This page is designed to answer most questions about the course. If you are not sure about something, try here first.

Assignments and Examinations
Total Points
2 Knowledge Surveys (20 points given for completion of each one)
40
10 Discussion Posts, 10 responses (10 points each)
200
1 Paper (A book review)
100
1 mid-term exam (200 points)
100
Final Examination (200 points)
100


COURSE COMPONENT SPECIFICS

1. Knowledge Surveys
At the beginning and end of the course you will be asked to take a knowledge survey. This is not a test. It simply asks you to give an estimate of confidence in your ability to identify certain historical terms and answer historical questions if you were asked. You receive full points for taking a knowledge survey: there is no grading.
2. Discussion Posts
Each week one or more assignments will be given. These assignments will vary in type, but the goal will always be to help you to learn more about how to work and think as historians do. These assignments will include exercises in logical thinking, in handling and interpreting historical evidence, and in understanding historical facts and arguments. It is important to complete and turn in these assignments as their sum total will be a major part of your grade.
3. Paper
A paper will be required in this course. The paper will be a review of a book your will choose from the list distributed with the assignment near the beginning of the semester. The paper should be at least 3 pages long, and should follow the content and style guidelines presented on the assignment.
4. Exams
On the midterm and final examinations you will be responsible for knowing, and being able to write about, the information provided in lectures, class discussions, the textbook, and other sources provided by the instructor. Examination review questions may or may not be provided. Such reviews are, in any case only guides and are not guarantees in any way as to the questions that will appear on exams. To ensure that you are prepared for examinations, do the reading, read the lectures, and participate in class discussions.

Course grades are given on a straight percentage of the total points achieved divided by the total points possible in the course. There is no curve.



First, get in contact with me. I can most easily be reached via e-mail. You can also reach me by telephone at 845-9417.

Unless the syllabus says otherwise, I will accept your late assignment, with the penalties as noted on the syllabus (usually a subtraction of one full grade level for each week the assignment is late). Do hand it in, so that you get better than 0 points.
Exams are a different story. I will allow you to make up an exam if you schedule that make-up with me before the examination date, or in the event that you have an emergency that keeps you away from the exam on the day it is given. If you miss an exam, for any reason, and wish to make it up, you will be allowed to do so provided that you write for me a 2-page expository paper, supported by evidence explaining why you were unable to take the exam, and how you plan to study for it prior to the make-up date. This paper is not an apology. It is a history paper, and must be written like one. If your paper presents a sufficiently good reason, and is sufficiently well argued, you will be allowed to make up the exam. An apology will not suffice for this purpose.

Late assignments will be docked one full grade level per week until turned in. Any assignment turned in after 5:00 PM on the due date will be considered one week late.

Generally, I do not ask for a doctor's note. I do rely on your own honesty about your reasons for missing an exam, which you must present in a 2-page paper that convinces me to give you a make-up exam. (see [[file:///C:/Documents and Settings/Patrick Patterson/Application Data/SSH/temp/faq.htm#* Can assignments and exams be made up?|Makeup Exams]] above)

My policy is to accept papers (for my face to face classes) in class on the day the paper is due. Students in Web courses have until midnight on the due date. Any paper turned in later than that will be considered one week late, and will be subject to late penalties.

Plagiarism will not be tolerated. Make sure that none of your work is plagiarized. In the first instance, the instructor will ask you to re-write your exam or paper with no penalty. Any instance beyond one will result in immediate failure of the assignment in question. There will be no opportunity for make-up. Plagiarism on more than one assignment can result in failure for the course. (by "any instance of plagiarism," I mean even so much as a single sentence.)

Plagiarism is the use, intentional or not, of the words or ideas of another person without giving credit to that person as a source. For more information on plagiarism, see Cyber-Plagiarism on the web.
Papers that cite a source in the bibliography, but do not use quotation marks or cite that source in footnotes, and use it liberally, either word-for-word or as the core ideas of a paper, will also be considered to have plagiarized.
I do spend time searching for sources. I have been known to search the web, and look at libraries, for hours to find a source of a paper I suspect has been plagiarized. Fair warning - do not do this, no matter how much hurry you are in.

Exams may be given at alternate times if sufficient reason exists. See me before the regularly scheduled exam if at all possible. The instructor reserves the right to present reasonable alternate questions to those who take exams outside of the regularly scheduled time. Lack of adequate preparation for the exam is not sufficient reason for delay.


