Course

Participate actively in an informed manner (meaning having done the relevant reading and assignments before class) in classroom discussions

Take true-false, multiple choice and short answer quizzes on assigned readings and material covered in lectures

Post four responses to reading assignments and lectures (each response being to a different assignment or lecture) and two responses to other students comments on the course discussion forum on Blackboard

Write three double-entry journals one on each of the novels assigned for the course

Write two invented dialogues

Select a book, exhibit or musical performance from approved lists to review.

Prepare a bibliography of sources for use in a scholarly review essay on the selected book, musical performance or exhibit/group of artworks.

Write a scholarly review on the selected book, musical performance or exhibit/group of artworks.

Write two take-home essay exams defending or refuting a historical argument

Attend and actively participate in an informed manner in the discussion during each of the three classes devoted one each to the three novels assigned for the course.

Each post on the reading assignments or lectures is a minimum 200-words and each post relates to a different assignment or lecture. Each post responding to other students' posts is at least 100 words.

Each of the three excerpts you select to respond to in each double-entry journals is from the pages of the novel identified by the instructor and you explain why you chose those excerpts and what made them particularly meaningful, personally significant on controversial for you, and details your reactions to the excerpts – your agreements, disagreements, questions, etc. Each journal is submitted on the day of the mandatory in-class discussion of that novel.

Each invented dialogues is 10-20 lines long, is invented out of whole cloth, conveys what you think women in that time and place would have said to each other, and captures the women's experience, personalities and the context in which they were living. Each dialogue is submitted on the day identified in the syllabus.

The book, exhibit or musical performance you select is on the approved reading, performance and exhibit/artwork lists on Blackboard, the selection is submitted on time and has your name on the paper.

Each book review essay bibliography includes 2 scholarly book reviews and an entry for the book. Each exhibit/group of artworks review bibliography includes 2 scholarly articles on the artists or the kind of artworks, 1 scholarly article on the culture artworks were created in during the time period the artworks were created, and entries for the exhibit or the individual artworks. Each musical performance review bibliography for a musical performance: 2 scholarly articles on the composer or the works being performed, 1 scholarly article on the culture the music was composed in or the culture of the audience the music was composed for and an entry for the performance reviewed. All entries on all bibliographies are from Madison College library databases or accessible through interlibrary loan, are in prescribed citation style and not from banned sources. Your bibliography is submitted in one of the prescribed ways on time.

Your review essay is 5-pages long; is formatted in accord with the detailed instructions posts on Blackboard; includes a cover page containing the required information; includes citations in the approved format; is grammatically correct; uses crisp, clear language; includes a thesis statement, topic sentences and a conclusion; uses evidence and examples to effectively support your arguments and conclusions; summarizes and analyses the book's thesis, your thesis in the case of an art review or the performance's main thesis or main historical significance; and analyzes, assesses and evaluates the book, artwork or performance. Is submitted in one of the prescribed manners on time.

Each take-home exam essays is 4-pages long: is formatted in accord with the detailed instructions posted on Blackboard; includes a cover page containing the required information; includes citations in the approved format; defends or refutes one of the arguments offered by the instructor (not one you would like to respond to); is grammatically correct; uses clear, crisp language; uses evidence and examples from the course readings, lectures and class discussions to effectively support your arguments and conclusions; includes a crystal-clear thesis statement, topic sentence and a conclusion; and is submitted in one of the prescribed manners on time.

Participate actively in an informed manner (meaning having done the relevant readings and assignments before class) in classroom discussion of the Mitochondrial Eve concept, the process for identifying foremothers of all European alive today, prehistoric hunter-gatherer women's life experiences, prehistoric women's life experiences in a Eurasian village, prehistoric women's life experiences in a Eurasian urban community, and prehistoric gender identity

Take true-false, multiple choice and short answer quizzes on reading assignments, lectures and class discussions and activities related to the prehistoric period

Write mid-term take-home exam essay that includes the option of defending or refuting a historical argument related to the material discussed and the readings associated with the prehistoric period

Exchange information and ideas informed by the assigned readings and lectures on the prehistoric period with fellow students and the instructor in at least two of these classes

Answer 60% or more -- with the emphasis on the "or more" -- of the questions on the quiz(zes) including questions drawn from the assigned readings, lectures and class discussions and activities related to the prehistoric period.

