Core Capstone Sample Syllabi
EXAMPLE 1
COR 4000: Coming Home: The Impact of Studying Abroad
Spring 2020
TTH 10:30-12:05
Instructor Name
Extension (Office)
Phone (cell)
Overview
Studying abroad requires stretching beyond one’s bubble and experiencing new cultures and peoples. Such study demands inquiry into new ideas, perspectives, and histories, and asks us to reconsider what we know, how we act in the world, and who we are. Returning home requires a re-integration of ourselves into the world where we live. This course encourages and facilitates inquiry and reflection into the experiences abroad and the return home. Students will share relevant experiences abroad, compare these experiences with those of their classmates, and construct models of the patterns that arise from our conversations. Designed for students who have spent a semester or Winter Term abroad/away.
Seminars
All interdisciplinary seminars aim to develop the following:
“These seminars are the capstone of the Elon Core Curriculum. They are opportunities for students to integrate and apply what they have learned during the Elon experience. The capstone also challenges students to consider larger themes of the program – ethical reasoning, personal and social responsibility, and global citizenship. More than 40 different seminar topics are offered each academic year, allowing students a wide range of choices. Every capstone seminar is interdisciplinary and writing-intensive, and includes a capstone project.”
Objectives
This course has the following objectives:
Reflect upon the study abroad experience to gain insight into its impact on who we are today and why.
Explore the process of re-integrating into our university lives, and how we carry our study abroad experience with us.
Analyze the growth we experience from the study abroad experience, through research into study abroad goals, personal development, and intercultural experiences.
Evaluate the impact of a study abroad experience through models that will systematically help us to understand that experience.
Disability Statement
If you are a student with a documented disability who will require accommodations in this course, please register with Disabilities Resources using the following link: https://elon-accommodate.symplicity.com/public_accommodation/. You may reach out to Disabilities Resources for assistance in developing a plan to address your academic needs.
Disability Resources is located in the Koenigsberger Learning Center (Belk Library 226; 336-278-6568). For more information about Disabilities Resources, please visit the website: https://www.elon.edu/u/academics/koenigsberger-learning-center/disabilities-resources/.
Academic Citizenship & Integrity
Once you accepted your invitation to Elon University, you agreed to meet the high standards we value in the academic world. This means you will demonstrate personal honesty and respect the rights of others. You must take responsibility for all your actions, and submit work that you know to be your own. When using the ideas of others, you will demonstrate this using forms developed for this use.
Conversations
This course exists for you to explore your own study abroad/away experience. In each class session, we will be discussing your ideas after reflecting about those experiences. This means you have a classroom responsibility to yourself and your classmates. You have a responsibility to yourself to engage with the ideas of others in the classroom in order to learn as much as you can about your experiences. Also, you have a responsibility to your classmates, to help them gain new perspectives on their experiences, so that everyone learns as much as they can. Expect to share your thoughts and reflections in every class.
The Classroom
In the classroom, we will work together to the benefit of the whole. We will form a community of learners, who knows one another and works to make the classroom a place where everyone can be heard and respected. I will do my best to generate assignments that provoke new ideas and perspectives. We will work with these in the classroom to see what they offer.
Religious Holidays Policies
In supporting religious diversity, Elon has a policy and procedures for students who wish to observe religious holidays that are in conflict with the academic calendar, allowing students an excused absence. Students who wish to observe a holiday during the semester must complete the online Religious Observance Notification Form (RONF) by September 10, 2019.
http://www.elon.edu/e-web/students/religious_life/ReligiousHolidays.xhtml.
This policy does not apply during the final examination period. Students are required to make prior arrangements with the instructor for completion of any work missed during the absence. Once the completed RONF is received, the Truitt Center will send an e-mail to the instructor and the student that a RONF has been submitted. Students may contact the Truitt Center staff with any questions (336-278-7729).
Supporting Fellow Students in Distress
As members of the Elon community, we each share a personal responsibility to express concern for one another and to ensure that this classroom and the campus as a whole remains a healthy environment for learning. Occasionally, you may become worried or concerned about a fellow classmate’s well-being. When this is the case, I would encourage you to share these concerns with me or to Elon’s Student Care and Outreach program (https://www.elon.edu/ShareYouCare). Although you can report anonymously, it is preferred that you share your contact information so they can follow up with you personally.
Course Requirements
Attendance and Participation
It is my responsibility to make this class interesting and engaging; it is yours to practice academic citizenship, actively participating in each class session. Your participation and inquiry will drive the course. We will use your writing and ideas to explore new concepts and learn from one another. I expect you to bring your ideas/questions/writing to every class and be willing to work with it. Obviously, if you aren’t in class, you can’t participate. If you must miss class, you are responsible for being prepared at the next class.
Expect ANY absences to influence your final grade.
I recognize that you are juniors and seniors, responsible enough to understand the disrespect you show me and others in the class when you use an electronic device. I am not going to yell at you if you choose to use your devices inappropriately. But expect your participation evaluation to be significantly lowered.
We should not see your cell phone in the classroom. Turn off all cell phones when you enter the classroom and put them away. Off, not on vibrate. If you have a good reason to keep your phone on a specific day, just let me know and we will work it out. I will have mine off, as well.
Moodle
You must refer to Moodle on a daily basis. I will do my best to post assignments, readings, handouts, everything we use in the class on Moodle. But I can tell you now that I will not always have things posted when I want. I will update as needed and you need to be referring to the site.
Readings
Our readings will come from a variety of disciplines. Some will be more reflective, some across academic disciplines, and some, where appropriate, within academic disciplines. We will also spend much of our time reading and discussing global citizenship.
Capstone Experience
Our Capstone Experience will be holding a “conference” on the impact of study abroad on undergraduates. Each student will create a “paper” and poster so that we can hold a mock conference on the impact of study abroad. Each paper will be initiated by the student and reflections upon study abroad.
We will settle on individual projects around Fall Break. Prior to then, we want to explore the study abroad experience, so that we can better understand its impact. Then each of us will focus on a specific question we want to explore. Your project will be the culmination of this exploration, presented on Wednesday, December 4, in GBLX, second floor.
Evaluation
You have chosen this seminar from a number of options, so I know you are committed to the success of our class. Here is how you will be evaluated
Participation 20%
Experience Project 10%
Short writings 30%
Capstone Project 40%
I expect everyone to do well in the class. In order to accomplish this goal, you need to be committed to understanding study abroad experiences. I hope these requirements help us to do that.
EXAMPLE 2
COR 4000 – “Course Title” – Fall 2022
INSTRUCTOR:
Phone:
Office:
Email:
Office hours: TTh 1-2pm, Wed 10-12
CLASS: TTh 10:30-12:10pm in Kenan Pavilion 101
TEXTBOOKS: n/a; many additional readings will be posted to Moodle as needed
COURSE DESCRIPTION: In this course we use simulation games, debates, and other classroom activities to take on the biggest environmental issues ever faced by humanity. We examine the benefits and costs of industrialization, how free markets create both solutions and dilemmas, and realistically how to address large-scale environmental problems such as climate change and species extinctions. We will explore the viewpoints of diverse stakeholders as we seek to understand and navigate relevant disciplines including history, economics, environmental science, psychology, entrepreneurship, and public policy. We will consider the tradeoffs that inevitably occur at the interface of the economy, the environment, and society, and how human societies might thrive in the future. As with all integrative capstone seminars, this course is writing intensive.
HOW DOES COR4560 FIT IN YOUR GRADUATION PLANS?
This course is designed for juniors and seniors of all majors. It fulfills the integrative capstone requirement of the Elon Core Curriculum.
STUDENT LEARNING GOALS THAT APPLY TO ALL INTEGRATIVE CORE CAPSTONES
· Research Skills: The knowledge and application of modes of inquiry across disciplines
· Communication Skills: The preparation and presentation of ideas and information orally, visually, and in writing
· Problem-solving: The integration and application of learning to address complex problems
STUDENT LEARNING GOALS THAT APPLY TO COR4560:
· Develop an interdisciplinary and integrative understanding of the interface of the economy, society, and the environment.
· Learn and practice using entrepreneurship and public policy to create realistic solutions to problems found at the interface of the economy, environment, and society
LEARNING OUTCOMES:
· Demonstrate basic disciplinary competence in economics, environmental science, and history. Also gain familiarity with relevant concepts from other disciplines such as entrepreneurship, policy studies, and psychology, and an appreciation for the value of an interdisciplinary approach.
· Critically analyze the viewpoints of diverse stakeholders regarding topics such as natural resource extraction, alternative energy, climate mitigation, agriculture in the developing world, and poverty within industrialized nations
· Communicate with diverse stakeholders about the tradeoffs associated with the economic/environmental/social interface in an accurate, persuasive, ethical, and professional manner
· Complete a successful Capstone Project of the Elon Core Curriculum (see below)
GRADING (Remember that grades are based primarily on performance, not effort)
Disciplinary competence quizzes: 15% of your grade (5% each for quizzes in history, economics, and environmental science). These quizzes all take place early in the semester and will provide foundational content for the rest of the course.Readings: 5% of your grade. These will consist of short pass/fail assignments based on the readings.
Final exam: 10% of your grade. The exam will require integration of material covered throughout the semester, but the format will be more collaborative than a typical exam, and it will probably include a writing component.
Capstone Project of the Elon Core Curriculum: 42% of your grade (25% for final written product, 5% for oral presentation, and 12% for scaffolding assignments, such as choosing a topic, interviewing an expert, writing a preliminary research paper, a draft, and peer review). In your 8-15 page capstone project you will create either a business plan or a government policy paper that addresses a topic at the interface of economics, society, and the environment. Both the topic you choose and the solutions you propose must be grand in scope, so dream big. Because of their integrative nature, capstone projects should demonstrate reflection on the components of the Elon Core Curriculum. More information is provided in another handout.
Other assignments: 12% of your grade. Smaller assignments for writing and/or problem-solving will be given as needed throughout the semester.
Participation, attendance, and in-class writing: 16% of your grade. Attendance AND participation are extremely important in this course. Excessive absences will be penalized (see attendance policy below under “Policies and Expectations”). A large proportion of class time will be spent in discussions that develop your critical thinking and communication skills. You should come to every class prepared with three comments and/or questions about whatever reading or assignment you completed in preparation for class. Additional guidelines about participation are under “Policies and Expectations” below. Once or twice a week there will be in-class writing assignments that you should keep in either a separate notebook or a computer file that you turn in the last day of class. In-class writings should be detailed, clear, engaging, and free of grammatical and spelling errors.
