Spring, 2017 Semester Calendar of

Owen Williamson, MA, Instructor

  • Dr Clara A Molendyk and Maj Benjamin C. EdwardsAll assignments must be turned in by the beginning of the class period on the day when they are due.  The instructor is not obliged to accept late work.
  • All major assignments and exams completed late will be penalized one letter grade for each class day they are late. 
  • In case of absence or if class is ever cancelled due to circumstances beyond Instructor control, students are still expected to complete and submit all assignments shown on this Calendar to the extent possible.
  • Acknowledgement: Many of the WW II-era article-length readings or poems used in this course appear in one or the other of Clara A. Molendyk and Benjamin C. Edwards'  two  textbook anthologies, Thus Be It Ever (1942) and The Price of Liberty (1947), both published by Harper & Brothers, New York. Although I never met them, I wish to humbly acknowledge my debt to the work of these two scholars in the creation of this course. Edwards passed away in 1982 and Molendyk in 1995 and their two textbooks are, of course, long out of print, but both books are still under copyright. Any materials used in this course that are not freely available on the Net and which I instead posted directly from these books are shared under Fair Use, for classroom ecucational purposes only.

    Graphic: Dr. Clara A. Molendyk and Maj. Benjamin C. Edwards.  Original photo taken c. 1980.

Instructor reserves the right to modify calendar to meet the needs of the class. 

Note: Certain links on this OpenCourseWare page lead to articles or pages on other servers that require permission or a subscription to access.  If you have trouble opening these pages, please check with your local or campus librarian or with the author of this page for more information on access.  I am in the process of linking alternative, completely open-access resources for all assignments.  O.W.





1. Hiroshima, by John Hershey.

This book is free online, but can also be purchased in print from Amazon.com here. We are reading the original 1946 text of the book, chapters 1 through 4 only, as linked above. 

Note: Later editions of this book have a chapter 5, which was written later and which is not included for this course. However, if you wish to find out about the later lives of some of the characters in the book, please feel free to get the newer version of the book and read chapter 5 on your own.

2. Subject and Strategy:  A Writer's Reader

     14th ed., by Paul Eschholz and Alfred Rosa. This book is available for purchase or as a rental at the UTEP bookstore. You are required to have and to follow reading assignments in this text.











 Week 1

Jan. 17-20, 2017




Start reading Chapter 1:  Reading, and Chapter 3, Writers on Writing, in Escholz and Rosa.

Pearl Harbor





Complete reading journals weekly. Assignment.

Resource: There'll be Bluebirds over the White Cliffs of Dover (audio with lyrics, ~3 min.)

Day 1 Homework: Online Welcome survey.


Discuss course, expectations and major assignments.

Introduce theme. Discuss World War II and its context.

  • Optional resource: The Rise of Hitler (Video, ~5 1/2 minutes.) Warning: No subtitles. Requires Facebook sign-in.

Resource (Audio): "Praise the Lord and Pass the Ammunition." ~2 1/2 minutes. Click here for Lyrics.

Optional Resource: "Our Country Passes from Undeclared War to Declared War," by Dorothy Day.

Discuss: Plagiarism.

How to write a summary.

Tentative resource: Brain centers and reading. 

Tentative resource: The War on Stupid People.

 Week 2: Jan 23-27, 2017




Continue reading chapters 1 and 3 of Escholz and Rosa.

Reading Journal 1. on "Now the U.S. Must Fight for Its Life," pages 15-21. Life magazine, Mar. 2, 1942. (Trigger warning: Contains extremely violent content, some language that is now considered offensive and racist.)

Optional background resource: Battle of Dutch Harbor (Wikipedia) Jun. 3-4, 1942.

Do  Welcome Survey if not already completed.

Review Plagiarism, if not done already.

Tentative: Respond to "I Hate Reading" 

Resource: College Reading.

Tentative resource: Chronic Sleep Restriction Negatively Affects Athletic Performance.

How to write a summary.

Resource: Sample First Sentences.

Summary practice: Page from Women's Day magazine, Nov. 1942. Write a one-paragraph summary.

*Read: A Dozen Things You Can Do On Your Own to Improve Your Reading   Answer questions.

Summary practice: "Grave Injustice done Japanese on West Coast," by Dorothy Day. Write a one-paragraph summary.

Tentative Resource "Introducing Gen Z" (A real-world summary of a book.)(Tentative) Respond: a. Are you a member of Gen Z? b. To what degree do you, personally share the characteristics mentioned in the article? c.  Do you feel this article is correct or not, and why?

