BEREA COLLEGE
GENERAL STUDIES
GSTR 203 US Traditions E Pluribus Unum,
Unum, Spring 2006
SEC. R: 10: 00 –11: 50 a.m., Tuesdays & Thursdays
Name: Dr. Winston T. Gittens
Office Phone: Ext. 3539
Office: 102 B Knapp Hall
Home Phone: 986986-9550
e-mail: winston_gittens@berea.edu
OFFICE HOURS
Mondays & Wednesdays
10: 00 to 11: 30 a.m.
Tuesdays & Thursdays:
3: 30 to 5: 00
Thursdays:
00 p.m.
Fridays
2: 00 to 5:
Fridays
5: 00 p.m.
Additional office hours are also available via appointments.
OVERARCHING
OVERARCHING DESCRIPTION & COURSE GOALS
CATALOGUE COURSE DESCRIPTION
The course examines documents of American history and culture which illustrate how political, social,
and economic traditions have encouraged both unity and diversity in the national experience. Political
and personal writings such as legislative documents, judicial decisions, speeches, letters, diaries, and
autobiographies are analyzed. Attention is given to communication abilities, especially the writing of
documented expository essays, discussion, and evaluation of sources.
OUR SECTION
This section of US Traditions will both examine and challenge historical events that have constructed
the USA in order to better understand our journey and destiny. How can we create equity and equality
to build a democratic framework that will better live up to such constitutional imperatives? How can
we better grapple with our culturally complex makeup? Since we are the most culturally diverse and
complex nation in the history of humankind, how can we better make it work to promote humanity in
its diverse forms? Essentially, this course is part of a beginning to empower students with the
knowledge, skills, and dispositions to help create a better society. This complex journey will involve
critical reading of texts—written, film, pictorial (stills), etc., and argumentative and inductive essay
writing that requires critical and contextual thinking. The social, economic, political, historical, and
cultural dimensions of meaning-making will be examined in relation to what we discuss and engage. A
variety of pedagogical strategies will be involved.
Disclaimers
Disclaimers:
This is not a history course; it’s interdisciplinary and will thus draw on a number of disciplines, even
though we will be examining many historical texts.
Note that a syllabus is a concrete “guiding document.” However, it is not etched in stone and is,
therefore, subject to change depending on how the semester unfolds. We will decide collectively how
and when the syllabus should be modified to address prevailing circumstances.
MAJOR TEACHING STRATEGIES USED IN THIS COURSE
Cooperative learning
Open-class discussion
Direct and indirect instruction
Collaborative learning
Role-playing
Video/DVD facilitated
Socratic “probes”
Essay Writing (expository with inductive reasoning)
Limited Lecture/discussion format
Critical Thinking
Technology facilitated instruction/projects
Individualized instruction
Brainstorming
Mind-mapping
Journaling
MAJOR LEARNING STRATEGIES USED IN THIS COURSE
COURSE
Verbal/Linguistic (oral & Written)
Narrative & Existential thinking/action
Interpersonal ability/action
Spiritual, Intuitive
Logical and sequential reasoning
Some Bodily Kinesthetic
Intrapersonal ability/action
Some Naturalist
COURSE TEXTS
US Traditions: A reader. 3rd edition. Littleton, MA: Tapestry, 2003.
The Constitution of The United States of America. Washington: Government Printing Office.
Lansford, Andrea & Robert Connors, eds. The St. Martin’s handbook. Boston: St. Martin’s, 2003.
(or latest version).
Selected Websites and library documents to complement other texts used in the course.
Films
The Berea Story
Video 370.193 S439
Once Upon a Vision (by Richard Sears)
Subjects: John G. Fee; Cassius Clay; Berea College History; Slaves; Interracial
Education
African American
Americans
cans
DVD 791.43 C614 1998
Classified X
African Americans in Motion Pictures; Racism in the United States
Subjects: Stereotype (Psychology) in Mass Media;
Video 323.4 E97
Eyes on the Prize: America’s Civil Rights Years
Subjects: African Americans—Civil Rights—History; United States Race Relations
Women
Video 305.4 A512
American Foundations: Women and the American Family
Subjects: Women in the United States; Women’s Rights
Video 305.4 C395s
A Century of Women: Sexuality and Social Justice
“‘Sexuality and Social Justice’ is a comprehensive look at women’s efforts to shape their
own destinies and establish a system of justice for not only themselves, but for all
Americans. The issues touched upon range from the valiant Margaret Sanger’s crusade
to provide all women a means of birth control to the Women’s Liberation Movement.”
