Class: Mon. & Wed. 12:00-1:50
Brown Hall, Room 01021
Office: Moore Hall 3075 Tel. 387-2561
Office hours: Mon. & Wed. 2:- 3:30 Brown Hall 3003 (or by appointment)
Office hours: Mon & Wed 5:20-6:20 Dunbar Hall 2202 (or by appointment)
Office hours: Thurs 4-5:00 Moore Hall 3075 (or by appointment)
"The native intellectual nevertheless sooner or later will realize that you do not show proof of your nation from its culture but that you substantiate its existence in the fight which the people wage against the forces of occupation." Frantz Fanon, On National Culture. In The Wretched of the Earth . NY: Grove, 1968. p.223
Other required readings will be available at the Reserve Desk of Waldo Library. Start at Library Home Page, go to Course Reserves on left column and page down to e-reserves and click. Then in Electronic Reserves click on the Tabs for AS 304, and then click view , and then AS 304. Enter the course password , and then click the item you want and/or click here for more information to get the number code .
AS 304 is a course that satisfies General Education requirements in Area IV (Other Cultures and Civilizations). Courses in this area enable students to understand the bases for different worldviews and the impact of the interactions between Non-Western societies and Western empires. Within that general heading this specific course offering for Fall 2004 will include cases from Africa and the Caribbean Basin that are related. The specific sites selected will be used to investigate
Both of these issues are directly connected with assuming the present day responsibilities of living in a culturally diverse society linked to an increasingly complex world economy.
According to the 2003-2005 WMU catalog (p. 37) this course uses economic history [especially the modes of production ] to gain an understanding of cultures in Africa/Caribbean and Asia . The conceptual framework for the course is the continuos struggle of human groups to:
This course will help the participants to become familiar with some basic bibliography and recent debates about unequal power relations, the global economy, displacement, and forms of remembering. The students who complete this course will understand the interrelation between ideas, recognize which facts and assumptions are central to an unproven argument [whether their own or in someone else's work], and recognize cause and effect relations in explanations of history. (see Bloom's Taxonomy )
In order to meet the Area IV General Education requirements, the students who complete this course will also be prepared to
The goals of the course are to equip the students to
Proficiency in the learning outcomes and course objectives will be demonstrated by the students in their class participation, written assignments, and exams.
Learning is not a spectator sport. Intellectual exchanges that involve all the students in the class and the instructor make it possible for all to learn. Studying political and economic history is not just about accumulating facts and definitions but also about organizing the information to reveal cause and effect relations. That discovery of the relations between ideas needs to be communicated clearly in class, and in writing. In order for all of us to learn from each other, all of us have to come to class every day prepared to contribute to the discussion. Please bring to class newspaper clippings or journal articles that you can recommend for discussion about the sections of the course. The instructor will provide the context that makes the discussion material meaningful and then ask the course participants to identify the main points and assumptions of the reading(s) or film(s). In the second half of the semester there will be opportunities to verify the student's interpretation of the readings and films by applying those interpretations to new situations.
To combine your class and reading notes you need to be prepared to answer six questions about each reading or film assigned when you walk in to class every day. The list of questions is included in the back of the syllabus on a sheet that you will copy and turn in the day when the discussion of each assignment begins.
Students are expected to study the syllabus between the first and second week. To confirm that you have understood the requirements and expectations, you will sign and return the tear out section of the syllabus after the course bibliography.
Your responsibilities include coming to class prepared to ask and answer questions about readings or films assigned, and class lectures; participating regularly in class discussions; completing all assignments on dates due; earning a passing grade on all written assignments; and requesting authorization for a necessary absence in advance and in person with justifying documentation.
·Before 13 October, 2004 [7 th Week] each student is required to come by during office hours for 20 min. to evaluate how you are doing in the course. Please come ready to
I will also give you a sheet to evaluate me anonymously, with space for comments and suggestions for my improvement around this same time.
·Each student is required to do the readings before coming to class. If you do not understand any part of the weekly reading, prepare a list of questions to ask in class, include the page number. Your questions in class also contribute to your participation [which is part of your final grade] and to the discussion. You can say whatever you think in class, provided it is supported by a quote from the assigned readings, journal articles and/or newspaper clippings that you can share with your classmates.