The grading scale is as follows:
A 93-100% B 83-87 C 73-77 D 63-67
A- 90-93 B- 80-83 C- 70-73 D- 60-63
B+ 87-90 C+ 77-80 D+ 67-70 F <60
POLICIES AND EXPECTATIONS
Disabilities: If you have a documented disability that requires accommodations for you to participate fully in this course, please register with Disabilities Services: Belk Library 226, 336-278-6568. Reasonable accommodations can be requested at using the Accommodate site any time throughout the semester; however, they are not retroactive, and they must be renewed each semester.
Honor Code: Elon University’s honor code is based on four fundamental values: honesty, integrity, responsibility and respect. I expect students always to adhere to these values inside and outside of the classroom. Violations in academic-related areas (e.g., plagiarism, cheating, stealing, lying/facilitating dishonesty) will be documented with the Office of Student Conduct and may result in an “honor code F”.
Religious holiday observance: If observing a religious holiday this semester requires you to miss class, fill out a “religious observance notification form,” and email me within the first two weeks of the semester. You should also remind me at least one class prior to your absence. This policy does not apply during the final examination period.
Attendance: I expect each of you will show up on time and attend nearly all class periods. An absence is defined as missing more than 10min of a class period. Excused absences must be approved by me before the class you miss, unless they involve a documented sickness or emergency. Every unexcused absence after three absences will result in -1% for your overall grade. The deadline for withdrawing voluntarily from this course is in the “Undergraduate Academic Calendar” available through “OnTrack.”
Late work and make up work: All late work is penalized 20% if it is turned in late the day it is due, with a 20% penalty for each additional day. Those with excused absences can make up in-class assignments within one week of your absence, but it is your responsibility to find out what material/assignments you missed and to contact me about how to make it up.
Moodle: I will use Moodle to post announcements, scores, additional readings, handouts and other class materials, and to receive most assignments. When submitting assignment files to moodle, please use MS Word format. (Googledoc users should ‘download’ in “Microsoft Word (.docx)” format, and Mac users should ‘export’ to ‘Word’ or ‘docx’ format.) All materials I post on Moodle are strictly for personal use and are not to be publicly distributed. Because of copyright restrictions, you should also not print any of the powerpoints. You must be accessible at the email address listed for you on Moodle.
“During class may I take photos, record audio/video, or video stream class activities?” Students are encouraged to make any photos and recordings for personal use, e.g., study aids. However, students should never distribute content publicly, e.g., social media, unless they have permission from the instructor (as outlined in the student handbook). They should also respect their classmates by following the guidelines of the Elon Honor Guide, and they should use common sense so that content is not taken out of context.
Computers and mobile devices: During class discussions and activities it is often helpful to check news sources, conduct fact checks, etc. So that computers do not become a distraction, however, you should keep computer screens closed at all times unless you are actively using the computer for a class activity. Open screens can result in penalties to your participation grade. The same policies apply for mobile devices (e.g., texting) and other potential distractions such as newspapers or private conversations during a class discussion.
Effective participation during class discussions: Everyone should comment at least some of the time, but effective participation means much more. For example, it might include:
Integrative: brings up concepts and facts covered earlier in the semester during our course, concepts and facts from other classes, or relevant stories from your life experiences
Meaningful and professional dialogue: responds directly to important points made by other students, e.g., after hearing a comment with which you disagree, you can respond by restating their position including hidden assumptions, clarifying exactly how you disagree, and presenting clearly the evidence for your position
Engaged: your face and the emotion in your voice will show whether you are considering deeply the comments of other students, or whether you are just listening passively
Prompts further comments: If many other students want to respond to your comments, then it means you are engaging the rest of the class
Dissenting opinions: Because this course deals with complicated issues, it is natural that opinions will be expressed regularly. Students are encouraged and expected to bring up, consider, and discuss points of view that they might not agree with or fully understand, and even to play “devil’s advocate.” The instructor may take a position on certain issues, but these “positions,” (which may or may not be what he actually thinks), will be aimed at stimulating discussion and not at convincing you of his opinions. At no point in time will your instructor base a grade on whether your point of view agrees with his own. This being said, your instructor WILL base grades on how effectively and intelligently you support your points of view and the degree to which you thoughtfully consider other perspectives in addition to your own viewpoint.
Writing Center: For free help with papers and presentations, visit the Writing Center in Belk Library
Penmanship: I cannot grade what I cannot read. Depending on how difficult it is for me to read your in-class writing, I can penalize up to 100% off your score for that assignment. If you know I will struggle to read your writing, talk to me early in the semester to work out arrangements. All out-of-class writing assignments must be typed.
Preparation: Before each class review the previous day’s material, and complete any reading and other assignments that are due. If you ever do not understand material, it is your responsibility to ask questions to me or a friend.
Supporting Fellow Students: We are all members of the Elon community, and we have a responsibility to support each other. If you become worried or concerned about a classmate, I encourage you to share these concerns with me or with Elon (https://www.elon.edu/ShareYouCare, Counseling Services = 336-278-7280). Although you can report anonymously, it is preferred that you share your contact information so they can follow up with you personally.
CLASS SCHEDULE
(list of readings and assignments will be posted to Moodle at least one class period before they are due)
EXAMPLE 3
COR 4000 – COURSE TITLE
Fall 2022
Elon University
Powell, TTh 10:30am-12:10pm
Instructor Name:
209 Global Commons
Email:
Office Hours: 12:30-1:30 Tuesdays and Thursdays
10:00am-1:00pm Wednesdays
Or By Appointment
Introduction
As an interdisciplinary capstone seminar for the CORE Curriculum, this course is designed to examine the topics of poverty and social justice from a variety of disciplinary perspectives while prompting student to consider their own relationships to the causes of and solutions to poverty both domestically and internationally. This course also serves as the capstone experience for the Poverty and Social Justice program. In this capacity the course helps students integrate their learning about poverty over the course of their program and helps deepen students’ knowledge of the scholarly treatments of poverty by examining and discussing poverty research from a variety of disciplinary perspectives including economics, legal studies, philosophy, sociology, religious studies, political science, and policy analysis. Student work will focus on examining how poverty alleviation can be engaged from multiple disciplinary approaches and will include particular attention to practical strategies for pursuing poverty alleviation. The goal of the capstone course for both the CORE Curriculum and PSJ minor is to help students think in creative and crucial ways about how their career pathways and civic engagement opportunities after graduation might contribute to poverty alleviation.
Student Learning Goals for COR 4000:
By the end of this course students will:
· Apply critical theory to historical and contemporary social policies and practices
· Evaluate the relationship between a worldview and actions that work to alleviate poverty
· Identify the multiple stakeholders involved in poverty, the roles they play, the forms of capital (social, cultural, human) available, and the multiple perspectives they hold
· Demonstrate an understanding of how poverty alleviation can be engaged from multiple disciplinary approaches, and analyze the strengths and weaknesses of these approaches
· Demonstrate an understanding of the relationship between domestic and global poverty
· Integrate theoretical, experiential, and personal perspectives on poverty and social justice
· Develop a well-considered and plausible action plan for alleviating poverty that integrates from this course and from the Elon CORE Curriculum and, for PSJ minors, from experiences throughout the minor.
Coursework
Journals (20% of final grade)
You are required to complete a Critical Thinking Journal reacting to each day’s reading(s) following the prompt given on Moodle. All journals will be submitted over Moodle and are due before class at 10:30am (for example, the first one is due before 10:30am on 8/25/22 and involves the Encyclopedia article on Empathy). All readings will be provided on Moodle. The writing prompts are designed to help you develop your critical thinking skills through iterative practice. The journal work is formative, meaning that these assignments both help you prepare to discuss the content in class and also helps you learn to do critical analysis of a text. This skill is an important aspect in engaging in the task of critical thinking and is a useful step in teaching you how to shape your own arguments/positions.
Timesheets from working with Community Partners (20% of final grade)
You are required to work 15 hours throughout the semester with a Community Partner that focuses on poverty and social justice issues. Shortly after the beginning of the semester the United Way of Alamance County will provide us with a list of local partners that have requested to work with a group (probably 4-5) of you. You will be allowed to choose your Community Partner from that list. After each shift you work you will fill out a provided (on Moodle) “timesheet” form giving the hours you worked and, in detail, what your work entailed for that shift. You are required to sign the Honor Code pledge at the bottom of the “timesheet.” Your grade for this requirement will depend on your thoroughness in describing your work and how it has affected your thoughts about poverty and social justice. This work will also factor heavily in your Capstone Project (required for ALL CORE Capstone courses).
Class Participation and engaging with classmates with empathy (10% of final grade)
This is an admittedly subjective portion of your grade, but it is an incredibly important part of the ethos of our class. We will start the semester with reading about and discussing empathy and will have several empathy activities throughout. We will be discussing some difficult issues in this course and it is critical that we approach each other and each others’ ideas with empathy…i.e., understanding why classmates (and me) feel and act the ways they do concerning issues of social justice and poverty.
Capstone Project (50% of final grade)
The CORE Capstone Project is an integrative project that allows you to demonstrate your ability to bring together theory, community-oriented strategies, and personal experience in shaping a project on poverty and social justice
Late Work Policy
I do not accept work that has been turned in after the due date/time unless you have arranged with me ahead of time to hand your work in late.
Grading Policy
Written work will be evaluated in terms of the depth of your critical analysis, thoughtfulness of reflection, clarity of writing (including spelling and grammar), and ability to address issues raised in class and in the readings. Final grades will be based on the following scheme: 94-100=A; 90-93=A-; 87-89=B+; 84-86=B; 80-83=B-; 77-79=C+ and so forth.
Teaching/grading philosophy
I will provide you with the material and guidelines to successfully complete this course. But as you know, in college your learning is as much up to you as it is up to the instructor. Learning is not a passive experience, but an interactive one that requires effort on everyone’s part in the class. We will foster a collaborative learning environment. To this end you should:
· Attend class regularly – if you miss class you are responsible for catching up on the discussion/activities missed by checking in with me and your classmates. If you miss more than 4 class periods your final grade will be lowered by one letter grade for each absence over 4. This policy covers Elon University sanctioned absences. Situations where students have more than 4 absences for Elon sanctioned absences or severe illness will be handled on a case-by-case basis. Talk to me!
· Complete your own work – Elon’s Honor Code is in effect for this class. Honesty, Integrity, Responsibility, and Respect are expected and required of each of us.
· Turn in assignments on time – see Late Work Policy above
· Actively participate in class – see coursework above
Covid Policy
This class will follow the Elon University published Covid Policy. As of the beginning of the Fall, 2022 semester, masking indoors is optional and that will be the case for our classroom. If Elon University changes that policy our classroom policy will change, as well. Be respectful of an individual’s decision to mask or not.
