STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference.

Please use this

syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT
purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a
course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.

School of Arts & Humanities

MILH360
World War II
3 Credit Hours
8 Week Course

The course materials, assignments, learning outcomes, and expectations in upper level (300-
400) undergraduate courses assume that you have completed lower level (100-200) History
courses to develop content knowledge and skills necessary for research, writing, and critical
thinking.

Students who have not fulfilled these requirements or awarded transfer credit should strongly
consider completing these requirements prior to registering for upper level courses.

Table of Contents

Instructor Information Course Materials

Course Description Evaluation Procedures
Course Scope Course Outline
Course Objectives Online Research Services
Course Delivery Method Selected Websites
Instructor Information Course Materials

Course Description (Catalog)

This course is a global history of the Second World War with an emphasis at the level operational war plans and battlefield
performance. Lots to cover, but doable at a rapid pace, budget your time effectively! This focus makes for an excellent "operational
history" of the war. The emphasis is on the work of armies, corps, and divisions in theater-level operations, as opposed to the tales of
derring-do at the company or platoon level.
(Note to Students: The course materials, assignments, learning outcomes, and expectations in this upper level undergraduate course
assume that the student has completed all lower level general education and career planning coursework necessary to develop
research, writing, and critical thinking skills. Students who have not fulfilled all general education requirements through courses or
awarded transfer credit should strongly consider completing these requirements prior to registering for this course.)

Table of Contents

Course Scope
World War II shaped the world as we know it today. It was the largest war in history fought by the “Greatest Generation” and the
closest thing to total war that the world has ever seen. Although technology has had an increasingly larger impact on warfare
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this
syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT
purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a
course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.

throughout the course of history, World War II is history's first "high-tech" war. Virtually every technological aspect of warfare as we
know it today--including attack from space--was present in some rudimentary form in World War II.

This course deals with the entire scope of World War II, the struggle as it played out around the globe -- in essence, the war against
the Axis partners. The course focuses primarily on the land and naval campaigns in the Pacific and Asia, the German conquest of
Western Europe, the titanic struggle between Germany and the Soviet Union in the east, and the final liberation of Europe made
possible by the Allied landings at Normandy and the Soviet advance. You will examine the strategy, organization, equipment, and
leadership of the German, Japanese, Soviet, and Western Allied Armies. You will also study the operations and the major battles of
the war from 1939 to 1945. The course is replete with independent readings and a written battle analysis which all of you will find
challenging but extremely rewarding.
Table of Contents

Course Objectives
Upon completion of this course, students will be able to:

CO-1: Explain the origins of World War II in Europe and Asia as they grew out of the imperfect peace that followed World War and
describe the revolution in military operations that took place between 1919 and 1939.
CO-2: Define the concept of Blitzkrieg; define the German operational strategy for Operation BARBAROSSA and explain the flaws
that ultimately led to its failure; describe the magnitude of the war in the east, and explain why and how the Soviets played the major
role in the defeat of Nazi Germany.
CO-3: Evaluate the North African, Sicilian, and Italian campaigns and explain the strategic objectives and shortcomings of both sides.
CO-4: Appraise the influence of the Battle of the Atlantic on the ground campaign, and explain how the Allies managed to win a
campaign they could have lost.
CO-5: Analyze American amphibious warfare doctrine and operations including the crucial roles of air and sea power while
comparing and contrasting U.S. and Japanese naval strategy in the Pacific.
CO-6: Examine the Allied operational issues overcome to land in Normandy and the subsequent campaign across Europe and the
German operational strategy for the Ardennes Offensive, and explain its ultimate failure.
CO-7: Describe the U.S. strategy for the final conquest of Japan.
CO-8: Characterize the war's effect on the people of the world and the immediate aftermath of the war.

Table of Contents

Course Delivery Method

Course delivery is via distance learning and enables you to complete academic work in a flexible manner, completely online (but then
you knew that!). APUS ensures that the proper course materials and access to an online learning management system are available to
you. Assignments for this class include two exams (both non-proctored and untimed), a Battle Analysis, and weekly discussion
boards.