Resource: "Our Country Passes from Undeclared War to Declared War," by Dorothy Day. Read if not read already. 


Week 3: Jan. 30-Feb. 3, 2017




Start reading Chapter 2, Writing, in Escholz and Rosa.


Rationing poster

 Reading Journal 2 on "Mental Preparedness in Wartime: BE CALM," by Eric P. Mosse (Jan. 2, 1942).

Resource: (Video): Battle Hymn of the Republic).

Review Correct First Sentences.

In-class assignment: Summary practice. Resource: Sleep Recommendations.

Resource: "If Conscription Comes for Women." by Dorothy Day (1943)
Optional Background Resource: Sample World War II Draft Card.


Example of a real-world college-level summary/abstract.

Example of a popular-level summary (same study).

Full scientific report on the same study (May require password to access).

Full college-level article on the same study (May only work on campus, or may require password).

1.       Understanding vocabulary in context

2.       Finding main ideas

Census Day

Video [Trigger Warning: Content includes violence and may be highly disturbing for some viewers. May require Facebook signon. ]

Another real-world summary example:

Original article:

Longitudinal Links Between Fathers' and Mothers' Harsh Verbal Discipline and Adolescents’ Conduct Problems and Depressive Symptoms, by Ming-Te Wang and Sarah Kenny.

Example of a real-world summary:

"Yelling Doesn't Help, Dec. Harm Adolescents"

1.       Understanding supporting details & identifying types of details.

2.       Recognizing transitions.

Resource: First Semester GPA.


Intro to scholarly responses/commentaries. View Response PowerPoint.

Resource (from last week): "Grave Injustice done Japanese on West Coast," by Dorothy Day,  Tentative:  Read "A US Apology for Japanese Internment." (2013). Give your response:  Should America have apologized?  Some politicians say that our country and its leaders should never apologize for any action they take, because apologies indicate weakness and America and its leaders must always act from strength.



Week  4: Feb. 6-10, 2017


Finish Chapter 2 of Escholz and Rosa

Stamp out fascism!

 Reading Journal 3 on your choice of one of the following articles (look over both options plus background resource for each one, and then choose only one):

Either: 1.  "Where is Sanctuary?" by Dorothy Day,  (Background resource: Dorothy Day being considered for Catholic Sainthood.)

or. 2. "The Truth about Rosie the Riveter," by Carrie Kirby.(Background resource: Rosie the Riveter.)


Resource for in-class summary exercise (Note: Link may work only on UTEP campus computers):"Caudate Over Heels in Love."  [Trigger warning: Contains scientific discussion of adult content.]


Alternate resource for summary exercise: Antisemitism: This Cannot Be, Must Not Be Our Europe.

Tentative Background resources:

All together 1942 Video - ~3 min.

The Spirit of '43 Video- ~7 min. Warning: No subtitles available.

Don't f with writers

1.       Understanding Author’s Purpose & Tone

2.       Distinguishing facts from opinions


Exercise See headlines on front page of June 22, 1942 NY Times.

Response: Give your own response (opinion) in one or two paragraphs: Judging from this paper, how was the war going for America in June, 1942? How can you tell? Use a correct first sentence. Discuss the NYT's purpose and emotional tone Discuss the importance of not always defaulting to a purpose of "to inform" and an intended audience of "anyone who reads this."

Optional resource: Dorothea Lange’s Censored Photographs of FDR’s Japanese Concentration Camps.


Tentative in-class exercise: Analyze and respond to "Milwaukee." Instructions to be given in class.

      Discussion / "chalk talk":  Identifying patterns of organization.

Briefly review structures of the summary, the argumentative/persuasive essay and the comparative essay. Introduce/discuss other common academic writing structures: Chronological, process, listing, and cause and effect. 


SUMMARY Paragraph assignment introduced--Major assignment worth 10% of grade!  Tentative: Summarize this Feb. 6, 2017 academic article by Julie Sloane in one paragraph, Summary Hints.

Summary assignment final draft due Wed., Feb. 22.


Week 5: Feb. 13-17, 2017



  Continue reading Chapter 14 of Escholz and Rosa.

 Reading Journal 4 on "Venereal Disease and War," by Samuel Tenenbaum. [Note: The "Amateurs" or "Khaki-Wacky" mentioned in the article were also called "Double-V Girls."]


