foundations of inquiry - my.ilstu.edumy.ilstu.edu/~lsorr/foundation of inquiry fall 2003...

Foundations of Inquiry

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IDS 100: Foundations of Inquiry (Section 51) – Fall 2003

Race, Gender, and Class: Exploration of the Black Identity

Instructor: Leslie Sloan Orr, Ph.D.

Classes: Tuesdays and Thursdays

Phone: (309) 438-2895 (Office)

Time: 12:35 – 1:50 p.m.

Email: [email protected]

Office Hours: Tues. & Thurs. 2 – 3 p.m.

Classroom: Centennial West 302

(All other times by appointment.)

Website: http://www.ilstu.edu/~lsorr/

WELCOME TO FOUNDATIONS OF INQUIRY

Never Raise Your Voice when You Should Reinforce Your Argument . . .

This course will focus on African American culture, which sometimes differ substantially from the dominant American culture. The course will explore the formation and evolution of the black identity and examine the interaction of disparate cultures when possible. Ultimately, the course will present a topical study of race, gender, and class – the central battlegrounds on which questions of racial identity and national belonging have been waged. We will examine race and representation, the idea of “the other,” and various perspectives on identity. We will also examine theories about the role of performance in defining dominant and subordinate cultures in American theatre.

We will problematize a series of questions: What is culture? What has been defined as inside and outside of American culture? What is African American culture? How are manhood and womanhood defined in America? What does it take to be a man or woman in America? What is gender role strain?

In analyzing these questions, this course will primarily examine plays, films, and television programs but will also reference articles, poems, artwork, and music in order to unpack the series of myths Whites and Blacks have told about themselves, each other, and American culture.

This class is one in which you will become actively involved. You will read, think, evaluate, write, rewrite, present, discuss do library research and work with others. It should challenge you and excite you. It should provide a basis for you to become a willing learner and an active participant in your education.

I. COURSE OBJECTIVES:

A. Assist you in adjusting to the academic and social community.

B. Provide an introduction to the intellectual life of the university.

C. Assist you in developing competencies, including intellectual confidence and skills in reading, in the use of technology, in research, in written and oral expression, and in analytical reasoning skills.

D. Initiate a process of life-long learning and active inquiry.

E. Introduce you to the approaches that a variety of disciplines take to discussing issues and generating knowledge.

II. REQUIRED TEXT:

The Foundation Book

Asking the Right Questions

A Raisin in the Sun by Lorraine Hansberry

The Piano Lesson by August Wilson

The Colored Museum by George C. Wolfe

III. RECOMMENDED BOOKS:

Race Matters by Cornell West

The Emperor’s New Clothes by Joseph L. Graves, Jr.

Class Matters by Bell Hooks

The Souls of Black Folks by W.E.B. DuBois

Up From Slavery by Booker T. Washington

III. COURSE FORMAT:

2. Participation (in and out of the classroom)

20%

3. Mini Papers

20%

4. Library Assignments

10%

5. Picturing Community

20%

6. Major Group Project

30%

Total

100%

1. Participation – Participation in class is expected of all students. There will be occasional in-class assignments as well. Further, participation in two campus events outside of class time will be expected.

2. Mini Papers – You will have several opportunities to write short two page papers on a variety of topics. Opportunities for rewriting will be available on some assignments, but not all.

3. Library Assignments – There are library dates in your schedule. Be sure to attend these and do the assignment to gain the points for the library part of this section.

4. Major Group Project – Each of you are assigned to a group. The groups will work together throughout the semester to develop a presentation on a topical excursion (given by the professor) to be presented in class. You have been assigned the following topical excursions:

Group 1 Topical Excursion

Reparations for Slavery (Pros and Cons)

Group 1 Members

Ryan Bradley Oehler Joseph Michael Boland Elizabeth Courtney Homes Megan Marie Riley Jacob Allen Saunoris Daniel Robert Bergeman


Affirmative Action for college/university admissions/jobs

(University of Michigan/Pros and Cons)

Group 2 Members

Stephanie Constance Kezios Samantha Lynn Starinieri Amy Elizabeth Paulus Colleen E. Stack Carly McPhillipis Matthew James McGuckin


Black classism (Pros/Cons)

W.E.B. DuBois or Booker T. Washington (Accommodations or Liberal Education) One hundred years ago the debate occurred regarding which route Blacks should take.

