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MIDDLESEXCOMMUNITY COLLEGE

BEDFORD • MASSACHUSETTS • LOWELL

Strategies for SuccessCOURSE GUIDE

Sponsored by the U.S. Department of Education Title III Grant, Strategies for Success: Increasing Achievement, Persistence, Retention & Engagement, 2008-2013.

You Can Be a Hero - Lowell (LIC 114)

Title III Strengthening Institutions Project Strategies for Success: Increasing Achievement,

Persistence, Retention and Engagement The Strategies for Success Title III initiative is a major, five‐year project (2009‐2013) funded by a two million dollar grant from the U.S. Department of Education. This initiative is intended to transform Middlesex Community College by improving the academic achievement, persistence, retention, and engagement of its students. The project focuses on reformed curricula and comprehensive advising. Reformed Curriculum involves the design of developmental and college Gateway courses and learning communities embedded with Core Student Success Skills related to critical thinking, communication, collaboration, organization, and self‐assessment. Overall, 45 courses will be impacted over the five years of the project. Comprehensive Advising involves the design of integrated advising services to include identification of academic and career goals, creation of realistic educational plans, and continuous tracking and intervention with an emphasis on the Core Student Success Skills. Comprehensive Advising Services will be specifically tailored to each program of study. Cross‐division curriculum and advising design teams composed of faculty and staff are designing, piloting, and assessing the curriculum and advising initiatives. The Title III grant provides resources to support faculty professional development related to designing and piloting new curriculum and advising students. The grant also supports the purchase of advising software programs and the hiring of a Pedagogical Instructional Designer, Learning Engagement Specialist, Advising Coordinator, and two academic advisors. The resources provided by the grant offer an exciting opportunity for the college community to work together to develop the strong programs and services that will increase student success.

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Contents Introduction ........................................................................................................................ 2

Lesson Plan: Carnegie Hero Fund Commission‐A Century of Heroes ................................ 3

Lesson Plan: Addendum to: Bridging the Pre‐Modern and Modern Conceptions ............ 5

Lesson Plan: 19th Century Ideology of Heroism ................................................................ 7

Lesson Plan: Women Warriors in the 19th Century .......................................................... 9

Lesson Plan: Heroes on the Picket Line Homestead Strike at Carnegie Steel Company 1892 .................................................................................................................................. 11

Lesson Plan: Heroes on the Line in Lowell, Massachusetts ............................................. 13

Lesson Plan: The Unbroken – 4‐way Hero ....................................................................... 14

Lesson Plan: Sergeant Sal Giunta‐‐Courage, Honor, Compassion ................................... 17

Lesson Plan: Can One Man Make a Difference? . . . And for Whom?? ........................... 19

Lesson Plan: Micky Ward – Lowell Hero .......................................................................... 21

Lesson Plan: Rachel Carson – 20th Century Revolutionary ............................................. 22

Lesson Plan: Dr. Paul Farmer ‐ A True Partner in Health ................................................. 24

Lesson Plan: Lottery Card Review Activities .................................................................... 26

Handout: Scratch card quiz 2011 .................................................................................. 28

Handout: Scratch card quiz 2011 Sample 2 .................................................................. 30

Handout: Scratch card quiz 2011 Sample 3 .................................................................. 31

Lesson Plan: The Writing Process .................................................................................... 33

Lesson Plan: Quotes .......................................................................................................... 35

Lesson Plan: Paragraph Development ............................................................................. 38

Lesson Plan: Journal Entries .............................................................................................. 40

Lesson Plan: Interviews .................................................................................................... 42

Lesson Plan: Fixing Fragments ......................................................................................... 43

Lesson Plan: Film Analysis ................................................................................................ 44

Sample Syllabus: You Can Be a Hero! ............................................................................... 46

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Introduction As a result of a Title III grant, Strategies for Success: Increasing Achievement, Persistence, Retention and Engagement, this course has been designed to incorporate the following Core Student Success Skills (CSSS): Critical Thinking, Communication, Collaboration, Organization, and Self‐Assessment. The concept is to lead students to apply these skills as a method for learning course content. The expectation is that by practicing these skills in this course, they will develop into more successful college students overall, and as a result, persist in their college studies. This learning community combines Searching for Heroes and Basic Writing. Searching for Heroes compares modern‐day heroes to figures from the mythology of ancient civilizations in order to generate a concept of heroism and analyze the role heroes play in various societies. The course will examine heroes from classical mythology and folklore as well as historical and contemporary figures who are accorded heroic status. According to the college catalog, Basic Writing “is required for all students placed into the course based on the placement exam or passing into it from English Fundamentals. This course includes paragraph development, sentence skills, grammar and mechanics, developing ideas, and writing and rewriting short essays in preparation for ENG 101. Credits earned in this course do not apply to MCC degree or certificate programs.” This learning community was redesigned as part of the Title III Strategies for Success grant. Along with knowledge of heroism in all its aspects, the course promotes development of college student success skills: Collaboration, Critical Thinking, Organization, Communication, and Self‐Assessment. (A further explanation of how these terms are defined by the grant can be found in the sample syllabus at the end.) The lesson plans in this guide were created by Christine Ryan and Bridget Driscoll‐Tendler. If you wish to ask questions about the material contained in this guide, please contact them. Team Members Christine Ryan [email protected] Bridget Driscoll‐Tendler [email protected]

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Lesson Plan: Carnegie Hero Fund CommissionA Century of Heroes Learning Objectives: After successfully completing this activity, students will be able to

• Investigate this fund established in 1904 • Order a free copy of the book: A Century of Heroes • Depending on timing, may be ordered before start of semester

Core Student Success Skills Addressed:

• Communication – online • Self‐assessment

Materials:

• DVD: Heroes Among Us • http://www.carnegiehero.org/herofund.php Foundation home page with links to history

and current activity of the fund. • http://www.carnegiehero.org/book_request.php This is the page on which to

order a copy of a beautifully illustrated book that identifies and describes those who have been honored with this grant since 1904.

Context within the Course: The 240 page book is free to anyone who submits their address and email to the commission website. It has pictures and lots of description of those who won the award from 1904 to 2008. Later awards are on the website. The book comes within a week, and it can be used as a resource throughout the semester. Later in the course, we will cover the Homestead Strike and labor issues at Carnegie steel plants, which is how I learned about the Fund and the book. Carnegie made his millions off the labor of oppressed people, the very “ordinary” heroes his legacy was established to honor in 1904. This paradox can be an opportunity for “critical thinking” activity later in the term. Instructions:

1. If possible, contact every registered student by email in order to give them the information about this free book and to request that they order it before coming to class.

2. Ask them to look at the 12‐minute video on the website for some background, and then go to the tab with the request form.

3. Emphasize that it is free and will be required and given credit for in the course. 4. Explain how the ideas about the “heroes” in this book fit in with the course content.

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5. Ask registered students to reply to the email when they receive it and also send another email when they receive the book.

6. Part of first‐day activities will be to re‐view the video, get feedback in discussion, and stress what is available on the college email system. Note: This activity can be done after course begins, but the “self‐assessment” element seems better if students are given the opportunity earlier.

Assessment: This activity will give the instructor a preview of who is connected to MCC email system. Using other email addresses (if listed for students) would increase chances of contact. Students themselves will need to consider ahead of time their own readiness to commit to assignments. The activity will also give students an idea that using Internet resources will be part of the requirements. In addition, credit of some sort will be given, depending upon how successful I am at contacting students.

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Lesson Plan: Addendum to: Bridging the Pre‐Modern and Modern Conceptions Learning Objectives: After successfully completing this activity, students will be able to

• Identify values, both positive and negative, that were illustrated in Lord of the Rings

• Recognize the expedience of oral tradition in preserving pre‐written history • Understand the importance of oral tradition in preserving cultural values


• Critical thinking Materials:

• Video: Lord of the Rings – Fellowship of the Ring Special Features: Kalavala This section explains Tolkien’s trip to Finland in connection with his research for the Lord of the Rings.

Context within the Course: This focuses on oral tradition as vehicle for transmitting historical and cultural information, the vehicle that preserved Greek mythology. Today, the Kalavala (traditional heroic tale of Finland) is told by the one remaining bard who began learning the “song” as a boy. Tolkien searched for origins of Anglo‐Saxon mythology that he used as basis for the trilogy. Instructions:

1. Review Clash of the Gods: Tolkien uses myth to illustrate modern issues. What problems in society did he focus upon? How did the images and characters convey the good as well as the bad that Tolkien experienced? Frodo was the “hero” – how did he walk the hero’s journey? How does his character compare to the Greek prototype that we’ve discussed? Where did Tolkien’s ideas for the narratives come from?