Exercise on inferences. Resource: Hate, by Arch Oboler (from Molendyk & Edwards, 1947, pps 66-69).
Tentative: Read out loud.  [Trigger warning: Story has intensely violent content.]
Instructions: Read this article  What does this author infer about the nature of Nazi control? Support your conclusion with quotes from the article.
Afterword: Instructor's personal comments on the reading.

Resource: Read How to Read a Scientific Paper, by Adam Ruben, Discuss the emotional tone of the article.

Wednesday, Feb. 15:

Library walk-through. Meet in Library Coffee shop.


Resource: Round and around... (audio, 3 min 39 sec) Trigger Warning: May be offensive to some listeners.  Lyrics.  Tentative: Respond. Is this song offensive?

Resource article: Succeeding in College, Don't Be a Diva. Tentative: Respond--What are the three best suggestions in this article, and why (explain "Why?" individually for each of the three suggestions you choose.

SUMMARY Paragraph  cont'd.


 Week 6: Feb. 20-24, 2017





Finish Chaper 14 in Escholz and Rosa, carefully look over chapters 4 and 16.



Reading Journal 5 on "Dynamic for Democracy," (High Points, April, 1942, pps. 36-46), by Molendyk and Edwards (.pdf). Article reproduced and posted for classroom use only.

Optional: Background resource for journal article 5: Teaching English in Wartime: A Brief Guide. (1942).

Mon. Feb. 20:  BRING ROUGH DRAFT OF SUMMARY Peer review of summary paragraph.

NOTE: UTEP does NOT close for President's Day.

Resource article: "Germany to probe Nazi-era medical science," by Megan Gannon. Tentative: Respond--Should any further Nazi-era human brain tissue samples that are discovered and were taken from people who were murdered in the Holocaust be (1.) simply incinerated as medical waste as soon as they are discovered, or (2.) should they be permanently preserved as evidence and for future valuable scientific study, or (3.) should they be ceremonially buried in a cemetery with a proper funeral, as the last physical remains of these tragic victims? Why?   

SUMMARY paragraph: Final draft due by

Wednesday, Feb. 22 (printed).

Wednesday: Tentative Audio Resource: Presentation on VE Day, by Norman Corwin.  Full presentation is ~60 min. [Trigger warning: May be upsetting to some readers.]


Opinion, Fake news vs. facts. Regular Google vs scholar.google.com

Resource: Heroic Chaplains. Tentative: Respond.

Finding implications and inferences: Finding what is not said in the text: .

Resource: Taking one for the team. (May work only on campus computers).



Week 7: Feb. 27-Mar. 3, 2017



Read Chapter 5 in Escholz and Rosa.

Reading Journal 6 on "Defeated Land," by Sidney Olson, Life magazine, May 14, 1945, Pages 39, and 103-110.

Monday: Background resource: Nazi Surrender Document, May, 1945.

Optional resource: The Peat Bog Soldiers (Paul Robeson) Audio, ~2 1/2 minutes.  Lyrics.

Optional resource: The Socratic Method.

Quality Control in writing: Three Big Rules.

From Pro Writing Aid: "What Editing Issues Fast Track Writing Submissions to the Reject Pile?" by Susan Maccarelli

Reading Project: Introduce weekly reading journals for rest of semester, on Hiroshima.

Comparison Essay introduced. Assignment officially issued.



Resource: More about Alcoholism. (Read Chapter 3). Analysis question: What is the easiest way to self-diagnose alcoholism?

Comparison/contrast exercise:


Resource: A Year in the Life (Video 93 sec.)

Tentative Resource: John Jones (Video ~10 min.)

Compare and contrast the contents of these two brief videos, the first from World War II, the second from our own time. [Trigger warning: Extreme realistic violence in these videos may upset some viewers. No usable subtitles on either video.]

Optional Resource (Poem): The American Child, by Paul Enge.


Fri: Midterm Exam: On BlackBoard.


Week 8: Mar. 6-10, 2017






Read Chapter 6 in Escholz and Rosa.

Begin reading Hiroshima, by John Hershey.


Reading Journal 7 on Hiroshima, from beginning of the book, up to the beginning of the story of Father William Kleinsorge


How to argue: The ISARC format for argument (a guide)

Exercise: Argue in ISARC format whether or not "the tassel" (in this case, finishing this semester without quitting or dropping out, and ultimately the whole task of getting your college degree at this point in your own life) is "worth the hassle" at this point for you, personally.  Be careful to use I, me, my, we, and us in your answer.  Please be honest!

