Hum 10A (Honors), Fall 2013:
CULTURE, SCIENCE, SOCIETY I:
POWER, RESISTANCE AND EMPIRE
Ticket #: 16750
T/Th 12:00pm-1:15pm BGS 341
Professors:
Margot Lovett, Ph.D.
History/Women’s & Gender Studies
Email: mlovett@saddleback.edu
Tel: (949) 582-4979
Office: BGS 305
Office hours: Tue & Thurs 8:00-9:00am &
1:30-3:00pm
Ray Zimmerman, Ph.D.
English/Liberal Arts
rzimmerman@saddleback.edu
Tel: (949) 582-4931
Office: LRC 324A
Office hours: Mon & Wed 1:00pm-2:00pm
Tue 2:00pm-5:00pm
Recommended Preparation: Admission to the Honors Program
Course Description: Welcome to Humanities 10A! This is the first course in a crossdisciplinary Honors sequence organized around a single theme or topic. The course is designed
to explore the continuity of cultural traditions through a study of major works of history,
literature, philosophy, social thought, fine arts, and the sciences, and to compare and contrast the
modes of inquiry characteristic of those disciplines. Topics may vary from year to year. This is
an Honors Program course, open to all students but required of every Honors Program student.
The theme for this section of HUM 10A is “Power, Resistance, and Empire.” During the course
of the semester, we’ll focus on European imperialism/ colonialism in the Americas, Africa, and
the East, as well as the resistance to empire-building by indigenous people in these regions. We
will particularly focus on the European conquest and colonization of the so-called “New World;”
American slavery as a legacy of imperialism/ colonialism; and British imperialism in Africa,
India and China. The course will present a multiplicity of voices, including those of the
colonizers and the colonized, as well as contemporary critical discussions of these topics. This
section of HUM 10A will also introduce students to a variety of genres—letters, speeches,
historical analyses, scientific discourses, poems, and art-works produced from the 1500s to the
late 1800s—as a way of showing the implication of the humanities in social and political issues.
Learning Outcomes: Upon completion of this course, the student will be able to:
1. Recognize, analyze, and discuss a number of diverse scholarly perspectives concerning
the notion of Renaissance.
2. Complete a close, critical reading of primary texts, learning to recognize the author’s bias
and his intended audience.
3. Examine explicit models and techniques of reasoning from various periods of history.
4. Conceptualize research problems and prepare a documented research paper.
5. Prepare a hermeneutical analysis of a representational passage from a masterwork of
literature.
6. Discuss and analyze the artistic significance of a major monument of art history.
1
Required Texts:
 Various assigned texts available
http://socccd.blackboard.com/)
as
PDF
files
from
Blackboard
(see
 On-Line Writing Lab (OWL) at Purdue (see http://owl.english.purdue.edu/owl/)
Assignments: In this course, you will write four formal essays, one progress report, contribute
daily to class discussions, and give a 10-15 minute in-class presentation. All formal essays will
be composed through a process of drafting, revising, and editing. All final formal essays must be
typed and presented according to Modern Language Association (MLA) 2009 guidelines.
Grading: The grading breakdown for this class is as follows:
 Critical Response Paper I (2 pages minimum) 10%
 Critical Response Paper II (2 pages minimum) 10%
 Literary/Art Analysis (6 full pages minimum) 25%
 Research Paper (8 full pages minimum) 20%
 Research Paper Progress Report: 10%
 Class Participation: 25%
These are guidelines intended to help students plan their work in this course. However, the
instructors reserve the right to make changes in these evaluative criteria during the course of the
semester.
Critical Response Papers (10% each): Each student will submit two (2) response papers,
identifying and analyzing the main issues in at least two readings in the course packet. Each
response paper must be a minimum of two complete pages, typed and double-spaced. The use of
“I” is acceptable; however, you must back up your assertions about the readings with thorough
analysis. In addition, you should refer directly to important passages in the readings using
quotations and/or paraphrasing and using correct MLA 2009 style. The papers must be handed
in on the day that particular reading is to be discussed. No late papers will be accepted!
An “A” paper is one in which you analyze the main point(s) of the reading and respond
to them with in-depth analyses of your own.
A “B” paper is one in which you identify and respond to the author’s arguments. Your
analysis, however, may be underdeveloped.
A “C” paper is one in which you provide a simple summary of the main points of the
reading.