In online courses, knowledge is constructed not just by completing readings and assignments but also by communicating with
classmates and learning from what they have to say. As such, we all need to share online conversations about ideas. We will not
always agree, indeed I will most often disagree to encourage you to defend your positions. I also expect each of you to challenge
your classmates with constructive criticism and demand supporting evidence for information presented.

Direct interaction is a key feature of the educational experience. For that reason, it is important that you interact with fellow
students and me during the course as specified in this syllabus and elsewhere. There is a place on the Discussion Board for General
Questions and Announcements. Please use that rather than e-mail unless the issue is of a personal nature. Chances are others have
your questions or observations as well.

You are expected to submit classroom assignments by the posted due date and to complete the course according to the published
class schedule. As adults, students, and working professionals we understand you must manage competing demands on your time.
Should you need additional time to complete an assignment please contact me before the due date so we can discuss the situation
and determine an acceptable resolution. Routine submission of late assignments is unacceptable and may result in points deducted
from your grade.
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this
syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT
purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a
course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.

All written assignments are due by the last day of each week (Sunday). Do not copy and paste any written assignment into the
Assignment Tab except the Battle Analysis. There is no need for that; I grade discussion posts directly from the Discussion Boards. I
want everyone to be able to read and respond to postings. When the assignment is ready for me to grade, you must select the box
“Submit for Grading” and I will be prompted to grade your work. Instructors at APUS/AMU do not search through student
folders to find the assignments. Submitting your work is a simple process. Post the assignment in the Discussion Board then
go to the Assignment Tab and submit the assignment there. After grading your DB assignment, I will post a follow-up
question. You will respond to that on the DB and RESUBMIT the same assignment in the Assignment Tab for my grading.

Table of Contents

Course Materials

Required Text:

Murray, Williamson and Allan R. Millett, A War To Be Won: Fighting the Second World War, (Cambridge, Massachusetts: 2000)
Belknap Press, ISBN 0-674-00163. This is an excellent operational study of the war. The text is available here:
http://ezproxy.apus.edu/login?url=http://site.ebrary.com/lib/apus/docDetail.action?docID=10315836

Please Note: Stateside students will not be sent a hard copy version of this text. If you wish to purchase the text, you may do so
through our recommended bookstore MBS Direct or the bookseller of your choice.
1. Select the ‘Books and e-Books’ link
2. If you have not utilized Library e-books, please take a moment to read about the different formats and
vendors of our e-books.
3. When ready, select the ‘Online Book Catalog’ link
4. Click Continue to advance to the Catalog search page
5. Search by the book’s title and/or author information to find your e-book most effectively.
6. Once you bring up the appropriate record, the links to each vendor e-book copy are displayed.
7. Depending on your needs and the availability of the e-book, you may want to click between all of them
to find the copy most suitable for you. Printing and downloading options will vary depending on
vendor allowances.
If you encounter difficulties viewing the e-book, please visit the Troubleshooting section of the Online Library. If you still have
questions, please contact librarian@apus.edu for assistance.

All other course readings will be available online in the E-Classroom.

IMPORTANT NOTE: The Department of History and Military History requires conformity with the traditional University of
Chicago Style Manual and its Turabian offshoot. Citations will follow traditional footnote / endnote attribution. DO NOT use
parenthetical (APA / MLA) variations. Students in History and Military Studies classes cannot use Wikipedias or
encyclopedias in their research – this includes all online encyclopedias.

Recommended References

• The Chicago Manual of Style, 15th ed. Chicago: University of Chicago Press, 2003.
• Turabian, Kate L. Manual for Writers of Term Papers, 6th Edition. Chicago: University of Chicago Press, 1996.
Purchase Optional.
• Marius, Richard, and Melvin E. Page. A Short Guide to Writing about History, 6th ed. New York: Longman, 2007

The APUS Online Library, in the Tutorial & Student Studies Center provides a link to the Chicago Style Manual – Online. If you
are majoring in History or Military History, then it is highly recommended that you purchase a bound version of this style manual
because you will need to be required to follow this citation manual in all of your History, Military History, and Military Studies
courses.

