Updated: 4/7/2014 North Carolina State University College of Humanities and Social Science Department of Social Work SW 290

: The Development of Social Welfare and Social Work in the U.S. Spring 2014 Caldwell, G109 Tuesday & Thursday 8:30AM - 9:45AM Course Syllabus

Instructor: Suzanne Martin Office: 1911 Building, Room 205-C Office Hours: By appointment

Email: slmarti3@ncsu.edu Phone: 919-515-2492 Fax: 919-515-4403

PREREQUISITES There are no prerequisites for this course. REQUIRED COURSE TEXT Day, P. & Schiele, J. (2013). A new history of social welfare. (7th ed.). New York, NY: Oxford University Press. COURSE DESCRIPTION This course reviews the major policy and program developments in American social welfare and the emergence and development of professional social work. Emphasis will be on the socio-cultural context of policy and programs, and the ideas and ideals that shape social welfare. In addition, the basic elements of social policy development will be considered. This course provides the history, mission, philosophy, and evolution of social welfare policies and services that form the foundation of social welfare, particularly as they relate to poverty, racism, and efforts to address the needs of oppressed and marginalized populations. COURSE RATIONALE The purpose of this course is to build on SW201 (Community Social Services) by helping students gain an understanding and critical perspective on the development of social systems and social policy in the United States. It provides the background necessary for subsequent social work courses: the direct practice skills in SW320 (Practice I) and SW405 (Practice II), and the community practice skills in SW 408 (Practice III). As such, it provides the historical context for and reflects the Mission Statement of the Department of Social Work. DEPARTMENT OF SOCIAL WORK MISSION STATEMENT The mission of the Department of Social Work is to prepare students for practice that is sensitive to the social, economic, cultural, demographic and political contexts that shape our state and beyond. Within a framework emphasizing professional ethics, social justice, diversity, strengths and community engagement, the Department seeks to equip students for leadership roles and effective practice.

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Updated: 4/7/2014 BSW PROGRAM MISSION STATEMENT Consistent with the mission of the University and EPAS (2008) requirement for the Council of Social Work Education, the Baccalaureate Social Work Program’s mission is to prepare students for entry -level professional generalist throughout urban and rural areas of North Carolina, a state that is striving to accommodate the needs of a growing and diverse populace. It is the program’s vision that graduates will possess the knowledge, values, and skills to respond competently to (1) to the service needs of diverse client populations and (2) the contexts that shape the needs of clients and service delivery systems throughout the state. Further, graduates are expected to promote human and social and economic justice and contribute to the empowerment of people/groups that experience oppression and discrimination. STUDENT LEARNING OUTCOMES (SLO) This course will address the following knowledge outcomes: 1. Social welfare history and its development in the United States 2. Generalist social work practice, including awareness and appreciation of essential knowledge, values, and skills of the profession 3. Social justice, oppression, poverty, and services for the enhancement of the quality of life 4. Various, diverse fields of social work practice 5. Social workers as “safe” and professional entities for the clients with whom they work, and for the communities where they practice 6. Educational and specific practice requirements necessary for the delivery of social welfare services PRACTICE BEHAVIORS RELATED TO STUDENT LEARNING OUTCOMES (SLO), ASSIGNMENTS, AND COURSE CONTENT By the end of the course, students are expected to demonstrate the practice behaviors that comprise these educational policy core competencies: Core Competency 2.1.1—Identify as a professional social worker and conduct oneself accordingly. a. Advocate for client access to the services of social work (SLO # 3) Assignments/Content: Chapters 2, 14, 15 b. Practice personal reflection and self-correction to assure continual professional development (SLO # 5) Assignments/Content: Chapters 2, 14, 15 c. Attend to professional roles and boundaries (SLO #5) Assignments/Content: Chapters 14, 15 e. Engage in career-long learning (SLO #2) Assignments/Content: Chapters 1, 14, 15 Core Competency 2.1.2—Apply social work ethical principles to guide professional practice. a. Recognize and manage personal values in a way that allows professional values to guide practice (SLO # 2) Assignments/Content: Chapters 1, 14, 15 b. Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and, as applicable, the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles (SLO #5) Assignments/Content: Chapters 2, 12 – 15 c. Tolerate ambiguity in resolving ethical conflicts (SLO #4) Assignments/Content: Chapters 2, 13 – 15 d. Apply strategies of ethical reasoning to arrive at principled decisions (SLO #2) Assignments/Content: Chapters 2, 13, 14