A “D” paper is one in which your comments do not address the main point(s) of the
reading.
Each Critical Response paper will count 10% toward the final grade.
2
Literary/Art Analysis (25%): Following the guidelines on p. 8 of the syllabus, each student
will submit a 6-page minimum paper on topics to be provided. This essay may involve a
limited amount of research designed to find and/or analyze a literary or artistic text.
Historical Research Paper (20%): Following the guidelines on p. 9 of the syllabus, each
student will prepare an 8- page minimum typed, double-spaced paper on any one of a list of
topics to be provided.
Historical Research Paper Progress Report (10%): Following the guidelines on p. 10 of the
syllabus, each student will submit a 3-page minimum typed, double-spaced paper detailing his/
her progress in completing the research paper assignment.
In-Class Presentation: Following the guidelines on p. 11 of the syllabus, each student will give
a 10-15 minute in-class presentation on the group or episode discussed in the Research paper.
Attendance: Attendance is mandatory. Each student must sign in daily and is allowed two (2)
absences during the course of the semester; since this is a seminar-style discussion-based class
that is formulated around student participation, each subsequent absence will negatively affect
the final grade.
Class Participation: Each student is expected to do all of the assigned readings and contribute
every day to small and large group class discussions. In addition, students will present the
findings of their research papers. Class participation will count 25% toward the final grade.
Please note that it will be impossible to earn an A for this course unless you demonstrate through
your comments during discussions that you have indeed come to class having completed all of
the reading assignments for that day, and have presented your research to the class.
A = participates fully in discussion and in-class activities by offering thoughtful comments
every or almost every class period that relate directly to the assigned reading, or/ and
connect to prior readings, and contribute to the discussion by building on the comments of
others. This includes asking insightful questions that pertain directly to the assigned
reading(s) for the class period.
B = participates in discussion and in-class activities by offering comments most class
periods that relate directly to the assigned reading, or/ and connect to prior readings, or/ and
contribute to the discussion by building on the comments of others. This might include
asking questions that relate tangentially to the assigned reading(s) for the class period.
C = participates in discussion and in-class activities by occasionally making comments that
relate directly to the assigned reading, or/ and connect to prior readings, or/ and contribute
to the discussion by building on the comments of others. This includes regularly making
comments that do not relate directly to the assigned reading or asking unrelated questions.
D = rarely participates in discussion and in-class activities.
3
Plagiarism: According to the Saddleback College Student Handbook, plagiarism is any
conduct in academic work or programs involving misrepresentation of someone else’s words,
ideas or data as one’s original work, including, but not limited to, the following:
 intentionally representing as one’s own work the work, words, ideas or arrangement of
ideas, research, formulae, diagrams, statistics, or evidence of another.
 taking sole credit for ideas and/or written work that resulted from a collaboration with
others.
 paraphrasing or quoting material without citing the source.
 submitting as one’s own a copy of or the actual work of another person, either in part or
in entirety, without appropriate citation (e.g., term-paper mill or internet derived
products).
 sharing computer files and programs or written papers and then submitting individual
copies of the results as one’s own individual work.
 submitting substantially the same material in more than one course without prior
authorization from each instructor involved.
 modifying another’s work and representing it as one’s own work.
Your own commitment to learning requires you to be honest in all your academic course work.
Faculty members are required to report all infractions to Student Services, wherein a range of
disciplinary measures may take place, including receiving an F in the course and expulsion
from the college.
The complete policy on academic integrity can be found at:
http://www.saddleback.edu/media/pdf/handbook.pdf.
The instructors reserve the right to give a grade of zero or to require a proctored rewrite if they
feel that a paper may be the product of too much outside help, if it does not reflect the writer’s
abilities or if the voice and style coming through the paper do not match the writer’s voice and
style in drafts, emails and other writing done in class.
Turnitin Assignments: You will be required to upload final drafts of your essays to the Turnitin
assignments in Blackboard. Submitting these drafts will verify the authenticity of your work and
your proper citation of sources. Turnitin will compare your work to the work of other students,
both in this course and in others, and to other sources on the Internet and elsewhere. While all
submitted papers will be included as source documents for a limited time in the Turnitin
reference database, your instructors will be the only people who can see your work.
