Global Learning Community Seminar II LAS 112 1 credit hour II Spring 2015 Instructor name: Jeffrey Gore Office location: UH 518 Office phone: 312-355-0867 E-mail address:
[email protected]
CRN/Course Number: 34335 Time and day of class: Thursdays, 10:00 AM Classroom location: GH 207 Office hours: M-12-1, R-12, by appt.
LAS 112 is a one-hour, once-a-week freshman seminar designed to build upon what you learned in LAS 111. Learning Units this semester include
Policing Borders: Security & Torture, Drones & Phones Traversing Borders: Diaspora Then and Now with a visit by Featured Scholar Kevin Kenny, author of Diaspora: A Very Short Introduction
Beyond Borders: International Water Crises and Solutions featuring our annual Green Matters lecture with UIC Professor Max Berkelhammer
The Spring 2012 Seminar will help you as a technologically-equipped global thinker to participate in the intellectual work of a UIC student and to contemplate the relationship of your global interests to a college major, study abroad, and the kinds of work you might do after college. With an emphasis on small class discussions and guest speakers, the purpose of the seminar is to give you a chance to collaborate with people who have similar interests and to learn how your UIC courses can connect you to global conversations.
COURSE MATERIALS Required Texts: Kevin Kenny, Diaspora: A Very Short Introduction, (Oxford: Oxford University Press, 2013).
Grading GPI Online Test (Week 14 or 15) Global Media Blog (5 x 60 points) On-campus events (3 x 50 points) Short writings (8 x 30 points) Class Participation Final writing assignment
60 300 150 240 100 150 1000 points total
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Spring 2015 Seminar Issues
Policing Borders: Security & Torture, Drones & Phones Since 9/11, there has been a steady increase of high-tech surveillance in our lives, from the drones that police our borders to the telephones in our pockets. A major news item in 2013 was the revelations by Edward Snowden about how far this surveillance goes into our private lives. With the publication of the Senate Intelligence Committee Report on CIA Torture in December 2014, many have begun to ask what limitations we might want to set on our efforts to be more secure.
Traversing Borders: Diaspora Then and Now What does diaspora mean? FEATURED SCHOLAR Kevin Kenny, author of Diaspora: A Very Short Introduction, will visit UIC to hold workshops exclusively for our students to discuss this very question. “Until recently,” writes Kenny, “the word diaspora referred principally to the dispersal and exile of the Jews. But since the 1960s, it has been applied to migrants of almost every kind.” Kenny’s interests range from the Irish in America to world music, and his book focuses on the diaspora of people from Jewish, Armenian, African, Irish, and Asian origins. 2015 GLC Featured Scholar Workshops Wednesday, March 11th, 10:00 AM-12:00 PM Thursday, March 12th, 10:00 AM-12:00 PM 2015 Featured Scholar Lecture: Wednesday, March 11th, 3:00 PM, Institute for the Humanities
Beyond Borders: International Water Crises and Solutions GREEN MATTERS speaker Max Berkelhammer (UIC Earth and Environmental Sciences) will present on ecological cycles and water availability. So much depends upon a single glass of water, and in the course of our lifetimes, there will be new issues to consider. GLC 2014 Green Matters Lecture: Thursday, April 16th, 12:00 PM
Event Assignment You will receive credit for attending three (3) global events this semester and submitting an account of the event. In addition to the events in the GLC Lecture Series, there’s a list of events on your class Blackboard page hosted by other organizations on campus. To find additional events at UIC See GLC on facebook (http://go.uic.edu/GLCfacebook) or check out the sites of any of the UIC organizations below. Latino Cultural Center http://latinocultural.uic.edu/ Jane Addams Hull-House Museum http://www.uic.edu/jaddams/hull/hull_house.html Institute for the Humanities http://huminst.uic.edu/ UIC Office of Sustainability https://sustainability.uic.edu/ 2
School of Literatures, Cultural Studies, and Linguistics http://lcsl.uic.edu/lcsl Language and Culture Learning Center http://lclc.uic.edu/ UIC Events Calendar http://www.uic.edu/htbin/eventcal/eventcal.fcgi?type=all o Lectures, Seminars and Meetings o Cultural Events o Exhibits and Readings
COURSE POLICIES Attendance Policy LAS 111 is a once-a-week, one-hour, graded seminar. As a discussion-based class, LAS 111 requires your weekly attendance. Three absences will result in the loss of one letter grade, and four absences will result in your failing the course. Come to class on time. Arriving late is distracting and unfair to others. Arriving after attendance is taken is equivalent to half an absence. Policy for Missed or Late Work Students must complete each assignment to receive a passing grade in the class. If you have missed a deadline, contact your instructor immediately about the possibility of receiving partial credit or alternative submission procedures. Electronic Communication The standard method of communicating at UIC is email. You are responsible for reading and responding to emails sent by your instructors. Emails to instructors and administrators at UIC should follow the format of a letter: Dear