Microsoft Word (if you do not have MS Word, please save all files as a Rich Text Format (.rtf). NOTE - The classroom only
supports .doc, .docx, and .rtf files. Please visit Adobe for a free copy of Adobe Reader.
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this
syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT
purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a
course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.

Selected Websites: Each week you will visit websites that contain material related to your weekly reading assignments. This
supplemental material provides a more focused look at some of the significant topics covered in the weekly reading assignments and
will give you a better understanding of the scope and nature of World War II.
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this
syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT
purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a
course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.

WEB-BASED READINGS-note in most cases these sites are a good beginning, you are more than welcome to submit site you
find to the class for our additional reading.

Visit the following Website and read a very good essay concerning the causes of World War II:
http://www.bbc.co.uk/dna/h2g2/A1000774

Visit the follow Website concerning the German invasion of Western Europe in 1940:
http://www.euronet.nl/users/wilfried/ww2/1940.htm

Visit the following Battle of Britain Website. It provides a very detailed account of the battle:
http://www.bbc.co.uk/history/battle_of_britain

Visit this excellent Website concerning the Battle of the Atlantic:

http://www.mikekemble.com/ww2/uboat.html

Visit this excellent Eastern Front Website:

http://www.militaryhistoryonline.com/wwii/articles/barbarossa.aspx

Visit this great Website dedicated to the Battle of Stalingrad:

http://www.stalingrad-info.com/

Roosevelt’s Pearl Harbor Speech:

http://www.americanrhetoric.com/speeches/fdrpearlharbor.htm

The Bataan Death March site (excellent):

http://home.pacbell.net/fbaldie/In_Retrospect.html

The following two sites provide a wealth of information concerning the Battles of the Coral Sea and Midway:
http://history.sandiego.edu/gen/st/~michaelm/coral1.html

http://www.history.navy.mil/faqs/faq81-1.htm

This site provides two diaries, one American and one Japanese. Both saw action on Guadalcanal:
http://www.gnt.net/~jrube/intro.html

This site provides a good account of the North African Campaign:

http://www.historynet.com/world-war-ii-north-africa-campaign.htm

This is an excellent study of the campaign for Sicily:

http://www.army.mil/cmh-pg/Brochures/72-16/72-16.htm

This is a great site describing the battle on Omaha Beach:

http://www.history.army.mil/books/wwii/100-11/100-11.htm

A very good site with plenty of information concerning Operation Market-Garden:

http://www.army.mil/cmh-pg/books/70-7_19.htm

A good Battle of the Bulge site:

http://www.history.army.mil/books/wwii/7-8/7-8_cont.htm

Visit this excellent East Front Website and pay particular attention to Battles of Kursk and Berlin articles:
Kursk: http://www.historynet.com/battle-of-kursk-germanys-lost-victory-in-world-war-ii.htm
Berlin: http://www.historyofwar.org/articles/battles_berlin.html

This is a very good site concerning the decisive Battle of Leyte Gulf:
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this
syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT
purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a
course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.

http://www.battle-of-leyte-gulf.com/

This is the transcript of Emperor Hirohito’s surrender announcement to the Japanese people:
http://web.jjay.cuny.edu/~jobrien/reference/ob101.html

Table of Contents

Evaluation Procedures
The primary discussion board postings and all other assignments are due on Sundays by midnight EST. Grades for this course are
based upon several grading instruments to include class participation in the discussion board, a mid-term, and final, and a Battle
Analysis (BA). Content, spelling, punctuation, grammar, and timeliness count toward your grade.

Both of the exams are non-proctored, open book essay exams that you may access numerous times. The BA must be AT LEAST 10
pages in length but in many cases (depending upon your battle) will be many more, doubled spaced, 12 point font, using the Chicago
citation style. BAs are graded by using the rubric posted in the “Course Materials” section of the classroom. Make sure you look at it
thoroughly so you know my expectations. A listing of possible BA topics is also posted in the Course Materials. BA selection is first
come, first served; no two students can analyze the same battle.

Official grades will continue to be issued by the University on the grade report form. Professors have 7 days from the end of the
semester to submit their grades to the University.