Academic Integrity
Elon University has an Honor Code that is in force in this class. The honor pledge calls for a commitment to Elon’s shared values of Honesty, Integrity, Respect and Responsibility. To be clear about what constitutes violations of these values, you should be familiar with the Judicial Affairs policies in the student handbook, including violations outlined at http://www.elon.edu/e-web/students/handbook/violations/default.xhtml. Students with questions about the specific interpretation of these values and violations as they relate to this course should contact me immediately. Violations of the academic-related areas will be documented in an incident report to be maintained in the student’s judicial record, and may result in a lowering of the course grade and/or failure of the course with an Honor Code F. Violations specifically covered by academic honor code policies include: plagiarism, cheating, lying, stealing and the facilitation of another’s dishonesty. Multiple violations will normally result in a student’s temporary suspension from the University.
Disabilities Resources
If you are a student with a documented disability who will require accommodations in this course, please register withDisabilities Resources. You may reach out to Disabilities Resources for assistance in developing a plan to address your academic needs. If you are a student who requires temporary accommodations due to issues related to COVID-19, please contact Disabilities Resources at disabilities@elon.edu for more information. Additionally, there is information about the process for requesting these accommodations on the Student Care and Outreach website. Disability Resources is located in the Koenigsberger Learning Center (Belk Library 226; 336-278-6568). For more information about Disabilities Resources, please visit the website.
Religious Holidays Policy
In supporting religious diversity. Elon has a policy and procedures for students who wish to observe religious holidays that are in conflict with the academic calendar, allowing students an excused absence. Students who wish to observe a holiday during the semester must complete the online Religious Observance Notification Form (RONF) by Tuesday, 9/13/22.
This policy does not apply during the final exam period. Students are required to make prior arrangements with the instructor for completion of any work missed during the absence. Once the completed RONF is received, the Truitt Center will send an email to the student and the instructor that a RONF has been submitted.
Supporting Fellow Students in Distress
As members of the Elon community, we each share a personal responsibility to express concern for one another and to ensure that this classroom and the campus as a whole remains a healthy environment for learning. Occasionally, you may become worried or concerned about a fellow classmate’s well-being. When this is the case, please share these concerns with Elon’s Student Care and Outreach program, https://www.elon.edu/ShareYouCare. Although you can report anonymously, it is preferred that you share your contact information so they can follow up with you personally.
EXAMPLE 4
COR 3000: Course Title
Instructor Name:
Fall 2022
(from Modern London by Lukas Novotny)
Course Description:
Storytelling is one of the most universal forms of communication. We use story to make sense of our world and to construct it. This class invites students to explore how a city tells a story through its art, architecture, green spaces, transportation system, and people. At the same time, we will look at the ways poets, essayists, journalists, short story writers, and novelists have used story to create the city. Since this section of the course is offered as part of the London Centre, we will be focusing on the stories of London. This course is writing intensive. Open to students in their third or fourth year of study.
Class Room: Virginia Woolf room, but we will often meet at different London sites)
Class Meeting Time: Mondays from 2:00 to 5:00
Office Hours: I will vary my office hours, time and place, each week. I’ll keep you up to date in class and post them in the Announcements section of our Moodle page. On days we meet in the FIE building, I will be available before class.
Email:
Course Objectives:
o Develop and practice research skills (Core Program goal)
o Prepare and practice communication skills (Core Program goal
o Address complex problems (Core Program goal)
o Understand the multiple dimensions of human experience within and across cultures and environments (Global Engagement goal)
o Critically evaluate one’s own culture and biases (Global Engagement goal)
o Read works in a variety of genres about London (Disciplinary goal)
o Learn about and apply ideas about narratology and storytelling (Disciplinary goal)
Class Format:
As much as we can manage, we will be making London our classroom. We will hold course meetings both in the classroom and at various sites, so pay attention to the syllabus and keep your eyes open for any scheduling changes. The weather may not always be cooperative when we are exploring the city and doing site visits, but that will be part of the story we all take with us from this experience!
Books and Supplies:
All texts are available on Moodle
You will need paper, pencil, and sometimes a phone (for photographs) for all class meetings, including ones held in sites other than the classroom. If we are visiting places outside Zones 1 and 2, you will need to make sure your Oyster card has sufficient funds to allow you to travel.
Course Requirements:
Class Discussion and Participation (20%)
One of the basic requirements of the course is that you participate fully in all classes and course-related experiences. Comments revealing careful reading and reflection on course material are particularly valued. Mere attendance will not be enough to earn a high participation grade. Students should demonstrate their participation by asking questions tied to our readings, offering interpretations of our site visits, paying attention to the ideas articulated by peers, and drawing verbal connections among ideas expressed by others. Your questions and comments are highly valued and demonstrate your engagement with the material.
During our time in London, your participation in every scheduled course activity is mandatory, and your conduct should reflect the fact that you are “in class” even when we are in parks or museums or on walking tours. This includes using cell phones only to take photos or gather research as appropriate during site visits. Our class size is very large, and that means we will sometimes need to be flexible, extra polite (so as not to infringe on other people’s experiences) and more attuned to each other when we are out and about in the city.
Evaluation of your participation will be based on your attentiveness, contributions to class, support of other classmates (this could mean building off a peer’s interpretations in a discussion as well as helping solve a problem or providing thoughtful peer feedback on a written assignment), and responsible behavior. Participation includes demonstrating your knowledge of the course material and an ability to integrate the readings and your experiences.
Leaving any class early without permission or leaving for chunks of time only to return at the end of our session, for example when we are at a museum, will be counted as a full absence from class.
Reflective Journal (20%)
There are 11 reflective journal prompts on Moodle for this course. You need to complete 10 of the reflective journal assignments on Moodle (i.e. you can skip one). Reflective journals are due 48 hours after class ends.
Museum stories paper (15%)
You will explore a museum of your choice from the list provided in class and analyze the stories it tells through its theme, collections, organization method, advertising materials, and other textual features. Although class members may plan their visits to museums in small groups, papers must be individually authored.
Story of a building paper (15%)
You will select a building in London and explore its story through visiting it, tours, historical research, site observation, conversations with users of the building, and other forms of research. Photographic documentation of the site exploration will be part of the paper. As with the museum paper, students may do their research in pairs or small groups, but papers must be individually authored.
Capstone Project (30%)
You will choose a feature of the city that tells a story about London and that appears in stories of London. In addition to gathering some historic information about this feature, you will gather your own research through site visits and interviews with people who work with, use, or visit this aspect of London (interviewees can include professionals, citizens, and tourists). In this assignment you will be invited to take advantage of skills and information from your own major or to explore new insights and understandings developed during your time in London. To encourage success, there will be multiple due dates for different parts of this project with feedback from peers and the instructor.
Preparation: There is a modest amount of reading for this course. I have limited our reading to make time for more experiential learning, but I am expecting everyone to do the weekly reading well. I’d rather not use class time for reading quizzes, but that is always an option. I will be depending on everyone reading carefully to give us a good foundation for class discussion.
Attendance Policy: Academic conversation is an essential component of this course. You cannot participate in this conversation if you are not in class. Therefore, weekly attendance and informed participation are essential to your success in this course! Since we only meet once a week, missing even a single class is to be avoided if at all possible.
Late Policy: You and your work should be ready to go when class begins. Please be on time. Assignments, unless otherwise noted, are due at the beginning of class, and if you are not there to turn in your assignment (or have not made prior arrangements with me), I will count it as late.
Late papers and assignments will lose one third of a letter grade per calendar day, which includes days that we do not meet for class.
I will grant extensions only if they are requested well in advance of a due date. Should you discover you have two papers and a major exam all due on the same day, I would be happy to talk to you about the problem the week before everything must be finished and adjust your due date for you. I am unlikely to grant requests for extensions that are made at the last minute or after a due date.
I will not grant extensions for drafts we are peer reviewing. These need to be done on time so that the peer review groups can function.
Classroom Technology Policy: Although you may occasionally want to use tech to take notes or photos, please keep your computers closed and your cell phones put away when they aren’t being used for clear, specific course purposes. I’d prefer us to use our time together to talk with each other rather than to look at screens!
Grade Distribution:
I will use the following scale to assign your final letter grade:
930-1000 points = A 730-779 points = C
900-929 points = A- 700-729 points = C-
880-899 points = B+ 680-699 points = D+
830-879 points = B 630- 679 points = D
800-829 points = B- 600-629 points = D-
780-799 points = C+ 599 points and lower = F
Course Work and Grade Distribution:
Class attendance and participation 200 points
Reflective journals 200 points
Building Paper 150 points
Museum Paper 150 points
Capstone project 300 points
_______ ___________
Total 1000 points
The Honor Code and Plagiarism:
An Elon student’s highest purpose is Academic Citizenship: giving first attention to learning and reflection, developing intellectually, connecting knowledge and experiences and upholding Elon’s honor codes. Elon’s honor pledge calls for a commitment to Elon’s shared values of Honesty, Integrity, Respect and Responsibility. To be clear about what constitutes violations of these values, students should be familiar with the Judicial Affairs policies in the student handbook, including violations outlined at:
http://www.elon.edu/eweb/students/handbook/violations/default.xhtml
The most typical Honor Code violation is plagiarism. Plagiarism is the act of claiming another writer’s ideas or prose as your own. This act can take several forms, ranging from copying an essay from a printed source or the internet, borrowing another student’s essay, buying an essay, or using ideas from another source without acknowledgement. All work that you turn in to me or post online must be your own or must clearly acknowledge its sources.
Disability Resources:
If you are a student with a documented disability who will require accommodations in this course, please register with Disabilities Resources using the following link:
https://elon-accommodate.symplicity.com/public_accommodation/.
You may reach out to Disabilities Resources in the Koenigsberger Learning Center (Belk Library 226; 336-278-6568) for assistance in developing a plan to address your academic needs.
The Writing Center:
Elon’s Writing Center is staffed by trained peer-consultants who can help you with all of your writing projects (for any class or major and for any extracurricular, personal, or professional purposes) even long distance! Take advantage of this excellent academic resource and include a Zoom meeting with a consultant from the Writing Center as part of your own writing process. In one-on-one, 45 minute sessions, consultants will work with you on any kind of writing at any stage of a project’s development. Through the “Librarian Connection” program, they can also introduce you to a librarian if you’d like additional research assistance. More information, including the hours of operation for the Writing Center is at http://www.elon.edu/writingcenter
Religious Holidays Policies:
In supporting religious diversity, Elon has a policy and procedures for students who wish to observe religious holidays that are in conflict with the academic calendar, allowing students an excused absence. Students who wish to observe a holiday during the semester must complete the online Religious Observance Notification Form (RONF).
http://www.elon.edu/e-web/students/religious_life/ReligiousHolidays.xhtml.
This policy does not apply during the final examination period. Students are required to make prior arrangements with the instructor for completion of any work missed during the absence. Once the completed RONF is received, the Truitt Center will confirm the excused absence with notification to the instructor and the appropriate academic dean, along with a copy to the student. Students may contact the Truitt Center staff with any questions (336-278-7729).
