FREN 0001 - Elementary French - Level I
http://catalog.sierracollege.edu/course-outlines/fren-0001/
Catalog Description Hours: 72 lecture Description: Listening, speaking, reading, and writing in French. Fundamentals of French pronunciation and grammar. Introduction to the culture of the French-speaking people. Corresponds to two years of high school study. (CSU, UC) Course Student Learning Outcomes CSLO #1: Recognize and paraphrase elementary French spoken in simple present tense at moderate conversational speed. CSLO #2: Produce accurate pronunciation with grammatically correct sentences in Novice Mid level conversations. CSLO #3: Recognize and explain what is read in simple present tense from any elementary reading passage. CSLO #4: Write short sentences and paragraphs in simple present tense using correct syntax. CSLO #5: Compare and contrast cultural perspectives based on reading, discussions and videos. Effective Term Fall 2020 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 144 Total Student Learning Hours 216 Course Objectives 1. Differentiate between French and English stress and intonations. 2. Formulate French words and sentences using the correct intonation and sounds. 3. Recognize and use cognates in written and oral expressions. 4. Distinguish between formal and informal conversation. 5. Identify and demonstrate proper usage of articles, nouns and adjectives. 6. Compare affirmative and negative sentences. 7. Conjugate regular "er" and “ir” ending verbs in the present tense. 8. Use vocabulary to describe people, talk about activities, likes and dislikes, family, classes, time, date, weather and plans. 9. Distinguish between possessive and descriptive adjectives. 10. Recognize and practice irregular verbs 'etre', 'avoir', 'faire', “prendre”and 'aller' in the present tense. 11. Formulate questions. 12. Use prepositions to describe location. 13. Discuss and write about events taking place in the present and the near future. 14. Identify and use stem-changing verbs such as 'payer', 'acheter', "espérer", "célébrer" and 'préférer'. 15. Compare French grammar to English grammar. 16. Differentiate between French, Francophone, and American culture in areas such as geography, food, music, politics, governments, shopping, social life and student life. 17. Identify French-speaking countries on a map. 18. Watch authentic French video clips. 19. Demonstrate an understanding of French reading material. General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 6A Lang other than Eng Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Students will read a culture note in the text and answer a series of questions. They will come to class prepared to discuss the topic and share their answers. ex: In the text, read the notes on French public parks and answer the comprehension questions. Rubric graded. Essay Examinations Example: Students write a 25 sentences essay in French on their activity for the upcoming week-end. They will use vocabulary pertaining to leisure and express themselves in the near future, using the construction “aller + infinitive”. Rubric grading. Objective Examinations Example: Students fill-in the blanks with the correct form of the conjugated verbs in parentheses. ex: 1. Marc et Noah _____ (écouter) de la musique. 2. Tu ______ (manger) au restaurant? 3. Stéphane ________ (réussir) l'examen. Grade based on correct verb forms. Problem Solving Examinations Example: Students will choose a word and place it in the right sentence. ex: le dessin - nager - faire de la planche à voile - les cartes 1. Maman aime l'art et surtout ________ 2. Luc est sportif. Il aime _______________ dans la piscine. 3. Les enfants jouent aux ____________ le samedi. Grade based on correct answers. Projects Example: Students will present a French-speaking movie with 2 partners. They will answer questions on a PowerPoint presentation and write an individual reaction paper. Graded on a rubric. Skill Demonstrations Example: With a partner, students create a mini dialogue (in French) using chapter vocabulary and grammatical concepts with a maximum of 8 sentences each. Students will present the dialogue in front of class. Rubric grading. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Assign chapter reading on French family life. Through in-class discussion, compare and contrast French family life to how you see families in America, thus encouraging students to respect cultural differences as well as develop an awareness of global similarities. (Course Objectives 16, 19 - CSLO 3 and 5) Instructor shows pictures of celebrities using a PowerPoint presentation. The instructor describes the celebrities using new adjectives. “Emmanuel Macron. Il est brun et de taille moyenne. Il est important. Il n’est pas grand. Il est marié et il est occupé. Il est président”. Then the instructor will ask questions to the class, such as: “il est américain ou français?”, “il est sociable?”, “il est paresseux ou travailleur?”. The instructor will then proceed and go over the new adjectives using a picture to illustrate each word. After that, the students will work with a partner to describe themselves, their family members or other celebrities. Distance Learning Instructor will create a graded discussion board prompt on the LMS for students to practice their verb conjugations. Students will reply to the prompt in written format as well as upload a voice recording. Students will give a subject pronoun for another student to give the verb conjugation for être (to be). Students will post another time answering/ giving the conjugation for another student’s subject pronoun. Instructor will provide instructions for students to watch a Francophone film with intent to recognize spoken French by native French-speakers and recognize cultural differences and similarities. Students will watch a film (of at least 90 minutes) and will write a short response paper (500-600 words) in English of what they understood in French and explain the cultural differences and similarities to their own culture. Students will also write 10 present-tense sentences in French responding to the film. Typical Out of Class Assignments Reading Assignments 1. Read the following sentences and decide if they are true of false: a. C'est facile d'être reçu à un examen de mathématiques. b. 12 est une très bonne note. c. Une bourse est très utile. d. Avoir un diplôme de l'université est facile. e. Je mange au resto-U. f. Le français est une langue étrangère. g. J’utilise un ordinateur dans le cours d’informatique. 2. Read the cultural notes on Belgium and discuss the importance of the city of Brussels. Answer comprehension questions in French. Fondée au septième siècle, la ville de Bruxelles a été choisie en 1958, en partie pour sa situation géographique centrale, comme siège de la C.E.E. Aujourd’hui, elle reste encore le siège de l’Union européenne (l’U.E.), lieu central des institutions et des décisions européennes. On y trouve le Parlement européen, organe législatif de l’U.E., et depuis 1967, le siège de l’OTAN. Bruxelles est une ville très cosmopolite, avec un grand nombre d’habitants étrangers. Elle est aussi touristique, renommée pour sa Grand-Place, ses nombreux chocolatiers et la grande qualité de sa cuisine. a. Pourquoi est-ce que la ville de Bruxelles a été choisie comme siège de la C.E.E.? b. Quelles autres institutions sont à Bruxelles c. Pourquoi est-ce que la ville est célèbre? Writing, Problem Solving or Performance 1. Write a composition in French giving a detailed description of your family members using descriptive and possessive adjectives. Rubric grading. 2. Introduce yourself in French, including basic information such as nationality, physical appearance, preferred activities, family and classes. Rubric grading. Other (Term projects, research papers, portfolios, etc.) 1. In groups of 4, students will present a French-speaking movie to the class, using a PowerPoint presentation. 2. Students will complete online activity manual to practice pronunciation, spelling, intonation, grammar, reading, listening and writing skills. 3. Students will present short dialogues to the class with a partner. The dialogues will include vocabulary and grammar from the lesson being studied. Required Materials Espaces Author: Mitchell - Tano Publisher: Vista Higher Learning Publication Date: 2019 Text Edition: 4th Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Pass code for online activities.
