ETHN 0045 - Native American Cultures and the Impact of Federal Policy
http://catalog.sierracollege.edu/course-outlines/ethn-0045/
Catalog Description Formerly known as SSCI 45 Hours: 54 lecture Description: In-depth study of American Indian cultures and the impact of state and federal laws pertaining to tribal sovereignty and self-governance. Covers the effects of and resistance to colonization and cultural appropriation upon American Indian cultures and religions. Students gain a practical understanding of the legal, political and cultural challenges faced by American Indian tribal nations in our own region and across the country. (CSU, UC) Course Student Learning Outcomes CSLO #1: Identify and analyze key instances and perspectives in the history and cultural development of Native Americans. CSLO #2: Explain specific government policies; analyze and assess the policies in the context of institutionalized racism; synthesize those analyses and apply them to identify and evaluate potential bias and racism within the federal government. CSLO #3: Analyze and examine the relevance of specific ways that Native American culture, religion, society, and policy impact one another. CSLO #4: Describe historical and contemporary trends and instances within Federal, State and Tribal governance, including treaties and the application of constitutional law. CSLO #5: Evaluate the intersectional and transformative aspects of practices of inclusion and equity, and the practices and movements to build a diverse, multi-ethnic, and just society. Effective Term Fall 2023 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Analyze and articulate concepts such as race and racism, racialization, ethnicity, equity, ethno-centrism, eurocentrism, white supremacy, self determination, liberation, decolonization, sovereignty, imperialism, settler colonialism, and anti racism as analyzed in Native American/American Indian Studies. 2. Apply theory and knowledge produced by American Indian Tribal communities to describe the critical events, histories, cultures, intellectual traditions, contributions, lived experiences and social struggles with a particular emphasis on agency and group-affirmation. 3. Explain, analyze and assess the impact of the European invasion on indigenous cultures and religion applying theory and knowledge produced by American Indian communities to describe these events and histories. 4. Identify examples as well as explain and evaluate the impact of ethnocentric ideas and behaviors and the ways they influence government policy. 5. Critically review how struggle, resistance, racial and social justice, solidarity, and liberation, as experienced and enacted by Native Americans are relevant to current and structural issues such as communal, national, international, and transnational politics as, for example, in settler colonialism and tribal sovereignty. 6. Identify and explain specific government policies; analyze and assess the policies in the context of institutionalized racism; synthesize those analyses and apply them to identify and evaluate potential bias and racism within the federal government. 7. Identify practices of inclusion, empathy and equity which benefit Native American students, communities and tribes; evaluate the intersectional and transformative aspects of those practices and discuss how they relate to the challenges inherent in a multi-ethnic society. 8. Explain, identify cultures and religious beliefs, analyze and examine the relevance of specific ways that Native American culture, religion, society, and policy impact one another. 9. Describe the relationship between the federal government and constitution, federally and non-federally recognized tribal governance, and the California state government and constitution; explain and analyze the historical and contemporary trends within federal, state and tribal governmental interactions; identify, describe and assess specific issues in the application and interaction of these diverse domains of governance. General Education Information Approved College Associate Degree GE Applicability AA/AS - Ethnic Studies AA/AS - Multicultural Studies AA/AS - Social Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D3 Ethnic Studies CSUGE - F Ethnic Studies Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4 Soc./Behav Sciences IGETC - 7 Ethnic Studies Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Classroom discussions should be frequently used in order to not only assess students’ comprehension of the course materials, but also to identify student interests, connect those interests with course materials and further motivate student learning. Again, all of the objectives could be assessed in this way. One important example would be for students to read an article or a book chapter about institutional racism (Objectives 1 and 2) and then to come to class to discuss what institutional racism means from their own perspective, why it matters and how it might be diminished or eliminated (Objective 2). Classroom discussions will be evaluated based upon a rubric or checklist which requires the inclusion of accurate information as well as using course materials to develop a reasonable argument. Essay Examinations Example: Students may be assessed using essay examinations which address comprehension, critical examination or application of course materials. Essay examinations may be used to assess any of the course objectives. For example, an essay might ask students to identify and discuss the impacts of the diseases which have affected Native American nations (Objective 3). Another example might require students to use course materials to evaluate the impact of European invasion on specific indigenous cultures and religions (Objective 8). Essays will be evaluated using rubrics which ensure that students address course material, include accurate evidence and develop a thoughtful and reasonably compelling argument. Objective Examinations Example: Objective examinations can be used to measure the comprehension of course material and assigned readings. For example, reading quizzes may be assigned which require students to identify various Indian nations and match those nations with specific information about their cultures and regions (Objective 8) or to demonstrate recognition and understanding of specific government policies (Objective 6). Objective examinations will be evaluated based on the accuracy of understanding reflected in the examination responses. Example-What was the purpose of the Dawe's Allotment Act? Problem Solving Examinations Example: Problem solving examinations can also be used in order to get students to consider the ideas and information from the course in more practical and relevant situations. For example, after reading articles meant to foster empathy among all groups within a multi-ethic society (Objective 7), students will then identify and evaluate the main arguments and discuss how they can be effectively used to generate sympathy in a specifically Native American context. Such argumentative assignments will be evaluated using a rubric that is based on basic academic standards of argumentation which require evidence, logic and drawing upon support from course materials. Projects Example: Projects are an ideal way to encourage students to synthesize and apply ideas, information and approaches from the course. Student projects can pertain to every objective above. Examples may be students who identify and explain a policy or law specific to Native American peoples and tribes, to then examine their relationship to ethnocentric thinking, and then evaluate the current relevance and impact of those policies and laws (Objective 1). Projects will be evaluated upon a rubric which specifically indicates the various required elements of the project, such as including accurate information and evidence from beyond the course materials, using approaches and concepts found in the course to analyze and assess the information/evidence gathered, a logical and thoughtful presentation of findings as well as requiring a discussion of the importance/relevance of the overall project and findings. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Introductory lecture in which the professor provides an overview in words and visual aids which compares Native American traditional cultures and religions in response to the impact of the European invasion. The lecture is then followed by a student quick write about a specific prompt requesting students to recall specific ideas/information and/or express perspectives and formulate arguments pertaining to Objectives 1, 2 and With the professor's guidance, the class examines a brief article or watches a short journalistic video which addresses the impact of ethnocentric ideas and behaviors upon Native Americans and how they have come to influence government policy (Objective 1). The professor then provides a brief review of course concepts and examples which might pertain to the situation addressed in the article or video. The class then discusses the issue while being encouraged by the professor to link statements to course concepts and materials. Students might then be assigned a critical thinking essay in relation to one of the key issues addressed in the discussion. Distance Learning The professor posts and assigns a particular article for the class to download and read. In this instance, the article might pertain to Objective 3 and address the current trends in law and policy for California Tribes. The students are provided a list of critical thinking questions prior to reading the article and are then asked to respond to the questions on the online discussion boards. When the class convenes onsite the professor provides a brief lecture with the intent to clarify important issues and convey additional contextual information. The students are encouraged to ask questions and formulate arguments drawing on course materials. The professor may assign a critical thinking essay pertinent to the article, critical thinking questions, lecture and discussion topics to be completed at the end of the class session or to be submitted at the next class session. To address Objective 7,8, the professor plans a trip to the Maidu Museum and Historic Site or another local gallery or museum hosting an exhibition pertaining to Native American arts. Students are asked to identify a compelling piece of contemporary and ideally local Native American art, to record the biographical information from the display and any additional information available from the museum. Students are then asked to further research the artist they selected online, to post information and images to the canvas site and engage in discussions about the art they find with peers and professor. Students may then either write a letter of appreciation to the artist which draws upon ideas and information from the course or the student may create a poster board with images and information to share with the class during an onsite session. Students download and read a peer-reviewed research report which addresses how disease affected the Americas and how that relates to the