Supporting fellow students in distress:
As members of the Elon community abroad, we each share a personal responsibility to express concern for one another and to ensure that this classroom and the campus as a whole remains a healthy environment for learning. Occasionally, you may become worried or concerned about a fellow classmate’s well-being. When this is the case, I would encourage you to share these concerns with me or to Elon’s Student Care and Outreach program (https://www.elon.edu/ShareYouCare). Although you can report anonymously, it is preferred that you share your contact information so they can follow up with you personally.
Tentative Weekly Assignments:
September 5: Meet in our classroom
Pre-class reading: None
Class Activity:
Introductions, syllabus, narrative discussion, old stories of London presentation, brief museum visit (time permitting)
Long Term Assignment: We will be going over the Museum and Building paper so that you can get to work on them.
Reflective Assignment: PROMPT: Write about a place which you know well—focus is important. For example, although you might begin by thinking about your hometown, more narrowing is needed—perhaps your high school. Within your high school, consider a purposeful space—the parking lot, the chemistry lab, the art room, etc. What story does this place tell?
NOTE: Reflective writings are due on Moodle 48 hours after class ends, or earlier.
September 12 Meet in classroom
Pre-class reading: Three sections from Watching the English (Pub Talk, Weather, and Work to Rule) all available on Moodle. Also read or watch Chimamanda Adichie’s “The Danger of a Single Story.” (Also available on our Moodle site).
Class Activity: The stories museums tell, local museum visit (time permitting), discuss options for walking tour and class site visit later in the term. Discuss optional class museum visit later in the week.
Long Term Assignment: Begin work on museum paper with small group discussions and choose a museum to visit over the coming week on your own or with a small group.
Reflective Assignment: PROMPT: Write about being new in London—how is the city constructing your identity as an outsider? How are you presenting yourself? How are people “reading” you? Have you picked up cues from Londoners that have shaped your self-presentation? How are you adapting or choosing to not to adapt to being understood in this new context? In short, what story are you telling about yourself right now in relation to London?
September 19 Meeting place TB (possibly Brompton Cemetery)
Pre-class reading: Ackroyd’s chapter from London Under available on Moodle
Class Activity: Walking tour
Long Term Assignment: Ideally, you’ve visited a museum on your own by now to start taking notes and thinking about what you’ll do for your museum paper.
Reflective Assignment: PROMPT: Write a comparison evaluating the way London is “created” by three different types of stories. Compare the method Ackroyd uses, the method of our walking guide, and the method of any other Londoner of your choice. You might choose the way a local London student, teacher, storekeeper, restaurant employee, etc. tells you “stories” of London. Keep in mind as you make this comparison that we are looking at narratology—the study of how people make sense of and communicate complex information.
September 26 Meeting place TBA (possibly Churchill War Rooms)
Pre-Reading: London and WW11 Preparation (read the 10 brief stores on this site before class):
https://www.iwm.org.uk/history/10-incredible-stories-of-bravery-during-the-blitz
Class Activity: Churchill War Rooms visit (entrance fee covered for you)
Long Term Assignment: Keep working on your Museums paper
Reflective Assignment: Available on Moodle
October 3 Meeting place is The London Transport Museum at Covent Garden Piazza, WC2E 7BB; please be at our meeting point by 2:15.
Pre-Reading: Bal article on “Narrative of Collecting” available on Moodle
Class Activity: London Transport Museum (entrance fee covered for you)
Draft groups for Museum Paper—bring one hard copy with you today.
Long Term Assignment: Work on Museum Paper, might be starting on Building Paper
Reflective Assignment: Available on Moodle
October 10 Material Culture and Buildings
Pre-Reading: TBA
Class Activity: Possibly Architecture Walking tour (leave from our classroom)
Long Term Assignment: Museum Paper due on Moodle by 2:00 today (before class); continue work on Building Paper
Reflective Assignment: Available on Moodle
October 17 People and Stories—meet in classroom
Pre-Reading: Discussion of selections from Londoners: The Days and Nights of London Now by Craig Taylor (available on Moodle)
Class Activity: Interview strategies
Possible Guest Speaker
Long Term Assignment: Building Paper work
Reflective Assignment: Available on Moodle
October 24 FALL BREAK—no class
October 31 Meet in Classroom
Pre-Reading: Mudlarks chapter by Maiken, available on Moodle.
Class Activity: Introduction to capstone assignment—invention process and planning. Possible park trip (weather and time permitting).
Long Term Assignment: Work on Cap Stone Paper/Project
Reflective Assignment: Available on Moodle
November 7 Class choice walking tour with focus on story telling (ghost stories, Jack-the- Ripper tour, Sherlock Holmes tour, Dicken’s London, Shakespeare’s London, etc.) Meeting place TBA
Pre-reading: Bill Bryson chapter on London, available on Moodle
Class Activity: Walking tour; workshopping of paper proposals
Long Term Assignment: Capstone Paper proposals due (2 hard copies required) for workshopping
Reflective Assignment: Available on Moodle
November 14 Class choice site visit
Pre-reading: TBA
Class Activity: As decided by class!
Building Paper due
Capstone Paper Proposals returned
Lont Term Assignment: Work on Capstone papers
Reflective Assignment: Available on Moodle
November 21 Flex day—we will figure this out and whether to emphasize a site visit of work on the Capstone Paper/Projects when we get closer to this part of the term.
Prereading: TBA
Class Activity: TBA
Long Term Assignment: Conferences on your capstone project are recommended this week.
Reflective Assignment: Available on Moodle
November 28 Design—in your Capstone Paper and in the Design Museum
Pre-Reading: TBA
Class Activity: Peer Review
Visit to Design Museum (20 minute walk from FIE)
If you didn’t schedule an individual or small group conference last week, you really should do it this week!
Long Term Assignment: Peer review for others and work on your own Capstone Paper
Reflective Assignment: None
December 5 Complete Peer Review Workshop
Pre-Reading: All the drafts from your peer review group
Class Activity: Complete Peer Review discussions
Museum visit or begin presentations
Presentations (it would be helpful to have at least a few people present today!)
Long Term Assignment: Revise your Capstone papers/projects and work on your presentations
Reflective Assignment: None
December 12 Presentations and Class Wrap Up
Pre-Reading:
Class Activity: Presentations
Course Review and Feedback
Long Term Assignment: It’s all due today—project should be uploaded to Moodle, checklist handed to me at the beginning of class, and presentations made during class!
Reflective Assignment: PROMPT: What advice would you give to Elon students coming to London in future? Write a story that demonstrates this advice.
EXAMPLE 5
COR 4000A (Capstone) – Film, Race, and Politics
Elon University
Fall 2022
Mondays and Wednesdays: 2:00 pm to 3:40 pm
Room: Koury Business Center 355
Professor: Email:
Office: Office Hours: M/T/W 8-10
Office Phone: Or by appointment
COURSE DESCRIPTION
Have you ever wondered why people make such a big deal out of the issue of race in both movies and politics? Have you wondered why people just do not see the problematic, negative ethnic themes in the films you watch together? This course is designed to provide a broad overview of the salience of race in American politics and film, and to examine how film reflects and influences White, Black, Latino, Asian-American, American Indian realities and attitudes on a number of cultural, political, and policy dimensions. Students will view, discuss, and engage in critical analysis of various films in order to develop a stronger understanding of the evolution of cultural, economic, political, and ideological contexts concerning racial and ethnic politics in the United States.
Through selected films, we will examine topics reflected in the following questions: How has the reaction to certain films resulted in political mobilization among various racial and ethnic minority groups? How do film portrayals of racial and ethnic minorities reinforce or undercut racial stereotypes? Do films provide valuable insights into the social and political attitudes of the times in which they were made? Specifically, what do films say about the social and political dynamics in society? What is the relationship between myth and reality in Hollywood’s portrayal of politics? Are these films a reflection of the values of their time? If so, what values are identified? We will examine these issues throughout the semester through a critical analysis of films that contain overt and covert racial messages.
COURSE OBJECTIVES
By the end of this course, you should be able to:
- Engage in thoughtful discussion and critical analysis of course material, and identify connections between and amongst various readings and films
- Decipher and analyze the coded language of film techniques that conveys meaning and induces emotional responses in a way that further drives home the sociopolitical messages of a film.
- Locate, synthesize, and analyze relevant scholarship in order to engage in critical analysis through writing assignments.
- Formulate, develop, and present a project that is a reorganization and reconceptualization of a film not screened in the course in a manner that allows for a more accurate portrayal of racial/ethnic sociopolitical realities.
- Develop a strong understanding of racial/ethnic politics in the US; recognize the historical factors that have contributed to present racial/ethnic political, economic, and social circumstances; recognize the ways in which popular media messages bolster or deconstruct stereotypes.
- Engage ethical reasoning skills developed through Core Curriculum coursework and experiences to recognize and identify harmful messages in mass media.
- Utilize understanding of oneself as a Global Citizen to develop strategies for decreasing the presence of and combating negative effects from harmful entertainment media messages.
REQUIRED TEXTS AND FILMS
Benshoff, Harry M. and Sean Griffin. (2009). America on Film: Representing Race, Class, Gender, and Sexuality at the Movies, Second Edition. Malden, MA: Blackwell Publishing.
In addition to this book, there are various articles and book chapters available on Moodle that are required for the course. You should consider downloading/printing the articles so that you have a hard copy for reference as you prepare for class.
Finally, I have reduced the number of required textbooks so that you can set aside resources for renting films, if necessary (this will cost approximately $30, though probably much less). If you do not have access to Netflix or Amazon Prime Video, let Dr. Carew know by the end of the first session.
COURSE REQUIREMENTS
1. Complete all required reading and/or viewing assignments for each class meeting.
2. Write one 6-7 page (exclusive of title page and bibliography) research-based paper. The topic will be placed on Moodle early in the semester. This paper must incorporate a main argument.
Research-based Paper: (Due Friday, September 30, 2022)
———————————————————
This paper should be typed, follow an accepted social science citation, footnote, and bibliographic style (please do not use the MLA style), and no more than 7 pages, exclusive of title page and bibliography. The paper will be worth 15 percent of the total grade.
A penalty of ten (10) points per day will be assessed on late papers, with a 60-point maximum penalty. Papers will be submitted electronically on Moodle. Unless you have made arrangements directly with the professor, your paper will not be accepted if it is 6 days or more late. This is of particular importance in the context of the necessity to complete all papers and exams to avoid a failing grade.
A document with helpful hints for the writing of papers and bibliographic formats can be found on the Moodle site for the course.
