PATHS TO LEARNING CONFLICT RESOLUTION:
EMPHASIZED BY CRS 101 STUDENTS 2019
Not all conflicts can be resolved.
Conflicts are not necessarily bad unless humans are being injured and dying. Young, Becker, Pike, Rhetoric: Discovery and Change The New Rhetoric based on psychological and linguistic studies Discussions in class led by students arguing character motivations from required readings in Sophocles’ Antigone Jon Baitz’s Other Desert Cities |
Student fact reports and readings on
Nelson Mandela, Desmond Tutu—especially Ubuntu, African cultural philosophy emphasizing community, communication, cooperation, and empathy CRS Supported Lectures open to the public Introduction to Mediation by Carolina Velez The Ethical Lawyer by Adam Quatrini Immigration on the Sonoran Border by John Fife |
Final Essay Prompts
All demanded thinking about resolution
Some including J.P. Lederach’s Conflict Transformation,
explaining the differences between resolution and transformation
All demanded thinking about resolution
Some including J.P. Lederach’s Conflict Transformation,
explaining the differences between resolution and transformation
Syllabus
INTRODUCTION TO CONFLICT AND RESOLUTION STUDIES 101-01
Taught by Richard Easton, Emeritus Professor of English and
Founding Director of the Conflict and Resolution Studies Concentration
Course goals Our class will practice careful analysis of significant written works as well as films, videos, and workshops that deal with the origins of conflict and attempts at resolution. This term the class will analyze works focusing on interpersonal, intergroup, and inter-social conflicts and their origins in ancient Greece, the United States, India, and South Africa. The selections focus not only on the individual suffering caused by repression and conflict but also on processes of resolution and reconciliation. Key figures such as Paulo Freire, bell hooks, Mohandas Gandhi, Bessie Head, Nelson Mandela, Desmond Tutu, Martin Luther King and others offer insights into traditions and personalities that seek solutions to complex problems. This semester’s course work provides credit to complete the Conflict and Resolution Concentration and fulfills writing, diversity, and history requirements.*
Learning objectives
Therefore, students will
Course Materials in chronological order
http://visionofhumanity.org/app/uploads/2018/06/Global-Peace-Index-2018-2.pdf
Homer, The Iliad, selected books, 1-3; 9; 21-22 www.poetryintranslation/PITBR/Greek/Ilhome.htm
Freire, Paulo, “The Banking Concept of Education”
www2.Webster.edu/corbetre/philosophy/education/freire/freire-2.html
Corbett, Edward. “Homer: The Envoys Plead with Achilles. Classical Rhetoric for
the Modern Student. (New York: Oxford University Press, 1990) selected pp. lib reserve
Young, Richard, Alton Becker and Kenneth Pike. Rhetoric: Discovery and
Change (San Diego: Harcourt Brace Jovanovich, 1970). Printed selected pp. lib reserve
Sophocles. Antigone. Trans. Paul Woodruff. (Indianapolis: Hackett, 2001)
Baitz, John R. Other Desert Cities (New York: Grove Press, 2011).
Gandhi. Dir. Richard Attenborough. Perf. Ben Kingsley, John Guilgud, Candice
Bergen. DVD 2007. College collection or on line/ to be shown as film for class.
Mahatma Gandhi, Selected writings MKGandhi.org
www.mkgandhi.org/articles/Jamesdhunt.htm
selections from the autobiography
gandhi’s “Seven Sins”; Dandi March Speech; Quit India Speech
www.gandhiserve.org/information/brief_philosophy/brief philosophy.html
Head, Bessie. When Rain Clouds Gather. (Groveland, Ill: Waveland, 1969)
Mandela, Nelson Nelson Mandela, “I Am Prepared to Die”
www.historyplace.com/speeches/mandela.htm
www.nobelprize.org/nobel_prizes/peace/laureates/mandela/lecture.htm
Tutu, Desmond Desmondtutu.worldwidecreative.co.za
www.nobelprize.org/nobel_prizes/peace/laureates/1984/tutu-lecture.html
www.justice.gov.za/trc
Myers, Walter Dean. Fallen Angels. New York: Scholastic, 1988.
King, Martin Luther Selected writings
Gregg Blakely “The Formative Influences on Martin Luther King” Peacemagazine.org/ archive/VL17N2p21.htm
MLK, “Letter from the Birmingham Jail”www. Africa.upenn.edu/Articles_Gen/Letter
www. Americanrhetoric.com/speeches/MLKihaveadream.htm
www.nobelprize.org/nobel_prizes/peace/laureates/King_acceptance.html
Norris, Bruce. Clybourne Park. (New York: Faber & Faber, 2011).
