SYLLABUS IDSC 151

      From Athens To New York: The Politics of Knowledge

      "Only when lions have historians, will hunters cease being heroes"

      -- African Proverb

      Dr. Gloria H. Dickinson

      African American Studies

      Kendall Hall 215

      Telephone 609 771 2138 (Secretary)

      609 771 2716 (Office) 609 877 3272 (Home)

      E-Mail Address: Dickinsg@TCNJ.Edu.

      Home Page: http://www.tcnj.edu/~dickinsg

      Course Objectives:

      Using cities during major historical eras as a frame, this course will explore the following questions:

      1. What does it mean to be human? 2. What does it mean to be a member of a community?

      3. What does it mean to be moral, ethical or just? 4. How do individuals and communities respond to differences of race, class, gender, and/or ethnicity?

      We will examine the ways in which political power has afforded

      people the opportunity to control access to information,

      and the impact that that so-called "politics of knowledge"

      has had upon the ways in which questions 1-4 are answered.

      Course Texts:

      Achebe, Chinua, Things Fall Apart

      Armstrong, Karen, A History of God

      Golden, McConnel, Mueller , Popper and Turkovich , Editors, Dangerous Memories

      Delany Bessie, and Delany, Sadie, Having Our Say

      Weisel, Elie , Night

      Sophocles, Three Theban Plays

      Plato, The Trial and Death of Socrates

      Reader for this section

      Course Requirements:

      Attendance at, and participation in, class meetings (10%)

      Attendance at Wednesday enrichment sessions and field trips

      2 exams (Midterm and Final) (15%, 20%)

      5 projects ( l using library, 3 in-class group projects, 1 paper)

      15% (library), 15%(group

      projects), 10%, ( paper)

      1 Journal that gives an account of your community service activity

      and has a summary statement tying together the course themes

      and your personal experience. (Directions will be distributed via

      e-mail and will be posted on the website) (5%)

      E-mail assignments: (5%)

      E-Mail address (Due by 2nd class meeting)

      Read materials for class when due

      Adherence to college rules with regard to style, footnoting,

      attribution

      Plagiarism = automatic F

      No makeup exams / late submissions without doctor’s note

      description of major class assignments

      1. The E-mail assignment: We will distribute, by e-mail, discussion

      questions for the upcoming class session, based on the assigned readings.

      You will each be responsible for generating discussion questions for a

      specific class session. At least two questions are expected for each

      session. During the first class, you will be asked to sign up for your

      session as discussion moderator.

      After each session, you will each be expected to be prepared to respond in

      class, to the discussion question for that class. (these questions can

      come from discussions in your study groups.) This will be part of your

      class participation grade. You are also encouraged to add your own

      questions and observations to the discussion. If, for some reason, you

      cannot attend class, you may respond by e-mail.

      These questions should relate to at least two of the following themes:

      The concept of, or relationship to, the Divine

      The value placed upon freedom, individuality, and imagination

      The importance and/or consequences ascribed to a persons ability to

      reason

      The value placed upon living ethically and justly

      The rights of the community versus the rights of the individual

      Attitudes toward difference

      2. In-Class Group Projects :

      A. Religious Art WWW project

      Students will be divided into 5 groups. Each group will research the religious

      art produced by a different ethnic group. Students are encouraged to use a variety of search engines for this project. The Lycos search for images should also be a part of your investigation.

      Question: Other than through worship, how do people express their relationship to

      the Divine?

      Web Exercise: Using the World Wide Web, each group is to find 10 sites on their topic. Evaluate each site as to its strengths and weaknesses. Prepare a written copy of the evaluation for distribution to the class. Share your findin gs with the class in a 5 minute group presentation.

        • Group 1- Examples of Greek Religious Art
        • Group 2- Examples of Native American Religious Art
        • Group 3- Examples of Chinese Religious Art
        • Group 4- Examples of Indian Religious Art
        • Group 5- Examples of Japanese Religious Art.

