The Broadway Musical:



|The Broadway Musical: |

|Spring 2012 |

|Reflections of American Diversity, Issues, and Experiences |

|MUSC 400m (4 units), Tuesday, Thursday 4:00-5:50PM. THH 202 |

|Instructor: Dr. Parmer Fuller (parmerfuller@), Office-MUS 305 |

|Teaching Assistant: Meagan Mason (masonm@usc.edu) |

| |

|THIS SYLLABUS IS ACCURATE AS OF NOW, BUT THERE WILL BE SCHEDULE CHANGES MADE. PLEASE CONSULT BLACKBOARD REGULARLY FOR UPDATED VERSIONS OF |

|THIS SYLLABUS. |

| |

|Video Assignments – Multiple copies of the following musicals are on reserve at Leavey Library (Both DVD and VHS video formats): Show Boat |

|(1936 B&W), Porgy and Bess, Carousel, West Side Story, Cabaret, A Chorus Line, Company, Hair, and Rent. Ragtime is only available in its |

|non-musical version, and there is no video for Miss Saigon. Video Assignments are required. |

|Listening Assignments – Multiple copies of CD’s can be checked out – some overnight – at Leavey Library Reserves. Listening Assignments are |

|required. |

| |

|READING RESOURCES: |

|Reading Assignments – are on Blackboard under “Course Documents.” The readings are for background and for your own research purposes. Reading|

|Assignments are NOT required. |

| |

|OTHER RESOURCES: |

| |

|Knapp, Raymond. The American Musical and the Performance of Personal Identity. Princeton University Press, 2006. |

|Knapp, Raymond. The American Musical and the Formation of National Identity. Princeton University Press, 2005. |

|Jones, John Bush. Our Musicals, Ourselves: A Social History of the American Musical. Blackwell Publishing, 2003. |

|Kantor, Michael and Laurence Maslon. Broadway: The American Musical. Bulfinch Press, 2004. |

|All of the above sources are on Reserve at Leavey Library |

Course Description and Objectives: The Broadway Musical is a uniquely American genre, incorporating contemporary literature, jazz, popular music, rock music, and dance. Musical theater has adapted classic literature into contemporary themes, which reflect changing American values, issues, and experiences. Using the music, book, and choreography as the catalyst for inquiry, this course will develop a broader perspective about the evolution of contemporary culture in the United States. MUSC 400 focuses on critical thinking by highlighting contemporary perspectives on racial and sexual prejudices, myths, and stereotypes.

This course fulfills the Diversity requirement by mainly focusing on the following forms of difference: race, gender and sexual preference. Through the study of various Broadway musicals, students learn about the history of racial prejudice (towards blacks in minstrel shows and Showboat and Ragtime, towards Jews in Cabaret, towards people of Oriental descent in South Pacific and Miss Saigon, for example). Similarly, they learn about the evolution in the treatment of women and homosexuals. Much lecture and class discussion time is spent relating these mainly twentieth century issues to issues faced by the students of today.

More specifically: Dr. Fuller's lectures are grouped around historically changing perceptions of four topics: sex and romance (how the relationships of men and women are portrayed), racism, treatment of women, and homophobia. About once a week, the students write two-page "Reaction" Papers to that week's specific musical (choosing a total of 9 shows/weeks out of the 11 possibilities), 2 Midterms (1st. Questions and definitions, short essay; 2nd. Identify listening examples), a 6-8 page Paper and a Final Exam (Questions, listening identifications, and essay) in which they compare/contrast how these various diversity issues are portrayed in Broadway musicals and relate them to their own present experiences.

***Please note: There is a ZERO tolerance policy regarding the use of electronic equipment in class. Cell phones, texting, video chatting, Facebook, etc., are not permitted under any circumstances. They interfere with the learning process and you will be asked to leave the daily lecture. Please conduct your non-related business outside the classroom. Thank you…

