History 112

History 112

World Civilization Post
1500

Dr. Doug Campbell, docampbell@nvcc.edu
Office Hours in LC-320: Mondays and Wednesdays, 9:30-11am, 12:30-1:00 pm; Tuesdays and Thursdays 3-4 pm

Office Hours via Zoom Appointment: Tuesdays and Thursdays, 10 am-2 pm,

Email me at least 24 hours in advance to schedule an appointment if you need to consult during office hours.

Note: This is a "Hybrid" online class, which means that half of the class sessions will be conducted on Thursday evenings at 7 pm through a synchronous Zoom session, while the other half will feature asynchronous online activities such as online documentary viewings and discussion board posts which can be completed at any point before the specified due date.

Welcome

Themes

Readings

Grading and Due Dates

Expectations

Description of Course Elements

Course Schedule

Welcome to History 112

You just happen to be lucky enough to have enrolled in a class on the history of the world. Seriously. History is enormously interesting, and I love teaching it. If I do my job correctly, you will love learning about it. And of course, not only is history fascinating, but it's also valuable in an intellectual sense. Learning about how people lived in the past can help broaden your horizons, making your outlook less parochial and more cosmopolitan. It's sort of like traveling to a foreign country without the discomfort of a long, uncomfortable plane ride. History, of course, can also inform your understanding of the present by showing you the deeper roots of problems and trends in the contemporary world. And finally, a well-taught history course is chock full of practice in all sorts of useful skills that employers are interested in, such as critical thinking, analyzing documents, and crafting well-written arguments based on evidence. So history can be fun, can enrich your intellectual life, and make you more money. What could be more awesome?

One thing to keep in mind with this course, however, is the fact that learning is not a spectator sport. You can't just sit back passively and expect to get anything near the full benefit of this class. You need to be actively engaged in your own education. I certainly have to play my part, and I promise to do my best to present an interesting and dynamic class which offers you all sorts of opportunities to learn cool stuff. The actual learning is your job, though. To put it another way, I can cook the most delicious banquet imaginable, and set the table in the most attractive way possible, piling it high with all sorts of fabulous delicacies. But in the end, you're the one who actually has to eat the meal. So if you're going to take this class, I'll ask you to make a conscious decision to engage in all of the opportunities available to you, and to commit to coming to all of the class sessions, to participating in an active and thoughtful manner in all of our class discussions, to completing all of the assigned readings, and to submitting all of the required assignments. If you do, I promise it will be worth your while. Your place at the table is set, and you are invited....

Stuff the College makes me include:

Course Description: Surveys the history of Asia, Africa, Europe, and the Americas from approximately 1500 CE through the present. Lecture 3 hours per week. 3 credits. This is a Passport Transfer course.

General Course Purpose: HIS 112 surveys the general history of the world from approximately 1500 CE through the present and allows students to reach a basic understanding of the characteristic features of the world’s early historical development. Students will learn about important political, economic, social, intellectual, cultural and religious changes that shaped the world in this period of time. Connections and comparisons of human societies are made across space and time.

Course Prerequisite/Corequisite: None

Course Objectives: Upon completion the course, the student will be able to:

Written Communication

• Express an understanding of forces that foster global connections among places, persons, groups, and/or knowledge systems through written activities.

Critical Thinking

• Explain human and social experiences and activities from multiple perspectives from 1500 CE through the present.
• Compare and contrast multiple perspectives or theories on global processes and systems throughout time.
• Describe how global relations impact individual lives and the lives of others over time.
• Develop multiple historic literacies by analyzing primary sources of various kinds (texts, images, music) and using these sources as evidence to support interpretation of historical events.

The Sixteenth and Seventeenth Centuries: Suggested Context Trans-Oceanic and Trans-Continental Trade (ex. the Trans-Atlantic slave trade, Indian Ocean trade, Eurasian trade), Overseas Empires and Land-based Empires (ex. Spain, the Ottoman Empire, the Qing dynasty, Muscovy), The rise of the nation-state, Columbian Exchange, European Intellectual Movement

• Identify the causes of the rise of modern states.
• Analyze the development and impact of culture, economics, politics, society, technology, and religious and philosophical ideas.
• Compare and contrast global and trans-oceanic connections.
• Analyze complex primary and secondary sources.
• Identify trans-global systems.

The Long Eighteenth Century: Suggested Context The Enlightenment, The Age of Revolutions (ex. Latin America, Haiti, USA, France), Nationalism and national identities (ex. France, Latin America, North America, the Caribbean), The Qing Dynasty,

• Identify the causes of the rise of modern states.
• Analyze the development and impact of culture, economics, politics, society, technology, and religious and philosophical ideas.
• Compare and contrast global and trans-oceanic connections.
• Analyze complex primary and secondary sources.
• Examine the origins of nationalism and national identities.

The Nineteenth Century: Suggested Context The Race to Industrialization (ex. Europe, Asia, Latin America), Imperialism and Neo-Imperialism, Nationalism and national identities (ex. Italian and German unification), Resistance to Colonialism

• Analyze the development and impact of culture, economics, politics, society, technology, and religious and philosophical ideas.
• Compare and contrast global and trans-oceanic connections.
• Analyze complex primary and secondary sources.
• Examine the causes of and impact of industrialization and imperialism.
• Examine the continuation and growth of nationalism and national identities.

The Twentieth and Twenty-First Centuries: Suggested Context The World Wars, The Cold War, Anti-colonial movements (ex. India, China, Pan-Africanism, Latin America), Decolonization (ex. in Africa and Asia), Globalization

• Analyze the development and impact of culture, economics, politics, society, technology, and religious and philosophical ideas.
• Compare and contrast global and trans-oceanic connections.
• Analyze complex primary and secondary sources.
• Examine movements of decolonization, liberation movements and resistance to imperialism.

Major Topics to be Included:

The Sixteenth and Seventeenth Centuries
The Long Eighteenth Century
The Nineteenth Century
The Twentieth and Twenty-First Centuries

Themes

Our primary goal is to investigate what it means to be human by looking at what humans were like in the past. To that end, this class is going to use several themes as "lenses" through which to examine the human past. The themes are:

Government: What are the origins of human governments? What are the various forms that government has taken over the centuries? Which forms work best? Which are worst?

Gender: Are different social roles for men and women essential or arbitrary? How have human opinions on gender, marriage, and sexuality changed over time?