Check of class notes.

Resource: Nancy Wake. Video, ~2 min.  Question: In a similar situation, could you do what she did?  Why or why not? Should she be considered a hero?


Reader response: The dark side--how to attack a text or standpoint [Refutation}.

Resource for understanding refutation: Anticipating others' false beliefs ("Theory of Mind") and apes.

Resource: Hate, by Arch Oboler (from Molendyk & Edwards, 1947, pps 66-69). (from prior week). [Trigger warning: Story has intensely violent content.]
Instructions: Read this article if not read already, and discuss background of the story Then, based on your own personal moral or ethical beliefs, use the above resource to attack the actions of either Commander Berkhoff or Pastor Halversun (your choice). Note: Attacking one does not necessarily mean defending the other.


Tentative resource article for argumentation/ refutation: Adolph Hitler's Nephew, by Louise Boyle. In his letter, what arguments does the writer give to refute the decision not to allow him to enlist in the US Armed Forces? (He was eventually allowed to enlist.) Give at least four reasons he uses to successfully refute his initial rejection. 

Resource: How to organize a text. (if not presented already.)

Comparison Essay cont'd.

*Resource: Read brief text selection from the story "Moon of Ice," by Brad Linaweaver (1982). [Trigger warning!  Content is entirely fictional, and may be seriously offensive to some readers!]  Compose a brief, five-sentence ISARC argument with your opinion on the following question:  If history had gone differently, could such a world as described in this story have ever existed?  Why or why not?


Spring Break
Mar. 13-17, 2017

GPASpring Break

Spring Break

Week 9:  Mar. 20-24, 2017





Start reading Chapter 8 of Escholz and Rosa.


Photo: Sophie Scholl, executed at age 21 for leading student resistance to Hitler.

mother teresa quotes - Google Search







Reading Journal 8 on Hiroshima, from the beginning of the story of Father Kleinsorge up to the beginning of Chapter II, "The Fire."

Background resource: An Illustrated History of the Hiroshima and Nagasaki Nuclear Bombings. [Trigger warning: Photographs may be highly disturbing to some viewers.]

Tentative Resource: "Untitled," by Norman Corwin. In Molendyk & Edwards (1947). The Price of Liberty. New York: Harper Bros.; p. 53-64. Tentative: Audio presentation of this article, ~27 min. [Trigger warning: May be upsetting to some readers.]
Analytical response: Argue in ISARC format: Do wars "just happen" at certain times, sort of like hurricanes or earthquakes?  Or can and should we as citizens do anything to prevent or resist them? 

Resource for comparing people: Comparison (Synkrisis).

Tentative resource: College may have become more valuable.

Tentative resource: "Houston Shooting Suspect wore 3rd Reich Uniform..."  Tentative March 7, 2017 Resource: Racist flyers found at Texas State University.Optional audio resource: "Hitler Lives." (~3 min. Warning: No subtitles available.)

Tentative resource: Vatican supports nuclear disarmament (10/17/2016). Tentative: Response.


Friday: Learning by reading out loud.

IMAGE Resource: Repeating aloud to another person boosts recall (Article)

Resource (to be read out loud): Litany for Dictatorships, by Steven Vincent Benét (Molendyk & Edwards, 1942, pps. 7-10).

Additional Resource (Tentative: To be read out loud in class): "Can we Avoid History's Blood-Dimmed Tide?" by John Case (2011).

Tentative background resource: NY Times article.

Tentative: Keeping a positive attitude in college. Exercise: Write a five-sentence ISARC argument defending Mother Teresa's quote. Identify your sentences I, S, A, R and C.

 Week 10: Mar. 27-30, 2017.

Mar. 31, 2017 César Chávez Day, No class.  



Finish reading Chapter 8 in Escholz and Rosa; carefully look over Chapters 9 and 16.







Reading Journal 9 on Hiroshima, up to the beginning of Chapter III, "Details are being investigated."

. Class drop/withdrawal deadline

Comparison Essay continued

Tentative resource: Video selection from movie, The Day After (1983). (Trigger warning: Extreme cinematic violence. May be seriously upsetting to some viewers.)

Wednesday: Revising and proofreading (slide show). Tentative: Generic rubric sheet distributed.  Quality control expectations for Comparison Essay and other college assignment.

