridharadas, New York Times columnist, to speak Tues. Oct. 5th at UCF
The UCF Global Perspectives Office is pleased to announce that Anand Giridharadas, columnist for The New York Times and its global edition, the International Herald Tribune, will speak Tuesday, October 5, 2010, at the University of Central Florida.
Giridharadas will give a presentation titled "The Rise of India and What It Means for the World" at 3 p.m. in the Key West Ballroom of the Student Union. The event is free and open to the public.
Giridharadas was The New York Times first Bombay-based correspondent in the modern era, beginning in 2005. He reported for four years on Indias transformation, Bollywood, corporate takeovers, terrorism, outsourcing, poverty and democracy. Giridharadas was appointed a columnist in 2008, writing the "Letter from India" series, and now pens the twice-monthly column, "Currents," on new ideas, global culture and the social implications of technology. He is among the newspaper's youngest columnists to date.
Giridharadas first interned for The New York Times at age 17, writing two articles on money and politics. After college, in 2003, he moved to Bombay to work as a management consultant where he advised the local government on urban development; a pharmaceutical company on organizational redesign and leadership development; and Indian and Chinese businesses on their internationalization strategies.
Giridharadas first book, titled "India Calling," is a work of narrative nonfiction about his return to the India his parents left, and is due out in early 2011.
In addition to the Global Perspectives Office, sponsors include The India Program at UCF, The Anil and Chitra Deshpande India Program Endowed Fund, Lawrence J. Chastang and the Chastang Foundation, Orlando Area Committee on Foreign Relations, UCF Political Science Department, UCF Nicholson School of Communication, UCF International Services Center, UCF LIFE and the Global Connections Foundation.
If you have any questions, please feel free to contact our office at 407-823-0935, global@mail.ucf.edu or visit our website at www.ucfglobalperspectives.org for further information.
Tuesday, September 21, 2010
Luis Alberto Urrea Speaks About Illegal Immigartion, Thurs. Sept .23
The UCF Global Perspectives Office is pleased to announce that Luis Alberto Urrea, author of "The Devils Highway," will speak Thursday, September 23, 2010, at the University of Central Florida.
Urrea, who was a finalist for the Pulitzer Prize in 2005, will give a presentation titled "The Devils Highway: A True Story of Illegal Immigration, Desperation and Greed" at 3 p.m. in the Pegasus Ballroom of the Student Union. The event is free and open to the public.
Born in Tijuana, Mexico to a Mexican father and an American mother, Urrea has published extensively in all the major genres. The critically acclaimed and best-selling author of 13 books, Urrea has won numerous awards for his poetry, fiction and essays. "The Devils Highway,: his 2004 non-fiction account of a group of Mexican immigrants lost in the Arizona desert, won the Lannan Literary Award and was a finalist the Pacific Rim Kiriyama Prize. An historical novel, "The Hummingbirds Daughter" tells the story of Teresa Urrea, sometimes known as the Saint of Cabora and the Mexican Joan of Arc. The book, which involved 20 years of research and writing, won the Kiriyama Prize in fiction and, along with "The Devils Highway," was named a best book of the year by many publications.
Urrea has also won an Edgar award from the Mystery Writers of America for best short story (2009, "Amapola" in Phoenix Noir). His first book, "Across the Wire," was named a New York Times Notable Book and won the Christopher Award. Urrea also won a 1999 American Book Award for his memoir, "Nobodys Son: Notes from an American Life" and in 2000, he was voted into the Latino Literature Hall of Fame following the publication of "Vatos." His book of short stories, "Six Kinds of Sky," was named the 2002 small-press Book of the Year in fiction by the editors of ForeWord magazine.
In addition to the Global Perspectives Office, sponsors include the UCF Political Science Department, UCF Latin American, Caribbean and Latino Studies Program, UCF Department of English, UCF Hispanic American Student Association, UCF International Services Center, Lawrence Chastang and the Chastang Foundation, Sibille H. Pritchard Global Peace Fellowship program, UCF Global Peace and Security Studies Program, UCF LIFE, Orlando Rotary Club and the Global Connections Foundation.
If you have any questions, please feel free to contact our office at 407-823-0935, global@mail.ucf.edu or visit our website at www.ucfglobalperspectives.org for further information.
Monday, September 20, 2010
WOH2012 Study Guide and FLOWCHART
This is Exam 1 of 3 for WOH2012:
Wed. September 22nd.