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Updated: 4/7/2014 Core Competency 2.1.3—Apply critical thinking to inform and communicate professional judgments. a. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom (SLO #1 ) Assignments/Content: Chapters 12, 14, 15 Core Competency 2.1.4—Engage diversity and difference in practice. a. Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power (SLO #1, 3) Assignments/Content: All Chapters b. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups (SLO #2) Assignments/Content: 1, 2, 9, 10, 13 – 15 c. Recognize and communicate their understanding of the importance of difference in shaping life experiences (SLO #6) Assignments/Content: Chapters 3, 4, 6, 7, 10, 12 – 15 d. View themselves as learners and engage those with whom they work as informants (SLO #2, 3, 5) Assignments/Content: Chapters 1, 2, 14, 15 Core Competency 2.1.5—Advance human rights and social and economic justice. a. Understand the forms and mechanisms of oppression and discrimination (SLO # 1, 3) Assignments/Content: All Chapters b. Advocate for human rights and social and economic justice (SLO #3) Assignments/Content: Chapters 2, 9 – 15 c. Engage in practices that advance social and economic justice (SLO #3) Assignments/Content: Chapters 1, 12 – 15 Core Competency 2.1.6—Engage in research-informed practice and practice-informed research. a. Use practice to inform scientific inquiry (SLO #6) Assignments/Content: Chapters 7 – 10 b. Use research evidence to inform practice (SLO #6) Assignments/Content: Chapters 6, 9 Core Competency 2.1.7—Apply knowledge of human behavior and the social environment. b. Critique and apply knowledge to understand person and environment (SLO #1, 3, 4, 5) Assignments/Content: Chapters 1, 7 – 15 Core Competency 2.1.8—Engage in policy practice to advance social and economic well-being and to deliver effective social work services. a. Analyze, formulate, and advocate for policies that advance social well-being (SLO #3, 6) Assignments/Content: Chapters 1, 2, 7 – 15 Core Competency 2.1.9—Respond to contexts that shape practice. a. Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services (SLO #6) Assignments/Content: Chapters 2, 13 – 15 b. Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services (SLO #3, 6) Assignments/Content: Chapters 14, 15 Core Competency 2.1.10—Engage, assess, intervene and evaluate with individuals, families, groups, organizations, and communities. d. Evaluation (SLO #6) Assignments/Content: Chapters 6, 7
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Updated: 4/7/2014 COURSE EXPECTATIONS Materials in the course are presented through lectures, class discussions, videos, small group work, online modules, and illustrative exercises. Students are responsible for all materials presented. Class time will be structured to meet the outlined course objectives. Students’ input, feedback and comments will be met with respect and in the spirit of acceptance. Students will be kept abreast of progress in the course through formal feedback on assignments and informal comments from the instructor. Students may also schedule a meeting to discuss progress, receive advisement on achieving full learning potential, or any other issue related to the course. COURSE MANAGEMENT SYSTEM The assignments, additional readings, and other course documents will be posted on Moodle. It is the students’ responsibility to check Moodle on a regular basis for information and updates. DISCUSSION BOARDS AND FORUMS The Discussion Board should be used to post general questions about the class or comments to all the others in the class. Please use the discussion board for this purpose rather than emailing the instructor directly about questions unless your question or message is of a personal nature. I am happy to field any of your questions; but, if you have a question about the class, one of your classmates may have the exact same question and can be answered to all the class members on the discussion board. Please refrain from holding non-course related conversations in the structured discussion sections of Moodle. There are other methods available for you to contact and communicate with students in the class about non-course related activity. ATTENDANCE POLICY Attendance is required and expected at every class. Ordinarily, no make-up is provided for missed inclass activities (e.g., exercises, exams, etc.). A student should notify the instructor directly by e-mail ONLY of an absence as soon as possible. If a student will be absent from class the day an assignment is due, he or she will be responsible for turning in the assignment on time. Consult the following webpage for further information on university attendance regulations: http://www.ncsu.edu/policies/academic_affairs/courses_undergrad/REG02.20.7.php USE OF ELECTRONIC DEVISES IN CLASS Cell phones and other distractions must be silenced and put away during class. In case of emergency, gain pre-approval from the instructor to have your phone available. Checking Facebook, instant messaging, and other modes of “checking out” are unacceptable in this class. Students may not use electronic devises for personal use during class time. I want to see your eyes while in class – if you are looking at the screen the whole time I know you are not engaged in our class and this is unacceptable. Abuse of this policy may result in the instructor asking the student to keep devices outside class for the remainder of the semester. STUDENTS WITH DISABILITIES STATEMENT Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of available accommodations, students must register with Disability Services for Students at 1900 Student Health Center, Campus Box 7509, 515-7653. For more information on NC State's policy on working with students with disabilities, please see the Academic Accommodations for Students with Disabilities Regulation (REG02.20.1) CONFIDENTIALITY Confidentiality is a hallmark of the social work profession. Students agree not to repeat personal information shared in class discussion outside of the class. Standard accepted practices (mandatory reporting when there is a threat of harm, etc.) are assumed to be ethical imperatives and thus not subject to absolute confidentiality. Students who experience personal issues throughout the course are encouraged
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Updated: 4/7/2014 to talk with the instructor about available support. Confidentiality, within the above specified limitations, is guaranteed between the student and faculty member. SAFETY: As part of professional social work education, students may have assignments that involve working in agency settings and/or the community. As such, these assignments may present some risks. Sound choices and caution may lower risks inherent to the profession. It is the student’s responsibility to be aware of and adhere to safety policies and practices related to agency and/or community settings. Students should also notify instructors regarding any safety concerns. ACADEMIC INTEGRITY: The students and faculty of the Department of Social Work affirm and adhere to essential values of honesty and integrity in all their academic endeavors. Academic dishonesty such as plagiarism and cheating is prohibited in all academic situations and will be penalized accordingly. It is our policy that students sign the Honor Pledge on tests and assignments for each course. All students are required to place their signature beneath the following statement on all exams: "I have neither given nor received unauthorized aid on this test or assignment." Violations of academic integrity will result in a failing grade for the course and will be reported to the department head. Violations include:
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Plagiarism, which means representing another’s ideas, writings, words, and/or work as one’s own without proper acknowledgment; Obtaining another person’s assistance on academic work you are expected to complete independently; Giving assistance to another student on work that individual is expected to complete independently; Reporting false data in support of fieldwork.