Appalachian
DVD 917.404 A645 2005 (3 Disk Set)
The Appalachians
Subjects: Appalachian People, Music, Civilization, Economy.
COURSE ASSESSMENT & DUE DATES
REQUIREMENTS
1) JOURNALS
2) Oral Communication
3) Midterm
4) Creative Projects/Presentations (Cooperative Learning)
5) Accountability Log
5) Extra Credit: Convocations/Campus
Convocations/Campus Activities, etc.
6) Final
TOTAL
POINTS
60
60
100
80
60
40
150
550 ÷ 550=
550= A+
DUE DATES
See below
No due date
Thurs. Mar. 16
To be decided
Thurs. May 11
To be decided
Tues. May. 16
DUE DATES FOR CRITICALLY REFLECTIVE JOURNALS
Journal # 1
Journal # 2
Journal # 3
Journal # 4
Journal # 5
February 14
14
March 7
March 28
April 21
May 11
11
BEREA COLLEGE GRADE SCALE
A--, B+, B, BAchievement in courses at Berea College is recorded by grades of A, A
B-, C+, C, CC-, D+, D, DD- ,
F, S, U, SC, P, CP, and I. The definitions of letter grades adopted by the College faculty in 2003 follow:
Signifies
Signifies consistently outstanding achievement in all aspects of the course
A/A-
B/B+
These grades reflect work of good to very good quality. Work at this level often
has outstanding characteristics but is not as consistent throughout the term or
in all aspects of the course as required of "A" or “A“A-“ work.
These grades denote that the student has attained an acceptable level of
competence. The student has demonstrated a basic understanding of the
advanced
vanced courses in
course material and abilities sufficient to proceed to more ad
C/C+
the area.
These grades indicate work is minimally adequate. These grades raise serious
C-/D+/D/Dconcern about the readiness of a student to continue in related coursework.
"F" work is unsatisfactory and unworthy of credit.
F
Grade Point
Point Average: For purposes of computing the Grade Point Average (GPA), the following weights
are used: A=4.0; AA-=3.7; B+=3.3; B=3.0; BB-=2.7; C+=2.3; C=2.0; CC-=1.7; D+=1.3; D=1.0; DD-=0.7; and
F=0.0. S, SC, I, and U grades are not used in calculating GPA.
GSTR
Any student who does outstanding/exemplary work will earn an A+. An overall
GSTR 203
Amendment..!!
average of 98% or above is required in order to achieve an A+
CLASS PARTICIPATION
Participation in class is understood as effective contribution to the class, especially to your own
learning. Therefore, everything that is done in class affects its outcome in some way. Participation in
GSTR 203 is reflected in a multitude of subcategories that include class attendance, punctuality,
assignments, fieldwork, “spirit” of the class, respect for others, oral articulation, performative
engagements, etc.
All subcategories of participation are under two main categories: 1) Oral Participation and 2) General
Participation. Oral Participation is assessed as a separate
separate category, and General Participation is
assessed through the other components/ assignments that are required in the course.
ATTENDANCE—
ATTENDANCE—(Read Carefully)
Carefully)
Attendance to the class is imperative! GSTR 203 revolves around active and student-centered
learning and much discussion. Being absent, therefore, signifies that you would be missing the
essence of GSTR 203, in addition to compromising the classroom community. Each absence beyond
exception 2 below may result in lowering the term's grade by one grade point [for each absence], that
is, from A/AA/A- to B/B+, B+ to C,
C, C to D,
D, D to F,
F, etc.
Exceptions to Attendance Policy
Exception 1: Emergencies or sickness accompanied by appropriate written excuses will not count as
absences. Absences for social events are not permitted.
Exception 2: Two (2) absences will not result in grade penalty. Moreover, no excuse (written/verbal)
is required for these absences, even though a courtesy indication is welcomed.