2. View the Special Feature about the Kalavala. 3. Discuss as a class: problem of cultures being lost with increasing loss of

indigenous languages the world over. Causes of this loss.

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4. Guided small group discussion subjects are as follows: o Anglo‐Saxon stories that were Tolkien’s sources. o Frodo and his band’s behavior shows values that Tolkien thought are

crucial for modern society to survive. Try to name some of them and explain incidents in which a character demonstrates one of the values.

o Write down at least three values and how characters demonstrate them and share them with the large class group.

Assessment: Written reports will be graded for group participants. I will compare the “Review” class discussion with the final one to gauge how the interaction in the small groups added to the students’ insights about how social values are conveyed through story and myth. The data about loss of languages is not the primary goal, but might stimulate some conversation about old and new communication methods.

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Lesson Plan: 19th Century Ideology of Heroism This is the topic of Chapter Two in the text. Knowing the ideals that are enshrined in the founding documents is important to understand later 19th century heroes who fought to extend those rights to every man and woman.

Learning Objectives: After successfully completing this activity, students will be able to

• Describe the patriotic spirit of the early 19th century in the United States • Explain why Andrew Jackson was regarded as “personification of a new

Republic” • Understand that there was a sense of national pride and patriotism in America • Name and explain several of the “rights” that are guaranteed to Americans by

the Constitution and declared in the Declaration of Independence


• Critical Thinking

Materials:

• A Call to Heroism – Chapter Two • History Channel film on the War of 1812 – excerpts from last segments of video • Excerpts from United States Constitution and Declaration of Independence • Online copies of those documents

Context within the Course: I have chosen to focus upon three major groups in late 19th century America that were denied rights guaranteed by the Constitution: women, African Americans, and labor. Heroes react to situations that cry out for redress and change that only people of courage and foresight can incite. The men and women who became heroes in the later 19th century fought to eliminate the disparity between the ideals and the reality.

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Instructions:

1. Discuss the assigned sections of Chapter 2 2. Ask students if they recognized any of the names in the chapter. Elicit what

information they already knew about the 1800s from precious history classes. 3. What “ideals” was the new Republic founded upon? 4. Break up into groups of 4 students. Distribute excerpts from Declaration of

Independence and Bill of Rights. Distribute worksheet with blanks for listing some of the “rights” spelled out by these documents. Each group is to come up with a list of at least five ten. (10 minutes)

5. Each group reports on their list – write on board – see common ones. 6. Tell all students to keep notes on the list on the board – for use in homework. 7. View last segments of the History Channel video (explains why Andrew Jackson

was so revered – very patriotic feel – National Anthem origin explained. (12 minutes).

Assessment: Written Assignment for next class: Using the list class came up with – what challenges did the United States face as the nation matured and expanded into the Western territory in the 18th century? (I would expect that previous history classes would give most of the students ideas connected to the Civil War and the Women’s right‐to‐vote movement.)

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Lesson Plan: Women Warriors in the 19th Century Learning Objectives: After successfully completing this activity, students will be able to

• Enumerate specific injustices based on gender discrimination in the 19th century • Identify several women figures of the late 1880s who dedicated their lives to the

cause of not only suffrage rights but other legal rights • Recognize how the legal systems of some nations today continue to oppress

women Core Student Success Skills Addressed:

• Critical thinking • Collaboration • Self‐assessment

Materials:

• Library of Congress site of women’s rights http://memory.loc.gov/ammem/naw/nawshome.html

• Timeline of women’s rights movement http://www.suffragist.com/timeline.htm • Roots of injustice http://www.infoplease.com/spot/womensrights1.html

• Text with specific historical examples http://www.wic.org/misc/history.htm

• This particular site enumerates specific examples of male dominance. http://womenshistory.about.com/od/suffrage1848/a/seneca_declartn.htm T

Context within the Course: Gender inequity was one of the challenges to universal rights in 19th century America. The women who fought to redress this injustice demonstrated aspects of heroic behavior. Instructions:

1. Distribute index cards with description of women’s subjugated position – socially, legally, and economically. They are not identified as to time or place.

2. In small groups, students discuss the actions or conditions and come to some conclusions about where and when and for whom these conditions existed.

3. Hold a class discussion to share what conclusions they came to. 4. Provide some historical background, including names of activist women. 5. Distribute list of websites and look at some of them. 6. Assignment: Use the websites to find answers to questions on a fact sheet, the

content of which will be submitted and discussed in the next class.

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7. Students asked to come into next class ready to compare modern women’s legal, social, and economic position – in America and in other nations.

Assessment: Grade will be earned for fact sheet completion. Credit earned for participation in discussion of modern women’s comparative quality of life – especially international differences.

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Lesson Plan: Heroes on the Picket Line Homestead Strike at Carnegie Steel Company 1892 Learning Objectives: After successfully completing this activity, students will be able to • Identify one of the major socio‐economic issues in 19th century America • Identify three major industries that acquired great power and wealth • Identity conditions that oppressed labor in the 19th century • Identify persons who challenged the system in order to improve the lives of workers • Recognize rights that workers enjoy today because of labor movement heroes Core Student Success Skills Addressed: • Critical thinking • Self‐assessment • Collaboration Materials: Short text handouts and various online resources such as:

• Industrial revolution – move from agrarian to urbanized, industrial civilization http://www.history.com/videos/andrew‐carnegie‐and‐the‐homestead‐strike#the‐industrial‐revolition • Fight to end child labor http://www.history.com/videos/andrew‐carnegie‐and‐the‐homestead‐strike#the‐fight‐to‐end‐child‐labor • History Channel 5 minute video introducing the Homestead Strike http://www.history.com/videos/andrew‐carnegie‐and‐the‐homestead‐strike#andrew‐carnegie‐and‐the‐homestead‐strike

• J.P. Morgan battles coal miners – October 1902 – Teddy Roosevelt uses federal troops to seize the mines. Owners then agree to arbitration. http://www.history.com/videos/andrew‐carnegie‐and‐the‐homestead‐strike#

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Context within the Course: Labor activists in the 19th and 20th centuries took the opportunity to force changes to the system that oppressed labor after the Industrial Revolution. They improved the lives of masses of workers at extraordinary personal and heroic sacrifice. Instructions:

1. Students complete a checklist of the details they encounter at their jobs (or those of parents), part or full time including hourly wages (noting minimum wage standards), number of hours, supervision, benefits, breaks, environment and other items they want to include.

2. Students complete a checklist of the details they expect to encounter when they complete preparation for a career.

3. Discuss assumptions about work in 21st century America. 4. Begin discussion of labor conditions in post‐industrialized 19th century. 5. View some of the short videos. 6. Break into groups of 4 students. Assign each group a condition that needed

changing in order for workers to enjoy a decent life. Each group’s task is to find out who fought to change those conditions and as a result, permanently improved the lives of men and women who had been denied the right to decent working conditions. Each group is responsible for a 2‐page written and oral report.

7. Encourage students to discuss topic with parents, older friends. Assessment: Students will earn grades for the group written reports and oral presentations to the class in the next meeting. (The students will be asked to apply their research and conclusions to the 19th century labor issues in Lowell mills.)

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Lesson Plan: Heroes on the Line in Lowell, Massachusetts Learning Objectives: After successfully completing this activity, students will be able to

• Demonstrate knowledge of the 19th century textile mill system in Lowell • Describe the gender, age, socio‐economic profile, and daily life of the “mill girls” • Identify similar labor issues that existed in both Homestead steel mills and also in

Lowell textile mills • Discuss the strategy to become organized in order to rectify conditions: why it

was a logical response to management practices? when did it occur in Lowell? what were some of the results in Lowell?

• Assess the accuracy of labeling early labor activists as “heroes” Core Student Success Skills Addressed:

• Critical thinking • Collaboration • Communication

Materials

• Lowell National Historical Park • Tsongas Industrial History Center

Context within the Course: This activity offers an opportunity to examine historical artifacts, learn about historical events that have had a direct impact on American society, and evaluate actions of historic persons according to standards of heroism. Instructions:

1. Review steel workers strike experience in Homestead incident in Pittsburg, 1892. 2. Elicit student knowledge of the Lowell textile industry and mill workers in 19th

century. 3. Introduce online information and text material. 4. Visit Lowell National Historical Park.

