Sdsu plagiarism quiz

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Summer 2013 Dr. S.E. Cayleff Email: cayleff@mail.sdsu.edu

SDSU WS 341B: HISTORY OF AMERICAN WOMEN, 1880 – PRESENT Required Text: (1) DuBois & Dumenil, Through Women’s Eyes: An American History with Documents. 3rd (brown) edition

STUDENT LEARNING OUTCOMES, OR GOALS OF THIS CLASS: After taking this class, students will be able to:

 Situate women’s experiences, historical institutions and events within specific eras in American history

 Analyze the human experience with a feminist and critical gendered analysis

 Differentiate amongst the experiences of diverse women as their positions are affected by race, social class and free, indentured or slave status

 Examine the cultural institutions that determine the material circumstances of women’s lives (religion, law, medicine and so on…)

 Analyze how cultural and gendered norms and ideals impact diverse women’s lives (e.g.: patriarchy, heteronormativity, notions of what is normal and abnormal and so on…)

 Explain ways in which social institutions have limited women’s power and authority

 Recognize ways in which women have resisted and rebelled against social, cultural & political institutions

 Recognize how women have formed separate institutions, ways of being and communities within these historical eras

 Develop and apply your critical thinking and writing skills

 Recognize and analyze present-day gendered relations

 Analyze primary source documents, acquiring critical writing and analytical skills This course is one of two courses (WS 341A and 341B) you may choose to take to fulfill the American Institutions requirement for your General Education at SDSU. Title 5, California Code of Regulations, Article 5, Section 40404 requires that all students demonstrate an understanding of American history, the United States Constitution, and California state and local government. Use of Blackboard Blackboard is our course management system. Your discussions, assignments, emails grades will all be through Blackboard. It is important that you check Blackboard several times each week for updates and class information. If you do not have access to high-speed internet, I highly advise you become familiar with our campus computers. COMMUNICATION: We will communicate primarily through email and discussion boards. You’ll also see a place to post general questions on the Discussion Board, and everyone can “subscribe” to that Q & A forum so that you see questions to me—and my replies—in your email. You can also email me at cayleff@mail.sdsu.edu. I will respond to emails generally within 24 hours.

Online Communication & Etiquette: Taking an online course means you, as a communicator, need to overcome the lack of nonverbal cues in communication. We can’t see you smile when you write something you think is funny! When taking a course online, it is important to remember several points of etiquette that will smooth communication between students and with the instructor.

mailto:cayleff@mail.sdsu.edu
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1. Avoid language that may come across as strong or offensive. Language can be easily misinterpreted in written communication. If a point must be stressed, review the statement to make sure that an outsider reading it would not be offended, then post the statement. Humor and sarcasm may easily be misinterpreted as well, so try to be as matter-of-fact and professional as possible. 2. Keep writing to a point and stay on topic. Online courses require a lot of reading. When writing, keep sentences informational & brief so that readers are not lost in wordy paragraphs and miss your main points. 3. Read first, write later. Important: read all student & instructor posts/comments before personally commenting to prevent repeating commentary or asking questions that have already been answered. 4. Review, review, then send. There’s no taking back a comment that has already been sent, so it is important to double-check all writing to make sure that it clearly conveys the exact intended message. 5. An online classroom is still a classroom. Though the courses may be online, appropriate classroom behavior is still mandatory. Respect for fellow classmates and the instructors is as important as ever. 6. The language of the Internet. While a fairly young type of communication, some aspects internet communication are now conventional. For example, do not write using all capital letters, because it will appear as shouting. Also, the use of emoticons can be helpful when used to convey nonverbal feelings (example: :-) or :-( ), but avoid overusing them. 7. Consider the privacy of others and possibility of plagiarism: Ask permission prior to giving out a classmate's email address or any course information. 8. No inappropriate material. Do not forward virus warnings, chain letters, jokes, etc. to classmates or instructors. The sharing of pornographic material is forbidden.