Exam will consist of 30 short answer questions and one Essay.
The Essay will consist of the following question:
From my lectures - World War One and World War Two
Use Chapters 31,32, and 33 as reference.
BIG Version
The Effect of the World Wars on Imperialism
Wed. September 22nd.
Exam will consist of 30 short answer questions and one Essay.
The Essay will consist of the following question:
Explain the relationship of the two World Wars using a narrative style essay that tells the story of World War One and World War Two as a single story. Remember to be as detailed as possible in this essay and keep in mind that your goal ultimately is to prove to me that you understand the Wars in the grand scale of World History and that you can explain it as a single conflict.
From my lectures - World War One and World War Two
- Primary belligerent nations and their Alliances
- Outcomes of the wars
- Relationship with concept of Imperialism
- Legacy of the wars
- Notable persons in the conflicts
- Sequence and key dates of events
Use Chapters 31,32, and 33 as reference.
BIG Version
The Effect of the World Wars on Imperialism
Thursday, September 2, 2010
Tuesday, August 10, 2010
EUH2000-Syllabus-FALL2010
COURSE SYLLABUS
COURSE: EUH2000.011 Western Civilizations I ( to 1650 CE )
TERM: FALL 2010
TERM: FALL 2010
Instructor: Mr. Michael Deliz
Email: mdeliz@mail.ucf.edu (See Procedures Section below before emailing me)
Phone: 407-385-0016 (text msg or voice-mail only) Website: www.michaeldeliz.com
Office: Colbourn Hall rm 540
Office Hours: MWF4pm - 5pm (and by appointment when possible)
Email: mdeliz@mail.ucf.edu (See Procedures Section below before emailing me)
Phone: 407-385-0016 (text msg or voice-mail only) Website: www.michaeldeliz.com
Office: Colbourn Hall rm 540
Office Hours: MWF
TEXTBOOK:
A. Daniel Frankforter, et al. The West: A Narrative History, Volume 1: To 1600 (2nd Edition)
Prentice Hall. 2008.
A. Daniel Frankforter, et al. The West: A Narrative History, Volume 1: To 1600 (2nd Edition)
Prentice Hall. 2008.ABOUT THIS COURSE: Western Civilizations I is the first of two courses designed to familiarize students with the history of the “West”. This course will span the time period from ancient times to 1650 C.E. and will focus upon the basic historical foundations behind civilizations across the globe, their development and inter-connectivity. The goal of this course is for each student to master the following sets of skills:
Historic: Students must be able to identify and interpret the different events, personalities, and ideas that contributed to the development and history of the Western world
Geographic: Students must understand the relationship between geography and the development of civilizations in the West.
Cultural/Societal: Students must understand the dynamic nature of human society as it is continuously evolving. Emphasis will be on mass migrations, international relations, religious conflict, and ideological conflicts, which all greatly contributed to the history of the modern West.
Geographic: Students must understand the relationship between geography and the development of civilizations in the West.
Cultural/Societal: Students must understand the dynamic nature of human society as it is continuously evolving. Emphasis will be on mass migrations, international relations, religious conflict, and ideological conflicts, which all greatly contributed to the history of the modern West.
Scope and limits of this course: This course, like many others in the field of History, draws extensively from other fields in the Social Sciences, including Religious Studies, Sociology, Political Science, Geography, Cultural/Ethnic Studies, Anthropology, and Linguistics. The course, despite its breath, is however limited by the time allotted in the semester. Due to this limitation students may find that further reading, beyond the assigned text, will be advantageous to acquiring a greater depth of understanding.
Success in this course: Students are expected to demonstrate a depth of understanding at the collegiate level. Success in this course will be determined by the student’s analysis and interpretation of historical topics, not memorization. If you are not willing to read the assigned chapters, attend class, and follow class discussions, you most certainly will fail this course.
Expectations: Students are expected to come prepared for class with a notebook and a pen or pencil, or other means of note-taking. On Exam days, students will be required to come prepared with whatever material is requested for the exam such as scantrons, blue books or other material. Students are expected to have all assignments including reading assignments completed by the beginning of each class.
Gordon Rule: WOH2012 is designated as a Gordon Rule course under the General Education Program (GEP) of UCF, as are all History courses at UCF. This means that under the requirements of Florida State Rule 6A-10.30, students enrolled in this course will be also evaluated on their ability to write at the collegiate level by way of essay assignments.
