Hist 211 OM2
Dr. Jamie L.H. Goodall
Stevenson telephone number: (443) 332-2417
Stevenson email: firstname.lastname@example.org
Best times for phone contact: Monday-Friday 9am-6pm
Office location: Learning Resource Center (LRC) 005
Office hours: Tuesdays/Thursdays 12:30-1:45 pm (OM Coffee Shop in Garrison Hall South), Wednesdays 11-12:30 (MAC S120 on OMN)
Hist 211 Activism & Dissent in American History
Section number: OM2
Prerequisite(s): A grade of “C” or better in ENG 152 (or equivalent) or permission of Department Chair
Classroom or Studio Location: School of Business & Leadership (SBL) 301 (OM)
Scheduled Class Days and Time: T/Th 11:00am-12:15pm
Exceptions will be noted in the course calendar or communicated to you in advance. Any days we physically miss will be made up with an online assignment.
Course Description: It can be argued that without dissent there would be no United States. Our nation was founded on the right of citizens to speak freely, assemble, and petition the government. When people believe their interests are not being served, our nation has a long history of finding leaders, activists, to lead dissenting movements that allow the voice of the people to be heard. This course provides you the opportunity to study the story of activism and dissent in America. Hist 211 may be repeated for credit. Course Descriptions are online at http://catalog.stevenson.edu/
Instructional Methods Used in this Course: Lecture, guest lectures, group work, in-class assignments, videos, hands-on learning, flipped classroom, etc.
Required and Recommended Texts, Manuals, and Supplies: Ralph Young, Dissent: The History of an American Idea (New York, NY: NYU Press, 2015) available on Amazon Kindle for $15.75, Amazon Paperback for $25, Amazon used for $4.10 and up, or a copy will be placed on reserve in the library.
All other texts will be provided via Blackboard.
Course Objectives/Learning Outcomes:
1. Explain the historical context and significance of various acts of activism and dissent throughout American History.
2. Discuss texts, films, and cultural artifacts that provide insight into the impact and role of activism and dissent on the development of American History.
3. Engage in critical and speculative thought regarding the significance of various persons, events, ideas, and themes in activism and dissent throughout American History.
4. Explain how studying activism and dissent helps illustrate the concept of historical context, historical causation, conflict, or change over time.
5. Discuss the influence of race, ethnicity, class, gender, sex, or religion on activism and dissent in American History.
6. Explain the personal or cultural relevance of activism and dissent, comparing these actions from the colonial period to the present.
7. Create a product reflecting historical research and historical thinking. (e.g. a short paper, article, or presentation).
To determine if this course fulfills additional program or track outcomes, please see the department chair or program coordinator.
|Letter Grade||Percentage Points||QPA Points|
Passing standards are dependent on the catalog year in which you entered the University. For further information, please look under “Academic Standing and Grading Information” in the “Academic Information” section of the relevant catalog at http://www.stevenson.edu/academics/catalog/ .
Continuance and Progression Policies, if applicable: N/A
- Participation & Professionalism: 10%
- Reading Discussion Grade: 25%
- Student-Led Discussion: 10%
- Film Review: 10%
- Primary Source Activity: 10%
- Protest Materials Project: 10%
- Final Project: 25%
Participation & Professionalism: Please see the sections on Electronic Devices, Classroom Behavior, and Preparation for Class. Things that may reduce your Participation and Professionalism grade include—but are NOT limited to—being tardy to class, failure to actively participate during lecture and engage with colleagues during small group activities, working on assignments not related to the course, and misuse of electronic devices during class. Things that may improve your Participation and Professionalism grade include answering questions when asked, contributing to discussion and group assignments, taking notes, asking questions, completing in-class assignments, etc. This will be an overall assessment of your performance throughout the semester and will comprise 10% of your final grade.
Reading Discussion Grade: You may notice that this is a relatively reading-heavy course. The purpose is to introduce you to the complex history of American activism and dissent over the course of nearly 600 years. The readings are also designed to engage you with critical discussion in class. For each set of readings, I will have a series of discussion questions, but students will also be expected to come to class with at least 3 questions of their own. This will help to collaboratively foster discussion as opposed to having a one-way dialogue. If you are supremely uncomfortable with talking in class to the degree that it causes you crippling anxiety, I have an alternative option for you: You can ask questions and provide a critical overview of each day’s readings in a short write-up that you submit to me via email prior to the start of class. I can then incorporate your written work into the day’s discussion. You can then answer questions raised in class and send to me via email before the next class. This will be worth 25% of your final grade.