If the instructor suspects plagiarism or cheating, the student may be asked to produce any or all of the following: notes, outlines, rough drafts, copies of specific pages from sources, and/or complete sources. CALENDARS For more information about the NCSU academic calendar consult: http://www.ncsu.edu/registrar/calendars/academicsprg.html CLASS READINGS In addition to the required textbook, Course Reserve readings are required. These can be accessed via the class Moodle site, under Library Resources, Class Reserves. SUPPLEMENTAL/OPTIONAL RESOURCES Stern, M. J., & Axinn, J. (2012). Social welfare: A history of the American response to need (8th ed.). Boston, MA: Pearson Education. Ginsberg, L., & Miller-Cribbs, J. (2005). Understanding social problems, policies and programs (4th ed.). Columbia, SC: University of South Carolina Press. Karger, H. J., & Stoesz, D. (2010). American social welfare policy: A pluralist approach (6th ed.). Boston, MA: Pearson Education. SUPPLEMENTAL ELECTRONIC RESOURCES ACORN http://www.acorn.org/ Brookings Institution http://www.brookings.edu/ Cato Institute http://www.cato.org/ Heritage Foundation http://www.heritage.org/ Institute for the study of homelessness and poverty www.weingart.org/institute
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Updated: 4/7/2014 Mathematic Policy Research http://www.mathematica-mpr.com/ State Policy www.statepolicy.org Urban Institute www.urban.org Welfare Information Network http://www.financeproject.org/irc/win.asp NC Center for Non-profits http://www.ncnonprofits.org/ A list of other think tanks and public interest organizations can be found at http://www.politicalindex.com/sect30.htm DEPARTMENT OF SOCIAL WORK GRADING SCALE Grade A+ A A100-97 96-93 92-90 Grade B+ B B89-87 86-83 82-80 Grade C+ C C79-77 76-73 72-70 Grade D+ D DF 69-67 66-63 62-60 59-0

PERFORMANCE CRITERIA Each student must demonstrate through participation in class discussions that the readings have been read and analyzed. All assignments must be submitted by the due date. Acceptance of late assignments is at the discretion of the instructor. The student must contact the instructor to determine a schedule for makeup or incomplete work. The final grade will be determined by the following formula: Method Quizzes (15 total, each worth 2pts.) Forum Discussions (2 total, each worth 10 pts.) Papers (2 total, each worth 10 pts.) Final Exam (Comprehensive) Class Participation & Attendance Total Points EPAS Points* 30 20 20 20 10 100