If you chose to defend or refute a historic argument in the mid-term take-home exam that relates to the prehistoric period or the material assigned and presented in relation to discussions of that period, the essay is 4-pages long; is formatted in accord with the instructions posted on Blackboard; includes a cover page containing the required information; includes citations in the approved format; defends or refutes the argument offered by the instructor (not one of you would like to respond to); is grammatically correct; uses clear crisp language; uses evidence and examples from the curse readings, lectures and class discussions to effectively support your argument ad conclusion; includes a crystal-clear thesis statement, topic sentences and a conclusion; and is submitted in one of the prescribed manners on time.

Participate actively in an informed manner (meaning having done the relevant readings and assignments before class) in classroom discussions of the six ancient societies covered in the course: Greek (including Mycenaean, Dark Ages, Archaic, Classical and Hellenistic), Roman (starting with the city state and going through the fall of the empire), Indian (including Indus River Civilization, Vedic and Gupta), Meso-American (including Classical Maya through 900 even though that is past the end of the ancient period in Eurasia), Arabian (until Muhammad's birth) and premodern Southeast Asian

Write an invented dialogue between a Hindu woman and a Buddhist woman in Gupta India

Take true-false, multiple choice and short answer quizzes on reading assignments, lectures and class discussions and activities related to ancient societies

Write mid-term take-home exam essay that includes the option of defending or refuting a historical argument related to the material discussed and the readings associated with ancient societies

Exchange information and ideas informed by the assigned readings and lectures on ancient societies with fellow students and the instructor in at least four of these classes

Your invented dialogue is 10-20 lines long; is invented out of whole cloth; conveys what you think a Hindu and a Buddhist woman in Gupta India would have said to each other; captures women's experience, personalities and the context of Gupta India; and is submitted on the day identified in the syllabus.

Answer 60% or more -- with the emphasis on the "or more" -- of the questions on the quiz(zes) including questions drawn from the assigned readings, lectures and class discussions and activities related to ancient societies

If you chose to defend or refute a historic argument in the mid-term take-home exam that relates to ancient societies or the material assigned and presented in relation to discussions of that period, the essay is 4-pages long; is formatted in accord with the instructions posted on Blackboard; includes a cover page containing the required information; includes citations in the approved format; defends or refutes the argument offered by the instructor (not one of you would like to respond to); is grammatically correct; uses clear crisp language; uses evidence and examples from the curse readings, lectures and class discussions to effectively support your argument ad conclusion; includes a crystal-clear thesis statement, topic sentences and a conclusion; and is submitted in one of the prescribed manners on time.

Participate actively in an informed manner (meaning having done the relevant readings and assignments before class) in classroom discussions of the six early modern societies covered in the course: Chinese (including Tang, Song and Ming periods), Aztec, Islamic, Southeast Asian, North American, and European in the early, middle and late Middle Ages.

Take true-false, multiple choice and short answer quizzes on reading assignments, lectures and class discussions and activities related to the early modern period

Write final take-home exam essay that includes the option of defending or refuting a historical argument related to the material discussed and the readings associated with the early modern period

Exchange information and ideas informed by the assigned readings and lectures on early modern societies with fellow students and the instructor in at least seven of these classes

Answer 60% or more -- with the emphasis on the "or more" -- of the questions on the quiz(zes) including questions drawn from the assigned readings, lectures and class discussions and activities related to the early modern period

If you chose to defend or refute a historic argument in the final take-home exam that relates to early modern societies or the material assigned and presented in relation to discussions of that period, the essay is 4-pages long; is formatted in accord with the instructions posted on Blackboard; includes a cover page containing the required information; includes citations in the approved format; defends or refutes the argument offered by the instructor (not one of you would like to respond to); is grammatically correct; uses clear crisp language; uses evidence and examples from the curse readings, lectures and class discussions to effectively support your argument ad conclusion; includes a crystal-clear thesis statement, topic sentences and a conclusion; and is submitted in one of the prescribed manners on time.

Participate actively in an informed manner (meaning having done the relevant readings and assignments before class) in classroom discussions of 17th and 18th century societies in Asia (focusing on Qing China and Tokugawa Japan), Europe, Africa, the Middle East (Including the Ottoman Empire), Meso-America, and North and South America.