Assessment: Individual written report from each student in which they take a position on whether or not the behavior of workers in Lowell and Homestead PA should be called heroic.

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Lesson Plan: The Unbroken – 4way Hero Learning Objectives: After successfully completing this activity, students will be able to

• Identify and describe Louis Zamperini • Use a variety of websites to learn about the many stages of Zamperini’s life that

are relevant to his status as hero • Reflect on how personal choices can determine one’s destiny


• Critical thinking • Communication • Collaboration • Self‐Assessment

Materials:

• Text excerpts from: Hillenbrand, Laura. Unbroken. New York: Random House,

2010.

• http://www.louiezamperini.com/ Videos:

o Punching sharks: the unbelievable survival of Louis Zamperini (NPR) o Speech to US Olympic Committee and aspiring Olympic athletes o Clip aired at 1998 Olympics’ Closing Ceremony in Nagano, Japan

• http://www.keynotespeakers.com/zamperini/biography.php This is a comprehensive site biographical info and links to many other sources.

• http://www.americainwwii.com/stories/luckylouie.html “Lucky Louie” – online text of Martin Jacobs article in Americans in WWII, 2006. Instructions:

1. Zamperini was born in January 1917. How old is he? How many 93‐year‐olds do you know? Few veterans of WWII are still alive.

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2. Distribute excerpts of Hillenbrand’s book. Give overview of the four ways that he can be considered a hero.

3. Assign students to one of four groups, each group assigned a different aspect of the heroic profile.

o Each group assigned a section of Hillenbrand text o Each group must explore the louiezamperini.com website o Groups then choose other sites that offer info on Zamperini

(Wikipedia, Google search, etc.) o Each group then prepares a report on their particular aspect

of his life to share with class (can include short video clips, PowerPoint, pictures, possibly interviews with people who have some personal stories about WWII.)

Assessment: I believe that it would be appropriate to schedule a full class in a computer room to give the students opportunity to work together. The initial meetings could take place in the first class; then I would schedule a computer room for the next class. The presentations would take only a part of a third class. Justification for the class time would be that the assignment studies the 4 different hero roles, demands collaboration in process and presentation, ushers the students into a period of time they may not know much about, and could also work into a reminder that one’s choices can determine the course of his/her life. Final presentation would be evaluated for a grade, but observation of groups would provide lots of insight to instructor.

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Lesson Plan: Sergeant Sal GiuntaCourage, Honor, Compassion [Note: This soldier received the Medal of Honor on November 16, 2010; it was a perfect opportunity to use immediately‐current events for class material. This could be repeated in any semester – it illustrates the value of using contemporary media, but similarly relevant news items arise frequently.] Learning Objectives: After successfully completing this activity, students will be able to

• Use network news and YouTube websites to get specific information • Analyze how this hero’s actions deserved Medal of Honor designation • Examine various levels of motivation for this soldier’s behavior • Identify this hero’s personal response to the honor he received for courage


• Critical thinking • Communication (accessing Internet sources) • Collaboration • Self‐assessment

Materials:

• http://www.cbsnews.com/video/watch/?id=7054225n (13 minute 60 Minutes video)

• http://www.youtube.com/watch?v=50RFJfUzNsY (14 minute video) • http://www.youtube.com/watch?v=MHVRArym55g&feature=related (2 ½

minutes) Context within the Course: Part of the course is to recognize that ordinary people, who come from ordinary circumstances, may at some time encounter opportunities to respond in heroic ways. These videos, and some related texts on the 60 Minutes’ site, provide valuable analysis of how and why Sal Giunta responded. Instructions:

1. Review discussions relevant to Gibbon’s text, Cp. 4 “The American War Hero,” especially the section on legacy of Vietnam.

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2. Ask for ideas about why Giunta is the first living recipient of Medal of Honor since 1967. (Two deceased recipients were from the Mogadishu, Somalia Black Hawk episode in 1993.)

3. Viewing assignment: take notes that record the time and place of his action – what specifically is he being rewarded for – how are his comrades reacting to this honor – what is Giunta’s reaction and behavior concerning the Medal.

4. Ask for 2 student volunteers to lead class discussion after viewing videos. 5. View 60 Minutes video in class and point out the other ABC videos that can

be viewed, dealing with Giunta’s personal life and his reaction to the award and attendant publicity.

6. Point out YouTube segments ‐ watch 2 ½ minute video. 7. Student volunteers lead class discussion using notes items. 8. Assignment: View at least one video we did not see in class. Write a one‐

page typed response, using class notes and other video as sources.

Assessment:

• Written response will be graded on details and especially how thoughtfully a student reflects on Giunta’s own response to the extraordinary recognition of his bravery, his relationship with comrades, his own assessment of his performance of “duty.”

• Student participation in class discussion; credit for student discussion leaders.

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Lesson Plan: Can One Man Make a Difference? . . . And for Whom?? Learning Objectives: After successfully completing this activity, students will be able to

• To introduce a type of hero who made a significant difference in one aspect of society

• To recognize that heroism is not limited to single acts of courage • To begin to appreciate that heroic behavior is inspired by personal values

and the sensitivity of one person to a human need • To promote exchange of information and ideas among a small student

group by providing prompts and guidelines for a discussion • To demonstrate that classmates are a viable and valuable resource in

students’ educational journey


• Critical thinking • Communication • Collaboration

Materials:

• Manila envelope with three cards describing the contributions of three persons who contributed to a benefit for a large group of people’

o Jonas Salk – “Could you patent the sun?” o Abraham Lincoln – “Political suicide” Lincoln‐Douglas debate o Frank Shankwitz – founder of Make‐a‐Wish Foundation

• Discussion guide with suggestions for analyzing each of the accounts:

o What major contribution to society did each person make? o What motivated each of the persons to act the way they did in

these particular instances? o What sacrifice (if any) did the person make to provide the

benefit? o What personal quality contributed to that person’s behavior or

decision? • Do the actions of the persons reflect “universal” values that are part of

American ideals?

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Context within the Course: There are three main kinds of heroic behavior that we are studying: • Heroic behavior which contributes to a significant change in society • A singular act of courage that results in responding to people’s needs in a particular

situation • The ability of a person to cope with his or her disability or challenge and engage in a

full life despite the great hardship of the personal challenge Instructions:

1. Distribute packets to groups of 3 or 4 students. 2. Envelopes will have directions on them. 3. Explain how students should assign tasks before beginning: reading the card,

taking notes on comments, reporting to the whole class. 4. Review the type of heroism the cards may be revealing. 5. Encourage students to think carefully about each person’s contribution and

possibly compare and come up with similarities of character or values exhibited. Assessment: Written: On the blank index cards in the envelope, write down the names of students in your group, the title of one of the cards, some observations that your group thought were significant about each of the heroes. Using the cards, each group will present their observations and ideas about each of the persons. The object of these informal presentations will be to clearly represent the contribution of each hero and to summarize the thoughts of the small group. Students should be able to recognize similarity in group opinions, and possibly to recognize “universal” ideals and values that Americans respect.

One way to encourage critical thinking: each of the person’s contributions can be related to a contemporary issue (ex: the effect of “patents” of drug companies on the price and availability of medicine.) Students will be encouraged to come up with examples of how the ideals are or are not reflected in current issues

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Lesson Plan: Micky Ward – Lowell Hero Learning Objectives: After successfully completing this activity, students will be able to

• Identify why Ward is recognized as a contemporary hero, not just a celebrity

• Recognize that boxing is a traditional path for young men, especially from low economic groups, to achieve wealth and status

• Identify several boxers in the 20th century who attained notoriety in that sport


• Critical thinking • Collaboration

Materials:

• Excerpts from: Halloran, Bob. Irish Thunder – The Hard Life and Times of Micky Ward. Guilford, CT: Lyons Press, 2007.

• The Fighter Film 2010 • Clips from Cinderella Man 2005 – about James J. Braddock • Websites and articles or interviews from students

Context within the Course: Ward is considered a local celebrity because of the film notoriety, but his life and his performance as a boxer throughout the last two decades demonstrate heroic qualities in personal endurance and in overcoming difficulties on his way to achieve a goal. Instructions:

1. Elicit student knowledge and experiences about Ward (many of them know him.) 2. Student groups will read and discuss the Bob Halloran excerpts. 3. Discuss the prominence of boxing as a tool of assimilation by immigration

groups. 4. Example of James Braddock as hero of Irish neighborhoods and other ethnic

groups. 5. View excerpts from films and discussion by students/sharing of personal

experiences. Assessment: Grade will be earned for film analysis essay as joint assignment in Learning Community.