Student Led Discussion: Once during the semester, you will be responsible for leading the class discussion of a class period’s readings. Selections of discussion dates will occur in class and may require some flexibility. I will lead the first couple of discussions to provide you a model. When it is your turn, you will be responsible for coming up with 10-12 thought provoking questions to engage your classmates in discussion. During your discussion time, you may also choose to include videos, primary sources, or other activities that can help further foster discussion. You are welcome to meet with me in advance of your day to talk over options and get ideas! I’m here to help, so you won’t be alone in this! Guidelines and a rubric will be provided to you. This will comprise 10% of your final grade.
Film Review: You will choose one film from those listed under the Pre-Approved Film list below (or run a suggestion by me) to write a critical review of. Every student should have a different film, so you will need to email me your choice before writing the reflection to confirm it has not already been chosen. You are not confined the films listed, but you should run options by me first. You will take notes about the movie on a Film Study worksheet and use these notes—as well as the reading material, both primary and secondary, we’ve used in class—to compose a 2-3 page critical reflection paper. Each question on the worksheet can help you compose paragraphs, but you do not necessarily have to use them all. Using knowledge you’ve gained in the classroom as well as your notes from the movie, critique this film for things like historical accuracy, entertainment value, problems with representation, and impact. Some questions to consider would be: What would you change to improve the film/program? How much do these films/programs affect our ability to educate the public on history? How do we determine fact from fiction? How well does this film represent particular activist events or acts of dissent? You might also choose to do a comparison/contrast of multiple films across a particular theme or time. You will then give your film a rating (0 to 4 stars) with an explanation as to the pros/cons and whether you recommend the film. For film reviews check out this website: http://historymike.blogspot.com/2010/04/tips-on-writing-film-review-for-history.html. This is worth 10% of your final grade.
Primary Source Activity: Once during the term, you will engage with one of the critical activities of a historian: analysis of primary sources. A brief review of primary sources can be found under the “Primary v. Secondary Sources” section of the syllabus as well as on our Blackboard Site. The assignment will be discussed in detail (with handouts) in class. You will be given a set of primary sources to analyze using questions from the National Archives Primary Source Worksheets to help guide you. In the In-Class portion of the assignment, you will work with an assigned partner to complete the worksheet. Once the worksheet is completed, you will individually write up a written version of your own analysis in short essay form, conducting a sort of comparison/contrast between the types of sources. You will submit both the worksheet and the write-up and will be assessed on both parts. We will practice analysis of primary sources together in class. The rubric is available on Blackboard. Please review it thoroughly. These will serve as practice for the final project, which requires you to examine 7 primary sources. Each of these analysis activities will be worth 10%, for a total of 20% of your final grade.
Protest Materials Project: Think of this as a precursor to your final project. This is designed to get you familiar with how activists come together and share their message in a clear, effective way. You will choose one historical example of activism/dissent and you will create a series of protest materials that you think clearly convey the movement’s historical roots, purpose/mission, goals/objectives, audience, and membership base. Materials can include things like protest songs, a marching route, memorabilia (t-shirts, buttons, etc.), posters and fliers, paperwork (of the goals/objectives, mission, etc.), and even slogans/catchphrases. Get creative! This will be step one of your research for your final paper and help you put all the pieces into place to either write your paper or to create your “visual” product and artist analysis statement. Much like the final project, there is the potential for this to be a partner project. Anyone wishing to partner up must meet with me to discuss the Protest Materials project and the Final project. This will be worth 10% of your grade.
Option A: To get you used to working with both primary and secondary sources and introduce you to the field of public history, you will create a public history product on a topic of your choice related to the course themes. Options may vary widely, but suggestions include: creating website, designing a museum exhibit, a video (think Drunk History or CrashCourse), a physical artifact, a pamphlet (such as those used for historical tours), create an interactive and explanatory historical timeline (such as Tiki-Toki, http://tiki-toki.com), design a public history blog, or even create a “live-tweet” series of an event on Twitter! I’ve had students perform magic tricks, design their own choreography, and give historical tours! The options are nearly endless and I will show you sample projects from previous terms. A short explanatory/analytical write-up will accompany your “visual” product.
