California State University, Northridge
Armenian 440: Armenian American Child
Fall Semester 2012
Syllabus and Course Outline
Instructor: Prof. Vahram Shemmassian
Class #: 13791
Units: 03
Classroom: Sierra Hall 305
Day & Time: TR 9:30-10:45 a.m.
Office: Sierra Tower 422
Office Hours: Monday-Thursday 11:00-12:00, and by appointment.
Office Phone: (818) 677-3456
E-mail: vahram.shemmassian@csun.edu
COURSE DESCRIPTION:
“A study of the development of the Armenian child with particular emphasis on
bicultural and bilingual issues that may influence educational progress. Culturally
relevant socialization patterns of children from Armenia and the Armenian Diaspora will
be examined. This course is intended for prospective teachers and students interested in
human services.”
STUDENT LEARNING OUTCOMES
Students will:
*Understand the importance of geography, history, society, demography, and economy of
Armenia as well as the Diaspora.
*Understand and compare the political philosophies and structures of the countries of
origin with those of the host country, i.e., the United States.
*Understand the way children were raised and educated in the “old country” and
elsewhere in the Diaspora.
*Learn about the causes, waves, and patterns of Armenian immigration since the second
half of the nineteenth century.
*Comprehend the traumatic impact of the Genocide on successive generations of
Armenians in the United States.
*Observe continuity and change between the “old country” and the “New World.”
*Learn about the importance of institutions, voluntary associations, and programs geared
toward children and youth as vehicles of adaptation in the new country as well as the
preservation of Armenian culture and identity.
*Know about Armenian children’s literature, games, TV programs, and educational
DVD’s that can be used in the classroom and at home.
*Analyze the issues of bilingualism, multiculturalism, acculturation, integration, and or
assimilation.
*Be exposed to problems faced by Armenian students in private Armenian day and
Saturday schools as well as public schools in California especially.
*Will learn about juvenile delinquency and venues to prevent it.
*Be acquainted with the ways Armenian parents react to special cases that their children
may have, and the existence of certain organizations that are established to assist in
solving such problems.
ASSESSMENT TOOLS/METHODS
*Tests
*Term Paper.
*Class presentation
TEXTBOOK:
Anny Bakalian, Armenian Americans: From Being to Feeling Armenian. New
Brunswick (USA) and London (UK): Transaction Publishers, 1993.
Although particular sections are assigned pertaining to the topics discussed, students are
encouraged to read the entire book.
BOOKSTORES:
Matador
Abril (818) 243-4112
Sardarabad (818) 500-0790
METHODS OF EVALUATION:
1. Test 1
30%
2. Test 2
30%
3. Paper
30%
The paper must be 5-6 pages long (excluding title page), typewritten, double space,
font size 12, with a bibliography of a minimum of 3 sources. References should
follow the MLA system. Plagiarism will not be tolerated.
4. Class Presentation
10%
GRADING SCALE:
A= 95-100
A-= 90-94
B+= 87-89
B= 84-86
B-= 80-83
C+= 77-79
C= 74-76
C-= 70-73
D+= 67-69
D= 64-66
D-= 60-63
F= 59 and below
ATTENDANCE & ASSIGNMENTS:
Students are required to attend each and every session and be on time. A full grade will
be lowered from the semester grade for three unexcused absences as per MCLL
departmental rules. A full grade will also be lowered for late submission of term paper.
CONDUCT AND WORK ETHICS:
Please refer to the 2012-2014 CSUN Catalog, pp. 646-648. NO TEXTING IS
ALLOWED IN CLASS.
COURSE OUTLINE
Week 1, August 28 & 30: Introduction of course, syllabus, requirements, bibliography,
paper topics.
Week 2, September 4 & 6: Survey of Armenian history, geography, language, culture,
and demographics, with emphasis on the 20th and early 21st century.
Week 3, September 11 & 13: The Armenian family and children in the “old country,”
Soviet Armenia, and the Diaspora.
Week 4, September 18 & 20: The Armenian Genocide, the fate and
emotional/psychological condition of children; impact of the Genocide on successive
generations; how to teach the Armenian Genocide. Reading assignment from textbook,
pp. 347-360. September 20: Test 1.
Week 5, September 25 & 27: Term paper topics with bibliography are due on
September 27 (typewritten and in hard copy). Armenian emigration to the United
States; the evolution of Armenian American communities; the Armenian American
family. Reading assignment from textbook, pp. 179-244 and 368-388.
Week 6, October 2 & 4: Armenian students in Day Schools, Saturday Schools, and
Sunday Schools; Armenian students in public schools. Reading assignment from
textbook, pp. 268-290.
Week 7, October 9 & 11: The usage and preservation of the Armenian language in a
multicultural setting; bilingualism. Reading assignment, pp. 251-268.
Week 8: October 16 & 18: Armenian children’s literature, authors, analysis, storytelling.
Week 9, October 23 & 25: Armenian children’s music, magazines, games. Reading
assignment, pp. 298-312. October 25: Test 2.
Week 10, October 30 & November 1: Papers are due on November 1. Youth
organizations and camps as vehicles for the preservation of ethnic identity in a
multicultural society; juvenile delinquency.
Week 11, November 6 & 8: Youth organizations and camps as vehicles for the
preservation of ethnic identity in a multicultural society; juvenile delinquency (cont.)
Week 12, November 13 & 15: Mental health, counseling, community resources.
Week 13, November 20 & 22 (Thanksgiving Recess, no class): Class presentations.
Week 14, November 27 & 29: Class presentations
Week 15, December 4 & 6: Class presentations.