CALENDAR
For your information look over http://visionofhumanity.org/app/uploads/2018/06/Global-Peace-Index-2018-2.pdf
Also, Paulo Freire “The Banking Concept of Education.”
www2.Webster.edu/corbetre/philosophy/education/freire/freire-2.html
August 30 Homer The Iliad Selections: Books 1-3; 9; 21-22 The epic of war; the classical foundation of persuasive reasoning; and the fruits of unresolved conflict.
www.poetryintranslation/PITBR/Greek/Ilhome.htm
Sept 4-9 Iliad (cont.) Edward Corbett, “Homer: The Envoys Plead with Achilles,”
pp. 10-31 Reason and the classical arts of persuasion on reserve in library
Requested attendance at Rabbi Myers presentation in Olin September 3 at 7:00 p.m.
Required attendance for CRS 101 at Velez Lecture September 10. TBA
Discussion of written and oral assignments with Q&A (receive memo sheets)
Interpersonal conflicts
Trouble in the Family: Literature Portraying Family Conflicts and Failed Attempts at Resolution
Sept 13-16 Sophocles, Antigone, translator Paul Woodruff in-class writing
Sept 16 Student debate on Antigone’s and Creon’s positions
Sept 18 Intro to Critical Theory and its importance in comprehending the origins of conflict and the possibilities of resolution; reassessing Antigone from historical, religious, political, and feminist perspectives
Analytic Essay I assigned Sept 18; due September 25
Sept 23 Panel report on Vietnam War and Selective Service Draft; 1968 Democratic National Convention and election; Pres and Mrs. Reagan, presidency and family
Sept 25 through Sept 30 John Baitz Other Desert Cities
Analytic essay topics presented for take home midterm due Oct 9
Intersocial conflict--Colonial Empires: conflicts, resolutions, and legacies.
India
Oct 1-3 Reports on the East India Company; the British Raj, British and Indian class system and lifestyles during the Raj.
Oct 4-5 Homecoming
Oct 7-9-10 film Gandhi. In-class viewing Dir. A. Gowariker. TriStar, 2001.
Oct 9 midterm analytic essays due
Fall Break October 12,13,14,15 Midterm grades due Oct 18
Oct 16 Gandhi readings (see on-line list p 2) Three class members” panel reports on Mohandas Karamchand Gandhi: family life and education; the South African years; the non-violent resistance to colonialism in India. provide critique of the Gandhi film and evaluative criticism of Gandhi’s policies.
South Africa
Oct 18 student panel reports on South Africa, the Dutch and British wars over the colony until WWI; the fate of the black Africans during the struggles.
Oct 21 student panel on South Africa after WWI; the rise of African National
Congress and its leaders, Sisulu, Tambo, and Mandela; Mandela’s arrest and 27 year
imprisonment; his rise to the Presidency and his Nobel Prize./ “I Am Prepared to Die”
www.historyplace.com/speeches/mandela.htm
www.nobelprize.org/nobel_prizes/peace/laureates/mandela/lecture.html
Oct 23,25,28 Bessie Head, When Rain Clouds Gather Wavelands Press
Oct 30 student panel reporting on Archbishop Desmond Tutu, his life and ministry, his role in apartheid South Africa, and on the Truth and Reconciliation Commission, and his role in South Africa and internationally. Special focus on Ubuntu as the root of his philosophy Desmondtutu.worldwidecreative.co.za
www.nobelprize.org/nobel_prizes/peace/laureates/1984/tutu-lecture.html
www.justice.gov.za/trc
Intergroup Conflict: Conflicts in Our Own Country
Nov 1 Student report on who were the people drafted to fight the Vietnamese War—age, gender, education, incomes, race--percent in service? Discuss the draft after the war until the present day, the changing role of the US military in the present day with insight into size, personnel, missions, budgets since the 1990’s. Please conclude with a brief talk about Veterans Day.
Nov 4,6,8 By appointment--office consultations about final essay topics
Nov 4-6 Walter Dean Myers, Fallen Angels
Nov 8 Student panel reports on Rev Martin Luther King Jr. The status of African Americans in post WWII US politically, educationally, economically. King’s and other leaders’ resistance and their effects. The Civil Rights changes brought in the 1960’s especially in the Lyndon Johnson era. All students read, Gregg Blakely “The Formative Influences on MLK. Peacemagazine.org/archive/VL17N2p21.html
MLK, “Letter from the Birmingham Jail” www. Africa.upenn.edu/Articles_Gen/Letter
Nov 8-10 independent viewing of DVD version of Lorraine Hansberry’s drama
Raisin in the Sun. Library Reserve
Nov 11,13, 15 Bruce Norris, Clybourne Park
Nov 15 Bruce Norris, Clybourne Park writing on the polarization in the US and then civil discussion about positive paths to resolution
Nov 18-Nov 20 student panel presents plight of eight US cities, including workable solutions.