Group 3 Members

Danny Gene Brandt Kimberly Jane Lobello Mike Charles Welchko Anna M. Reutter Marguerite Aimee Ulbert Edward Grant Kodman


The Preamble (Are Blacks included in” We the People?” – Racial

Hierarchy) What did the framers of the Constitution think of Blacks?

(Pros/Cons)

Group 4 Members

Patrick Teller Meyer

Cade Alan Stombaugh

Rebecca Ruth Liebovich

Heather C. Koerber

Megan Beth Czajkoski

Brian John Zabawa


Gender inequality in the Black community: Traditional roles of Black Men and Women (Pros/Cons)

Group 5 Members

Matthew Allen Pozzi Laura A. Myren Matthew Mark Johnson Lamar Deandre Wynn Tamara Beatrice Green Daniel M. Mitchell

(More information on this project will be provided later.)

GRADING:

Grading Rubric for Foundations of Inquiry

Organization, Cohesion & Clarity

A

Excellent –Very Good

Has fully anticipated reader needs; ideas are sequenced with clear transitions; each paragraph has clear purpose/focus; fluid writing; a pleasure to read

B

Good --Adequate

Has anticipated most reader needs in organizing and presenting ideas; main ideas stand out, but sequencing of ideas sometimes choppy or disconnected; reader may have difficulty following flow of ideas at times; occasional lapses in meaning

C

Fair – Poor

Has anticipated few reader needs in organizing and presenting information; ideas frequently confused and/or disconnected; reader frequently has difficulty “getting the point” of message as communicated; ideas lack sufficient specificity to make point clear

D

Needs lots of work

Shows little awareness of reader needs; logical organization absent; lack of transitions; vague or ambiguous

Depth, Elaboration & Development

A


Takes the topic seriously by demonstrating careful & enthusiastic consideration of perspectives; distinguishes subtle differences among perspectives; says something right that would not be obvious to the casual observer

B

Good --Adequate

Competent, purposeful consideration of perspectives with sufficient support and detail to fully expand the idea

C

Fair – Poor

Agrees quickly with one perspective and never reflects on possible drawbacks to this perspective, lacking in self-reflection

D

Needs lots of work

Insufficient development of any perspective; minimal support for ideas; grazes the surface

Argument Strength & Logical Consistency

A


Offers a strong argument that does not contradict itself; plausible basic premises and no obvious loopholes; addresses potential reasonable objections; states value and descriptive assumptions

B

Good --Adequate

Competent argument that may contain a small problem (e.g., contradiction or descriptive assumption that does not affect overall value of argument); may attempt to deal with potential objections but do so poorly (e.g., chooses an objection that is clearly a strawman)

C

Fair – Poor

Offers an argument that is one-sided or destroys itself by claiming “every opinion is legitimate”; contains contradictions that impair the argument

D

Needs lots of work

Lack of argument; states a conclusion without supporting premises; conclusion so broad that reader asks, “so what?”

Grammar, punctuation, spelling, proper citation of sources

A


Sophisticated language choices (vocabulary, sentence structures); few or no faults with respect to spelling, punctuation, capitalization; all sources are properly cited; immaculate presentation

B

Good --Adequate

Appropriate language choices; occasional faults in spelling, punctuation, capitalization; citation of sources contains errors in form; adequate presentation

C

Fair – Poor

Some language choices inappropriate to topic & purpose (use of “casual speech” markers, such as “well”); simple vocabulary; frequent errors in spelling, punctuation, capitalization; citation of sources inadequate (not enough sources, insufficiently documented, or too many citations); messy presentation

D

Needs lots of work

Language choices often inappropriate to topic & purpose; use of “casual speech” throughout; persistent errors in spelling, punctuation, capitalization; sources are not cited, or approaches plagiarism by borrowing too much language from a source (Plagiarism is sufficient to minimally require a re-write before a grade can be assigned, but may result in a grade of “F”.)

TOTAL

Comments:

*Inspired by

1) Grading rubric in Composición: proceso y síntesis. Boston: McGraw-Hill

College, 1999, and

2) “Comment sheet for essays that present arguments” by Kenton Machina, ms.,

developed from the Washington State grading rubric.

I. EXPECTATIONS:

A. What you may expect from me:

1. Preparedness: I will make a sincere effort to help you learn the course material. I intend to spend enough time and effort in class preparation to make the material as understandable and as interesting as I possible can.

2. Accessibility: I will be available to you outside of class should you desire help, clarification, etc. Please understand that I cannot always be free to talk to you at length at any time of the day, but if you get in touch with me at a time when I am occupied, I will set a time and place to meet with you.