SPAN 0001 - Elementary Spanish - Level I
http://catalog.sierracollege.edu/course-outlines/span-0001/
Catalog Description Advisory: Eligibility for ENGL 1A Hours: 90 lecture Description: First of two semesters of Elementary Spanish. A beginning course which offers students practice in speaking, understanding, reading and writing Spanish, along with exploration of cultural aspects of the Spanish-speaking world. Corresponds to two years of high school study. (C-ID SPAN 100) (CSU, UC) Course Student Learning Outcomes CSLO #1: Recognize and paraphrase elementary Spanish spoken in simple present tense at moderate conversational speed. CSLO #2: Produce accurate pronunciation with grammatically correct sentences in Novice Mid level conversations. CSLO #3: Recognize and explain what is read in simple present tense from any elementary reading passage. CSLO #4: Write short sentences and paragraphs in simple present tense using correct syntax. CSLO #5: Compare and contrast cultural perspectives based on readings, discussions, and videos. Effective Term Fall 2019 Course Type Credit - Degree-applicable Contact Hours 90 Outside of Class Hours 180 Total Student Learning Hours 270 Course Objectives The content of this course will be taught within a cultural context with authentic language. Upon successful completion of the course, students will be able to: - Understand cultural nuances of everyday life in the Hispanic world; - Communicate orally and in writing in a variety of meaningful real life activities moving toward the intermediate level of proficiency on the national ACTFL scale (American Council on the Teaching of Foreign Languages). CULTURAL CONTENTS: 1. Name and identify the location of the Spanish-speaking countries around the world as well as identify the major Spanish-speaking populations in the United States. 2. Compare and contrast cultural aspects, both of high culture and low culture, of the U.S. Hispanic-American, Latin-American, and Peninsular cultures, including but not limited to geography, population, languages, foods, history, traditions and customs, current events, daily life and music. VOCABULARY DEVELOPMENT: 1. Correctly spell learned vocabulary words and expressions. 2. Apply words, construct phrases and create expressions to meet and greet others appropriately, and compare and contrast formal and informal situations, and discuss likes, dislikes and preferences. 3. Converse and write about students' personal experience such as university life, family and relatives, routines, shopping needs and telling time. PHONETIC DEVELOPMENT: 1. Compare and contrast English and Spanish sounds and intonations. 2. Use correct pronunciation while speaking elementary level Spanish at moderate conversational speed. STRUCTURE DEVELOPMENT: 1. Compare and contrast Spanish and English punctuation and grammar. 2. Demonstrate proper usage of noun, adjective, article agreement. 3. Differentiate affirmative and negative sentences or questions as well as answer questions, both affirmatively and negatively to obtain and share information about people, places and things. 4. Use vocabulary and appropriate grammatical structures to describe, compare and contrast, state future plans, and talk about daily routines and activities. 5. Identify and apply subject pronouns while distinguishing between the formal and informal "you". 6. Apply correct conjugations of the regular and irregular verbs in the indicative mood: present and present progressive. 7. Apply correct conjugations of the regular verbs in the indicative mood: preterit. 8. Demonstrate a basic ability to distinguish between the usage of the verbs "ser" and "estar" in the indicative mood: present, present progressive, and preterit. 9. Use basic idioms correctly. General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 6A Lang other than Eng Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: After reading an article outlining how different cultures of the Spanish-speaking world greet each other, the class is asked to compare and contrast what they have learned with their own culture. The instructor might have them speak in small groups before conducting a larger discussion among the whole class. Essay Examinations Example: Instructor prepares a writing prompt to elicit proper adjective use (agreement and placement). Example: In a five to six sentence paragraph, compare and contrast in Spanish, one male and one female famous person (actor/actress, politician, etc...). Pay special attention to your use of the verb ser and your adjective agreement. Objective Examinations Example: Instructor will play a recording about a how Raúl spends his weekends. After listening to the recording, students will answer short questions about the what they heard. Then students will write a 6-8 sentence paragraph explaining how they spend their weekends. Projects Example: In pairs, students create a presentation and an interactive activity for their classmates on any cultural aspect of the Spanish-speaking world. The students must research their topic, prepare a five-minute oral presentation with visuals, and provide a ten-minute interactive activity for the class. Examples of topics: Present on the Bolivian “Aguayo” and teach the class how to tie one on their own bodies; Present a brief history of “Merengue” and teach the class the basic steps; Present a history lesson on “Cinco de mayo” and provide a jeopardy game after the lesson. Reports Example: Students are required to participate in the Spanish-speaking culture within their community and submit a written report and reflection of their experience. There are many options for cultural participation such as: attend a Spanish-speaking church service; view an art exhibit; interview someone with direct experience in the Spanish-speaking world; learn and prepare an authentic recipe with someone who prepares the dish as a part of their culture, etc. Skill Demonstrations Example: Oral Interview: Instructor provides written prompts and asks students to work in pairs to interview each other in Spanish and then report back to the class with their findings. Example: Interview your partner using the following questions to learn about your partner's class schedule. Write down his or her answers so you can later report your findings to the class. Then reverse roles. a. How many classes are you taking this semester and what are they? b. Who are your instructors? c. When and where do your classes meet? d. What are some things you do in class? e. What supplies do you need for each class? f. What is your favorite class this semester? g. What is your major? Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Method: Lecture/Discussion in the Target Language; Course Objective: Apply words, construct phrases and create expressions to meet and greet others appropriately, and compare and contrast formal and informal situations, and discuss likes, dislikes and preferences. To introduce family vocabulary the instructor projects images on a screen to walk students through the immediate and extended family. As family members are introduced the instructor checks student comprehension by asking a series of questions such as "¿Quién tiene un hermano?" ("Who has a brother?") and waiting for a show of hands. Students then draw and label their own nuclear family tree. Finally, in pairs they introduce their family in Spanish. Course Objective: Use vocabulary and appropriate grammatical structures to describe, compare and contrast, state future plans, and talk about daily routines and activities. To introduce daily routines the instructor will physically demonstrate verbs by acting out and narrating his or her morning routine, including showering, brushing teeth, eating breakfast, etc... Then as a whole class, everyone can act out the new verbs together. After which students will break into groups of four and play charades to practice the new vocabulary. Distance Learning This activity can be adapted for the online environment with an introductory presentation of the family vocabulary in the target language. After viewing the presentation, students will be asked to create their own family tree and then record themselves introducing their family members and post the video to a class discussion board. The students can then ask a minimum of three questions about their classmates’ families and respond to the questions they receive. This activity can be adapted for the online environment by providing a presentation of the instructor acting out their daily routine in their own home. Students will be asked to study and practice the daily routine vocabulary before recording themselves acting out their own personal routine. Once their video is posted to a class discussion board, each student will make one comparison between their routine and each of three classmate’s routines. Typical Out of Class Assignments Reading Assignments 1. While Alberto waits for his date, he passes the time reading the classified ads in the newspaper to help friends find a place to live. Read the housing advertisements and the circumstances of his friends. Then fill in the blanks with the letter corresponding to the advertisement that best meets the needs of each person. 