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Lesson Plan: Rachel Carson – 20th Century Revolutionary Learning Objectives: After successfully completing this activity, students will be able to

• Identify the dangers that Rachel Carson sought to eliminate • Show how Carson was a pioneer in ecology movement to preserve environment • Discuss the long‐term impact of her work on the life and health of Americans


• Critical thinking • Communication • Self‐assessment

Materials:

• Rachel Carson. org offers biographical and publication information http://www.rachelcarson.org/

• Intro to Rachel Carson http://www.youtube.com/watch?v=P1MeJ4_yz5c&NR=1 • Effects of DDT http://www.youtube.com/watch?v=l2KrmfdhKJA&NR=1 • Lethal effects of nerve gas

http://www.youtube.com/watch?v=1K_J1fgh8NA&NR=1 • Attacks on her integrity

http://www.youtube.com/watch?v=ivtsFMkGAoU&NR=1 • Radical views vindicated

http://www.youtube.com/watch?v=P1MeJ4_yz5c&NR=1 • Excerpt of Fable from The Silent Spring

Context within the Course: Rachel Carson was a pioneer at a time when few women were accepted in the field of biology. She was responsible for exposing the lethal use of poisonous pesticides. Carson’s heroic status is earned by her refusal to recant despite bitter opposition; this determination jumpstarted the movement to protect the environment and preserve endangered species from extinction. Instructions:

1. Before class, make a list of natural elements that living things need to survive.

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2. In class, exchange lists with other students; write a joint list on board.

3. Discuss what can contribute to the destruction or contamination of these essential elements. Who are responsible for the contamination?

4. View parts of the videos that deal with DDT and nerve gas. Some of the films are graphic – showing children being sprayed with DDT in schools.

5. Discuss how those decisions were made to use a poisonous element so freely. • Assign groups the following assignments: • One prepares personal information about childhood, education and work • One prepares a description of problem that she recognizes and wants to

solve. • One prepares a report on her opponents with their reasons for wanting

to silence her. • One prepares a report on The Silent Spring and what protections against

misuse of natural resources now exist. • One prepares a report on the interconnectivity of nature

Assessment: Grade will be earned for completion of the group reports.

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Lesson Plan: Dr. Paul Farmer A True Partner in Health Learning Objectives: After successfully completing this activity, students will be able to

• Identify Paul Farmer as a contemporary hero whose childhood showed NO portend of his life work

• Recognize that the contemporary problems in Haiti are representative of those in other developing countries

• Explain why the Partners in Health philosophy is so successful in addressing those issues

• Continue to develop skills in Internet research


• Critical thinking • Communication (online research) • Self‐assessment

Materials:

• 60 Minute report on the “progress” in Haiti and the current cholera epidemic that caused more devastation to the people and the recovery efforts.http://www.cbsnews.com/video/watch/?id=7054223n&tag=contentMain;contentAux

• A link to two videos about Dr. Paul Farmer and his work in Partners in Health. Source: Academy of Achievement http://www.achievement.org/autodoc/podcasts/artpod‐3‐farmer‐vid

• A link to an interview about how Farmer became interested in medicine.http://www.youtube.com/watch?v=aLNmrQQ6_Jk

• A link to an article about his childhood in a trailer park in the South http://www.openingdoorschanginglives.org/pdfs/COFHE.Pfarmer.pdf

• A link to transcript of presentation by Paul Farmer http://www.time.com/time/2005/globalhealth/transcripts/110105farmeroptimismcomplete.pdf

Context within the Course: Dr. Paul Farmer is a contemporary hero; his early life did not portend the kind of international renown that he attained through his successful medical interventions in developing countries. He is an eminently approachable, ordinary man who lives his

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ideals and values, and in doing so has transformed the lives of innumerable human beings. Instructions:

1. Introduce videos and other resources 2. Distribute copies of his address: A Case for Optimism 3. Farmer’s approach is different than other aid to developing nations. Ask students

to find out how two other aids programs work, write a short paragraph about them and be ready to share info with the class.

4. Write notes on board about the other aids programs; note similarities. 5. Students compare the results with Partners in Health program and take notes of

the discussion. 6. Written Assignment: Using notes and your own research, write a statement

explaining why Farmer’s policies appear to promote more significant improvement in health and medical services.

7. Elicit from students reasons why Farmer should be considered a contemporary hero.

Assessment: Grade will be given for written analysis of benefits of Farmer’s program.

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Lesson Plan: Lottery Card Review Activities Learning Objectives: After successfully completing this activity, students will be able to

• Participate in an individual and collaborative quiz that reviews one or more topics in the course

• Collaborate with a group of 3 or 4 students in order to come to consensus about correct answers to a group of ten questions

• Conclude that other students are a valuable resource for succeeding in learning class material

• Explain how completing the questions alone was different than making choices after hearing other opinions

• Take responsibility for contributing something positive to a group activity


• Collaboration • Self‐assessment • Communication • Critical thinking

Materials:

• Printed quiz of ten multiple‐choice questions: o Sample 1 is a review of three topics: mythology, Tolkien, military o Sample 2 focuses on sports o Sample 3 includes Rachel Carson

• Lottery “scratch cards” – one card per group Context within the Course: I believe the most important purpose of this activity is to convince the students that learning is not always (maybe rarely) an individual pursuit. This lesson can demonstrate to students the benefits of collaboration in determining accuracy or truth. “Knowing” a fact is only the beginning of intellectual functioning. Optimally, this activity can force students to listen to each other, to assess how other students are approaching the content and assignments, to measure themselves within a limited group, and to see that they can become more valuable members of a group by simply learning specific

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information. This kind of group work can also demonstrate to members that delivery style has a lot to do with one’s status in the group. Instructions:

1. Explain the activity to whole class. Emphasize the collaborative and consensus nature of the group session. Specify that the grade for each student will be the group score, not the individual score, although the individual score will be recorded.

2. Distribute multiple‐choice quiz. Give students time to complete it on their own. 3. Collect answer sheets for all students. 4. Students go into the small groups, designated ahead of time to minimize

confusion. 5. Students take each question, compare answers, and discuss which one should be

scratched on the card. Correct answers will uncover an emblem. 6. Instructor collects the cards. 7. Groups “report” on which questions posed the most problems. Discuss with

instructor any problems or confusion caused by the wording of questions. Elicit some reflection on how they ironed out disagreements about choices. (Some questions deliberately made ambiguous.)

Assessment: Scores will be earned by groups, and recorded as individual student grades. Assessment will be mainly observation of the process as all of the students’ pool resources and (optimally) contribute to the discussion. Observing students as they engage with one another is good for instructor in order to note those who do not participate. There could also be a short “review” sheet for students to fill out quickly, assessing the benefit of their own experience in the group.

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Handout: Scratch card quiz 2011

1. Half‐bull, half‐man creature that slaughtered seven youths and seven maidens as sacrifice:

A. Labyrinth B. Theseus C. Prometheus D. Minotaur

2. Father of Theseus, king of Athens: A. Troezen B. Aegeus C. Aethra D. Medea

3. If Kareem Abdul Jabbar hadn’t become a basketball player, what profession would he have chosen?

A. documentary producer B. community organizer C. baseball player D. history teacher

4. The first person to run the 4‐minute mile, in 1954 @ 3.59.4 was: A. Louis Zamperini B. Roger Bannister C. Carl Lewis D. Jesse Owens

5. This hero was awarded the Medal of Honor by President Obama on November 16, 2010 for bravery in Afghanistan.

A. Pat Tillman B. Medical Specialist Hugo Mendoza C. Sgt. Joshua C. Brennan D. Sgt. Sal Giunta

6. In a hero’s journey, the most important part of the quest is: A. decision to choose a path that challenges B. physical and psychic trials along the

way C. personal triumph of spirit and contribution to society D. all of the above

7. The locale in Lord of the Rings that reflects JRR Tolkien’s childhood is: A. Rivendell B. Scandinavia C. Hobbit Land D. Kalavala

8. Tolkien began writing what would become Lord of the Ring during what battle: A. D‐Day in Normandy World War II B. Battle of the Somme World War I C. Guadalcanal World War II D. Petersburg World War I

9. Louis Zamperini came in 8th in what Olympic race in Berlin in 1936? A. 100 meter hurdles B. 60 meter sprint C. 5000 meter long distance D. 4 X 100 meter relay