Papers will be graded on the following standards for evaluation:
- Use of language and writing
- Organization of paper and format of essay
- Consistency and use of logic
- Use of literature
- Conceptual formulation
- Substantive value
- Originality of research
- Depth of scholarship
3. Weekly Assignments: The purpose of these assignments is to allow you to demonstrate that you are engaging and understanding the course material. These short assignments will vary in nature and structure based upon the material for the week. Course assignments may include (but are not limited to): fact-based questions about films viewed outside of class, your own analytical discussion questions, questions specific to the reading material, 1-2 page reflections, and so forth. There will be a link for you to submit on Moodle.
4. Capstone Project of the Elon Core Curriculum: Using the skills developed in the course and throughout the Core Curriculum, each student will actively view and analyze one (1) film from a list of films not covered in the course (these will be provided by Professor Carew). Students will evaluate the film both in terms of the specific themes of film, race, and politics from the course, as well as in terms of themes from previous coursework across the Elon Core Curriculum. Further, students will compare/contrast the film with other films from the course. Additionally, engaging in background research on the film in terms of the politics of the time period it covers and the time period in which it was made will be essential.
This Capstone Project will consist of both individual analysis and idea formulation, as well as group-based teamwork and project development. Each student will complete their own “written component” of the project, and will work in teams of 3-4 to complete the “oral component.”
Written/Individual component: (9-11 pages) [Due: Thursday, December 1 by 5pm] Based upon the film chosen by each group, students must include an analysis of basic details of the social and political circumstances around the making of the film, the racial/ethnic stereotypes presented and/or deconstructed in the film, film elements used to further highlight/convey specific messages, and any overt or subtle political messages found in the film. Contemplate and explicitly set out your plan for how you could remake some aspect of this film in order to better reflect the sociopolitical circumstances of the main racial/ethnic group(s) upon which the film focuses.
Students are encouraged to focus their analysis and project on interdisciplinary concepts related to their major and/or minor fields of study. For example:
* Evaluating how the Hollywood (business) industry influenced the content of the film.
* Examining the role of music throughout the film in terms of eliciting emotion for the purposes of conveying specific messages.
* Engaging in a psychological analysis of main characters and analyzing how these character choices influence the sociopolitical messages of the film.
Oral/Group presentation component: [Presentations will take place during the scheduled final exam period: Thursday, Dec. 8th from 8:30am-11:30am]
In a multimedia project, provide a 15-minute presentation regarding your group’s film, its main topics, its explicit and implicit messages, and your group’s reconceptualization of the film or an important scene. This last element should be developed in the context of interdisciplinary topics/concepts/themes addressed within the group members’ written components of the Capstone project. This element should especially center on deconstructing inaccurate, negative, or harmful messages concerning race and ethnicity. Students will choose one to two concepts or themes around which they will focus their analysis.
There will be several “lead-up” assignments throughout the semester that will guide the development of the project. A more detailed timeline will be posted to Moodle.
5. In order to receive a passing grade for the course, all papers and assignments must be completed. This does not mean that you will automatically pass by way of completing these assignments; however, if each of these assignments is not completed, the grade for the course will be an F, regardless of the grades on the other assignments.
GRADING
Weekly Assignments 20%
Discussion Participation 15%
Research-Based Paper 15%
Capstone Project 50%
GRADING SCALE
A: 93 and above B: 83-86.9 C: 73-76.9 D: 63-66.9
A-: 90-92.9 B-: 80-82.9 C-: 70-72.9 D-: 60-62.9
B+: 87-89.9 C+: 77-79.9 D+: 67-69.9 F: 59.9 and below
Grading System:
The Elon College Academic Catalog provides the following descriptions of letter grades:
• A grade in the “A” range indicates distinguished performance in a course.
• A grade in the “B” range indicates an above-average performance in a course.
• A grade in the “C” range indicates an average performance in which a basic understanding of the subject has been demonstrated.
• A grade in the “D” range indicates a passing performance despite some deficiencies.
• A grade of “F” indicates failure
EXPECTATIONS
I expect all students to exhibit engagement and professionalism in this course. Cell phones should be turned to vibrate and should not be used within class unless there is a specific assignment for which your professor deems them necessary. We will discuss laptop usage on the first day of class.
Additionally, in an effort to maintain an open and welcoming environment for student participation, everyone is expected to be courteous and respectful toward each other. We will be discussing topics that may inspire great interest and passion, and it is imperative to demonstrate respect for one another in spite of any disagreement.
INSTRUCTOR AVAILABILITY
Please feel free to visit me during office hours at any point throughout the semester. I enjoy getting to know my students and I am happy to provide additional assistance with any course material that you would like to explore further.
My office hours are Monday, Tuesday, and Wednesday from 8:45am – 9:45am by appointment. All you have to do is use the “Office Hours Scheduling Link” at the top of our Moodle course page to sign up to meet.
If you are unable to attend the aforementioned office hours, please e-mail me to work out another time or option. If I have to cancel office hours, I will post an announcement or send an email to the class.
CLASS FORMAT AND ATTENDANCE
Class attendance is a vital part of the learning process! Students should attend class regularly and be active participants. Attendance will be taken each day. If you are absent from one of our sessions, you are still responsible for all material presented therein and any oral instructions, which you should obtain from a member of the class.
Absence policy: For this course, you have a total of 4 “no questions asked” absences available that will not count against you. Each additional absence beyond that number will result in a 3-point penalty per absence to your final grade.
Currently, the course is structured for classroom sessions only, and there is no virtual option for the course. There may be various sessions when we will need to meet virtually outside of the classroom. Should circumstances surrounding public health and safety on campus shift, we will discuss any necessary adjustments to this policy.
The absence policy does not apply during the final examination period. Students are required to make prior arrangements with the instructor for completion of any work missed during the absence.
POLICY ON RECORDING CLASSES
Elon’s policy on “Recording Video and Audio, Streaming Video and Audio, or Photography in Classes” applies to this course. Students may not record or stream video or audio from the course, or take photos in the classroom, unless given direct permission by me during that session. Our course is built on mutual respect and community, and the recorded material I post is NOT to be shared with anyone who is not enrolled in the course.
Additionally, as the existing policy states: “No matter what the course policy, recorded classes may not be used in any way that denigrates and/or decontextualizes the instructor or any student whose class remarks are recorded. Any information contained in the recorded class may not be posted, published or quoted without the express consent of the instructor or speaker, and if permission is granted, must be properly cited. All recordings of class lectures or discussions are to be erased at the end of the semester.”
HONOR CODE
Elon’s honor pledge calls for a commitment to Elon’s shared values of Honesty, Integrity, Respect and Responsibility. To be clear about what constitutes violations of these values, students should be familiar with the code of conduct policies in the student handbook.
The Elon University Honor Code is taken seriously in this course. As such, any violations or suspected violations will be addressed. Violations in academic-related areas will be documented in an incident report, which will be maintained in the Office of Student Conduct, and may result in a lowering of the course grade and/or failure of the course with an Honor Code F. Violations specifically covered by academic honor code policies include: plagiarism, cheating, lying, stealing and the facilitation of another’s dishonesty. Multiple violations may result in a student’s suspension from the University.
If you have questions about what constitutes plagiarism, please ask. Students are encouraged to work together as they study for examinations and as they consider the questions posed for response papers; however, all work on exams and papers must solely reflect each INDIVIDUAL student’s effort, knowledge, and ideas.
The following website may be useful if you have questions about citing sources and what constitutes plagiarism: https://www.elon.edu/u/academics/writing-excellence/the-writing-center/resources/avoiding-plagiarism/. Students are also encouraged to take advantage of The Writing Center if they need assistance:https://www.elon.edu/u/academics/writing-excellence/the-writing-center/
SUPPORTING FELLOW STUDENTS IN DISTRESS
As members of the Elon community, we each share a personal responsibility to express concern for one another and to ensure that this classroom and the campus as a whole remains a healthy environment for learning. Occasionally, you may become worried or concerned about a fellow classmate’s well-being. When this is the case, I would encourage you to share these concerns with me or to Elon’s Student Care and Outreach program (https://www.elon.edu/ShareYouCare). Although you can report anonymously, it is preferred that you share your contact information so they can follow up with you personally.
DISABILITY RESOURCES
If you are a student with a documented disability who will require accommodations in this course, please register with the Disabilities Resources (DR) office. Students who are new to Disabilities Resources or who are requesting new accommodations should contact DR at (336) 278-6568 or at disabilities@elon.edu to discuss the programs and services offered.
Students who are already registered with Disabilities Resources and who would like to maintain their accommodations must renew previously granted accommodations by logging into the Accommodate site and making a semester request. Students are reminded to renew previously granted accommodations at the beginning of each semester.
For more information about Disabilities Resources, please visit the DR website.
EXTRA CREDIT
On occasion, you may have the opportunity to earn a small amount of extra credit for the course. These opportunities generally take the form of on-campus or virtual events. I will notify you of qualifying events ahead of time. If you attend an event and complete a brief reflection write-up concerning what you found interesting from the event, particularly in the context of the themes for this course (1-2 paragraphs), you can receive up to 0.25 additional points added to your final grade for each event.
In order to qualify for the extra credit, you will need to submit your write-up on Moodle within 48 hours of the beginning of the event you attended.
Course Schedule and Reading Assignments:
(Films and literature subject to change)
(Unless otherwise indicated, all readings are required)
AOF= America on Film
Dates
Topics
Assigned Reading
Aug. 24
Intro to the Course
Race, Politics, and Film
(Potential) Film: Looking at Movies: An Introduction to Film
1) (Moodle) Christensen and Haas (Ch 1-3)
Christensen, Terry, and Peter J. Haas. (2005). Projecting Politics: Political Messages in American Film. Armonk, N.Y.: M.E. Sharpe.
2) AOF, Chapter 1
3) (Optional) (Moodle) Richard Barsham and Dave Monahan, Looking at Movies: An Introduction to Film, 3rdedition. (New York: W. W. Norton, 2010), Chapters 1, 2 & 5.