Race: What is race? Are the supposed distinctions between racial groups real or simply imagined? Why has racial thinking played such a significant role in the modern era? To what extent has racism served to justify prejudice and social inequality?

Social Class: Are inequalities in wealth and power an inherent part of human life or an evil to be overcome? On what basis should wealth and power be allocated?

There are of course plenty of other lenses through which to look at the past, but these are a good start and should give plenty of interesting questions to examine for one class.

Readings

You must have access to the following text:

Peter von Sivers, Charles A. Desnoyers and George B. Stow, Patterns of World History, volume 2, brief 4th edition, Oxford University Press, 2020, ISBN 9780197517048.
Previous editions of this textbook cover similar material and are probably an acceptable substitute, but students using older editions do so at their own risk.

We will be making use of various free online readings on a weekly basis. Make sure to regularly consult and keep up with the reading assignments described below in the Class Schedule.

Course readings should be completed BEFORE you log into the class for which they are assigned. It is especially important to read the primary sources assigned each week. Taking notes on them, marking the most important passages, and jotting down any questions you might have is highly encouraged.

Grading and Due Dates

Your overall grade for the class will consist of the following elements. No work for the course will be accepted after May 5 -- no exceptions!

Scores will be posted on Canvas, and will be accompanied by general comments about the strengths and weaknesses of your work. If you would like a more detailed description of aspects of the assignment which could be improved, just ask me and I will be happy to provide one.

Course Element	Points	Due Date
Attendance and Participation	10%	Every Class Session
First Movie Review Discussion Board Post	5%	1st Third of the Semester
Second Movie Review Discussion Board Post	5%	2nd Third of the Semester
Third Movie Review Discussion Board Post	5%	Last Third of the Semester
Eight Discussion Board Responses	5%	Variable
Source Criticism Paper (2 pages)	10%	Source Proposal due March 3 Finished Paper due March 10
Midterm Exam	10%	March 24
Annotated_Bibliography, Part 1	10%	April 14
Annotated_Bibliography, Part 2	10%	April 21
Research Project	25%	Topic Proposal Due February 25 Finished Project Due April 28
Final Exam	10%	May 5

Grading Scale

Percentage	Final Course Grade
Above 90%	A
80-89%	B
70-79%	C
60-69%	D
Below 60%	F

Expectations

You will need access to the internet and word processing software for this class. You should be familiar with using Canvas (the College's learning management system) in order to submit assignments and view your grades, and you should regularly check announcements posted to the course Canvas page and your NOVA email account, which are the only ways I have of getting in touch with you outside of class.

Guidelines for Conduct During Class Meetings

You are responsible for being present and attentive during class. Late arrival to class may result in being marked as absent for the class session.

Disruptive Behavior: Please be considerate. Disruptive behavior will not be tolerated. Private conversations during lecture or class discussions all distract and disturb your instructor and your classmates, and will count against your participation grade. Repeated instances of rude behavior may result your removal from the classroom. If you have a question or a comment on the course material, please raise your hand.

Announcements: If there is something I need to communicate to the class, I will post an announcement to the course Canvas page. It is the your responsibility to check the course's Canvas page and your College email account in a timely manner in order to receive information on the substitute assignment and when it is due. You should adjust the settings of your Canvas account to make sure that you are promptly notified.

Abuse: Any student who seems to be under the influence of alcohol or intoxicating drugs, or who is abusive or violent will be referred to the appropriate College authorities.

Course Content Warning: Lectures and course materials may contain disturbing content, including, but not limited to: violence, sexual assault, war crimes, genocide, mental or physical illnesses or disabilities, discrimination or persecution on the basis of gender, race, ethnicity, religion, and/or sexual orientation, etc. If you have been personally impacted by one or more of these topics and suffer from PTSD, please email the professor if you would like prior notification of lectures containing discussions of the effecting topics.

Accommodations: Students requiring special accommodations for assignments or exams should have the appropriate forms from the Disability Support Service (DSS). Forms should be given to me no fewer than 7 days before the date the assignment or exam requiring the accommodation is due, and preferably at the very beginning of the semester.

Guidelines for Written Work

Formatting: All written work should be double spaced, using 12 point Times New Roman font and one inch margins. All papers must be word processed and submitted through Canvas as files in .doc, .docx, .pdf, or .rtf format (no .pages format files, please). E-mail submissions will not be accepted. See this rubric for a more detailed description of how you will be graded.

Style and Grammar: All of your work for this class must present a main argument or thesis which addresses the question(s) posed by the assignment, should support that argument with evidence, and should be written in grammatical and stylistically correct English. Make sure to proofread and use spell-check. For information on writing papers for this class, make sure to read my Tips for History Papers page. You also might want to consult the following handy websites:

        NVCC Loudoun's Writing Center
        Patrick Rael, "Avoid Common Mistakes In Your History Paper"
        Steven Kreis, "Writing the Short Essay"

Citations: You MUST include a formal citation any time you refer to a specific passage in a text, even if you do not quote the text directly. The required method for citing sources in this class is the Chigago Manual of Style's format, which is the standard for the discipline of history. According to this format, at the end of any sentence or paragraph drawn from a specific part of a source, you insert superscript number which corresponds to a footnote at the bottom of the page with the appropriate bibliographic information. Number your footnotes consecutively. Consult the previous web link for more detailed information on citations in this format. You also might find these websites (https://libguides.nvcc.edu/ChicagoTurabian & https://www.plagiarism.org/article/what-are-footnotes) and this video on "How To Use Chicago-Style Footnotes In A History Paper" helpful. EVERY PAPER you complete for this class should include a bibliography at the end listing all of the sources you consulted (even if the list includes only one source). Your bibliography page does not count toward the page length of your assignment. Papers without appropriate Chicago-format footnotes will receive a 20% penalty.

Plagiarism: Plagiarized work will not be accepted for this class. Any student caught plagiarizing or cheating in this course will be subject to appropriate disciplinary action, including at a minimum no credit whatsoever for the assignment or exam in question. Procedures for disciplinary measures and appeals are outlined in the NOVA Student Handbook. Particularly flagrant instances of cheating or multiple instances of plagiarism may result in a grade of "F" for the course.

Please note that even copying a sentence or two from another source without citing it is enough to trigger a plagiarism penalty. Likewise, changing a word here or there from content which you copy is still plagiarism. Your work should be entirely in your own words except for the passages which you quote and appropriately cite.