3. Attention/Courtesy: When you are speaking, you will have my undivided attention. And I will never ridicule you or express disagreement with you in an impolite fashion.

4. Fairness: Your grade will be based upon what I detect that you have learned. It will not be based upon any purely personal consideration nor by whether you and I agree about an issue.

B. What I Expect From You:

1. Preparedness: Be prepared by reading the assignments before coming to class. Late assignments will not be taken without prior arrangements with me.

2. Effort: Make a sincere effort to learn the material. See me during office hours if you need help or call/e-mail to make an appointment.

3. Attention/Courtesy: Be attentive in class and to your responsibilities of choice throughout the semester. Please display courteous behavior to others and me.

4. Integrity: Be on time and stay for the full class. Be honest in your work.

A. WRITING FORMAT:

1. All papers (outside of class) will be word-processed using double-spacing and one-inch margins.

2. Please use a cover page for all papers.

3. All papers (both in and out of class) should contain at least three parts: an introduction, the body, and a conclusion.

4. Neatness is evidence of care. Therefore, please be neat and proofread all papers before turning them in. If a paper looks to me to be a draft (when a draft was not the assignment), it will receive only no credit.

5. Use APA or MLA writing style for papers with sources.

B. PET PEEVES:

1. Sloppy papers: in appearance, thought, spelling and punctuation. Please proofread carefully and don’t turn in draft papers. (You will lose points for this.)

2. The misuse of: “their” vs. “there,” and “our” vs. “are,” etc. If you don’t know the difference, look it up! (You will lose points for this.)

3. Habitual tardiness: We are all late occasionally, but not always and not more than five or ten minutes.

4. Asking if something “important” happened on a day you missed. This implies that most of my classes are unimportant!

5. Silent classes: Please speak up, add to the class, ask questions, and provide comments or insights.

C. GENERAL RULES:

1. Attendance and Tardiness: Good attendance is necessary for you to achieve the quality of education that you paid for. Skipped classes reflect on your grade. Also, tardiness is rude to the other class members, so please be in your seat at the designated starting time.

2. Cheating: Response to student cheating on papers shall be per the school policy with the following instructor options:

a). No Credit given for plagiarized assignments and tests.

b). Reduced credit or lower grade.

c). Division Chair or Dean may be notified.

d). Cheating incidents of a serious nature will result in the student being dropped from the course and possibly the University.

Instructional Technology Passport System Course Requirements:

As part of a new Performance-Based Assessment System, all students at Illinois State University enrolled under Catalog year 2002-2003 and beyond are required to demonstrate the ability to use instructional technology appropriately in 10 different areas. All teacher education students are advised to successfully demonstrate competencies 1-4 during the freshman year. Competencies 5-10 will be associated with required education courses following admission to professional studies. One or more of competencies 1-4 are associated with this course. Your course instructor should make you aware of the requirements associated with this course. Instructors may demonstrate and provide opportunities for you to practice these competencies, but they are not required to provide instruction. Please visit the Instructional Technology Passport System (ITPS) web site at the following address for learning resources and additional details: http://www.itps.ilstu.edu/. Direct your attention first to the student FAQ sheet. Please note that it is the responsibility of teacher education majors to satisfy requirements associated with ITPS in a timely fashion.

TENTATIVE DAILY CLASS SCHEDULE

I. Learning and the University

Week 1

In-class Discussion/Activities

Homework Begin Milner Library Tours.

8/19

Introduction(s)

Discuss Movie: “Twelve Angry Men”

Foundations Book “What Every Student Should Know”

Foundations Book

Read pages vii thru xii. Messages from your fellow students: “Finally You Made it,” “So Where’s the Party At?,” and “A Journey Through Foundations of Inquiry.”

8/21

Discussion of Required Readings (“The Difference Between High School and College” and “What is a University all About?” articles)

In-class activities/Group Members The class will be broken up into the following groups:

Group 1 Members Ryan Bradley Oehler Joseph Michael Boland Elizabeth Courtney Homes Megan Marie Riley Jacob Allen Saunoris Daniel Robert Bergeman

Group 2 Members Stephanie Constance Kezios Samantha Lynn Starinieri Amy Elizabeth Paulus Colleen E. Stack Carly McPhillipis Matthew James McGuckin

Group 3 Members Danny Gene Brandt Kimberly Jane Lobello Mike Charles Welchko Anna M. Reutter Marguerite Aimee Ulbert Edward Grant Kodman

Group 4 Members Patrick Teller Meyer Cade Alan Stombaugh Rebecca Ruth Liebovich Heather C. Koerber Megan Beth Czajkoski Brian John Zabawa

Group 5 Members Matthew Allen Pozzi Laura A. Myren Matthew Mark Johnson Lamar Deandre Wynn Tamara Beatrice Green Daniel M. Mitchell

Foundations Book

Read “The Differences Between High School and College” (p. 11) and “What is a University all About?” (p. 21).