2. (These instructions would be in Spanish) After reading the news article "15 de octubre ¡Una mañana desastrosa!" please respond to the following questions with complete sentences. Notice which questions utilize the present tense and which utilize the preterit. ¿Por qué nunca se despiertan temprano las chicas? ¿Se bañaron las chicas esta mañana? ¿A qué hora llega generalmente el autobús? ¿A qué hora llegó el autobús hoy? ¿Por qué no contestó nadie cuando llamaron a la escuela? Writing, Problem Solving or Performance 1. Write a short paragraph in Spanish (not to exceed 120 words) about your daily routine. 2. You decide to write a postcard to your parents. Describe Buenos Aires to them by comparing it to your hometown. Write five to six sentences. Other (Term projects, research papers, portfolios, etc.) Students will search the Internet for department stores in Latin America and Spain and write one or two paragraphs describing the clothes and fashions these sites advertise, including the predominant colors, styles, and fabrics. Students convert prices in the local currency into dollars. Students will report their findings to the class. Required Materials Aventuras Author: Blanco and Donley Publisher: Vista Higher Learning Publication Date: 2018 Text Edition: 5th Classic Textbook?: OER Link: OER: En familia: An Introduction to Spanish Author: Lazzara Publisher: Fountainhead Press Publication Date: 2017 Text Edition: 1st Classic Textbook?: OER Link: OER: Tu mundo: español sin fronteras Author: Andrade, Egasse, Muñoz, and Cabrera Puche Publisher: McGraw-Hill Publication Date: 2019 Text Edition: 2nd Classic Textbook?: OER Link: OER: ¡Anda! Author: Cowell, Heining-Boynton Publisher: Pearson Publication Date: 2016 Text Edition: 3rd Classic Textbook?: OER Link: OER: Entornos: Primer cursos de lengua española Author: Bembire, Cabeza, et al Publisher: Cambridge University Press Publication Date: 2016 Text Edition: 1st Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
JPN 0001 - Elementary Japanese - Level I
http://catalog.sierracollege.edu/course-outlines/jpn-0001/
Catalog Description Hours: 72 lecture Description: Introduction to Japanese language; reading, writing, with emphasis on speaking. Pronunciation, sound system, intonation, basic vocabulary and grammar of spoken Japanese. Grammar emphasis is word order, postpositions, and some conjugation in simple sentences. Introduction to geography, customs and culture of Japan. Students required to learn Hiragana script and Kanji characters. Corresponds to two years of high school study. (CSU, UC) Course Student Learning Outcomes CSLO #1: Recognize and paraphrase elementary Japanese spoken in present and past tenses at moderate conversational speed. CSLO #2: Produce accurate pronunciation with grammatically correct sentences in Novice Mid level conversations. CSLO #3: Recognize and explain what is read in present and past tenses from any elementary reading passage. CSLO #4: Formulate and write short sentences and paragraphs in present and past tense using Katakana, Hiragana and 58 Kanji. CSLO #5: Compare and contrast cultural perspectives based on reading, discussions and videos. Effective Term Fall 2020 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 144 Total Student Learning Hours 216 Course Objectives Through oral and written exercises, activities, assignments, students will: 1. Pronounce the Japanese phonetic sounds correctly. 2. Engage in simple conversation using polite speech. 3. Identify objects around you and identify your actions. 4. Discuss your likes and dislikes. 5. Describe what you do well and what you do poorly. 6. Recall how the Japanese honor the other person's feelings and indicate this politeness both orally and in written form. 7. Describe the objects in your environment and their function by using adjectives and adverbs of degree. 8. Count objects around you using numbers and particular counters related to the objects. 9. Express suppositional feelings. 10. Introduce yourself (age, school year, major and nationality). 11. Write one's full name and sentences in Hiragana and Katakana, two of three scripts of the Japanese writing system. 12. Formulate both orally and in written form interrogative sentences from indicative sentences using basic interrogative expressions. 13. Identify nationalities and languages by using suffixes. 14. Describe one's family both orally and in written form. 15. Recognize and categorize vocabulary and idiomatic expressions according to their thematic area. 16. Discuss the Japanese culture, its traditions and customs. 17. Employ verbs of action. 18. Employ verbs of existence when identifying objects. 19. Tell the time and give your phone number. 20. "NA" and "I" adjectives. 21. Employ verbs conjugation format: te-form. 22. Demonstrate use of vocabulary pertaining to shopping. General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language AA/AS - Multicultural Studies CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 6A Lang other than Eng Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Students will talk about their favorite restaurant in a group. Afterwards, students report to the rest of the class to share ideas and ask questions. Essay Examinations Example: Write about your weekend; write about a party you are organizing. Create a flyer about the party. Be sure to include: what kind of party it is, what time it starts, where it is held, what to bring, how to get there, and so on. Objective Examinations Example: Students will read and answer questions on self-introduction: hajimemashite. Yamamoto Yuuki desu. nihonjin desu. rondondaigaku no gakusei desu. ima sannensei desu. senkoo wa nihongo desu. jyuukyuusai desu. yoroshiku onegaishimasu. Write "T" if the statement is true. Write "F" is the statement is false. 1. ( ) Her last name is Yuuki. 2. ( ) She is a student at Nihon University. 3. ( ) Her major is Japanese. 4. ( ) She is nineteen years old. Skill Demonstrations Example: 1. Students will prepare a skit with a partner and present it in front of the class in Japanese. Students will pretend to be in a store buying food or other items. Vocabulary and grammar concepts related to the chapter on food and shopping must be used. Rubric grading. Objective: 22 2. Verbal learning is measured by English-Japanese translation: Example: Translate the following sentences into Japanese. a. Mary does not come to school on Saturday. b. - Would you like to see a movie tonight? - Yes, it sounds good/ No, tonight is not a very good time. c. Takeshi sometimes drinks tea at the coffee shop. d. There is a bookstore over there and there is also a restaurant. e. I will go to the library and return the book tomorrow. f. The test was not difficult. That's because I had studied a lot. 3. HIRAGANA script learning is measured by HIRAGANA transliteration: Example: Transliterate in HIRAGANA and translate the following: a. Ojiisan obaasan b. Nihongo no gakusee c. senkoo wa nandeuka Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Following an instructor lecture on vocabulary, students will read a Japanese dialogue aloud in unison to practice the pronunciation. They will then answer questions in class about the learned structures in the lesson. (Objectives 1, 17 & 21) After demonstrating Hiragana script on the blackboard, and requiring students to learn 71 phonetic letters, instructor will have students write their full name in Hiragana and Katakana script. (Objective 11) Instructor will play Japanese songs and have students transliterate these songs into Hiragana. Instructor will facilitate a group discussion to compare and contrast Japanese and American songs. (Objectives 11 & 16) Activity:The instructor will demonstrate how to introduce yourself and students will practice doing the same. (Objectives 10, 14 & 17) Following an instructor lecture on grammar patterns, students will prepare a skit with a partner using at least 8 grammar patterns learned. Each student will memorize at least 10 sentences. Students will discuss the skit after the presentation. Rubric grading. Distance Learning Students will be required to complete two small cultural projects that incorporate a limited use of Japanese and English. They will be given two cultural topics during the semester to research and will present their findings via discussion board in the form of writing or video. Students will be required to respond to all members of their discussion groups. (CSLO 5- Objective: 16) Students will be required to complete 3 online exams that cover two chapters each from the textbook. Each exam will consist of a Listening comprehension on family members, vocabulary/kanji, grammar knowledge, grammar usage, error evaluation, open-ended question and writing sections. The instructor will prepare the students for this assessment through lecture videos, assigned readings, evaluation of homework and the implementation of weekly quizzes. Typical Out of Class Assignments Reading Assignments 1. Read the dialogue presented in each lesson to become familiar with the vocabulary, useful expressions and cultural aspects of Japanese life related to the theme developed that lesson. Answer questions orally or in writing. Prepare to answer questions in class about the dialogue. 