For a bit more discussion on why you will probably get caught if you try to use the web to plagiarize, see "How Dumb Do They Think We Are?" by Jonathan Malesic. All of your papers for the class will be checked for plagiarism by Turnitin software.

A.I. Writing Tools: Various tools which use artificial intelligence to generate text suggest intriguing possibilities for the future of writing. Right now, however, they are fairly crude, and do not do a good job of producing well-written papers which fulfill the specifications of course assignments. Moreover, part of what you are here to do is to get some practice in how to write and think for yourself. Therefore, assignments which make use of A.I. generated content will not be accepted, and trying to use A.I. writing tools to substitute for your own writing will likely be a waste of your time. This policy includes writing assistance tools such as Grammarly-- please don't use them.

Late Work: Major assignments may be submitted for up to one week after the specified due date with a 10% late penalty. After one week, they will no longer be accepted (No exceptions!!!).

You cannot resubmit revised work for a higher score once it has been graded.

Guidelines for E-Mail Communication

The easiest way to contact me outside of class is through e-mail. In order to receive a response to your message, however, your e-mail must contain the following elements:

Your full name, the name of the class, and the day and time when it meets in the title of your message.
Appropriate salutations and signatures.
Correct grammar and punctuation.

Messages sent using "text-ese" or rude or abusive language will be ignored (b/c it makes u look ignorant d00d)!

I have on average between 150-200 students a semester, so you need to provide me with as much information as possible if you want a timely answer to your message. Please allow at least 48 hours before following up. If you haven't received a response within a couple of days, however, feel free to nag me.

Description of Course Elements

Attendance and Participation

Attendance Policy: Given the fact that participation is part of your grade, your attendance is expected at every class meeting. You are allowed two unexcused absence for the semester. You will only receive credit for attending a class session if you are present when I take roll at the beginning of class. Please note that you should definitely not come to class if you suspect you may have an infectious illness. Let me know and I can excuse the absence-- thanks!

Preparedness: You should make sure that you have completed the assigned readings and any required assignments before you log into the class meeting that week. You may be asked to discuss both readings and assignments, so you should have access to them during class either by bringing hard copies or through the use of any appropriate electronic device (NOTE: Smartphone screens are too small to really be useful for this purpose-- use a laptop or a tablet).

Participation: A portion of your grade will be determined by the degree to which you participate in the class discussions on the discussion readings (see Course Schedule). You should come to class each session having completed all the required readings and ready to discuss them. I reserve the right to give unannounced quizzes on any reading material for the week. Please make sure to adhere to the guidelines for class conduct. Behavior which distracts me and your classmates will count against your participation grade.

You are expected to treat your fellow students with respect and a spirit of generosity and good-will. If you have a problem with one of the other students that you are unable to resolve on your own, please contact the professor for guidance and assistance.

Group Leadership

Discussions in smaller groups will be a frequent feature of the class. At least once over the course of the semester, each student will serve as the leader of their group for class discussions. The group leader is responsible for noting which group members are present and participating in the discussion, and should help guide the group's conversation so that the form associated with that particular discussion has been completely filled out. The group leader will also share the group's findings with the rest of the class, if applicable, for that particular class session. Finally, the group leader should also turn in the appropriate completed form through Canvas at the end of the class session, and should submit a brief paragraph describing what they did to prepare and how they helped to facilitate the discussion.

Movie Review Discussion Board Posts

In addition to the class sessions, every week students will be asked to view various historical movies, and to participate in a series of online discussion boards. You must complete at least 3 in depth movie review discussion board postings (one for each third of the semester), and 8 shorter discussion board posts responding to your classmates reviews.

Filmmakers have mined historical events for inspiration, developed deeper insight into those specific time periods, and examined the personal stories present in all historical causation. The goal of these assignments is to assess the historical accuracy of a some of theses movies, how these films compare with the primary source documents we examine in class, and the material presented in the textbook. For each third of the semester, you will have to select a movie from the list provided and post an online discussion board review post of at least 400 words.

If you are not reviewing a movie for that particular week, you are required to reply to your fellow students with a 100-150 word post comparing and/or contrasting their interpretation with the movie you selected (only one student reply per hybrid movie assignment is necessary).

You also must upload a copy of your review post using the appropriate link under "Assignments" in Canvas so it can be checked for plagiarism and the use of A.I. Your assignment WILL NOT be graded until you have uploaded a copy of the review for a plagiarism check. I do not expect you to know all of the relevant historical nuances of a movie, therefore you will have to consult outside sources and resources in order to complete this assignment. You need to have at least three sources, not including the movie itself. Make sure you cite your sources properly, providing footnotes with links to legitimate websites and bibliography information. Do not plagiarize from the internet! Review posts without a works cited or bibliography WILL NOT be graded.

Your review post should contain the following analysis:

A brief summation of the movie (no longer than one paragraph in length)
How historically accurate was the plot (did these events actually take place as presented in the movie)?
How historically accurate were the characters (were they based on real people, or were they composites of multiple individuals)?
How do the events found in the movie reinforce or disregard themes found in the course lectures, the textbook, and the in-class primary source documents (point to specific examples to support your argument)?
How was the historical information presented (was it simply a backdrop for the story that the director wanted to tell, or was it essential)?

Most of the movies and documentaries are located in the following locations. I have tried to select resources which are available free of charge, but this was not always possible. You can rent or purchase the movies from some of the places listed below, as well. Some streaming services offer student discounts: you’re a student, use the discount!

I am not asking you, nor do I want you, to download illegal or pirated copies of the movies
NOVA Library Online – Films OnDemand, Kanopy, and Swank Digital Campus (https://www.nvcc.edu/library/) accessible on and off-campus with your myVCCS login
Your local library
Tubi
Freevee
Netflix
Amazon Prime
Disney+
Hulu
Peacock
Max (HBO Max)
iTunes
Paramount+
Google Play
OnDemand
YouTube
PBS's website
Your parents/neighbors/friends’ movie collection
If necessary, in-person NOVA Library at Loudoun – some single copies of some of the movies are available to be checked out for in-library use.

For the weeks in which you are not posting a movie review of your own, you should still watch at least one of the movies listed for the week. Additionally, you should respond to one of your classmates' review posts. Your response should be about 100-150 words long, and should provide the following analysis:

Compare and contrast your movie selection with the one selected by your classmate.
Do you agree/disagree with their interpretation of the historical evidence?
If you both selected the same movie, were there areas that you thought were important that were not covered?
If you selected different movies, what types of parallels exist between these two sources?