Keep all quiz, exam, and essay papers I return to you as proof that you have completed the assignment. Also, they can be useful when you are studying for exams.


  • A Grade: Gives an interpretive answer to the question, around which an organizational structure is elucidated, then maintained, for the length of the paper. Grammar, vocabulary, and structure are specific, and serve to advance the argument. Chronology and facts are used in a clear chain of logic directed toward proving the answer being given. Each point is clearly asserted, explained, and supported with evidence and examples. The paper shows evidence of the student's critical analysis of the information provided in class in order to form a historically useful conclusion.

  • B Grade: Clearly addresses the question in the thesis, and in paper organization. Places events in chronological order, and uses facts to form a chain of logic and draw a conclusion. Sentence structure and grammar make meaning and argument clear. Each point is elaborated and supported with evidence or examples. Some attempt at critical analysis is evidenced in the argument.

  • C Grade: Makes an attempt to address the questions. Is chronologically and factually accurate, though with little interpretation. Sentence structure is correct, and each point is clearly understandable. Each point is elaborated.

  • D Grade: Acknowledges the question. Evidences some sense of historical chronology, and shows minimal grasp of facts. Grammar and sentence structure are such that the thrust of meaning is discernible.

  • F Grade: Any paper which does not meet the minimum standards for a “D” grade or better as defined above.


After finishing this course, you should be able to

  1. Analyze cause and effect relationships in historical events.
  2. Discuss key events and ideas in world history, and place them in temporal, cultural, and ideological context.
  3. Describe major global processes (e.g., agricultural, urban, and industrial revolutions, impact of disease, impact of geography on cultures, colonialism, decolonization, etc.)
  4. Assess and evaluate historical statements in the mass media, in books, and on the internet for accuracy and relevance to a given situation.
  5. Compare and contrast diverse societal responses to common human issues.
  6. Create and sustain an effective written argument regarding a historical event or process, including effective use of evidence, and consistency in direction and theme.
  7. Understand, and be able to discuss, major trends in thought throughout history.
  8. Appreciate the diversity and legitimacy of the world's cultures, and the various ways in which they provide options for solutions to human problems


The study of history requires that we touch on various aspects of human experience. These include, but are not limited to, sex and gender roles in society, slavery, arguments regarding race, cultural practices, and religious, economic, social, and political ideas. Discussion of these subjects in class does not mean espousal of the practices or beliefs being discussed by the instructor or by Honolulu Community College. If any subject broached in class makes you uncomfortable, or is offensive to you, please discuss that fact with me as soon as possible. I will not omit subjects from the course, but perhaps we can find a way to accommodate your needs as well.

If you disagree with the instructor as to a particular interpretation of historical events or historiography, you are perfectly entitled to your position. Be aware that if you make your position the basis for a paper or exam answer, you will be required to provide evidence for your interpretation, just as you would if you agreed with the instructor's interpretation. To the extent that any interpretation is successfully supported with evidence and a well-written argument, it will be graded according to the same standards as any other written answer in the class.
I encourage you to disagree with me. I also encourage you to have reasons and evidence that support your position and to write in such a way that your work can be evaluated according to the standards of the discipline of history as it is practiced in contemporary institutions of higher learning.

Students in this class who need accommodations for a disability should submit documentation and requests to the Services for Students with Disabilities Office (SSD) in Bldg. 2, Rm. 108A. Phone: 845-9282 voice/text or 9272 voice/text for more information. If you have already registered your requests with SSD this semester, please see the instructor after class or during my office hours and be prepared to provide a current verification letter from SSD. (Rev. 3-29-2004)

*I was just wondering when and if you were going to provide us with a midterm study guide?

Actually, you are already getting one - it is exactly the same as the one I may provide. The terms that I give you at the beginning of online text lectures, and the discussion questions that I am asking in the discussion area are the very same terms and essay questions I'll be choosing from on the midterm exam, so if you practice with them, you are already studying from the study guide!


*Is there such thing as having a study group through online classes?



I would be very pleased to see you all use the Laulima discussion forum or the chat system to do a study group. If you do, I might stop in once in awhile to give pointers, etc., though I can't say how often that would be.
Because thee discussion questions are the same questions I choose from for the exam, it is really helpful for all of you to join in discussions about them often.