COURSE OUTLINE

| |

|Tues. Introduction to MUSC 400 |

|Jan. 10 The Broadway Musical: Who gives a hoot? Is it even relevant? |

|[1] Introduction to Diversity within the Broadway Musical |

| |

|Thurs. Introduction to Diversity (continued) |

|Jan. 12 PBS Broadway Series 1 |

|[2] |

|Autobiography and Photo Assignment presentation by Meagan |

|Bibliography Assignment presentation by Meagan |

| |

|Tues. Historical Beginnings of the Broadway Musical 1 |

|Jan. 17 |

|[3] |

|Assignment for the week: Discover Show Boat (1927), Jerome Kern and Oscar Hammerstein II. |

|Show Boat explores many issues in conjunction with the musical: racism, the plight of the tragic mulatto, miscegenation, |

|alcoholism, gambling, addiction, and women’s issues. |

|Required Video Assignment: Watch all of Show Boat (1936 B&W): on reserve at Leavey Library |

|Know: Show Boat, Paul Robeson, Jerome Kern, miscegenation, mulatto |

|Blackboard Reading: Litwack, “America’s Shameful Pastime” |

|Barg, “Paul Robeson’s Ballad for Americans: Race and Cultural Politics of People’s Music” |

|Knapp, Show Boat |

|Bush-Jones, Show Boat |

|Required Listening: (at Leavey Reserve) |

|Disc 1 Show Boat, “Only Make Believe” |

|Disc 1 Show Boat, “Ol’ Man River” |

|Disc 1 Show Boat, “Can’t Help Lovin’ Dat Man” |

|Disc 1 Show Boat, “You are Love” |

|Disc 1 Show Boat, “Bill” |

| |

|DUE: Autobiography and Photo to your TA |

|DUE: Bibliography (MLA format) |

| |

|Thurs. Historical Beginnings of the Broadway Musical 2 |

|Jan. 19 PBS Broadway Series 2 |

|[4] |

| |

|Tues. Historical Beginnings of the Broadway Musical 3 |

|Jan. 24 PBS Broadway Series 3 |

|[5] |

|Assignment for the week: Discover Porgy and Bess (1935): George and Ira Gershwin, |

|DuBose Heyward. |

|Required Video Assignment: Watch complete Porgy and Bess video on reserve in Leavey Library: 3 hours, 4 minutes |

|Know: George and Ira Gershwin, Porgy and Bess, Gullah, Gullah language, folk opera, substance abuse |

|Blackboard: All readings labeled “Porgy and Bess” |

|Required Listening: (at Leavey Reserve) |

|Disc 1 Porgy and Bess, "Bess, You is My Woman Now" |

|Disc 1 Porgy and Bess, “Summertime” |

|Disc 1 Porgy and Bess, “A Woman is a Sometime Thing” |

|Disc 1 Porgy and Bess, “My Man’s Gone Now” |

|Disc 1 Porgy and Bess, “It Ain’t Necessarily So” |

| |

|DUE: REACTION PAPER #1: ON SHOW BOAT |

|This and all subsequent assignments are due in class at 4pm sharp! |

| |

| |

|Thurs. Possible Guest Lecture |

|Jan. 26 |

|[6] |

| |

|Tues. Historical Beginnings of the Broadway Musical 4 |

|Jan. 31 Review |

|[7] |

|Assignment for the week: review for First Midterm on Tuesday, Feb. 7! |

|For study instructions, see first “Midterm Review” in the Blackboard Course |

|Information. |

| |

|DUE: REACTION PAPER #2: ON PORGY AND BESS |

|This and all subsequent assignments are due in class at 4pm sharp! |

| |

|Thurs. Sex and Romance in the Broadway Musical 1 |

|Feb. 2 PBS Broadway Series 4 |

| |

| |

|Tues. |

|Feb. 7 |

|[9] MIDTERM 1: HISTORICAL BEGINNINGS OF THE BROADWAY MUSICAL |

|(consists of Questions, Definitions, Short essay) |

|Blue books NOT provided |

|Time and length to be determined |

| |

|Assignment for the week: Discover Carousel (1945) Richard Rodgers and Oscar Hammerstein II. |

|Issues within this musical are women’s labor issues, unemployment, spousal abuse, and single motherhood. |

|Required Video Assignment: Watch the complete film of Carousel by class time; on reserve in Leavey Library; 2 hours 8 minutes |

|Know: Carousel, spousal abuse, Richard Rodgers, Oscar Hammerstein II, Agnus de Mille, Agnus de Mille dances, the team of Rodgers |

|and Hart, social class, classism |

|Blackboard: Harvey Wallace, Family Violence: Legal, Medical, and Social Perspectives “Spousal Abuse” |

|Required Listening: (at Leavey Reserve) |

|Disc 3 Rodgers and Hammerstein II: Carousel (1945) “If I Loved You” |

|Disc 3 Rodgers and Hammerstein II: Carousel (1945) "Soliloquy" |

|Disc 3 Rodgers and Hammerstein II: Carousel (1945) “What’s the Use of Wondrin’” |