COURSE REQUIREMENTS (1) Class Attendance: Due dates for this class are Thursday and Sunday nights, 11:59 pm. Just as in a face-to-face or “on the ground” class, attendance is critical to teaching and learning. You must log into Blackboard regularly—CHECK THE ANNOUNCEMENTS. I send all announcements on email, but you can see all previous communications from me at that Bb link. KEEP UP WITH WHAT IS IN YOUR ASSIGNMENT FOLDERS. You will fall behind in acquiring course content and skills if you do not “attend” class regularly. Enrollment in college assumes maturity, seriousness of purpose and self- discipline. If you miss two assignments without communication with me, I will assume you have dropped the class. In addition, missed work from two due dates will likely result in a failing grade in the course. Please email me with any concerns or problems you are having. (2) LATE Work: I will accept late work up to one week late only, but it will be marked down, regardless of the excuse. 1 day late: 5 points off; 2 -7 days late: 10 points off. (Theoretically, ANY excuse is a good one, so I cannot be in a position to judge.) (No late extra credit assignments accepted.) If some unforeseen emergency comes up, and you anticipate problems continuing in the course, contact me ASAP!! (3) Plagiarism and quiz. Learn the material for this quiz at the SDSU website. To prepare for our Blackboard quiz, do the pre-quiz, the tutorial, and the post quiz. (Your email grade from those practice quizzes do NOT qualify for this class! Due on our Bb site on July 20: YOU WILL TAKE THE QUIZ FOR CREDIT ON OUR BLACKBOARD SITE. You must pass it with 100%. You either get the full points or 0 points, so keep taking the quiz until you get it 100% right. (I will erase any Plagiarism quiz grade that is less than 100% accurate) http://infotutor.sdsu.edu/plagiarism/index.cfm (4) Reading/lecture quizzes (variable +/- 45 points per week)

http://infotutor.sdsu.edu/plagiarism/index.cfm
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(5) DISCUSSION Boards (Dbs) (20 points per discussion) The Discussion Boards or Forums (Db) is where much of the learning and sharing will take place and is a component of the course. I'm looking for thoughtful and thorough responses. Although you are not graded on grammar, make sure you check your writing and use complete sentences so that you are not mis-using words or information. There is a spell check feature in the Db. There will be further information in your Weekly Schedule of Assignments. This is not just “discussion,” but a time to show what you have learned. Use details and evidence from your readings, lecture, and if applicable, film. (6) EXTRA CREDIT: Will be offered during the course. Worth up to 10 points each, for a total of 30 points max. NO LATE SUBMISSIONS for extra credit. (7) FINAL: (about 150 points)

Academic Honesty: Cheating and Plagiarism

You are free to discuss ideas and strategies for approaching assignments with others, but with the exception of in-class group work, students must complete their own work individually. Using other people’s work in any form and passing it off as your own will result in disciplinary action. You must always give credit for ideas from other sources (including the Web), even if you are not citing word for word. My standard course of action is to report students whom I believe have cheated to the Judicial Procedures Office. In addition to the academic penalty (an F), the Judicial Procedures Office may decide upon additional sanctions such as expulsion. For more information, see the chapter on plagiarism in the MLA Handbook for Writers of Research Papers. Cheating and plagiarism are serious offenses. You are plagiarizing or cheating when you:

 for written work, copy down or cut anything from a book, article or website and add or paste it into your paper without using quotation marks and/or without providing the full reference for the quotation, including page number

 for written work, summarize / paraphrase in your own words ideas you got from a book, article, or the web without providing the full reference for the source, including page number

 for an oral presentation, copy down or cut anything from a book, article, or website and present it orally as if it were your own words. You must summarize and paraphrase in your own words, and bring a list of references in case the professor asks to see it

 use visuals or graphs you got from a book, article, or website without providing the full reference for the picture or table

 recycle a paper you wrote for another class

 turn in the same (or a very similar paper) for two classes

 purchase or otherwise obtain a paper and turn it in as your own work

 copy off of a classmate In a research paper, it is always better to include too many references than not enough. When in doubt, always err on the side of caution. If you have too many references it might make your professor smile; if you don’t have enough you might be suspected of plagiarism.