Plagiarism will not be tolerated in this class. If caught, the consequence will result in an automatic ZERO on the assignment.
The Program Director or Registrar’s Office may take further action. Please refer to the student handbook to see what is
considered plagiarism.

FINAL GRADE BASED ON:

Assignments/
Points Possible % of Final Grade
Grade Instruments
Discussion Boards 30 30%
Mid-Term Exam 20 20%
Battle Analysis Research Paper 30 30%
Final Examination 20 20%
TOTAL 100 Points 100%

Table of Contents

Grading Scale

Please see the Student Handbook (click here) to reference the University’s grading scale.

Table of Contents

Course Outline

Week Topic(s) Learning Objective(s) Reading(s) Assignment(s)

1 The Origins of the war Analyze the general Reading: Discussion Board # 1: Virtual
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this
syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT
purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a
course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.

and the Revolution in organization of the major Introduction

Military Operations belligerents. Murray, Appendices Go to the Discussion Board in the
1919-1939 1, 2, 3, Chapters 1 & Electronic Classroom and briefly
Define operational warfare 2. introduce yourself to your fellow
and describe the students. Include a reference to any
revolutionary nature of WWII site (not websites) you have
interwar period. actually visited and why you think
understanding WWII is relevant to us
Describe the basic weapons today.
of WWII.
Internet Assignment:
Evaluate the strategic Visit the following Website and read a
advantage of Germany at the very good essay concerning the Causes
start of the war. of World War II

Characterize the initial Internet Assignment:

operations of the war. Visit the follow Website concerning the
German invasion of Western Europe
Explain the consequences of in 1940:
the collapse of Western Visit the following Battle of Britain
Europe. Website. It provides a very detailed
account of the battle
Analyze why the Axis Visit this excellent East Front Website
efforts in the Mediterranean This site provides a good account of the
and the Balkans were merely North African Campaign:
diversions.
After reading this week's textbook
Explain how, in spite of the assignments, and visiting the websites,
odds against them, the answer ONE of the following
German Advances 1939- German military was able to Reading: Discussion Board questions:
1940; The Mediterranean succeed with Operation Murray, Chapters 1. Could the Allies have prevented
2
& Balkans 1940-41; Barbarossa. 3,4,5,6. the Fall of France and western
Operation Barbarossa Europe?
2. Was it a mistake for Hitler to allow
German forces to venture into the
Mediterranean regions?
3. What could the Soviets have done
to blunt Barbarossa and turn the
tide? Could the Germans have done
anything differently to accomplish
their objectives?

Your post should be AT LEAST 250

words and provide supporting evidence
and detail as your response to my
follow-up should be. Be sure to respond
to 3 others, also.
Explain the roots of the Internet Assignment:
Asia-Pacific war. Visit this site on Origins of the Pacific
Origins of the Pacific Reading: War.
War; Japanese advances Describe the Japanese war of Murray, Chapters Visit this site on Japanese Conquests
3
1941-42; The Asia- conquest and identify its 7,8,9. in Asia
Pacific War 1942-44 high water mark. Visit this site on Asia-Pacific Theater
Maps and examine the maps of your
Describe the limited Allied choosing.
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this
syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT
purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a
course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.

offensives in the Pacific. Visit The Bataan Death March site

(excellent):
Lastly this site provides two diaries, one
American and one Japanese. Both saw
action on Guadalcanal:

After reading this week's textbook

assignments, and visiting the websites,
answer ONE of the following
Discussion Board questions:
1. Could the issues before the start of
the war with Japan have been
resolved diplomatically?
2. What could Japan have done to
cement its high-water mark or should
it have settled for something less?
3. What could the Japanese have
done to stop the Americans in the
Guadalcanal Campaign?

