Hum 10B (Honors), Spring 2014:
CULTURE, SCIENCE, SOCIETY II:
POWER, RESISTANCE
AND THE TRANSFORMATION OF EMPIRE
Ticket #: 10365
T/Th 10:30am-11:45am 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: Tues & Thurs 8:00am-9:00am;
3:00pm-4:30pm
Ray Zimmerman, Ph.D.
English/Liberal Arts
rzimmerman@saddleback.edu
Tel: (949) 582-4931
Office: LRC 324
Office hours: Mon & Wed 2:30pm-3:30pm;
Tues 2:30pm-5:30pm
Recommended Preparation: Completion of Eng 1A and/or 1B and the first year of the Honors
Program
Course Description: Welcome to Humanities 10B! This is the second 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 10B is “Power, Resistance, and the Transformation of
Empire.” During the course of the semester, we’ll focus on European imperialism and
colonialism in Asia and Africa during the first half of the 20th century, and resistance to
colonialism by people in these regions. We will then consider the rise of nationalism,
independence, and post-colonial immigration experiences. The course will present a multiplicity
of voices, including those of the colonizers, the colonized, and the formerly colonized, as well as
contemporary critical discussions of these topics. This section of HUM 10B will also introduce
students to a variety of genres—letters, speeches, historical analyses, scientific discourses,
poems, and art-works produced from 1900 to the late 20th century—as a way of showing the
implication of the humanities in social and political issues.
Learning Outcomes: Upon successful 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 modernity.
2. Complete a close, critical reading of primary texts, learning to recognize the author's bias and
his or her 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.
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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.
Required Texts:
 Various assigned texts available as PDF files from Blackboard
http://socccd.blackboard.com/)
 On-Line Writing Lab (OWL) at Purdue (see http://owl.english.purdue.edu/owl/)
(see
Assignments. In this course, you will write four formal essays 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 full pages minimum): 10%
Critical Response Paper II (2 full pages minimum): 10%
Literary/Art Analysis Paper (6 full pages minimum): 25%
Research Paper (8 full pages minimum): 20%
Research Paper Progress Report: 10%
In-Class Presentation: 5%
Class Participation: 20%
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) critical response
papers, each of which identifies and analyzes the main issues in one of the readings in the course
packet. Each response paper must be a minimum of two complete pages, typed and doublespaced. 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.
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Each Critical Response paper will count 10% toward the final grade.
Literary/ Art Analysis Paper (25%): Following the guidelines on p. 8 of the syllabus, each
student will submit a 6-page minimum typed, double-spaced paper that analyzes two different
literary or artistic texts on the same topic.
Research Paper (20%): Following the guidelines on p. 9 of the syllabus, each student will
submit an 8-page minimum typed, double-spaced paper on any one of a list of topics to be
provided.
Research Paper Progress Report (10%): Following the guidelines on p. 10 of the syllabus,
each student will submit a paper detailing their progress in completing the research paper
assignment.
In-Class Presentation (5%): Following the guidelines on p.12 of the syllabus, each student will
give a 10-15 minute in-class presentation on 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 come to class having completed all of the
reading assignments for that day, and contribute every day to class discussions. Class
participation will count 20% toward the final grade. The grading rubric for class participation is
as follows:
A = participates fully in discussion and in-class activities by offering thoughtful,
analytical comments every or almost every class period that relate directly to the
assigned reading, and/or 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 but not
all class periods that relate directly to the assigned reading, and/or connect to prior
readings, and/or 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, and/or connect to prior readings, and/or
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.
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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 Learning Resource Center (see http://www.saddleback.edu/lrc/ 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.
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.
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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.
