QOLT 3 and QM 4 are both about the quality of the Instructional Materials
QOLT 3.1: Instructor provides students with adequate notice and time to acquire course materials.
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I send out the Syllabus for all of my online courses at least a week before class starts so that students will not only see what we will be doing, but will have time to buy any necessary textbooks.
QOLT 3.2, 3.3, and 3.4: Syllabus clearly indicates whether textbooks and materials are required orrecommended; Instructor articulates the purpose of each instructional material and how it is related to the course, activities, learning objectives, and success of thestudent; When possible, instructor promotes or provides options in terms of how students acquire course materials, including Open Educational Resources (Similar to QM 4.1, 4.2, 4.6)
We will not be using a textbook for this course. There will be required journal article readings and primary texts (ancient texts written in the time period we are studying) each week to fill in some of the details from the lecture material. Please see the list in the Weekly Course breakdown (below).
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Required: Homer, Iliad and The Odyssey. These ancient Greek texts are extremely important in terms of understanding Greek society, both in the Mycenaean Period and in the Dark/Archaic period (when these texts were finally written down).
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You can find many of the required primary texts here (texts written in ancient Greece): http://legacy.fordham.edu/Halsall/ancient/asbook07.asp . Primary texts are texts written in the time period we are studying. They are vital to your understanding of what was happening and are directly linked to your student learning outcomes.
QOLT 3.5 states: There are a variety of instructional material types and perspectives, while not overly relying on one content type, such as text (Similar to QM 4.5)
I use a variety of relevant instructional materials such as textbooks, other publications, instructor-created resources, videos, and websites.
Standard 4.3: Standard 4.3 calls for instructional materials that contribute to the achievement of the stated course objectives and module/unit learning objectives or competencies.
The textbook for this course, Schultz, HIST4, covers the time period of this course and is concise yet thorough. It identifies historical events in US history up to 1900 (CLO 1), it frames the historical context of US history up to 1900 (CLO 2), it provides students with opportunities to analyze historical evidence from documents, articles and books (CLO 3), and it relates American history to current and potential issues (CLO 6). HIST 4 comes bundled with a companion website which contains an e-book and many study aids for students as well as links to films, videos, articles and primary source documents. This text and its companion website contribute to the objectives for this course. For example, in week 4, students are asked to read a primary document, the Declaration of Independence, and analyze it using a SOAPStone worksheet (which requires them to break the document down into “Speaker, Occasion, Audience, Purpose, Subject, and Tone” and then to write a thesis sentence for the document. The textbook’s companion website contains many primary source documents which form the basis for homework and research assignments.
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Week 4 Homework Assignment: Schultz Chapter 6
Unit learning outcome: · Describe the drafting of the Declaration of Independence, using a SOAPStone worksheet to identify and analyze the speakers, the context, the occasion, the purpose, the tone, and other important factors concerning the Declaration.
This assignment aligns with Course Learning Objective 1, 2, 3 and 4 and the Program Objective to work with primary sources by describing and analyzing the creation of the Declaration of Independence. Do a SOAPSTone worksheet on the Declaration of Independence, found online at the Cengage website, HIST 4 chapter 6. (go to the Timeline for chapter 6 and scroll down to the Declaration). Use the original document, not internet interpretations. Be sure to be very specific, use complete sentences, and proofread your work before you submit it.