ASSIGNMENTS AND EVALUATION On Moodle is a Course Schedule document listing weekly course topics, and telling when you have quizzes, forums, and papers due. PLEASE FOLLOW THIS CLOSELY so you are prepared to submit everything on time. You will also have an Assignment Description that details what is required for each assignment. Please ask for clarification is you have any questions about any assignment. The table below lists the assignments for this semester and their percentage points toward your final grade. Each assignment is based on 100 points. ASSIGNMENTS See Assignments Document on Moodle for explanation of expectations and Assignments Chart below. Assignments are to be submitted online through MOODLE unless otherwise indicated. I do NOT need hardcopies. LATE ASSIGNMENTS Assignments are due by 8:30 a.m. on their due date. An assignment may be submitted late ONLY by advanced permission of the instructor, for good cause.
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Updated: 4/7/2014

Forum Post #1 – Due 1/16 Instructions: Introductions & Values Post: 1. Write your post directly into Moodle - do not send a Word document. You may post this forum in the "UPLOAD COPY..." link on Moodle. 2. Give a brief bio about yourself. Include your name, degree(s) type(s) major/minor, where you are "from" (e.g. birth place, hometown, etc.), and why you chose this course specifically (be honest). 3. Write a minimum of one paragraph about your own values. For example, what do you find most important in your life? What moral compass guides you and your decisions? What are you passionate about? 4. Comment on at least one of your classmates post. Write a meaningful response - do not just write "nice post" or "nice to meet you." 5. Post BOTH your forum and your comment(s) BEFORE class on Jan. 16th, no later than 8:30 a.m.

Paper #1 – Due 2/13 Instructions: Legacies of Social Change Paper: After watching the in-class movie, Legacies of Social Change, submit a paper with a coversheet. Use your own voice and let your personality shine through. Please answer the following questions: 1. How much of this history did you already know? What were some of these topics? 2. What, if anything, surprised you in the video of social work history and key leaders of the profession? 3. How did your view of the social work profession expand since seeing? 4. If you could choose to be one of the social workers from this video, which would you be and why? (Disregard gender - you can pick any one of them.) This paper is to be a two or three page, 12-pt. Times New Roman font, double-spaced word document using APA 6th ed. format. You will not need an abstract.

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Updated: 4/7/2014

Forum Post #2 – Due 3/20 Instructions: Introductions & Values Post: Please identify a person who has made positive impact on a social movement in the U.S. This person can be from any era, even today. Choosing a person who is not well-known for their deeds would bring energy to this assignment and allow you to think outside the box.

Paper #2 – Due 4/17 Instructions for Social Issue Paper: Stake out and detail/discuss/describe a social welfare issue or problem of your choice. Examples include health insurance access and affordability, affirmative action, welfare work requirements and/or benefit levels, the Patriot Act, Gay and Lesbian Marriage, Social Security, education or housing vouchers, racial discrimination, etc. The issue may be local, state, or national in focus. You are encouraged to consider a problem or issue you are not very familiar with.

