March 30: .edu



LEAP 1100-003 Humans in Society(Spring 2021) Where do we come from? What are we? Where are we going? -Paul GauguinClass Time: Tuesday and Thursday 10:45-12:05Class Designation: IVC: bi-weekly synchronous Zoom sessions and Canvas homepageInstructor: Dr. Michael WhiteEmail: m.white@leap.utah.eduPhone: 801-585-9867Office: Sterling Sill Center (east of the Union, across from the visitor parking lot), Room 142Office Hours: By Appointment (I am always happy to consult with students, and as often as possible at the student’s convenience; just please let me know IN ADVANCE when you’d like to meet.) Peer Advisor: Ruby Bates: rubymtbates@; 801-906-3906Library Instructor: Darby Fanning: darby.fanning@utah.edu; 801-581-6576; MLIB 1738CCourse Overview:Drawing primarily upon fiction, creative nonfiction, personal essays, and film, LEAP 1100-003 focuses upon human interactions in society. We begin by reading two classic nineteenth century works that will provoke us to examine some foundational questions about human identity. What makes a being human? Do humans possess a single, unified self, or might we be composed of multiple, and perhaps conflicting selves? How might changing social circumstances impact human development and self-consciousness? From there, we will explore more specific forms of individual and group identity, allowing us to reflect upon race, gender, ethnicity, religion, sexual orientation – and the myriad “crossings” that complicate identity formation, both within individuals and within communities. Along the way, we will compass a diverse array of human experience (and even a quasi-human monster’s!) while becoming fluent with terms like alienation, displacement, and hybridity. The final project for the course will challenge students to grapple with these concepts on a more personal level. Note: LEAP 1100-003 fulfills the university’s DV and HF requirements. Learning Objectives:The overarching objectives for the course are to develop critical thinking, teamwork skills, writing skills, and information literacy. We will also seek to expand cultural awareness and to (collectively) provide a lively forum for the exchange of ideas. In addition, our LEAP-wide learning community objectives are: ?Intellectual Connections – students develop a capacity for making connections among disciplines, experiences, and perspectivesReflection/Self-Assessment Connections – students develop the ability to self-assess (for example, through reflection, introspection, self-authorship)Community Connections – students feel a sense of belonging to campus and communityRequired Texts:The four main texts (all paperbacks) listed below are available from online retailers. Please aim to purchase the designated editions for ease of use during class discussion: Mary Shelley, Frankenstein (Penguin Classics, ISBN: 9780141439471)Charles Baudelaire, Paris Spleen (New Directions, 9780811200073)Richard Wright, Black Boy (Harper Perennial, ISBN: 9780061443084)Art Spiegelman, Maus I: A Survivor’s Tale (Pantheon Books, ISBN: 9780394747231)Three additional shorter readings are available to students though the Marriott Library Course Reserves (lib.utah.edu). I would recommend printing these readings, but whether in physical or electronic form, be sure to have them accessible on the day(s) they are slated to be discussed: Richard Rodriguez, “‘Blaxicans’ and Other Reinvented Americans” Amy Tan, “Mother Tongue”Jamaica Kincaid, “Girl”Course Requirements and Grade Distribution:30 points - 2 Tests (15 multiple choice/short answer questions each)20 points - Short Midterm Paper30 points - Final Project*20 points - Engagement and participation (includes attentiveness & participation inZoom class discussions, panel group** participation both as presenter and audience, and Canvas discussion post participation)_________100 points * The final project for the course will challenge you to discover and possibly recover a chapter of your family’s story. You will focus on a particular individual who is/was a border crosser in any of the senses we have explored (or others). You will focus on a particular moment in this individual’s life – and, yes, this will require/permit considerable creative license. You can write this narrative in third-person or in first-person (thereby adopting a persona). Importantly, this is a project in which you will work in two different media. So, this would likely include a written (or possibly oral) text and an accompanying visual text (collage, powerpoint, video, etc.). You may choose to blend the written and the visual – along the lines, say, of the graphic novel formula – but this is in no way required or expected.My hope is that the project will