1. Course ID and Number: ENGL 17
College of the Redwoods
CURRICULUM PROPOSAL
C-ID Descriptor (if applicable): ENGL 130
2. Course Title: American Literature: Beginnings to the Civil War
3. Check one of the following:
New Course (If the course constitutes a new learning experience for CR students, the course is new).
Required - Justification for Need (Provide a brief description of the background and rationale for the course. This might
include a description of a degree or certificate for which the course is required or the relationship of this course to other
courses in the same or other disciplines. To see examples of such descriptions, consult pages 10-11 of The Course Outline of
Record: A Curriculum Reference Guide.
Updated/Revised Course
If curriculum has been offered under a different discipline and/or name, identify the former course:
Should another course be inactivated? No
Yes
Inactivation date:
Title of course to be inactivated:
(If yes, complete a Course Inactivation Form found on the Curriculum Website.)
4. If this is an update/revision of an existing course, provide explanation of and justification for changes to this course.
Be sure to explain the reasons for any changes to class size, unit value, and prerequisites/corequisites.
This is a regular revision in our five-year cycle and includes C-ID prerequisite requirements.
5. List the faculty with which you consulted in the development and/or revision of this course outline.
Faculty Member Name(s) and Discipline(s): All full-time English faculty
6. If any of the features listed below have been modified in the new proposal, indicate the “old” (current) information
and “new” (proposed) changes. If a feature is not changing, leave both the “old” and “new” fields blank.
FEATURES
OLD
NEW
Course Title
TOPS/CIPS Code
Catalog Description
(Please include complete text of
old and new catalog descriptions.)
Grading Standard
Select
Select
none
ENGL 150 or ENGL 102
ENGL 1A
none
Select
Select
Total Units
Lecture Units
Lab Units
Prerequisites
Corequisites
Recommended Preparation
Maximum Class Size
Repeatability—
Maximum Enrollments
Other
Review and streamline SLOs; proposed for CR
GE Area E.
1. DATE: 4-17-15
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 1 of 8
2. DIVISION: Arts and Humanities
3. [CB04] COURSE CREDIT STATUS: D Credit-Degree Applicable
4. [CB01] COURSE ID AND NUMBER: ENGL 17
5. [CB02] COURSE TITLE: American Literature: Beginnings to the Civil War
(Course title appears in Catalog and schedule of classes.)
6. SHORT TITLE: American Lit I
(Short title appears on student transcripts and is limited to 30 characters, including spaces.)
7. [CB03] LOCAL ID (TOPs code): 1501.00 Taxonomy of Program Codes
8. NATIONAL ID (CIP code): 23.0101 Classification of Instructional Program Codes
9. DISCIPLINE(S): English Select from Minimum Qualifications for Faculty
Course may fit more than one discipline; identify all that apply: English
10. FIRST TERM NEW OR REVISED COURSE MAY BE OFFERED: fall 2015
11. COURSE UNITS (Note: 1 lecture unit requires 18 hours in-class/36 hours out-of-class; 1 lab unit requires 54 in-class hours)
[CB07]
TOTAL UNITS:
[CB06]
3.0
3.0
min. units
max. units
TOTAL HOURS:
54
54
min. hours
max. hours
Lecture Units:
3.0
Lab Units:
0.0
Lecture Hours:
54
Lab Hours:
0.0
11. MAXIMUM CLASS SIZE: 32
12. WILL THIS COURSE HAVE AN INSTRUCTIONAL MATERIALS FEE? No
Yes
Fee: $
If yes, attach a completed Instructional Materials Fee Request Form found on the Curriculum Website.
GRADING STANDARD
Letter Grade Only
Pass/No Pass Only
[CB12] Is this course a repeatable lab course? No
Grade-Pass/No Pass Option
Yes
Is this course to be offered as part of the Honors Program? No
If yes, how many total enrollments? Select
Yes
If yes, explain how honors sections of the course are different from standard sections.
Honors sections will require additional reading, writing, and contact with the instructor: typically, at least one
additional work or substantial group of readings and one more piece of writing or a substantially larger work of
critical and analytical writing will be required along with one or two office tutorials. Honors writing projects will also
reflect more focused reading in secondary critical sources, and honors students may also be asked to make
presentations on research and lead some classroom discussions.
CATALOG DESCRIPTION - The catalog description should clearly describe for students the scope of the course, its level, and
what kinds of student goals the course is designed to fulfill. The catalog description should begin with a sentence fragment.