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10. The Hobbits who accompany Frodo Baggins him on his quest to destroy the ring are: A. Bilbo Baggins, Sam Gangee, Pippin Took B. Queen Galadriel, Sam Gangee, Merry Brandybuck C. Sauron, Merry Brandybuck, Pippin Took D. Sam Gangee, Pippin Took, Merry Brandybuck

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Handout: Scratch card quiz 2011 Sample 2 1. “A life is not important except in the impact it has on other lives” is: A. Inscribed on the tombstone of Jackie Robinson B. the motto of the NFL C. inscribed on Theodore Roosevelt’s monument D. the motto of the NBA 2. “ …Through sports, society fosters the qualities of honor, dedication, fair play and sacrifice” was the idea of: A. Walter Camp, “father of American football”B. Shaquille O'Neal C. Robert Wrenn D. Babe Ruth 3. Because of injuries and deaths, (and no protective equipment) football was considered brutal and some Americans wanted it banned from college campuses in: A. 1925‐35 B. 1798‐1830 C. 1990‐2000 D. 1880‐1900 4. Oddly enough, a fictional character was the inspiration for many real‐life sports heroes, such as boxer Jack Dempsey and baseball’s Christy Mathewson. His name was: A. Vince Lombardi B. Walter Camp C. Frank Merriwell D. Leo

Durocher 5. “If baseball will hold to the ideals of this gentleman, sportsman, and soldier, our national game will keep the younger generation clean and courageous and the future of the nation secure.” This was written about whom in 1925? A. Christy Mathewson B. Lou Gehrig C. Jackie Robinson D. Barry Bonds 6. Which of these factors contribute to making sports so dominant in the 21st century? A. capitalism and advertising B. childlike fantasies and aspirations

for fame C. appreciation for physical grace and power D. all of the above 7. One thing that many athletes had in common in the early 20th century is that they volunteered to serve in what war? A. Spanish American War B. World War I C. Civil War D. World War II 8. What was referred to by some in the 1990s as “Halfway House that Ruth built”? A. Oriel Park at Camden Yards B. Yankee Stadium C. Fenway ParkD. Wrigley Field 9. The book, published in 1970, that exposed “scandalous” behavior of baseball heroes is: A. Ball Four by Jim Bouton B. Willie Mays C. The Boys of Summer D. The Rocket that Fell to Earth: Roger Clemens and the Rage for Baseball Immortality 10. “I am not paid to be a role model … I am paid to wreak havoc on the basketball court.” This is a quote from: A. Charles Barkley’s Nike ad B. Larry Bird C. LeBron James D. Paul Pierce

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Handout: Scratch card quiz 2011 Sample 3

1. Revolutionaries do not always carry guns. This is: A. always true B. sometimes true C. never true D. a ridiculous

statement

2. Rachel Carson first stepped out of the “female mold” of the 1920s by: A. majoring in science in college B. smoking in public C. going to speakeasies for alcohol D. publishing a book on marine biology

3. In 1936 Carson’s first job was as a researcher with the A. Merchant Marine Academy at King’s Point, NY B. U.S. Department of Environmental Protection C. Ecological studies department at John Hopkins D. U.S. Fish and Wildlife Service

4. The insecticide, DDT, was considered a good substance in the 1940s because it: A. increased agricultural production B. caused the German army to retreat more

quickly C. saved many lives in World War II D. none of the above

5. The publication of Rachel Carson’s book Silent Spring in 1962 resulted in A. a campaign by chemical industries to discredit her research and her reputation as a

scholar. B. the election of John F. Kennedy C. establishment of the World Wildlife Fund D. movement to ban use of baby seal skin for apparel

6. Jackie Robinson: A. born to a sharecropper family in Georgia in 1919 B. lettered in football, basketball, track, and baseball in Muir High School C. was court‐martialed in August 1944 for resisting an order to sit in the back of an

army bus D. all of the above

7. In 1945, what manager signed Jackie Robinson to the Montreal Royals farm team? A. Joe Cronin, manager of the Boston Red Sox 1935 to 1947 B. Branch Rickey, club president and manager of the Brooklyn Dodgers C. Chet Brewer of the Kansas City Royals D. Manager Leo Durocher of the Brooklyn Dodgers

8. Jackie Robinson’s first award was: A. Presidential Medal of Freedom B. First Major League Baseball Rookie of the

Year C. Congressional Gold Medal D. MVP in 1949

9. Micky Ward is considered a “hero” because A. Micky “simply possessed an uncommon internal strength” and achieved and

uncommon goal despite many setbacks

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B. Mark Wahlberg agreed to play his character in The Fighter C. Lowell is a city that is loyal to its athletes D. On May 20, 2002, he was victorious in the Ward‐Gatti I fight which was hailed as the "Fight of the Century"

10. “No one can make you feel inferior without your consent” was said by A. First Lady Eleanor Roosevelt B. Nelson Mandela C. Ted Williams D. Rachel

Carson

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Lesson Plan: The Writing Process Learning Objectives: After successfully completing this activity, students will be able to

• Complete the step‐by‐step writing process to compose a final essay • Create an effective pre‐writing strategy to generate ideas • Demonstrate an understanding of how to take their ideas and organize them

around a central theme • Demonstrate an understanding of the characteristics of an effective thesis • Organize their ideas in a scratch outline for an essay


• Critical thinking • Communication • Organization • Self Assessment

Materials:

• Notebook, pen • Computer file to save writing • Text ‐ A Writer's Reference. Diana Hacker. Composing and Revising C1,

C2, C3, C4, C5 • Whiteboard, marker

Instructions:

1. Begin by understanding the writing assignment and subject given to you. 2. Think about where your sources of information will come from. (Reading,

personal experiences, interviews, articles, research.) 3. Understand the purpose and audience for the assignment. To inform

readers? Persuade them? To entertain them? Who are your readers? 4. Once students understand the writing assignment begin with discussing a list

of pre‐writing techniques. Write the list on the board. 5. Place the students in small groups and give them the subject of qualities of a

hero. 6. Have the students brainstorm ideas in a group by selecting a pre‐writing strategy. 7. Students in small groups will then share their ideas with the rest of the class.

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8. As students explore their subject they will begin to focus their material around a central idea in a sentence or two. 9. Have students individually write a tentative thesis. (Pages 14, 15,16) 10. Share student thesis statements on the board. Revise and edit together. 11. Sketch an informal outline with a thesis followed by a list of major ideas. 12. Use the plan to organize an initial draft with an introduction, body, and conclusion. (Pages 16, 17, 18) 13. Discuss with students what happens in the revision and editing process and go over a check list. (Pages 18, 19,20,21,22) Assessment: Students will be assessed on their class participation, small group work, individual written thesis statements and outlines.

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Lesson Plan: Quotes Learning Objectives: After successfully completing this activity, students will be able to

• Incorporate quotes into their sentences correctly. • Support their main idea with the use of quotes • Create effective sentence structures


• Critical thinking • Organization • Communication • Collaboration • Self Assessment

Materials:

• Computer ‐ dianahacker.com/writersref • Notebook, pen • Text‐ A Writer's Reference. Diana Hacker • Whiteboard, markers • Highlighters

Instructions: 1. Have students read an article on heroes in class. 2. Summarize and discuss the article with students on the content. 3. Examine the author's writing, specifically the use of quotations. 4. Have students highlight all of the quotations in the article. 5. In small groups have students identify and discuss the integration of quotes in the writing. Why do writers use quotes? What's the impact on the reader? 6. Each group will share two quotes on the board and discuss with the class. 7. For homework students will read and study P6, pages 282‐287 in their text, A Writer's Reference. 8. Students will write 5 sentences in their notebooks based on the article that introduces a quote with a comma and includes the author's name in part of their sentence. 9. Students will share their sentences with quotes on the board.

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10. In the students’ essay assignment they will be required to write and integrate quotes effectively to support their main idea. Assessment: Students will be assessed on their class participation, small group work, individual written sentences with quotes, and integration of quotes in their essay writing.

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Lesson Plan: Paragraph Development Learning Objectives: After successfully completing this activity, students will be able to

• Write a paragraph developing one central point. • Present the central point of their paragraph in a topic sentence. • Support main idea with sufficient relevant details • Bring the paragraph to a close


• Critical thinking • Communication • Organization • Self‐assessment

Materials:

• Text‐A Writer's Reference. Diana Hacker. • Handouts in class • Assignment: Reading, practice topic sentences, supporting details, closing

C4 Writing Paragraphs pages 24‐36 • On the Web www.dianahacker.com/writersref ‐ Writing exercises C4

Instructions:

1. Students will write a paragraph on what makes a hero. 2. Start by having students generate ideas in the pre‐writing process. Ask students

to think about what they have read, experienced, observed, learned in the classroom, read in the newspapers, and viewed in the media.