College-Level Writing: The University of Central Florida
1. The writing will have a clearly defined central idea or thesis.
2. It will provide adequate support for that idea.
3. It will be organized clearly and logically.
4. It will show awareness of the conventions of standard written English.
5. It will be formatted or presented in an appropriate way.
Gordon Rule Assignments: Each of the following Gordon Rule Assignments are designed to fulfill the student’s requirement to the Gordon Rule. Failure to complete any of these assignments automatically makes it impossible for the student to pass the course with a grade of ‘C’ or better.
Assignment One: Essay Exam #1 - Narrative In-Class Essay-
Students will be presented with a question that must be answered in a manner that details the sequence and causality of an overarching aspect of the covered material. For full credit, students must demonstrate a command of the dates, names of people, places, and significant events that are pertinent to the material in question. Essay Length: 1,500 words
Students will be presented with a question that must be answered in a manner that details the sequence and causality of an overarching aspect of the covered material. For full credit, students must demonstrate a command of the dates, names of people, places, and significant events that are pertinent to the material in question. Essay Length: 1,500 words
Assignment Two: Essay Exam #2 - Comparison In-Class Essay-
Students will be presented with a question that must be answered in a manner that demonstrates the student’s ability to analyze complex ideas by comparing two excerpts from selected historical sources. For full credit, students must also demonstrate a command of the dates, names of people, places, and significant events that are pertinent to the material in question. Essay Length: 1,500 words
Students will be presented with a question that must be answered in a manner that demonstrates the student’s ability to analyze complex ideas by comparing two excerpts from selected historical sources. For full credit, students must also demonstrate a command of the dates, names of people, places, and significant events that are pertinent to the material in question. Essay Length: 1,500 words
Assignment Three: Research Paper - Historiographic Analysis Essay-
In consultation with the professor, students will first choose a historical event, personality, or idea to research. Students will then research how their chosen topic has been approached and researched by historians over time and reach a conclusive analysis. For full credit, students must also demonstrate a respect for proper research techniques, judgment in source selection, and a command of the formatting standards for writing in the field of History. Essay Length: 6 pages - Typed
In consultation with the professor, students will first choose a historical event, personality, or idea to research. Students will then research how their chosen topic has been approached and researched by historians over time and reach a conclusive analysis. For full credit, students must also demonstrate a respect for proper research techniques, judgment in source selection, and a command of the formatting standards for writing in the field of History. Essay Length: 6 pages - Typed
Assignment Four: Essay Exam#3 - Argumentative In-Class Essay-
Students will be presented with a question that must be answered in a manner that demonstrates the student’s ability to formulate and maintain an argument, support that argument with evidence drawing from the historical record, and arrive at an unambiguous conclusion. For full credit, students must also demonstrate a command of the dates, names of people, places, and significant events that are pertinent to the argument. Essay Length: 1,500 words
Students will be presented with a question that must be answered in a manner that demonstrates the student’s ability to formulate and maintain an argument, support that argument with evidence drawing from the historical record, and arrive at an unambiguous conclusion. For full credit, students must also demonstrate a command of the dates, names of people, places, and significant events that are pertinent to the argument. Essay Length: 1,500 words
Grade Policy: Grades are determined by points earned in three exams, six quizzes, and one Research Project.
Essay Exams 100pts/ea x (3) = 300pts
Quizzes 25pts/ea x (6) = 150pts
Research 50pts/ea x (1) = 50pts
Total Points = 500pts
Essay Exams 100pts/ea x (3) = 300pts
Quizzes 25pts/ea x (6) = 150pts
Research 50pts/ea x (1) = 50pts
Total Points = 500pts
Grading Scale: This course will be scored using the 10 point grading scale as follows:
By Points | By Percentage | Letter Grade |
450-500 | 90%-100% | A |
400-449.9 | 89.9%-80% | B |
350-399.9 | 79.9%-70% | C |
300-349.9 | 69.9%-60% | D |
Less than 300 pts | Less than 60% | F |
PROCEDURES:
Email: 1) All emails should contain the class prefix/number on the subject line (ie: EUH2000,AMH 2010, WOH2012). 2) All emails must be signed with your first and last name. 3) Under no circumstances will any assignment be accepted by email.
Email: 1) All emails should contain the class prefix/number on the subject line (ie: EUH2000,
Attendance: Although attendance will not be regularly taken, it is mandatory and extremely important to your grade. Students who miss class for whatever reason will NOT be excused from assigned work and its due dates. Missed lectures are also the responsibility of the absent student.