emphasis on the change of religious beliefs. (Objective 8). Students are then asked to take a short quiz assessing comprehension of the main ideas and important information in the report. Students are then expected to post a brief preliminary response to the report on the canvas discussion boards and then are allowed to post responses to their peers. Each student then writes a short response to the research report drawing upon ideas and information gained from additional outside investigation as well as in exchanges with students and the professor on the discussion boards. The professor records an audio/visual lecture and makes it available to stream or download for the students. This particular lecture might pertain to Objective 7 and attempt to promote the development of empathy among all groups within a multi-ethnic society. Students are then asked to read two assigned articles providing contrasting perspectives. Students are then asked to use ideas and information from other course materials to evaluate each article and formulate an argument in favor and/or against one or the other. Professor requires students to attend a Powwow or Big Time - observe and learn cultural etiquette and practices and report back to their instructor with a presentation and/or reflection paper. Typical Out of Class Assignments Reading Assignments 1. Students are assigned a text chapter or article which examines the relationship between the State of California and Native Californian tribal governments. Students fill out a structured reading guide in which they record critical details within specific examples of both positive and negative interactions between the State of California and Native Californian tribes. Students then take a quiz which assesses comprehension of the reading as well as understanding of the key issues in state and tribal governmental relations. (Objectives 2, 3 and 6) 2. Students read a chapter of Steven Pevar's The Rights of Indians and Tribes which addresses both the commonalities and diversities of tribal constitutions and how they structure the relationship between Native American peoples and their tribal governments. Students also read a chapter from Mona Field’s California Government and Politics Today and identify important aspects of the California constitution and how it structures relationships between the State of California and its diverse populations. Students then write a comparative essay which examines and assesses the similarities and differences between state and tribal constitutions as well as state and tribal governance. (Objective 6, 7, 8 and 9) Writing, Problem Solving or Performance 1. Students may be assigned group assignments which require students to elucidate fundamental principles of NAGPRA and its impacts on specific tribal nations. (Objectives 5 and 9) 2. Students may be required to complete short critical thinking and writing assignments which require students to explain and apply ideas and approaches from the course material to analyze and evaluate specific Federal policies. (Objective 1,2,9) Other (Term projects, research papers, portfolios, etc.) Students may be required to complete research papers, service learning projects, academic posters or multi-media presentations that will include original in-depth research into the affects of colonialism and treaties upon specific Native American tribal nations. (Objectives 1-9) Required Materials Forgotten Tribes, Unrecognized Indians and the Federal Acknowledgment Process Author: Mark Edwin Miller Publisher: University of Nebraska Press Publication Date: 2006 Text Edition: Classic Textbook?: OER Link: OER: The Rights of Indians and Tribes Author: Steven Pevar Publisher: Southern Illinois Univ Press Publication Date: 2012 Text Edition: 4th Classic Textbook?: Yes OER Link: OER: Ka'm-t'em - A Journey Toward Healing Author: Kisahan Lara-Cooper and Walter J. Lara Sr. Publisher: Great Oak Press Publication Date: 2019 Text Edition: 1st Classic Textbook?: OER Link: OER: Red Earth, White Lies-Native Americans and the Myth of Scientific Fact Author: Vine Deloria Jr Publisher: Fulcrum Publishing Publication Date: 1997 Text Edition: Classic Textbook?: Yes OER Link: OER: Taking Charge: Native American Self-Determination and Federal Indian Policy, 1975–1993 Author: George Pierre Castile Publisher: University of Arizona Press Publication Date: 2015 Text Edition: 1st Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
ENGL 0045 - Young Adult Literature
http://catalog.sierracollege.edu/course-outlines/engl-0045/
Catalog Description Prerequisite: Eligibility for ENGL 1A Hours: 54 lecture Description: An examination of high quality literary works written for for young adults, including discussion of literary form, the criteria for selection, practice in presentation and analysis, and aesthetic appreciation in young readers.Includes the discussion of the history of young adult literature and current issues such as censorship, literacy, multiculturalism, and diversity. May include representative writers such as Shakespeare, Dickens, Twain, and Tolkien as well as contemporary, diverse writers such as Angelou, Lowry, Rowling, Salinger, and Zusak. (CSU, UC) Course Student Learning Outcomes CSLO #1: Describe and evaluate outstanding literary achievements of young adult literature using concepts such as theme, plot, character, style, point of view, and genre. CSLO #2: Analyze controversies associated with criticism of young adult literature, such as censorship, literacy, multiculturalism, and diversity. CSLO #3: Describe and explain adolescent psychosocial