3. Next have students write a topic sentence that presents the central point of their paragraph. Share some examples of topic sentences on line with the class at www.dianahacker.com/writersref, under writing exercises C4‐1.

4. Then ask students to explain or prove the topic sentence with adequate

supporting details that have enough facts and opinions. Give an instructor's example on the board of topic sentence with supporting details.

5. Explain and illustrate to students that supporting details need to be adequate, specific, and relevant (pgs 31,32,33).

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6. Use transitions to help your sentences flow smoothly (C4‐2 on line. pages 34‐36). 7. Bring the paragraph to a finish by referring to the central point or answer the

question "So what?" 8. Revise and edit your paragraph on what makes a hero.

Assessment: The word processed paragraphs, drafted and revised, will serve as the assessment artifact. Final written paragraphs should include prewriting and draft.

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Lesson Plan: Journal Entries Learning Objectives: After successfully completing this activity, students will be able to • Format, write, revise, and archive final journal booklet • Demonstrate the use of journal or informal writing for idea exploration and

vocabulary building • Demonstrate an understanding of the significance of heroes and discover what they

think about heroic behavior Core Student Success Skills Addressed: • Critical thinking • Communication • Collaboration • Self Assessment Materials:

• Notebook, pen • Start a computer file

Instructions: 1. Students will write journal entries during class based on Hero Readings and

Professor’s writing prompt. 2. Students will date each journal entry and write the title of the selected reading

selection at the beginning of each journal entry. 3. Students will explore how they think and feel about heroes and heroic behavior. 4. Students will write down their ideas and thoughts. 5. Students will discuss and reflect on your ideas with the class. 6. Students will revise, edit, and word‐process your journal entries for Professor's

review. 7. Students will archive the final 12 journal entries with images in a booklet for a final

presentation.

Assessment: Students are first moved to write and explore their ideas in journals without fear of spelling, handwriting, or grammar. These journal entries are designed to spring board class discussion, and develop students’ thoughts based on the readings, personal

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experiences, and memory. These revised and edited written entries can provide a basis for writing paragraphs, essays, and reports. They will be individually evaluated on content. Thus, evaluation of their final journals is based on content, analysis of the readings, and incorporation of ideas discussed in class. Students will be encouraged to include personal experiences and reflection in each journal entry. A final in class presentation of their journal books will be showcased to their instructors and peers.

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Lesson Plan: Interviews Learning Objectives: After successfully completing this activity, students will be able to

• Demonstrate interviewing skill

• Critique an interview and say whether or not it was effective Core Student Success Skills Addressed:

• Critical thinking

• Communication

• Collaboration

• Organization

Materials: • YouTube video examples of interviews‐heroes

• Computer

• Text‐ A Writer's Reference

• Notebook, pen Instructions:

1. Students will watch selected videos of heroic figures interviewed (ex. Nelson Mandela).

2. As a class we will discuss what worked in the interview and explore the kinds of questions the interviewer asked.

3. Students will be asked to explore how they think and feel about heroes and heroic behavior.

4. Then students will develop a list of interview questions like a journalist to gather information from a classmate (page 9).

5. Next students will use their questions and conduct an interview of another classmate.

6. Their assignment calls for them to gather information from the interview and write it down.

Assessment: This assessment is based on the individual development of interview questions, interview of a classmate, and gathering of information.

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Lesson Plan: Fixing Fragments

Learning Objectives: After successfully completing this activity, students will be able to

• Identify sentence fragments

• Recognize words that generate sentence fragments

• Correct sentence fragments Core Student Success Skills Addressed:

• Critical thinking

• Communication

• Collaboration

• Self Assessment Materials:

• Text ‐ A Writer's Reference

• Computer – www.dianahacker.com/writersref

• Notebook, pen

• Whiteboard, marker Instructions:

1. Compare examples of complete sentences with fragments on whiteboard. 2. With student participation identify what's missing in the fragments. 3. Have the student's correct sentence fragments in small groups. 4. Students will then write revisions of fragments on whiteboard and discuss. 5. Together in class with the students go on line to the grammar exercises at

www.dianahacker.com/writersref (E‐ex G5‐1, G5‐2, G5,3) and correct them. 6. Direct Students to the reading in the text A Writer's Reference. Have them read

and study for quiz Sentence Fragments G5 pages 204, 205,206, 207, 208,209. 7. Give quiz on identifying and correcting sentence fragments in class.

Assessment: Assessment will be determined by participation in class discussions and quiz results.

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Lesson Plan: Film Analysis Learning Objectives: After successfully completing this activity, students will be able to

• Organize, write, revise and edit a cause and effect essay based on heroic characters and heroic behavior represented in a selection of films

• Analyze, evaluate, examine and explain heroic characters, actions, setting, and theme in films presented by exploring reasons why the heroes acted a certain way and by discussing the effects these actions have on others

• Demonstrate an understanding of the contributions to society heroes made in the films

• Support their film analysis with evidence from the films and readings using MLA documentation


• Critical thinking • Communication • Organization • Collaboration • Self Assessment

Materials:

• Heroic Films for analysis • Computer • Notebook and pen • Board and marker • Text ‐ A Writer's Reference by Diana Hacker

Instructions:

1. As students prepare to view the films they are asked to consider the following: • What is the historical and physical setting of the film? • What are the effects of this setting on the heroic characters? • How do the characters exhibit courage and commitment to ideals? • Explore reasons why the characters act the way they do in the film. • What are the challenges the character overcame? • How does the character represent heroic behavior? • What contributions does the heroic character make to society? • What effects do the heroic characters actions have on someone's life?

Explain and give examples from the film to support.)

2. Students will select to view hero films from Instructor's choices.

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3. They will watch the movies and take notes to address the questions above. 4. Students will also write their own ideas and thoughts on the films. 5. They will discuss and reflect on their notes and ideas with the class exploring

reasons why and what are the effects. Read in A Writer's Reference pages 6. Students will be assigned to write a final three page cause and effect film

analysis. Read page 57‐66 , pages 79‐80 tracing causes and effects on Analysis writing in the text, A Writer's Reference.

7. Break students into small groups for film discussion. Present ideas to class. 8. Then have students formulate a strong thesis based on the films, readings,

discussions, and their own ideas. 9. In addition to analysis, have students evaluate, examine and explain their

position about why they feel the way they do about the hero. 10. Have students use the writing process that includes pre‐writing, draft, revisions,

edits, and word‐processed final essay. 11. Make sure students support their thesis for the cause and effect essays with

specific examples from the films and readings to justify their opinions and interpretations. (Read in A Writer's Reference MLA works cited p. 399 Film or video.)

Assessment: Students are first assessed on their written notes of the films. Next, students use these notes to participate in the class discussions of the films. Then students are evaluated individually on the written component of their cause and effect essays that analyze, examine, evaluate, and explain the heroic themes of the movies. Support of their thesis statements with evidence from the films and readings is mandatory in MLA format.

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Sample Syllabus: You Can Be a Hero!

Learning Community Syllabus Linking ENG 072 and HUM 101 Middlesex Community College Fall 2011 City Campus LC 109 M‐W‐ F 11:30 AM to 1:20 PM ENG 071 Basic Writing HUM 101 Searching for Heroes M‐W‐F 11:30 AM – 12:20 PM M‐W‐F 12:30 – 1:20 PM Instructor: Bridget Driscoll Instructor: Christine Ryan [email protected] [email protected] 617‐549‐1346 978‐621‐1524 Office hours: M‐W @1:20 PM or by appt. Office hrs: M‐W 1:20 or appt. What makes a hero? Take this opportunity to understand and assess mythological, historical, and contemporary heroes while developing your college writing skills. Examine with us the heroic journeys of Frodo from Lord of the Rings, human rights leader Nelson Mandela, and Lowell boxing champ Mickey Ward. Readings, films, and Internet resources will provide information and historical background on these and other heroes. Through reading and writing assignments, you will learn basic composition skills to develop paragraphs and ideas for short essays. This course will integrate communication skills, learning strategies, study skills, self‐reflection, collaboration and information on college resources to help sharpen skills that contribute to college success. Students in this 6 credit learning community will receive credit for humanities elective HUM 101 Searching for Heroes and ENG 071Basic Writing. Prerequisite(s) for Basic Writing: Placement into the course by exam, or by successful completion of ENG 065, or by successful completion of ELL 055 and ELL 075 Prerequisite: Students placing above or who have successfully completed ENG 071 are NOT eligible to enroll in this course. This course satisfies the General Education Humanities Elective and Multicultural/Global Awareness Intensive Values requirement. This course was redesigned as part of the Title III grant, Strategies for Success Increasing