*Taking Exams in a Web-based Course

Because you all have to go to a proctoring center to take the midterm, I give you a three day window. You can choose any one of those days to take the exam. But you can only take it once, and you have to take it all at the same time.
There are some quirky things about taking exams online that you all should know, and take much care about:
1. No late exams are allowed. Three days is plenty of time. If you miss the exam over that period, you've missed it.
2. Not all proctoring centers are open at the same time. Be sure to call the proctoring center nearest you. There is a link on the frontpage of this course to the proctoring centers' phone numbers. Don't trust the hours listed - they change frequently - call them. Be sure you know when they are open.
3. Most proctoring centers close at a specific time. Since you have 75 minutes for your exam, you have to show up at least 90 minutes before their closing time, or they will probably not give you the exam.
4. No aids are allowed - no electronic dictionaries, or paper dictionaries, no portable music players (mp3 or other), no PDA, no cell phones, and no notes or books or internet access.
5. The exam will be online, so you will see a link to it on this website. You cannot take it at home for any reason. The link is there for access once you get to the proctoring center. Proctors are necessary to be sure that the person taking the exam is the person who is in the class, and to be sure that all rules are followed. To keep the exam fair to all members of the class, I do not bend these rules. There is no way to take the exam at home in front of your own computer. This is true of web-based courses across the country, and is critical to our accreditation - so that the credit you get for this class means something across the country.

Exam Proctoring Centers

Exam Proctoring sites and contact information:


Location
Hours
Proctor
Phone
Fax
Email
ETC
M-F: 8:00 a.m. - 5:00 p.m.
Leslie Lyum
847-9832
844-2305
lyum@hawaii.edu
Hana Education Center
5101 Uakea, Rm. 10 and Rm 12
M-F: 9:00 a.m. - 5:00 p.m.
Marti Wukelic
248-7380
248-7392
wukelic@hawaii.edu
Hawai`i CC
Hale Kea Advancement and Testing Center
M-F: 8:00 a.m. - 4:30 p.m. by appointments.
Leanne Urasaki
933-3219
933-0643
hawccdet@hawaii.edu
Honolulu CC
Building 7 Room 316
Call for current hours.
Hanwell Kaakimaka
845-9130
844-2307
honccdet@hcc.hawaii.edu
Kapi`olani CC
Computing Center, Iliahi 127
M, F: 9:00 a.m. - 5:00 p.m.
T, W, Th: 9:00 a.m. - 7:00 p.m.
Please note: Students must take exams 2-3 hours before closing
Arnie Reyes
734-9165 or 734-9144
734-9453
arnie@hawaii.edu
or
kcctest@hawaii.edu
Kaua`i CC
Learning Center, LRC 124
M, T, F: 8:00 a.m. - 4:30 p.m.
W, Th: 8:00 a.m. - 7:00 p.m.
Clarice Kali (Fall & Spring)
Carol Bain
245-8238
245-8232
ckali@hawaii.edu
bain@hawaii.edu
Kaua`i CC
University Center, LRC 114
M-F: 7:30 a.m. - 4:30 p.m.
By Appointment
Clarice Kali - (Summer)
245-8238
245-8232
ckali@hawaii.edu
Lana`i Education Ctr.
329 7th St.
M-F: 9:00 a.m. - 5:00 p.m.
Pam Alconcel
565-7266
565-7269
palconce@hawaii.edu
Leeward CC
"Paper-Based" (written tests
M-Th: 8:30 a.m. - 2:00 p.m.
F-Sun: Closed
Barbara Donios
455-0674
455-0507
donios@hawaii.edu
Leeward CC:
Online (WebCT) tests and combination WebCT & paper-based tests
Testing Lab in BE-227
M-F: 8:00 a.m. - 4:00 p.m.
Testing Center staff or Penny Uyehara
455-0273 or 455-0272
n/a
pennys@hawaii.edu
Open Lab
BS-109
M-F: 9:00 a.m. – 1:00 p.m.
LCC at Waianae
N/A
Emi Chang
696-6378
696-4024
emic@hawaii.edu
Maui CC
Learning Ctr.
Call for current hours of operation
Debbie Hasegawa Winkler
Melissa Yoshioka
984-3240
984-3589
244-1009
dwinkler@hawaii.edu
mayoshio@hawaii.edu
West Maui Education Center
Call for current hours of operation
Julie Daliva
661-7900
661-7908
jdaliva@hawaii.edu
Moloka`i Education Ctr.
375 Kamehameha V Hwy., Kaunakaki, HI 96748-0440
Hours are by appointment
Sue Hasegawa
553-4490
ext. 25
553-4495
suehaseg@hawaii.edu
UH Ctr., West Hawai`i
Library & Learning Ctr., West Hawaii
81-964 Halekii St., Bldg 2
M-F: 8:00 a.m. - 4:30 p.m.
Laurel Gregory
Michael Hopson
Karen Au
322-4858
322-4862
322-4858
322-4859
322-4859
322-4859
lgregory@hawaii.edu
hopson@hawaii.edu
karenau@hawaii.edu
UH Hilo
N/A
Dave Baptiste
974-7573
974-7725
dbaptist@hawaii.edu
UH Manoa
Queen Liliu'okalani Center for Student Services Room 307
Email for an appointment.
Joan Ukishima
956-3455
956-3463
ukishima@hawaii.edu
UH Manoa
Student Success Center
Sinclair Library Room 107A
Summer: (Start date: May 26)
M-F 10:00 a.m. - 5:00 p.m.
Fall/Spring:
M-F 10:00 a.m. - 8:00 p.m.
Sat/Sun by appointment
Randy Hensley
956-3750
956-5952
rhensley@hawaii.edu
UH Ctr Maui
N/A
Karen Muraoka
984-3525
984-3201
kmuraoka@hawaii.edu
UH West Oahu
Bldg A-108
Please call the UH West Oahu Student Services Office for available days and times
LeeAnne Santos
454-4700
453-6075
leeanne@uhwo.hawaii.edu
Windward CC
Learning Ctr.
Hale Manaleo 113
M,T: 8:00 a.m. – 6:00 p.m.
W, TH: 8:00 a.m. – 8:00 p.m.
F: 8:00 a.m. – 4:00 p.m.
Summer and Break Periods: M-F, 8:00 a.m. – 4:00 p.m.
Jerry Levinson
235-7498
235-7493
Alternate number:
247-5362
wccdet@hawaii.edu
Hickam AFB
Hickam AFB Bldg.595
N/A
Jeff Bowling
Phyllis Frenzel
448-3948
449-7163
449-7166

