Butler University<\/p>\n
FYS 102 \u2013 First Year Seminar<\/p>\n
Assessing the American Dream Through the Lens of Black Women<\/strong><\/p>\n Spring Semester 2011<\/p>\n Jordan Hall 176<\/p>\n Tu\/R \u2013 2:30 \u2013 3:45p<\/p>\n Dr. Terri Jett<\/p>\n Office \u2013 Jordan Hall 347B<\/p>\n Office Hours \u2013 Tu \/R 1 \u2013 2p and W 3 \u2013 4p and by appointment<\/p>\n Phone \u2013 940-8451<\/p>\n E-Mail \u2013\u00a0Tjett@Butler.edu<\/a><\/p>\n <\/p>\n Required Texts<\/strong>:<\/p>\n <\/p>\n Alice Walker \u2013 The World Has Changed: Conversations with Alice Walker<\/p>\n J. California Cooper \u2013 In Search of Satisfaction<\/p>\n Alice Walker \u2013 In Love & Trouble<\/p>\n Toni Morrison \u2013 The Bluest Eye<\/p>\n Alice Walker \u2013 The Third Life of Grange Copeland<\/p>\n J. California Cooper \u2013 The Matter Is Life<\/p>\n Ntozake Shange \u2013 For Colored Girls Who Considered Suicide When the Rainbow Was Enuf<\/p>\n <\/p>\n Poetry from Maya Angelou, Audre Lorde, Sonia Sanchez, Gwendolyn Brooks, Nikki Giovanni and others will infuse our learning throughout the semester.<\/p>\n <\/p>\n Plus additional items posted to Blackboard or distributed in class.<\/p>\n <\/p>\n \u201cIf I didn\u2019t define myself for myself, I would be crunched into other\u2019s people\u2019s fantasies for me and eaten alive.\u201d \u2013 Audre Lorde<\/strong><\/p>\n <\/p>\n Course Objectives<\/strong>:<\/p>\n <\/p>\n This semester will serve as part two of the First Year Seminar (FYS) course where we are studying the concept of the \u201cAmerican Dream\u201d through the lens of black women, particularly African American women, but not exclusively. Upon completion of both semesters you will additionally be given a waiver for the speech requirement for the core curriculum because speech is essentially also a part of this course. During the first semester of this course you were guided through reading, writing, thinking and speaking about this perspective of black women through non-fiction works such as the slave narrative of Incidents in the Life of a Slave Girl, June Jordan\u2019s political essays, Angela Davis\u2019 political writings and Zora Neale Hurston\u2019s creative autobiography. This semester our exploration will be shaped by novels, short stories, poetry and films, and we will use the knowledge acquired in the first semester to analyze and interpret these works. This course embraces the core theme of \u201cSelf, Community and World,\u201d and is also a part of the Collaborative for Critical Inquiry Into issues of Race, Gender, Sexuality and Class.<\/p>\n <\/p>\n Continuing with the same objectives, together we will explore:<\/p>\n <\/p>\n 1)\u00a0\u00a0\u00a0 Some general history that is shared among black women;<\/p>\n 2)\u00a0\u00a0\u00a0 Interlocking gender, racial and economic issues that black women face;<\/p>\n 3)\u00a0\u00a0\u00a0 How the experiences of black women have collectively shaped their distinctive political outlook;<\/p>\n 4)\u00a0\u00a0\u00a0 The complex relationships between black women and black men, white men and white women, and;<\/p>\n 5)\u00a0\u00a0\u00a0 The womanist perspective, as created by Alice Walker.<\/p>\n <\/p>\n Relationship of this course to a Liberal Arts Foundation:<\/strong><\/p>\n <\/p>\n This course will be taught from a premise that acknowledges the true value of what students learn in this class will not be realized until one is fully and independently engaged in this diverse and complex society and world. By looking at the concept of the \u201cAmerican Dream\u201d from the perspective and voice of a group of people who are systematically and deliberately denied its\u2019 full actualization, students will eventually understand that a liberal arts foundation is only as good as it\u2019s values of justice, equality, free expression and multiculturalism, for example, are put into practice. By the end of the year students of this course will be more versed in listening, observing and discerning whether or not Americans truly live by the very creeds they hold as superior. Quite simply it is a call to question.