|Disc 3 Rodgers and Hammerstein II: Carousel (1945) “You’ll Never Walk Alone” |

|Disc 3 Rodgers and Hammerstein II: Carousel (1945) “ Stonecutters Cut it on Stone” |

| |

|Thurs. Sex and Romance in the Broadway Musical 2 |

|Feb. 9 PBS Broadway Series 5 |

|[10] |

| |

| |

| |

|Tues. Sex and Romance in the Broadway Musical 3 |

|Feb. 14 |

|[11] |

|Assignment for the week: Discover West Side Story (1957) Leonard Bernstein and Stephen Sondheim. |

|Required Video Assignment: Watch complete West Side Story film; 2 hours 32 minutes |

|Know: West Side Story, Leonard Bernstein, Jerome Robbins, Stephen Sondheim, gangs (history, violence), Puerto Rico, juvenile |

|delinquency, racial profiling, police brutality |

|Blackboard: Vigil, "Learning From Gangs: The Mexican American Experience" |

|Moore, “Hujas of the Street” |

|Required Listening: LEAVEY RESERVE: |

|Disc 2 West Side Story, "Maria" |

|Disc 2 West Side Story, "America" |

|Disc 2 West Side Story, "Tonight" |

|Disc 2 West Side Story, “Gee Officer Krupke” |

|Disc 2 West Side Story, "Somewhere" |

| |

|DUE: REACTION PAPER #3: ON CAROUSEL |

| |

|Thurs. Sex and Romance in the Broadway Musical 4 |

|Feb. 16 PBS Broadway Series 6 |

|[12] The Team of Rodgers and Hammerstein |

|Know: Oklahoma, South Pacific, The King and I |

|Listening: LEAVEY RESERVE: |

|Disc 3 Rodgers and Hammerstein, Oklahoma!, “Oklahoma” |

|Disc 3 Rodgers and Hammerstein, South Pacific (1949)"Bali Ha'i" |

|Disc 3 Rodgers and Hammerstein, South Pacific "Some Enchanted Evening" |

|Rodgers and Hammerstein, South Pacific “You’ve Got to Be Carefully Taught” |

| |

|Tues. Sex and Romance in the Broadway Musical 5 |

|Feb. 21 |

|[13] |

|Assignment for the week: Discover Cabaret (1966) John Kander and Fred Ebb. |

|A sleazy Berlin cabaret is a metaphor for the decadent world of Hitler’s Germany in the early 1930s. |

|Required Video Assignment: Watch the complete film of Cabaret on reserve in Leavey Library; 2 hours 4 minutes |

|Know: Cabaret, cabaret history, John Kander, Fred Ebb, Bob Fosse, Holocaust, Nazi propaganda, WWII, abortion, Roe v. Wade, |

|bisexuality |

|Blackboard: “Holocaust Timeline” |

|“HUAC Investigates Hollywood” |

|Schnrecker, “The Age of McCarthyism” |

|Blackmun, “Roe v. Wade,” 1973 |

|Required Listening: LEAVEY RESERVE: |

|Disc 2 Kander & Ebb, Cabaret, "Money" |

|Disc 2 Kander & Ebb, Cabaret, "If You Could See Her With My Eyes” |

|Disc 2 Kander & Ebb, Cabaret, "Maybe This Time" |

|Disc 2 Kander & Ebb, Cabaret, “Tomorrow Belongs to Me” |

|Disc 2 Kander & Ebb, Cabaret, “Cabaret” |

| |

|DUE: REACTION PAPER #4: ON WEST SIDE STORY |

| |

|Thurs. Guest lecture: Megan on Song Forms. |

|Feb. 23 PF: finish Sex and Romance |

|Explanation of Research Paper Proposals by Meagan |

|[14] |

| |

|Tues. The Broadway Musical’s Handling of Homosexuality 1 |

|Feb. 28 PBS Broadway Series 7 |

| |

|[15] Assignment for the week: Discover Hair (1968) Gerome Ragni and James Rado, music by Galt MacDermot. |