The movies available to watch this semester are listed below, along with the services on which they were available at the beginning of the semester. Unfortunately sometimes availability changes without notice, so make sure to double check the availability of the movie well in advance. You may also propose a movie that you think would be a good choice for reviewing-- send the professor a message explaining the alternate movie you propose to review, which you think it's relevant to that week's topic, and how it is available (ie, which streaming service, etc.)

Sign-up sheets for each third of the semester will be provided for students to select movies. No more than 3 students may review each movie and movie selection is available on a first come, first served basis.

These movies are a very mixed bag, ranging from shallow propaganda to some of the best films in the history of cinema. WARNING: Some of the them contain outmoded racist, sexist, and homophobic views. Some of them contain frank depictions of sexual assault, bigotry, oppression, war, murder, and genocide. Please make sure to do a quick internet search about the contents of these films if they depict situations you would find traumatic to view, and avoid watching those particular movies. It is your responsibility to check in advance to avoid content which you find objectionable.

List of Movies for the Semester

First Third of the Semester	Review Post Due Date	Response Due Date (only if you did not sign up for a review this week)
Week 2 Movies (Pre-Modern Empires): Seven Samurai (1954, dir. Akira Kurosawa, available free on Kanopy with a MyNOVA login) Taj Mahal (1963, dir. M. Sadiq, https://www.youtube.com/watch?v=KZUChE_wFJE-- Hindi without subtitles, https://www.youtube.com/watch?v=D-dhjqigdRU, russian dubbed with subtitles) Elizabeth (1998, dir. Shekhar Kapur, rent or buy online) The Turks Are Coming: Sword of Justice (2020, dir. Kamil Ayden, https://www.youtube.com/watch?v=x_YD4I6FVCk)	February 13	February 14
Week 3 Movies (Conquest of the Western Hemisphere) Aguirre, The Wrath of God (1972, dir. Werner Herzog, available free on Tubi) Dispute in Valladolid (1992, dir. Jean-Daniel Verhaeghe,https://www.youtube.com/watch?v=JOCDdikVRSo) Apocalypto (2006, dir. Mel Gibson, available free on Tubi) We Shall Remain, Part 1: After the Mayflower (2009, dir. Chris Eyre, available free on Kanopy with a MyNOVA login)	February 20	February 21
Week 4 Movies (The Slave Trade and the Atlantic World) The Black Swan (1942, dir. Henry King, https://www.youtube.com/watch?v=gwEG8sEscBQ) Sankofa (1993, dir. Haile Gerima, available on Netflix) Amistad (1997, dir. Steven Spielberg, available on Amazon Prime and Sling TV) 12 Years A Slave (2013, dir. Steve McQueen, available free on FilmsOnDemand with a MyNOVA login) Vazante (2017, dir. Daniela Thomas, available free on Tubi)	February 27	February 28
Week 5 Movies (Enlightenment and Revolutions) Danton (1983, dir Andrzej Wajda, https://www.youtube.com/watch?v=jpnT4xBr8-I) Amadeus (1984, dir. Milos Forman, rent or buy online) Quills (2000, dir. Philip Kaufman, available free on FilmsOnDemand with a MyNOVA login) Master & Commander (2003, dir. Peter Weir, available free on FilmsOnDemand with a MyNOVA login) Toussaint Louverture (2012, dir. Philippe Niang, https://www.youtube.com/watch?v=gau8RGiT5Do)	March 5	March 6

Second Third of the Semester	Review Post Due Date	Response Due Date (only if you did not sign up for a review this week)
Week 6 Movies (Industrialization) Modern Times (1934, dir. Charlie Chaplin, available free on Kanopy with a MyNOVA login) Germinal (1993, dir. Claude Berry, available free on Tubi) The Young Marx (2017, dir. Raoul Peck, available free on Tubi) Peterloo (2018, dir. Mike Leigh, available free on Freevee and Amazon Prime)	March 19	March 20
Week 7 Movies (Neo-Imperialism) Clive of India (1935, dir. Richard Boleslawski, https://www.youtube.com/watch?v=2gUkBja_S6E) Lawrence of Arabia (1962, dir. David Lean, https://www.youtube.com/watch?v=d9boARnzvG8) The Man Who Would Be King (1975, dir. John Huston, available free on Tubi) Zulu Dawn (1979, dir. Douglas Hickox, available free on Tubi) Amigo (2011, dir. John Sayles, https://www.youtube.com/watch?v=S6eBb9K4CH0)	March 26	March 27
Week 8 Movies (Culture & Identity in the Early 20th Century) All Quiet on the Western Front (1930, dir. Lewis Milestone, available free on Tubi) Viva Zapato (1952, dir. Elia Kazan, available free on FilmsOnDemand with a MyNOVA login) Paths of Glory (1957, dir. Stanley Kubrick, available free on Tubi) Fiddler on the Roof (1971, dir. Norman Jewison, available free on Tubi) The Grand Budapest Hotel (2014, dir. Wes Anderson, available free on FilmsOnDemand with a MyNOVA login) Dance of the 41 (2020, dir. David Pablos, available of Netflix)	April 2	April 3
Week 9 Movies (Communist Revolutions) Battleship Potemkin (1923, dir. Sergei Eisentstein, available free on Kanopy with a MyNOVA login) Dr. Zhivago (1965, dir. David Lean, available free on Tubi) The Killing Fields (1984, dir. Roland Joffé, available free on Swank Digital Campus with a MyNOVA login) The Last Emperor (1987, dir Bernardo Bertolucci, available on Max) Mao's Last Dancer (2009, dir. Bruce Beresford, available free on Tubi) The Death of Stalin (2017, dir. Armando Iannucci, available free on Tubi)	April 9	April 10

