INT 101.022
Self and Others:A Glimpse of Utopia
Fall 2016
TR 1:40-2:55; R 3:05-3:55
KNT 307
Professor: Janell Johnson
Office: 311A Knight Hall
Office Telephone: 301-2759
Office Hours: MWF 12:00-1:00, 3:00-4:00 and by appointment
E-mail:
COURSE DESCRIPTION:
INT 101 or Integrative Studies 101 is the first in a series of integrative courses that is designed to allow students to engage materials and perspectives from a variety of academic domains AND develop critical thinking and writing skills. The general topic of INT 101 is the self and others. In this particular section of INT 101, we will explore how our ideas about the world andwhat progress we might make toward a better worldshape our understandings of self and our purpose(s) for living.
COURSE GOALS:
Upon successful completion of INT 101, students will have demonstrated the following competencies:
(1) The ability to read well across a variety of literary genres, which involves being able to identify the thesis of an author’s argument and what has been provided as supporting evidence. Students will be introduced to an array of reading tools, such as annotating and outlining texts.
(2) The ability to write clearly, which involves developing one’s own thoughts and a logical argument, as well as improving one’s mastery of the English language (syntax, grammar, etc.). Most of our class time will be devoted to writing and enhancing our skills through a variety of exercises.
(3) Knowledge of and sensitivity to one’s own perspective and the perspectives of others. The texts we read in this class will help all of us understand the worldview of our families and ourselves. We will also be challenged by views that are very different from our own, but which none-the-less will help us understand ourselves and others.
As part of the General Education curriculum, this course also strives to ensure that:
(1)Students understand selfhood in relationship to others as exhibited by the ability to:
(a)Identify different aspects of self/paradigms of self: nature/nurture/individuality/individual choice;
(b)Identify ways that self may change over time;
(c)Analyze ways that the behavior of individuals or groups stem from their diversity;
(d)Demonstrate how self is defined by the relationship to others.
(2)Students think critically as exhibited by the ability to:
(a)Coherently integrate information from a variety of sources;
(b)Support valid arguments with empirical, textual, theoretical, and/or direct evidence;
(c)Identify strategies to formulate judgments, reach decisions, and/or solve problems.
(3)Students write clearly as exhibited by the ability to:
(a)Demonstrate close and critical reading of text;
(b)Identify and evaluate relevant sources;
(c)Appropriately use and cite relevant sources;
(d)Summarize, analyze, and/or synthesize information in written work;
(e)Maintain focus, organization, and logical development in written work;
(f)Produce texts that are appropriate to the author’s purpose and the audience’s needs.
REQUIRED TEXTS:
Bullock. The Little Bear Handbook. Norton, 2016.
ISBN: 978-0393250435
Collins, Suzanne. The Hunger Games. New York: Scholastic, 2010.
ISBN: 978-0439023528
Krakauer, Jon. Into the Wild. NY: Anchor Books, 1996.
ISBN: 978-0385486804
Vaughan, Brian. Y: The Last Man. Book 1. Vertigo, 2008.
ISBN: 978-1401219215
COURSE REQUIREMENTS:
(1)Attendance: Attendance is required and will be graded. Students will be allowed 3 absences without comment or penalty. However, for each absence beyond three, 10 points will be deducted from the attendance grade. Three late entrances to class will count as one absence.
(2) Participation: Students are expected to be active participants and to contribute to a healthy classroom environment. This means that students keep up with the assigned reading and turn in assignments on time. They should also bring the appropriate books to each class and treat the professor and other students with respect. No one needs to have their phone out during class. Anyone who brings a laptop to class should be aware that inappropriate use of the computer (checking email, facebook, or surfing the web) will affect their participation grade.
(3) Critical Summary: In a critical summary, students will practice reading carefully and writing about texts in a way that shows a sophisticated understanding of its contents. Early in the semester, students will write a critical summary (2-3 pages) of the article by Federico Mayor, “Preface: Science, Technology and Social Priorities” in Science, Technology, and Social Priorities (1982), pp. 1-12.
(4) First Comparison Paper: In this comparison paper, students will describe common elements of the dystopias presented in Pan’s Labyrinth and The Hunger Games. Consider how these dystopias fuel one’s imagination regarding what a utopia might look like. In essence, this paper should be organized by a thesis that identifies 2-3 common elements within these stories and then argues how these elements point to a particular type of utopia. (3-4 pages)
(5)Analytical Paper: Considering the sources of information provided in class regarding the incident at Waco, TX, in 1993, students will develop an argument regarding who was at fault for the deaths of Branch Davidians and government agents in the events leading up to and including the tragic destruction of the Waco compound. They should also include in their argument whetherthey think American citizens should have the right to withdraw from society if they choose. (3-4 pages)
(6) Four Short Analyses of Four Texts: When we read ”The Ones who Walk Away from Omelas,” Into the Wild, The Warmth of Other Suns, and articles about the Syrian Crisis, you will be required to brainstorm 4 questions and submit written paragraphs that provide evidence for and answer each question. The 4 questions are: (1) what are they running from? (2) what are they running toward? (3) how would the characters in the text describe utopia? (4) is there any hope that they will achieve it?