Make-Up Work: There are no make-ups for quizzes. A missed quiz automatically earns ZERO points. If you should happen to miss an exam, a make-up exam can be scheduled with prior arrangement.
Extra Credit: From time to time an extra credit assignment may be extended to the class at the discretion of the professor. By policy, all extra credit assignments will be made available to the entire class, there will NOT be any extra credit given to individual students.
History Majors: Every student majoring in History is required to compile and hand-in a portfolio of their cumulative written works from of all their history classes before graduation. Therefore majors in History, and those who think they may later switch disciplines to History should take care to preserve their written graded work.
Academic Dishonesty: All forms of academic dishonesty are obviously prohibited at UCF. Academic dishonesty includes, but is not limited to, plagiarism, cheating, furnishing false information, forgery, alteration or misuse of documents, misconduct during a testing situation, and misuse of identification with intent to defraud or deceive. Students shall take special notice that the assignment of course grades is the responsibility of the professor. When the professor has reason to believe that an act of academic dishonesty has occurred, and before sanctions are imposed, the student shall be given informal notice and an opportunity to be heard by the professor. Any student determined by the professor to have been guilty of engaging in an act of academic dishonesty shall be subject to a range of academic penalties as determined by the professor. These penalties may include, but may not be limited to, one or more of the following:
--loss of credit for an assignment, examination, or project;
--reduction in the course grade;
--or a grade of “F” in the course.
Students guilty of engaging in a gross or flagrant act of academic dishonesty or repeated instances of academic dishonesty may also be subject to administrative and/or disciplinary penalties that may include a warning, probation, suspension, and/or expulsion from UCF and the State of Florida University System.
--loss of credit for an assignment, examination, or project;
--reduction in the course grade;
--or a grade of “F” in the course.
Students guilty of engaging in a gross or flagrant act of academic dishonesty or repeated instances of academic dishonesty may also be subject to administrative and/or disciplinary penalties that may include a warning, probation, suspension, and/or expulsion from UCF and the State of Florida University System.
Disclaimer: Changes to this syllabus may be made at the discretion of the professor.
WOH2012-Syllabus-FALL2010
COURSE SYLLABUS
COURSE: WOH2012 World Civilizations I ( to 1500 CE )
TERM: FALL 2010
TERM: FALL 2010
Instructor: Mr. Michael Deliz
Email: mdeliz@mail.ucf.edu (See Procedures Section below before emailing me)
Phone: 407-385-0016 (text msg or voice-mail only) Website: www.michaeldeliz.com
Office: Colbourn Hall rm 540
Office Hours: MWF4pm - 5pm (and by appointment when possible)
Email: mdeliz@mail.ucf.edu (See Procedures Section below before emailing me)
Phone: 407-385-0016 (text msg or voice-mail only) Website: www.michaeldeliz.com
Office: Colbourn Hall rm 540
Office Hours: MWF
TEXTBOOK:
Edward Judge, et al. Connections: A World History, Volume 1, VangoBooks
Prentice Hall. 2008.
Edward Judge, et al. Connections: A World History, Volume 1, VangoBooks
Prentice Hall. 2008. ABOUT THIS COURSE: World Civilizations I is the first of two courses designed to familiarize students with the history of the world. This course will span the time period from ancient times to 1500 C.E. and will focus upon the basic historical foundations behind civilizations across the globe, their development and inter-connectivity. The goal of this course is for each student to master the following sets of skills:
Historic: Students must be able to identify and interpret the different events, personalities, and ideas that contributed to the development and history of the world.
Geographic: Students must understand the relationship between geography and the development of civilizations across the world.
Cultural/Societal: Students must understand the dynamic nature of human society as it is continuously evolving. Emphasis will be on mass migrations, international relations, religious conflict, and ideological conflicts, which all greatly contributed to the history of the modern world.
Geographic: Students must understand the relationship between geography and the development of civilizations across the world.
Cultural/Societal: Students must understand the dynamic nature of human society as it is continuously evolving. Emphasis will be on mass migrations, international relations, religious conflict, and ideological conflicts, which all greatly contributed to the history of the modern world.