2. Read material pertaining to daily routines, diaries, letters, postcards, and bulletin boards. Answer questions orally in class in Japanese based on the readings. Example: read this passage about the someone's daily routine and find out about his schedule. わたしはまいにち七時におきます。うちであさごはんをたべます。八時にだいがくへいきます。九時ににほんごをべんきょうします。十二時半にだいがくでひるごはんをたべます。 ときどきコーヒーをのみます。四時にとしょかんでほんをよみます。六時ごろうちへかえります。十時にテレビをみます。十二時ごろねます。 Romaji: watashi ha mainichi shichiji ni okimasu. uchide asagohan o tabemasu. hachijini daigaku he ikimasu. kuji ni nihonngo o benkyoo shimasu. juunijihan ni daigaku de hirugohan o tabemasu. tokidoki koohii o nomimasu. yoji ni toshokande hon o yomimasu. rokujigoro uchi e kaerimasu. jyuujini terebi o mimosa. juunijigoro nemasu. English: Every day I get up at 7. I eat breakfast at home. I go to college at 8. I study Japanese at 9. I eat lunch at 12:30 on campus. I sometimes drink coffee. I read a book at 4 in the library. I go back home at around 6. I watch TV at 10. I go to bed at around 12. Students will answer these questions in Japanese: 1. 七時に何をしますか。shichiji ni nani o shimasuka. What does he do at 7? 2. 大学に何時に行きますか。daigaku ni nanjini ikimasuka. What time does he go to college? Writing, Problem Solving or Performance 1. Write a short sentence with useful KO, SO, A, DO words using "KO, SO, A, DO. Koko ni jisko ga arimasu. Koko ni imu ga imasu. Soko ni zasshi ga arimasu. Soko ni tori ga imasu. Asoko ni honya ga arimasu. Asoko ni neko ga imasu. Doko ni panya ga arimasu ka. Doko ni sensei ga imasuka. 2. Write a skit using grammar patterns learned in class and present it with a partner. 1)Asking はい(hai)／いいえ(iie)questions, using 〜は(ha)〜ですか(desuka) 2) Asking questions using question words 3) Noun 1 の(no)Noun 2 4) これ、それ、あれ、どれ(kore,sore,are,dore) 5) この(kono)、その(sono)、あの(ano)、どの(dono)＋Noun 6) ここ(koko)、そこ(soko)、あそこ(asoko)、どこ(doko) 7) Nounじゃないです(jayanaidesu) 8) Sentence ending particlesね(ne)、よ(yo) 9) Present affirmative/negative forms of verbs 10) Goal of location makerに(ni)／へ(e) 11)Object markerを(o) 12) Location of action markerで(de) 13) Specific time markerに(ni) 14) 〜ませんか(masenka) (extending an invitation) 15) Frequency adverbs 16) X があります(ga arimasu)／います(imasu) 17) Xは(ha)Yの(no)location wordです(desu) 18) Present tense of copula verbです(desu) 19) Past affirmative/negative forms of verbs 20) Similarity marker も(mo) 21) Timeごろ(gore)/duration of timeぐらい(gurai) 22) Noun 1 と(to)Noun 2 (and) 23)Noun と(with) 24) Adjectives (affirmative/negative) 24) 〜がすきです(ga sukidesu)／がきらいです(ga kiraidesu) 25) 〜ましょう(mashoo)／〜ましょうか(mashooka) (suggesting a plan of action) 26) 〜てください(tekudasai)(request) 27) 〜てもいいですか(temoiidesuka)／〜てもいいです(temoiidesu) (permissison) 28) 〜てはいけません(tehaikemasen)(prohibit) 29) Describing multiple activities usingて(te)form 30) 〜から(kara)(reason) 31) 〜ましょうか(mashooka)(offering assistance) Other (Term projects, research papers, portfolios, etc.) Required Materials Genki, An integrated course in elementary Japanese Author: Eri Banno, Yoko Ikeda, Yutaka Ohno Publisher: Japan Times/Tsai Fong Books Publication Date: 2011 Text Edition: 2nd Classic Textbook?: OER Link: OER: Genki, An integrated course in elementary Japanese workbook 1 Author: Eri Banno, Yoko Ikeda, Yutaka Ohno Publisher: Japan Times/Tsai Fong Books Publication Date: 2011 Text Edition: 2nd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
ADVM 0001 - Technical Drafting I
http://catalog.sierracollege.edu/course-outlines/advm-0001/
Catalog Description Formerly known as DES 1 Hours: 90 (36 lecture; 54 laboratory which may be scheduled TBA) Description: Fundamental use of design equipment to create both two dimensional technical sketches and two and three dimensional computer generated (CAD) working drawings that are used for product definition. Introduction to product and process definition as specified by engineering design disciplines. This course teaches introductory 3D AutoCAD skills. Designed for students with no previous experience in engineering design/drafting. (CSU) Course Student Learning Outcomes CSLO #1: Industry Graphic Standards: Apply appropriate, current and relevant industry standards in preparing technical documentation for the appropriate discipline of their study. CSLO #2: Dimensioning-Industry Standards: Define and apply the conventions and standards of ASME Y14.5 relative to pictorial drawings. CSLO #3: Design Process: Define the five steps in the design process. CSLO #4: CAD Standards: Demonstrate computer aided drafting practices that conform to business and industry CAD standards. CSLO #5: 3D Solid Modeling UCS: Demonstrate the proper use of the UCS. Effective Term Fall 2022 Course Type Credit - Degree-applicable Contact Hours 90 Outside of Class Hours 72 Total Student Learning Hours 162 Course Objectives This course requires 36 hours lecture and 54 hours laboratory. In some class sections, the 54 hours of laboratory may be scheduled "to be arranged" or "TBA." The TBA hours and objectives are expected of all students enrolled in the course. Lecture Objectives: I. The Design Process 1. Explain the importance of Computer Integrated Manufacturing 2. Describe the role of Product and Process Definition relative to Computer Integrated Manufacturing 3. Define the five steps in the design process II. Technical Sketching 1. Explain the importance of freehand sketching in a design environment 2. Describe the materials used in freehand sketching 3. Describe the aids employed in freehand sketching III. Geometric Constructions 1. Define the characteristics of geometric entities IV. Introduction to 2D Computer Aided Design Software (CAD) 1. Describe the basic command structure of CAD software 2. Explain the methods used in the modification of geometry V. Pictorial Drawings – Sketching 1. Define the advantages and disadvantages of the three types of axonometric drawings relative to representing objects 2. Describe the characteristic of oblique drawings 3. Describe the difference between the three types of perspective drawings VI. 3D Solid Modeling CAD 1. Explain the fundamental concepts employed in 3D solid modeling 2. Describe the specifications of computer hardware used in 3D solid modeling 3. Describe the differences between solid modeling softwares 4. Describe the difference between the 2D and 3D environment 5. Describe the appropriate methods for setting view points 6. Explain the attributes relative to solid primitives 7. Describe the methods employed in solid model development VII. Development of Pictorial Drawings – Sketching 1. Define and apply basic concepts to sketched pictorial drawings 2. Define and apply the conventions and standards of ASME relative to pictorial drawings 3. Describe planes of projection relative to pictorial drawings VIII. Dimensioning of Solid Models – Part View 1. Define and apply dimension variables relative to solid models 2. Explain the proper procedure for setting the UCS to define a construction plane IX. Orthographic Projection – Sketching 1. Explain the differences between first angle projection and third angle projection 2. Describe how the number of view are determined in orthographic projections X. Orthographic Projection – CAD 1. Describe the attributes used relative to prototypes 2. Explain the proper methods used for view extraction and alignment XI. Orthographic Projection Dimensioning – Sketching 1. Define and apply basic dimensioning concepts to orthographic drawings 2. Define and apply the conventions and standards of ASME relative to orthographic drawings XII. Orthographic Projection Dimensioning – CAD 1. Define and apply the conventions and standards of ASME relative to orthographic drawings 2. Define and apply dimension variables relative to orthographic drawings Laboratory Objectives (These objectives may be: I. Technical Sketching 1. Apply geometry