|A rock musical reflecting the affects of the Vietnam War at home. |

|Required Video Assignment: Watch the complete film of Hair; 2 hours 1 minute |

|Know: Hair, flower child, Age of Aquarius |

|Blackboard: Alan Matusow, "Rise and Fall of a Counterculture” |

|William Jefferson Clinton, “A Letter to the Draft Board” |

|“Chronology 1960-1970” |

|Required Listening: LEAVEY RESERVE: |

|Disc 2 Ragni, Rado & MacDermot, Hair, “Let the Sunshine In” |

|Disc 2 Ragni, Rado & MacDermot, Hair, "I Got Life" |

|Disc 2 Ragni, Rado & MacDermot, Hair, "Hair" |

|Disc 2 Ragni, Rado & MacDermot, Hair, "Good Morning Starshine" |

|Disc 2 Ragni, Rado & MacDermot Hair, “Easy to be Hard” |

| |

|DUE: REACTION PAPER #5: ON CABARET |

Thurs. The Broadway Musical’s Handling of Homosexuality 2

Mar. 1

[16] N.B. Listening Mid-term next week!

The 1960s: The Turbulent Years: The Influence of Vietnam and the aftermath at home and

abroad. The turmoil of the Vietnam War years, involving the anti-establishment movement

that produced a generation of drug-influenced, free-loving dropouts, hippies, "flower"

children, opposed to the draft, the traditional way of life and work ethics, standards of

behavior, and dress. In-class video illustrations of issues in documentaries about Woodstock

and Vietnam.

Blackboard: Chafe, “Vietnam and the Years of Polarization”

Jerry Avorn et al., "Up Against the Ivy Wall"

Edward P. Morgan, The 60s Experience, "New Beginnings: Feminism, and a Revived Left Critique”

DUE: HARD COPY OF PROPOSAL TOPIC FOR RESEARCH PAPER

DON'T WAIT UNTIL LAST MINUTE TO WRITE YOUR RESEARCH PAPER, AS YOU WILL HAVE REACTION PAPERS DUE RIGHT BEFORE (Tu, April 10) AND AFTER (Tu, April 17) THE DUE DATE (Th, April 12) OF THE RESEARCH PAPER!!!

[pic]

Tues.

Mar. 6 Racism in the Broadway Musical 1

[17] Assignment for the week: Review for Midterm #2!

For study instructions, see second “Midterm Review” in the Blackboard Course Information.

DUE: REACTION PAPER #6: ON HAIR

Thurs. MIDTERM #2: Listening Exam

Mar. 8 Blue books NOT provided

[18] Time and length to be determined

PBS Broadway Series 8

[pic]

Tues. Racism in the Broadway Musical 2

Mar. 20

[19]

Assignment for the week: Discover Company (1970) Stephen Sondheim.

Set in a comfortable New York apartment, this concept musical revolves around Robert and his issues with commitment.

Required Video Assignment: Watch the complete film of Company on reserve at Leavey Library

Reading: concept musical, Stephen Sondheim, Hal Prince

Blackboard: “Interpersonal Relationships”

“No Shelter for Singles”

Required Listening: LEAVEY RESERVE:

Disc 1 Company, “Barcelona”

Disc 1 Company, "Being Alive"

Disc 1 Company, "The Ladies Who Lunch"

Thurs. Racism in the Broadway Musical 3

Mar. 22 Video: The Ku Klux Klan

[20]

Tues. The Broadway Musical--Censorship 1

Mar. 27 PBS Broadway Series 9

[21]

Assignment for the week: Discover A Chorus Line (1975) Marvin Hamlisch and Edward Kleban.

While auditioning for a new musical, dancers discuss how and why they became dancers.

Required Video Assignment: Watch the complete film of A Chorus Line; 1 hour, 58 minutes

Know: Marvin Hamlisch, A Chorus Line, homosexuality, plastic surgery

Blackboard: Freedman and D’Emilio, “The Emergence of Gay Liberation”

Rebecca Klatch, "Women Against Feminism"

Snortland, "Bitch, Bitch, Bitch"

William Chafe, "The Challenge to Sexism"

Required Listening: LEAVEY RESERVE:

Disc 2 A Chorus Line (1975) “At the Ballet”

Disc 2 A Chorus Line, "What I Did For Love"

Disc 2 A Chorus Line, “Nothing”

Disc 2 A Chorus Line, “Dance 10, Looks 3”

Disc 2 A Chorus Line, “One”

DUE: REACTION PAPER #7: ON COMPANY

Thurs. The Broadway Musical--Censorship 2

Mar. 29 Video: Women's Rights

[22]

Tues. The Broadway musical's Treatment of Women 1

Apr. 3 PBS Broadway Series 10

[23]

Assignment for the week: Discover Miss Saigon (1990) Alain Boublil and Claude-Michel Schönberg.

