Literature and Dynamics of Social JusticeMr. Pagtakhan,
“No problem can be solved from the same level of consciousness that created it.” -Albert Einstein
The Foundational Cs of Social Justice:
C______C______C ______C______= C ______
Course Description: Social Justice is an interdisciplinary English class that draws from fields of psychology, history, literature, and the arts in an attempt to grapple with essential questions about intense human encounters, moral decision-making, and justice. The course begins with an exploration of identity and membership in community that leads to the study of institutionalized racism and genocide. We examine the psychological, political, and economic roots of intolerance during times like the Holocaust, exploring how dominant institutions like government, science, education, and media impact human behavior. The journey culminates with a study of transitional justice – the tools communities use to repair and rebuild after extreme human rights violations. This humanities course includes extensive reading and analysis of nonfiction, substantial, recurrent practice in research, analytical, and reflective writing, and in-depth discussion to encourage a critical examination of human rights and behavior, responsibility and choice.
Our literary journey challenges us to explore the following issues:
IDENTITY: Who am I? How is my identity formed? How do my attitudes and beliefs affect my thinking and my actions? How do the “little boxes”—the labels we use about others and ourselves—impact our assumptions about one another? How much do we give up in order to fit in? How do we keep our individuality and still be part of a group?
MEMBERSHIP IN COMMUNITY: Almost all the news we hear about war, genocide, violence between groups and individuals, is about “membership.” Who has it? Who is denied it? How are differences institutionalized? How do these real and perceived differences affect who defines and who receives justice and who is part of our “universe of obligation”?
THE LEGACY OF HARD HISTORY: As we gaze into the “tarnished mirror of history,” important questions emerge about why people do the terrible or great things they do. Through our study of genocide, institutionalized racism, and episodes of collective violence in many times and places, we will begin to understand the deep roots of intolerance and hatred. We will explore the roles and responsibilities of individuals and groups, the range of choices and decisions facing human beings, and the importance of confronting moral issues and dilemmas.
PARTICIPATION IN SOCIETY: Social Justice is designed to emphasize civic education, and to promote the values and beliefs needed to build and sustain a democratic society. By studying historical and contemporary case studies surrounding oppression, institutionalized racism, & collective violence, I hope to encourage strong connections between history and the moral choices we are confronted with in today’s world.
TEXTS: Siddhartha; Lord of the Flies; The Sunflower; Warriors Don’t Cry; The Tao te Ching;
Tortilla Curtain
Recommended Materials and supplies:
* Three-ring binder with dividers for notes; handouts/returns; journals & essays
* Standard size, white, college ruled paper
* Black or blue ink pens and pencil
* A positive attitude; an interest in thinking, discussing, and writing
KEEP ALL WORK FOR VERIFICATION OF GRADES AT THE END OF SEMESTER.
Amador Valley English Department Policies
Essays and Major Assignments: Due dates for essays and major assignments are firm.
However, papers will be accepted one day late with a loss of 50% of the earned points. Papers will not be accepted more than one day late. Printer and disk failures are not acceptable excuses for late papers. If a student is absent (even if excused) on the due date, essays and major projects must be sent to school on time, barring emergencies. (If a hard copy cannot be delivered to school, please e-mail the essay on the due date, and bring a hard copy upon your return to school.) Should an emergency arise, please have a parent/guardian e-mail or call on that day.
Daily/short term assignments: These assignments are due at the beginning of class (or the first day back to school after a short-term absence). Should an emergency arise, please have a parent/guardian e-mail or call that day.
PLAGIARISM ALERT: Plagiarism is presenting another person’s words, phrases, sentences or ideas and using them as if they were your own -- including essays from the internet or Cliffs notes, from other texts or sources, or from other students or relative, etc. It is considered academic stealing and is dishonest. All sources must be credited. All work, long-term or short-term assignments, are to be completed individually unless assigned as group work. Any evidence of plagiarism or cheating will result in zeroes for both students and consequences as per school discipline policy.
Attendance: See school policies. Uncleared absences and tardies will impact your participation grade. Make-up work for suspensions is subject to teacher policy.
Make-up work: Make-up work is the responsibility of the STUDENT. Work or tests missed due to a short-term excused absence for illness must be completed on the first day back to class. Work missed due to an excused absence for a field trip; vacation, appointment, or school activity is due in advance of the date of absence. In cases of prolonged illness or other extenuating circumstance, arrangements must be made with the teacher to clarify due dates. Work and tests missed due to an unexcused absence may not be made up. The student is responsible for clearing absences through the office. If the student fails to do so, no make-up work will be accepted as per school policy. A student who anticipates being absent on a certain date should consult with the teacher prior to that date to ensure that all work is completed in an acceptable time frame. Note: Makeup work is accepted; late work is not.
Grading: All essays, tests, and assignments have point values that reflect their importance. Points are cumulative for the semester. A percentage grouping for the English department is as follows:
100-90% = A 89-80%=B 79-70% = C 69-60%=D below 60% = F
Class grades are based upon all work done in class and all assignments done out of class. The English Department adheres strictly to the above percentage grouping; points are not rounded up or down. There is no extra credit.
Classroom Participation: Classroom participation is essential to the learning process. As a good classroom participant, please abide by the guidelines of good citizenship. I expect students to behave respectfully toward one another, and I also expect students to take personal responsibility for their actions and words. Play a vital role in creating the environment for success. Maximize and realize your full potential through dedication, hard work, and commitment. Before and after school support is available upon request. Schedule an appointment any time for help or drop by for a chat. Parent emails are always welcome. I look forward to our year together.
Student Name: ______
First & Last
Name of Parent(s): ______
Home Phone #: ______
E-Mail Address: ______
Preferred Method of Contact: ______
I have read the course outline for Mr. Pagtakhan’s social justice class & understand the requirements & expectations. I am aware that I can e-mail or make an appointment with Mr. Pagtakhan to address any concerns I might have regarding his class.
PARENT SIGNATURE: ______