to freehand sketches 2. Demonstrate the application of proportion in freehand sketching 3. Demonstrate the steps in developing a single view freehand sketch II. Geometric Constructions 1. Demonstrate the application of methods employed in geometric constructions III. Introduction to 2D Computer Aided Design Software (CAD) 1. Demonstrate the appropriate use of CAD software for creating geometry 2. Describe the proper application of the alphabet of lines IV. 3D Solid Modeling CAD 1. Demonstrate the proper use of the UCS 2. Describe the appropriate methods for setting view points 3. Describe the methods employed in solid model development 4. Demonstrate appropriate plotting methods for outputting solid models V. Development of Pictorial Drawings – Sketching 1. Define and apply basic concepts to sketched pictorial drawings 2. Define and apply the conventions and standards of ASME relative to pictorial drawings 3. Demonstrate the appropriate application of dimensions relative to planes of projection VI. Dimensioning of Solid Models – Part View 1. Demonstrate the proper methods for loading a solid model drawing 2. Apply dimensions to a defined construction plane VII. Orthographic Projection – CAD 1. Explain the proper methods used for view extraction and alignment VIII. Orthographic Projection Dimensioning – Sketching 1. Define and apply basic dimensioning concepts to orthographic drawings 2. Define and apply the conventions and standards of ASME relative to orthographic drawings IX. Orthographic Projection Dimensioning – CAD 1. Define and apply the conventions and standards of ASME relative to orthographic drawings 2. Define and apply dimension variables relative to orthographic drawings General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Objective Examinations Example: There are also objective quizzes with the questions developed from the textbook and the weekly lecture as part of the total evaluation system. Example: How does the inclusion of "Concurrent Engineering" influence the design process. This question is evaluated for accuracy in how well the student describes, in their own words, how "Concurrent Engineering" influences the design process. Projects Example: The weekly and semester drawings are examples to assess the depth of topic coverage and critical analysis for each student. Instructor evaluates the student performance of learned objectives such as free hand sketching, pictorial representation of design intent, orthographic representation of pictorial drawings, accuracy to ASME standards for dimensioning and the efficient use of a CAD system. A point system is used and a letter grade assigned to the point totals. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: The instructor will guide students to develop hands on digital product definition for manufacturing of designed components. Students will utilize various software and drawing development techniques to produce industry quality product documentation. Lecture: Critical Thinking: The instructor will present to the students during a weekly lecture/presentation/discussion engineering design methodology that the student will synthesize and apply to assigned problems and then formulate a solution utilizing correct engineering design methods. (Objective 3) Reading: The instructor will assign readings from the textbook and supplemental materials that the students will read and be prepared to join in group discussions lead by the instructor during the lecture/discussion sessions. Writing: The instructor will require the students to take written notes from the lecture/presentations for use while formulating solutions to their design problems. Typical Out of Class Assignments Reading Assignments Required college level readings from chapters in the textbook regularly assigned. Students are expected to participate in the lecture/discussions based upon these readings. Sample 1: Construct a drawing, based upon course readings, demonstrating the weekly-learning objectives. These weekly drawings are either freehand sketches or computer aided design (CAD)generated. The drawings are evaluated for compliance to American Society of Mechanical Engineers (ASME)standard. Critical thinking and problem solving are part of these assignments. Sample 2: Students read an article on Multi-View Projections and complete a study guide based on the reading. Writing, Problem Solving or Performance College level problem solving and/or writing assignments are regularly utilized. Problem solving and skill demonstrations are crucial to any successful basic engineering design course. Sample 1: Compare and contrast manufacturing processes utilized in the definition of products. Sample 2: Problem solve the construction of 3D solid models and the relationship of geometry for feature definition and documentation. Other (Term projects, research papers, portfolios, etc.) Develop a portfolio that contains samples of semester assignments to show potential employers the engineering design concepts studied. Required Materials AutoCAD and its Applications Author: Shumaker Publisher: GoodHeart-Wilcox Publisher Publication Date: 2019 Text Edition: Classic Textbook?: OER Link: OER: Technical Graphics Communication Author: Bertoline Publisher: Mc Graww Hill Publication Date: 2008 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
BI 0001 - OSHA Construction Safety Training
http://catalog.sierracollege.edu/course-outlines/bi-0001/
Catalog Description Formerly known as CET 1 Hours: 18 lecture Description: Covers a variety of construction safety and health hazards workers may encounter. Provides safety information to construction workers about employee and employer rights and responsibilities. Emphasizes identification, avoidance, abatement, control, and prevention of job-related hazards on construction sites. This course is taught by authorized industry outreach trainers, and upon successful completion, students will receive the OSHA 10 Hour card. (not transferable) Course Student Learning Outcomes CSLO #1: Demonstrate hazard identification. CSLO #2: Design a job hazard analysis with engineering controls. CSLO #3: Recommend a job hazard analysis with administrative controls. Effective Term Fall 2020 Course Type Credit - Degree-applicable Contact Hours 18 Outside of Class Hours 36 Total Student Learning Hours 54 Course Objectives 1. Explain why OSHA is important to workers. 2. Explain worker rights under OSHA. 3. Discuss employer responsibilities under OSHA. 4. Discuss the use of OSHA standards. 5. Explain how OSHA inspections are conducted. 6. Outline helpful worker safety and health resources. 7. Identify major hazards. 8. Describe types of hazards. 9. Explain how to protect from hazards. 10. Outline employer requirements to protect workers from hazards. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information Not Transferable Methods of Evaluation Objective Examinations Example: After completion of each required lesson topic, a lesson test will be given. Points will be assigned for each test. Example question: Fall protection must be provided to construction workers who are working on surfaces with unprotected sides which are above __ feet. Problem Solving Examinations Example: Students will examine case studies to evaluate and create Engineering and Administrative controls to prevent future injury. Safety rubric will be used to measure student performance. Repeatable No Methods of Instruction Lecture/Discussion Lecture: Lecture: Instructor will demonstrate through video or online conference format proper methods for identifying energized or de energized wires and cables using an inductance tester. Students will ask take notes and questions to prepare for an online small quiz. (Objective 7) Discussion: Instructor will facilitate a discussion on workplace hazards and common infractions, followed by students outlining common hazards typically found in daily lives. (Objective 8) Typical Out of Class Assignments Reading Assignments 1. Read assigned OSHA case studies and be prepared to discussion in class. 2. Read a Safety Data Sheet (SDS) and be prepared to discussion in class. Writing, Problem Solving or Performance 1. Review case studies and recommend corrective actions and protections. 2. Develop a weekly safety meeting agenda. Other (Term projects, research papers, portfolios, etc.) Demonstrate proper use of personal protective equipment. Required Materials Other materials and-or supplies required of students that contribute to the cost of the course. Instructor provided material
DFST 0001 - American Sign Language I
http://catalog.sierracollege.edu/course-outlines/dfst-0001/