Participate actively in an informed manner (meaning having done the relevant readings and assignments before class) in classroom discussions during each of the three classes devoted to the three novels assigned for the course, which are all set in the 17th century

Write three double-entry journals, one on each of the novels assigned for the course

Write an invented dialogue between an Asian, a European and an American woman who lived simultaneously between 1600 and 1800

Take true-false, multiple choice and short answer quizzes on reading assignments, lectures and class discussions and activities related to 17th and 18th century societies in Asia, Europe, Africa, the Middle East, Meso-America, and North and South America

Write final take-home exam essay that includes the option of defending or refuting a historical argument related to the material discussed and the readings associated with the 17th and 18th centuries

Exchange information and ideas informed by the assigned readings and lectures on 17th and 18th century societies with fellow students and the instructor in at least six of these classes

Answer 60% or more -- with the emphasis on the "or more" -- of the questions on the quiz(zes) including questions drawn from the assigned readings, lectures and class discussions and activities related to 17th and 18th century societies

Your invented dialogue is 10-20 lines long; is invented out of whole cloth; conveys what you think an Asian, American and European women living simultaneously between 1600 and 1800 would have said to each other; captures women's experience, personalities and the context they were living in; and is submitted on the day identified in the syllabus.

If you chose to defend or refute a historic argument in the final take-home exam that relates to 17th or 18th century societies or the material assigned and presented in relation to discussions of that period, the essay is 4-pages long; is formatted in accord with the instructions posted on Blackboard; includes a cover page containing the required information; includes citations in the approved format; defends or refutes the argument offered by the instructor (not one of you would like to respond to); is grammatically correct; uses clear crisp language; uses evidence and examples from the curse readings, lectures and class discussions to effectively support your argument ad conclusion; includes a crystal-clear thesis statement, topic sentences and a conclusion; and is submitted in one of the prescribed manners on time.

Attend and actively participate in an informed manner in the discussion during each of the three classes devoted one each to the three novels assigned for the course by exchanging information information and ideas with fellow student and the instructor at least twice during each of these book discussion classes

Each of the three excerpts you select to respond to in each double-entry journals is from the pages of the novel identified by the instructor and you explain why you chose those excerpts and what made them particularly meaningful, personally significant on controversial for you, and details your reactions to the excerpts – your agreements, disagreements, questions, etc. Each journal is submitted on the day of the mandatory in-class discussion of that novel.

Write two take-home essay exams defending or refuting a historical argument

Write a scholarly review of a book, exhibit or concert

Each essay states clearly whether you are defending or refuting the argument

Each essay uses specific evidence drawn only from course readings, lectures, discussions and class activities including videos to support your position. Wikipedia and other similar sources are not acceptable sources for these essays.

Each essay documents sources of evidence in footnotes formatted as explained and demonstrated in the take-home essay exam instruction on the courses Blackboard site

Each essay is 4 pages long, double-spaced in 10pt Times New Roman type using Microsoft Word's standard margins

Both essays and the review use correct grammar and punctuation

Both essays and the review have topic sentences and paragraphs, an introduction and conclusion

The book, exhibit or concert is from the lists of approved books, exhibits and concerts in the course's Blackboard site. To review a book, exhibit or concert that is not on the list the explicit, advance approval of the instructor is required.

A book review uses at least two scholarly reviews from the acceptable sources identified in the review instructions in the course's Blackboard site as sources in the essay

An exhibit or concert review uses at least two scholarly articles from the acceptable sources identified in the review instructions in the course Blackboard site as sources in hte essay

The review must be 5-pages long, double spaced in 10 pt. Times New Roman tyoe using Microsoft Word's standard margins

The review documents the ideas of others, quotations, etc. using footnotes written in the Chicago Manual of Style format illustrated in the review instructions in the course's Blackboard site

Take true-false, multiple choice and short answer quizzes that include questions on reading assignments

Use evidence drawn from course reading assignments in writing two take-home essay exams defending or refuting a historical argument

Write a scholarly review that includes the option of evaluating a book

Exchange ideas and information informed by your reading of the three novels assigned for the course with fellow students and the instructor in all three classes devoted to the novels, one for each novel

Each take-home exam essay uses specific evidence and examples from the course readings

If you chose to review a book, your essay analyses and evaluates the book (and does not just recount what the book said), analyses the book's thesis, includes a crystal-cleer thesis statement and uses specific evidence and examples from the book to support your arguments and conclusions

If you chose to review a book, your review essay compares your analysis to that of at least two scholarly book reviews from the acceptable sources identified in the the review instructions on Blackboard and uses these reviews by others as sources in the essay

If you chose to review a book, the book is from the list of approved books in the course's Blackboard site

Participate actively in an informed manner (meaning having done the relevant readings and assignments before class) in classroom discussions based of visual material from the cave paintings at Lascaux, France, through the Neoclassicism of Enlightenment Europe but also including art from the Americas, Asia, Africa and the Middle East.