Last Third of the Semester	Review Post Due Date	Response Due Date (only if you did not sign up for a review this week)
Week 10 Movies (World War II) Children of Hiroshima (1952, dir. Kaneto Shindo, available free on Tubi) The Pianist (2002, dir. Roman Polanski, available free on Tubi) Downfall (2004, dir. Oliver Hirschbiegel, available free on Tubi) Letters From Iwo Jima (2006, dir. Clint Eastwood, rent or buy online) Pan’s Labyrinth (2006, dir. Guillermo del Toro, rent or buy online) The Imitation Game (2014, dir. Morten Tyldum, available on Tubi and Netflix)	April 16	April 17
Week 11 Movies (Decolonization) The Battle of Algiers (1967, dir. Gillo Pontecorvo, available free on Kanopy with a MyNOVA login) Touki Bouki (1973, dir. Djibril Diop Mambéty, available free on Kanopy with a MyNOVA login) Indochine (1992, dir. Régis Wargnier, rent or buy online) Rabbit-Proof Fence (2002, dir. Phillip Noyce, available free on Swank Digital Campus with a MyNOVA login) The Motorcycle Diaries (2004, dir. Walter Salles, https://www.youtube.com/watch?v=WNgAOzJQqfc) Mandela: Long Walk to Freedom (2013, dir. Justin Chadwick, available free on Tubi)	April 23	April 24
Week 12 Movies (The Cold War) The Third Man (1949, dir. Carol Reed, available free on Tubi) Dr. Strangelove (1964, dir. Stanley Kubrick, available on Max) Fail Safe (1964, dir. Sidney Lumet, available free on Swank Digital Campus with a MyNOVA login) The Spy Who Came In From The Cold (1965, dir. Martin Ritt, available free on Pluto TV) Atomic Blonde (2017, dir. David Leitch, rent or buy online)	April 30	May 1
Week 13 Movies (Pre-Millennial Tensions) El Norte (1983, dir. Gregory Nava, available free on Pluto TV) Do The Right Thing (1989, dir. Spike Lee, available free on Swank Digital Campus with a MyNOVA login) Office Space (1999, dir. Mike Judge, available on Max) Hotel Rwanda (2004, dir. Terry George, available free on Tubi) Slumdog Millionaire (2008, dir. Danny Boyle, availble on Hulu) Omar (2013, dir. Hany Abu-Assad, available free on Tubi)	May 4	May 5

Source Criticism Paper

You should select a website dealing with the topic you are using for your Research Project and compare it to a scholarly article written within the past 50 years on the same basic subject from a history-focused scholarly journal (see below for more detailed information on how to find a scholarly journal article). Then in a 2 page, double-spaced paper write a comparative analysis of the two articles as sources of historical information. Websites should contain original content, and cannot be primary source documents, encyclopedia/Wikipedia articles, or reprints of articles published elsewhere. These two sources must be approved by the professor before you can proceed any further with this assignment. Your proposed sources for the Source Criticism Paper should be uploaded for approval using this form. Make sure to check the professor's feedback to see if your sources were approved, or if you need to resubmit the form.

Once your sources are approved, you should write a paper at least two double-spaced pages long with a main argument which answers this major question: "Which of these sources is more useful to a scholar researching this particular subject?" Your analysis also ought to address the following secondary questions:

Is the author of each article identified? If so, what is his or her level of expertise with the subject matter?
What is the main argument of each source? (note, this is not the same thing as a simple description of the subject matter-- what is the author trying to say about this subject?)
Does each article specify its evidence or sources of information? If so, what sorts of evidence are cited?
Given what you know about the subject matter from reading your textbook and attending class, how reliable and accurate is each article?

You should mention the title of the website and the title of the article, the name of the journal, and the name of the author of the scholarly journal article in the introduction of your paper. You should also include the full bibliographic citations for each in a bibliography page.

Please follow the guidelines for written work in this class, and make sure to check the "Tips for History Papers" page before turning in your final draft. See this rubric for a more detailed description of how you will be graded.

How To Find A Scholarly Journal Article:

This video walks you through the process of finding a scholarly journal article using the NOVA Library and JSTOR: How to Find a Scholarly Journal Article

A scholarly journal is a periodical which contains research-based articles and reviews by established scholars in a given field. These sorts of journals are geared towards a professional or academic audience, and are intended to serve as an intellectual resource rather than to earn a profit for the publisher. In order to have an article published in a scholarly journal, an author must submit it to the editorial board of the journal first. The editors then will have the prospective article reviewed by other scholars in the field. Only an article which passes through this process of evaluation by recognized experts ("peer review") can be published in a scholarly journal. All scholarly journal articles meticulously document their sources of information and contain ample foot or endnotes. While some scholarly journals make some or all of their content available on the web, a genuine scholarly journal is also always published in paper form so it can become part of the collections of research-oriented libraries. Consult the NOVA Library's page on scholarly journal articles for more information on what distinguishes a scholarly journal from other sorts of periodicals.

Just a few examples of some of the most prominent scholarly journals dealing with modern world history include The American Historical Review, The Journal of World History,The Journal of African History, Modern Asian Studies, The Journal of Near Eastern Studies, The Journal of Latin American Studies, The Journal of Modern History, Central European History, The Russian Review, French Historical Studies, Historische Zeitschrift, Journal of British Studies, and Victorian Studies (This is not a complete list-- there are many, many more!). Please note that magazines like History Today, National Geographic Magazine, and American History certainly contain interesting material, they are intended for a popular audience rather than a professional academic one, and hence do not qualify as scholarly journals.

Not too terribly long ago, the only place one could go to access a scholarly journal was an academic library. These days, however, many journals allow readers to access their contents online. The best place to start is JSTOR, a service which provides the full text of articles from several hundred different scholarly journals. You can use JSTOR for free by accessing it through the NVCC Library's site.

You can access JSTOR from the NOVA library's homepage. Log into My NOVA and then go to http://www.nvcc.edu/library/

Click on "Research Databases by Subject";
the click "History (HIS)";
then click "JSTOR"

Once in JSTOR, you should select the "advanced search" option, scroll down to "Narrow by Item Type" and click the "Articles" box, and then scroll down again to "Narrow by discipline and/or publication title:" and click the "History" box.

Then plug in your search topic and see what comes up.

Annotated Bibliography (Parts 1 and 2)

An annotated bibliography is an organized list of sources. It differs from a straightforward bibliography in that each reference is followed by a paragraph describing the source. The Annotated Bibliography is part of your Research Project. You should provide annotations for the sources that will then be used in the Research Project. Sources should be directly related to the Research Project’s topic. Annotations should be a brief paragraph (about 100 words) long.

Part 1 of your Annotated Bibliography should include:

At least 5 Primary Sources (either online or in print). For primary sources, you should be looking for documents which were originally written during the time period you are trying to study. While architectural or archaeological remains certainly do qualify as primary sources which can be used by scholars to reconstruct the past, they are problematic for an assignment like this. Written documents from the past should be your focus!

The name and background of the author, if known.
The date the document was originally written, if known.
The author’s purpose in writing the document and its historical context.
Any bias displayed by the author.
The significance of the document (ie, how are its contents important to an understanding of the topic?)