(7) Final Comparison Paper: For this final paper, you must choose two texts/topics from the four listed above in #6 and compare them as you answer the following questions: (a) what caused the people involved to be dissatisfied with their current society? (b) what option(s) did they or do they have for resolving their problems? (c) evaluate which option(s) is best for the members of the dissatisfied group and for the rest of society. This must be a coherent paper with a good solid thesis. (4-5 pages)
(8) Annotated Bibliography: Throughout the semester, you will create an annotated bibliography that includes all of the books, articles, and movies that we read or view. Emphasis in grading will be placed on proper documentation style, as well as on quality paragraph construction. This will be due on the final class day, December 8th.
Late Paper Policy: Papers submitted late will receive a deduction of 10 points per day that the paper is late, including a 10 point deduction for turning it in after class.
GRADING:GRADING SCALE:
Attendance10%A92-100
Participation10%B+87-91
Critical Summary15%B82-86
First Comparison Paper15%C+77-81
Analytical Paper15%D65-70
Four Short Analyses of Texts10%
Annotated Bibliography10%
Final Comparison Paper15%
HONOR CODE: “I pledge myself to neither give nor receive aid during tests or for any individual assignments or papers, nor to use any information other than that allowed by the instructor. I further pledge that I will not allow to go unreported to the proper persons any violation of the Honor System and that I will give true and complete information to the Honor Council.” Any violation of the code will be referred to the Honor Council.
Out of courtesy for all those participating in the learning experience, all cell phones and pagers must be turned off before entering any classroom, lab, or formal academic or performance event.
DISABILITY STATEMENT:
Students requiring accommodations for a disability should inform the instructor at the close of the first class meeting or as soon as possible. The instructor will refer you to the ACCESS and Accommodation Office to document your disability, determine eligibility for accommodations under the ADAAA/Section 504 and to request a Faculty Accommodation Form. Disability accommodations or status will not be indicated on academic transcripts. In order to receive accommodations in a class, students with sensory, learning, psychological, physical or medical disabilities must provide their instructor with a Faculty Accommodation Form to sign. Students must return the signed form to the ACCESS Coordinator. A new form must be requested each semester. Students with a history of disability, perceived as having a disability, or with a current disability, who do not wish to use academic accommodations are also strongly encouraged to register with the ACCESS and Accommodation Office and request a Faculty Accommodation Form each semester. For further information, please contact Carole Burrowbridge, Director andADA/504Coordinator, at 301-2778 or visit theACCESS andAccommodationOfficewebsite at (07/13)
TENTATIVE CLASS SCHEDULE: (I reserve the right to change the schedule as necessary)
Aug 23 (T): Introduction to the Course
Aug 25 (R): Coates, Joseph F. “From My Perspective: Utopia – an obsolete concept.” Technological Forecasting and Social Change 69 (2002): 507-509.
Aug 26 (F): Last Day to Drop/Add
Aug 30 (T): Ovid and Isaiah 11:1-9
Sept 1 (R): Mayor, Federico. “Preface: Science, Technology and Social Priorities” in Science, Technology, and Social Priorities (1982), pp. 1-12.
Sept 6 (T): Vaughan, Y: The Last Man, 6-88
Sept 8 (R): Vaughan 89-164
Sept 13 (T): Vaughan 165-246
Sept 15 (R): Pan’s Labyrinth. Dir. Guillermo Del Toro. New Line Home Video, 2007. DVD.
Sept 20 (T): Collins, The Hunger Games, chapters 1-7
Sept 22(R): Collins, chapters 8-14
Sept 27 (T): Collins, chapters 15-21
Sept 29 (R): Collins, chapters 22-27
Oct 4 (T): Comparing Pan’s Labyrinth and The Hunger Games
Oct 6 (R): Fall Break
Oct 11 (T): What happened in Waco, TX, in 1993?
Oct 13 (R): Arnold J. Philip. “The Davidian Dilemma – To Obey God or Man?” From the Ashes: Making Sense of Waco. Ed. James R. Lewis. Lanham, MD: Rowman & Little, 1994. 23-31. Print.
Oct 18 (T): Rifkind, Lawrence J. and Loretta F. Harper. “The Branch Davidians and the Politics of Power and Intimidation.” Journal of American Culture 17.4 (1994): 65-72. Academic Search Complete. Web. 4 Sept. 2012.
Oct 20 (R): Waco: Rules of Engagement. Dir. William Gazecki. New Yorker Video, 1997. DVD.
Oct 25 (T): “The Ones Who Walk Away from Omelas” by Ursula LeGuin
Oct 27 (R): Krakauer, Into the Wild, 3-46
Nov 1 (T): Krakauer, 47-97
Nov 3 (R): Krakauer, 98-156
Nov 8 (T): Krakauer, 157-203
Nov 10 (R): Wilkerson, Isabel. The Warmth of Other Suns. New York: Vintage Books, 2010. Pages 3-15, 36-46, 160-164.
Nov 15 (T): Wilkerson 183-204, 249-252, 273-275, 319-327.
Nov 17 (R): Wilkerson 348-350, 385-412, 527-538
Nov 22 (T): Library Instruction for Final Paper
Nov 24 (R): Thanksgiving
Nov 29 (T): “Fractured Lands: How the Arab World Came Apart” in The New York Times Magazine (7 Aug 2016)
By Scott Anderson. Sections 1-15
Dec 1 (R): “Fractured Lands,” Sections 16-Epilogue
Dec 6 (T): Articles on Syrian Immigration
Dec 8 (R): Articles on Syrian Immigration
Dec 15 (R): Final Paper Due at 7:00 p.m.