A survey of early American literature from pre-conquest and early contact, up to the Civil War. Students will read
critically and analytically in genres ranging from transcribed oral legends through exploration and captivity narratives,
religious tracts, letters, philosophical essays, diaries, novels, short stories, and poems
Special Notes or Advisories (e.g. Field Trips Required, Prior Admission to Special Program Required, etc.):
PREREQUISITE COURSE(S)
No
Yes
Rationale for Prerequisite:
Course(s): ENGL 150 or ENGL 102
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 2 of 8
To succeed in English 17, students will need to be able to analyze complex texts, respond to arguments with
persuasive critical essays, and locate, synthesize, and document sources for use in response to arguments.
Describe representative skills without which the student would be highly unlikely to succeed.
Develop a thesis-driven argument appropriate to an academic audience; critically read and respond to argumentative
texts; generate and organize general and specific support for a thesis.
COREQUISITE COURSE(S)
No
Yes
Rationale for Corequisite:
Course(s):
RECOMMENDED PREPARATION
No
Yes
Course(s):
Rationale for Recommended Preparation:
COURSE LEARNING OUTCOMES –This section answers the question “what will students be able to do as a result of taking this
course?” State some of the outcomes in terms of specific, measurable student actions (e.g. discuss, identify, describe, analyze,
construct, compare, compose, display, report, select, etc.). For a more complete list of outcome verbs please see Public
Folders>Curriculum>Help Folder>SLO Language Chart. Each outcome should be numbered.
1. Generate interpretive arguments about literature that adhere to the conventions of literary analysis and academic
discourse.
2. Apply knowledge of historical, intellectual, and/or cultural contexts in interpreting the significance of literary texts.
COURSE OBJECTIVES - This section describes the objectives the course addresses through the course content. Objectives can
include specific disciplinary questions or goals that are central to the course subject matter and are meant to address what
the various intents of the course are. Each objective should be numbered.
1. Demonstrate familiarity with important authors, works, genres, and themes of the period.
2. Analyze and interpret themes found in the literature and intellectual movements of the period.
3. Demonstrate understanding of appropriate academic discourse and the conventions of critical literary analysis.
4. Relate the literary works to their historical, philosophical, social, political, regional, and/or aesthetic contexts.
5. Demonstrate comprehension of the above through class discussion, written exams, and essays using appropriate
citation form.
METHODS OF INSTRUCTION – Clear methods by which instructor will facilitate acquisition of objectives. Include here
descriptions, NOT lists. Course outline must clearly articulate how these methods of instruction are related to, and help
student work towards, achieving the objectives and student learning outcomes. Instructional methodologies will be consistent
with, but will not be limited to, the following types orexamples.
LECTURE will deliver course content in order to increase student knowledge about specific aspects of the literature
and provide students with several interpretive frameworks.
INSTRUCTOR LED DISCUSSION will engage students in thinking critically and developing analytical skills needed to
interpret a wide variety of literary genres, forms, and periods .
COLLABORATIVE LEARNING EXERCISES engage students with comparative (and contrasting) perspectives, ideas, and
information, helping them to grasp the complexity of literature in its historical context.
COURSE CONTENT–This section describes what the course is “about”-i.e. what it covers and what knowledge students will
acquire.
Concepts: What terms and ideas will students need to understand and be conversant with as they demonstrate course
outcomes? Each concept should be numbered.
1. Cultural difference.
2. Interpretation/hermeneutics.
3. Genre.
4. Audience.
5. Identity.
6. Gender.
7. Race/Ethnicity.
8. Rhetorical stance.
9. Providence.
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 3 of 8
10. The New World.
11. Oral culture.
12. Rationalism.
13. Romanticism.
14. Transcendentalism.
15. Slavery/Indentured Servitude.
16. Captivity.
Issues: What primary tensions or problems inherent in the subject matter of the course will students engage? Each
issue should be numbered.
1. Cultural bias and its effect on cross-cultural contact.
2. The role of religion and religious identification in early modern North America.
3. The clash between Enlightenment rationalism and Christian dogma.
4. Clashes over migration, land ownership, property rights, and treaties.
5. Regional differences and their relations to European languages and national identities.
6. Christian proselytizing and missions among idigenous populations.
7. Collectivity vs. individuality in the rise of an American national identity.
8. Christianity, gender, and the power structure.
9. The roles of economics, markets, and slavery and the problems they created.
10. The struggle to create a national literary identity as differentiated from European literary traditions.
Themes: What motifs, if any, are threaded throughout the course? Each theme should be numbered.
