Senior Capstone Course, Summer Term 2009
Us and Them: A History of Intolerance in the United States
Beth Stafford, Dept. of English, Instructor
University Studies 421 CRN82894 Sec 511, M-W noon to 1:50 pm, CH 228
Office: M402 Neuberger Hall
Phone: 725-9412
e-mail: beth@pdx.edu
Office Hours: 10:30-11:30 am M-W, and by appointment
Required Texts:
A People's History of the United States by Howard Zinn
Indian Killer by Sherman Alexie
The Adventures of Huckleberry Finn by Mark Twain, Riverside Edition
Your Blues Ain't Like Mine by Bebe Moore Campbell
The Tortilla Curtain by T. C. Boyle
*******
"People begin to act, to move, to get organized in the smallest of ways, the
smallest of groups. That's how social movements develop. If everybody
understands that the smallest action may not have any effect, but it might join to
millions of other small actions and at a certain point in history might bring about
the kind of changes we want....and do something about the horrors of racism and
the unequal treatment of sexes, of gay people, of children....If you act, great
things might happen. But whether they do or not, in the process, in the course of
it, by your action, by not simply living the life of a professional but having another
life, it will be more interesting and more fun and more rewarding and whatever is
accomplished, you will feel that you have participated in something worthwhile all
the time."
--Howard Zinn
Welcome to your Senior Capstone course, Us and Them: A History of
Intolerance in the United States. During this six-credit term we will explore
events in our history when intolerance arose from the fear, suspicion and anger
of ordinary people--the same impulses that still cause discord today--and will be
brought face-to-face with the negative and often tragic consequences of
prejudice and hate. But we will also learn about the hope and heroism that true
moral conviction inspires.
Course Description:
This course is based on the assumption that racism, sexism, and hatred of others
does still exist. Class material confronts issues from the past that are relevant
now and in the future. They delineate the shape and complexity of issues of
intolerance and demand a response from concerned students. Exposure to
intolerance will include both historical and fictional accounts of the struggles of
alienated groups throughout our country's history to the present time, and will
lead to class discussions and writings reflecting on important issues the works
evoke.
As the title of this course implies, appreciation of diversity is the central theme
and heart of this course. You will be exposed to a wide variety of topics including
religious intolerance, the experiences of American Indians, Black Americans,
immigrants, global perceptions of the United States post 9/11, as well as issues
regarding gender, age, sexual preference, homelessness, drug addiction, and
disabilities, to name a few. You will be challenged to think critically about your
assumptions, stereotypes, prejudices, and personal reactions to the material you
engage in over the term. Because intolerance is a highly complex issue, for
many of the questions and problems that arise there will be no easy answers, so
you will need to use critical thinking skills to arrive at resolution and compromise.
This will require engagement with the material, with each other, and with the
community.
Please Note: Due to time constraints, it is impossible to give equal coverage to
all peoples of our country who are or have been victims of oppression. Since
most of our in-class studies deal with the history of intolerance (from Columbus
to the present), unfortunately, there are many gaps in the coverage. Therefore,
consider it your task to identify issues different minorities face and bring them to
the attention of the class during our weekly discussions.
Service Learning Component: In conjunction with the required course work,
you will participate in service learning activities in partnership with The Oregon
Food Bank and will be required to devote at least 4 hours minimum per week
on your project (28 hours minimum during the term). There are a variety of ways
of being of service to the Oregon Food Bank such as volunteering at the Safeway
Waterfront Blues Festival during the July 4th weekend, and many ongoing
opportunities: sorting and stocking perishable foods on weekdays, office work,
becoming a driver to pick up and deliver food, becoming part of the speakers’
bureau, and special projects involving carpentry, writing, using your foreign
language expertise, orchestrating a food drive in your community or work place,
and many other activities. See descriptions in The Oregon Food Bank volunteer
brochure at the end of the syllabus.