      B. Group Projects- History of Religion

      The class will be divided into the following three groups

      Group 1- Judaism (Day 13)

      Group 2- Islam (Day 14)

      Group 3- Christianity (Day 15)

      Each group will be responsible for a class session

      Each group will be expected to present an interesting, enlightening session that explores the four topics listed as they relate to Armstrong’s hypotheses and her discussion of the religious tradition. You may be as creative as you wish. Contact the instructor at least

      one week in advance if you need audiovisual equipment. There will be one grade for the group

      C. The IDSC Talk Show.

      Students will be divided into three groups. Each group will prepare a

      20-minute TV talk-show which will people who either participated in the

      founding of the United States, or have been major interpreters or critics

      of the American idea. Each group must have at least the participants

      listed below. If there are more people in your group, you may add

      additional interviewees of your choice.

      Group 1 Group 2 Group 3

      Host/Hostess Host/Hostess Host/Hostess

      Thomas Jefferson Benjamin Franklin Roger Taney

      Benjamin Banneker Coincoin David Walker

      Squanto Alexander Hamilton Anna Julia Cooper

      Mary Wollstonecraft John Locke Jean-Jacques Rousseau

      Thomas Hobbes Richard Allen Pocohantas

       

       

      Course Projects

      Project # 4- Due Antigone, The Trial and Death of Socrates, The History of God, other assigned readings, class discussions/notes, and your group projects regarding ancient societies, write a 3-5 page pap er in which you compare and contrast at least two of the following:

        • The Concept of , and Relationship to, The Divine
        • The value placed upon freedom, individuality, and imagination
        • The importance, and/or consequences ascribed to man’s ability to reason
        • The value placed upon pursuing an ethical and just lifestyle
        • The rights of the community vs. the rights of the individual
        • General societal attitudes about "being different."
        • The place of art and artists in the community

      You must discuss at least three different locations.

      Project # 5- Due video assignment:

      Quilombo & The African Burial Ground: An American Discovery will be shown for your class either on a closed circuit broadcast OR during the Wednesday morning 11AM

      time slot.

      You are to view the film and the documentary, and then write a 3-5 page paper in which you compare the Maroon experience in Brazil to the life of enslaved African New Yorkers and the still independent Ibo villagers of Achebe’s novel. How would you relate each group’s experiences to the hypotheses about Freedom and Liberty espoused

      by Jefferson and the Founding Fathers? How do you think that the Africans

      in the three locales would have felt about the 4 questions around

      which this course is built. How might they have defined

      humanity, community, family, and being moral, ethical and

      just?

      enrichment sessions:

      1. Wednesday, September 10, Service Learning, Kendall Hall

      2. Wednesday, September 17, Service Learning Registration (Time TBA)

      3. Wednesday, September 24, Greek Drama, Kendall Hall

      4. Wednesday, October 29th Lenworth Gunther- Morality /Ethics Kendall Hall

      5. Wednesday, November 5th- Derald Wing Sue, Psychologist 12:30 Multicultural Lecture Series

      6. Wednesday, December 3rd, Seth Kamil, Ethnic NY, Kendall Hall (?)

       

      CLASS SCHEDULE

      DAY ONE

      Topic- Introduction To The Course

      Covenant:

      We Will:
        • Respect Each Other
        • Try to understand each others differing perspective
        • Try to be non-judgmental
        • Try to let everyone who want to speak at least once before we speak a 2nd time
        • Try to be honest
        • Realize that "There are no silly questions"
        • ASK whatever you want or need to

      In class exercise -- exploring our worldviews; Who Are We?

      discuss :Service learning and enrichment sessions/assignments

      Definitions: morals, ethics, family, community

      HOMEWORK

      Prepare writing assignment and do 1 minute oral presentation of writing assignment:
        • What are the strengths you’re going to bring to this class.
        • Is it more important to listen or to talk? Explain why.

      Submit writing assignment to dickinsg@tcnj.edu

      Read: "Exploring Culture" (p24 & 25

      DAY TWO

      Topics- : "The Politics of Knowledge"

      The History of Euro-American Education

      Education and its objectives in other places/cultures

      HOMEWORK:

      1. "GLOBAL IQ"- Answer Questions

      2. Writing Assignment: - "HOW CAN YOU MAKE A CHANGE?"

      E-Mail Your Answer to Dickinsg@tcnj.edu.