<\/p>\n <\/p>\n A note about discourse and objectivity:<\/strong><\/p>\n <\/p>\n This core course follows a seminar style and embraces a pedagogical format which values inquiry, empathy, and an open dialogue of ideas and varying worldviews where you develop your own critical, constructive and creative voice. I do not expect you to engage with the material from an \u201cobjective\u201d stand point where you silence either\/or your logical and emotional responses and in the spirit of openness, I will share my own thoughts and informed opinions from time to time. You will not be graded on whether or not you share my ideas and values though I may encourage you to further articulate your point as I am intrigued by where your opinions originate. My opinions are based on my experiences including my cultural and political socialization as well as my educational attainment and the fact that I read.<\/p>\n <\/p>\n Special Accommodations:<\/strong><\/p>\n <\/p>\n It is the policy and practice of Butler University to make reasonable accommodations for students with properly documented disabilities. Written notification from Student Disability Services is required. If you are eligible to receive an accommodation and would like to request it for this course, please discuss it with me as soon as possible. This conversation will be kept strictly confidential. If you have questions about Student Disability Services you may wish to contact Michele Atterson, JH 136, ext. 9308.<\/p>\n <\/p>\n Butler University Academic Honesty Code:<\/strong><\/p>\n <\/p>\n Students are expected to abide by the Butler University Academic Honesty Code. A full description on academic integrity is available in your student handbook. It is the student\u2019s responsibility to ensure that both the letter and intent of this code are met in all circumstances. Ignorance of this code, or of proper rules of citation, provides no defense. Violations of this code will be dealt with appropriately. Plagiarism or cheating can result in an \u201cF\u201d for this course.<\/p>\n <\/p>\n Grading System:<\/strong><\/p>\n <\/p>\n 97% = A<\/p>\n 92% = B-<\/p>\n 88% = B+<\/p>\n 85% = B<\/p>\n 80% = B-<\/p>\n 78% – C+<\/p>\n 75% = C<\/p>\n 70% = C-<\/p>\n 68% = D+<\/p>\n 65% = D<\/p>\n 60% = D-<\/p>\n <\/p>\n Grading<\/strong><\/p>\n \u00a0<\/strong><\/p>\n In-class writes \u2013 2 points each<\/p>\n Class Attendance and Participation \u2013 20 points<\/p>\n Reflection Papers \u2013 5 points each<\/p>\n Essay Papers \u2013 15 points each<\/p>\n Midterm Exam \u2013 30 points<\/p>\n Final Exam \u2013 40 points<\/p>\n Spoken Word Project \u2013 50 points<\/p>\n <\/p>\n <\/p>\n In-class writes \u2013 2 points each<\/strong><\/p>\n <\/p>\n Careful reading \u2013 in which you consider what a person is saying, why she is saying it, and how she is staying it \u2013 is an essential prerequisite to effective writing. Please read all assignments carefully, marking passages that seem particularly important and write questions and comments in the margin. You will be asked to respond to one or two questions in class, on occasion.<\/p>\n <\/p>\n <\/p>\n Class Attendance and Participation\u00a0 – 20 points<\/strong><\/p>\n <\/p>\n As stated previously, your learning experience will be much more rewarding if you come to each class prepared to discuss the assigned reading material. Some in-class reading will take place. Students who are consistently late and\/or miss more than three classes (excused and unexcused) will be penalized by a deduction of half of the attendance\/participation points at the end of the semester.<\/p>\n <\/p>\n Reflection Papers \u2013 due almost every Thursday throughout the semester (two pages, typed, double-spaced) \u2013 5 points each<\/strong><\/p>\n <\/p>\n Every week (unless otherwise indicated) you are to reflect and write on the reading and discussion of the previous class, reading for the current class, interesting questions or thoughts that weren\u2019t answered, and why these questions or thoughts are important. This will be looked over by one of your peers and will inform our class discussion. You will then hand the reflection paper in at the end of class. Do not e-mail.