The emotional and social problems resulting from the frenetic events of the late- and post-Vietnam years.

Required Listening Assignment: Listen to the complete Miss Saigon with libretto.

Know: fall of Saigon, Vietnam War

Blackboard: George C. Herring, America's Longest War: The United States

and Vietnam excerpts, “The Postwar War and the Legacies of Vietnam”

Required Listening: LEAVEY RESERVE

Disc 2 Miss Saigon, “I’d Give my Life for You”

Disc 2 Miss Saigon, "Why God Why?"

Disc 2 Miss Saigon, "This Money is Yours"

Disc 2 Miss Saigon, "The Last Night of the World,"

Disc 2 Miss Saigon, "The Morning of the Dragon”

Recommended Videos (optional): The Deer Hunter, Platoon, Apocalypse Now, The Scent of Green Papaya

DUE: REACTION PAPER #8: ON A CHORUS LINE

Thurs. Possible Guest lecture

Apr. 5

[24]

Tues. The Broadway musical's Treatment of Women 2

Apr. 10 PBS Broadway Series 11

[25]

Assignment for the week: Discover Rent (1996) Jonathan Larson.

A rock musical based on Puccini's opera La Bohème about a group of aspiring artists living the East Village section of contemporary New York.

Required Video Assignment: Watch complete film of Rent: 2 hours 15 minutes

Reading: Rent, Aids, Tuberculosis, Bohemianism

Blackboard: Meyer, "The Irresponsibility That Spreads AIDS"

Required Listening: LEAVEY RESERVE:

Disc 2 Larson: Rent, "Rent"

Disc 2 Larson: Rent, "I'll Cover You"

Disc 2 Larson: Rent, "What You Own"

Disc 2 Larson: Rent, " Seasons of Love"

Disc 2 Larson: Rent, “ Take Me, Or Leave Me”

DUE: REACTION PAPER #9: ON MISS SAIGON

Thurs. Possible Guest lecture

Apr. 12

[26]

DUE: RESEARCH PAPER (see guidelines on p. 11)

Note: USC Regulations on Academic Integrity applied

Tues. Video of Ragtime (the non-musical)

Apr. 17

[27]

Assignment for the week: Discover Ragtime (1996) Lynn Ahrens, Stephen Flaherty, Terence McNally.

Based on E.L. Doctorow's novel Ragtime (recommended reading) about the "Ragtime" era beginning in the early-1900s

Listening Assignment: Listen to Ragtime with libretto.

Know: Ragtime, Booker T. Washington, Scott Joplin, Emma Goldman, New Rochelle, NY, Henry Ford, Evelyn Nesbitt,

Blackboard: Southern, “Music of Black Americans”

Malcolm X, “Message to the Grass Roots”

Required Listening: LEAVEY RESERVE:

Disc 1 Ragtime, "Ragtime"

Disc 1 Ragtime, "Wheels Of A Dream"

Disc 1 Ragtime, "Back To Before"

Disc 1 Ragtime, "Make Them Hear You"

Disc 1 Ragtime, “What a Game”

There is no Ahrens/Flaherty movie musical available for Ragtime. If you miss this class, you need to watch the movie called Ragtime, which follows a similar storyline to the musical’s.

DUE: REACTION PAPER #10: ON RENT

Tues. The Broadway musical's Treatment of Women 3

Apr. 19 PBS Broadway Series 12

[28]

Thurs. Final Review/Evaluation

See “Exam Review Guide” on Blackboard

[29]

DUE: REACTION PAPER #11: ON RAGTIME

FINAL EXAM (consists of Questions, Definitions, Listening examples, Short essay)

Thursday, May 3 4:30-6:30PM

Blue books not provided

Good luck!

Grading: Exams and Reports

5 requirements (all weighted 20%):

See Course Syllabus for dates of required submission of assignments.

*** 1. One Autobiography w/picture and Bibliography, and Nine out of Eleven Reaction Paper Submissions, (10 grades, total of 20%).

Bibliography format:

Create a bibliography of FIVE sources: a CD, DVD, score, libretto, and book/novel.  These must be physical sources (not websites).  The music library (on the lower level of Doheny Library) is a great resource!