Aug. 29 and 31
Mythical History, Stereotypes, and Political Mobilization
Film: Birth of a Movement (2017) – Films on Demand (clips from) The Birth of a Nation (1915)
1) AOF, Chapter 2 (Ch. 3 optional this week) – Aug. 29
2) Christensen and Haas, Chapter 4 (Moodle) – Aug. 29
3) Leon H. Hardwick, “Negro Stereotypes on the Screen.” Hollywood Quarterly 2:2 (January 1946):234-236. (Moodle) – Aug. 29
4) John Hope Franklin, ‘“Birth of a Nation”: Propaganda as History.’ The Massachusetts Review 20:3 (Autumn 1979): 417-434. (Moodle) – Aug. 31
5) Daniel J. Leab, “The Gamut from A to B: The Image of the Black in Pre-1915 Movies.” Political Science Quarterly88:1 (March 1973):53-70. (Moodle) – Aug. 31
6) Leon F. Litwack, “The Birth of a Nation.” In Past Imperfect: History According to the Movies, edited by Mark C. Carnes, 136-41. New York: Henry Holt and Company, 1995. (Moodle) – Aug. 31
Sept. 5 and 7; Sept. 12 and 14
(no session on Sept. 14th)
Historical Perspectives on Portrayals and Stereotypes
Films: Latinos Beyond Reel – Challenging a Media Stereotype (2012) OR Bronze Screen(2003)
Slanted Screen (2007) – Films on Demand
Reel Injun (2010)
1) AOF (Chapter 7)
2) Angharad N. Valdivia, “Stereotype or Transgression? Rosie Perez in Hollywood Film.” The Sociological Quarterly, 39,3 (Summer 1998): 393-408. (Download from Moodle)
3) AOF (Chapter 6)
4) AOF (Chapter 5)
5) John A. Price, “The Stereotyping of North American Indians in Motion Pictures.” Ethnohistory 20:2 (Spring 1973): 153-171. (Download from Moodle)
6) T. V. Reed, “Old Cowboys, New Indians: Hollywood Frames the American Indian.” Wicazo Sa Review16,2 (Autumn 2011): 75-96. (Download from Moodle)
7) Roberta E. Pearson, “Indianism? Classical Hollywood’s Representation of Native Americans.” In Classic Hollywood Classic Whiteness, Daniel Bernardi, editor. (Minneapolis: University of Minnesota 2001). (Download from Moodle)
Sept. 19 and 21
History of Racial Violence During the Civil Rights Movement
Film: Selma (2015)
1) AOF (Chapter 4)
2) RH King (Moodle)
3) 964-Jan-1956_ FBI (Moodle)
4) Timeline (Moodle)
5) MLKJrFBIPt1 – read sections I and II (Moodle)
6) Allen (Moodle)
7) Schuessler (Moodle)
8) Califano (Moodle)
9) FBI Letter to MLK (Moodle)
10) John Legend (Moodle)
Sept. 26 and 28
Anti-Miscegenation/ Attitudes Regarding Interracial Relationships
Film: Guess Who’s Coming to Dinner(1967)
1) Christensen and Haas, Chapter 13 (Moodle)
2) Cardell K. Jacobson and Bryan R. Johnson, “Interracial Friendship and African American Attitudes about Interracial Marriage.” Journal of Black Studies 36,4 (March 2006): 570-584. (Moodle)
3) Byran R. Johnson and Cardell K. Jacobson, “Contact in Context: An Examination of Social Settings on Whites’ Attitudes Toward Interracial Marriage.” Social Psychology Quarterly68,4 (December 2005): 387-399. (Moodle)
4) Ewa A. Golebiowska, “The Contours and Etiology of Whites’ Attitudes Toward Black-White Interracial Marriage.” Journal of Black Studies 38,2 (November 2007): 268-287. (Moodle)
5) Erica Chito Childs, “Listening to the Interracial Canary: Contemporary Views on Interracial Relationships Among Blacks and Whites.” Fordham Law Review 76,6 (2008): 2771-2786. (Moodle)
Oct. 3 and 5; Oct. 10
Pan-Ethnic Identity in the African Diaspora; Liberating Power of Racial Imagination
Generational Identity
Films:
Black Panther (2018) – Amazon Prime Video ($3.99)
Homecoming King(2017) – Netflix
1) Paula D. McClain, Jessica Johnson Carew, Eugene Walton, Jr. and Candis S. Watts, “Group Membership, Group Identity and Group Consciousness: Evolving Racial Identity in American Politics.” Annual Review of Political Science 12 (June 2009): 471-485. (Moodle)
2) David O. Sears, Colette van Laar, Mary Carrillo, and Rick Kosterman. “Is It Really Racism? The Origins of White Americans’ Opposition to Race-Targeted Policies.” Public Opinion Quarterly61,1 (1997): 16-53. (Moodle)
3) Additional material TBA
4) Claire Jean Kim, “The Racial Triangulation of Asian Americans,” in Asian Americans and Politics, Gordon H. Chang, ed. Palo Alto: Stanford University Press (2001): 39-78. (Moodle)
5) Hemant Shah, “’Asian Culture’ and Asian American Identities in the Television and Film Industries of the United States.” Studies in Media and Information Literacy Education 3,3 (August 2003): 1-10. (Moodle)
6) Teresa A. Mok, “Getting the Message: Media Images and Stereotypes and Their Effect on Asian Americans.” Cultural Diversity and Mental Health 4,3 (1998): 185-202. (Moodle)
Oct. 12
Synthesis, Analysis, and Review
CORE Capstone Group Project Discussion
* No new literature/material
FALL BREAK: OCT. 13-16
Oct. 17 and 19
Considering Historical Narratives – Effects of Myths and Legends
Film: The Mask of Zorro(1998) OR Mi Familia (1995)
1) Leobardo Estrada, et. al., “Chicanos in the United States: A History of Exploitation and Resistance.” Daedalus, 110, 2 (Spring 1981): pp. 101-131.
2) Canfield, Unmasking of Indian Slavery (Moodle) 3) (Optional) Scott L. Baugh, “Changing of the Guard: Pinche Pintas and “Family”/Familia in Contemporary Chicano Film.” Journal of Film and Video 55,2/3 (Summer/Fall 2003): 3-21. (Download from Moodle)
Oct. 24 and 26
“Western” Portrayals of “Eastern” Culture and the “White Savior Film”
Film: The Last Samurai(2003) or Minari (2020)
1) Hughey, White Savior Film (Moodle)
2) Tierney, Whiteness Last Samurai (Moodle)
3) Doobo Shim, “From Yellow Peril through Model Minority to Renewed Yellow Peril.” Journal of Communication Inquiry 22,4 (October 1998): 385-409. (Download from Moodle)
Oct. 31; Nov. 2
Contemporary Portrayals of Indigenous Peoples
Reclaiming and Healing Narratives
Film: Smoke Signals(1998)
1) Jim Charles, “Contemporary American Indian Life in ‘The Owl’s Song’ and ‘Smoke Signals.’ ” The English Journal 90,3 (January 2001): 54-59.
2) Joanna Hearne, “John Wayne’s Teeth: Speech, Sound and Representation in “Smoke Signals” and “Imagining Indians.” Western Folklore 64,3/4 (Summer-Fall 2005): 189-208.
Nov. 7 and 9
The Creation and Structuring of Whiteness Through Film
Film: Pleasantville(1998)
1) Review: AOF Ch. 3
2) Cara Wong and Grace E. Cho. “Two-Headed Coins or Kandinskys: White Racial Identification.” Political Psychology, 26,5 (Oct. 2005): 699-720.
3) Raka Shome. “Outing Whiteness.” Critical Studies in Media Communication, 17, 3 (Sept. 2000): 366-371.
Nov. 14 and 16
Definitions of and Fluidity of Racial Identity
Racialization of Immigrants
Film: Gangs of New York (2002)
1) Douglas Hartmann, Joseph Gerteis, and Paul R. Croll. “An Empirical Assessment of Whiteness Theory: Hidden from How Many?” Social Problems, 56,3 (August 2009): 403-424.
2) Thomas Craemer, Todd C. Shaw, Courtney Edwards, and Hakeem Jefferson. “ ‘Race Still Matters, However…’: Implicit Identification with Blacks, Pro-Black Policy Support and the Obama Candidacy.” Ethnic and Racial Studies, 36,6 (2013): 1047-1069.
3) Matthew Jacobson, Whiteness of a Different Color (Ch. 2 available on Moodle)
4) (Optional) Douglas Hartmann, et. al. “An Empirical Assessment of Whiteness Theory: Hidden from How Many?” Social Problems, 56, 3 (August 2009): pp. 403-424.
Nov. 28 and 30
Contemporary Experiences – Race Relations in Modern America?
Course Wrap-up
Film: Get Out (2017) – Amazon Prime Video ($3.99)
* Film and Literature may change.
CAPSTONE PROJECT PRESENTATIONS
Thursday, Dec. 8th from 8:30am to 11:30am
EXAMPLE 6
Cross-cultural exchanges of the Atlantic world
COR*3000*A Capstone
Fall 2022
Tuesday and Thursday, 10:30am-12:10pm
Mooney, Room 305
Instructor:
Location: Lindner 112E
Email:
Office Hours: Monday Wednesday, 11am-1pm, virtual, in-person, or by appointment
COURSE DESCRIPTION:
This course will examine cross-cultural exchanges that occurred in the Atlantic World (Europe, Africa, and the Americas) from 1492 to 1821. We will explore exchanges between different groups of peoples and societies, broadening our understanding of not only what the Atlantic World encompasses and represents but also the new and changing identities, institutions, and ideologies that resulted from European contact with Africa and the Americas. Central to the course is the analysis of culture(s) as it relates to conflicts intrinsic to early modern imperial development.
This course counts in fulfillment of the interdisciplinary minors PCS and LAS
PCS-The interdisciplinary minor in Peace and Conflict Studies explores the nature, dynamics, and causes of conflict and/or violence at different levels (inter-personal, community, inter-state, and/or global). The minor also investigates processes and strategies of conflict resolution, peacemaking, and/or resistance to conflict and violence. This also include strategies to combat social injustice. For more information on this minor, please contact Coordinator Federico Pous (fpous@elon.edu) and check out the website:https://www.elon.edu/u/academics/arts-and-sciences/peace-conflict-studies/
DIVERSITY AND INCLUSION STATEMENT:
This course seeks to foster informed dialogue about and interest in the development and evolution of cultural constructs including those of race, gender, religion, and class. While I have done my best to bring forward the voices of indigenous, African, mestizo, and female voices, it should be noted that much of the written history of the Atlantic World in the Age of Discovery has been authored by white men. I acknowledge that biases in the history thus exist. That said, the very core objective of this course is to critically think about and discuss the cross-cultural exchanges that occurred with European invasion and the forced movement of African populations to the Americas. I have studied and researched these diverse exchanges to the best of my ability from the indigenous and African perspectives and I will share with you all my findings.
I ask that you come to class prepared to learn a new side of a history you may or may not already have had contact. To ask questions about and challenge what you read. To think outside of your own personal experience and try to see new perspectives and ways to view the world (and its history) around you. Aim to come from a place of “I” and not “we” in the effort to avoid taking an “us/we versus them/they” stance. We are here to learn together. I learn from you, you learn from me, and we learn from each other. Let’s work together to embrace and acknowledge diverse perspectives and identities.
Please note, if you are ever uncomfortable about topics, discussions, or material presented in the class, please do not hesitate to reach out.