      3. Reading/Thinking Assignment: Consider the following readings, on reserve and on the Web:

      1. Sections on philosophy from Humanity -- Ideas and Ideals -- pgs. 77-

      103. These readings advance certain notions about the objective nature of

      reality, and the ways in which we might, by reasoning and perception, come

      to understand that reality. What are those notions, and what do they

      suggest about the purpose of scholarship and learning?

      2. Noam Chomsky interview on Media Objectivity.

      (http://www.worldmedia.com/archive/rab/rab~5.html) Chomsky is a linguist

      and persistent social critic. Note, particularly, this statement: Work is

      commonly considered objective if it reflects the views of those in power.

      DAY THREE

      Topic: America, The Democratic Ideal, and Philanthropy: A History of Volunteerism

      Assignment: Find sources on the history of American philanthropy and volunteerism

      Find materials on the April, 1997 Presidential Summit held in

      Philadelphia.

      Find a Website for at least 1 Trenton/Mercer County Social

      Service Agency

      MEET IN THE LOBBY OF THE R L WEST LIBRARY

      DAY FOUR

      Topic: Worldview(s) and Learning Modalities

      Discuss: "GLOBAL "IQ" - Discuss Answers

      How do we learn? How do we decide what is true? Consider the

      homework readings, on reserve and on the Web:

      "MAKER OF HISTORY QUESTIONS"- Discuss Answers

      Relating worldview to definitions of humanity

      To be human is to have a worldview.

      To be human is to desire freedom

      To be human is to have a relationship to power-

      it may be abusive or it may

      be egalitarian

      Video: Rev. Dr. Jeremiah Wright - discussing African Learning Styles

      HOMEWORK: Read:

      "What is Religion?" from The Myths of Religious Neutrality by Roy Clouser ( On Reserve)

      "...by defying the gods..." by Salmann Rushdie (Chronicle of Higher Education reprint)

      DAY FIVE

      Topic: Man’s Relationship to The Divine

      Ones worship was dictated mainly by ones nationality and by other

      forms of social identification such as the household to which one belonged

      or the city in which one lived. The family, including slaves as well as

      the immediate kin groups, honored its own household gods, celebrated with

      religious rites, feasting and various entertainments. In the Roman world,

      some religious aspect must be paid to the genius or divinity of the ruling

      city, and later on, to the emperor who embodies its rule. ...

      Philosophical groups, too, sometimes organized themselves as voluntary

      communities of worship, as did social clubs. Even so, for most people,

      religion remained a part of their familial or ethnic identity; and since

      the individual had no place in society...one scarcely thought of changing

      ones worship except as part of a larger social unit

      L. William Countryman

      Video: Dr. Roy Clouser :Being Human Means Holding Something As Being Divine

      Discuss:

      "What is Religion?" from The Myths of Religious Neutrality by Roy Clouser

      "...by defying the gods..." by Salmann Rushdie (Chronicle of Higher Education reprint)

       

      HOMEWORK: Prepare Group Projects

      Web Exercise: Using the World Wide Web, each group is to find 10 sites on their topic. Evaluate each site as to its strengths and weaknesses. Prepare a written copy of the evaluation for distribution to the class. Share your findings with the class in a 5 minute group presentation.

        • Group 1- Examples of Greek Religious Art
        • Group 2- Examples of Native American Religious Art
        • Group 3- Examples of Asian Religious Art
        • Group 4- Examples of Indian Religious Art
        • Group 5- Examples of Islamic Religious Art.

      DAY SIX

      Topic: Artistic Expressions of Faith

      Question: Other than through worship, how do people express their relationship to

      the Divine?

      Web Exercise: Share your findings with the class in a 5 minute group presentation.

        • Group 1- Examples of Greek Religious Art
        • Group 2- Examples of Native American Religious Art
        • Group 3- Examples of Asian Religious Art
        • Group 4- Examples of Indian Religious Art
        • Group 5- Examples of Islamic Religious Art.

      Video: Dance of The Spirits

      HOMEWORK:

      Read: "African Sources: An Introduction" and samples of creation documents from African

      Intellectual Heritage by Asante and Abarry; excerpts from The Teachings of

      Ptahotep: The Oldest Book in The World, and excerpts from The Book of Coming

      Forth By Day

      Answer:

      Question 1 : Based upon your readings how would you explain

      Man’s Relationship To The Divine, and The Concept of being Ethical/Just in Ancient Kemet?