Scope and limits of this course: This course, like many others in the field of History, draws extensively from other fields in the Social Sciences, including Religious Studies, Sociology, Political Science, Geography, Cultural/Ethnic Studies, Anthropology, and Linguistics. The course, despite its breath, is however limited by the time allotted in the semester. Due to this limitation students may find that further reading, beyond the assigned text, will be advantageous to acquiring a greater depth of understanding.
Success in this course: Students are expected to demonstrate a depth of understanding at the collegiate level. Success in this course will be determined by the student’s analysis and interpretation of historical topics, not memorization. If you are not willing to read the assigned chapters, attend class, and follow class discussions, you most certainly will fail this course.
Expectations: Students are expected to come prepared for class with a notebook and a pen or pencil, or other means of note-taking. On Exam days, students will be required to come prepared with whatever material is requested for the exam such as scantrons, blue books or other material. Students are expected to have all assignments including reading assignments completed by the beginning of each class.
Gordon Rule: WOH2012 is designated as a Gordon Rule course under the General Education Program (GEP) of UCF, as are all History courses at UCF. This means that under the requirements of Florida State Rule 6A-10.30, students enrolled in this course will be also evaluated on their ability to write at the collegiate level by way of essay assignments.
College-Level Writing: The University of Central Florida
1. The writing will have a clearly defined central idea or thesis.
2. It will provide adequate support for that idea.
3. It will be organized clearly and logically.
4. It will show awareness of the conventions of standard written English.
5. It will be formatted or presented in an appropriate way.
Gordon Rule Assignments: Each of the following Gordon Rule Assignments are designed to fulfill the student’s requirement to the Gordon Rule. Failure to complete any of these assignments automatically makes it impossible for the student to pass the course with a grade of ‘C’ or better.
Assignment One: Essay Exam #1 - Narrative In-Class Essay-
Students will be presented with a question that must be answered in a manner that details the sequence and causality of an overarching aspect of the covered material. For full credit, students must demonstrate a command of the dates, names of people, places, and significant events that are pertinent to the material in question. Essay Length: 1,500 words
Students will be presented with a question that must be answered in a manner that details the sequence and causality of an overarching aspect of the covered material. For full credit, students must demonstrate a command of the dates, names of people, places, and significant events that are pertinent to the material in question. Essay Length: 1,500 words
Assignment Two: Essay Exam #2 - Comparison In-Class Essay-
Students will be presented with a question that must be answered in a manner that demonstrates the student’s ability to analyze complex ideas by comparing two excerpts from selected historical sources. For full credit, students must also demonstrate a command of the dates, names of people, places, and significant events that are pertinent to the material in question. Essay Length: 1,500 words
Students will be presented with a question that must be answered in a manner that demonstrates the student’s ability to analyze complex ideas by comparing two excerpts from selected historical sources. For full credit, students must also demonstrate a command of the dates, names of people, places, and significant events that are pertinent to the material in question. Essay Length: 1,500 words
Assignment Three: Research Paper - Historiographic Analysis Essay-
In consultation with the professor, students will first choose a historical event, personality, or idea to research. Students will then research how their chosen topic has been approached and researched by historians over time and reach a conclusive analysis. For full credit, students must also demonstrate a respect for proper research techniques, judgment in source selection, and a command of the formatting standards for writing in the field of History. Essay Length: 6 pages - Typed
In consultation with the professor, students will first choose a historical event, personality, or idea to research. Students will then research how their chosen topic has been approached and researched by historians over time and reach a conclusive analysis. For full credit, students must also demonstrate a respect for proper research techniques, judgment in source selection, and a command of the formatting standards for writing in the field of History. Essay Length: 6 pages - Typed
Assignment Four: Essay Exam#3 - Argumentative In-Class Essay-
Students will be presented with a question that must be answered in a manner that demonstrates the student’s ability to formulate and maintain an argument, support that argument with evidence drawing from the historical record, and arrive at an unambiguous conclusion. For full credit, students must also demonstrate a command of the dates, names of people, places, and significant events that are pertinent to the argument. Essay Length: 1,500 words
Students will be presented with a question that must be answered in a manner that demonstrates the student’s ability to formulate and maintain an argument, support that argument with evidence drawing from the historical record, and arrive at an unambiguous conclusion. For full credit, students must also demonstrate a command of the dates, names of people, places, and significant events that are pertinent to the argument. Essay Length: 1,500 words
Grade Policy: Grades are determined by points earned in three exams, six quizzes, and one Research Project.
