HIS
627: Vietnam War: An Historical Perspective
|
 |
Beginning with the history of French Colonial Indochina, this course examines three decades of struggle in Southeast Asia during which communist-led Vietnamese revolutionaries battled first the French, and later the Americans and their Vietnamese allies. The course also examines the impact of the war on American society and uses primary sources including documents and video film to allow learners to form judgments about the basis of the conflict and the outcomes.
An introductory history or political science course is recommended.
Learners will:
Textbook(s):
Textbooks are available via GSC's online bookstore, MBS Direct at: http://bookstore.mbsdirect.net/gsc.htm (The course-CRN number for ordering this textbook is: HIS627-10185). Textbooks can also be purchased from MBS via phone, mail or fax. For additional information, visit the Online Bookstore section of the college web site.
Other Required Class Materials:
Online:
- PBS at: http://www.shoppbs.org/
- Amazon.com at: http://www.amazon.com
- cdUniverse at: http://www.cduniverse.com
- Best Buy at: http://www.bestbuy.com
- Half.com at: http://www.half.ebay.com
In person:
- Borders (to find a Borders store near you go to: http://www.bordersstores.com/locator/locator.jsp the 4 set DVD is also available online at http://www.borders.com).
- Barnes and Noble at http://store-locator.barnesandnoble.com/storelocator/stores.aspx?x=y& the 4 set DVD is also available online at http://www.barnesandnoble.com.
Rent
Online:
- Netflix (http://www.Netflix.com) Netflix has an ample supply of this title but order early, as this surely is not the only course that uses this DVD. A purchase is much more expensive.
- You also can check your neighborhood video rental store for availability.
PLEASE NOTE: It is the learner's responsibility to have purchased all required course materials before the start of the course. Learners are expected to meet all course expectations even if the shipment of a required textbook or other learning resource is delayed. Be sure to choose the shipping option that will get your text/resource delivered in a timely manner.
There are no face-to-face sessions for this course. If you have never taken an Online Interactive Course (OIC) at the college, we highly recommend that you attend one of the 2-hour Blackboard Orientation sessions available throughout the state. If you choose not to attend a face-to-face session, you are encouraged to complete the Online Orientation with audio at your own convenience.
The five week-intensives are fast-paced courses in which you will be working both independently and in collaboration with your fellow students and instructor on a regular basis. Here are a few "tips for success" for taking a 5-week intensive course:
Course rationale: History represents our collective memory, forming a cornerstone of national and international cultures, identities, attitudes, and assumptions about reality. It therefore is a means of understanding human behavior within the overall environment of a given society at a given time. Thus it can prepare learners to better understand their own, current circumstances and the forces which may shape their futures, providing a foundation to engage as responsible citizens in local, national, and international affairs.
The Vietnam War remains a pivotal event of the recent past, fastened in the personal memories of many and passed on to younger generations through an outpouring of books, films, speeches, stories, and pictures. Assumptions, attitudes, and behaviors acquired through the war experience and the resistance movements at home still bear enormously on the debates and policies that shape today’s national and international affairs. This war therefore is distinctly relevant to the core purpose of studying history: not the memorization of facts and dates but the understanding of why and how our contemporary societies have been shaped.
Guiding principles: History keeps changing though the past does not. Those who study the past actively rather than just memorizing facts will do so with questions shaped by their own experiences, needs, and interests. They may identify new topics, unearth new information, and draw new conclusions, so that our understanding of the past and its significance changes with every generation. The essence of history as a discipline therefore is not to be found when you simply read and absorb lectures but when you operate as purposeful historians seeking answers for yourselves.
In this course you will work together
extensively in discussion forums, one or more of which will be focused on negotiating
the questions we should be asking about the Vietnam War while complementary
forums will address the meaning of the readings and DVD topics in the five Weeks.
Our ultimate goal will be the course’s capstone project, which we may refer
to as a take-home, final, essay exam but ideally will be think-tank reports
you write individually. They will be organized around the main themes on which
we have agreed and will draw not only upon the assigned course content but also
on the insights and conclusions we have reached in our discussions. You success
in this course therefore will be a function not only of your individual study
but also of your contributions to the collaborative analysis in which we’ll
engage.
Requirements: These requirements are tentative and may be modified
if class enrollment warrants. Additional details will be provided if this is
the case.