      Question 2: Explore the similarities and differences that you see between your own beliefs and

      the moral and ethical positions found in the readings.

      DAYS SEVEN AND EIGHT-

      Site: Ancient Kemet

      Day 7 Topic: Kemetic contributions to Western Civilizations

      Discuss: The Moral, Ethical and Religious teachings of Kemet.

      Question 1 : Based upon your readings how would you explain

      Man’s Relationship To The Divine, and

      The Concept of being Ethical/Just in Ancient Kemet?

      Question 2: Explore the similarities and differences that you see between your own beliefs and those of Kemet.

      Homework:

      Read: The Afrocentric Debate Resource Homepage

      www.he.net/~skyeagle/afro.htm

      List : the moral and ethical positions found in the readings.

      Day 8 Topic: The Kemetic (Egyptian)/ Greek Connection

      Discuss:: The moral and ethical positions found in the readings.

      The Afrocentric Debate Resource Homepage

      www.he.net/~skyeagle/afro.htm

      Video- BLACK ATHENA

      Homework:

      Read:

      Historical background on Athens.

      (http://www.wsu.edu:8080/~dee/Greece/)

      Classical Greek Art

      http://www.duke.edu/duma/vot1.html

      http://www.wisc.edu/arth/ah201/09earlyclassical.3.html

      Trial and Death of Socrates. You might look at The Hypertext Crito:

      http://metaphor.uoregon.edu/crito.htm#contents

      DAYS NINE & TEN

      Site: Athens

      Focus: Man’s relationship to the divine, attitudes regarding difference and definitions of community

      Day 9 Topic: Historical Overview of life in Athens

      Readings: The Trial and Death of Socrates

      For two different views of the relationship between the individual and the

      state read:

      Aristotle, On Politics sections I-V, at gopher://gopher.vt.edu:10010/02/39/20

      Thoreau, On Civil Disobedience at http://www.math.ku.dk/~buhl/Library/html

       

      Questions for class discussion:

      Of what city is Socrates a citizen? How might his teaching be construed as a violation of his duties as a citizen?

      How are the concepts of what it means to be ethical and just, what it means to live in community, and man’s relationship to the divine explained by the author? Give specific examples

      Which if any of these concepts are related to those advocated in Kemet?

      Explain the similarities/differences that you see.

      Homework:

      Readings: Antigone - all

      Read either in text or in hypertext (http://www.perseus.tufts.edu/cgi-bin/text?)

      Consider the study questions at (http://www.emory.edu/WESTCIV/antigoneqs.html)

      Handouts on women in ancient Greece and Rome

      How do the roles of women in works you read differ from women’s

      roles during Minoan times, and in Kemet

      Day 10 Topic: Antigone

      Readings: Antigone

      Questions for class discussion:

      Of what city is Antigone a citizen?

      Women’s roles/ deities-

      Discuss: The play, the protagonist, other female characters, their relationship

      to the male characters; life for women in ancient Greece/Rome

      How do the roles of women in works you read differ from women’s

      roles during Minoan times, and in Kemet

      Note: ( A production of Antigone will be shown in the dorms sometime early

      in the semester.)

      Homework:

      After reading Carey Schwabers essay: "Antigone: A Greek Tragedy

      Wrongly Labeled Feminist," (http://www.tiac.net/users/process/care/antigone.html) , write a 1-2 page

      essay in which you discuss why you feel Schwabers’ argument is, or is not, valid.

      E-Mail to dickinsg@tcnj.edu 1 week from today!

      For additional background on views of women in Greek and Roman civilizations, you might

      look at Women in Classical Mythology

      (http://vanaheim.princeton.edu/Myth/), and The Rape of Lucretia

      (http://www.emory.edu/WESTCIV/lucretia.html) .

      What do these references teach us about the nature and limits of a woman’s power?