Dr. Rupert, I really enjoyed our first class. There are so many different ways that people understand community. For two of my events, I am planning to attend the Featured Scholar Workshop and the Green Matters lecture. Is it OK if I attend one of the Open Mic Nights at the Latino Cultural Center as my third event? Sincerely, Jeff Communication Responsibility Students who meet with their instructors during office hours, by appointment or after class often do better in their coursework. It is certainly easier to write a letter of recommendation for you if we know you. Make it a priority to communicate with us, either in person or by email. For short questions or to inform us of medical emergencies, it is acceptable to send an email. It is your responsibility to be sure that we know about a problem; if we do not respond to a phone call or email within 48 hours, please contact us again.
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Student Courtesy Policy One of the purposes of LAS 111 is to give you the opportunity to form an intellectual community with a group of students with comparable interests. To facilitate the formation of this community, you should follow these rules: Do not use cell phones, tablets, or personal computers without consulting your instructor. These devices can be highly distracting to both the people using them and the people around them. Do not eat in class. The GLC Seminar is a discussion-based class. Wait your turn to talk, and avoid having “side conversations” while a shared class discussion is going on. If we are discussing something controversial, be sure to exhibit an extra degree of courtesy. Take a moment to breathe if needed before you respond to someone you disagree with. Academic Integrity Policy Since much of your work in this class involves some form of writing, we have adopted the following policy from the English Department website: “A student who submits work, at any stage of the writing process, which in whole or part has been written by someone else or which contains passages quoted or paraphrased from another's work without acknowledgment (quotation marks, citation, etc.) has plagiarized. Maintain your integrity when completing assignments and be overzealous to give credit where it is due. If you are ever unsure about what constitutes plagiarism, ask us. Students who are found to have plagiarized work may be subject to various disciplinary actions, including a failing grade on a particular assignment, failure of the entire course, and possible expulsion from the university. In cases of academic dishonesty, our policy is to file a complaint with the Office of the Dean of Students.” To find out more about the university policy, see the Undergraduate Catalog: http://www.uic.edu/ucat/catalog/GR.shtml#qa
Religious Holidays Students who wish to observe religious holidays should notify their instructors by the tenth day of the semester of the dates when they will be absent unless the religious holidays are observed on or before the tenth day of the semester. In such cases, students should notify their instructors at least five days in advance of the dates when he/she will be absent. Instructors will make every reasonable effort to honor the request, not penalize the student for missing the class, and if an examination or project is due during the absence, give the student an exam or assignment equivalent to the one completed by those students in attendance. If the student feels aggrieved, he/she may request remedy through the campus grievance procedure. http://www.uic.edu/depts/oae/docs/ReligiousHolidaysFY20132015.pdf
Academic Deadlines See the university’s calendar posted online: http://www.uic.edu/ucat/catalog/CA.shtml#f
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Disability Accommodation The University of Illinois at Chicago is committed to maintaining a barrier-free environment so that students with disabilities can fully access programs, courses, services, and activities at UIC. Students with disabilities who require accommodations for access to and/or participation in this course are welcome, but must be registered with the Disability Resource Center (DRC). You may contact DRC at 312-413-2183 (v) or 312-413-0123 (TTY) and consult the following: http://www.uic.edu/depts/oaa/disability_resources/faq/accommodations.html. GRADING POLICIES Midterm Grades Midterm grades will be available starting on the Thursday of the ninth week between the hours of 5:00 and 10:00 p.m. For campus policies and tips on how to prepare for and interpret your midterm grade in LAS 111 and other courses, please see the UIC Undergraduate Advising Resource Center page on midterm grades http://tigger.uic.edu/depts/oaa/advising/student_midterm.html Final Exams: There will be no final exam in LAS 111. GRIEVANCE PROCEDURES UIC is committed to the most fundamental principles of academic freedom, equality of opportunity, and human dignity involving students and employees. Freedom from discrimination is a foundation for all decision making at UIC. Students are encouraged to study the University's “Nondiscrimination Statement”. Students are also urged to read the document “Public Formal Grievance Procedures”. Information on these policies and procedures is available on the University web pages of the Office of Access and Equity: www.uic.edu/depts/oae.