TO SUCCEED IN THIS CLASS, you should follow these important course policies:
1. Computer Access: You must have access to a computer and the Internet to complete the
assignments in this course. If you do not have a computer, the college makes them
available to you in the Writing Center (see http://www.saddleback.edu/la/writing-center
for more information).
2. Class Email: We will be sending emails throughout the semester to your Saddleback
email address. Please check it regularly or have your Saddleback mail redirected to your
home email address. If you need technical support, please see
http://www.saddleback.edu/de/student-technical-support/.
4
3. Late Papers: Bring all papers to class and/or submit them to your instructors on the day
due. Late papers may receive grade penalties to be decided by the instructors.
4. Missing Papers: Make sure you hand in all of the required essays. Failing to hand in any
of the required essays will result in a score of zero for that paper, which will make it
virtually impossible to pass the course.
5. Turnitin Assignments: Submit your papers to the Turnitin assignments in Blackboard
for originality review. We reserve the right to give a paper grade of zero (i.e. 0) if the
paper is not submitted to Turntin or if a draft different than the one turned in to the
instructors is submitted to Turnitin.
6. Classroom Courtesy: Show courtesy to other students and to the instructors by
attentively listening to and actively participating in class discussion. Private
conversations, cell phone use, surfing the Web, and text messaging in class are
discourteous and aren’t appropriate for academic and professional situations.
7. Drops: Keep in mind that it’s ultimately your responsibility to make sure you are
dropped from this class if you no longer wish to be enrolled. Don’t presume you have
been dropped because you stopped attending. If you don’t drop the course officially, you
may receive an “F” for the class.
GRADING SCALE: We will give grades for papers and presentations during the semester
using a scale that includes plus and minus grades (e.g. B- or B+). Saddleback’s Registrar,
however, only accepts whole grades. A course grade recorded in Backboard’s grade book as B+
or B-, for example, will therefore be reported to the Registrar at the end of the semester as a
grade of B.
5
HUM 10 A: Reading and Writing Assignment Due Dates
Topic
Week
1
Date
Tue 8/20
Thu 8/22
American Encounters
2
Tue 8/27
Thu 8/29
3
Tue 9/3
Thu 9/5
4
Tue 9/10
Thu 9/12
5
Tue 9/17
Thu 9/19
6
Tue 9/24
Thu 9/26
Resistance to Slavery
in the US &
Imperialsim in Africa
7
Tue 10/1
Thu 10/3
8
Tue 10/8
Thu10/10
9
Tue 10/15
Thu 10/17
Reading and Essay Assignment Due Dates
Introduction to the Course; Introduction to “Power, Resistance
and Empire”
Discuss Critical Response Papers assignment
Christopher Columbus “The Discovery of the Bahamas”
Bartolome de las Casas, “Raiding the Bahamas”
“Conflict in the Caribbean”
Juan Gines de Sepulveda, “Democrates Secundus, or the
Treatise on the Just Causes of War Against the Indians”
Bartolome de las Casas, “In Defense of the Indians”
Bernal Diaz del Castillo, “Signs of Empire”
“The Death of Cuauhtemoc–A Chontal Story”
Faculty Contractual Day—Classes not in session
Michel de Montaigne, “Of Cannibals”
Kirkpatrick Sale, “The Conquest of Paradise”
Irene Silverblatt, “Women of the Peasantry”
Stuart Schwartz, “Indian Labor and New World Plantations”
“Cherokee Women Resist Removal”
Theda Perdue, “Cherokee Women and the Trail of Tears”
Michael Drayton, “Ode: to the Virginian Voyage”
Discuss Literary/Art Analysis assignment
Helmers, “The Elements of Critical Viewing”
Tolín, “First Landing of Columbus on the Shores of the New
World, at San Salvador, W.I., Oct. 12th 1492.”