      DAYS ELEVEN, & TWELVE

      Topic: Origins of The Judaeo Christian Tradition

      Site: BCE and early CE Southwest Asia and North Africa

      Focus: Man’s relationship to the divine, attitudes regarding difference and definitions of

      Family and community; Gender differences and Freedom; and Justice and Individuality in BCE and early CE Southwest Asia and North Africa

      Topic Day 11:

      Readings:

      The History of God - all

      Discussion:

      Be prepared to discuss Armstrong’s main theses

      Assignment:

      Submit a 1-2 page critique of the book outlining

      her main ideas

      E-Mail to dickinsg@tcnj.edu

      Topic Day 12: Group Projects

      The class will be divided into the following three groups

      Group 1- Judaism (Day 12)

      Group 2- Islam (Day 12)***

      Group 3- Christianity (Day 12)

      Each group will be responsible for a 20 minute session

      Each group will be expected to present an interesting, enlightening session that explores the four topics listed as they relate to Armstrong’s hypotheses and her discussion of the religious tradition. You may be as creative as you wish. Contact the instructor at least

      one week in advance if you need audiovisual equipment.

      There will be one grade for each group

      ***Day 12 PROJECT # 1 DUE TODAY

      DAYS THIRTEEN , FOURTEEN, FIFTEEN , SIXTEEN. SEVENTEEN

      AND EIGHTEEN

      Site : 15 th - 18 th Century Africa/ Europe and The Americas

      Focus: The causes and meaning of the Columbian encounter

      The ways in which European exploration changes life on earth

      Pay particular attention to the ways that view their membership

      in, and responsibility to, the community. How do community members

      respond to need?

      Topic : The Seeds of Change

      Q- For the societies/people(s) being discussed, how do concepts of and relationships to the divine, community, family, gender roles, and attitudes toward difference change as a result of Europe’s voyages of exploration

      Day 13-

      Topic: Medieval and Renaissance Europe and Africa’s "Golden Age," and The Invasion on

      Read: " Afro-Portuguese Ivories"

      Art in Antiquity:HTTP://satie.arts.usf.edu/~ooguibe/africa.htm Nubia:HTTP://satie.arts.usf.edu/~ooguibe/africa.htm

      http://web-dubois.fas.harvard.edu/dubois/baobab/narratives/Nubia/SHAWABTI.html

      Egypt: HTTP://satie.arts.usf.edu/~ooguibe/africa.htm

      Nok Culture:HTTP://satie.arts.usf.edu/~ooguibe/africa.htm

      Columbus Journal Excerpts

      (http://www.fordham.edu/halsall/source/columbus1.html) -- note his casual

      reference to the expelling of the Jews, as well as his perception of the

      Taino Indians;

      Dangerous Memories - pages 1-79

      The Crimes of Christopher Columbus by Dinesh D’Souza at

      http://www.firsthings.com/

      Discuss:

      The definition and impact of "The Seeds of Change" http://www.mfmdesign.com/gifs/Exhibits/Seeds.html

      Juxtapose D’Souza’s position to that of the

      authors of Dangerous Memories. What is the

      relationship of worldview and "The Politics of

      Knowledge" to their respective theses?

      Day 14 -

      Topic: Resistance to The Invasion(s)

      Read: Dangerous Memories, pages 79-179

      The introduction and essays 01 and 02 in the Crossroads project:

      gopher://ericir.syr.edu:70/00/Lesson/Crossroads/essays

      Discuss:

      List the characteristics of South American Resistance

      as discussed. How do the resistance strategies of African

      Americans differ from those of indigenous Americans?

      Video: Quilombo Location ,Day, Time TBA

      Day 15-

      Topic: Myth Making :The Invention of Africa

      Video: "The Invention of Africa" by Dr. Maghan Keita,

      History/African American Studies, Villanova University.

      Discuss: African resistance to slavery; the African/Mexican

      connection. Why might these "memories" be deemed

      dangerous? To whom would they pose a

      threat? Why? How are the memories connected

      to ideas of community, humanity, freedom and

      "the politics of knowledge?

      Homework: Questions on "Kongo" handout; Use Ethnic Newswatch CD- ROM to find "African Legacy" by Mali Michelle Fleming. Write a 1 page syno psis of the article.

      E-Mail your synopsis to Dickinsg@tcnj.edu

      Day 16:

      Topic: Resistance to the Myth Makers

      .

      Read: For Historical background on Africa /African Civilizations

      (http://www.wsu.edu:8080/~dee/CivAfrica/ .