1. Class structure and ownership in early modern Europe.
2. Sectarianism in early modern Europe.
3. The relationship between individual author and social conventions.
4. Social context and belief systems as they vary through cultures and over time.
5. Imagination and its role in understanding historical context as expressed in a variety of genres.
6. Wilderness and its relation to societies, cultures, and civilizations.
Skills: What abilities must students have in order to demonstrate course outcomes? (E.g. write clearly, use a scientific
calculator, read college-level texts, create a field notebook, safely use power tools, etc). Each skill should be numbered.
1. Reading challenging texts carefully and thoughtfully.
2. Analyzing details of literary works to form interpretations.
3. Recognizing the relationship between genre and purpose in a text.
4. Writing to discover, to articulate, and to clarify an interpretation.
5. Applying basic vocabulary to discuss literary works and documents.
6. Discriminating between the role of documents as communal, individual, or private.
7. Writing critical and interpretive essays utilizing MLA format and citation style.
REPRESENTATIVE LEARNING ACTIVITIES –This section provides examples of things students may do to engage the course
content (e.g., listening to lectures, participating in discussions and/or group activities, attending a field trip). These activities
should relate directly to the Course Learning Outcomes. Each activity should be numbered.
1.
2.
3.
4.
5.
Participating in discussions.
Listening to lectures.
Participating in group activities.
Presenting ideas.
In-class and out-of-class writing.
ASSESSMENT TASKS –This section describes assessments instructors may use to allow students opportunities to provide
evidence of achieving the Course Learning Outcomes. Each assessment should be numbered.
Representative Assessment Tasks (These are examples of assessments instructors could use.):
1. Reading quizzes, reading journals, reading responses.
2. Student presentations.
3. Essay exams.
4. Electronic discussion forums.
Required Assessments for All Sections (These are assessments that are required of all instructors of all sections at all
campuses/sites. Not all courses will have required assessments. Do not list here assessments that are listed as representative
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 4 of 8
assessments above.):
1. Critical out-of-class essays (minimum of two) in MLA format.
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS –This section lists example texts, not required texts.
Author, Title, and Date Fields are required
Author Baym, Nina, ed Title The Norton Anthology of American Literature: Volumes A&B (8th Edition) Date 2012
Author Lauter, Paul, ed Title The Heath Anthology of American Literature: Volumes A&B (7th Edition) Date 2013
Author Melville, Herman Title Moby Dick or The Whale Date 2014
Author Equiano, Olaudah Title The Interesting Narrative of the Life of Olaudah Equiano, Or Gustavus Vassa, The African
Date 2015
Other Appropriate Readings: 1. Online documentary sources from American history pre-Civil War.
2. Course Packet of documentary texts relevant to the period.
COURSE TYPES
1. Is the course part of a Chancellor’s Office approved CR Associate Degree?
No
Yes
If yes, specify all program codes that apply. (Codes can be found in Outlook/Public Folders/All Public Folders/
Curriculum/Degree and Certificate Programs/choose appropriate catalog year):
Required course for degree(s)
Restricted elective for degree (s) HUM.AA.LA, ADT ENGLISH
Restricted electives are courses specifically listed (i.e. by name and number) as optional courses from which
students may choose to complete a specific number of units required for an approved degree.
2. Is the course part of a Chancellor’s Office approved CR Certificate of Achievement?
No
Yes
If yes, specify all program codes that apply. (Codes can be found in Outlook/Public Folders/All Public Folders/
Curriculum/Degree and Certificate Programs/choose appropriate catalog year):
Required course for certificate(s)
Restricted elective for certificate(s)
Restricted electives are courses specifically listed (i.e. by name and number) as optional courses from which
students may choose to complete a specific number of units required for an approved certificate.
3. [CB24] Is the course Stand Alone?
No
Yes (If “No” is checked for BOTH #1 & #2 above, the course is stand alone.)