 

The bibliography should be in MLA format.  A MLA formatting guide is posted on Blackboard under the “Course Information” tab.  NOTE: The MLA guide does not explain how to cite a libretto, so follow the same format as for scores, adding the composer’s name after the title:

Librettist Last, First. Title. Composer First, Last. Place: Publisher, date.

 

Each entry is worth 2 points, making the entire assignment worth 10 points.  Each entry must be completely correct according to the MLA guide in order to receive credit. 

 

Feel free to contact us with questions!  Allow for at least a 24-hour turn-around on emails. 

Reaction Paper format:

It's a two page, double-spaced (12 font, Times New Roman, 1 inch margins) reaction paper to the musical of the week. It must include the following:

o Your name (some students actually forget!!!)

o Name of musical

o Composer and lyricist

o Book author/librettist/novelist- where was it adapted from

o Choreographer (if applicable)

o Opening date on Broadway

o Characters and the diversity issues surrounding the musical (demonstrating an understanding and knowledge of the musical)

o Your personal reaction on the issues (which is confidential…between you and your TA)

o A reference and citation from an article from Blackboard or a reaction from the in-class videos

o Please justify and react to specific information in the musical. We want to know that you’ve seen the musical in its entirety, so please include references. You may justify your ideas using song lyrics, libretto text (under course documents), musical ideas (orchestration, instrumentation.)

o You are to submit a hard copy, in class by 4pm… NO exceptions.

*** 2. 1st Mid-term: Questions, definitions, short essay (20%).

*** 3. 2nd Mid-term: Identification of listening examples (20%)

*** 4. Research Paper (20%) *****MLA FORMAT ONLY*****

• 6-8 pages double-spaced research paper plus a title page (number your pages).

• 1” margins

• Fonts should be Times New Roman

• Title Page should include:

o 1.) Your Name

o 2.) Assignment Title

o 3.) Date

o 4.) Class (MUSC 400), Instructor and TA

• TOPIC: For the Final Research Paper students will select a diversity issue to discuss in regards to three Broadway Musicals. Two of these musicals should be taken from outside the class – meaning they are not a class lecture located on your syllabus – while the final musical may be taken from class lectures, as a familiar point of departure.

• You MUST support your thesis with song lyrics, libretto text, or musical score, song types, orchestration, for EACH musical.

• A minimum of 8 total resources should be used. Resources should be scholarly in nature. For example, books, journal articles, class Blackboard articles, librettos, musical scores, and reliable internet websites (, for example). FIVE of these resources must be journal articles and/or book.

• (WIKIPEDIA, Blogs, and critiques are not reliable sources)

• A bibliography should also accompany your research paper. Students should use only MLA format for their bibliography. Please check out if you are unfamiliar with this format. Additionally, in paragraph citation should be used.

o For MLA in paragraph citation: (Arthur Last Name Page)

o I.e. (Fuller 246) – no comma.

If it is not your words or you paraphrased it, it must be cited. Academic dishonesty is punishable – see your student handbook.

• Written Assignments should not be written in a casual tone. The professional tone of your paper should mock the tone of a textbook, not a discussion with your best friend.

• Please submit all papers electronically through Blackboard.usc.edu ()

*** 5. Final Exam: Questions, listening examples, short essay (20%).

Grading Scale: Same as general USC grading scale

|Grades Scored Between |Will Equal | |

| |Will Equal |A+ |

|97% and 100% | | |

|94% and  Less Than  97% |Will Equal |A |

|90% and  Less Than  94% |Will Equal |A- |

|87% and  Less Than  90% |Will Equal |B+ |

|84% and  Less Than  87% |Will Equal |B |

|80% and  Less Than  84% |Will Equal |B- |

|77% and  Less Than  80% |Will Equal |C+ |

|74% and  Less Than  77% |Will Equal |C |

|70% and  Less Than  74% |Will Equal |C- |

|67% and  Less Than  70% |Will Equal |D+ |

|64% and  Less Than  67% |Will Equal |D |

|60% and  Less Than  64% |Will Equal |D- |

|Less Than  60% |Will Equal |F |

***Please note: There is a ZERO tolerance policy regarding the use of electronic equipment in class. Cell phones, texting, video chatting, Facebook, etc., are not permitted under any circumstances. They interfere with the learning process and you will be asked to leave the daily lecture. Please conduct your non-related business outside the classroom. Thank you…

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