Consequences of cheating and plagiarism Consequences are at the instructor’s and the Judicial Procedures Office’s discretion. Instructors are mandated by the CSU system to report the offense to the Judicial Procedures Office. Consequences may include any of the following:

 failing the assignment

 failing the class

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 warning

 probation

 suspension

 expulsion

For more detailed information, read the chapter on plagiarism in the MLA Handbook for Writers of Research Papers (6th edition, 2003); visit the following website http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml and talk to your professors before turning in your paper or doing your oral presentation if anything remains unclear. The University of Indiana has very helpful writing hints for students, including some on how to cite sources. Please visit http://www.indiana.edu/~wts/pamphlets.shtml for more information. (thanks to Prof. Donaday for this verbiage)

Students with special needs Students who need accommodation of disabilities should contact me to discuss specific accommodations for which they have received authorization. If you have a disability, but have not contacted Student Disability Services at 619-594-6473 (Calpulli Center, Third Floor, Suite 3101), please do so before contacting me.

Major and Minor in Women’s Studies Thinking about a Major or Minor in Women's Studies? The program offers exciting courses, is committed to women's issues and social justice, and is adaptable to your interests and concerns. Women's Studies is not impacted. For more information contact: Dr. Doreen Mattingly, mattingl@mail.sdsu.edu, 594-8033 and visit the SDSU Women’s Studies website: http://www- rohan.sdsu.edu/~wsweb/undergraduate.htm

Course Due Dates and Topics (all assignments due 11:59 pm on due date)

***NOTE: Additional required readings, including lectures, are found in the “Assignment” Folder in Bb.

***TWE = Through Women’s Eyes textbook

***The Study Questions below are merely to help you focus your reading,

and they help point you to themes found in the quiz and discussion.

Due Thurs 7/10: Introductions; 19th Century Legacy for the Middle Class: Women’s

Culture, Women’s Sphere; Women Transforming the Public Sphere READ: pp 187-195 (etc. as noted in your Assignment Folder) Questions to focus your reading: (1) What qualities of middle-class womanhood, described in lecture & reading, do you see in Lizzie Borden? (2) Why was Borden, according to the author, acquitted? (3) Women were transforming the “public sphere” in a variety of ways at the end of the 19

th century: What were different

examples of how middle-class women empowered themselves to step beyond the boundaries of home & family?

NOTE: PLAGIARISM QUIZ: DUE Sun 7/20: Take the quiz AT OUR BLACKBOARD SITE. Study by doing the tutorial & quizzes at this SDSU Library link. For this class, a passing grade is 100% ONLY. (Either you know what plagiarism is or you don’t! Keep taking the quiz on our Bb site until you get full points before the deadline!) Go to: http://library.sdsu.edu/guides/sub2.php?id=336&pg=257

http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
http://www.indiana.edu/~wts/pamphlets.shtml
http://www-rohan.sdsu.edu/~wsweb/undergraduate.htm
http://www-rohan.sdsu.edu/~wsweb/undergraduate.htm
http://library.sdsu.edu/guides/sub2.php?id=336&pg=257
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Due Sun 7/13: Women’s Lives During Reconstruction and Beyond READ: Chapter 6 Study Questions: (1) What were both the challenges and accomplishments of women with

different backgrounds and different agendas in the years after the Civil War? (2) How did this era “set the stage” for race relations in the 20th century? Due Th 7/17: An Expanding Nation: Women in the West and Immigrant Women READ: Chapter 7 NOTE: In the 1890s, after massive immigration and the consolidation of the Western US with the more established Eastern states, the US experienced the worst Depression up to that point. “Discontented immigrants, farmers, and wage workers found ways to challenge what they saw as a failure of America’s democratic promise, notably the unequal distribution of America’s new wealth and the unwillingness of the two established political parties to offer any vision of a better social and political path.” (391) Question to focus your reading: What were women’s activities from a variety of backgrounds and locations under these conditions?