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HUM 10 B: Reading and Writing Assignment Due Dates
Topic Week
1
The Age of Imperialism
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Date
Tue 1/21
Thu 1/23
Tue 1/28
Thu 1/30
Tue 2/4
3
Thu 2/6
Tue 2/11
4
Thu 2/13
Tue 2/18
5
Thu 2/20
Tue 2/25
Nationalism & Independence
6
Thu 2/27
Tue 3/4
7
Thu 3/6
8
9
Tue 3/11
Thu 3/13
Tue 3/18
Thu 3/20
Tue 3/25
Thu 3/27
Reading and Essay Assignment Due Dates
Introduction to the Course: Power, Resistance and Empire
Tilak, “Address to the Indian National Congress, 1907”
Sutherland, “The New Nationalist Movement in India”
Discuss Critical Response Papers assignment
Orwell, “Shooting an Elephant” and “A Hanging”
“Ireland: Easter 1916 to the Troubles”
Yeats, “Easter, 1916”
Myles na gCopaleen, “I Go to School”
“Sara ‘Saartjie’ Baartman”
Davie, “Sarah Baartman, at rest at last”
Ferrus, “A poem for Sarah Baartman”
Lannoy Background Notes
Lannoy, “The Story of Jesus”
Lannoy Biography
Negritude poetry
Parker, “Postcolonial and Race Studies”
Fanon, “Reciprocal Bases of National Culture and the Fight for
Freedom”
Camus, “The Guest”
Discuss Literary/Art Analysis assignment
Helmers, “The Elements of Critical Viewing”
Murrell, “African Influences in Modern Art”
Selected paintings
Anand, “The Gold Watch”
Sarojini Naidu (poems)
Mba, “Heroines of the Women’s War”
Sembene, “The Resistance of Women”
Ruth First, “Streams of African Nationalism”
Jan Smuts, “Rhodes Memorial Lectures”
“The National Party’s Colour Policy, 1948”
“The Women’s Charter”
“The Demand of the Women of South Africa for the
Withdrawal of Passes for Women….”
Gordimer, “A Chip of Glass Ruby”
Final due date for Critical Response Paper I
Literary/Art Analysis due. Discuss Research Paper
Finish discussion of Gordimer if necessary
Cesaire, “The Responsibility of the Artist”
Film: India: Defying the Crown
Rodney, “Education for Underdevelopment”
Ngugi, “Decolonising the Mind”
Urdang, excerpts from Fighting Two Colonialisms
No class: Spring Break
No class: Spring Break
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Topic Week
Date
10
Tue 4/1
10
Thu 4/3
Tue 4/8
Postcolonial Immigrant Lives
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Thu 4/10
Tue 4/15
12
Thu 4/17
Tue 4/22
13
Thu 4/24
Tue 4/29
14
Thu 5/1
15
16
17
Tue 5/6
Thu 5/8
Tue 5/13
Thu 5/15
Thu 5/22
Reading and Essay Assignment Due Dates
Research Paper Topics & Preliminary Bibliography due
Frank Talk (pseudonym for Steve Biko), “I Write What I Like”
Nelson Mandela, “Speeches to the Court”
Kwesi Johnson, selected poems
Kwesi Johnson, “Jamaican Rebel Music”
Reggae videos
Bugul, excerpts from The Abandoned Baobab
Lutz and Collins, “Excerpts from Reading National
Geographic”
Emecheta, excerpts from Second-Class Citizen
Zimmerman, “British Postcolonial Literature”
Kincaid, “A Small Place” and “The Flowers of Empire”
Kay, selections
Braithwaite, “The ‘Colored immigrant’ in Britain”
Research Paper Progress Reports due Mon 4/21 by 7pm
Kureishi, “Borderline”
Kureishi, “Fear and Paranoia”
Rushdie, “Good Advice is Rarer Than Rubies”
Rushdie, “Imaginary Homelands”
Bulosan, “As Long as the Grass Shall Grow”
Lam, “A Letter to My Younger Self”
Lam, “Love, Money, Prison, Sin, Revenge”
Final due date for Critical Response Paper II
Research paper due
Presentations of research
Presentations of research
Presentations of research
Presentations of research
Final Exam Week: Presentations of research (10:15-12:15)
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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 20th century (i.e. 1900-1999) 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. The instructors will provide you with a
variety of literary texts and artworks from which to choose. 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, & complex analysis.
Page Limits: 6 full double-spaced pages minimum
% of Final Grade: 25%
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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 most 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%
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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?
Working Bibliography: What six 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%
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In-Class Presentation (5%)
Assignment: Give a 10-15 minute in-class PowerPoint presentation on the topic of your
Research Paper. This presentation will consist of a discussion of your findings on the topic you
researched.
In your presentation, you must address the following questions:
1) What is your topic?
2) Why did you choose to write on the topic you selected?
3) What was the focus of your research?
4) What research questions did you investigate?
5) How did you develop your thesis statement?
6) What is your thesis statement?
7) What conclusions did you reach?
8) What is the evidence you used to support your arguments and conclusions? (This should form
the bulk of your presentation.)
Please note: please limit your PowerPoint slides to short bullet points and images. Do not
read lengthy amounts of text from your slides. Also, make sure your program runs on the
class computer before your presentation.
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