Week 2

8/26

Discussion of Required Readings. (“Cultural Shock” article)

In-class activities with groups.

Due: Two-page reaction paper on either “The Differences Between High School and College” or “What is a University all About?”

Foundations Book

Read “Culture Shock” (p. 27)

8/28

First Library session Milner Library, Room 213 Janalyn Moss, Reference Librarian (309) 438-3456

(Learning to discriminate between scholarly sources and nonscholarly sources; use of scholarly sources to prepare for class papers and presentations)

Library Tour

(I will collect library completion slips at the library today.)

Week 3

Be sure to see Shame the Devil! An Audience with Fanny Kemble by Anne Ludlum

Pay what you can preview performances at 7:30 p.m. on Wednesday, 9/3 or Thursday, 9/4

Heartland Theatre Company Community Activity Center Beech and Lincoln Streets, Normal, IL

9/2

Discuss Theatre Etiquettes

Discuss Shame the Devil! An Audience with Fanny Kemble by Anne Ludlum.

Due: Two-page reaction paper on “Cultural Shock”

9/4

Group Activities

Scavenger Hunt

(Materials due today. Each group is to bring the materials collected to my office. You are merely to show the materials that you have collected to me. I will look at them while you wait and give them back to you. These are materials that you should keep in your possession as you may need them.)

Due: Foundations Book (What’s the Reason?)

Section 1: “Analyzing and Reconstructing Arguments”

II. Critical Thinking and Argumentation Skills

Week 4

9/9

Argumentation Activities

Due: Two-page reaction paper on performance of Shame the Devil! An Audience with Kemble

Foundations Book

Section 2: “Evaluating Arguments”

9/11

Argumentation Activities

Discussion: Lorraine Hansberry’s A Raisin in the Sun

Due: Lorraine Hansberry’s A Raisin in the Sun

Week 5

9/16

Video: Lorraine Hansberry’s A Raisin in the Sun

9/18

Video (Cont.) Hansberry’s A Raisin in the Sun

Week 6

9/23

Second Library Session

Milner Library, Room 213

Janalyn Moss, Reference Librarian, (309) 438-3456

Due: Two-page reaction paper on Hansberry’s A Raisin in the Sun (I will collect these papers at the start of the library session.)

9/25

Third Library Session



Due: August Wilson’s The Piano Lesson

Week 7

9/30

Discussion: August Wilson and The Piano Lesson

10/2

Video: “August Wilson: A World of Ideas”

Week 8

10/7

Video: August Wilson’s The Piano Lesson

10/9

Video (Cont.): August Wilson’s The Piano Lesson

Due: Group Annotative Bibliography for final research topical excursion

III. Your larger theme

Week 9

Don’t forget to see Richard Rodriquez 10/15/03.

10/14

Due: Group 1 Report Progress

Discussion: George C. Wolfe’s The Colored Museum

Video: George C. Wolfe’s The Colored Museum

Due: Two-page reaction paper on August Wilson’s The Piano Lesson

Due: George C. Wolfe’s The Colored Museum

10/16


Video (Cont.) Wolfe’s The Colored Museum

Week 10

10/21


Discussion on topical excursion topics

Due: Two-page reaction paper on George C. Wolfe’s The Colored Museum

10/23


Discussion on topical excursion topics continues.

IV. Topical Excursion

Major Group Presentations involve argumentation concepts. These group projects place heavy emphasis on analysis of arguments: identifying premises, evaluating premises, examining the logic of arguments; forming conclusions based on evidence and reasons

Week 11


Due: A View from the Bridge by Arthur Miller opens October 30. Performance Dates and Times: 7:30 p.m. Oct. 30-31, Nov. 1 and Nov. 4-8. 2 p.m. Nov. 2, 2003. All performances are in the Center for the Performing Arts Theatre. You are required to see this performance.

Note: (A three-page group paper for pros and a three-page group paper for cons are due on the day of your group presentation Please note, if the papers are not completed you will be unable to present.)