This project is designed to expose students to public history and to offer students the ability to explore an aspect of a particular historical moment. A key element of this project is using both primary AND secondary sources to create a compelling public history product. Students are STRONGLY encouraged to start their projects early and to discuss progress or problems with me. Depending on the nature of the project format chosen, it may be possible for students to work in pairs on this assignment. It is at the discretion of the instructor. We will discuss the project further in class and you will be provided with an assignment sheet/rubric.
Option B: This option is also designed to get you used to working with both primary and secondary sources. Rather than crafting a public history project, you will write a traditional 8-10 page academic paper on a topic of your choice related to the course themes. A key element of this project is using both primary AND secondary sources to create a compelling historical argument. This option does not allow for work in pairs/small groups. Details for this option will be provided in class and on an assignment sheet/rubric.
This final project will be worth 25% of your final grade.
Late Work: I accept late work, BUT it is subject to losing up to 10% of the grade earned per day that it is late unless arrangements have been made with me in advance. I’d rather you submit something late and earn partial credit than to receive a 0!
Make-up Work: Make-up work will be determined on a case-by-case basis.
Classroom and Studio Policies: Please do not rearrange furniture unless permission has been granted. Per the instructions of Conference Services, furniture must not be shifted between classrooms without express permission and return of said furniture. Please treat all objects within the classroom with care and respect.
ELECTRONIC DEVICES: Participation in the course means actively engaging during question sessions, contributing to group assignments, and being an active class participant. Cell phones must be silenced or set to vibrate before the start of class. If you receive a call that might be related to an emergency, please quietly exit the classroom and return promptly. Please do not take pictures or video during my class without permission. I am happy to allow exceptions for those having accommodations. You may use a laptop to take notes. However, it should not be used for anything else during class. If you are caught using social media, checking email, or completing assignments for another class, this will constitute misuse of electronic devices. Texting, chatting online, or pursuing activities unrelated to the class may result in a 0 for your participation grade for the day.
CLASSROOM BEHAVIOR: You are expected to be on time to class unless prior arrangements have been made. I understand that things happen and may be beyond your control, but that should be an exception rather than a rule. You should be in your seat and ready to begin class. You should not pack up and leave before class is over unless prior arrangements have been made. I ask that if you have made arrangements to arrive late/leave early that you do your best to prevent classroom disruption. Please consume major meals before entering the classroom. Classroom discussion should be civilized and respectful to everyone and relevant to the topic we are discussing. Everyone is entitled to their opinion. Classroom discussion is meant to allow us to hear a variety of viewpoints. This can only happen if we respect each other and our differences.
PREPARATION FOR CLASS: Students are expected to come to class with all assignments and reading completed. Students should be ready to actively engage in discussion, small group activities, and in-class assignments.
Submission of Assignments or Projects: Unless otherwise instructed, all assignments should be submitted via email (or on Blackboard, where appropriate). Assignments should be submitted prior to the start of class (I will look at online/email timestamps to verify) and the student must receive email confirmation from the instructor. All emails must come from the student’s official Stevenson email address. All written assignments (unless otherwise instructed) should follow this format:
- Times New Roman, size 12 Font
- 1” margins all the way around
- Name, Date, and Class single-spaced in the header (not body) -Double-spaced (with excess space removed between paragraphs) -Citation style can be any format you’re most comfortable with (MLA, APA, Chicago/Turabian), but must be consistent and correct.
Each student is responsible for his or her own class attendance and regular attendance is expected. Every student is responsible for the material covered or the skills exercised during scheduled classes.
Students are allowed 2 mental health days per semester. These are no-questions asked freebie absences that get removed from your absence tally automatically at the end of the semester. If your mental health requires more than 2 days, please see me.
Final grades will be based on demonstrated achievement of the objectives of the course, not on attendance in class as such. Students who stop attending and fail to officially withdraw from a class will be given a grade of “FX” which calculates as an “F” in the GPA.
Please see grading section on Participation and Professionalism above. Attendance is a vital component to any course. I expect you to attend class, including arriving on time and actively participating.