Unjustifiable absences will result in consequences that may cast serious doubts over your status and
grade in class.
******* RED FLAG!!
If you come to class and SLEEP,
SLEEP it may indicate an unwillingness on your part to participate and thus
may cost you. The cost may range from being checked absent and/or being asked to excuse yourself
from the class. Note that such conduct also affects your class participation grade.
REWORKS!
I will allow you to rewrite papers, rework projects, etc. until satisfactory versions are produced.
However, make sure that you always demonstrate effort up front; do not “pick and choose” when you
want to put forth effort.
COMMUNICATION
It's important that communication channels be kept open at all times. If you cannot attend class, call
me beforehand at home/office to let me know. This is courteous and speaks well of you. Moreover,
please inform me in reasonable time if you have a problem(s) that prevent you from fulfilling your
course responsibilities. I will try to accommodate you in such instances.
HELP!!!
I will make myself accessible to help you achieve your goals. Feel free to touch base with me if you
need clarification on anything that you do not understand, or are unsure about, or if you need
guidance, etc. to make your task a pedagogically fulfilling one. I can be reached by telephone both in
office and at home or via e-mail as indicated on page one. I want each student to get the best out of
the class and to see each student succeed at the highest level.
READING & VIDEO/FILM SCHEDULE
Proposed Class Calendar for GSTR 203
Spring 2006
Introductions
Open Dialogue
Thurs. February 2: First Day of Class
Overview
Homework
FOUNDATIONS OF AMERICA
Class Discussion: Tues. February 7: Foundations of America
Writing Assignment
1) The Declaration of Independence (1776) pg 3-7 (Thomas Jefferson)
2) Introduction to the Bill of Rights (1789) and Introduction to the Civil War 3)Amendments
(1865-69) pg 8-9
4) Federalist No. 10 (1788) pg 10-16 (James Madison)
Class Discussion & Activity: Thurs. February 9: Foundations of America
1) Civil Disobedience (1846) pg 17-34 (Henry David Thoreau)
2) The Gettysburg Address (1863) pg 35-38 (Abraham Lincoln)
Class Activity:
Class Discussion: Tues. February 14: Foundations of America
1) The Constitution of the United States of America (1787) pg 1-34 (supplement)
THE BEREA STORY
Film Day: Thurs. February 16: The Berea Story—Watch Film: “Once Upon a Vision”
Class Discussion & Activity: Tues. February 21: The Berea Story
1) Introduction pg 39-40 (Andrew Baskin)
2) The Great Commitments of Berea College (1993) pg 41-42
3) Inaugural Address (1893) pg 43-46 (William G. Frost)
Class Activity:
Class Discussion: Thurs. February 23: The Berea Story
1) Save Berea College for Christ and Humanity (1895) pg 47-71 (J. T. Robinson, F. L. Williams, J. W.
Hughes, and J. S. Hathaway)
Class Discussion: Tues. February 28: The Berea Story
1) An Educational Program for Appalachian America (1896) pg 72-84 (William G. Frost)
2) The Day Law (1904) pg 85-86 (General Assembly of the Commonwealth of Kentucky)
3) Experiment in Interracial Education at Berea College, 1858-1908 (1974) pg 87-102 (Paul David
Nelson)
Class Discussion & Activity: Thurs. March 2: The Berea Story
1) Window on the Mountains: Berea’s Appalachia, 1870-1930 (1990) pg 103-115 (Shannon H.
Wilson)
2) Black Symbols: Extraordinary Achievements by Ordinary Women (1987) pg 116-123 (Jacqueline
Burnside)
Class Activity:
Class Discussion: Tues. March 7: The Berea Story
1) Berea College: A Commitment to Interracial Education within a Christian Context (1991) pg
124-146 (Andrew Baskin)
AFRICAN AMERICAN HISTORY
Class Discussion: Thurs. March 9: African American History
1) What to the Slave is the Fourth of July? (1852) pg 147-165 (Fredrick Douglass)
2) The Murder of Jim Williams (1871) pg 166-177 (Rosy Williams, et al)
Class Discussion & Activity: Tues. March 14: African American History
1) A Sharecrop Contract (1882) pg 178-180
2) Atlanta Exposition Address (1895) pg 181-183 (Booker T. Washington)
3) Dissent from “Plessy v. Ferguson” (1896) pg 184-192 (John Marshall Harlan)
4) Interviews with Ex-Slaves (1930s) pg 193-198 (Felix Haywood et al)
Class Activity:
Thurs. March 16: Midterm
Film Day: Tues. March 21: African American History—Watch Film: “Eyes on the Prize:
America’s Civil Rights Years”
Class Discussion: Thurs. March 23: African American History
1) Brown vs. Board of Education of Topeka (1954) pg 199-203
2) Letter from a Birmingham Jail (1963) pg 204-220 (
Martin Luther King, Jr.)