LEARNING GOALS (COR Curriculum):
Curiosity & Questioning: The identification of significant issues, the framing of questions, and the selection of appropriate modes of inquiry across disciplines to address those questions
Research Skills: The knowledge and application of modes of inquiry across disciplines
Broad Base of Knowledge: A breadth of knowledge spanning the social, material, and natural worlds
Global Perspective: An understanding of the interconnectedness of the human experience within and across cultures and environments
Communication Skills: The preparation and presentation of ideas and information orally, visually, and in writing
Critical Thinking: The analysis, interpretation, evaluation, and synthesis of information from multiple sources: oral, visual, and written
Responsibility: Effective, ethical work within diverse groups and communities
Creative Problem-solving: The integration and application of learning to address complex problems in local and global contexts
REQUIRED TEXTS: SECONDARY SOURCES
Barnett-Woods, Victoria. Cultural Economies of the Atlantic World: Objects and Capital in the Transatlantic Imagination. Milton Park: Routledge, 2020. Selected readings to contextualize the Atlantic World (inter-disciplinary text book)
OPTIONAL TEXTS: Secondary Sources (Extra-credit for reviews)
McNeill, J. R., Mosquito Empires: Ecology and War in the Greater Caribbean, 1620-1914. Cambridge: Cambridge Univ. Press, 2010. Ecology, Disease, Politics
Mintz, Sidney W. Sweetness and Power: The Place of Sugar in Modern History. New York: Penguin Publishing Group, 1986. Anthropology
REQUIRED TEXTS: HISTORICAL FICTION (CULTURAL TEXT)
Allende, Isabel. In the Midst of Winter. Popular Literature
Alarcón, Daniel. Lost City Radio: A Novel. HarperCollins, 2009. Popular Literature
Barnett-Woods, Victoria. Cultural Economies of the Atlantic World: Objects and Capital
in the Transatlantic Imagination. Routledge, 2021. Peer-reviewed Texts
REQUIRED TEXTS: CHAPTERS AND ARTICLES (Available ONLINE and on MOODLE)
Behar, Ruth. ” Sexual Witchcraft, Colonialism, and Women’s Powers: Views from the Mexican Inquisition.” In Sexuality and Marriage in Colonial Latin America,” ed. Asuncion Lavrin. Lincoln: University of Nebraska Press, 1989. Gender Theory
https://sites.lsa.umich.edu/ruth-behar/wp-content/uploads/sites/408/2016/07/RB-Sexual-Witchcraft-views-fr-Inq-Sexuality-and-Marriage-in-Col-Lat-Am-1989.pdf
Coehlo, Philip R. P. and Robert A, McGuire, “African and European Bound Labor in the British New World: The Biological Consequences of Economic Choices,” Journal of Economic History 57:1 (Mar 1997), 83-115. Economic Theory
Edelson, Max, “Beyond ‘Black Rice’: Reconstructing Material and Cultural Contexts for Early Plantation Agriculture,” The American Historical Review vol. 115, no. 1 (Feb 2010), 125-135. Cultural Studies/Critical Race Theory
Gilroy, Paul, The Black Atlantic: Modernity and Double Consciousness. Boston: Harvard University Press, 1993. (chapters from)—Cultural Studies/ Critical Race Theory
Kupperman, Karen Ordahl, “Fear of Hot Climates in the Anglo-American Colonial Experience,” William and Mary Quarterly 41:2 (1984), 213-240. Ecology
McDonnell, Michael A., “Paths not yet taken, voices not yet heard: rethinking Atlantic history.” In Connected Worlds: History in Transnational Perspective, eds. Ann Curthoys and Marilyn Lake. Canberra, Australia: ANU Press, 2005. Historiography
Vollendorf, Lisa and Daniella Kostroun. Women, Religion, and the Atlantic World. Toronto: University of Toronto Press, 2009. (selected essays) Gender Theory
REQUIRED TEXTS: PRIMARY SOURCES
Letters: Christopher Columbus, Bartolome de las Casas, Hernan Cortes, Francisco Pizarro
Selected Readings: Voltaire, Rousseau, Feijóo
A number of artistic representations viewed and looked at throughout the semester
REQUIRED TEXTS: FILMS
Tambien La Lluvia (Comparative film about conquest of the Americas and the 2000 Bolivian Revolution)
Twelve Years A Slave (Film about slavery in the U.S. based on an 1853 memoir)
UNIVERSITY POLICIES, GUIDELINES, AND GENERAL INFORMATION
Honor Code
Elon’s honor pledge calls for a commitment to Elon’s shared values of Honesty, Integrity, Responsibility, and Respect. To be clear about what constitutes violations of these values; students should be familiar with code of conduct policies described in the student handbook.
Students with questions about the specific interpretation of these values and violations as they relate to this course should contact this instructor immediately. Violations in academic-related areas will be documented in an incident report which will be maintained in the Office of Student Conduct, and may result in a lowering of the course grade and/or failure of the course with an Honor Code F.
Violations specifically covered by academic honor code policies include: plagiarism, cheating, lying, stealing, and the facilitation of another’s dishonesty. Multiple violations may result in a student’s suspension from the University.
Disabilities Resources
Students with disabilities (physical, learning, psychological, chronic, or temporary medical conditions, etc.) who would like to request reasonable accommodations and services under the Americans with Disabilities Act must register with Disabilities Resources in the KLC/Belk Library, Suite 226. Students who are new to Disabilities Resources or who are requesting new accommodations should contact DR at (336) 278-6568 or at disabilities@elon.edu to discuss the programs and services offered. Students who are already registered with Disabilities Resources and who would like to maintain their accommodations must renew previously granted accommodations by logging into the Accommodate site and making a semester request. Students are reminded to renew previously granted accommodations at the beginning of each semester. Reasonable accommodations can be requested at any time throughout the semester; however, they are not retroactive. Students are strongly encouraged to contact their professors to discuss the testing and academic accommodations that they anticipate needing for each class. For more information about Disabilities Resources, please visit the DR website.
Belk Library
The librarians in Belk Library can help you find appropriate resources for your assignments. You can schedule an appointment to meet with a librarian: https://elon.libcal.com/appointments/ or chat with a librarian on the library website: https://www.elon.edu/library/.
The Writing Center
Elon’s Writing Center in the Center for Writing Excellence is staffed by well-trained peer consultants who can help you with all of your writing projects (for any class or major and for any extracurricular, personal, or professional purpose), so take advantage of this excellent academic resource and include a visit to our Writing Center as part of your writing process. The Writing Center is a welcoming place for all writers, regardless of experience or expertise.
In one-to-one sessions of 30 or 45 minutes, Writing Center consultants will work with you on any kind of writing (such as research or analysis papers, slide or poster presentations, or applications of any kind) at any stage of the writing process (such as understanding an assignment; brainstorming, drafting, revising, and editing; developing a research question or starting your research; or completing in-text citations and bibliographies/works cited).
We have two multimedia production studios so you can create and work with a consultant on your multimedia and visual texts (such as slide presentations, infographics, or websites). Visit our presentation practice room where you can easily record and critique yourself giving a presentation and get feedback from a consultant on your accompanying visuals.
Please consult the Writing Center website for hours of operations and location.
If you have questions, please contact The Writing Center Director, Dr. Julia Bleakney, at jbleakney@elon.edu or 336.278.5642.
Religious Holidays Policies
In supporting religious diversity, Elon has a policy and procedures for students who wish to observe religious holidays that are in conflict with the academic calendar, allowing students an excused absence. Students who wish to observe a holiday during the semester must complete the online Religious Observance Notification Form (RONF) by September 13, 2022
This policy does not apply during the final examination period. Students are required to make prior arrangements with the instructor for completion of any work missed during the absence. Once the completed RONF is received, the Truitt Center will send an e-mail to the instructor and the student that a RONF has been submitted. Students may contact the Truitt Center staff with any questions (336-278-7729).
Student Options Related to Enrollment in Your Course
Enrollment
Students should confirm their enrollment in this course through their On-Track account. Students who do not appear on the course roll or do not show the correct course/section listed on On-Track should consult with their instructor immediately.
Policies on Dropping or Withdrawing from this Course
· Students may drop a course during the designated drop/add period through On-Track. A course that is dropped during the designated drop/add period will not appear on the student’s transcript or grade report.
· After the designated drop/add period, students may withdraw from a course without penalty before the course withdrawal deadline published in the academic calendar. Withdrawing from a course during this period will result in a mark of “W” that will appear on the student’s academic transcript. Students may withdraw online via OnTrack. Students should refer to the academic calendar for important semester dates.
NOTE: Students should not assume that they will be officially withdrawn from a course based on failure to attend class or notifying a faculty member of their intent to withdraw. The student is responsible for following the official process of withdrawing from a class. Students who do not properly withdraw from a course will receive a grade of F.
· Students may not withdraw from a course after the published withdrawal deadline. Any exception to this policy is the responsibility of the appropriate academic dean’s office. When granted, withdrawal from a course after this time will result in a grade of “W” or “F” depending on the student’s grade at the time of withdrawal.
For additional information on university course policies, students should consult the Academic Catalog.
Supporting Fellow Students in Distress
As members of the Elon community, we each share a personal responsibility to express concern for one another and to ensure that this classroom and the campus as a whole remains a healthy environment for learning. Occasionally, you may become worried or concerned about a fellow classmate’s well-being. When this is the case, I would encourage you to share these concerns with me or to Elon’s Student Care and Outreach program (https://www.elon.edu/ShareYouCare). Although you can report anonymously, it is preferred that you share your contact information so they can follow up with you personally.
University Conduct Rules and Regulations:
Sanctions are assigned to encourage the growth and development of students and support the practice of responsible behavior in a community. The educational approach infers a need for understanding and self-discipline on the part of the student as well as a respect for the rights and privileges of others. As such, threatening behavior—including any statement, communication, conduct, or gesture that causes a reasonable apprehension of physical harm to a person or property—will not be tolerated.
http://www.elon.edu/e-web/students/conduct/
GRADE DISTRIBUTION
· Weekly Participation: 100pts (Discussions occur in every class, 3 unexcused absences will result in 0 credit for participation)
· Weekly Discussion Questions and Response Papers: 10 @ 20pts each, 200pts (3-6 discussion questions and 1-2 page response to discussions and readings)
· Midterm and Final exams: 150pts (in-class; 75pts each)
· Question Paper: 50pts
· Book Review: 50pts (instructions below)
· Capstone Projects: 300pts (100pts per each component)
· Final Presentations: 100pts (in class)
· Total: 950pts
The Plus/Minus system of grading applies in this course.