See the description of the Research Project below for a list of sites to begin finding relevant primary sources.

Part 2 of your Annotated Bibliography should include:

At least 5 Secondary Scholarly Sources, including:

At least 1 Scholarly Journal Article (you learned about these in your Source Criticism Paper)
At least 1 Scholarly Monograph (A book length scholarly study by one author)
For the other 3 secondary sources, you should use high quality scholarly sources, and avoid using the textbook, encyclopedia articles, or anonymously authored websites.

Each of the Secondary Sources in Part 2 should include a complete bibliographic citation in correct Chicago format, accompanied by a brief paragraph discussing the following items:

The name and scholarly background of the author (education, publications, university appointments, etc.)
The author’s main argument (note, this is not the same thing as a simple description of the subject matter-- what is the author trying to say about this subject?).
The specific types of evidence used to support the author’s main argument (are they primary sources? Scholarly secondary works?)
How successful/convincing is the author’s argument?

Please follow the guidelines for written work in this class.

Research Project

The capstone assignment for this class is the Research Project. For this assignment you should select one of the following option. No matter what option you choose, you will need to produce the equivalent of 6 double spaced pages worth of text (approximately 1250 words), and to draw upon at least 5 primary source documents (text, not images) and 5 scholarly secondary sources. See below for more detailed descriptions of what each option requires:

A Research Paper

A “Day In The Life” Video

A Travel Log Website

Do Your Own Thing (If You Can Convince Me): You can also propose your own format for a Research Project, but you will need to explain why you think this particular format is interesting and a good way to discuss your particular topic. If I agree, I will approve the proposal; if not, you will need to pick one of the other Research Project formats. The format also will need to meet the same requirements as the others in terms of both page length/word count and number and types of sources used. Power Point or other slide-based presentations are extremely boring, and definitely will not be approved.

Sources:

In terms of evidence, you should feel free to draw from sources you have already considered for your other course work. At a minimum, however, your paper must refer to and correctly cite:

At least 5 Primary Sources (either online or in print). Your primary sources should be roughly evenly divided between the two societies which you are examining.
At least 1 Scholarly Journal Article (you learned about these in your Source Criticism Paper)
At least 1 Scholarly Monograph (essentially a book by a scholar focused on one narrow historical subject relevant to your research topic)
At least 3 Other Secondary Sources (either online or in print)

For primary sources, you might consult the following resources (some of these sites also contain secondary sources as well):

Directory of World History Primary Sources

The World Digital Library
The Avalon Project: Documents in Law, History, and Diplomacy.
Cambridge Digital Library.
Hanover Historical Texts Collection.
Finding World History Sources.
The Women's Library at LSC.
The Modern History Sourcebook.
The African History Sourcebook.
The East Asian History Sourcebook.
The Indian History Sourcebook.
The Islamic History Sourcebook.
The Jewish History Sourcebook.
The Women's History Sourceboo k.
The Victorian Web.
Women in World History
German History in Documents and Images.
Marxists Internet Library.
Asia For Educators (Primary Sources on China, Japan, Korea, South Asia, and South East Asia)
Seventeen Moments In Soviet History

The relevant due dates and point worth of the various elements of the Research Project are as follows:

Research Project Element	Description	Due Date
Proposal	You should submit a Research Project Proposal using the relevant link in Canvas which describes the option and topic. You may not turn in an Annotated Bibliography or a finished Research Project without getting your Topic Proposal approved in advance.	Feb. 25
Annotated Bibliography, Parts 1 and 2	You should submit a bibliography of the sources which you intend to use for your Research Project. The bibliography should include at least 5 primary sources (historical documents from the past) and 5 scholarly secondary sources (including at least one scholarly journal article and one scholar monarch). Each source should be accompanied by a brief paragraph of analysis (See the Annotated Bibliography assignment description for more detailed information).	Part 1: April 14 Part 2: April 21
Finished Research Project	You should submit a Research Project using the appropriate link on the course Canvas page. See below for complete descriptions of the various Research Project Options.	April 28

Research Paper Option:

For this option you will write a Research Paper which is 6 double spaced pages (approximately 1250 words) long, and which draws upon and correctly cites at least 5 primary source documents (text, not images) and 5 scholarly secondary sources.Your paper should attempt to answer a specific question relevant to the subject matter of the course which deals with one or more of the themes of the course (race, government, gender, and social class) and discuss how it/they have changed over time. Your topic cannot primarily deal with American history.

You should make sure to refer to or quote specific examples from the sources in order to support your arguments, and to cite them using Chicago-format footnotes. Please follow the guidelines for written work in this class. See this rubric for a more detailed description of how you will be graded.

The themes themselves are too broad to be the focus or your paper, so your topic should narrow the focus down in some way (For example, the topic, "Gender in World History" is too broad). Here are some sample research questions. You are free to pick one of these, modify one of these to deal with another region, or to suggest your own. Note that you should be thinking not just in terms of questions which interest you, but also about what sorts of sources you can find in languages which you read. It's no good to come up with a fascinating topic on which you are unable to find evidence.

What role did religion play in reinforcing racism during the imperial age? (theme: race)

How have attitudes toward sex and sexuality changed in Africa during the past century?(theme: gender)

What does the rise of spectator sports in Europe between 1900-2000 reveal about ideals of masculinity? (theme: gender)

What was life like under communism behind the Iron Curtain, 1945-1989? (theme: government)

What are the political roots of the Israeli-Palestinian conflict? (theme: race, government)

What role did economic inequality play in the origins of political revolutions in 19th century Latin America ? (theme: government and social class)

What was working class life like in Britain during the Industrial Revolution? (theme: social class)

How and why did Fascism become popular in Interwar Europe? (theme: government and race)

Was the Vietnam War primarily about Cold War issues or was it a war on national liberation? (theme: government)

What role did racism play in justifying Western imperialism? (theme: race)

What role did Anti-Semitism play in leading to the rise of Nazi Germany and the Holocaust? (theme: race)

What factors explain the Japanese attempts to conquer large parts of Asia during the 1930s and 1940s?(theme: government)

How have women's lives in the Middle East changed over the course of the 20th century? (theme: gender)

How did feminism change the way women lived in modern France? (theme: gender and government)

What was the impact of Enlightenment ideas on the Haitian Revolution? (theme: government)

To what extent were Marxist ideas important to the decolonization movements in Africa during the 20th century?(theme: government and social class)

“Day In The Life” Video Option:

For this version of the Research Project you will need to choose a time period and region relevant to some aspect of the subject matter of this class. Then select three different people from the same basic time and place in history to portray. They can be either specific individuals from history, or different types of people (ie, from different social classes, professions, nationalities, ethnicities, genders, etc.). Your topic cannot primarily deal with American history.