This post should be in paragraph form but does not need to be APA style. Please use the Google SignUp Sheet (http://tinyurl.com/m89aq54) to select the person you would like to discuss. There can only be ONE heroine/hero PER STUDENT - two students 1. Select a current social problem you are cannot select the same person to highlight. concerned with and discuss how/when has this problem been identified historically? 1. Write your post directly into Moodle - do not send a Word document. This post will be the one 2. What were the actions taken to address this your fellow students will comment on. social problem? **Additionally, you will need to provide me with a copy of this post in the "UPLOAD COPY..." link 3. How have the groups affected by this concern on Moodle. This upload should only contain your changed over time? original post, without any student comments. I will use this document to grade you but you MUST 4. What are the current policies in place to address comment on at least one other person's post to this concern? receive full credit. 5. Are these policies dictated by local, state or 2. Write at least two paragraphs about the person, federal statute – or combinations? including the following information: 6. How long has the current policy been in place?  Name (birth name if different)  Date of birth-death, or state they are still 7. Who supports and who opposes the policy? living  Place of birth or hometown This paper is to be a two or three page, 12-pt.  Something unique about them, if possible Times New Roman font, double-spaced word  What social movement & era were they a document using APA 6th ed. format. You will not part of. If more than one movement just need an abstract. You WILL need a cover page and pick one that interests you most. reference page if you use researched information  What sorts of contributions did they give to included in the paper. the movement  Give your thoughts about this person and how they have impacted our society today. 3. Comment on at least one of your classmates post. Write a meaningful response - do not just write "nice post" or "nice to meet you." 4. Post BOTH your forum and your comment(s) BEFORE class on Jan. 16th, no later than 8:30 a.m.
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Updated: 4/7/2014 Assignments for SW 290, Spring 2014 Due Date 1/9 1/14 1/16 1/21 1/28 2/4 2/11 2/13 2/18 2/25 3/4 3/18 3/20 3/25 4/1 4/8 4/15 4/17 4/22 5/1 Ongoing Assignment Type Moodle Quiz Moodle Quiz Forum #1 Moodle Quiz Moodle Quiz Moodle Quiz Moodle Quiz Paper #1 Moodle Quiz Moodle Quiz Moodle Quiz Moodle Quiz Forum #2 Moodle Quiz Moodle Quiz Moodle Quiz Moodle Quiz Paper #2 Moodle Quiz Final Exam Engagement in Course Total Topic Day – Ch. 1 Day – Ch. 2 Introductions & Values Forum Post Day – Ch. 3 Day – Ch. 4 Day – Ch. 5 Day – Ch. 6 Legacies of Social Change Day – Ch. 7 Day – Ch. 8 Day – Ch. 9 Day – Ch. 10 Heroine/Hero Highlight Forum Post Day – Ch. 11 Day – Ch. 12 Day – Ch. 13 Day – Ch. 14 Social Issue Paper Day – Ch. 15 Comprehensive Percentage of Grade 2 2 5 2 2 2 2 5 2 2 2 2 5 2 2 2 2 5 2 20 15 100%

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Updated: 4/7/2014 Schedule or SW 290, Spring 2014 Week Date EPAS Class Discussion/Lecture Topics/Readings (Subject to Change) Welcome, Introductions, Expectations, and Overview  Introductions  Course Overview: Policy, Services, and Programs  Expectations for Class Participation—in person & online Readings for 1/9  Day – Ch. 1 (p. 1-26) #1 Title of Topic  Values in Social Welfare 1/9 2.1.2 2.1.4 2.1.5 2.1.8 DUE TODAY by 8:30 a.m. on Moodle  Quiz Ch. 1 Readings for 1/14  Day – Ch. 2 (p. 29-55)

1/7

1/14

2.1.1 2.1.2 2.1.3 2.1.5

Title of Topic  The Institution of Social Welfare: An Overview DUE TODAY by 8:30 a.m. on Moodle  Quiz Ch. 2

#2 2.1.1 2.1.2 2.1.3 2.1.5

Title of Topic  The Institution of Social Welfare: An Overview  Watch Legacies of Social Change video DUE TODAY by 8:30 a.m. on Moodle  Forum #1: Introductions & Values Readings for 1/21  Day – Ch. 3 (p. 58-80)

1/16

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Updated: 4/7/2014 Week Date EPAS Class Discussion/Lecture Topics/Readings (Subject to Change) Title of Topic  The Beginning of Social Welfare DUE TODAY by 8:30 a.m. on Moodle  Quiz Ch. 3

1/21

2.1.4 2.1.7 2.1.8

#3 2.1.4 2.1.7 2.1.8 Title of Topic  The Beginning of Social Welfare Readings for 1/28  Day – Ch. 4 (p. 83-114) Title of Topic  Feudalism and the Welfare State DUE TODAY by 8:30 a.m. on Moodle  Quiz Ch. 4 Title of Topic  Feudalism and the Welfare State  Watch Legacies of Social Change video in class DUE TODAY by 8:30 a.m. on Moodle  Heroine/Hero Selection Sign-Up Sheet Readings for 2/4  Day – Ch. 5 (p. 117-148)

1/23

1/28

2.1.4 2.1.5 2.1.8 2.1.9

#4 2.1.4 2.1.5 2.1.8 2.1.9

1/30

2/4

2.1.3 2.1.4 2.1.5 2.1.8

Guest Instructor: Title of Topic  Social Welfare Moves to the Americas DUE TODAY by 8:30 a.m. on Moodle  Quiz Ch. 5

#5 2.1.3 2.1.4 2.1.5 2.1.8 Guest Instructor: Title of Topic  Social Welfare Moves to the Americas Readings for 2/11  Day – Ch. 6 (p. 151-186)

2/6

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Updated: 4/7/2014 Week Date EPAS 2.1.4 2.1.5 2.1.8 2.1.10 Class Discussion/Lecture Topics/Readings (Subject to Change) Title of Topic  America to Civil War DUE TODAY by 8:30 a.m. on Moodle  Quiz Ch. 6