Essay Exams 100pts/ea x (3) = 300pts
Quizzes 25pts/ea x (6) = 150pts
Research 50pts/ea x (1) = 50pts
Total Points = 500pts
Essay Exams 100pts/ea x (3) = 300pts
Quizzes 25pts/ea x (6) = 150pts
Research 50pts/ea x (1) = 50pts
Total Points = 500pts
Grading Scale: This course will be scored using the 10 point grading scale as follows:
By Points | By Percentage | Letter Grade |
450-500 | 90%-100% | A |
400-449.9 | 89.9%-80% | B |
350-399.9 | 79.9%-70% | C |
300-349.9 | 69.9%-60% | D |
Less than 300 pts | Less than 60% | F |
PROCEDURES:
Email: 1) All emails should contain the class prefix/number on the subject line (ie: EUH2000,AMH 2010, WOH2012). 2) All emails must be signed with your first and last name. 3) Under no circumstances will any assignment be accepted by email.
Email: 1) All emails should contain the class prefix/number on the subject line (ie: EUH2000,
Attendance: Although attendance will not be regularly taken, it is mandatory and extremely important to your grade. Students who miss class for whatever reason will NOT be excused from assigned work and its due dates. Missed lectures are also the responsibility of the absent student.
Make-Up Work: There are no make-ups for quizzes. A missed quiz automatically earns ZERO points. If you should happen to miss an exam, a make-up exam can be scheduled with prior arrangement.
Extra Credit: From time to time an extra credit assignment may be extended to the class at the discretion of the professor. By policy, all extra credit assignments will be made available to the entire class, there will NOT be any extra credit given to individual students.
History Majors: Every student majoring in History is required to compile and hand-in a portfolio of their cumulative written works from of all their history classes before graduation. Therefore majors in History, and those who think they may later switch disciplines to History should take care to preserve their written graded work.
Academic Dishonesty: All forms of academic dishonesty are obviously prohibited at UCF. Academic dishonesty includes, but is not limited to, plagiarism, cheating, furnishing false information, forgery, alteration or misuse of documents, misconduct during a testing situation, and misuse of identification with intent to defraud or deceive. Students shall take special notice that the assignment of course grades is the responsibility of the professor. When the professor has reason to believe that an act of academic dishonesty has occurred, and before sanctions are imposed, the student shall be given informal notice and an opportunity to be heard by the professor. Any student determined by the professor to have been guilty of engaging in an act of academic dishonesty shall be subject to a range of academic penalties as determined by the professor. These penalties may include, but may not be limited to, one or more of the following:
--loss of credit for an assignment, examination, or project;
--reduction in the course grade;
--or a grade of “F” in the course.
Students guilty of engaging in a gross or flagrant act of academic dishonesty or repeated instances of academic dishonesty may also be subject to administrative and/or disciplinary penalties that may include a warning, probation, suspension, and/or expulsion from UCF and the State of Florida University System.
--loss of credit for an assignment, examination, or project;
--reduction in the course grade;
--or a grade of “F” in the course.
Students guilty of engaging in a gross or flagrant act of academic dishonesty or repeated instances of academic dishonesty may also be subject to administrative and/or disciplinary penalties that may include a warning, probation, suspension, and/or expulsion from UCF and the State of Florida University System.
Disclaimer: Changes to this syllabus may be made at the discretion of the professor.
WOH2022-Syllabus-Fall2010
COURSE SYLLABUS
COURSE: WOH2022.003 World Civilizations II (1500CE to Present)
TERM: FALL 2010
TERM: FALL 2010
Instructor: Mr. Michael Deliz
Email: mdeliz@mail.ucf.edu (See Procedures Section below before emailing me)
Phone: 407-385-0016 (text msg or voice-mail only) Website: www.michaeldeliz.com
Office: Colbourn Hall rm 540
Office Hours: MWF4pm - 5pm (and by appointment when possible)
Email: mdeliz@mail.ucf.edu (See Procedures Section below before emailing me)
Phone: 407-385-0016 (text msg or voice-mail only) Website: www.michaeldeliz.com
Office: Colbourn Hall rm 540
Office Hours: MWF
TEXTBOOK:
Edward Judge, et al. Connections: A World History, Volume 2, VangoBooks
Prentice Hall. 2008.