Catalog Description Hours: 72 lecture Description: Introduction to the fundamental principles of American Sign Language (ASL). Preparation for visual/gestural communication including basic information relating to Deaf culture, intensive work on comprehension skills and grammatical structures. (CSU, UC) Course Student Learning Outcomes CSLO #1: Recognize a series of basic commands/questions and respond appropriately in classroom dialogues using vocabulary from text. CSLO #2: Evaluate a short dialogue/questions in ASL and respond to instructor using appropriate ASL grammar included in text. CSLO #3: Compose and demonstrate a short ASL conversation with another individual in class using appropriate conversational techniques to include eye contact, body orientation and social behaviors related to communication interaction. CSLO #4: Design a presentation using instructor's guidelines and selected vocabulary from the text. CSLO #5: Compare and contrast appropriate etiquette based on discussion of Deaf Culture as it is related to the course throughout classroom role-play. Effective Term Fall 2020 Course Type Credit - Degree-applicable Contact Hours 72 Outside of Class Hours 144 Total Student Learning Hours 216 Course Objectives 1. Use ASL skills with the Deaf community. 2. Recognize a series of basic commands/questions and respond appropriately in classroom dialogues through using vocabulary learned from text. 3. Evaluate a short dialogue/question in ASL and respond to instructor using appropriate ASL grammar included in text. 4. Compose and demonstrate a short ASL conversation with another individual in class using appropriate conversational techniques to include eye contact, body orientation and social behaviors related to communication interaction. 5. Create appropriate grammatical facial expression to show ASL meaning and response through classroom interaction. 6. Design presentation using instructors' guidelines and selected vocabulary from text. 7. Use appropriate etiquette based on discussion of Deaf culture as it relates to the course through classroom role-play. General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 6A Lang other than Eng Articulation Information Methods of Evaluation Essay Examinations Example: 1. Write an essay explaining how American Sign Language (ASL) developed in America and list all the key people who were instrumental in the development of ASL. Make sure to describe the following people: T.H. Gallaudet, Dr. Cogswell, Alice Cogswell, Abbe Charles-Michel De L'Epee, Sicard, Clerc, Massieu, and Edward Miner Gallaudet. Rubric Grading. 2. Describe LSF (French Sign Language) and explain how it is a part of today’s ASL. Objective Examinations Example: 1. Using information from the assigned readings and class lectures/activities, answer 10 multiple-choice and 10 fill-in-the-blank questions regarding the history and culture of the American Deaf culture. Reports Example: 1. Students will write a report to explain what happened in Hartford, Connecticut in 1817. Skill Demonstrations Example: 1. Design an estimated five-minute presentation/video taped exam using selected vocabulary from your text. Make sure to add appropriate grammatical facial expressions as needed. Hand in a typed dialogue of your presentation written in appropriate ASL syntax. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Lecture/discussion: Instructor will provide a brief lecture that demonstrates the use of dialogue in ASL. Students will then be guided, first in a whole class discussion and then in small groups, to develop their own dialogue. The instructor will refer students to their textbook reading to reinforce the class discussion. Video: In a later class meeting, the instructor will show a video illustrating a dialogue in ASL at a level appropriate to the course. Students will then apply what they have learned from the video to make changes to their on dialogue. Distance Learning a. Lecture: i. Each unit will be divided into manageable learning “chunks” over a 2 – 3 week period. This information will be provided through instructor – recorded videos and online videos that can reinforce learning. Students will have the ability to practice materials repeatedly until they feel comfortable with the material. If instructors scheduled optional classroom times via ConferZoom, or other interactive modalities, students will have the opportunity to practice with other students in breakout rooms. Students who are not able to attend the optional ConferZoom classes will have the opportunity to practice through online discussion assignments (below), and within group application projects (below). The Signing Naturally curriculum provides videos for students to learn as well. CSLO 1 ii. Homework assignments from the Signing Naturally curriculum augment learning and will follow the instruction provided by the instructor. b. Discussion: i. Discussion posts will have 1 person signing a dialogue/story/description using signs and concepts learned in each unit. Following the dialogue - each team will have 5 questions that refer to the signed conversation. Each person must answer questions from at least 2 other groups using ASL. CSLO 2 ii. Because each unit is two-three weeks, group projects and discussions will alternate weeks. Discussion boards will emphasize conversational ASL. All discussion posts – also taped – will be completed by Wednesdays; responses will be due the following Saturday. Each student will respond to two other students. The instructor will have the opportunity to review each student’s video and respond to individual signs, ASL grammatical concepts, and examine both expressive and receptive skills. CSLO 1 c. Group Projects: i. Group Projects: Each of the 6 units will have a group project and/or a discussion board assignment. ii. Group projects will allow classmates to collaborate on writing dialogues/stories in ASL and helping each other during this process to help improve ASL structure and grammar and practice expressive skills. All group projects will be recorded and submitted by the due date and time. Students can use the Canvas camera for some assignments and others will require the use of ConferZoom or a similar tool where multiple people can be recorded on the same page. The instructor will have the opportunity to review each student’s video and respond to individual signs, ASL grammatical concepts, and examine both expressive and receptive skills. Typical Out of Class Assignments Reading Assignments Students will be assigned reading material of no less than one chapter per week from the text, including handouts. Sample Assignments: 1. Differentiate between American Deaf culture and the Hearing culture through reading Units 1-5 in the text. Be ready to discuss in class. 2. Research and identify an online or printed article on Deaf culture. Read and provide a 1-page summary. Writing, Problem Solving or Performance Writing assignments include (but are not limited to): A research paper on a related topic in the field of deafness or Sign Language; 2-3 assigned reaction papers to handouts given by the instructor, guest speakers, or visited Deaf cultural events; and/or observation/reaction papers on viewed video tapes in the Media Center or assigned YouTube videos. Sample Assignments: 1. Compare the differences between Deaf culture and Hearing culture's rules of behavior through writing a reaction paper to a visited Deaf event. 2. Sign a self-introduction and childhood story as a presentation for the class. 3. Complete a graphic organizer comparing Deaf vs. Hearing Culture. Other (Term projects, research papers, portfolios, etc.) Students will be required to attend at least one Deaf cultural event where members of the Deaf community are present. Sample assignment: Compose an analysis of a Deaf cultural event. Students will stay at least an hour; mingle and communicate with Deaf people in attendance; collect a flyer/receipt/photo as proof of attendance; and write a two-three page reflection paper to include ALL of the following: a) A brief description of the type of event b) Observations c) Interactions d) New learning/questions that came up e) Personal reflections about experience f) Connections with class content. Required Materials Signing Naturally - Leve One Units 1-6 Author: Lentz, Mikos, and Smith Publisher: Dawn Sign Press Publication Date: 2008 Text Edition: Classic Textbook?: OER Link: OER: For Hearing People Only Author: Matthew S. Moore and Linda Levitan Publisher: Harris Communication Publication Date: 2016 Text Edition: 4 Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Special note: Due to the specialized field of Deaf Studies more recent textbooks do not exist. Since this is a predominantly historical, cultural and factual course, the textbook Signing Naturally is not out of date to the subject matter.