Response practice resources:

Instructions:  Resource: "Aftermath" (poem), by Siegfried SassoonRespond with a five-sentence ISARC argument supporting your own personal opinion on what Sassoon wrote. Label your sentences I,S,A, R and C. Important: Respond directly to Sassoon's arguments; do not simply give your own opinion on war

Note: The above poem is from World War I, but Molendyk and Edwards include it in their 1947 anthology (pps. 78-79) in reference to World War II.

Trentative Resource: (Audio/video) When the Lights Go On Again All Over the World, by Vera Lynn.  (~3 1/2 min.)  Lyrics for song. Discuss personal reaction to song.

Resource: (Audio/Video): There'll be Bluebirds Over the White Cliffs of Dover.

Optional Resource (Audio): Smoke on the Water, by Wesley Tuttle. [Warning: No subtitles. Lyrics may be offensive to some.]


Friday, Mar. 31 César Chávez Day, no class

 Week 11: April 3-7, 2017




Read Chapter 7 in Escholz and Rosa.

Fascism isn't to be debated--it is to be smashed.

 Reading Journal 10 on Hiroshima, up to the beginning of Chapter IV, "Panic Grass and Feverfew."

More tentative exercises: Identifying tone and genre in reading and writing. Resources:

Resource (audio): Ballad of Ira Hayes, by Johnny Cash (1964). (Audio/Video ~4 min.)  Lyrics.

Optional Resource: National WWII Museum Fact Sheet on Iwo Jima. (pdf)
Resource: The Diary of a German, by Ilya Ehrenburg. (Trigger warning: Contains examples of extreme violence and cruelty, may be upsetting to some readers.)
Tentative Resource: (Audio/video) When the Lights Go On Again All Over the World, by Vera Lynn.  (~3 1/2 min.)  Lyrics for song. Discuss personal reaction to song.

Tentative Resource: Human/animal Chimeras.  Respond.

Resource: Ground Zero 1945.
Resource: Hiroshima Archive.
Resource: Hiroshima Peace Memorial Museum.


Tentative Argumentation practice: First read article and listen to song, then argue in ISARC format:

Resource: German Teens who Rebelled Against Hitler, by Jake Rossen

Resource: from Leonard Cohen, Songs from a Room. (Audio, ~3 1/2 minutes.).

 Assignment: After reading the article and hearing the song, argue in ISARC format whether a young person has a responsibility to try and rebel against fascism like these young people did, or whether a person like yourself always has an overriding duty to obey orders instead. Put yourself in the situation--use
I, me, we and us (first person) in your argument!


Draft of Comparison Essay

due in hardcopy (printed out)

Wednesday Apr. 5, at the beginning of class

Peer review.

CautionFinal Draft of Comparison Essay

due Friday, Apr. 7 in class.


Fri.: Argumentation Essay Assigned. Discuss.

 In-class explanation: Situation, purpose and intended vs. actual audience (Understanding author’s purpose & tone).

Optional resource: Closer to war.

Optional Resource: "Atom Bomb and Conscription Still Issues to be Faced," by Dorothy Day.

Optional resource: Manila Massacre
(Trigger warning: Contains scenes of graphic violence. May be seriously offensive to some readers.)


 Week 12:  Apr. 10-13, 2017.

April 14, 2017 Study Day, no class.


 Start reading Chapter 12 in Escholz and Rosa.

Gold Star


Reading Journal 11 on Hiroshima, up to the sentence, "Dr. Fujii said, 'It’s hard to be cautious  in Hiroshima these days. Everyone seems to be so busy.'”

Discuss argumentation essay.

Mon.: Discuss options for book test (reading project).


Resource : EdTalk Project Graduation rates.

Optional Resource 1: Graduation rates (article)

Optional resource 2:  The Need to Close the Empathy Gap in School Reform, by Chris Stewart.

ISARC format argument practice:  Why is there such a large racial divide in graduation rates at UTEP, and how can we equalize and raise those rates while still protecting educational excellence?

Summary Practice: Choose one:


1. Optional resource: Young Adults' Problem Drinking.

2. Optional resource; Getting in the Flow: Sexual pleasure is a kind of trance. (Trigger warning: Scientific discussions of adult subjects.)

       Argument practice (ISARC): Choose one.