<\/p>\n <\/p>\n Essay Papers \u2013 15 points each<\/strong><\/p>\n <\/p>\n There will be three formal writing essay assignments this semester. Specifics on these assignments will be given out two weeks prior to the due date.<\/p>\n <\/p>\n Midterm and Final Examination \u2013 30 and 40 points respectively<\/strong><\/p>\n <\/p>\n There will be two take-home exams this semester that will consist of both short and long essay questions. These two exams will cover material from the reading assignments, as well as, class discussions and films. Make-up exams will only be allowed for excused absences, such as documented illness, documented family emergency or university activities of which you are a key participant. Otherwise if you miss an exam with no valid excuse you will receive a 0 (zero). No exams will be given early.<\/p>\n <\/p>\n Spoken Word Project \u2013 50 points<\/strong><\/p>\n \u00a0<\/strong><\/p>\n You and one other person will perform a spoken word creative piece on the American Dream on our final exam day. I will leave the details of this up to your imagination but it must include at least two references from any of the texts we have read and discussed this semester. I strongly suggest you begin working on this early in the semester and that you seek input and support from the Speakers Lab on more than one occasion. Along with the performance the team must hand in a two-to-three page paper discussing the process and journey of creating this work. I will randomly selecting team members for this project.<\/p>\n \u00a0<\/strong><\/p>\n \u00a0<\/strong><\/p>\n \u00a0<\/strong><\/p>\n \u00a0<\/strong><\/p>\n \u00a0<\/strong><\/p>\n \u00a0<\/strong><\/p>\n \u00a0<\/strong><\/p>\n Tentative Schedule<\/strong><\/p>\n RP = Reflection Paper Due<\/p>\n Reading Assignments due on the date indicated<\/p>\n <\/p>\n Week of January 16<\/p>\n 1\/17 \u2013 Reverend Dr. Martin Luther King, Jr.\u2019s Birthday (observed)<\/p>\n 1\/18 \u2013 First day of class \u2013 Syllabus distributed<\/p>\n 1\/20 \u2013\u00a0Alice Walker \u2013 Conversations<\/strong>\u00a0 – \u201cChronology,\u201d \u201cIntroduction,\u201d and \u201cInterview with John O\u2019Brien\u201d<\/p>\n <\/p>\n Week of January 23<\/p>\n J. California Cooper \u2013 In Search of Satisfaction<\/strong><\/p>\n 1\/25 \u2013 Cooper \u2013 \u201cPrologue\u201d through \u201cChapter 13\u201d<\/p>\n 1\/27 \u2013 (RP) \u2013 Cooper – \u201cChapter 14\u201d through \u201cChapter 19\u201d<\/p>\n <\/p>\n Week of January 30<\/p>\n J. California Cooper \u2013 In Search of Satisfaction<\/strong><\/p>\n 2\/1 \u2013 Cooper \u2013 \u201cChapter 20\u201d through \u201cChapter 33\u201d<\/p>\n 2\/3 \u2013 (RP) \u2013 Cooper \u2013 \u201cChapter 34\u201d through end \u201cChapter 49\u201d<\/p>\n <\/p>\n Week of February 6<\/p>\n Alice Walker \u2013 In Love & Trouble<\/strong><\/p>\n 2\/8 \u2013 Walker Conversations \u2013 \u201cInterview with Claudia Tate\u201d, \u201cInterview with William R. Ferris\u201d<\/p>\n Walker In Love –\u00a0 \u201cHer Sweet Jerome\u201d and \u201cThe Child Who Favored Daughter\u201d and \u201cRoselily\u201d and \u201cThe Flowers\u201d<\/p>\n 2\/10 \u2013 (RP) \u2013 \u201cReally Doesn\u2019t Crime Pay\u201d and \u201cEveryday Use\u201d and \u201cWe Drink the Wine in France\u201d<\/p>\n <\/p>\n Week of February 13<\/p>\n Film Viewing: \u201cThe Color Purple\u201d<\/p>\n Alice Walker \u2013 In Love & Trouble<\/strong><\/p>\n 2\/15 \u2013 First Essay Topic Distributed<\/p>\n Walker In Love \u2013 \u201cTo Hell With Dying\u201d and \u201cThe Revenge of Hannah Kemhuff\u201d<\/p>\n 2\/17 \u2013 (RP) \u2013 Walker Conversations \u201cInterview with Claudia Dreifus\u201d and \u201cA Conversation with Jody Hoy\u201d<\/p>\n <\/p>\n Week of February 20<\/p>\n Alice Walker \u2013 In Love & Trouble<\/strong><\/p>\n 2\/22 \u2013 Walker