      Click through the Bayly African Art exhibit:

      (http://www.lib.virginia.edu/dic/exhib/93.ray.aa/African.html)

      Achebe, Chinua, Things Fall Apart

      "The Palm Oil With Which Achebe’s Words are Eaten"

      Discussion:

      Identify 2 common myths about Africa

      Explain how Achebe’s Africa differs from the Euro-American Myths described by Dr.

      Keita?

      Day 17-

      Topic: Myth Making: The Idea of Race

      Read:

      gopher://ericir.syr.edu:70/00/Lesson/Crossroads/essays 03,04,05,06

      Defining the American Idea

      See Thomas Jefferson: Notes on the State of Virginia:

      gopher://gopher.vt.edu.:100010/02/106/9 Skim past the lengthy discourses

      on Virginias geography, flora, fauna and resources to what he says about

      women, Native Americans, and African-Americans. Note, particularly, his

      solution to slavery.

      Thomas Jefferson and Sally Hemmings

      http://www.best.com/~debunk//celebrities/hemmings.html

      Race and The Enlightenment: A Reader

      Olaudah Equianos narrative

      (http://www.wsu.edu:8080/~dee/Equiano.html), followed by William Henry

      Holcombes The Alternative (http://www.wsu.edu:8080/~dee/Holcombe.html

      Discuss: What in Europe were they reacting against? What do they say about man’s relationship to the divine, living in a community, tolerating differences, the definition of being moral, ethical and just. How do these definitions relate to the value s/ideals expressed in Kemet, Greece, pre-Colonial America and Umuofia?

       

      Day 18 The IDSC 151 Talk Show

      Students will be divided into three groups. Each group will prepare a

      20-minute TV talk-show which will people who either participated in the

      founding of the United States, or have been major interpreters or critics

      of the American idea. Each group must have at least the participants

      listed below. If there are more people in your group, you may add

      additional interviewees of your choice.

      Group 1 Group 2 Group 3

      Host/Hostess Host/Hostess Host/Hostess

      Thomas Jefferson Benjamin Franklin Roger Taney

      Benjamin Banneker Coincoin David Walker

      Squanto Alexander Hamilton Anna Julia Cooper

      Mary Wollstonecraft John Locke Jean-Jacques Rousseau

      Thomas Hobbes Richard Allen Pocohantas

      DAYS NINETEEN & TWENTY

      Site: 1930’s Berlin

      Focus: The origins and attributes of "Radical Evil"

      Q- For the societies/people(s) being discussed, how do concepts of and relationships to the divine, community, family, gender roles, and attitudes toward difference change as a result of

      Radical Evil?

      Day 19 Topic: Historical Overview- Berlin

      Readings:

      Excerpts from: The Twentieth Century: A Brief Global History, pages 167- 178,231-241,256-268 (handouts)

      Video- "Radical Evil" Professors Lois Fichner-Rathus (Art) and Ellen Freidman (English/ WOS)

      Day 20 Topic: The Holocaust & Radical Evil

      Reading: Night, Elie Wiesel

      Homework: Identify Emmett Till and see if you

      can find a website on him.

      Day 21 Topic: The American Holocaust - Post-Reconstruction and Early 20th C. US

      Focus: The History of Lynching in America

      Read: Williamson, Joel, "Wounds Not Scars: Lynching, the National Conscience, and The American Historian," in The Journal of American History, March 1997

      The American Holocaust http://www.tnp.com/holocaust/

      The Buffalo Soldiers http://www.horseworld.com/imh/buf/buftoc.html

      Ida B. Wells http://lcweb2.loc.gov/ammem/aap/idawells.html

      Video: Ida B. Wells: A Passion for Justice

      Homework: Find websites for Princeton,NJ history and Princeton University

      Print and bring to class

      PROJECT # 2 DUE TODAY

      DAYS TWENTY-TWO & TWENTY-THREE

      Site: Mercer County, NJ

      Focus: Invisible Men & Women

      Day 22 Topic: Princeton, NJ ( http://www.princetonol.com/groups/histsoc/aalife/

      Discuss: How to the websites that you found differ from the

      ones assigned? Is there more than one Princeton?