Hickam AFB Instructions:
1. Student should contact the testing center set up an appt. The student should then give you the details of their appt. time. Student must take the exam before the Library opens.
2. Send proctoring info. and exam via fax and attention to: Jeff Bowling or Phyllis Frenzel





Updated Spring 2007

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International Students

If you are a student on a F-1 visa, you may enroll in distance learning courses only if you are enrolled full-time at your home campus. Please check with the Admissions Office and/or international/foreign student advisor at your home campus for further information.



Campus Web Site Information


Campus
Web Address
Hawai`i Community College
http://www.hawcc.hawaii.edu/
Honolulu Community College
http://www.honolulu.hawaii.edu/
Kapi`olani Community College
http://www.kcc.hawaii.edu/
Kaua`i Community College
http://www.kauaicc.hawaii.edu/
Leeward Community College
http://www.lcc.hawaii.edu/
Maui Community College
http://www.maui.hawaii.edu/
Windward Community College
http://www.wcc.hawaii.edu/


Is there a specific place to send in our paper assignment or do we just send it in an email?
E-mail is fine. Please attach the paper if you can, in MS Word or .rtf format. Please also include your last name and the course number in the name of the file you send.

Citing Sources

One of the things that I require in the book review paper is that you cite sources and evidence (a Works Cited page is NOT necessary - but footnotes, endnotes, or parenthetical notes ARE necessary).
I know that learning to do citations in an academic paper is one of the most frustrating parts - but it is important, and can affect your grade. So I want to direct you to a website, called "Son of Citation Machine" that is designed to help you create good citations. Use it for this paper. All I require is that you do it right, and you use the same style consistently. I recommend Chicago or Turabian style, which are the standard styles that historians use, but you may also use MLA. Just make sure you use the same style for all your citations. And make sure you cite - whenever you use someone else's words, or their ideas, even if you write them in different words, you must cite where you got it. So, here it is: http://citationmachine.net.
For a good guide as to how often you should cite works, look over the example on my blog: http://patrickhcc.edublogs.org.
When you are writing, you must cite when you use the words OR the ideas of someone else, unless that idea, or those words, are common knowledge. For example, if you plan to say that the French Revolution occurred in 1789, that is common knowledge, so no need to cite. If you plan to explain Michelet's view on the French Revolution in whole or in part, you need to cite Michelet wherever you use, or make a claim about, his work.
A caution - I want to read YOUR words - don't just write a paper full of quoted passages.