Due Sun 7/20: Politics & Progressive Era Women; (First Feminist Movement--The Vote!) READ: Chapter 8 PLAGIARISM QUIZ: DUE: Take the quiz AT OUR BLACKBOARD SITE. Study with the tutorial & quizzes at the Library link. A passing grade is 100% ONLY. (Either you know what plagiarism is or you don’t! Keep taking the quiz on our Bb site until you get full points before the deadline!) Go to: http://library.sdsu.edu/guides/sub2.php?id=336&pg=257 Questions to focus your reading: (1) In what activities during the Progressive Era (1890-1920) did women meet with success? Why? (2) What theories about women (women’s role, maternalism, feminism) and about race were embraced by activists and unions? How did some of those theories hinder women’s quest for equality? (don’t forget visual sources in your evidence)

Due Th 7/24: Roaring ‘20s: New Morality, Birth Control, and Contrasts of the 1920s READ: Chapter 9 Intro & Conclusion; pp 520-35; Van Wyck Letters—556-58;

1920s ads & texts, pp 570-72 NOTE: The 1920s were a time of contrasts in American politics and culture—a burst of liberal ideas about sexuality; yet conservative Republican presidents emphasized morality and big business. There was also a public, violent, widespread backlash against immigrants and blacks who migrated to northern cities. After WW I more African-Americans traveled into the North than at any other time in American history. Questions to focus your reading: (1) What were the positive aspects to the bursts of energies in the 1920s? How did women create, or participate in, these changes? (2) What were examples of conflicting ideologies during the 1920s, and how women created, or participated in, them?

Due Sun 7/27: Women and the Great Depression (1929-39) READ: Chapter 9 Intro & Conclusion; pp 537-546; 566-572; 575-587 Questions to focus reading: The Great Depression affected men and women differently. How so? How did women help families and communities to cope and survive during this period?

http://library.sdsu.edu/guides/sub2.php?id=336&pg=257
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Due Th 7/31: World War II READ: Chapter 9 Intro & Conclusion; 546-558; 562-564 Question: How did women of different backgrounds experience the war differently? Similarly? Due Th 8/3: 1950s: Cold War Gender Roles, Conformity, & Civil Rights READ: Chapter 10 (Read Iintro & Conclusion twice!) Themes found in your book, film & lecture: (A) Contradictions: The social emphasis on women’s roles in the home –vs- at that same time, more women were working for wages, becoming involved in unions or becoming activists in civil rights. (B) Contradictions: between the celebration of prosperity and unprecedented levels of consumer spending (the hula hoop craze, for one – everyone had one, rich, middle-class or poor) -vs- a turning inward with fear and anxiety about the Cold War and the Atomic Age (nuclear arms race). Due Sun 8/7: Second Wave Feminist Movement & New Civil Rights READ: Chapter 11 NOTE: The slogan that came out of the 1970s Women’s Liberation Movement was “The Personal is Political.” That slogan could easily have been used by women in various rights movements dating back to the 1800s. The slogan meant that events women endured on a daily basis—things they believed were simply personal encounters—were actually symptoms of discrimination that was so wide-spread that people took it for granted. For instance, a woman ignored by salesmen in the Stereo Department of a store thinks only she is ignored – not all women. An Asian mother and daughter in a chain restaurant is kept waiting 20 minutes before a waiter takes their order. Several Chicanas in a new car are pulled over in a middle-class white neighborhood because a turn signal was not used. When women like these got together among friends and discussed these incidents, they realized that these seemingly personal stories were connected to larger political stories—of civil rights and women’s rights. Questions to focus your reading: (1) What are examples of ways, for women, that “the personal was political?” In other words, what important every-day encounters or realities of women from a variety of backgrounds prompted them to become activists? Another way of thinking about it: how did their personal experiences guide their political action? (2) What were their specific demands? Due Sun 8/10: Issues: the ‘80s &‘90s: Feminization of Poverty, and Women’s Health READ: Chapter 12 “Researching women’s health issues requires more than a knowledge of female anatomy and systems; you must consider how American culture, economics, and technology shapes women’s lives in ways that affect their health.” Questions to focus your reading: (1) From these readings, what are some examples of culture, economics, and technology that affect women’s experiences at the end of the 20

th century and today? (2) What are the

connections between trends about women’s bodies—and about women’s ideal female role?

Due WEDNESDAY 8/13: FINAL Exam