development and other issues as they are raised by young adult literature. CSLO #4: Analyze historical and cultural influences in literature for young adults. Effective Term Fall 2018 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Analyze outstanding literary achievements of young adult literature using concepts such as theme, plot, character, style, and genre; 2. Develop and apply criteria for the evaluation of literary achievement, including fiction, non-fiction, poetry, and drama; 3. Evaluate literature which meets specific developmental needs of adolescents; 4. Analyze cultural and historical influences in literature for adolescents; 5. Assess the contemporary relevance of literature studied; 6. Analyze political, multicultural, and censorship controversies associated with criticism of young adult literature; 7. Assess various sources for literature and literary criticism materials; 8. Identify and analyze adolescent psychosocial development and the various issues correlating with literature raised within this age group; and 9. Evaluate the writing style, genres, awards, and historical backgrounds of various authors of young adult literature. 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 - 3B Humanities Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: After completing the reading assignment, the instructor will guide students through a series of critical thinking questions to generate classroom discussion. Discussions will be assessed through participation and critical thinking reflected in the discussion. Essay Examinations Example: Write an essay based on the life and writing experiences of any one author of adolescent literature mentioned in our textbook. In conducting the research, you need to refer to and cite at least three separate sources, and you must provide a Works Cited page. Essay will be evaluated using essay rubric. Objective Examinations Example: Match the literary terms with the exemplary literary quotes from various young adult works. Exam will be assessed by a Master Key. Projects Example: Complete a final project directly related to young adult literature, presenting the group literary-based activity to the class. Project will be evaluated using a rubric of grading criteria. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will model a close reading of a text, such as "To Kill a Mockingbird." Students will be divided into groups and instructor will facilitate as students continue following the instructor's example. (Course Objective 2, 4) Instructor will introduce and describe an assignment designed to explore multicultural themes in literature. To support the assignment, instructor will produce handouts to supplement the assigned reading. Student writing on the assignment will be supported by written and oral comments from the instructor. (Course Objective 4, 6) Distance Learning Students will read an assigned work of young adult fiction and using LMS or social media discuss the elements of character, plot, theme, setting, point of view, style, and tone. Answer these questions: Does the author use words with skill and artistry? Does this book offer any significant understanding about people and life? Does it introduce new ideas? Describe them. Evaluate the book from a multicultural perspective. Would you recommend this book for young adults? Students respond to questions posed by faculty and/or peers, analyzing the merits of the literary work. (Course Objective 9) Typical Out of Class Assignments Reading Assignments College level reading regularly assigned. Actual novels may vary semester to semester, but collegiate text is required. 1. Read novels Robinson Crusoe and Gulliver's Travels. Analyze the literary devices the authors use in these adventure stories. 2. Compare and contrast The Color Purple and Joy Luck Club as representations of multicultural themes in contemporary literature. Writing, Problem Solving or Performance Papers analyzing various young adult novels regularly assigned. Research essay on author(s) or genre assigned. Journal 1. Journal Entry: Discuss the power of The Adventures of Huckleberry Finn to engage your emotions and imagination. How does it succeed or fail in deepening your sympathetic understanding of humans? 2. Research the life of author Maya Angelou with special focus on her novel I Know Why the Caged Bird Sings. 3. Write an analysis of The Odyssey, focusing on the criteria of the hero's quest. Other (Term projects, research papers, portfolios, etc.) Present literary analyses to class. Complete exams and quizzes. Complete a final project directly related to adolescent literature. Complete and present group project on a literature-based activity. Required Materials Young Adult Literature Author: Bucher & Hinton Publisher: Allyn & Bacon Publication Date: 2013 Text Edition: 3rd Classic Textbook?: No OER Link: OER: Young Adult Literature: From Romance to Realism Author: Cart Publisher: ALA Publication Date: 2016 Text Edition: 3rd Classic Textbook?: No OER Link: OER: Essentials of Young Adult Literature Author: Tomlinson & Lynch-Brown Publisher: Allyn & Bacon Publication Date: 2014 Text Edition: 3rd Classic Textbook?: No OER Link: OER: Teaching Young Adult Literature Today Author: Hayn, Kaplan, and Clemmons Publisher: Romman & Littlefield Publication Date: 2016 Text Edition: 2nd Classic Textbook?: No OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
Humanities
http://catalog.sierracollege.edu/departments/humanities/
...its ideas (philosophy), through its commitment to its...also HDEV 0044 ) ENGL 0045 Young Adult Literature...