Once your characters have been approved, you should craft a video of approximately 5 minutes (so 15 minutes total), where each character introduces themselves and discusses what their daily life is like. Consider discussing topics such as the character’s work, living conditions, family relationships, food, political and social opinions, etc. The idea is to provide as vivid, interesting, and historically accurate portrayal as possible. Feel free to use appropriate accents or slang if you like. You can use friends or family members in your videos if you like, as long as you are the one who writes the script.

Important stuff that you shouldn’t forget:

    Your video should advance a clear, specific argument or thesis about what the lives of the three people portrayed reveal about the particular era in which they lived.

    You also should include a list of all of your sources at the end of the video.

    All Research Project videos must be posted on YouTube or Vimeo. You must upload the link for the instructor to grade. Do not set your video to “private” or select any other access restrictions. It must be public for the instructor to grade.

    In order to receive a grade for the Research Project, you must submit your written script and a link to the video using the appropriate link in Canvas.

Here are some suggestions for software to use when editing your videos:

iMovie

Movie Maker

Final Cut Express

Camtasia

WeVideo

Travel Log Website Option:

For this version of the Research Project you will need to choose a time period and region relevant to some aspect of the subject matter of this class. Then select at least five specific geographic sites or events from that particular time and place to discuss. These can be specific buildings or monuments, neighborhoods, dwellings, shops, taverns, battles, revolutions, speeches, spectacles, festivals, ceremonies, etc. Your topic cannot primarily deal with American history.

Once your choice has been approved, you should craft a written narrative in which you visit each of the sites in turn, describing what you witness at stop along your journey. Make sure to mention what you see, hear, small, taste, do, etc. The idea is to provide as vivid, interesting, and historically accurate portrayal as possible. It is up to you whether you adopt the persona of a traveler from the time period in question, or travel back in time in some manner. You’ve got a lot of leeway here-- be creative!

Your finished product should be in the form of a website which is posted online, and which is viewable by anyone. The website should be a visually interesting as possible, and should include a variety of (correctly sourced and cited) images and/or maps.

Important stuff that you shouldn’t forget:

Your Travel Log website should advance a clear, specific argument or thesis about what the sites visited and/or events witnessed reveal about the nature of life at that particular place and time in history.

You also should include a list of all of your sources somewhere in the website.

The website should be publicly viewable, and should not require a password to access.

In order to receive a grade for the Research Project, you must submit the weblink for your Travel Log website as well as a .pdf, .doc, or .rtf file containing the text of your Travel Log (so it can be checked for plagiarism) using the appropriate link in Canvas.

Here are some suggestions for free public web hosting for your website:

Google sites

Blogger

Wix

Weebly

WordPress

TravelDiaries

Exams

There are two unproctored exams for this course which are to be completed at home and submitted through Canvas. You can use any notes, course readers, or other resources you wish as long as you cite them (simply listing the bibliographic information or web address at the end of the question is sufficient-- no need to include footnotes). All of your responses should be in your own words rather than quoted from other sources. If you use any additional sources without citing them, you will not receive any points for the exam.

Midterm Exam. You should submit a file through Canvas with your responses to the following questions:

Part 1) Time Line (5 Paragraphs): Provide a Time Line which lists in chronological order what you think are the five most important events in the history of the world from 1500-1900. ALL OF YOUR EXAMPLES MUST BE EVENTS OR DEVELOPMENTS WE DISCUSSED IN CLASS! No more than three of your examples should be drawn from European or United States history. Each item on your Time Line should be a paragraph long and should contain the following information:

What happened.

When it happened (approximate dates are okay).

Why it happened.

The major Consequences of the event.

How is this event significant or important?

Part 2) Primary Source Analyses: You will be given the titles of two primary sources which you have read during the first half of the semester (See the exam description in Canvas for the specific sources), and asked to briefly discuss the following elements:

The identity and point of view of the author.

The historical context of the document (what circumstances influenced the author?).

The basic contents of the document.

What does the document tell us about the specific time and place it was written?

Final Exam. You should submit a file through Canvas with your responses to the following questions:

Part 1) Time Line: Provide a Time Line which lists in chronological order what you think are the five most important events in the history of the world after 1900. ALL OF YOUR EXAMPLES MUST BE EVENTS OR DEVELOPMENTS WE DISCUSSED IN CLASS! No more than three of your examples should be drawn from European or United States history. Each item on your Time Line should be a paragraph long and should contain the following information:

What happened.

When it happened (approximate dates are okay).

Why it happened.

The major Consequences of the event.

How is this event significant or important?

Course Schedule

First Third of the Semester

Week 1

Thursday, February 1

Introduction

Discussion Source: List of Zheng He’s Expeditions (1431)

Watch "Is History B.S.?"

Watch Was Columbus B.S.?

Read Allosso and Williford, "Chapter 1: Modern World History Begins in Asia"

Hybrid Activities This Week:

Introduction Post

Introduction Discussion Post Due February 6.

Introduces yourself to the rest of the class with a brief description of your background, interests outside of class, and description of how the course will help you to achieve your goals in life.
Answers the following questions: "What is your favorite movie dealing with some aspect of world history since 1500 and Why?
Then read through your classmates posts and respond in some substantial way to at least two of them.

Assignments to Complete:

Read through the entire syllabus, and submit the Syllabus Quiz by 11:59 pm on February 4 using the appropriate link under "Assignments" in the class Canvas page. Make sure to check the feedback you received to see if you need to resubmit it.

Look over the movie list for the first third of the semester, and sign-up for a movie you would like to review using the appropriate sign-up sheet in Canvas (first come, first served).

Week 2

Thursday, February 8: Pre-Modern Empires	Discussion Source: Evliya Çelebi, Excerpts from The Book of Travels (c. 1630) Watch Is The History of Great Men B.S.? Read Allosso and Williford, "Chapter 2: Europe and Africa"
Hybrid Activities This Week:	If you're doing a Movie Review Discussion Board Post this week, that is due February 13. If not, your discussion response to one of your classmates reviews is due February 14.
This Week:	February 13 is the last date to drop the class with refund.