WMST 0001 - Introduction to Women's Studies
http://catalog.sierracollege.edu/course-outlines/wmst-0001/
Catalog Description Prerequisite: Eligibility for ENGL N Hours: 54 lecture Description: Introduction to the origins, purpose and methods of Women's Studies. The subject matter will explore a wide range of social issues affecting women of diverse backgrounds and identities. Gender will be studied as it intersects with race, ethnicity, sexuality, class, dis/ability, age, religion, nationality and other systems of difference. (C-ID SJS 120) (CSU, UC) Course Student Learning Outcomes CSLO #1: Explain the complexity in defining sex and gender within a culture. CSLO #2: Define and unpack/deconstruct explicit and implicit privilege including, but not limited to, white privilege, male privilege, economic privilege and heterosexual privilege. CSLO #3: Critically analyze and evaluate how relations of power shape structures and the lives of women and girls. CSLO #4: Define and critically analyze the concept of positionality theoretically and demonstrate application within one's own life. CSLO #5: Explain how gendered social values have historically led to the valuing or devaluing of products and ideas. Effective Term Fall 2020 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Analyze how gender intersects with other social identities. 2. Analyze how gender oppression intersects with other forms of oppression and systems of power. 3. Analyze key concepts and different types of feminisms. 4. Appraise issues surrounding women's sexuality and health. 5. Define women's work and illustrate the impact of globalization on work. 6. Analyze the causes and effects of violence against women as well as paths to healing. 7. Evaluate issues of security and environmental sustainability as they relate to women. 8. Define and assess women's approaches to social change. 9. Analyze differences between feminist and non-feminist academic criticism and methodology. General Education Information Approved College Associate Degree GE Applicability AA/AS - Multicultural Studies AA/AS - Social Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D4 Gender Studies Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4D Gender Studies Articulation Information Methods of Evaluation Classroom Discussions Example: A lecture on the current data concerning real-world economic outcomes associated with women's sexual health viability will be presented. Presentation of a selected short documentary film follows. After the film viewing, students will discuss how economics, geographic location, literacy, motherhood mandate, and other gender disparities within particular social systems impact the health of women transnationally. Essay Examinations Example: Write a ten page Manifesto discussing at least one issue you believe to be critical for the advancement of women in society. Only choose a subject that you are passionate about or at least deeply interested. Think of the assignment as your "perfect" argument for an idealized aspect in women's lives. This assignment will be graded on depth of the research and thoroughness of proposed outcome suggestions. In your paper, address the following four elements for each of your issues. A. Statement (e.g., "Childcare should be governmentally subsidized") B. Contextual research-based support (How do you know it is an issue?) C. Ideal State (What the perfect status would look like) D. Getting There (What steps could manifest such an outcome) Objective Examinations Example: Describe the official US process of categorizing economic status relative to the defining of "poverty." Read each of the following familial structure scenarios and identify which of the ten US agencies could assist them best for maximum improvement economically. Standard Assessment will be utilized. (A=90%+, B=80-89%, C=70-79%, D=60-69%) Projects Example: Students will be given a large piece of butcher paper. Using Blomberg's "Body Project" or one of the other major readings from class text, create a six foot high depiction of a women's body as either seen or treated within the social system of your choosing. Be as creative as you wish and culling directly from text sources, label the body. You must use quotes from the text either on the body or "footnoted" on the front of the depiction. All projects will be presented in class and grades will be based on thoughtfulness of application to both the paper "body" and the oral explanation of justifying your approach to the project. Presentations are limited to five minutes. Reports Example: Look at map #18 Under the Knife in Seager's Atlas. On the class DB, choose a country from the map and report the latest information you can find on FGM practice, prevalence and legality. Please choose a country not already selected by another person by listing it on the other DB for FGM. On this DB, please post your entry along with the URL from the websites where you got your data. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: A lecture on the current data concerning real-world economic outcomes associated with women's sexual health viability will be presented. Presentation of a selected short documentary film follows. After the film viewing, students will discuss how economics, geographic location, literacy, motherhood mandate, and other gender disparities within particular social systems impact the health of women transnationally. Distance Learning Instructor will assign two opposing view journal articles discussing developing-world women's health programs and efforts to reduce obstetric fistulas. Students will be assigned to small on-line groups to create and justify an argument for or against the use of women's health programs from "outside" non-governmental agencies. Student Groups will post their outcome of group deliberations on the Discussion Board. Typical Out of Class Assignments Reading Assignments 1. Read the article titled "Should Caster Semenya be Allowed to Compete Against Women" by Daniel Engber AND read the article titled "Sports, Sex and the Runner, Caster Semenya" by Ariel Levy. Consider the issue of sex determination and sports. In three pages, please argue whether there is (A)an unbiased method to determine sex of an athlete, (B) what should be done, if anything, about bodies which are "above average" in ways that give advantages in sports performance and (C) what solution do you propose in the case of Semenya and Olympic eligibility. 2. Read "Persepolis" and "Bookseller of Kabul." Contemplate how graphic biographies differ from traditional biographies. Interview a woman asking her about a critical turning point in her life. Using a graphic approach, create a minimum of 12 panels to depict this event in the woman's life. Using an essay format, write two pages depicting the same event. Write a brief response to the benefits and costs of using each approach to biographies. Writing, Problem Solving or Performance Students will write a minimum of 2500 words during the semester and will include analytical and argumentative writing in the investigation of concerns related to the full diversity of women's experiences. 1. WRITING: The Body. One of the important contributions of feminism is to bring the body back into the conversation and to challenge the violence inflicted on bodies, especially feminized/queer/raced/disabled/ marginalized bodies. The body is a site of knowledge, it is a place of pleasure and pain. What our bodies look like, what they can do or not do, how they are read by others, and who they desire are ALL issues which become political in some way or another, all issues which enter into play in relations of power. These two weeks we look at how the body is socially constructed as male, as female, as trans, as (dis)abled, as raced. Your work in this assignment is to tell me how this matters, for you. Basing your work on the readings and films from this week (i.e. citations-- treat this as a research paper in which your sources are your own experiences and assigned readings and films), I want you to think about: What is YOUR embodied experience? Some sparks to get you thinking: What does your body "know" that other bodies may not know? What do others *think* they know about your body? What about your body is most political, public, or fraught? Is your body valued? Is it safe? What is it a source of? (Pride, health, fear, power, beauty, radicalized politics, ignorance, experience, birth, genetics, divinity, illness...) Compared to what other kinds of bodies? What are the forces that most challenge and most shape how you experience living in your body? (These may be social, personal and intimate, or public. They may be familial or patriarchal, about race or ability or class or ability or age...) Also remember-- I am a social-cultural psychologist, and I am a mandated reporter (so I must report any evidence of sexual harassment or violence to the school's Title IV counselor). This essay is absolutely a place for you to be open, vulnerable, and truthful-- but also to take a step back, and to look at how your relationship with your body is socially determined. It is a place to think about your experience living in your body, for your body is both incredibly personal, and also shaped by social forces. Your body is and is not yours. Please think about this, in writing, for me. (3-5 pages, in whatever form you wish-- essay, journal entry, poetry, song...of the highest quality you can manage). Proof-read and properly cited. Via email, please let me know if you have any questions or need further support. 