      Video: Paul Robeson: Portrait of an Artist

      Homework:

      Consider the ways in which the historic invisibility of

      Black Princetonians is continued among Mercer County

      Social Service recipients.

      Be prepared to turn in your community service journal and

      to make an oral presentation that includes your responses

      to the following

      Where did you perform your service learning?

      What types of problems does the site try to solve?

      Why do you think that such complex problems

      exist?

      What responsibility (if any) do you have (1) as a citizen, (2) as a

      community member, to help to ameliorate the problem?

      Day 23 Topic: Trenton/Ewing/Pennington, NJ

      Each student will make an oral presentation that includes your responses

      to the following

      Where did you perform your service learning?

      What types of problems does the site try to solve?

      Why do you think that such complex problems

      exist?

      What responsibility (if any) do you have (1) as a citizen, (2) as a

      community member, to help to ameliorate the problem?

      DAYS TWENTY-FOUR, TWENTY-FIVE, TWENTY-SIX, TWENTY-SEVEN

      AND TWENTY-EIGHT

      Site: New York City

      Focus: Selected views of the lives, experiences and concerns of 20 th Century Africana, Latina , Jewish and Asian New Yorkers .

      Q- For the societies/people(s) being discussed, what do their, and majority, attitudes regarding

      man’s relationship to the divine, community, family, gender roles, and attitudes toward difference have to do with their quest for "The American Dream?"

      Day 24 Topic: Africans in Colonial New York

      Read: http://www.afrinet.net/~hallh/abg.html

      Video: The African Burial Ground"

      Homework: In what ways do Sadie and Bessie Delany’s understanding of their

      identity as family members shape their ideas about their relationship

      to the divine, moral, ethical and just behavior, and the definition

      of community. How does their "difference" relate to their understanding

      of family?

      Focus: Case Studies of Contemporary New York’s Ethnic & Racial "minorities."

      Day 25 Topic: The African American Middle Class

      Readings:

      Having Our Say by Sadie and Bessie Delany

      Discussion:

      In what ways do Sadie and Bessie Delany’s understanding of their

      identity as family members shape their ideas about their relationship

      to the divine, moral, ethical and just behavior, and the definition

      of community. How does their "difference" relate to their understanding

      of family

      Homework:

      Use the Ethnic Newswatch CD-ROM to find at least one article on the Crown

      Heights incident from each of the following New York ethnic group’s point

      of view. Jewish American press, African American press, Latina press, Asian American Press. Use the New York Times index to find comparable mainstream

      press coverage. Be prepared to compare and contrast the varying points of view.

      Day 26 Topic: Truth, Myth, Conflict and The Media

      Readings:

      Interview with Anna Deveare Smith at

      http://www.gigaplex.com/celebs/smith.htm

      Articles on "The Crown Heights Affair"

      Video: Faces in The Mirror- Anna Deveare Smith

      Discussion:

      How did the impact of the Jewish Holocaust and

      the American Holocaust contribute to the worldview/

      antagonism of Crown Heights in 1991?

      PROJECT # 3 DUE TODAY

      Days 27 & 28 Topic: Ethnic Quests/ Ethnic Conflicts

      Read:

      Goldberg, Jeffrey, " The Overachievers," (New York Magazine, April 10, 1995; Mohr, Nicolosa, " A Woman’s Perspective," in Mohr, Eugene V., The Nuyorican Experience: Literature of the Puerto Rica n Minority (pages 73- 90); and Santiago, Esmeralda, "excerpts from When I Was Puerto Rican" in Castillo-Speed, Lillian, Ed., Latina Women’s Voices from the Borderlands, (pages 257-263).< /P>

      Discussion:

      In what ways do the New Yorkers profiled in 24 Hours in NY affirm the definition of New York City as the "world’s culture capital." In which ways are their experiences outside of that definition:?

      Compare and contrast the Delany’s worldview regarding the course’s four questions to the "24 Hours" subjects’ understanding of their

      identity as family members shape their ideas about their relationship

      to the divine, moral, ethical and just behavior, and the definition

      of community. How does their "difference" relate to their understanding

      of family

      WEEK FIFTEEN- FINAL EXAM PERIOD- EXAM DATE TO BE ANNOUNCED