Week 3

Thursday, February 15: The Conquest of the Western Hemisphere	Discussion Source: The Mayan Account of the Spanish Conquest in the Chilam Balam (1540-1546); Sor Juana Inés de la Cruz, Selected Poems (It also will be helpful to read this brief encyclopedia entry for some context on Sor Juana's life) Read Allosso and Williford, "Chapter 3: The Americas and Columbus"
Hybrid Activities This Week:	If you're doing a Movie Review Discussion Board Post this week, that is due February 20. If not, your discussion response to one of your classmates reviews is due February 21.

Week 4.

Thursday, February 22: The Slave Trade and the Atlantic World	Discussion Source: Excerpts from King Afonso of Congo, Letters on the Slave Trade (1526) Watch Was the Atlantic Slave Trade B.S.? Read Allosso and Williford, "Chapter 4: Early Globalization and Revolutions"
Hybrid Activities This Week:	If you're doing a Movie Review Discussion Board Post this week, that is due February 27. If not, your discussion response to one of your classmates reviews is due February 28.
Assignments to Complete:	Project Proposal for the Research Project due February 25. Make sure to check the professor's feedback on Canvas to see if your topic has been approved, or if you need to resubmit this assignment.

Week 5

Thursday, February 29: Enlightenment and Revolution	Discussion Source: Toussaint Loverture's Saint-Domingue Constitution of 1801 Watch Was The Enlightenment B.S.? Watch Was The French Revolution B.S.? Watch Was The Haitian Revolution B.S.?
Hybrid Activities This Week:	If you're doing a Movie Review Discussion Board Post this week, that is due March 5. If not, your discussion response to one of your classmates reviews is due March 6.
Assignments to Complete:	Source Proposal for Source Criticism Paper due March 3. Make sure to read the directions for the Source Criticism Paper in the syllabus CAREFULLY before filling out the form. Also, you might want to watch this video: How to Find a Scholarly Journal Article

Second Third of the Semester

Week 6

Thursday, March 7: Industrialization	Discussion Readings: "The Life of the Industrial Worker in Nineteenth-Century England" (1832), Women Miners in the English Coal Pits (1842). Karl Marx and Friedrich Engels, excerpts from The Communist Manifesto (1848). Watch Was The Industrial Revolution B.S.? Watch How Can You Tell If A Website Is B.S. Or Not? Read Allosso and Williford, "Chapter 5: Troubled Nineteenth Century"
Hybrid Activities This Week:	If you're doing a Movie Review Discussion Board Post this week, that is due March 19. If not, your discussion response to one of your classmates reviews is due March 20.
Assignments to Complete:	Source Criticism Paper due March 10. (Your sources MUST be approved by the instructor before you turn this in).

Spring Break, March 11-17

Week 7

Thursday, March 21: Neo-Imperialism	Discussion Source: Thomas Babington Macaulay, On Empire and Education in India (1833-1835) Watch Was The English East India Company B.S.? Watch Was Imperialism in Congo B.S.? Watch Was The Meiji Restoration B.S.? Read Allosso and Williford, "Chapter 6: Imperialism"
Hybrid Activities This Week:	If you're doing a Movie Review Discussion Board Post this week, that is due March 26. If not, your discussion response to one of your classmates reviews is due March 27
Assignments to Complete:	Midterm Exam due March 24

Week 8

Thursday, March 28: Culture and Identity in the Early Twentieth Century	Discussion Source: Bahithat al-Badiya, Excerpts from "A Lecture in the Club of the Umma Party"(1909) Watch Was World War I B.S.? Watch Was The 1918 Influenza B.S.? Read Allosso and Williford, "Chapter 7: The Great War"
Hybrid Activities This Week:	If you're doing a Movie Review Discussion Board Post this week, that is due April 2. If not, your discussion response to one of your classmates reviews is due April 3.
Assignments to Complete:	Last day to withdraw from the class without grade penalty is March 28

Week 9

Thursday, April 4: Communist Revolutions	Discussion Reading: V. I. Lenin, "The April Theses (1917)" Watch Was The Russian Revolution Of 1917 B.S.? Read Allosso and Williford, "Chapter 8: Modern Crisis"
Hybrid Activities This Week:	If you're doing a Movie Review Discussion Board Post this week, that is due April 9. If not, your discussion response to one of your classmates reviews is due April 10.

Last Third of the Semester

Week 10

Thursday, April 11: World War II	Discussion Reading: Adolf Hitler, Excerpts from Several Speeches (1923, 1930, 1932) Watch Is Fascism B.S.? Watch Is Modern Anti-Semitism B.S.? Read Allosso and Williford, "Chapter 9: World War II"
Hybrid Activities This Week:	If you're doing a Movie Review Discussion Board Post this week, that is due April 16. If not, your discussion response to one of your classmates reviews is due April 17.
Assignments to Complete:	Annotated Bibliography Part 1 due April 14

Week 11

Thursday, April 18: Decolonization	Discussion Reading: Sarojini Naidu, Excerpts from Several Speeches (1917, 1918, 1946) Read Allosso and Williford, "Chapter 10: Decolonization"
Hybrid Activities This Week:	If you're doing a Movie Review Discussion Board Post this week, that is due April 23. If not, your discussion response to one of your classmates reviews is due April 24.
Assignments to Complete:	Annotated Bibliography Part 2 due April 21

Week 12

Thursday, April 25: The Cold War	Discussion Reading: Excerpts from the Memoir of Rigoberta Menchú (1984) Watch Was the Cold War B.S.? Watch Was The CIA Coup In Guatemala In 1954 B.S.? Read Allosso and Williford, "Chapter 11: Cold War"
Hybrid Activities This Week:	If you're doing a Movie Review Discussion Board Post this week, that is due April 30. If not, your discussion response to one of your classmates reviews is due May 1.
Assignments to Complete:	Research Project due April 28

Week 13

Thursday, May 2: Pre-Millennial Tensions	Discussion Reading: Demet Demir, Filipa de Souza Award Address (1997) Watch Was the End of the Cold War B.S .? Watch Is Globalization B.S.? Read Read Allosso and Williford, "Chapter 12: Neoliberal Globalization" and "Chapter 13: Limits to Growth?"
Hybrid Activities This Week	If you're doing a Movie Review Discussion Board Post this week, that is due May 4. If not, your discussion response to one of your classmates reviews is due May 5.
Assignments to Complete:	Final Exam Due May 5 (This assignment may not be turned in late)