Edward Judge, et al. Connections: A World History, Volume 2, VangoBooks
Prentice Hall. 2008. ABOUT THIS COURSE: World Civilizations II is the second of two courses designed to familiarize students with the history of the world. This course will span the time period from 1500 C.E. to the present and will focus upon the basic historical foundations behind civilizations across the globe and their connections to current events. The goal of this course is for each student to master the following sets of skills:
Historic: Students must be able to identify and interpret the different events, personalities, and ideas that contributed to the development and history of the world.
Geographic: Students must understand the relationship between geography and the development of civilizations across the world.
Cultural/Societal: Students must understand the dynamic nature of human society as it is continuously evolving. Emphasis will be on mass migrations, international relations, religious conflict, and ideological conflicts, which all greatly contributed to the history of the modern world.
Geographic: Students must understand the relationship between geography and the development of civilizations across the world.
Cultural/Societal: Students must understand the dynamic nature of human society as it is continuously evolving. Emphasis will be on mass migrations, international relations, religious conflict, and ideological conflicts, which all greatly contributed to the history of the modern world.
Scope and limits of this course: This course, like many others in the field of History, draws extensively from other fields in the Social Sciences, including Religious Studies, Sociology, Political Science, Geography, Cultural/Ethnic Studies, Anthropology, and Linguistics. The course, despite its breath, is however limited by the time allotted in the semester. Due to this limitation students may find that further reading, beyond the assigned text, will be advantageous to acquiring a greater depth of understanding.
Success in this course: Students are expected to demonstrate a depth of understanding at the collegiate level. Success in this course will be determined by the student’s analysis and interpretation of historical topics, not memorization. If you are not willing to read the assigned chapters, attend class, and follow class discussions, you most certainly will fail this course.
Expectations: Students are expected to come prepared for class with a notebook and a pen or pencil, or other means of note-taking. On Exam days, students will be required to come prepared with whatever material is requested for the exam such as scantrons, blue books or other material. Students are expected to have all assignments including reading assignments completed by the beginning of each class.
Gordon Rule: WOH2022 is designated as a Gordon Rule course under the General Education Program (GEP) of UCF, as are all History courses at UCF. This means that under the requirements of Florida State Rule 6A-10.30, students enrolled in this course will be also evaluated on their ability to write at the collegiate level by way of essay assignments.
College-Level Writing: The University of Central Florida
1. The writing will have a clearly defined central idea or thesis.
2. It will provide adequate support for that idea.
3. It will be organized clearly and logically.
4. It will show awareness of the conventions of standard written English.
5. It will be formatted or presented in an appropriate way.
Gordon Rule Assignments: Each of the following Gordon Rule Assignments are designed to fulfill the student’s requirement to the Gordon Rule. Failure to complete any of these assignments automatically makes it impossible for the student to pass the course with a grade of ‘C’ or better.
Assignment One: Essay Exam #1 - Narrative In-Class Essay-
Students will be presented with a question that must be answered in a manner that details the sequence and causality of an overarching aspect of the covered material. For full credit, students must demonstrate a command of the dates, names of people, places, and significant events that are pertinent to the material in question. Essay Length: 1,500 words
Students will be presented with a question that must be answered in a manner that details the sequence and causality of an overarching aspect of the covered material. For full credit, students must demonstrate a command of the dates, names of people, places, and significant events that are pertinent to the material in question. Essay Length: 1,500 words
Assignment Two: Essay Exam #2 - Comparison In-Class Essay-
Students will be presented with a question that must be answered in a manner that demonstrates the student’s ability to analyze complex ideas by comparing two excerpts from selected historical sources. For full credit, students must also demonstrate a command of the dates, names of people, places, and significant events that are pertinent to the material in question. Essay Length: 1,500 words
Students will be presented with a question that must be answered in a manner that demonstrates the student’s ability to analyze complex ideas by comparing two excerpts from selected historical sources. For full credit, students must also demonstrate a command of the dates, names of people, places, and significant events that are pertinent to the material in question. Essay Length: 1,500 words
Assignment Three: Research Paper - Newspaper Coverage Analysis Essay-
In consultation with the professor, students will first choose a historical event, personality, or idea to research. Students will then research how their chosen topic was covered in the press media by the direct analysis of newspaper and magazine articles in contemporary publications to the topic. For full credit, students must also demonstrate a respect for proper research techniques, judgment in source selection, and a command of the formatting standards for writing in the field of History. Essay Length: 6 pages - Typed
In consultation with the professor, students will first choose a historical event, personality, or idea to research. Students will then research how their chosen topic was covered in the press media by the direct analysis of newspaper and magazine articles in contemporary publications to the topic. For full credit, students must also demonstrate a respect for proper research techniques, judgment in source selection, and a command of the formatting standards for writing in the field of History. Essay Length: 6 pages - Typed
Assignment Four: Essay Exam#3 - Argumentative In-Class Essay-
Students will be presented with a question that must be answered in a manner that demonstrates the student’s ability to formulate and maintain an argument, support that argument with evidence drawing from the historical record, and arrive at an unambiguous conclusion. For full credit, students must also demonstrate a command of the dates, names of people, places, and significant events that are pertinent to the argument. Essay Length: 1,500 words
Students will be presented with a question that must be answered in a manner that demonstrates the student’s ability to formulate and maintain an argument, support that argument with evidence drawing from the historical record, and arrive at an unambiguous conclusion. For full credit, students must also demonstrate a command of the dates, names of people, places, and significant events that are pertinent to the argument. Essay Length: 1,500 words
Grade Policy: Grades are determined by points earned in three exams, six quizzes, and one Research Project.