NOVEMBER 18 FINAL RESEARCH ESSAY DUE: Returned possibly Nov 25 for revision
Thanksgiving holiday recess November 26 through December 1
Dec 2,4,6,9 Oral presentations of final essay arguments
Classes end Dec 10 Dec 11
CRS 101-01 Final Exam Friday, December 13, 2019 9:00 a.m.-12:00 p.m. Partial take-home
Writing Assignments
This course fulfills general education requirements not only as a diversity course but also as a writing intensive course. The course will offer instruction and experience in different kinds of writing, including an idea journal, a fact-base-research written and oral report; interpretive thesis driven writing; and finally a researched written and oral argument. (The topics of the interpretive and argument based essays develop from class discussions and will be presented in memos during the term.)
The idea journal a student’s record of major learning experiences about conflict and resolution through readings, people, class discussions, and personal soul searching, and insights gained, shared with the prof at least twice during the term. Make entries two times a week.
The fact based reports require
Provide a discussion of the Vietnam War and Selective Service Draft and the effect of anti-war protests on Lyndon Johnson, Hubert Humphrey and the 1968 Democratic National Convention and subsequent presidential election. Give a brief introduction to the presidency of Ford and Carter; then focus on President Ronald and Mrs. Nancy Reagan, his presidency and family. Discuss what he meant to the world what his reputation is today.
Provide a history of India, detailing the period before the East India Company arrived on the sub-continent, the development of the British Empire, the establishment of the Raj from the nineteenth century until the first decades of the 20th century. Include information about British and Indian populations, religious practices, economic realities, life styles of Indians and of the British colonials as well as attitudes of the colonials and the indigenous population. Provide a brief analysis of the liberation of India from British colonialism, the effects of India and Pakistan’s partition, and brief insights about India today.
Offer a biography of Mohandas Karachand Gandhi detailing his education, early aspirations, arrival in South Africa, his transformative train ride, his struggle for Indian rights in South Africa. Discuss New Testament and Tolstoyan influences on his non-violent, civil disobedience philosophy. Include his attitudes toward Muslims and black Africans. Discuss Mahatma Gandhi on his return to India and his leadership for swaraj. Discuss his family’s life at the Ashram, his attitudes toward women, the untouchables, religion, diet, and village economies. Explore the colonial repression, including the Armritsar massacre and Gandhi’s response of non-violent, non-cooperation with the cloth revolution and salt march—explaining satyagraha. Discuss the reputation of Gandhi today and provide students with bibliography, including on line materials available.
Provide a discussion of the history of colonialism in South Africa from 1657 to 1919 (World War I) including information about attitudes and treatment of indigenous peoples, their life styles and customs and attitudes toward the European invaders. Discuss the three centuries of struggle between the British and Dutch for control of the colony including the Boer War and the British belief that they finally ruled the colony with the treaty to end the war. Discuss the fate of the black people caught between the warring European powers.
Provide a post WWI history of South Africa with biographies of the young leaders of the African National Congress, Nelson Mandela, Walter Sisulu, and Oliver Tambo. Discuss the contribution of black Africans to fighting the Axis powers during WWII and then ANC leaderships’ progression from non-violent to violent resistance. Include in your discussion the 1950-1980’s arpartheid, its repressive laws, massacres, arrests, and torture of opponents. Include Mandela’s own arrest, trial, and 27-year imprisonment and then his liberation, his Nobel Peace Prize, and his election to President of the independent South Africa.
Provide a biography of Nobel Prize winner Archbishop Desmond Tutu, his role in liberating South Africa and establishing a stable government through his chairmanship of the Truth and Reconciliation Commission. Discuss Tutu’s personal philosophy and the philosophy of that commission. Relate this to Ubunt, the African philosophy may be at the heart of his values. Provide examples of interviews, confessions, and amnesty from the Commission and discuss the effects of that commission. Discuss Tutu’s reputation and his continuing presence in South African and international news.
Offer a biography of Martin Luther King Jr., the chief influences on his non-violent, non-cooperative resistance which led to sit-ins, work stoppages, and massive marches for equality across the U.S. Include in your discussion the status of black Americans politically, educationally, and economically in the 1940’s, 1950’s, and 1960’s in different regions of the U.S. Discuss Dr. King’s involvement in the Southern Christian Leadership Conference and other leaders involved, including Malcolm X’s reactions, Dr. King’s key speeches and protests, and his assassination and its effects. Discuss the progress in civil rights during the Lyndon Johnson administration.