Class Calendar NOTE: Please note that assignments on the class calendar are due at the beginning of the class where they are listed. It is important that you work ahead so that you can be prepared for each week’s session. This calendar is subject to change or supplementation. There will be documents further explaining many of the assignments in the Assignments section of the Blackboard page. Week 1 January 15 Syllabus Distributed and Discussed In-class writing: “Describe a community where you have a sense of belonging. This could include a group associated with your religion, your neighbors, your ethnic heritage, a sport you like to play or watch, friends from high school, an online gaming community, or any other group.”
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Week 2 January 22
Policing Borders: Security & Torture, Drones & Phones BEFORE CLASS: 1. Watch the following videos. Many of them are embedded within long, sometimes graphic print accounts. It is recommended that you browse the print accounts with discretion. CIA report: 'Brutal' interrogations post-9/11, BBC, 09 Dec, 2014, (video, 2:47) http://www.bbc.com/news/world-us-canada-30404821 World reacts to U.S. torture report, CNN (video, 2:59) http://www.cnn.com/2014/12/10/world/senate-torture-report-world-reaction/ Here Are The Most Horrific Details From The Senate Torture Report, Huffington Post, 12/09/2014 (print and video, 2:34) http://www.huffingtonpost.com/2014/12/09/senate-torture-reportdetails_n_6295396.html Is torture effective for gathering intelligence? PBS NewsHour, Dec 10, 2014 (video, 8:01) https://www.youtube.com/watch?v=0Cmr1HtLjKM 2. BLOG ENTRY #1: Write up a brief account of the report and global reactions. Have enhanced interrogation techniques made our lives safer? Are they justified? Post by 72 hours before class. 3. BLOG COMMENTS: Post 3 comments on your classmates’ postings. Be prepared in class to report on one exchange you had with some whose opinions differ from your own. 4. PRINT OUT: Bring in a printout of your most interesting exchange on the blog. IN CLASS: Discuss the Senate Report. Do the ends justify the means? Week 3 January 29
Policing Borders: Security & Torture, Drones & Phones BEFORE CLASS: 1. Watch the following videos. Many of them are embedded within long, sometimes graphic print accounts. It is recommended that you browse the print accounts with discretion. True scale of the NSA spying revealed by Edward Snowden,” mini-DOC, BBC (video, 10:15), 4 October, 2013 http://www.bbc.com/news/technology-24402520 Edward Snowden on Cyber Attacks, PBS Nova (video, 3:53) https://www.youtube.com/watch?v=T0e46OtrQps With Sony Hack, Nation-State Attacks Go From Quiet To Overt, December 18, 2014, NPR (print and audio, 3:45) http://www.npr.org/blogs/alltechconsidered/2014/12/18/371581401/with-sonyhack-nation-state-attacks-go-from-quiet-to-overt Documents reveal NSA’s extensive involvement in targeted killing program, Washington Post, 10/16/2013, (print and video, 2:05) http://www.washingtonpost.com/world/national-security/documents-reveal-nsasextensive-involvement-in-targeted-killing-program/2013/10/16/29775278-367411e3-8a0e-4e2cf80831fc_story.html 6
2. BLOG ENTRY #2: Write up a brief account of the Snowden’s revelations. Has internet surveillance made our lives safer? Are these methods of protecting us justified? Post by 72 hours before class. 3. BLOG COMMENTS: Post 3 comments on your classmates’ postings. Be prepared in class to report on one exchange you had with some whose opinions differ from your own 4. PRINT OUT: Bring in a printout of your most interesting exchange on the blog. 5. Short Writing #1: Send an email to your instructor about the events you will attend. IN CLASS: Discuss the NSA’s surveillance techniques. Do the ends justify the means? Week 4 February 5
Study Abroad Visit & Final Reflections on Learning Unit BEFORE CLASS: Short Writing #2 (one paragraph): Discuss your relationship with foreign countries. How much of this relationship has to do with past experiences (in-person or through your family). Present interests (politics, culture, classes, etc.)? Future plans (career or travel or both)?
