Dates: August 31 to December 17
Instructor: Brian Waddington
Phone: 626-857-4039
E-mail: bwaddington@citruscollege.edu
Course Text: James J. Rawls and Walton Bean, California: An Interpretive History, 9th ed., (2006)
Office Hours: CI 124, Monday & Wednesday: 11:00-1:00 Tuesday & Thursday: 10:00-11:15 & 2:30-3:00
COURSE DESCRIPTION
This course is a survey of the political, social and economic development of the State of California from pre-Columbian American Indian communities and early Spanish settlements to the present. A synthesis of multiple academic disciplines will be utilized to understand the dynamics of economic, political and social change in this period. Among the topics the course will cover are: California geography and Indian cultures, the Spanish mission system and the development of Californio culture, California's entry into the United States, the role of big business, technology and government in California development and the experiences of and relationships among California's diverse communities.
LEARNING OBJECTIVES
To develop a better knowledge and understanding of important developments, events and individuals in California history. To develop and improve important college skills such as reading comprehension, critical thinking and effective verbal and written communication. To develop a better understanding and awareness of California's multicultural heritage. To develop a better understanding of the nature of the relationship between people and the historical process. To acquire a better understanding of historiography.
COURSE REQUIREMENTS
Basic course work: Basic course work consists of approximately ten mini-lecture assignments, one midterm essay and a final examination. The information students are responsible for is based on course readings, lectures, videos and discussions. Students should not go outside of the course information to respond to essay or mini-lecture topics. The essays will be assessed on the quality of content, analysis and organization. Completion of English 100 or equivalent is recommended. Students should notify the instructor if any extra accommodations are needed to enable success.
PARTICIPATION
Students will also receive an assessment on their participation. The on-line course should not be approached as a correspondence course, but rather should be engaged in as an interactive experience much like a classroom setting. Participation is achieved through asynchronous discussion board postings. Participation points will be primarily assessed on the quality and quantity of the student's work. Any anticipated prolonged absence from course work or participation should be reported to the instructor as soon as possible.
GRADE POLICY AND SCALE
On-line Basic Assignments Maximum Possible Points
Mini-Lecture Exercises 10@10=100
Final Exam Essay 20
Participation 30
Grade Scale A= 150-135 B= 134-120 C= 119-105 D= 104-90 F= Below 90