Stevenson University commits itself to diversity as it relates to awareness, education, respect, and practice at every level of the organization. The University embraces people of all backgrounds, defined by, but not limited to, ethnicity, culture, race, gender, class, religion, nationality, sexual orientation, gender identity or expression, age, physical ability, learning styles, and political perspectives. The University believes its core values are strengthened when all of its members have voice and representation. The resulting inclusive organizational climate promotes the development of broad-minded members of the University who positively influence their local and global communities.
Standards of Academic Integrity
Stevenson University expects all members of its community to behave with integrity. Honesty and integrity provide the clearest path to knowledge, understanding, and truth – the highest goals of an academic institution. For students, integrity is fundamental to the development of intellect, character, and the personal and professional ethics that will govern their lives and shape their careers. Stevenson University embraces and operates in a manner consistent with the definitions and principles of Academic Integrity as set forth by the International Center for Academic Integrity.
Students are expected to model the values of academic integrity (honesty, trust, fairness, respect, responsibility, and courage) in all aspects of this course.
Students will be asked to assent to and to uphold the University Honor Pledge:
“I pledge on my honor that I have neither given nor received unauthorized assistance on this assignment/exam.”
Suspected violations of the Academic Integrity Policy will be reported and investigated as outlined in the Policy Manual, Volume V.
|ACADEMIC SERVICES AND RESOURCES|
Stevenson University will make reasonable accommodations for qualified students with documented disabilities. The Office of Disability Services (ODS) facilitates equal access for students who self-identify as having a disability and provide appropriate documentation. If you are a student with a disability who needs accommodations in this class, please contact ODS located in Garrison Hall South or send an email to ODS@stevenson.edu. Once accommodations are authorized by ODS, please provide me (your instructor) with your approved accommodations memo as soon as possible. Accommodations are not retroactive. For questions regarding the University’s Office of Disability Services please visit: http://www.stevenson.edu/academics/academic-resources/disability-support-services/
The John L. Stasiak Academic Link, located in the Center for Student Success (GHS 101), provides free tutoring for many classes as well as writing support across the curriculum. Students are encouraged to seek out content-based or writing tutoring early in the semester, as tutoring can make a difference in a student’s grade. To sign up for an appointment, go to stevenson.go-redrock.com, visit the Link in person, or call 443-394-9300.
The SU Library provides extensive electronic and print resources to support your coursework. Research Guides and databases can be found on the library home page, as well as brief tutorials to assist you in using these resources. A professional librarian is always available to help you find the best information sources for your needs. For more information about library services, please visit: http://stevenson.libguides.com/stevensonlibrary
Online Learning Resources
Hoonuit (Atomic Learning) is an online learning resource available to all Stevenson students that provides 24/7 access to step-by-step video tutorials and workshops on a variety of topics including student success and 200+ technology applications. This resource can be accessed directly through Blackboard or the SU Cloud.
The Wellness Center
Stress is a normal part of being a student. However, if personal, emotional, or physical concerns are interfering with your ability to be successful at Stevenson, please call the Wellness Center at 443-352-4200 to make an appointment. More information about the Wellness Center can be found at: http://www.stevenson.edu/student-life/health-wellness/
|STEVENSON EDUCATION EXPERIENCE (SEE) LEARNING GOALS AND OUTCOMES|
SU Goal No. 1: Intellectual Development (ID)
The SU graduate will use inquiry and analysis, critical and creative thinking, scientific reasoning, and quantitative skills to gather and evaluate evidence, to define and solve problems facing his or her communities, the nation, and the world, and to demonstrate an appreciation for the nature and value of the fine arts.
SU Goal No. 2: Communication (C)
The SU graduate will communicate logically, clearly, and precisely using written, oral, non-verbal, and electronic means to acquire, organize, present, and/or document ideas and information, reflecting an awareness of situation, audience, purpose, and diverse points of view.
SU Goal No. 3: Self, Societies, and the Natural World (SSNW)
The SU graduate will consider self, others, diverse societies and cultures, and the physical and natural worlds, while engaging with world problems, both contemporary and enduring.
SU Goal No. 4: Experiential Learning (EL)
The SU graduate will connect ideas and experiences from a variety of contexts, synthesizing and transferring learning to new, complex situations.
SU Goal No. 5: Career Readiness (CR)
The SU graduate will demonstrate personal direction, professional know-how, and discipline expertise in preparation for entry into the workplace or graduate studies.
SU Goal No. 6: Ethics in Practice (EIP)
The SU graduate will practice integrity in the academic enterprise, professional settings, and personal relationships.