Essay Exams 100pts/ea x (3) = 300pts
Quizzes 25pts/ea x (6) = 150pts
Research 50pts/ea x (1) = 50pts
Total Points = 500pts
Essay Exams 100pts/ea x (3) = 300pts
Quizzes 25pts/ea x (6) = 150pts
Research 50pts/ea x (1) = 50pts
Total Points = 500pts
Grading Scale: This course will be scored using the 10 point grading scale as follows:
By Points | By Percentage | Letter Grade |
450-500 | 90%-100% | A |
400-449.9 | 89.9%-80% | B |
350-399.9 | 79.9%-70% | C |
300-349.9 | 69.9%-60% | D |
Less than 300 pts | Less than 60% | F |
PROCEDURES:
Email: 1) All emails should contain the class prefix/number on the subject line (ie: EUH2000,AMH 2010, WOH2022). 2) All emails must be signed with your first and last name. 3) Under no circumstances will any assignment be accepted by email.
Email: 1) All emails should contain the class prefix/number on the subject line (ie: EUH2000,
Attendance: Although attendance will not be regularly taken, it is mandatory and extremely important to your grade. Students who miss class for whatever reason will NOT be excused from assigned work and its due dates. Missed lectures are also the responsibility of the absent student.
Make-Up Work: There are no make-ups for quizzes. A missed quiz automatically earns ZERO points. If you should happen to miss an exam, a make-up exam can be scheduled with prior arrangement.
Extra Credit: From time to time an extra credit assignment may be extended to the class at the discretion of the professor. By policy, all extra credit assignments will be made available to the entire class, there will NOT be any extra credit given to individual students.
History Majors: Every student majoring in History is required to compile and hand-in a portfolio of their cumulative written works from of all their history classes before graduation. Therefore majors in History, and those who think they may later switch disciplines to History should take care to preserve their written graded work.
Academic Dishonesty: All forms of academic dishonesty are obviously prohibited at UCF. Academic dishonesty includes, but is not limited to, plagiarism, cheating, furnishing false information, forgery, alteration or misuse of documents, misconduct during a testing situation, and misuse of identification with intent to defraud or deceive. Students shall take special notice that the assignment of course grades is the responsibility of the professor. When the professor has reason to believe that an act of academic dishonesty has occurred, and before sanctions are imposed, the student shall be given informal notice and an opportunity to be heard by the professor. Any student determined by the professor to have been guilty of engaging in an act of academic dishonesty shall be subject to a range of academic penalties as determined by the professor. These penalties may include, but may not be limited to, one or more of the following:
--loss of credit for an assignment, examination, or project;
--reduction in the course grade;
--or a grade of “F” in the course.
Students guilty of engaging in a gross or flagrant act of academic dishonesty or repeated instances of academic dishonesty may also be subject to administrative and/or disciplinary penalties that may include a warning, probation, suspension, and/or expulsion from UCF and the State of Florida University System.
--loss of credit for an assignment, examination, or project;
--reduction in the course grade;
--or a grade of “F” in the course.
Students guilty of engaging in a gross or flagrant act of academic dishonesty or repeated instances of academic dishonesty may also be subject to administrative and/or disciplinary penalties that may include a warning, probation, suspension, and/or expulsion from UCF and the State of Florida University System.
Disclaimer: Changes to this syllabus may be made at the discretion of the professor.
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