The Difference between a Book Report and a Book Review

Remember, your paper should not be a book report. It must be a book REVIEW. They are two different things.
Essentially, the difference is that a book report is the paper you did in high school, where you read the book, or the cliff's notes, and summarize it. A book REVIEW on the other hand, is a paper in which you read the book, summarize it VERY BRIEFLY - this should NOT be the major part of the paper - then evaluate it - What was the main goal of the author (you'll need to read the Introduction to know this) and did she or he achieve it? If they did not, or if they did, what was useful about their attempt, and what was not? Do they get the history, as far as you know it, right? Does the main goal of the book seem worthwhile? Is it a new contribution to the field of history, or just a rehashing of an old topic? If it is a rehashing, does it have anything new to say? Ultimately, is this a book you would recommend to someone else who is at the same point as you are in their history education, or is it too easy, too difficult, relatively irrelevant, or really really interesting? Is it important, but dry as a bone, or is it really entertaining but worthless?

The key, as you can see, is to evaluate the book. As you can also see, I am looking for something more than that you liked it or did not like it. I encourage you to read the book reviews I have posted on my blog.

Essay answers on exams

Remember that for the essay answers, one paragraph will not be enough. You need to write a four- or five-paragraph essay in expository essay form (you leaned this in Writing 100), and support your claims with examples and evidence from history.

N Grade and I Grade

Because the "N" grade is assigned by few colleges in the United States at this time, it is considered by most colleges in the United States to be an "F". Most colleges, and most schools within those colleges, will, when they receive a transcript with an "N" grade on it, recalculate the GPA with the "N" given the value of an "F". It is for this reason that I have the following policy in my classes:
1. I do not give the "N" grade. I do not negotiate this position. I will not convert an "F" to an "N".
2. I will consider giving an "I" grade, if you contact me about it, and if you make a sufficiently convincing argument that your work to the point it has been completed shows the potential to do well given the time necessary to complete it, that you have a valid and compelling reason for not being able to complete the work within the regular semester, and finally, that you are likely to complete the work within the period provided. As is the case in number 1., above, I will also not convert an "F" to an "I".
All this said, I do understand, and sympathize with, the fact that life happens to all of us. If you have problems completing the course work, for any reason, the first thing to do is to contact me to see what your options are. If it is within the policies I have established and set forth above, I will do whatever I can to help you get over the rough spots.

Example Answers for Exam Essays


Below is a discussion answer to a question in a previous class. I have edited it to show how it might be improved for the midterm exam.
When Ming Emperor Hung-wu gained possession of the throne, he gave tax incentives to families who moved to North China and started irrigating soil; thus resulting in the recovery of 8.8 mil. hectares of land. He also repaired reservoirs for farmers and planted trees. For the protection of the citizens, he ensured and ample amount of community funds be directed towards the completion of the Great Wall to guarantee the Mongols stayed out. By becoming familiar with agriculture, he taxed agriculture as the basis of government income and provided a stable foundation for the government and economy. Hung-wu provided his rule to be accepted by the people of China by punishing individuals who corrupt the society and making sure that he had absolute control over everything; preventing any confusion from middle/ lower ranks. One thing he wanted to accomplish was to do everything in his power to make sure that his dynasty does not fall. Completion of the Great Wall and personally governing his dynasty greatly contributed to his success.
Pat's suggestions:
When Ming Emperor Hung-wu gained possession of the throne, he began the process of improving Chinese security, government revenue, and the stability of his government.
One of his first acts was to ensure ample amount of community funds be directed towards the completion of the Great Wall to guarantee the Mongols stayed out. This helped legitimate his government, and encourage economic growth by giving Chinese a sense of stability and safety. It also helped convey to the people a sense that the Emperor had the Mandate of Heaven, and was acting in accordance with the wishes of Heaven by caring for the Chinese people.
Another of Ming Hung-wu's early reforms was to give tax incentives to families who moved to North China and started farming, thus resulting in the recovery of 8.8 mil. hectares of land, and improving the production of food. This provided food security for China, and improved the economy, again showing how the Emperor was acting in accord with the Mandate of Heaven, and improving his legitimacy as well as the wellbeing of his subjects. In line with this, by becoming familiar with agriculture, he taxed agriculture as the basis of government income and provided a stable foundation for the government and economy.
Last among his major reforms, Hung-wu provided further legitimacy to his rule by punishing corrupt officials and making sure that he had absolute control over everything; preventing any confusion from middle/ lower ranks. He did this through a reform of the Chinese bureaucracy which put him in direct control through his own central command of the 6 ministries, each of which was able to disseminate information and policy on issues within its specific area of responsibility to a large corps of county magistrates who carried out the emperors wishes, and were in a direct chain of command relationship with him. All this improved government effectiveness, and thus stability, during the Ming period.
Ultimately, the first Ming Emperor was successful in acting on behalf of the people of China by providing security, encouraging economic growth, and harvesting revenue from the population to continue to provide government services that increased the sense that he was behaving according to the Mandate of Heaven, and thus providing legitimacy, and increased power, for his regime.