Film Day: Tues. March 28: African American History—Watch Film: “Classified X”
WOMEN’S HISTORY
Class Discussion & Activity: Thurs. March 30: Women’s History
1) “Remember the Ladies”: Letters of Abigail and John Adams (1771, 1776) pg 221-226 (Abigail
Adams and John Adams)
2) The Seneca Falls Declaration of Sentiments and Resolutions (1848) pg 227-233
3) Ain’t I a Woman (1851) pg 234-237 (Sojourner Truth)
4) Marriage Contract (1855) pg 238-239 (Henry B. Blackwell and Lucy Stone)
5) United States of America vs. Susan B. Anthony (1872) pg 240-242
Class Activity:
Spring Break—April 1-9, 2006
Film Day: Tues. April 11: Women’s History—Watch Film: “American Foundations: Women and
the American Family”
Class Discussion: Thurs. April 13: Women’s History
1) Woman Wants Bread, Not the Ballot! (ca. 1870) pg 243-246 (Susan B. Anthony)
2) “Women’s Liberation” Aims to Free Men, Too (1970) pg 247-252 (Gloria Steinem)
3) White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences
Through Work in Women’s Studies (1988) pg 253-265 (Peggy McIntosh)
4) President E. Henry Fairchild and Berea College’s Commitment to Women’s Education (1985)
pg 266-273 (Regina Abrams and David Nelson)
Film Day: Tues. April 18: Women’s History—Watch Film: “A Century of Women: Sexuality and
Social Justice”
Class Discussion & Activity: Thurs. April 20: Women’s History
1) Retail on the “Dole”: Parasitic Employers and Women Workers (2002) pg 274-29 (Lynn
Duggan)
Class Activity:
Labor Day –Tues. April 25:—No Class!
APPALACHIAN HISTORY
Class Discussion & Activity: Thurs. April 27: Appalachian History
1) Diversity in the Mountains: Regional and Cultural Identity (2000) pg 297-308 (Gordon B.
McKinney)
2) Red & Black in the Southern Appalachians (1984) pg 309-323 (Theda Perdue)
Class Activity:
Class Discussion: Tues. May 2: Appalachian History
1) Excerpts from Alcoa’s Advantages for the Colored Workman (1919) pg 324-330
2) Sarah Gudger—Slavery in the North Carolina Mountains (1937) pg 331-336
3) Family, Religion and Colonialism in Central Appalachia or Buy My Rifle at Big Stone Gap
(1972) pg 337-357 (Helen Matthews Lewis, Sue Easterling Kobak, and Linda Johnson)
Class Discussion: Thurs. May 4: Appalachian History
1) Production of Surface Mined Coal in Southern Appalachia, 1941-1970 (1975) pg 358-259
2) Coal’s Legacy: Unfunded and Unreclaimed Abandoned Mine Lands in Kentucky (1990s) pg
360
3) Songs: “Black Waters” (1967) and “Which Side Are You On?” (1947) pg 361-364
4) I Can Almost See Heaven from Here (1983) pg 365-379 (John Wallhausser)
Class Discussion & Activity: Tues. May 9: Appalachian History
1) Appalachia—Denominations and Adherents (1998) pg 380 (Gordon B. McKinney)
2) Education and Exploitation (1971) pg 381-387 (Mike Clark)
3) Appalachian Values (1972) pg 388-395 (Loyal Jones)
4) “Broad-Form” Deeds pg 396-397
Class Activity:
Film Day: Thurs. May 11: Appalachian History—Watch Film: “The Appalachians”
Tues. May 16: Final (10:00-12:00)