Discuss Veterans Day, its establishment and anniversary events of the past and present. Report on who were the people drafted to fight the Vietnamese War, discussing age, gender, education, incomes, race and the percentage of each in the military—including similar profiles of the casualties. Discuss the draft after the war until the present day, offering why a national service concept has grown unpopular. Discuss the changing role of the US military in the present day with insight into its, size, personnel, missions, and budgets since the 1990’s.
Report on the plight of US cities: select eight cities currently in deep financial trouble. Present the history of industry and employment and unemployment in those cities and the decline of education, city services, population and the rise of crime. Choose example cities and explore solutions to the problems that you have delineated.
Attendance and Academic Misconduct Policies Fall 2019
From Richard Easton, Director Conflict and Resolution Studies Concentration
I encourage discussions rather than class absences to seek the positive results we all want from class enrollment and performance. Use email contact to notify and set up appointments at once. Do not disappear but come forward for help.
The College has authorized a no cutting policy for all classes. Students should take class attendance seriously. Any missed class should be excused. Of course, full and attentive attendance counts heavily in class participation. A student who misses without verified excuse more than three 70 minute classes (MWF) will certainly have the final grade lowered. The grade loss may be significant, depending on the number of absences. Three late arrivals at class and/or early departures from class can count as an absence. Students who miss many classes due to prolonged illnesses, emotional difficulties, or family crises are required to send written doctor and parental excuses to me as well as the Office of Academic Affairs. The Dean discusses with faculty how to provide support, if possible, for students in difficulty. The student who fails to provide such information can lose some or all of valuable class participation points. If unexcused cutting continues, professors are permitted to remove students from courses and to give failing grades.
Students who miss any exam or an oral presentation are in particular difficulty and must immediately notify the professor by leaving messages through the College switchboard 724-222-4400 and by email to [email protected]. Only a documented medical excuse or a family problem of some seriousness provides grounds for missing an exam or an oral report. Indeed, if a student is having problems of a serious nature, I encourage discussions rather than absences to seek the positive resolutions that we all want.
We are responsible for creating a classroom environment that nurtures respect and learning for all class members. Behavior must be respectful of everyone. Also professionalism demands social media not be used during class.
ASSESSMENT OF PERFORMANCE
CLASS PARTICIPATION WILL COUNT FOR 25% OF THE FINAL GRADE. CLASS PARTICIPATION INVOLVES PREPAREDNESS AS WELL AS WILLINGNESS TO CONTRIBUTE TO DAILY CLASS DISCUSSION. ANY "WRITING-TO-THINK" ASSIGNMENTS COUNT IN THE CLASS PARTICIPATION GRADE. ALSO, ATTENTIVE ATTENDANCE AT EXTRA CURRICULAR LECTURES, WORKSHOPS, AND FILMS COUNTS. POLITENESS DURING DISCUSSION IS ALSO IMPORTANT. AFTER ALL, THIS IS A CLASS THAT IS MEANT TO FOSTER RESPECT AND CIVIL DISCOURSE. GOOD LISTENING SKILLS, THEREFORE, ARE ESSENTIAL IN DEVELOPING FOCUSED AND MEANINGFUL DISCUSSION. OBVIOUSLY, CLASS ABSENCES CAN WEAKEN PARTICIPATION EVALUATION. ALL PERSONAL ELECTRONIC EQUIPMENT MUST BE TURNED OFF AND STORED IN BACKPACKS OR PURSES FOR THE ENTIRE CLASS: PLEASE NO E- OR CELL PHONE DISTRACTIONS.
THE WRITTEN RESEARCH REPORT AND ITS ORAL PRESENTATION WITH CLASS DISCUSSION LEADERSHIP WILL BE WORTH 20%. THE FIRST INTERPRETIVE ESSAY IS WORTH 1O% AND THE FINAL RESEARCHED ARGUMENT AND ITS ORAL PRESENTATION ARE WORTH 20%. THE IDEA JOURNAL IS WORTH 5%. STUDENT PERFORMANCE WILL DETERMINE THE NATURE OF THE MIDTERM AND FINAL EXAMINATIONS, WHICH ARE WORTH 10% AND 10%. THE MIDTERM WILL BE A TAKE HOME SELECTION OF ESSAYS. THE FINAL EXAM WILL ALSO HAVE AT LEAST ONE PERSONALIZED QUESTION, PROBABLY PRESENTED TO EACH STUDENT BEFORE THE FINAL EXAM PERIOD. EXTRA CREDIT CAN BE EARNED BY ATTENDANCE AT REQUIRED AND RECOMMENDED COURSE RELATED EVENTS AND BY PARTICIPATING IN PREZ TECH.