Take true-false, multiple choice and short answer quizzes that include questions on visual materials examined or discussed in the course

Use evidence drawn from examination and discussion of visual materials in writing two take-home essay exams defending or refuting a historical argument

Write a scholarly review that includes the option of evaluating an exhibit or individual artworks

Each take-home exam essay uses, where applicable, specific evidence from visual materials discussed in class in supporting or refuting arguments

If you chose to review an exhibit or individual artworks, the exhibit or artworks is on the list of approved visual materials in the course's Blackboard site

If you chose to review and exhibit or individual artworks, your review essay draws upon 2 scholarly articles on the artists or the kind of artworks being reviewed and one scholarly article on the culture in which the artworks were created during the time period in which the artworks were created

If you chose to review an exhibit or individual artworks, your review essay assesses; analyzes and evaluates the artwork; includes a crystal-clear thesis statement; summarizes the artists' or the case of an exhibit the curator's thesis and evaluates if they achieved their own stated intentions; and considers the context in which the artwork was created, the purpose it might have served, whether the work was meant for one person or family's eyes or for the public, the physical condition in which the work survived; and when, where and by whom the piece was made and the title.

Participate actively in an informed manner (meaning having done the relevant readings and assignments before class) in classroom discussions related to scientific data from, but not limited to, the findings and reasoning of geologists, geographers, climatologists, geneticists, botanists, ecologists, forensic scientists, and zoologists.

Take true-false, multiple choice and short answer quizzes that include questions on scientific data examined or discussed in course

Use evidence drawn from examination and discussion of scientific data in writing two take-home essay exams defending or refuting a historical argument

Each take-hom exam essay uses, where applicable, specific evidence from scientific data discussed in lass in supporting or refuting arguments

Write two take-home essay exams defending or refuting a historical argument

Write a scholarly review of a book, exhibit or musical performance

Write two invented dialogues featuring women who lived between 320 BCE and 1800 CE in various parts of the world

Each invented dialogue is 10-20 lines long; is invented out of whole cloth; conveys what you think the featured women living simultaneously would have said to each other; captures women's experience, personalities and the context they were living in; and is submitted on the day identified in the syllabus

The book, exhibit or musical performance you select to review is on the approved reading, performance and exhibit/artwork lists on Blackboard, the selection is submitted on time and has your name on the paper.

Each book review essay bibliography includes 2 scholarly book reviews and an entry for the book. Each exhibit/group of artworks review bibliography includes 2 scholarly articles on the artists or the kind of artworks, 1 scholarly article on the culture artworks were created in during the time period the artworks were created, and entries for the exhibit or the individual artworks. Each musical performance review bibliography for a musical performance: 2 scholarly articles on the composer or the works being performed, 1 scholarly article on the culture the music was composed in or the culture of the audience the music was composed for and an entry for the performance reviewed. All entries on all bibliographies are from Madison College library databases or accessible through interlibrary loan, are in prescribed citation style and not from banned sources. Your bibliography is submitted in one of the prescribed ways on time.

Your review essay is 5-pages long; is formatted in accord with the detailed instructions posts on Blackboard; includes a cover page containing the required information; includes citations in the approved format; is grammatically correct; uses crisp, clear language; includes a thesis statement, topic sentences and a conclusion; uses evidence and examples to effectively support your arguments and conclusions; summarizes and analyses the book's thesis, your thesis in the case of an art review or the performance's main thesis or main historical significance; and analyzes, assesses and evaluates the book, artwork or performance. Is submitted in one of the prescribed manners on time

Each take-home exam essays is 4-pages long: is formatted in accord with the detailed instructions posted on Blackboard; includes a cover page containing the required information; includes citations in the approved format; defends or refutes one of the arguments offered by the instructor (not one you would like to respond to); is grammatically correct; uses clear, crisp language; uses evidence and examples from the course readings, lectures and class discussions to effectively support your arguments and conclusions; includes a crystal-clear thesis statement, topic sentence and a conclusion; and is submitted in one of the prescribed manners on time.

Respond respectfully to other students posts on the assigned readings in the course's discussion forum on Blackboard with opinions based on the readings, lectures and class discussions

Exchange information and ideas informed by the assigned readings and lectures abut the course with fellow student and instructor

Respond respectively to two other student's discussion forum posts with two, at least 100-word, posts

Exchange information and opinions informed by lectures, assigned readings and course discussions with other students and the instructor in 30% of the classes

Serve as the recorder of group discussion and report to the entire class for at least one in-class group activity