Your post should be AT LEAST 250

words and provide supporting evidence
and detail as your response to my
follow-up should be. Be sure to respond
to 3 others, also.
Describe the objectives of Mid-Term Exam due by the end of
the German navy in the Week 4 and will consist of short
Atlantic and Allied counter- answer and essay questions designed
measures. to gauge your understanding of this
segment of the course.
Explain why 1942 was a
year of decision for Internet Assignment:
Germany. Visit this excellent Website concerning
the Battle of the Atlantic
Visit this great Website dedicated to the
Battle of Stalingrad
Visit this timeline: Timeline of World
War II and examine the events of 1942
Reading:
in Europe.
The Battle of the Atlantic Murray, Chapters 10
4 1939-43; 1942, a Year of & 11.
After reading this week's textbook
Decision.
assignments, and visiting the websites,
answer ONE of the following
Discussion Board questions:
1. How could the Germans have won
the Battle of the Atlantic?
2. What could the Germans have
done to save the Stalingrad
Campaign?
3. How could Germany have altered
its command, control, and logistics
for more success in the East?

Your post should be AT LEAST 250

words and provide supporting evidence
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this
syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT
purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a
course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.

and detail as your response to my

follow-up should be. Be sure to respond
to 3 others, also.
Describe the effects and Internet Assignment:
results of the Allied bomber Visit this primary source site on the
offensive. THE UNITED STATES STRATEGIC
BOMBING SURVEY
Explain how the United Go to the following links:
States developed its Why wasn't Auschwitz bombed?
conventional military
operations and reactions by Photos from Auschwitz/Birkenau
the Japanese.
After reading this week's textbook
Explain the Soviet approach assignments, and visiting the websites,
to military operations after answer ONE of the following
Combined bomber the battle of Kursk. Discussion Board questions:
offensive 1941-45; The Reading: 1. Why wasn't Auschwitz bombed?
5 end of Japanese naval Special: Describe the Murray, Chapters Should the Allies have bombed
power 1943-44; Killing nature of the Holocaust in 12,13,14. Auschwitz-Birkenau in 1944/45?
Time 1943-44. military terms. 2. What could the Germans have
done after Kursk to stall the Soviet
offensive?
3. Did the Japanese have any other
recourse but to abandon traditional
definitions of how war should be
waged?

Your post should be AT LEAST 250

words and provide supporting evidence
and detail as your response to my
follow-up should be. Be sure to respond
to 3 others, also.
Explain why the liberation of Internet Assignment:
France set the stage for the These are three great sites describing
final destruction of Germany the battle on Omaha Beach: Article 1,
and how it set the stage for Article 2, Article 3
the political future of A very good site with plenty of
Europe. information concerning Operation
Market-Garden:
Explain the nature of A good Battle of the Bulge site:
American improvement in
Reading:
the conduct of military After reading this week's textbook
Murray, Chapters 15,
The Invasion of France, operations in Europe. assignments, and visiting the websites,
16.
6 1944; The End of the war answer ONE of the following
in Europe, 1944-45. Describe the Soviet prowess Discussion Board questions:
at the operation level of war 1. Was the Normandy Campaign the
and why Germany was decisive event that sealed the fate of
unable to counter it. Hitler’s Germany? Could the
Russian have defeated Hitler without
a second front in the West?
2. How could the Germans have
countered the new Soviet prowess in
operational war?
3. What was it about the American
"character" that allowed them to
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this
syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT
purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a
course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.

improve their ability at operational

war?

Your post should be AT LEAST 250

words and provide supporting evidence
and detail as your response to my
follow-up should be. Be sure to respond
to 3 others, also.
Describe the destruction of Battle Analysis due by the end of
the Japanese Empire and the week 7
The destruction of the role of strategic bombing. Reading:
Japanese Empire 1944- Murray, Chapters 17, No Discussion Board assignment this
7
45; The end of the Asia- Explain why General 18. week.
Pacific War 1945. MacArthur called the
surrender “the hope of
mankind.”
Explain why World War II
was a war for resources on
all fronts.

Describe how nations fed the

The final exam will consist of short
war and the role of
answer and essay questions designed
industrialization/labor in the
to gauge your understanding of the
war effort.
course.
People at War 1937-45; Reading:
Explain the role of women in
8 The aftermath of war. Murray, Chapters Internet Assignment:
World War II
19,20, Epilogue. This is the transcript of Emperor
Hirohito’s surrender announcement to
Explain how the changes in
the Japanese people.
military technology led to
the slaughter of civilians
Closing discussion
during the war.

Describe the attempts to

prosecute the Axis
leadership.