I understand that many students are taking full course loads and working outside
of school, and many have families as well. But since this is a 6-credit course, it
should be expected to be more time-consuming than regular academic courses.
However, students have found that planning ahead, realistically assessing the
project time commitment, and maintaining a somewhat lighter course load during
the Capstone term are all strategies that have helped to address time and
schedule concerns during the Capstone.
Classroom Coursework:
Classroom time will be spent discussing your reflections on the readings,
writings, and films we will be viewing during the term based on your reflections in
your reading journals, as well as sharing experiences in your service learning
with The Oregon Food Bank using the following questions as prompts:
1. What do you like best about this class?
2. What do like best about your outreach experience?
3. What could be improved?
4. Are there any concerns or challenges that you would like to address?
Required Written Work: As mentioned above, students will be required to
respond to the readings, lectures and films in your journals before each class
meeting so you are prepared to participate in class discussions. Students will
also keep a journal in which they reflect on the service learning they do this term
as well. The main point of these reflections is for students to recognize
connections between the course work and the community involvement with
regard to their relationship to issues of intolerance and tolerance. During the
term students will write three formal essays: a cultural biography and a
midterm and final paper reflecting on and synthesizing the material we cover
and the activities we engage in over the course of the term.
Final Product Description:
In the spirit of the Senior Capstone experience, students will be given artistic
license in creating a "final product" which you feel epitomizes the service learning
you have accomplished over the term. This will consist of the journal writing
you do during the term reflecting on your outreach experiences--what you did,
what you learned about yourself and others from the experience and how it is
relevant to issues of intolerance. During the last week of the term, students will
give short presentations based on these experiences.
Grading Policy: This is not a correspondence course! Attendance will be taken
at every class. In order to get a passing grade, you must be on time for class,
attend class regularly, and complete all assignments in a timely fashion, and
most importantly, be willing to participate and contribute to class discussions. If
you are unable to attend class for any reason, please notify me in advance.
How This Capstone Fulfills University Studies Objectives:
• Communication -The overriding goal of this course is to promote
communication among the students, teachers, community leaders and the
community at large. During the course of the term students will be developing
and refining their communication and team working skills through reading and
discussion, oral presentations, and project development and will continually
be asked to reflect on these varied experiences in their journals. Much of this
reflective writing will serve as the basis for the development of the different
projects and the final Capstone product.
•
Appreciation of Diversity--As the title of this course implies (Us and Them: A
History of Intolerance in America), appreciation of diversity is the central
theme and heart of this course. Through various readings, films, and lectures
on religious intolerance, the experiences of American Indians, immigrants,
and African-Americans, and other marginalized groups, and by considering
community perspectives, students will gain a wide knowledge of the origins of
diversity in the U.S., issues of intolerance, and ways of connecting to the
community and celebrating diversity.
•
Critical Thinking-- Students will be challenged to think critically about their
assumptions, stereotypes, prejudices, and personal reactions to the material
they engage in over the term. The readings, videos, and lectures will require
the students to closely examine the information and scrutinize their research
findings. At every turn they will have to respond to questions about what they
know about intolerance in U. S. history and the varied experiences of different
marginalized groups, what historians, other scholars, and victims reveal about
these different periods, what is convincing, what is not, and where are there
gaps and contradictions in their sources. Because intolerance is a highly
complex issue, for many of the questions and problems that arise there will be
no easy answers, so students will need to use their critical thinking skills to
arrive at resolution and compromise. This will require active critical
engagement with the material, with each other, and with the community.
• Understanding of Social Responsibility-- The act of learning and teaching
tolerance is by nature the act of taking social responsibility for the wrongs of
society. For the most part, students have inherited a world in which intolerance
of the "other" is the status quo. Though you are not responsible for the crimes of
hate which have undermined our 20th and 21st century society, this course is
designed to make you aware of the conditions and to take responsibility by
actively promoting tolerance in the classroom and in the community through the
development and presentation of various projects. Students will also gain a
sense of social responsibility due to the fact that this is a collaborative effort for
the betterment of society and others will depend on them to do their part.