“Indian Massacre at Wilkes Barre (Valley of Wyoming, 1778)”
William Wordsworth, “To Toussaint L'Ouverture”
Thomas Jefferson, “On Indians and Negroes”
Thomas Paine, “African Slavery in America”
Sojourner Truth, “”Ar’n’t I a Woman” (speech, 1851) and
“Photograph of Sojourner Truth” (with bio)
Final due date for Critical Response Paper I
Harriet Jacobs, “The Jealous Mistress”
Lydia Maria Child, “Slavery’s Pleasant Homes: A Faithful
Sketch” (1843)
Literary/Art Analysis due. Discuss Research Paper
Frederick Douglass, “West India Emancipation” (speech,
1857)
Conrad head note
Conrad, excerpts from “Heart of Darkness”
Chinua Achebe, “An Image of Africa”
6
Topic
Week
10
Date
Tue 10/22
Eastern Tales and Western Orientalism
Thu 10/24
11
Tue10/29
Thu 10/31
12
Tue 11/5
Thu 11/7
13
Tue 11/12
Thu 11/14
14
Tue 11/19
Thu 11/21
15
16
17
Exam
week
Tue 11/26
Thu 11/28
Tue 12/3
Thu 12/5
Tue 12/10
Thu 12/12
Tue 12/17
12:45-2:45
Reading and Essay Assignment Due Dates
“Constitution of the New Fante Confederacy”
Casely Hayford, “Self-government and journalism in the Gold
Coast”
Lugard, “The Rise of Our East African Empire, 1893”
Research paper topics due
“The Reception of the First English Ambassador to China,
1792”
Qian Long: “Letter to George III, 1793”
Lin Zixu (Lin Tse-Hsu), “Letter of Advice to Queen Victoria
(1840)”
“The People of Canton: Against the English, 1842”
Wilson, “Coffee, Tea or Opium?”
Robert Clive: “Speech in Commons on India, 1772”
Karl Marx, “On Imperialism in India” (117-128)
Tennyson, “The Defence of Lucknow”
“Proclamation to the People of Oude on its Annexation,
February 1856”
“The King of Oude’s Manifesto from the Delhi Gazette, 29
September 1857
Kipling, “The White Man’s Burden” and “The Ballad of East
and West”
Katherine Lee Bates, “In the Philippines”
Eric Gamalinda, “Amigo Warfare”
Poems by Lalon Fakir and Toru Dutt
Research paper progress reports due
Orientalist Art
S.G.W. Benjamin, “Life in Persia, 1885”
Charles James Wills, “A Persian Wedding, 1885”
Colonel L. du Couret: “Justice in Arabia, c. 1890”
Edward Said, excerpt from Orientalism
Final due date for Critical Response Paper I
TBA
No class—Thanksgiving Holiday
Research paper due
Presentations of research
Presentations of research
Presentations of research
Presentations of research
Presentations of research
For drop and withdrawal deadlines, see the “Details” page on the Class Schedule Web site.
7
Literary/Art Analysis (25%)
Assignment: Write a thesis-driven 6 full page minimum essay in which you analyze how the
techniques used in two literary texts or artworks from the 15th to the 19th century (i.e. 1400-1899)
make explicit and/or implicit arguments about power and/ or resistance and/ or empire. Choose texts
from among those provided by the instructors and defend your analytical claims using evidence such
as quotations or artistic elements. Your aim is to compare and contrast two texts or artworks on the
same subject.
Notes: To succeed with this essay, you’ll need to choose literary or artistic texts that interest you
enough to merit spending a number of weeks on them. You will need to carefully read or study your
chosen literary texts or artworks to fully familiarize yourself with them. Annotate the texts or
artworks thoroughly, paying special attention to any techniques used that make explicit and/or
implicit arguments about power and/or resistance and/ or empire.
You may want to begin your analysis of the texts or artworks by mentioning why you found them
interesting and worth writing about. This could involve using a small amount of narrative in your
introductory paragraph. Although your main focus in this paper is the texts or artworks rather than
your personal experience, your standpoint as an academic writer is also of interest to the reader.
Therefore, it is acceptable that you use the word “I” in introductory observations and in presenting
your arguments and conclusions.
While this is not a research paper, you may need to do some basic research about the historical
context within which the texts or artworks were produced, events to which the texts may be
responding, and the authors of the work. Avoid lengthy discussion, though, of the authors’ or artists’
biographies. Keep your focus on analyzing the texts and their arguments. Remember also to cite any
sources you use in the essay.
Because this is a thesis-driven essay, you will need to make sure your paper has an arguable, specific,
and complex thesis that discusses the techniques used to make explicit and/or implicit arguments
about power and/ or resistance and/ or empire in texts or artworks you are analyzing. You will also
need to develop supporting paragraphs that are unified around arguable topic sentences and that
defend these topic sentences with analysis of specific examples or elements from the texts or
artworks. While you may include one paragraph of summary of the literary texts or description of the
artworks, you should avoid using only summary or description throughout your paper. Excessive use
of summary or description seriously undermines an analytical essay.