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Policies

Please see the Student Handbook to reference all University policies. Quick links to frequently asked question about policies are listed
below.

Drop/Withdrawal Policy
Plagiarism Policy
Extension Process and Policy

WRITING EXPECTATIONS

All written submissions should be submitted in a font and page set-up that is readable and neat. The format is below.

• Typewritten in double-spaced format with a readable style and font and submitted inside the electronic classroom.
• Arial or Times New Roman, 12-point font..
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this
syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT
purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a
course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.

• Page margins Top, Bottom, Left Side and Right Side = 1 inch, with reasonable accommodation being made for special
situations and online submission variances.

CITATION AND REFERENCE STYLE

Assignments completed in a narrative essay or composition format must follow the Chicago Manual of Style guidelines. The APUS
Online Library, in the Tutorial & Student Studies Center provides a link to the Chicago Style Manual – Online. If you are majoring
in History or Military History, then it is highly recommended that you purchase a bound version of this style manual because you
will need to be required to follow this citation manual in all of your History, Military History, and Military Studies courses.

LATE ASSIGNMENTS

Students are expected to submit classroom assignments by the posted due date and to complete the course according to the published
class schedule. As adults, students, and working professionals I understand you must manage competing demands on your time.
Should you need additional time to complete an assignment please contact me before the due date so we can discuss the situation and
determine an acceptable resolution. Routine submission of late assignments is unacceptable and may result in points deducted from
your grade. There are exceptions to this policy, on a case-by-case basis, and generally deal with emergencies. Please review the
Course Assignment Policy within the Course Materials section of the classroom for more information.

NETIQUETTE

Online universities promote the advance of knowledge through positive and constructive debate--both inside and outside the
classroom. Discussions on the Internet, however, can occasionally degenerate into needless insults and “flaming.” Such activity and
the loss of good manners are not acceptable in a university setting--basic academic rules of good behavior and proper “Netiquette”
must persist. Remember that you are in a place for the fun and excitement of learning that does not include descent to personal attacks,
or student attempts to stifle the discussion of others.

• Technology Limitations: While you should feel free to explore the full-range of creative composition in your formal papers,
keep e-mail layouts simple. The Educator classroom may not fully support MIME or HTML encoded messages, which means
that bold face, italics, underlining, and a variety of color-coding or other visual effects will not translate in your e-mail
messages.
• Humor Note: Despite the best of intentions, jokes and--especially--satire can easily get lost or taken seriously. If you feel the
need for humor, you may wish to add “emoticons” to help alert your readers: ;-) : ) ;) 

DISCLAIMER STATEMENT

Course content may vary from the outline to meet the needs of this particular group or unanticipated circumstances.

Table of Contents

Academic Services

ONLINE LIBRARY RESEARCH CENTER & LEARNING RESOURCES

The Online Library is available to enrolled students and faculty from inside the electronic campus. This is your starting point for
access to online books, subscription periodicals, and Web resources that are designed to support your classes and generally not
available through search engines on the open Web. In addition, the Online Library provides access to special learning resources, which
the University has contracted to assist with your studies. Questions can be directed to librarian@apus.edu.

• Charles Town Library and Inter Library Loan: The University maintains a special library with a limited number of
supporting volumes, collection of our professors’ publication, and services to search and borrow research books and articles
from other libraries.
• Electronic Books: You can use the online library to uncover and download over 50,000 titles, which have been scanned and
made available in electronic format.
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this
syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT
purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a
course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.

• Electronic Journals: The University provides access to over 12,000 journals, which are available in electronic form and only
through limited subscription services.
• Smarthinking: Students have access to ten free hours of tutoring service per year through Smarthinking. Tutoring is
available in the following subjects: math (basic math through advanced calculus), science (biology, chemistry, and physics),
accounting, statistics, economics, Spanish, writing, grammar, and more. Additional information is located in the Online
Library. From the Online Library home page, click on either the “Writing Center” or “Tutoring Center” and then click
“Smarthinking.” All login information is available.

Table of Contents

Weekly Study Questions

Weekly study questions are located within the Course Materials section of the course in a Subfolder. You do not have to answer the
questions but they are provided to help focus your readings. This section is still under development.