For more information about the SU learning outcomes and goals, please see the Stevenson catalog.
|PRIMARY V. SECONDARY (V. TERTIARY) Sources|
Primary vs. Secondary Sources (A Brief Review)
A primary source is a document or artifact generated in the past that we use as evidence of how people thought and lived in the period you are studying. A newspaper article, a diary, a speech, a court transcript, a map, a photograph, a building, a will, a political cartoon, a census report created at the time of your topic–all of these different types of documents are primary sources. Primary sources need to be viewed critically; they can have intent (to persuade the reader of a certain point of view), or be factually wrong, or be from a limited, individual perspective–all of which you need to take into consideration when using primary source evidence.
A secondary source is a work that discusses and interprets such documents and artifacts in order to reconstruct the past (your paper will be a secondary source!) Sometimes there is considerable debate about many issues in American history; historians are often at odds in their interpretations. If there are conflicts within the primary or secondary sources, it will be your job to evaluate the arguments, and decide which is most persuasive. See this link for further help: http://www.princeton.edu/~refdesk/primary2.html
|FILM REVIEW OPTIONS|
- The Last of the Mohicans (1992)
- 12 Years a Slave (2013)
- Amistad (1997)
- Free State of Jones (2016)
- The Birth of a Nation (2016)
- Selma (2014)
- Tangerine (2015)
- Mona Lisa Smile (2003)
- Malcolm X (1992)
- Apocalypse Now (1979)
- Carol (2015)
- In the Year of the Pig (1968)
- Punishment Park (1971)
- Reds (1981)
- Born in Flames (1983)
- She’s Beautiful when She’s Angry (2014)
- I Am Not Your Negro (2016)
- Bury My Heart at Wounded Knee (2007)
- Django Unchained (2012)
- Iron Jawed Angels (2004)
- Matewan (1987)
- Red-headed Woman (1932)
- Inherit the Wind (1960)
- Detroit (2017)
- Ghosts of Mississippi (1996)
- Mississippi Burning (1988)
- Norma Rae (1979)
- The Hate U Give (2018)
- BlacKkKlansman (2018)
- Do the Right Thing (1989)
- John Q (2002)
- Dallas Buyers Club (2013)
|COURSE SCHEDULE INFORMATION|
Course Calendar: ****SUBJECT TO CHANGE; ANY CHANGES WILL BE COMMUNICATED IN ADVANCE**** Each reading should be read in advance of each week in preparation (and to support your weekly posts); the breakdown of sections listed each week is to give you an idea of what might be covered in each class (in case you are absent).
Week 1: The Colonial Era
Dissent, Introduction-Chapter 2 (Available on Blackboard)
T (08/27): Introduction
Th (08/29): Week 1 Primary Source Packet
Week 2: The Revolution & a New Nation
Dissent, Chapters 3 & 4
T (09/03): Week 2 Primary Source Packet
Th (09/05): SUGGESTED: Pauline Maier, “Popular Uprisings and Civil Authority in Eighteenth-Century America.”
Week 3: Slavery & Reform
Dissent, Chapters 5 & 6
T (09/10): SUGGESTED: Mark M. Smith, “Remembering Mary, Shaping Revolt: Reconsidering the Stono Rebellion.”