4. [CB08] Basic Skills: NBS Not Basic Skills
5. [CB10] Work Experience: NWE Not Coop Work Experience
6. [CB22] Noncredit Category: Credit course, not applicable
7. Course eligible Career Technical Education funding (applies to vocational and tech-prep courses only): No
8. [CB23] Course developed using a Chancellor’s Office Economic Development Grant: No
Yes
Yes
9. [CB11] Purpose: Y Credit Course Course Classification Status
10. Accounting Method: W Weekly Census
11. [CB13] Disability Status: N Not a Special Class
12. [CB09] Course SAM Priority Code: E Not Occupational Definitions of SAM Priority Codes
COURSE TRANSFERABILITY
1. [CB05] Current Transferability Status: A Transferable to both UC and CSU
2. [CB21] Course Prior to Transfer Level: Y Not Applicable Definitions of Course Prior to Transfer Levels
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 5 of 8
CURRENT TRANSFERABILITY STATUS (Check at least one box below):
This course is currently transferable to:
Neither CSU nor UC
CSU as general elective credit
CSU as a specific course equivalent (see below)
If the course transfers as a specific course equivalent give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from CSU.
1. Course ENGL 278, Campus Chico State
2. Course
, Campus
UC as general elective credit
UC as specific course equivalent
If the course transfers as a specific course equivalent give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from UC.
1. Course ENGL 30A, Campus UC Davis
2. Course ENGL 10B, Campus UC Davis
PROPOSED CSU TRANSFERABILITY (Check at least one of the boxes below):
No Proposal
Remove as General Education
Propose as General Elective Credit
Propose as a Specific Course Equivalent (see below)
If specific course equivalent credit is proposed, give course number(s)/ title(s) of one or more currently-active, equivalent
lower division courses from CSU.
1. Course ENGL 237, Campus Sonoma State
2. Course
, Campus
PROPOSED UC TRANSFERABILITY (Check one of the boxes below):
No Proposal
Remove as General Education
Propose as General Elective Credit OR Specific Course Equivalent (fill in information below)
If “General Elective Credit OR Specific Course Equivalent” box above is checked, give course number(s)/ title(s) of one or more
currently-active, equivalent lower division courses from UC.
1. Course
, Campus
2. Course
, Campus
CURRENTLY APPROVED GENERAL EDUCATION (Check at least one box below):
Not currently approved
CR
CR GE Category(-ies): Area C: Humanities, Secondary GE Category (if applicable)
CSU
CSU GE Category: C-2
IGETC
IGETC Category: 3-B
PROPOSED CR GENERAL EDUCATION (Check at least one box below):
No Proposal
Remove as General Education
Review to maintain CR GE Status
New GE Proposal
_X__ _Approved as CR GE by Curriculum Committee: _05.08.15 _
____ _ Not Approved
(DATE)
____ _ Approved to remove CR GE status
CR GE Outcomes
GE learning outcomes in Effective Communication, Critical Thinking, and Global Awareness must be addressed in all
general education courses.
o Effective Communications: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this
category.
Students in English 17 will need to practice effective communication in order to succeed. In a course reading
and responding to complex literary forms, students will need to be able to discuss that complexity during class
periods as well as in written responses to the texts. Thus most of the possible ways that effective
communication might be gauged will be focused on explicitly in the course. Students will need to do all of the
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 6 of 8
following: 1) communicate complex aesthetic, cultural and intellectual ideas, 2) generate, compose, revise and
communicate ideas clearly, orally and in writing, 3) read with comprehension, and 4) listen with
comprehension. Furthermore, the required academic critical analysis essay ensures students will practice and
develop their writing and research abilities, and thus fulfill another component of effective communication
when they 5) conduct research using appropriate methods and tools.
o Critical Thinking: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this category.
As a course in literature, English 17 fulfills most of the GE outcomes in critical thinking. Specifically, students
reading and responding to a variety of types of literature--from the captivity narrative and early exploration
and discovery narratives to the sermon and argument of Puritan New England and up to the founding period in
American literary works such as the short story, lyric poem, philosophical essay, and the novel—guarantees
that successful students will be able to do the following: 1) evaluate ideas presented in writing, media, speech
or artistic representations; 2) Evaluate sources of information; 3) Analyze/interpret creative expressions,
resources, data; 4) Make value judgments and ethical decisions; 5) Use problem-solving skills effectively.
o Global Awareness: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this category.