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Achievement, Persistence, Retention and Engagement. The course materials will focus on key skills of Critical Thinking, Communication, Collaboration, Organization, and Self‐Assessment. Operational definitions for each term are listed below Critical Thinking: Critical Thinking involves a variety of means for integrating knowledge, using reasoning and solving problems. In this class, it requires that students identify and use relevant information and reach conclusions consistent with evidence presented. Communication: Communication entails the ability of students to explain ideas related to what they are learning in clear oral or written forms, individually or in groups. Skills may include the ability to break content down into smaller pieces, organizing and summarizing information, and demonstrating informational, technological, and quantitative literacy. Collaboration: Collaboration includes the skills necessary for students to work together in group activities and projects. This includes direct skills such as dividing tasks into parts, collecting and sharing information, and making group decisions. It also includes skills related to the processes for learning in community with others such as learning to appreciate differences, negotiating, compromising, and reaching consensus. Organization: Organization includes the ability to systematically relate areas of content to each other, the ability to present concepts in a logical manner, and the ability to come up with an outline to show how concepts relate to one another. Self assessment: Self assessment includes setting academic and career goals, developing and following a plan to achieve those goals, and utilizing college resources to help students achieve their goals. It involves the ability to assess oneself to gain insight into how one learns, plans, makes decisions, and studies. Required Texts

• Hacker, Diana. A Writer's Reference 6th Edition. New York: Bedford /St. Martin's, 2010.

• Gibbon, Peter. A Call to Heroism ‐ Renewing America’s Vision of

Greatness. New York: Grove Press, 2002.

• Additional printed material will be distributed, read, and discussed in groups and as a class.

Additional material to insure successful participation in these courses:

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• Two inch binder for reading packet that supplements the texts and for journal

and other student‐generated material • Divider tabs to organize the material in this binder • Active Middlesex CC student online account, including access to Blackboard and

email • Access to Internet for viewing of videos and GBH online programs (Campus

facilities are available for computers and Internet use during day and evening) • Access to word processing program for completion of written assignments. • An English dictionary for clarifying unfamiliar vocabulary is recommended for

readings and a thesaurus for writing. Both resources are available online. • Flash drive to save drafts of written assignments for revision and submission

Middlesex Community College offers valuable resources to students, and some class time will be used for very short presentations by a spokesperson from a few of these college programs.

• Personal counseling and consultation • Career programs and counseling • Health services • International student support • Veteran resource center • Trio programs • Academic support and tutoring centers

Detailed guides to access these services are found through the Student Services link on the General Information MCC page: https://mymcc.middlesex.mass.edu/tabs/GenInfo.asp As a result of course work students will be able to:

• Define and explain the traditional concept of "hero" as exhibited in Classical Greek, Native American, and African American‐folk cultures

• Show how modern heroes demonstrate the journey and core experiences of the classical models. Compare and contrast the traditional concept of "hero" and the current media model of "hero"

• Identify how sociological conditions create opportunities for heroic responses • Analyze the influence of modern media on the rise and relevance of "heroes" in

current American society • Write a topic sentence and develop a unified, coherent paragraph • Organize essays using different rhetorical methods of development • Use the writing process to develop ideas for writing • Write grammatically correct and interesting sentences • Write a thesis and develop a unified essay of at least five paragraphs.

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• Demonstrate in a final project how this course has affirmed or altered student's assessment of heroism, citing character(s) studied and discussed in the course, as well as an "heroic" figure individually chosen and researched by students

• Evaluate goals for his or her academic journey, and determine the steps needed to achieve that goal

Integrity in Academic Life You are both the builder and the beneficiary of your success here at Middlesex Community College or any other institution of higher learning you will attend. You will grow in intellectual, professional and social skills only by committing to work to the best of your ability. Unless you make that commitment, you will not fulfill your potential. Therefore, only your work, your ideas are acceptable and valid evidence of your right to be part of this community of academic learners. Plagiarism as defined in the college handbook: The Middlesex Community College Student Handbook defines plagiarism as, “taking and using the ideas, writings, or data of another without clearly and fully crediting the source. Examples include: not citing another person’s actual words or replicating all or part of another’s product; using another person’s ideas, opinions, work, data, or theories without reference, even if they are completely paraphrased in one’s own words; borrowing facts, statistics, or other illustrative materials without giving credit to the source; unauthorized collaboration with others on papers or projects.” Consequences for plagiarism are failure of individual assignments or, if a student refuses to eliminate the practice, failure in a course. The person who is guilty of it does not demonstrate personal integrity. Plagiarism does not demonstrate respect for self or for other students. No matter what activity in life we are engaged in, the most important element is our personal integrity. Because Middlesex is committed to your success, we address issues of plagiarism with effective and fair consequences. One of the topics we will discuss is the use of material that is so readily available online. How do we benefit from the abundance of information and opinion? How do we integrate this knowledge into our own work while giving adequate credit (attribution) to the sources? Achieving goals in this course:

Attendance

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Attendance at all classes is mandatory because these are lecture/workshop courses. There will be Blackboard access to some course materials and some assignments will be based online in Blackboard. However, this is a supplement to classroom participation. In classroom activities we will practice skills that will help prepare for exams, discuss content and format of writing assignments, and collaborate in group assignments that encourage independent ideas about what is “heroic.” Absence or tardiness in this type of course detracts from a student’s ability to achieve goals, and therefore more than four absences will result in lower final grade. Please consult with us if you will be absent more than two consecutive days. We are available through email or phone. Punctuality We will begin class at the scheduled time and both instructor and fellow students expect everyone to be ready to start the planned activities. Punctuality in submitting assignments is also important, since instructor feedback is a way to acquire content information and skills. Assignments will assume that prior work has been completed, so “making up” or “catching up” with class work is not optimal. Building skills is just what that verb suggests: construction from lower to higher levels. We only have three months to build together, so we all need to be consistent in our efforts to make progress. Academic Accommodation Students who have worked with individual education plans previously, or those who suspect that accommodations would facilitate their learning experiences in MCC, should schedule an appointment with one of the counselors in the Disability Support Services Department. The staff is extremely effective and knowledgeable. There are several different options available, including one that assists those who are the first in their family to attend college (TRIO). Students who have been accepted into one of these programs should discuss options with their professors during the first two weeks of class and give professors a copy of the recommendations’ form provided by the Support Staff. Communication with Professors and Staff Please communicate early and often with professors and staff here at Middlesex. The first year, especially, can be daunting. New schedules, regulations, geographic and transportation issues can be confusing, required texts and materials, etc. – it all takes time and toll on your energy. However, do not wait too long to approach instructors and staff if you have questions about anything, and continue that habit throughout the

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semester. Remember, if you are unsure about something, it’s most likely that other students are unsure as well, and they will appreciate having someone else clarify it. Instructors and staff welcome questions and input. Your success from this point on in your education (and in your career as well) depends upon how effectively you negotiate your environment. This is a favorable environment to begin that process. Communicate with the people in it in order to achieve your goals. Email Expectations We are usually able to respond to email within 24 hours. To ensure that your email receives a timely response, put LC HUM 101 or LC Basic in the subject line of the email. If you are unsure how to complete an assignment or need an extension, be sure to email us as soon as possible so that we can be aware of the problem. However, we should not be expected to repeat the content of a missed class in an email. Journal assignments are given in class, so check with a classmate if you missed the assignment. Formal assignments with due dates will be posted on the Blackboard site. Class Participation Class participation is required. It is a part of the course grade that professors make every effort to assess fairly and accurately. Remember that asking questions as well as answering them contributes to vitality in exchange of ideas. I welcome student input on topics that arise from reading, viewing videos, and class discussion. Remember that at any time in our class meetings when you offer comments, you are addressing your total audience – students and instructor – to determine their level of attention and response to your comments. Therefore, address your comments to everyone, and look at classmates, not just the instructor. Every person deserves to be heard and responded to in a respectful and mature manner. Some classes will require student preparation in order to participate. Other discussions will follow presentations or reading or viewing in class. Attentive, appropriate and good‐humored contributions to the group are required, not optional. Cell phone and texting are not allowed during class. It is important to let your contacts know when you are NOT available to read and answer messages. One of these times is Mon‐Wed‐Fri between 11:30 AM and 1:20 PM. As a college student, you should exert your right to privacy when you need to attend to what is important to you. Your contacts should respect your efforts to succeed in your studies. Please make it clear that you are not going to have access to cell phone, texting or email during class hours. Emergency situations will be dealt with on an individual basis.