combine research skills, writing and communication skills, creativity, and will engage you at the deepest intellectual and personal levels. ** Near the beginning of the semester you will be assigned to a panel group. Each group will be responsible for leading a class debate on an assigned question pertaining to a recent reading or film screening. Group members will divide themselves into two camps and then proceed (in hopefully civilized fashion) to lob arguments back and forth. It is not necessary that each group member feels personally committed to a particular position – the important thing is to provide a model of argumentative repartee, of give and take. Once the presenters’ initial points have been put forward, audience members (the rest of the class) will be invited to contribute arguments and counterarguments of their own. The hope is that by the end of the debate you’ll come away with a more balanced and informed perspective on the issue. I will of course be on hand to facilitate, though I expect each group of debaters to do its best to guide the class discussion for approximately 25 minutes. You’re in charge, so be creative and have fun. Grading Format:94 and aboveA90-93A-87-89B+84-86B80-83B-77-79C+74-76C70-73C-67-69D+64-66D60-63D-below 60EClassroom Policies:Assigned work needs to be submitted on the due date. Late work will receive partial credit unless prior arrangements are made (in exceptional cases). Success in this class requires engaged participation. This includes being consistently punctual and contributing toward a classroom environment that fosters courtesy and respect.The use of non-class-related portable electronic devices is, respectfully, disallowed for the duration of each 80-minute class period. In order to be prepared for each class session, you must complete all of the assigned readings. Also, you are responsible for bringing all relevant readings to our Zoom meetings on the day(s) they are slated to be discussed (see Class Schedule below). University-Wide Policies and Resources: Wellness Statement:? Personal concerns such as stress, anxiety, relationship difficulties, depression, cross-cultural differences, etc., can interfere with a student’s ability to succeed and thrive in this course and at the University of Utah. Please speak with the instructors before issues become problems.? And, for helpful resources, contact the course-assigned SSA or the Center for Student Wellness at wellness.utah.edu or 801-581-7776.?? ?Americans with Disabilities Act. The University of Utah seeks to provide equal access to its programs, services, and activities for people with disabilities. If you will need accommodations in this class, reasonable prior notice needs to be given to the Center for Disability Services, 162 Olpin Union Building, (801) 581-5020. CDS will work with you and the instructor to make arrangements for accommodations. All written information in this course can be made available in an alternative format with prior notification to the Center for Disability Services.?Sexual Misconduct. Title IX makes it clear that violence and harassment based on sex and gender (which includes sexual orientation and gender identity/expression) is a civil rights offense subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, color, religion, age, status as a person with a disability, veteran’s status or genetic information.? If you or someone you know has been harassed or assaulted, you are encouraged to report it to the Title IX Coordinator in the Office of Equal Opportunity and Affirmative Action, 135 Park Building, 801-581-8365, or the Office of the Dean of Students, 270 Union Building, 801-581-7066.? For support and confidential consultation, contact the Center for Student Wellness, 426 SSB, 801-581-7776.? To report to the police, contact the Department of Public Safety, 801-585-2677(COPS).LGBTQ Resource Center:? The U of Utah has an LGBTQ Resource Center on campus. They are located in Room 409 in the Oplin Union Building. Hours: M-F 8-5pm. You can visit their website to find more information about the support they can offer, a list of events through the center and links to additional resources: . Please also let us know if there is any additional support you need in this class.Learners of English as an Additional/Second Language. If you are an English language learner, please be aware of several resources on campus that will support you with your language and writing development. These resources include: the Writing Center (); the Writing Program (); the English Language Institute (). Please let us know if there is any additional support you would like to discuss for this class.Campus Safety: The University of Utah