An Actual Essay that received an A in a previous class:

Rudyard Kipling's poem, "The White Man's Burden," was first published in 1899, encouraging Europeans to venture out and colonize the cultures of the world so that they may become civilized. However, in 1500 it was a very different story for the Europeans. Like the other empires in the world, Europe had its weaknesses, and back then people would not have taken the bet that a few centuries later, Europe would be dominating the world. A few of the reasons that Europe wasn't thought likely to win against the Ottoman or Ming Empires was because it was decentralized, technologically behind, and had a weak economy.
One of the major problems that Europe had during the beginning of the 16th century was that it was extremely decentralized. Small kingdoms were scattered all over the land, and geography was set up so that each kingdom hardly interferred or interacted with the other. In fact, some of the kingdoms in Europe were as likely to go to war with each other as they were with another foreign enemy. They were not united like The Ottoman Empire, which was still very diverse and strong. Although The Ottoman Empire was compiled of a diverse group of people, their unity helped them to achieve things faster than if they were to work alone, like the Europeans.
Being decentralized contributed to the greater problem that in 1500, Europe was significantly behind in terms of technology compared to the Ottoman Empire and the Ming Empire. With all the diversity in the Ottoman Empire, there was competition for the newest and most efficient creation, which aided their advancement. As for the Ming Empire, they developed maritime technology for long-distance sailing about a century before the Europeans finally did. Admiral Zhen He would use, what was considered in that time, technologically advanced ships to complete his "Seven Great Voyages" in 1405-1433. However, the Europeans would only be able to do this about a century later with Columbus in 1492.
Without unity within Europe and a lack of technology, the European Empire's economy suffered. Since Ghengis Khan and his Mongols left, Europe's interaction with Asia via land ceased and they could no longer trade. Going to China by ocean was out of the question since they didn't have the technology to build ships that would suvive the trip. It also didn't help Europe's economy that their populations were significantly smaller than the other two Empires' and that most of their people were illiterate. Only a few could read more than their names.
In 1500, Europe may have had some advantages, but the Ottoman and Ming Empires undeniably had more. With these facts laid out it's no wonder that it seemed unlikely that Europeans would come to dominate the globe later in history. But the series of events that would follow the Bubonic Plague would turn "unlikely" into inevitable, and we are still seeing the reprocussions in this turn of events to this day.

Student Learning Outcomes

Outcome
Corresponding Assessment Exercise
1. Demonstrate an ability to analyze cause and effect relationships in history.
Papers, midterm and final exams, discussions.
2. Summarize key ideas in history, including major world philosophies, religions, and political theories and systems.
midterm and final exams, discussions.
3. Demonstrate an ability to compare and contrast historical experiences across cultures and time.
Paper, midterm and final exams, discussions.
4. Describe and define major historical events, ideas, places, people, and other items of historical import.
discussions.
5. Demonstrate understanding of the historical roots of current events.
Paper, midterm and final exams, discussions.
6. Create and sustain an effective written argument regarding a historical event or process, including effective use of evidence, and consistency in direction and theme.
Paper, discussions.

Transfer of Credit to other colleges and universities

This course transfers to all other UH System campuses.
At Kapi’olani CC and UH Manoa, this course fulfills the Foundations –
Global/Multicultural requirement in Category B. (renewed 12/2006)


Extra Credit

No extra credit assignments are available.