Th (09/12): Week 3 Primary Source Packet
Week 4: Expansion & Civil War [Final Project Topics Emailed to Me]
Dissent, Chapters 7-9
T (09/17): SUGGESTED: Victoria E. Bynum, “The Inner Civil War: The Birth of the Free State of Jones” in The Free State of Jones: Mississippi’s Longest Civil War
Th (09/19): Week 4 Primary Source Packet
Week 5: Reconstruction Era & the Indigenous West
Dissent, Chapters 10 & 11
T (09/24): SUGGESTED: Elliot West, “It Will Have to be War!” in The Last Indian War: The Nez Perce Story (available as a digital PDF or hardcopy through Stevenson Library)
Th (09/26): Week 5 Primary Source Packet
Week 6: Progressive Era
Dissent, Chapters 12-14
T (10/01): Primary Source In-Class portion
Th (10/03): SUGGESTED: Sharon Harley, “African American Women and the 19th Amendment” (https://bit.ly/2yEUN8o) and/or Brent Staples, “When the Suffrage Movement Sold Out to White Supremacy”
Week 7: A World at War
Dissent, Chapters 15 & 16
T (10/08): Primary Source Write-up Due
Th (10/10): SUGGESTED: Rutger Ceballos, “Reds, Labor, and the Great War: Antiwar Activism in the Pacific Northwest” (https://depts.washington.edu/antiwar/WW1_reds.shtml)
Week 8: The Great Depression & New Deal Era [Final Project Check in #1]
Dissent, Chapter 17
T (10/15): NO CLASS FALL BREAK
Th (10/17): SUGGESTED: “Last Hired, First Fired: How the Great Depression Affected African Americans” (https://bit.ly/2ko1IvP); “Mollie West: Activist in the Great Depression” (https://bit.ly/2T3voyA)
Week 9: The Second World War
Dissent, Chapter 18
T (10/22): SUGGESTED: Geoffrey Stone, “World War II: Nothing to Fear?” in Perilous Times: Free Speech in Wartime from the Sedition Act of 1798 to the War on Terrorism
Th (10/24): SUGGESTED: Audra Jennings, “From the Depths of Personal Experience: Disability Activists Demand a Hearing” in Out of the Horrors of War: Disability Politics in World War II America
Week 10: An Age of Conformity
Dissent, Chapter 19
T (10/29): SUGGESTED: Ellen Schrecker, “McCarthyism: Political Repression and the Fear of Communism,” available to read for free online (https://bit.ly/2ZvCYol)
Th (10/31): SUGGESTED: Felicia Kornbluh, “Disability, Antiprofessionalism, and Civil Rights: The National Federation of the Blind and the ‘Right to Organize,’ in the 1950s”
Week 11: The Many Civil Rights & Anti-War Movements
Dissent, Chapters 20 & 21
T (11/05): SUGGESTED: Leon Litwack, “Fight the Power!: The Legacy of the Civil Rights Movement”
Th (11/07): SUGGESTED: Excerpt from David Maraniss, They Marched into Sunlight: War and Peace, Vietnam and America, October 1967
Week 12: The Many Civil Rights & Anti-War Movements Cont. [Final Project Check in #2]
Dissent, Chapters 20 & 21
T (11/12): Protest Materials Due; SUGGESTED: Simon Hall, “The Response of the Moderate Civil Rights Movement to the War in Vietnam”
Th (11/14): SUGGESTED: Christopher P. Lehman, “Civil Rights in Twilight: The End of the Civil Rights Movement Era in 1973)’
Week 13: Dissent in a Modern Era
Dissent, Chapters 22 & 23
T (11/19): SUGGESTED: Lisa A. Taggart, “The Times, They Have a’Changed: Student Activism in the 1980s” (https://bit.ly/2yA5CbZ)
Th (11/21): SUGGESTED: Anderson Francois, “James Baldwin’s Ideas and Activism in the 1980s” (https://bit.ly/338fpUO)
Week 14: Dissent in a Modern Era Continued/Black Lives Matter, the #MeToo Movement, & Activism Today
Dissent, Chapters 22 & 23
T (11/26): SUGGESTED: Nella Van Dyke et al, “Manufacturing Dissent: Labor Revitalization, Union Summer, and Student Protest;” Eric Choi et al, “An Oral History of Student Activism Since the 1980s” (https://bit.ly/2ZwN4oM) Read about the Black Lives Matter movement: https://blacklivesmatter.com/about/herstory/; Excerpt from Wesley Lowrey, They Cannot Kill Us All: Ferguson, Baltimore, and a new era in America’s racial justice movement OR Laurie Collier Hillstrom, Chapters 1-3 in Black Lives Matter: From a Moment to a Movement (you can preview here: https://bit.ly/2yzsUyD)
Th (11/28): NO CLASS THANKSGIVING BREAK
Week 15: Black Lives Matter, the #MeToo Movement, & Activism Today Continued
T (12/03): Find two news articles dealing with a political or social justice movement of your choice. Choose one that looks on the movement negatively and one that looks on the movement positively. Be prepared to summarize for the class & discuss.
Th (12/05): Book/Film Review Due; Sandra E. Garcia, “The Woman Who Created #MeToo Long Before Hashtags”
FINALS WEEK: 12/09-12/15
Final Project Due Date & Time: Tuesday, 12/10 10:45am-12:45pm