Policing Borders: Security & Torture, Drones & Phones Short Writing #3 (1-2 paragraphs): Do the ends justify the means? Address both issues from the previous weeks, justify your answer, and consider at least one point of view other than your own. Week 5 February 12
Traversing Borders: Diaspora Then and Now BEFORE CLASS: 1. Read Kevin Kenny, Diaspora: A Very Short Introduction, chapter 1 (pp. 1-15). 2. Watch Simon Schama, “The Jewish Diaspora in New York” (4:24), from The Story of the Jews http://video.pbs.org/video/2365201562/ 3. Short Writing #4 (2-3 paragraphs): What does the term diaspora mean? Why does Kenny consider its historical origins important? How does the historical origin of this term help us to understand diaspora in the twentieth century? Cite at least two passages from the text and one idea from the documentary. IN CLASS: 1. Discuss the origins of the term diaspora. 2. Watch video clips of modern-day diaspora groups. How does this historical term help us to understand migration and community today? Week 6 February 19
Traversing Borders: Diaspora Then and Now BEFORE CLASS: 1. Read Kenny, Diaspora, chapter 2 (pp. 16-39). 2. Watch the following videos: Indian diaspora moving 'back' to India, BBC (video, 4:01) http://www.bbc.com/news/world-asia-20008431 3. Short Writing #5: Using your own racial, ethnic, or national heritage as an example, consider how the term diaspora does or does not apply to your own life. For many people, “becoming American” means relating less or not at all to a place or people of origin. For others, the story is different. Write one page (2-3 paragraphs) about your 7
own family background that helps us to understand diaspora better. Cite 2-3 passages from Kenny’s text. IN CLASS: 1. Discuss different relationships among the class to racial, ethnic, or national heritage and other forms of community. 2. Watch video clips of modern-day diaspora groups. How does diaspora help us to understand life in the United States and in different parts of the world? Week 7 February 26
Traversing Borders: Diaspora Then and Now BEFORE CLASS: 1. Read Kenny, Diaspora, chapter 3 (pp. 40-60). 2. Short Writing #6: As a follow-up to last week’s reading, write one page (2-3 paragraphs) addressing the following question: “What defines community in your life?” Draw 1-2 ideas from Kenny’s Diaspora, Benedict Anderson’s Imagined Communities or other works. It is also fine to draw 1-2 ideas from the previous week’s writing, but please do not directly copy large passages. IN CLASS: 1. Discuss writings on community. 2. Consider the different versions of African diaspora in the US and around the world. Passages in Kenny, Diaspora: pp. 41-43, 54-56. Museum of the African Diaspora MoAD- Executive Director Deborah Santana (0:55) https://www.youtube.com/watch?v=54fkKeKa7AM Harlem Non-Profit Serves African Diaspora and Homeland http://www.voanews.com/content/harlem-non-profit-serves-african-diaspora-andhomeland/1854428.html Englewood diaspora promotes positive neighborhood image through garbage cleanup http://news.medill.northwestern.edu/chicago/news.aspx?id=204628 Week 8 March 5
Traversing Borders: Diaspora Then and Now BEFORE CLASS: 1. Read Kenny, Diaspora, chapter 4-5 (pp. 61-105). 2. Short Writing #7 (2-3 paragraphs): Summarize these two chapters, and write about the most interesting issue to you. Be sure to cite pages most relevant to your issue. 3. Short Writing #8: Bring in two (2) questions you have for Professor Kenny. (Please bring two copies of these questions.) IN CLASS: 1. Discuss issues we want to share with Professor Kenny. 2. Question Workshop: What kinds of questions help to create the most interesting conversations?