values the safety of all campus community members.? To report suspicious activity or request an escort, call campus police at 801-585-COPS (801-585-2677). You will receive important emergency alerts and safety messages regarding campus safety via text message.? For more information regarding safety and to view available training resources, including helpful information visit safeu.utah.edu.Covid-19: Based on CDC guidelines, the University requires everyone to wear face coverings in shared public spaces on campus, including our classroom. As a reminder, when I wear a face covering, I am protecting you. When you wear a face covering, you are protecting me and all of your classmates. If you forget your face covering, I will ask you to leave class to retrieve it. If you repeatedly fail to wear a face covering in class, I will refer you to the Dean of Students for a possible violation of the Student Code. Note that some students may qualify for accommodations through the Americans with Disabilities Act (ADA). If you think you meet these criteria and desire an exception to the face covering policy, contact the Center for Disability and Access (CDA). Accommodations should be obtained prior to the first day of class so that I am notified by CDA of any students who are not required to wear a face covering.Class Schedule:Please note that the readings listed for any particular day should be done BEFORE you come to class (ie: Zoom) on that day. Bring all assigned readings to class. Dates of readings and assignments may occasionally change, so be aware of announcements. Week 1: January 19: Introduction to the courseJanuary 21: Checking in with our librarian, Darby FanningDISCUSSION: What does it mean to be human? What are the boundaries of humanness? NINETEENTH CENTURY EUROPEAN FOUNDATIONSWeek 2:January 26:Mary Shelley, FrankensteinJanuary 28:FrankensteinWeek 3:February 2:FrankensteinFebruary 4: FrankensteinPanel Group 1: Should the gender and/or race of an author influence how we read his/her book? Otherwise put, should our interpretation of a book be affected by the identity of its author? Week 4: February 9:FrankensteinFebruary 11: ZOOM LIBRARY SESSIONWeek 5: February 16: Charles Baudelaire, Paris Spleen (specific selections to be announced)February 18:Paris SpleenRACE IN AMERICAWeek 6: February 23: Richard Wright, Black BoyFebruary 25:Black BoyWeek 7: March 2:Black BoyPanel Group 2: Does a memoir need to be faithful to the “whole truth and nothing but the truth” OR is there room for some creative “bending” of the facts? March 4:Black BoyShort Midterm Paper due: Friday March 5th at 11:59 PM (submitted through Canvas)Week 8:March 9: NO SCHEDULED ZOOM CLASSMarch 11: Black Boy Test #1 (covering material from Shelley to Wright) will be available on Canvas for a 24-hour period from Thursday March 11th @ 12:05 PM to Friday March 12th @ 12:05 PM AMERICAN ETHNICITYWeek 9:March 16: Richard Rodriguez, “‘Blaxicans’ and Other Reinvented Americans” (course reserve reading)March 18:Amy Tan, “Mother Tongue” (course reserve reading)THE MELTING POT BOILS OVERWeek 10:March 23:Note: this film contains lewd language (aplenty), violence, and brief nudity (rated R) (independent viewing – no Zoom class today)March 25:Do the Right Thing (Zoom class discussion)Panel Group 3: At the end of Spike Lee’s film we’re given two points of view regarding appropriate responses to racial oppression – one from Martin Luther King and the other from Malcolm X. What is “the right thing” to do in terms of confronting injustice or oppression? (March 26th is the deadline for submitting a project to the LEAP “Crossing Borders” symposium (not required)BRIDGING TRAUMA: EUROPE and AMERICAWeek 11:March 30:Art Spiegelman, Maus I: A Survivor’s TaleApril 1:Maus I: A Survivor’s Tale Week 12:April 6:NO SCHEDULED ZOOM CLASSLEAP “Crossing Borders” Symposium today (April 6th)April 8:Maus I: A Survivor’s Tale SOME APPROACHES TO GENDER Week 13:April 13:Jamaica Kincaid, “Girl” (course reserve reading)April 15:Lydia Nibley, director: Two Spirits (2009)Note: this film contains violent subject matter (not rated) (independent viewing – no Zoom class today)Week 14: April 20:Two Spirits (Zoom class discussion)Panel Group 4: What might be gained and/or lost by broadening our cultural conception of gender identity? (ie: what if we were to recognize a third, a fourth, a fifth gender …?) April 22:ZOOM LIBRARY SESSIONWeek 15: April 27:TBATest #2 (covering material from Rodriguez to Two Spirits) will be available on Canvas from Tuesday April 27th @ 12:05 PM to Wednesday April 28th @ 12:05 PM FINAL PROJECT DUE: Saturday May 1st by 11:59 PM (through Canvas) ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download