{"id":305,"date":"2014-09-02T09:47:22","date_gmt":"2014-09-02T09:47:22","guid":{"rendered":"http:\/\/blogs.dickinson.edu\/hist-117pinsker\/?page_id=305"},"modified":"2026-01-18T18:31:34","modified_gmt":"2026-01-18T18:31:34","slug":"course-policies","status":"publish","type":"page","link":"https:\/\/blogs.dickinson.edu\/hist-117pinsker\/course-policies\/","title":{"rendered":"Course Policies"},"content":{"rendered":"

Learning Objectives<\/strong><\/h3>\n

In this class, students will learn to:<\/p>\n

1. Develop historical perspectives
\n2. Express themselves clearly
\n3. Locate relevant information
\n4. Identify key historical issues and debates
\n5. Support plausible historical arguments.<\/p>\n

This course also meets the U.S. Diversity Requirement. The United States has always been and remains a place of diversity, contest and inequality. The U.S. diversity course explores the ways in which diversity has enriched and complicated our lives. The course examines the intersections of two or more of the following categories of identity in the United States: race, ethnicity, gender, class, religion, sexual orientation, and\/or disability. By considering people\u2019s lived experiences as members of dominant and subordinated groups, this course equips students to engage a complex, diverse United States.<\/p>\n

In this course students will:<\/p>\n

1. Gain a solid grasp of the course content<\/span><\/span><\/div>\n
2. Become more knowledgeable about a complex and diverse United States<\/span><\/span><\/div>\n
3. Enhance critical thinking about issues of position, power and privilege<\/span><\/span><\/div>\n
4. Recognize the multiple identities that shape our interactions with one another<\/span><\/span><\/div>\n
5. Develop skills to engage in respectful and civil dialogue with others who have different perspectives<\/span><\/span><\/div>\n
<\/div>\n
\n
\n<\/div>\n

Attendance & Participation<\/strong><\/h3>\n

Attendance is expected and participation will be evaluated. \u00a0Those who miss class for any reason must email a short reflection (about a paragraph or two) with snippets of quotation from the missed reading assignment within a week of the absence<\/strong>. All students must submit an ungraded reflection on the reading assignment for class on 2\/10.\u00a0 The content for good reflections can vary but you should always focus on explaining whatever you consider to be the most significant insights or lessons from the reading assignment. No excuse notes from doctors, parents or roommates are ever required, but anyone who misses class should explain the reason for their absence when they send in their reflection.\u00a0 Students who attend a class but don\u2019t participate, or those who show up late, should consider sending in an additional reflection afterwards.\u00a0 All reflections will receive written comments. Good written reflections can help alleviate attendance- or participation-related problems and will count toward improving overall participation grades.\u00a0 All students will receive a formal midterm snapshot report with provisional grade as well as an end-of-semester written evaluation with final grade.<\/p>\n