Class participation is not about exchanging opinions (unsupported by evidence) or teaching a consensus between all of us. Participation includes submitting your written critique for each reading or film assignment, asking questions about those assignments , providing information about the context for the readings or films, and/or making connections with other readings for this and/or other courses.
·Attendance is required. Notification of a foreseeable absence does not mean the absence is excused. You need to provide supportive evidence. Students with more than three unexcused absences will have their final grade lowered by one full letter. If a student misses more than four class meetings, it is the student's responsibility to produce evidence to support remaining in the course. If I am over five minutes late assume the class is cancelled that day, and all the work carries over to the next class period. If you are over ten minutes late do not come into the classroom, and you will be counted absent.
Students need to have access to their BroncoNet ID and a working WMU e-mail address [email@example.com ] to receive electronic messages related to this course
Smoking is not permitted in class. Neither is entering the room with pagers or cell phones on. Both the use of tape recorders in class and the presence of invited guests need to be approved ahead of time by the instructor.
Proficiency in the written and verbal use of Standard American English is expected only because it is the means of exchanging ideas in the U.S. academy. Precision in Endnotes, Bibliography [according to the 2001 5 th edition of the APA Manual] is also expected so that I can reconstruct the way you conducted the research that supports your conclusions. If you write or speak about the authoritative views of others and connect them with a series of well placed quotes and paraphrases, you will get a B at best. To get anything above that you need to a) demonstrate where you agree and disagree with the authoritative views quoted and why, and b) analyze those views included by identifying contradictions and agreements with other data/opinions as well as summarizing these views and coming to your own conclusions. Consistency between what you set out to prove, your conclusions and the evidence provided is expected as is turning your work in on time. Racist and sexist statements will be penalized [with a deduction of two points] as errors of facts every time such errors are committed
Mid-term exam [ open book take home ] , and Final exam [ open book in class ] These exercises will have multiple choice, fill in the blanks, true and false (all with space for reasons and evidence) as well as one or two essay questions. The essay questions will require presenting supportive evidence and references. The purpose of the exams is to verify your understanding of the interrelation between ideas, which facts and assumptions are central to an argument, and the cause and effect relations which explain historical events. You will be expected to use concepts from the social sciences to demonstrate how they can explain the social conflicts studied in this course, based on a critical analysis of the data discovered. The same applies to the occasional class quiz for which you should be prepared every day.
As a general rule there are no make ups or delayed assignment due dates. Only in extraordinary circumstances when arrangements have been made at least a week ahead, in case of a serious documented illness, or another situation which in the instructor's view is clearly beyond the student's control, will a delayed assignment due date or make up be possible. One of those situations is a death in the immediate family, in which case an official document must be provided. Problems with your computer or printer are not considered extraordinary circumstances; save your files and make hard copies often.
For extra credit each student can take responsibility for regular 5 minute classroom briefings on the current situation of a country mentioned in the course. [ Angola , Haiti , Cape Verde , Senegal , the Gambia , Sudan , Brazil , Cuba , Namibia , Mozambique ]. The subjects of the briefings are colonialism, globalization/structural adjustment, migration, language rights, community, and competition for natural resources. The sources will include print media such as the NY Times , the Washington Pos t, the International Herald Tribune, The Guardian , The Independent , or The Economist as well as electronic media like the BBC, CBC, and the web sited of sources like The Association of Concerned Africa Scholars, African Studies Association, and the American Forum for Global Education. Other suggestions are available upon request.
Points per Assignment
% of Final grade
Critique per reading (11)
is participation grade
20 points for 11 critiques
10 points for 14 weeks
10 points for one meeting
20 points for one exam
10 points = 10 news briefs
Points per Assignment
% of Final grade
20 points for presentation
20 points for one exam
100%Grading Scale Grade
Range of Percentage Scores
59 and below
Any student with a documented disability who needs to arrange reasonable accommodations must contact Ms Beth Denhartigh at 387-2116 and/or firstname.lastname@example.org at the beginning of the semester. A disability determination must be made by the Office of Disabled Student Resources and provided to the instructor before any accommodations can be provided by this or any other instructor.