Audience: Your audience for this paper consists of the class community—that is, your instructors
and your peers. This audience has read the texts and seen the artworks, so there’s no need to include
a lengthy summary or description in your paper. On the other hand, your readers have not read the
texts or examined the artworks closely enough to analyze the techniques used to make explicit and/or
implicit arguments about power and/ or resistance and/ or empire. Your task in this paper is to
provide this audience with an interesting, convincing, and complex analysis.
Page Limits: 6 full double-spaced pages minimum
% of Final Grade: 25%
8
Research Paper (20%)
Assignment: Using at least six scholarly sources as evidence, write an 8 full page minimum
research paper about a specific group from the 15th to the 19th century (i.e. 1400-1899) that
resisted imperialism or colonialism, a specific event or incident of resistance, or a philosophy or
literature of resistance, defending with credible evidence your thesis about this topic.
Research: You will need to find, use, and cite at least six scholarly texts (such as academic
articles or books on your topic) to support your argument. At least three of these sources must
be books; the remainder should be articles from scholarly journals. In addition to the six
scholarly sources, you may also use internet sources from .edu or other reputable websites.
Encyclopedias, whether online or print, cannot be used as one of your sources, nor can general
history textbooks. The more sources you use, the stronger your paper may be.
With the possible exception of your introduction and conclusion, every paragraph must contain
citations, i.e., you must cite the source(s) from which the information you have presented comes.
This is regardless of whether you paraphrase or quote directly from a source. If one source is
used to write the entire paragraph, that source should be cited at the end of the paragraph. If
more than one source is used, each source must be cited as it is used. Direct quotes must be
placed in quotation marks and the source identified immediately after the quote. Direct quotes
more than four typewritten lines long must be single-spaced and indented five spaces on both the
left and right sides.
Your research will involve learning how to use library resources and search engines, finding and
selecting relevant sources, reading them carefully, and incorporating evidence from them that
supports your argument by quoting, paraphrasing and explaining them. You will also need to
learn how to use MLA 2009 conventions for documenting sources.
Individual Conferences with Dr. Margot: It is strongly suggested that each student make an
appointment with Dr. Margot for assistance in developing her/ his paper topic. The quality of the
papers (and therefore, the grades) of students who do this is substantially higher than that of
those who do not.
The Research Paper will be worth 20% of the final grade.
Page Limits: 8 full double-spaced pages minimum
% of Final Grade: 20%
9
Research Paper Progress Report (10%)
Assignment: Write a three full page minimum paper addressing the following questions:
Topic: How have you further defined your topic as a result of your research done to date? In
answering this question, you should describe the evolution of your research project from the
selection of your topic to the present. By this point, your topic should have been narrowed down
and should be very specific and well-defined.
Research Questions: What are the main three questions you are investigating about your topic?
Why are they the most important questions? What are your tentative findings?
Preliminary Bibliography: What sources have you identified to date? How did you find these
sources (e.g., online search, in another book’s bibliography)? Which have you already read?
Which are in your possession but not yet read? Which have you ordered through inter-library
loan and what is the expected date of delivery?
Most Valuable Sources to Date: Identify the two sources you have found most valuable for
your research and explain why they are most useful to your project.
Preliminary Argument about Your Topic: Based on your research to date, what argument
about your topic might you make in your paper? Which sources have been most useful in
helping you formulate your argument and why?
Note: Your thesis statement will be developed as you refine your argument.
Page Limits: 3 full double-spaced pages minimum
% of Final Grade: 10%
10
In-Class Presentation
Assignment: Give a 10 minute in-class presentation on the topic of your historical research
paper. This presentation will consist of a discussion of your findings on the topic you researched.
Your presentation will form part of your class-participation grade.
In your presentation, you must address the following questions:
What is your topic?
Why did you choose to write on the topic you selected?
What was the focus of your research?
What research questions did you investigate?
How did you develop your thesis statement?
What is your thesis statement?
What conclusions did you reach?
What is the evidence you used to support your arguments and conclusions? (This should form
the bulk of your presentation.)
Please note: If you use a program like PowerPoint, please limit your visual aids to images
only and make sure your program runs on the class computer before your presentation.
11