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Week 9 March 12
WORKSHOPS: Featured Scholar Kevin Kenny BEFORE THE WORKSHOP: Revise questions for Kenny. Be prepared to point out passages in the text most relevant to your questions. Bring two (2) copies of questions with you to the workshop. Week 10 March 19
Reflections on Featured Scholar: Bring text and notes from workshop, other assignments TBA
Preview of Beyond Borders: International Water Crises and Solutions SPRING BREAK: March 23-27
Week 11 April 2
Beyond Borders: International Water Crises and Solutions BEFORE CLASS: 1. Watch the following videos and read the news story below. Drought emergency, France24, 11/19/2014 (15:53) http://www.france24.com/en/20141116-mexico-california-drought-water-salmoncorn/ California Drought Is Said to Have Natural Cause, New York Times, Dec. 8, 2014 (print) http://www.nytimes.com/2014/12/09/science/earth/california-drought-issaid-to-have-natural-cause-.html California drought: recycling waste water to replenish ground reserves, The Guardian (video, 5:02) http://www.theguardian.com/environment/video/2014/aug/07/california-droughtrecycling-waste-water-orange-county 2. BLOG ENTRY #3: Give a brief account of drought conditions in California and Mexico. To what extent are these affected by human actions and what are people trying to do about it? Post by 72 hours before class. 3. BLOG COMMENTS: Post 3 comments on your classmates’ postings. Be prepared in class to report on one exchange you had with some whose opinions differ from your own. 4. PRINT OUT: Bring in a printout of your most interesting exchange on the blog. IN CLASS: Discuss drought conditions and efforts to address them. Where is there collective action and where are there controversies?
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Week 12 April 9
Beyond Borders: International Water Crises and Solutions BEFORE CLASS: 1. Watch the following videos and read the news stories below. Global warming: A drowning planet (16:54) http://www.france24.com/en/20140921-down-to-earth-drowning-planet-nigerianetherland-rising-sea-levels-climate-change/ Extreme weather: 'Turbulent times ahead' for UK, 2012, (print and video, 2:30) http://www.bbc.com/news/science-environment-20803992 2. BLOG ENTRY #4: Give a brief account of flooding in different countries throughout the world. To what extent are these affected by human actions and what are people trying to do about it? Post by 72 hours before class. 3. BLOG COMMENTS: Post 3 comments on your classmates’ postings. Be prepared in class to report on one exchange you had with some whose opinions differ from your own. 4. PRINT OUT: Bring in a printout of your most interesting exchange on the blog. IN CLASS: 1. In some ways, droughts are the opposite of flooding, but what do they have in common? Return to the question of human action from the previous week: where is there collective action and where are there controversies? Discuss exchanges with others that involved similar and different opinions. 2. Visit by LAS Internship Director Robin Hursey Week 13 April 16
Beyond Borders: International Water Crises and Solutions BEFORE CLASS: 1. Watch the following videos: Microplastics: The planet's tiny threat, France24 (12:23) http://www.france24.com/en/20140622-down-to-earth-microplastics-planet-tinythreat-boat-tara-science-plastic-pollution-oceans-mediterranean/ When The Water Ends: Africa’s Climate Conflicts (video, 16:00), Yale Environment 360, http://e360.yale.edu/feature/when_the_water_ends_africas_climate_conflicts/2331/ 2. BLOG ENTRY #5: Discuss the economic and political issues discussed in the situations above. How do water issues go beyond borders and what can we do about them? Post by 72 hours before class. 3. BLOG COMMENTS: Post 3 comments on your classmates’ postings. Be prepared in class to report on one exchange you had with some whose opinions differ from your own. 4. PRINT OUT: Bring in a printout of your most interesting exchange on the blog. Week 14 April 23
Reflections on Green Matters Lecture First Draft of Final Essay Due Week 15 April 30 Year in Review 10