2/11

#6 2.1.4 2.1.5 2.1.8 2.1.10

Title of Topic  America to Civil War 2/13 Readings for 2/18  Day – Ch. 7 (p. 189-222) DUE TODAY by 8:30 a.m. on Moodle  Paper #1: Legacies of Social Change

2/18

2.1.3 2.1.6 2.1.8 2.1.10

Title of Topic  The American Welfare State Begins DUE TODAY by 8:30 a.m. on Moodle  Quiz Ch. 7

#7 2.1.3 2.1.6 2.1.8 2.1.10 Title of Topic  The American Welfare State Begins Readings for 2/25  Day – Ch. 8 (p. 225-257)

2/20

2/25

2.1.1 2.1.3 2.1.4 2.1.5

Title of Topic  The Progressive Era, War, and Recovery DUE TODAY by 8:30 a.m. on Moodle  Quiz Ch. 8

#8 2.1.1 2.1.3 2.1.4 2.1.5 Title of Topic  The Progressive Era, War, and Recovery Readings for 3/4  Day – Ch. 9 (p. 260-292)

2/27

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Updated: 4/7/2014 Week Date EPAS 2.1.1 2.1.5 2.1.6 2.1.8 Class Discussion/Lecture Topics/Readings (Subject to Change) Title of Topic  The Great Depression and Social Security for Americans DUE TODAY by 8:30 a.m. on Moodle  Quiz Ch. 9

3/4

#9 2.1.1 2.1.5 2.1.6 2.1.8 Title of Topic  The Great Depression and Social Security for Americans Readings for 3/18  Day Ch. 10 (p. 295-327)

3/6

3/11 #10 3/13 NO CLASS – SPRING BREAK – ENJOY!

3/18

2.1.1 2.1.4 2.1.5 2.1.8

Title of Topic  Civil and Welfare Rights in the New Reform Era DUE TODAY by 8:30 a.m. on Moodle  Quiz Ch. 10

#11 2.1.1 2.1.4 2.1.5 2.1.8

Title of Topic  Civil and Welfare Rights in the New Reform Era 3/20 Readings for 3/25  Day Ch. 11 (p. 330-354) DUE TODAY by 8:30 a.m. on Moodle  Forum #2: Heroine/Hero Highlight

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Updated: 4/7/2014 Week Date EPAS 2.1.1 2.1.5 2.1.8 2.1.10 Class Discussion/Lecture Topics/Readings (Subject to Change) Title of Topic  The Return to the Past DUE TODAY by 8:30 a.m. on Moodle  Quiz Ch. 11

3/25

#12 2.1.1 2.1.5 2.1.8 2.1.10 Title of Topic  The Return to the Past Readings for 4/1  Day – Ch. 12 (p. 357-384)

3/27

4/1

2.1.2 2.1.3 2.1.8

Title of Topic  The Reactionary Vision DUE TODAY by 8:30 a.m. on Moodle  Quiz Ch. 12

#13 2.1.2 2.1.3 2.1.8 Title of Topic  The Reactionary Vision Readings for 4/8  Day – Ch. 13 (p. 387-426)

4/3

4/8

2.1.2 2.1.5 2.1.9

Title of Topic  The Decline of Social Responsibility DUE TODAY by 8:30 a.m. on Moodle  Quiz Ch. 13

#14 2.1.2 2.1.5 2.1.9 Title of Topic  The Decline of Social Responsibility Readings for 4/15  Day – Ch. 14 (p. 429-453)

4/10

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Updated: 4/7/2014 Week Date EPAS Class Discussion/Lecture Topics/Readings (Subject to Change) Title of Topic  Spiraling Down the Welfare Past DUE TODAY by 8:30 a.m. on Moodle  Quiz Ch. 14 NO CLASS – SPRING HOLIDAY – ENJOY! Readings for 4/22  Day – Ch. 15 (p. 456-479) DUE TODAY by 8:30 a.m. on Moodle  Paper #2: Social Issue Last Day of Class! Title of Topic  Political Stonewalls DUE TODAY by 8:30 a.m. on Moodle  Quiz Ch. 15

4/15

2.1.1 2.1.6 2.1.9

#15

4/17

#16

4/22

2.1.5 2.1.7 2.1.8

Exam Week

5/1

All

DUE TODAY by 8:30 a.m. on Moodle  Final Exam

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