You are responsible for making yourself aware of and understanding the policies and procedures in the Undergraduate Catalog [pp. 274-276] that pertain to academic integrity. These policies include cheating, fabrication, falsification and forgery, multiple submissions of the same paper, plagiarism, complicity and computer misuse. If there is any to believe you have been involved in academic dishonesty, you will be referred to the Office of Student Conduct. You will be given the opportunity to review the charge(s). If you believe you are not responsible, you will have the opportunity for a hearing. You should consult with me if you are uncertain about an issue of academic honesty prior to the submission of an assignment or test.
Note: Each section of the course has general subject matter, week number in the semester underlined, specific issues to be covered in that section, and readings to be completed by that week. There are two readings per week, each person should do one. Each person in your group should do a different reading. The movies are either in the Waldo Library collection, the Brown Hall language labs or in your favorite video club, and you can watch them in groups to prepare for the class discussion. . In some cases we will see a segment of a film in class. Any changes to this schedule or course requirements will be communicated to the students in a timely manner
(I) INTRODUCTION OF THE COURSE AND PREVIEW OF THE MAIN IDEAS
administrative matters, mechanics of the course and organization of themes, start with questions/grid, explain reasons for the course and organize students in work groups. Contextualize week two readings.
The following 6 sets of questions are to be asked of all the readings. Note that there is a reproducible at the end of the syllabus. Print a copy for each reading every week, fill it out, and bring at least three (3) copies of each sheet to class every week. You may choose to distribute the third copy to your group by e-mail.
8 September, 2004
13 & 15 September, 2004
20 & 22 September,, 2004
Last date for individual student meetings with instructor is 7 th Week
13 October, 2004
The mid tem exam is due 8 th Week
18 October, 2004
There will be a movie in class on Monday 8 November, 2004 . Title TBA We may receive a visit from Dr. D. Robinson during this section.
(III) COMPARATIVE ANALYSIS OF CASES & CONTRAST WITH NORTH AMERICA .
Movements question legitimacy of power relations
Movements have alliance policy across differences
Movements struggle with new language
Movements create alternative means of transmitting news; deal with simultaneity
See: B. Anderson, Specter of Comparisons (2000), pp. 54-68
Note: Thanksgiving recess starts noon Wednesday Nov. 24. See you next week.
Summary of the course and review for final exam
Final exam is scheduled for Thursday 9 December 2:45 -4:4:45 p.m. in the assigned classroom.
Waldo Library has a resource guide on the web for this Non-Western World course. This guide includes journal article indexes, newspaper article indexes, and special interest web sites. Please contact librarian Patricia Vander Meer at 387-519.
(tear along the dotted line, and return to the instructor on 8 September, 2004 )
I HAVE READ THE ENTIRE SYLLABUS. I HAVE MADE A LIST OF QUESTIONS TO ASK THE INSTRUCTOR ABOUT ANY REQUIREMENTS, ASSIGNMENTS, AND CLASS PROCEDURES THAT I DO NOT UNDERSTAND. I UNDERSTAND THAT IT IS MY RESPONSIBILITY TO DISCUSS THESE QUESTIONS WITH THE INSTRUCTOR DURING OFFICE HOURS DURING THE FIRST THREE WEEKS OF THE COURSE [BY 15 SEPTEMBER, 2004 ]
NAME ___________________________________ DATE _______
Name ___________________________________ Date _______
Print a copy of this reproducible for each reading every week, fill it out, and bring at least three (3) copies of each sheet to class every week. Please use other side. The copy to your work group can be circulated by e-mail if you prefer. The instructor needs a hard copy every week for each reading from each student . Each student needs her/his copy in class every week for class discussion and to correct your own notes.
C. Page reference
D. Questions to ask; evidence to gather for best possible solution
What is the main problem presented in the reading [or film, in case the assignment is to study a film]?
What are the major points in the author's argument about the problem?
What is your evaluation of the data [hearsay, observed actions, archival documents, secondary sources, direct participation] used by the author to support the main points in her/his argument?
How are the power inequities (as cause and effect relations) organized?
Does the data used as evidence support the points in the author's argument?
Compare and connect the evidence in this text with other readings for this course or another course?
If you develop a lesson plan after using the Cultural Connections web pages, please share them with us so other educators can benefit from our collective work.