In Love \u2013 \u201cEntertaining God\u201d and \u201cThe Diary of an African Nun\u201d<\/p>\n 2\/24 \u2013 (RP) Walker in Love \u2013 \u201cThe Welcome Table\u201d and \u201cStrong Horse Tea\u201d<\/p>\n Walker Conversations \u2013 \u201cAlice Walker and Margo Jefferson\u201d and \u201cInterview with Amy Goodman\u201d and \u201cA Conversation with Marianne Schnall\u201d<\/p>\n <\/p>\n <\/p>\n Week of February 27<\/p>\n Toni Morrison \u2013 The Bluest Eye<\/strong><\/p>\n 3\/1 \u2013 First Essay Due<\/p>\n Morrison \u2013 \u201cAutumn\u201d<\/p>\n 3\/3 \u2013 (RP) \u2013 Morrison \u2013 \u201cWinter\u201d<\/p>\n <\/p>\n Week of March 6<\/p>\n Toni Morrison \u2013 The Bluest Eye<\/strong><\/p>\n 3\/8 \u2013 Second Essay Topic Distributed<\/p>\n Morrison \u2013 \u201cSpring\u201d<\/p>\n 3\/10 \u2013 (RP) \u2013 Morrison \u2013 \u201cSummer\u201d<\/p>\n <\/p>\n Week of March 13<\/p>\n Spring Break<\/strong><\/p>\n <\/p>\n Week of March 20<\/p>\n Alice Walker \u2013 The Third Life of Grange Copeland<\/strong><\/p>\n 3\/22 \u2013 Take-Home Midterm Exam distributed<\/p>\n Walker \u2013 \u201cPart I \u2013 Part VI\u201d<\/p>\n 3\/24 \u2013 Second Essay Paper due<\/p>\n Walker \u2013 \u201cPart VII\u201d through end \u201cPart XI\u201d and \u201cAfterword\u201d<\/p>\n <\/p>\n Week of March 27<\/p>\n Work on Take-Home Midterm Exam<\/strong><\/p>\n 3\/29 \u2013 No class – Alabama<\/p>\n 3\/31 \u2013 No class – Alabama<\/p>\n <\/p>\n Week of April 3<\/p>\n J. California Cooper \u2013 The Matter is Life<\/strong><\/p>\n 4\/5 \u2013 Take-Home Midterm due<\/p>\n 4\/7 (RP)<\/p>\n <\/p>\n Week of April 10<\/p>\n J. California Cooper \u2013 The Matter is Life<\/strong><\/p>\n 4\/12 \u2013 Third Essay Topic Distributed<\/p>\n Cooper \u2013 \u201cThe Big Day\u201d and \u201cHow, Why to Get Rich\u201d and \u201cEvergreen Grass\u201d and \u201cFriends, Anyone?\u201d and \u201cVanity\u201d<\/p>\n 4\/14 (RP) Cooper \u2013 \u201cI Told Him!\u201d and \u201cNo Lie\u201d and \u201cThe Doras\u201d<\/p>\n <\/p>\n <\/p>\n Week of April 17<\/p>\n Ntozake Shange \u2013 For Colored Girls Who Considered Suicide When the Rainbow is Enuf<\/strong><\/p>\n 4\/19 \u2013 Shange \u2013 Begin reading in class<\/p>\n 4\/21 (RP) \u2013 Shange (TBA) and more in-class reading<\/p>\n <\/p>\n Week of April 24<\/p>\n Ntozake Shange \u2013 For Colored Girls Who Considered Suicide When the Rainbow is Enuf<\/strong><\/p>\n 4\/26 \u2013 Comprehensive Take-Home Final Exam distributed<\/p>\n Shange \u2013 (TBA) and more in-class reading<\/p>\n 4\/28 \u2013 Last Day of Class \u2013 Third Essay Due<\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n Set. No. 2<\/strong><\/p>\n By Sonia Sanchez<\/strong><\/p>\n \u00a0<\/strong><\/p>\n I\u2019ve been keeping company, with the layaway man.<\/strong><\/p>\n I say, I\u2019ve been keeping company, with the layaway ma.<\/strong><\/p>\n Each time he come by, we do it on the installment plan.<\/strong><\/p>\n \u00a0<\/strong><\/p>\n Every Friday night, he comes walking up to me do\u2019<\/strong><\/p>\n I say, every Friday night, he comes walking up to me do\u2019<\/strong><\/p>\n Empty pockets hanging, right on down to the floor<\/strong><\/p>\n \u00a0<\/strong><\/p>\n Gonna get me a man, who pays for it up front<\/strong><\/p>\n I say, gonna get me a man, who pays for it up front<\/strong><\/p>\n Cuz when I needs it, can\u2019t wait til the middle of next month<\/strong><\/p>\n \u00a0<\/strong><\/p>\n I\u2019ve been keeping company, with the layaway man<\/strong><\/p>\n I say, I\u2019ve been keeping company, with the layaway man<\/strong><\/p>\n Each time he come by, we do it on the installment plan<\/strong><\/p>\n Each time he come by, we do it on the installment plan<\/strong><\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" Butler University FYS 102 \u2013 First Year Seminar Assessing the American Dream Through the Lens of Black Women Spring Semester 2011 Jordan Hall 176 Tu\/R \u2013 2:30 \u2013 3:45p Dr. Terri Jett Office \u2013 Jordan Hall 347B Office Hours \u2013 … Continue reading