English 17 may be one of the best courses to fulfill the global and cultural context requirement for CR GE, since
the course requires students to read from a rich variety of cultures encountering one another across wide
expanses of space and time. As a course focusing on the early exploration and conquest of North America by
Europeans, as well as the inclusion of aspects of the African slave trade and Native and Latin American
experience and roots in literature, this course touches upon each of the different aspects of the global and
cultural context. To succeed in this course students will need to be able to 1) analyze issues from multiple
perspectives, 2) express an awareness of cultures in a diverse global community, 3) explain the relationships
between humanity and the natural environment, and 4) analyze issues within their historical context.
GE Criteria for Breadth and Generality
GE courses should be broad and general in scope. Typically such courses are introductory-- not advanced or
specialized—and the content encompasses a broad spectrum of knowledge within a given field of study.
Explain how the proposed GE course fulfills GE criteria for breadth and generality.
This course covers several hundred years and spans multiple cultures and the widest array of genres of literature. As
a survey, it also offers a broad overview of the practice of close reading required in many other courses beyond the
humanities.
CR GE Area Designation
Course Learning Outcomes and Course Content should provide evidence of appropriate GE Area Designation.
Additional rationale for GE Area Designation (optional):
This course in American literature will include texts from multiple cultural and historical perspectives. This course
would also offer students historical documentation of cross cultural contact, cross-cultural interpretation and the
background understanding of a dozen or more societies, belief systems, and epistemes. The types of texts examined
could include everything from Lenape, Aztec, Iroquois and Keresan creation stories and memoirs to European,
African and Asian exploration, contact, and captivity narratives converging on the so-called “New World.” The
course will also necessarily investigates various methods of oppression, self-fashioning, cultural shift, gender
identification, and social transformations through more than three centuries of contact, conquest, and immigration.
Area A:
Area B:
Area C:
Area D:
Natural Science
Social Science
Humanities
Language and Rationality
D1: Writing
D2: Oral Communications
D3: Analytical Thinking
Area E: Multicultural Understanding*
*To be considered part of CR GE Area E, all courses must meet the following two conditions: 1. The course must
also be (or be proposed) in one other CR GE area AND 2. The course must be articulated with HSU as meeting
their lower-division Diversity and Common Ground GE requirement.
Curriculum Committee Approved: 04.25.14; 09.01.14
Academic Senate Approved: 05.02.14
Page 7 of 8
PROPOSED CSU GENERAL EDUCATION BREADTH (CSU GE) (Check at least one box below):
NO PROPOSAL
A. Communications and Critical Thinking
A1 – Oral Communication
A2 – Written Communication
A3 – Critical Thinking
B. Science and Math
B1 – Physical Science
B2 – Life Science
B3 – Laboratory Activity
B4 – Mathematics/Quantitative Reasoning
C. Arts, Literature, Philosophy, and Foreign Language
C1 – Arts (Art, Dance, Music, Theater)
C2 – Humanities (Literature, Philosophy, Foreign
Language)
D. Social, Political, and Economic Institutions
D0 – Sociology and Criminology
D1 – Anthropology and Archeology
D2 – Economics
D3 – Ethnic Studies
D5 – Geography
D6 – History
E. Lifelong Understanding and Self-Development
D7 – Interdisciplinary Social or Behavioral Science
E1 – Lifelong Understanding
D8 – Political Science, Government and Legal Institutions
E2 – Self-Development
D9 – Psychology
Rationale for inclusion in this General Education category: Same as above
Proposed Intersegmental General Education Transfer Curriculum (IGETC) (Check at least one box below):
NO PROPOSAL
1A – English Composition
1B – Critical Thinking-English Composition
1C – Oral Communication (CSU requirement only)
2A – Math
3A – Arts
3B – Humanities
4A – Anthropology and Archaeology
4B – Economics
4E – Geography
4F – History
4G – Interdisciplinary, Social & Behavioral Sciences
4H – Political Science, Government & Legal Institutions
4I – Psychology
4J – Sociology & Criminology
5A – Physical Science
5B – Biological Science
6A – Languages Other Than English
Rationale for inclusion in this General Education category: Same as Above
Submitted By: Peter Blakemore
Tel. Ext.: 4314
Dean/Director: Erin Wall
Date: 4-17-15
Review Date: 4/30/15
For Dean/Director only: Does this course change require a substantial or nonsubstantial change to a degree? Yes
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Yes
Date: 05.08.15
Academic Senate Approval Date:
Board of Trustees Approval Date:
Curriculum Committee Approved: 04.25.14; 09.01.14
Academic Senate Approved: 05.02.14
Page 8 of 8
No