901-950 A 760-788 B- 636-664 D+
851-900 A- 731-759 C+ 598-635 D
826-850 B+ 693-730 C 570-597 D-
789-825 B 665-692 C- 569-0 F
**End of term grades will NOT be rounded. Because grades are based on a point system and extra-credit opportunities are given, under NO circumstances will grades be rounded (even when expressed in percentage format)**
PARTICIPATION AND ATTENDANCE
Our common goal in this class should be to create a friendly atmosphere that is conducive to discussion and questions. Regular attendance is important to this goal. In addition, please note that the examinations are based on classroom lectures, discussions, handouts, and all discussed primary sources, cultural texts, and films. Lectures are also designed to facilitate the analysis of the required texts and the written assignments associated with them. Consequently, excessive absences will seriously hinder your ability to do well on the exams and the assignments and therefore the class.
Weekly Participation and Engagement (100 points): Because of the circumstances of the semester that we do not have control over, student’s will be assessed on engagement with the material and attendance in the course. This grade will based on a number of factors throughout the semester. These include, preparedness, supportive engagements, contribution and communication, and attendance, more generally. Students are expected to actively pursue these criteria throughout the semester regardless of face-to-face/synchronous or online/remote/asynchronous learning. Because there is a possibility that students and/or the professor may need to work remotely at any given point throughout the semester, there will be adaptive components put in place to help facilitate these types of engagement and participation (including discussion boards, group chats, and other forms of asynchronous opportunities). An A-level engagement and participation will consistently meet the aforementioned attributes (preparedness, supportive engagements, contribution and communication). Please remember that it is imperative to stay in touch with your professor and group members to keep us apprised of any changing circumstances
Discussion Questions and Response Papers (10 discussion questions and 10 response papers @ 10pts each, 200pts): Students will be asked to provide two original discussion questions/ideas for 10 of the assigned readings, due (in-class) on the respective day of the reading (as stated on the Class Schedule). These discussion questions must be written before class and submitted via Moodle (10pts). Additionally, students will be asked to provide a brief 1-2 page response to the readings and in-class discussions (10pts). These response papers are informal reactions, sentiments, and ideas for further discussion prompted by the readings and subsequent discussions. These papers are to be turned in online by Friday at 11:59pm of the respective week.
****Please arrive ON TIME to class. ***
WRITTEN EXAMINATIONS
Midterm (75pts); Final (75pts): Two examinations assess your knowledge of the material presented in lectures, handouts, power point presentations, visual images, the film, the primary sources and (secondary sources) books discussed in class.
Examinations generally incorporate a variety of question types such as identification, short answer, short essay and/or long essay. A study guide will be provided for each exam approximately one week before the date of an exam. To do well on the two examinations, attend class regularly, watch the films, and read the primary source documents carefully. Take copious notes during lectures and discussions.
QUESTION PAPERS
Question Paper (50pts): This papers will answer questions provided by the professor one week before the due date of the paper. This paper should be 2-3 pages in length and should adhere to the standards of formal written papers. Further instructions and rubrics will be provided by the professor along with the questions one week before the papers are due. Chicago Style cite notation. Please refrain from using multiple quotes in your work; rather find a way to speak about the material in your own words. Paraphrased sentences must be cited accordingly. Several themes run throughout the readings, these themes are a great starting point to organizing your papers.
BOOK REVIEW
Book Review (50pts): The book review will be due at the end of the fifteenth week of class. An outline, with questions to follow, in the effort to help guide you both through your reading of the novel and serve as the basis for your review will be provided by the midterm. If you answer the questions as you read, you will save an immense amount of time and be able to write a coherent and cohesive essay.
CAPSTONE PROJECTS
Capstone Projects (100pts per requirement, 300pts): The first of three parts will be an annotated bibliography of their sources; the second, a written proposal of their project that adheres to similar guidelines as those found in research grants (Fulbright and Lumen Prize, for example); and the third, a forward thinking deliverable (of their choice—websites, petitions, brochures, magazines, children’s books, etc.) that moves beyond the period under investigation and generates ideas about how we can effect change in the present as it relates to their proposed topic (example, if the student chooses the topic of racial chattel slavery, their deliverable may have something to do with modern day slavery; for example, human trafficking or the current state of prison systems).
CLASSROOM POLICIES
Cellphones and Computers: Please remember to turn off your cell phones during class and stow them. You are welcome to utilize a computer to take notes during lectures; however, it should not be utilized to check your email, your Facebook account, or play games, etc. while in class. Please be courteous and wait until our class is over to engage in such activities.
Packing Up: Please refrain from packing books and other items until the instructor formally ends the class.
Email Correspondence: Please make sure that you identify yourself when you send a message to the professor, as well as use proper salutations.
Also please note that I send out messages, assignment instructions, study guides, and even primary sources, etc. via email. Consequently, please make sure that I have your most up-to-date email address and do check your email regularly.
Taping Class: Surreptitious or covert video/taping of class or unauthorized audio recording of class is prohibited. This class may be videotaped or audio recorded only with the written permission of the instructor. In order to accommodate students with disabilities, some students may have been given permission to record class lectures and discussions. Therefore, students should understand that their comments during class might be recorded.
NOTIFICATION REGARDING AMENDMENTS TO SYLLABUS
Information contained in the course syllabus, other than the grade and absence policies, may be subject to change with reasonable advance notice, as deemed appropriate by the instructor.
Class Schedule
Introduction
Week 1: “What is the Atlantic World”
Aug 23: Syllabus
Aug 25: An Introduction and discussion of article
Readings: McDonnell, Michael A., “Paths not yet taken, voices not yet heard: rethinking Atlantic history” and In the Midst of Winter
The Age of Discovery
Week 2: Before Contact—Roots of Imperialism
Aug 30: In the Beginning
Begin researching 2 articles for your Capstone Project
Readings: Cultural Economies, Chapter 1, “Venereal Distemper” and In
the Midst of Winter
Sept 1: European Quest for Maritime Adventures—The Holy Grail Iberia and the
Reconquista
Begin reading 2 articles for your Capstone Project
Readings: Cultural Economies, Chapter 4, “Materializing the
Immaterial” and In the Midst of Winter
**Turn in Capstone Project Topics**
Week 3: Contact
Sept 6: Movie: Tambien la Lluvia
Readings: Cultural Economies, Chapter 5, “Reading African Material Culture” and In the Midst of Winter
Sept 8: Movie: Tambien la Lluvia (finish and discussion)
Background: Africa and the Americas
Week 4: Contact Continued
Sept 13: Library Day—work on Annotated Bibliography
Sept 15: Early Contact: The Voyages of Columbus
Readings: Letters of Columbus and Bartolome de las Casas (Primary Source) and In the Midst of Winter
Week 5: Contact (cont.)
Sept 20: Early Contact: Latin America and North America
Discussion: In the Midst of Winter
Sept 22: Contact: Latin America and North America
Reading: Cultural Economies, Chapter 2, “Black Medical Practitioners and Knowledge” and Chapter 8, “Chocolate and the Atlantic Economy”
Question Papers Due
The Columbian Exchange
Week 6: Ecological Understanding and Disease
Sept 27: Guns, Horses, and Germs, oh my! Demographic Destruction in the Atlantic World
Readings and Discussion: Coehlo, Philip R. P. and Robert A, McGuire, “African and European Bound Labor in the British New World: The Biological Consequences of Economic Choices,” Journal of Economic History 57:1 (Mar 1997), 83-115; Kupperman, Karen Ordahl, “Fear of Hot Climates in the Anglo-American Colonial Experience,” William and Mary Quarterly 41:2 (1984), 213-240.
Upload Study Guides for Midterm
Sept 29: Humoral Theory or Herbs? Medicines of the Atlantic World and In-Class
Discussion: Prep for Midterm
Week 7: Medicine and Science
Oct 4: Catch up day/Study guide discussion
Readings and Discussion: Behar, Ruth. “Sexual Witchcraft, Colonialism, and Women’s Powers: Views from the Mexican Inquisition;” Introduction, Schwartz, Death is a Festival
Oct 6: Midterm
Week 9: Religion
Oct 11: Virtual Class: Religion in the New World: An Introduction
Readings: Cañizares-Esguerra, Puritan Conquistadors, “The Satanic Epic” and Lost City Radio
Oct 13-17 Fall Break!
Week 10: Religion (cont.)
Oct 18: In-class workshop—peer-review annotated bibliographies (Part 1,
Capstone Project)
Readings: Cañizares-Esguerra, Puritan Conquistadors, “Toward a Pan- American” Atlantic and Lost City Radio
Oct 20: Religion in the New World: Spanish America
Annotated Bibliography Due!
Optional Reading: Lost City Radio
Week 11: Trade and Slavery
Oct 25: Religion in the New World: Portuguese America and North America
Readings: Excerpts from Gilroy, The Black Atlantic, Edelson, Beyond “Black Rice,” and Lost City Radio
Oct 27: An Introduction: The Middle Passage: Sugar, Silver, and Gold and The
Plantation system
Readings: Cultural Economies, Chapter 11, “Conveyance and
Commodity,” and Lost City Radio
Peer-review drafts of final papers (part 2—Capstone Project)
Reading: Lost City Radio
Week 12: Slavery continued
Nov 1: Manumission and Abolition
Readings: Cultural Economies, Chapter 10, “Institutionalizing the Slave Power at the Local Level,” and Lost City Radio
Nov 3: Catch up day!
Optional Reading: Lost City Radio
**Turn in peer-reviewed comments for final projects** alongside
Research proposals (part 2—Capstone Project)
Week 13: Movie Week
Nov 8: Movie: 12 years a Slave (2h14m)
Nov 10: Movie: finish and discussion
The Modern World?
Week 14: Modernity Calls
Nov 15: The Enlightenment and Industrialization
Readings: selected readings from Rousseau, Voltaire, and Feijóo
Upload Study Guides for Final Exam
Nov 17: Review Day!
Book Review Due
Nov 19-27: Thanksgiving Break!
Week 15: Conclusions
Nov 29: Final Exam
Dec 1: Deliverable workshop (Final Capstone Project Presentation Prep)
Dec 3: Reading Day
Dec 5 (8:30-11:30) Finals Day: Final Presentations of Capstone Projects—Deliverables due (part 3 of Capstone Project)
NOTETAKER INFORMATION
“It is possible that a student in this class will require a note-taker. I need someone to volunteer for this very important service in the event of a request. Please let me know by AUGUST 27 if you are interested/willing to be a note-taker.
Responsibilities of a note-taker include:
· Attending class regularly
· Having legible handwriting or re-writing/typing notes in an electronic format
· UPLOADING the notes for Disabilities Resources via Accommodate, the data management system. There WILL NOT be in-person drop-off for notes in an effort to reduce the number of people in and out of the DR office.
If I receive a request, I will contact you and provide your name to Disabilities Resources. Disabilities Resources will follow-up with you to provide all the necessary details.”