Informed class participation
in Blackboard forums
You will receive appraisals of your contributions after Weeks 2 and 4, based
on a rubric (a set of guidelines for evaluation) that is provided in the Introduction
section of the course. I'll also consider your participation in the last module
to resolve any cases of borderline final grades. 25 Points
Quizzes: Five online quiz banks for each of the five weeks will help you check your grasp of the text and documents you’ll read. They are intended as helpful guides, and you’ll be able to re-take them until satisfied with your score. 15 points
Issue journals: You will write two, 2 - 5 page summaries of content and issues covered in the course. The first journal will address Weeks 1-2 and the second will address Weeks 3-4.These will be informal essays in which you synthesize all your readings and class discussions, and reflect on what you have concluded about their meaning. An essay rubric will be posted as a guideline under Course Materials. 20 points
Primary source analysis and discussion: Teams of two will be responsible for reading and analyzing a primary source document included in the reading for a given week. The team will appraise the meaning and significance of the document as a contribution to a discussion forum associated with that week’s learning. Depending upon course enrollment each team will be assigned 1–2 documents. A rubric for document analysis will be posted under in the Introduction section of the course. 15 points
Final examination: This will be a open book exercise featuring interpretative essays, not memorization skills. See Guiding principles, above. 25 points
Activity |
%
of Final Grade |
Points |
| Informed class participation in Blackboard forums | 25% | 25 |
| Quizzes | 15% | 15 |
| Issue journals | 20% | 20 |
| Primary source analysis and discussion | 15% | 15 |
| Final examination | 25% | 25 |
| Total | 100% | 100 |
Grade |
Percent |
Grade
Points |
Level
of Achievement |
| A | 95-100 | 4.0 | Excellent |
| A- | 90-94 | 3.67 | |
| B+ | 87-89 | 3.33 | Good |
| B | 84-86 | 3.0 | |
| B- | 80-83 | 2.67 | |
| C+ | 77-79 | 2.33 | |
| C | 74-76 | 2.0 | *Acceptable |
| C- | 70-73 | 1.67 | † |
| D+ | 67-69 | 1.33 | Poor |
| D | 64-66 | 1.00 | |
| D- | 60-63 | 0.67 | |
| F | ≤59 | 0 | Failure, no credit |
* A grade of C or better is required to fulfill requirements in the major, minor, or general education core at GSC. Please consult the GSC catalog for details. † A grade of C - or below generally does not transfer to other academic institutions. |
|||
Week |
Assignments/Activities |
Week 1:
October 4 - 10 |
|
Week
2: October 11 - 17 |
|
Week
3: October 18 - 24 |
|
Week
4: October 25 - 31 |
|
|
Week 5:
November 1 - 7 |
|
Granite State College has a Virtual Library (http://www.granite.edu/current-students/virtual-library/) available 24/7 with access to the full-text of thousands of journals and professional periodicals, an online Reference Room, selected Internet resources, writer’s resources, research and citation help, and a collection of tutorials. The databases are password protected.
See GSC Library tab in MyGranite for username and password. In addition, the Library Info link in the course menu provides direct links to research databases, Research FAQs and more.
Academic
assistance to students is available at GSC Centers at no additional charge in
such areas as basic skills preparation in reading, writing and math; study skills
and research and citation help. Academic Resources staff members work closely
with faculty and students toward academic success. A whole range of help is
available at the centers and in the online Academic Toolkit, including study
and time management tips, APA and MLA citation assistance, access to learning
resources online, and feedback on course writing projects. To contact an Academic
Resource and Information Coordinator, see the Academic Resource Link on the
Resources page in the course menu or go directly to http://bbresources.granite.edu/course_docs/acad_resources.htm.
To access the online Academic Toolkit sign into Blackboard and click on "Academic
Toolkit" under GSC Organizations.
For assistance with issues related to accessing the MyGranite portal, GSC email, Webrock, online courses or other technical issues related to any of the Blackboard tools, please visit the GSC Technical Assistance Center (http://bbresources.granite.edu/techassist/help.htm) for answers to the most frequently asked questions or to submit an online help request form. Or call 1-888-372-4270 (Hours: M-F, 8:30-5:00, messages checked twice daily on weekends. Extended hours for the week before start of the term and first week of the term: M-Th, 8:00-7:00.)
Granite State College will provide qualified individuals with disabilities the same educational opportunities available to persons without disabilities. When an individual's documented disability creates a barrier to educational opportunities, the College will attempt reasonable accommodation to remove the barrier. If you need assistance, we recommend that you make contact early to ensure that your requests can be reviewed prior to the start of each term. If you wish to apply for accommodations, contact your academic advisor or the Dean of Learner Services in Concord. See the complete Granite State College policy in the current college catalog for further details.
An academic community is based on honesty and integrity. Plagiarism, cheating, or other forms of academic dishonesty are not acceptable at Granite State College. Faculty and students have a joint responsibility to ensure the integrity of learning.
All work that you submit must be your own except in those instances when your instructor gives specific permission to collaborate. When quoting, summarizing or explaining ideas that are based on another's work, whether in print or online, make sure to cite references appropriately. Plagiarism is using another's words or even paraphrasing another's work without giving proper credit through the use of citations.
For Granite State College's complete academic honesty policy, see the current college catalog.
Membership in society implies minimal norms for civil behavior towards one another. It is Granite State College’s expectation that all members of our college community treat faculty, staff, and fellow learners with respect. Learners need to be knowledgeable of and comply with college policies. Each individual is accountable for his/her actions and for the consequences of any behavior that is inconsistent with these values and expectations.
Assessment is an ongoing process that enables the College to improve its programs, courses, and teaching methods. Institutional evaluation may be embedded in tests, exams, and other measurements of student learning. As members of a learning community, students, faculty, and staff will be expected to participate in the important process of assessment on occasion. Confidentiality of any data that identify participants is maintained.