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Office of Student Life and Activities PLEASE spend some time visiting the student activities page and consider joining at least one of their myriad opportunities that will make you feel a real part of our Middlesex community: http://www.middlesex.mass.edu/StudentActivities/ This page begins: Welcome to the Office of Student Life and Activities, the center for leadership development programs, co‐curricular activities, and student organizations. There is a broad spectrum of activities available to students including opportunities to enhance leadership skills and participate in clubs, events and student government. Students are encouraged to get involved on campus and make the most of their college experience. You will find opportunities on and off campus to explore personal interests, develop talents and enhance student social connections. As you probably already know, participation in student organizations is also very valuable for resumes and applications to other colleges. Assessment for HUM 101 Humanities concern the way human beings function on personal, intellectual, and societal levels. The criteria for evaluation in this class are based on this description; I like to think of assessment in terms of three R’s: respect, reflection, and resolution. Respect for content and fellow participants. This is demonstrated by regular attendance, serious consideration of content introduced in class, attention to the video presentations that will deliver significant content, attention to the text and the excerpts from other books and periodicals. Respect for fellow participants is demonstrated by attention to instructor presentations in class and attention and response to the contributions of other students. Reflection: the content of these courses is intended to stimulate intellectual reflection. This reflection will be demonstrated in several ways: Journal entries, short quizzes, and paragraphs and essays. Participation in class and small group activities also provide opportunity to articulate ideas and questions. Resolution: The Exploration courses provide opportunity to solidify academic skills that help you in college and university degree programs. Students are responsible for improving their performance. This means hard work, determination, and appetite for change. These courses are also a time for students to strengthen their resolve to qualify for an enriching and challenging career. Criteria for Evaluation in ENG 071 Basic Writing

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READING/WRITING: In class writing and take‐home reading assignments are to be completed for each class lesson. These exercises are designed to springboard student participation in class discussion. Therefore, your attendance in class is mandatory in order to participate and understand the discussion and exercises covered. Pop quizzes may be given on the readings and lectures. Quizzes cannot be made‐up. IN CLASS JOURNALS: Students will reflect on heroic behavior and write 12 journal entries based on prompts covering the reading assignments. Journal entries will then be re‐written, edited, and word‐processed for a final Journal Book. Images of heroes will be added to the book for a final presentation. ESSAYS: Students are required to develop paragraphs and write 4 short essays. They must be word‐processed, double‐spaced, and contain at least five developed paragraphs of individual written work. In addition, you must include a rough draft. All of your work should be organized and embrace the rhetorical strategy covered in class. Make sure you pay attention to details, correct grammar, and spelling. Students should begin with brainstorming, free associations, images, and an outline of the essay. Professors’ review in coordination with peer reviews will precede your final revisions. The final essay must include the marked first copy. Each essay will meet the following criteria:

1. Well developed and expressed main idea 2. Introduction, body, and conclusion 3. Organization of rough draft material 4. Paragraphs developed around appropriate topic sentences 5. Sufficient relevant supporting details 6. Few if any fragments or run‐ons that suggest lack of sentence sense 7. Appropriate capitals and end marks 8. Reasonable grasp of rules for commas and apostrophes

9. Few serious spelling errors (Late papers will be marked down a full letter grade for each class after the due date.) Final Exam: The final exam will include an in‐class written essay in response to a written prompt. Your essays must contain a minimum of 5 well‐developed paragraphs and be at least two pages in length. Essays should demonstrate development of student ideas, as well as proficiency in sentence skills, grammar and mechanics.

ENG 071 Basic Writing Evaluation Students will be evaluated by the quality of individual class participation and attendance, quizzes on assigned readings and writing exercises, paragraph development, sentence skills, grammar and mechanics, journals, individual written essays, and a and final. Regular attendance is mandatory.

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Attendance and Participation 20% (Including informal class work and quizzes) Essays (Pre‐writing, draft 1, and final submission) 40% Journals 20% Final Essay Exam 20% HUM 101 Searching for Heroes Evaluation Attendance and Participation 25% Informal class work and quizzes 15% Journals 20% Formal Written Assignments 30% Final Exam 10% There are two categories of assignments:

• Linked Assignments (LA) which count as a grade in both classes • Stand‐alone assignments (SAA) which count as a grade in only one of the two

courses The Linked Assignments are:

• Journals

• Narrative essay • Film analysis essay

Middlesex Community College Grade Scale Grade Points Interpretation A 4.00 93‐100 A‐ 3.65 90‐92 B+ 3.35 87‐89 B 3.00 83‐86 B‐ 2.65 80‐82 C+ 2.35 77‐79 C 2.00 73‐76 C‐ 1.65* 70‐72 D+ 1.35* 67‐69 D 1.00* 63‐66 D‐ 0.65* 60‐62 F 0.00 Failure; official withdrawal

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after 10 weeks

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HUM 101 and ENG 071 Learning Community Schedule of Classes 2011

Preliminary Topic Schedule Date Topics Week 1: Sept 7 Introduction to the course/Overview of the semester/Syllabus Week 2: Sept 12

Heroes: Greek Mythology: Olympus gods and Theseus 9/11 – 10th Anniversary – Heroes Remembered Basic Writing: Sentence skills Grammar and mechanics Journal Entries

Week 3: Sept 19 Heroes: Monomyth ‐ Heroic Behavior (Joseph Campbell) Common themes in heroic tales: creation/evil/gender Carnegie Book: A Century of Heroes Basic Writing: Paragraph Development / Journal Entries

Week 4: Sept 26 Heroes: 19th Century Ideology of Heroism / Gibbon – Cp. 2 Continued: A Century of Heroes Basic Writing: Developing Ideas, Purpose and Audience Develop Questions/Conduct Interviews Journal Entries (responses)

Week 5: Oct 3 Heroes: 19th Century Challenges to Founders’ Ideology Heroes on the Picket Line Basic Writing: Narrative (Essay‐ interview, videos, readings ) Journal Entries

Week 6: Oct 10 Heroes: Heroes on the Line in Lowell? Joint class at the Lowell National Historical Park Joint class: discussion and review of site visit Basic Writing: Writing and rewriting short essays: Journal Entries

Week 7: Oct 17 Heroes: Continued: 19th Century Challenges: Women Warriors/ “Can One Man or Woman Make a Difference?” Basic Writing: Grammar and Mechanics/Journals

Week 8: Oct 24 Heroes: Continued: 19th Century Challenges Escaping from an American Labyrinth: Underground Railroad/Abolitionists Basic Writing: Academic Writing

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Journal Entries Week 9: Oct 31 Heroes:

Bridging the Classical and Modern Hero: Tolkien – Lord of the Rings Demise of oral tradition in modern cultures? Begin: The Athlete as Hero / Gibbon Cp. 5 Basic Writing: Comparison/Contrast (Write Essay‐Based on readings in Book) Journal Entries

Week 10: Nov 7 Heroes: Self‐Discovery: Kareem Abdul Jabbar: On the Shoulders of Giants Jackie Robinson – Ken Burns: Baseball – Season 6 Micky Ward – Lowell Hero Basic Writing: Sentence Style Punctuation / Mechanics Journal Entries

Week 11: Nov 14 Heroes: The American Warrior Hero / Gibbon Cp. 4 Louis Zamperini – The Unbroken/ Sergeant Sal Giunta: courage, honor, compassion Basic Writing: Academic Writing Journal Entries

Week 12: Nov 21 Heroes: Modern heroes respond to modern challenges: Genocide Schindler’s List & Hotel Rwanda Basic Writing: MLA Papers and Journals

November 24‐25:

THANKSGIVING

Week 13: Nov 28 Heroes: Modern heroes respond to modern challenges: Ecological Rachel Carson – 20th Century Revolutionary Analysis of challenge and heroic behavior in films Basic Writing: Film Analysis Essay/ Support position

Week 14: Dec 5 Heroes: Modern heroes respond to modern challenges: Medical Dr. Paul Farmer ‐ A True Partner in Health Continue: Heroic characters in films Basic Writing: Presentations and Reflections

Week 15: Dec 12 Heroes: Review and Reflection Basic Writing: Pre‐Writing Final Exam

December 16 Last Day of Classes December 19‐22 Final Exams

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