        A. In today's dog-eat-dog world America must always operate from a position of righteous strength, and cannot be held back by any sort of weakness, division, self-doubt or hesitation. Our government must offer us firm, confident leadership, led by our strongest, healthiest, most powerful and most disciplined leaders.  We need to have a muscular, brave and manly form of government, a government everyone can look up to, one that refuses on principle to accept back-talk, uncertainty and self-questioning, and that rejects crooked politics, empty debate, excuses or apologies. We need a government that assures that strong and capable hands are always confidently at the wheel. We must never let stupid political squabbles, crooked politicians, hostile foreign foes or disloyal internal traitors divide us. Instead, we must march forward together in an unbreakable unity of national purpose and a true faith in Old Glory, in the sure knowledge that whatever we must do we will do it proudly as the world's greatest nation, bold and fearless under the Stars and Stripes, forever secure in the certainty that in the eyes of heaven and of history America is always right.

      B. In today's world of crises and challenges, a nation like America must be judged first and foremost on how it treats its weakest and most vulnerable citizens. Our government must always be a government of the people, by the people and for all the people. In order to encourage the most vulnerable and the weakest among us to rise above adversity and succeed we must maintain a caring and open government that we can depend on to help, a government that offers opportunity to all and represents the will of the majority.  At the same time we must always be open to questioning,  peaceful dissent, diversity of opinion and legitimate criticism from inside and out, be proud of our freedom and our diversity, and act with the humility that comes from knowing that someday heaven and history will surely judge us on all that we do and all that we fail to do as a nation.


Optional resource: US Navy Certificate.

Optional Resource: Hiroshima Archive (article).

Optional resource: Catholic colloquium on nuclear disarmament.

Optional resource: Alamogordo.

Cartoon Guide to Rhetoric

Friday, April 14. No class. Study Day.
Week 13: April 17-21, 2017  

Reading Journal 12 on Hiroshima, to end of Chapter 4 (end of online book).

Tentative Resource: Battle Hymn of the Republic

Tentative movie video selection related to theme of course, from: Philadelphia Experiment II.


Resource: War and Propaganda, by Ron Forthofer. Respond:  How does present day "propaganda" as described by Forthover affect you personally?  Write in the first person, using "I, me, we and us."


Argumentation Essay in-class peer review Wed., Apr 19. Bring rough draft!

Video (Tentative) 2 1/2 min. Warning: Graphic war violence, no subtitles.

Optional Resource: Cartoon, by Toles (1987). Reproduced and posted for classroom use only.  Text of cartoon. 

Friday, Apr 21. Class does not meet. Work on Argument Paper! I will be at:

Image may contain: 4 people, people smiling


 Week 14 : April 24-28, 2017





--> Take-home book test on Hiroshima, assigned Monday, April 24. Due on paper Friday, April 28.  


ALL READING JOURNALS FOR SEMESTER DUE online by Monday, May 1, before class. (postponed!)



Course Evaluations reminder.

Check of class notes Wednesday, Apr. 26.

Tentative resource: US Gov't video "Don't be a Sucker" ~17 min.


Article from NY Times.


Turn in Argumentation Essay. Final Draft due by  Wednesday, Apr. 26 at the beginning of class.


Norman Corwin audio for VJ day. Warning: No subtitles. Trigger Warning:  Contains some words that may now be considered offensive and/or racist.


Summary practice on your choice of any two of these three articles:

A. New York Times article on Korean situation.


B. Scientific article on the possibility of time travel.


C. Scientific article, "Diet Products Can Make You Fat."




Week 15.
May 1-4, 2017
(Fri., May 5, Dead Day)




World War II memorialReview/practice for final exam.


Resource: Letter of Claudius

Tentative: Sample Final Exam.

Tentative resource: "International Day to Eliminate Nuclear Weapons."

Resource: Nuclear War will bring nothing but doom...

That's all, folks!


Resource: First Semester GPA

Optional resource: (Brief Video on Groucho Marx) (requires Facebook access.)

Optional resource: Hiroshima Revsionism. (2015)

Optional resource: How US Hiroshima Mythology Insults Veterans (2016)

Optional resource: Yes, Dropping Atomic Bombs on Japan was a Good Thing (2016)




Last day of classes and complete withdrawal from the University.


 Week 16

Final exam

Mon., May  8, 2017, 7 am EDUC 309 (corrected)

You should expect to spend SIX to NINE HOURS every week outside of the classroom working on this class (online, researching, discussing, writing, and most of all, reading).   If you are not willing to devote this amount of time on the course, you cannot expect to do well.


For educational purposes only.



Owen M. Williamson - Education Bldg 211E - phone: (915) 747 7625 - fax: (915) 747 5655
The University of Texas at El Paso - 500 W. University Ave. - El Paso, TX 79968
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