10/28

Group 1: Topical Excursion Reparations for Slavery (Pros and Cons)


Due: A three-page pros research papers and a three-page cons research paper

10/30

Tour of the Center for the Performing Arts Theatre

Week 12

11/4

Group 2: Topical Excursion Affirmative Action for college/university admissions/jobs (University of Michigan)

(Pros and Cons)


Due: Two-page reaction paper for Arthur Miller’s A View from the Bridge


11/6

Group 3: Topical Excursion/Black Classism W.E. B. DuBois or Booker T. Washington (Pros/Cons) (Accommodation or Liberal Education) – One hundred years ago, the debate occurred regarding which route Black people should take.



Week 13

11/11

Group 4: Topical Excursion The Preamble (Are Blacks included in “We the People?” Racial hierarchy). (Pros and Cons) What did framers of the Constitution think of Blacks?



11/13

Group 5: Topical Excursion Gender Inequality in the Black Community (Traditional Roles of Black Men and Women) (Pro and Cons)



Week 14

11/18

Fourth Library Session/”Picturing Community”



11/20

Discussion: “Picturing Community”

Week 15

11/25

Thanksgiving Holiday

11/27

Thanksgiving Holiday

Week 16

12/2

Picturing Community Presentations – Groups 1, 2 and 3




12/4

Picturing Community Presentations – Groups 4 and 5



FINAL

The final for this course is on Wednesday, December 10, from 3:10 to 5:10 p.m.

The final will be used to complete Picturing Community Group presentations (if needed).

Please note: If time were available but you were not prepared to present during your scheduled presentation, your grade will be reduced by one letter grade.

LIBRARY ASSIGNMENT #1

Complete a walking tour of Milner Library. These are offered on a regular schedule during the fall semester. You must sign-up for the time of your choice at the Main Information Desk in Milner Library. The tours take about 20 minutes and are led by a librarian or a staff member. The tours cover the layout, locations, and services in Milner Library. The main floor is covered in detail along with at least one subject floor. I know that all of you have been to the library before, but all are required and Milner is probably larger than any of you have used in the past (and this doesn’t mean just more books – it means more and different services as well). At the conclusion of the tour, you will be given proof-of-attendance slips.

Find out who the liaison librarian is for your major. On what floor is information about your major located? If you don’t have a major, pick one you may be interested in and find the librarian and floor for that discipline.

TURN IN:

A Copy of your attendance slip.

The name of your major and the librarian and floor associated with it.

SCAVENGER HUNT

(Work on this assignment together with your group members).

1. Read the following list of places and information to find.

2. Decide on an approach to find the places/information.

3. Find as many places/information as you can. When you find a place, ask them for information about what services they provide and write down this information as well as where they are located on campus. Collect copies of information that they have as handouts/pamphlets. When you find information, write it down and state how you found it.

4. In a joint log, write down:

a. How you will go about finding the answers.

b. Why did your plan work (or not).

c. What else did you do to find the answers.

d. Your thoughts about this assignment.

e. Information about the places/information you found.

Note: In a folder, place all of your findings, handouts/pamphlets, etc., as well as your joint log. Mark the folder with your names (one folder per group) and bring it to the FOI professors office by the due date, (September 4, 2003).

PLACES:

1. Find the FOI instructor’s office – Centennial East 113 (know where it is in case you need to talk with instructor)

2. UCLA

3. Multicultural Resource Lab

4. Center for Intercultural Relations

5. Center for the Performing Arts

6. Disability Concerns

7. Honors Program

8. Mathematics Tutor Center

9. University Housing Services

10. University Police

11. Student Recreation Building

12. Student Counseling Services

13. Student Health Services

14. Student Legal Services

15. Student Life

16. Student Volunteer Center

17. Financial Aid

18. International Studies

19. Info Centre

20. The Dean’s names/offices for each of the Colleges within the University.

INFORMATION:

1. Find your FOI professor’s office during her office hours and spend a couple minutes to chat (Centennial East, Room 113).

2. Who is the person you will need to see if you go on academic probation?

3. Where are three computer labs that you may use (outside of the dorm)?

4. Find five clubs or student organizations that each of you may be interested in joining (limit of one sorority or fraternity) – 10 total.

5. Find art in three different buildings and find out any information you can about these pieces.

6. Find three different outdoor sculptures and any information about them.

7. Who is the university president? Where can you find him? What is his web page?

8. Who/where is the Associate Vice President of Undergraduate Instruction?

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