2. WRITING: "Nervous Conditions" A. Consider the narrative from three levels of analysis: individual, social/familial and structural. Following one strand of the narrative (e.g., Tambu's education), discuss with a partner how each of these levels interact with each other, and that none alone, create the final outcome. B. Individually, write a two page essay discussing your analysis. 3. PROJECT: Resisting a Single Story Narrative About Yourself (Problem Solving) A. Read annotated transcript "The Danger of a Single Story" by Adichie. B. This project is an opportunity to consider your complex identity and the forces that may aid you in achieving a goal or may hinder you and create a visual model of how that looks for you. Sometimes, points of "privilege" can be both and advantage and a disadvantage. For example, growing up poor can be oppressive (such as having to attend a sub-standard school) and can also be a force that compels you (growing a strong work ethic). Often, something like poverty intersects with other oppressions, such as race, gender, and language. We all have intersectional narratives. Although your personal goal might be a specific achievement, forces associated with oppressions or privileges you have (such as intelligence, health, skin tone, geography) all factor into how you are either helped along on that path or challenged along the way. This does not mean you abuse those privileges or are even conscious of the advantage of that privilege. As you read in the Adichie essay, our society makes simple stories about success, citizenship, gender, race and so forth. What you are asked to do in this project is to consider, in the most complex way you can, the story of who you are in relation to a goal. This can be done in any manner you see fit on a 11X17 piece of paper. It can be visual in terms of symbols, it can be in concentric circles as Danelle suggested, or it can be in a flowchart similar to the ones your group did to understand The American Plan (they are posted in a previous Module). C. Posted below are two articles that discuss more deeply this idea of Oppression and Privilege as a system. Read it optionally if you feel you do not understand the theory. One way to help you think about privilege and oppression in terms of yourself is to make a list. You began this process with the "wheel" in class. In addition, you have the handout which takes the system and depicts the specific ways in which systems are layered, with you in the middle and major social forces (such as capitalism) as the outer ring. Consider those forces. Also, consider the following questions as you create your story model. What parts of your identity do you choose for yourself? What parts of your identity do you feel are determined by others, by society, or by chance? Whose opinions and beliefs have the greatest effect on how you think about your own identity? What dilemmas arise when others view you differently than how you view yourself? What aspects of your identity do you keep private in order to be accepted? What aspects of your identity are you willing to change to fit in? Other (Term projects, research papers, portfolios, etc.) 1. PROJECT: Control and Domination of Women Consider the issue of domination, control and violence against women from a transnational perspective. You are challenged to choose a country or a region (not already taken by another student) with significant issues from two of the following Seager's Atlas maps: Map #7, Domestic Abuse, Map #8, Murder, Map #19, Global Sex Trafficking or Map #20, Rape. What factors do you think might make a woman most vulnerable to experiencing this type of violence and how can these factors be influenced? You may find it useful to choose your region/country and look at other maps in the book to see if you can find some correlations with factors that de facto control women’s ability to be independent. Contemplate your findings. (A) Create a specific action plan of what could be done to lower these types of violence in your chosen country/region. This should take about three or four pages. (B) Go on-line and determine if organizations exist that directly address a portion of your action plan and post them as well. (C) Summarize your findings and indicate what actions a person, not unlike yourself, could do to help. 2. TERM PAPER: The Manifesta A Manifesta is a vision of how things can be: it is an essay based on research (how are things now? Where are things different? What, if anything, has worked well?), but driven by your passion and interest in a subject area. The basic outline of the paper is: This is what I want. This is why I want it (something must be wrong...). This is how it could be, and this is how to get there. The best manifestas are based on solid research, well argued, and creative and effective in their recommendations. The manifesta is an opportunity to consider how you feel about the general content of this course and articulate it as a personal statement. Your grade will be based on the quality of your personal reflection, the quality of your documentation, and the clarity, relevance, and creativity of your declaration. You should expect to approach this as you would a major project. (The Manifesta should be 6-8 pages long, and cite material from the course, including concepts, ideas, authors, and films-- as well as outside research). Please include a works cited page. In general, consider a topic relevant to this course and dig deep: Write only on subjects you feel passionate about. Have a strong opinion. Have your own opinion. Base it on well-researched, well reasoned evidence. A. Make a declaration – a concise statement of what should happen or be. (e.g. “Women should not be penalized in the workforce for their parenting roles.”) B. Describe the current status of your concern. (e.g. “Women feel they must choose between work and career…”) C. Provide historical/research evidence of the problem. How is this either a new – or not new – issue? Include evidence from the course reading, lectures s as well as outside evidence. Research! Focus on facts. (e.g. “The wage gap provides evidence…..; Stanton’s (p288) main conflict….) D. State how things should be. Here is where you can run wild. No ideas are too radical. (This part should be creative and fun-- really think about how things could be different. We make so much of our world, how can we re-make it??). Be visionary, but also be concrete. Any examples of places/folks doing it well/right? Do a little more research (“childcare in Norway is….”) (e.g. “Care-taking roles should be rewarded in the workplace and acknowledged in the same way as donating to the United Way….”) E. State how we can get there. Once again, run wild if you would like but intelligently articulate your ideas. Consider and state what you can do to facilitate change in the direction you want. Have fun. (e.g. “Primary caretakers of children or the infirm should be well paid…”) It is my intention and hope that the Manifesta proves enjoyable for you to write. Yes, you need to do some research to do it well, and it does require careful thinking and college-level writing. But it is also an opportunity for you to think about some of the problems we've learned about in this class (or beyond) and to come up with ways to change them. What DOES a world free from gender based violence look like? How would your children's lives be different if the media was responsible about promoting healthy body ideals? Remember-- the guiding prompt is, What do you want, and how would the world be different if this was so? Choosing a topic: The challenge of choosing a topic is thinking of something that is: A) Of feminist concern B) Not so broad as to be impossible to research (it's usually possible to figure out a way to narrow down a topic-- better to go big than small-- but run it by me first!) Writing the paper: Use whatever citation system you prefer (APA, Chicago, MLA), double spaced, normal margins, proof-read... and truly. Have fun! What is your declaration? (Send me one juicy sentence). Make sure it's something you feel PASSIONATE about. Note: you need to read the Manifesta rubric (available in the Assignments tab and Assignments module) BEFORE you write your declaration. For example: No person should be at risk of sexual violence on college campuses Media should be responsive to and responsible about body image issues Children should be raised with tolerance for diverse gender identities Topics that don't work: "I want to write about racism and how it's really a problem that is complex and we should probably do something about it..." (i.e., too broad, and doesn't give me any direction around what you want to DO). ALSO-- your topic must have a gender focus. Required Materials Gendered Voices: Feminist Visions: Classic and Contemporary Readings Author: Shaw and Lee Publisher: Oxford University Press Publication Date: 2019 Text Edition: 7th Classic Textbook?: OER Link: OER: Introduction to Women's, Gender, and Sexuality Studies Author: Saraswati aand Shaw Publisher: Oxford University Press Publication Date: 2017 Text Edition: 1st Classic Textbook?: OER Link: OER: Feminism and You Author: Stimpson Publisher: Kendal Hunt Publication Date: 2017 Text Edition: 1st Classic Textbook?: OER Link: OER: Women: Images and Realities Author: Kelly and Parameswaran Publisher: McGraw Publication Date: 2016 Text Edition: 5th Classic Textbook?: OER Link: OER: Threshold Concepts in Women and Gender Studies Author: Launis and Hassel Publisher: Routledge Publication Date: 2018 Text Edition: 2nd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