Course Goals: In addition to the University Studies Objectives for Senior
Capstone Courses listed above, this course will foster development of senior
level skills in critical thinking, organization and writing. Course work and service
learning projects will be structured to engage students in a continual process of
redefining your perceptions of yourselves and the world around you, based on
the topics and themes explored during the term. This will demand patience and
cooperation as you communicate and interact with the class as well as the
community.
Since the future of our democracy hinges on our success at getting along, it is
hoped that this course will challenge you to examine your own lives and consider
how far we have come toward achieving full equality and how far we still must go.
I am looking forward to working with you all on this most important endeavor, and
am sure you will find great rewards in your efforts.
Reading and Writing Schedule
You will be required to read at least 200 pages per week. Assigned novels
will be complimented with readings from Howard Zinn, additional
handouts, as well as lectures and films.
Week I
6/22-6/29
Course overview, student introductions. Film: Shadow of Hate. For
Wednesday, read Howard Zinn Ch 1 and Chapter 7, and write a biography (3 -5
pages) in response to the following:
Write a personal cultural history about the people, events and/or influences in your life that have
helped to shape your understanding of and attitudes and feelings about cultural, racial, class and
gender differences. As part of this meditation, reflect on experiences that have offered you the
opportunity to understand and work with those who come from other cultures, backgrounds, or
belief systems. What did you learn? What to you still nee to learn? Finally, describe a situation in
which you were the only one like you. What did you learn? What do you still need to learn?
Wed 6/24: In-class discussion on readings and film, group sharing of personal
cultural histories. Filmed lecture by Howard Zinn, discussion/sign-up for Food
Bank partnership. For Monday, June 29, read first half of Indian Killer by
Sherman Alexie.
Week II
6//29-7/6
June 29: In-class discussion on first half of Indian Killer, hand in cultural
histories. Listen to Robert William's speech "Sovereignty, Racism and Human
Rights: The Case for Indian Self-Determination." Discussion to follow.
Wednesday: discussion of Indian Killer, view film The Spirit of Crazy Horse. For
Monday, July 6, complete Indian Killer.
Week III
7/6-7/13
July 6: In-class writing and discussion of Indian Killer.
For Wednesday: read first half of The Adventures of Huckleberry Finn, assigned
essays and Howard Zinn Chapter 9 "Slavery Without Submission."
July 8: In-class writing and discussion of Huckleberry Finn and Zinn. Film:
Slave Narratives/discussion. For Monday, read second half of Huckleberry Finn.
Week IV
7/13-7/20
July 13: In-class writing/discussion of Huckleberry Finn. Film on Mark Twain.
For Wednesday, read Howard Zinn’s “A People’s War?” We will also view the
film: "America and the Holocaust: Deceit and Indifference.”
For Monday read first 1/3 of Your Blues Ain’t Like Mine and “Does It Explode” in
Zinn’s text.
Week V
7/20-7/27
July 20: In-class writing/discussion of Your Blues Ain’t Like Mine and Zinn. For
Wednesday read second 1/3 of Your Blues Ain’t Like Mine. On Wednesday we
will view the films: Emmett Till and Eyes on the Prize, Vol. I. For Monday,
complete reading of Your Blues Ain’t Like Mine.
Week VI
7/27-8/3
July 27: In-class discussion of reading and films. For Wednesday read first half
of Tortilla Curtain by T. C. Boyle. For Monday, complete Tortilla Curtain.
Week VII
8/3-8/10
August 3: Discussion of Tortilla Curtain.
On Wednesday we will view the film The Kite Runner. For Monday, write a short
essay reflecting on the film.
Week VIII
8/10-1/12
This last week will be spent on student presentations on course work and service
learning with The Oregon Food Bank. See page 3 of syllabus under heading
“Final Product Description” for specifics.
There is no exam!
Have a good summer break!