**********
Washington and Jefferson College is committed to providing academic accommodations for students with disabilities. This includes individuals with physical disabilities, learning disabilities, and mental health disorders that meet the definition of a disability under the American Disabilities Act. Students who plan to request accommodations should contact the Director of Academic Advising as early as possible although requests can be made at any time. determine whether you qualify for accommodations, or if you have questions about services and procedures, phone 724-223-6008 or email [email protected]
Taught by Richard Easton, Emeritus Professor of English and
Founding Director of the Conflict and Resolution Studies Concentration
Course goals Our class will practice careful analysis of significant written works as well as films, videos, and workshops that deal with the origins of conflict and attempts at resolution. This term the class will analyze works focusing on interpersonal, intergroup, and inter-social conflicts and their origins in ancient Greece, the United States, India, and South Africa. The selections focus not only on the individual suffering caused by repression and conflict but also on processes of resolution and reconciliation. Key figures such as Paulo Freire, bell hooks, Mohandas Gandhi, Bessie Head, Nelson Mandela, Desmond Tutu, Martin Luther King and others offer insights into traditions and personalities that seek solutions to complex problems. This semester’s course work provides credit to complete the Conflict and Resolution Concentration and fulfills writing, diversity, and history requirements.*
Learning objectives
Therefore, students will
- learn techniques of close reading as well as analysis of written works, films, videos, lectures during class discussions to explore and evaluate the complex causes and effects of domestic and international conflicts and approaches to resolution;
- research and apply critical tools such as historical, political, racial, gender, philosophical, religious, economic, psychological, and biographical perspectives to better comprehend and evaluate conflicts, their causes and effects, as well as efforts and effectiveness of resolution attempts;
- gain practice in researching and evaluating primary and secondary materials as means to better comprehend perspectives on conflict as well as techniques for possible reconciliation;
- use their cited research to gain practice in written work focused on issue delineation, audience analysis, and persuasive techniques for research reports and analytic essays to foster values of less adversarial responses;
- gain practice in leading and engaging in issue-based discussions as well as in orally presenting factual reports and the arguments from written arguments in ways to foster civil, reconciliation-based discourse.
Course Materials in chronological order
http://visionofhumanity.org/app/uploads/2018/06/Global-Peace-Index-2018-2.pdf
Homer, The Iliad, selected books, 1-3; 9; 21-22 www.poetryintranslation/PITBR/Greek/Ilhome.htm
Freire, Paulo, “The Banking Concept of Education”
www2.Webster.edu/corbetre/philosophy/education/freire/freire-2.html
Corbett, Edward. “Homer: The Envoys Plead with Achilles. Classical Rhetoric for
the Modern Student. (New York: Oxford University Press, 1990) selected pp. lib reserve
Young, Richard, Alton Becker and Kenneth Pike. Rhetoric: Discovery and
Change (San Diego: Harcourt Brace Jovanovich, 1970). Printed selected pp. lib reserve
Sophocles. Antigone. Trans. Paul Woodruff. (Indianapolis: Hackett, 2001)
Baitz, John R. Other Desert Cities (New York: Grove Press, 2011).
Gandhi. Dir. Richard Attenborough. Perf. Ben Kingsley, John Guilgud, Candice
Bergen. DVD 2007. College collection or on line/ to be shown as film for class.
Mahatma Gandhi, Selected writings MKGandhi.org
www.mkgandhi.org/articles/Jamesdhunt.htm
selections from the autobiography
gandhi’s “Seven Sins”; Dandi March Speech; Quit India Speech
www.gandhiserve.org/information/brief_philosophy/brief philosophy.html
Head, Bessie. When Rain Clouds Gather. (Groveland, Ill: Waveland, 1969)
Mandela, Nelson Nelson Mandela, “I Am Prepared to Die”
www.historyplace.com/speeches/mandela.htm
www.nobelprize.org/nobel_prizes/peace/laureates/mandela/lecture.htm
Tutu, Desmond Desmondtutu.worldwidecreative.co.za
www.nobelprize.org/nobel_prizes/peace/laureates/1984/tutu-lecture.html
www.justice.gov.za/trc
Myers, Walter Dean. Fallen Angels. New York: Scholastic, 1988.
King, Martin Luther Selected writings
Gregg Blakely “The Formative Influences on Martin Luther King” Peacemagazine.org/ archive/VL17N2p21.htm
MLK, “Letter from the Birmingham Jail”www. Africa.upenn.edu/Articles_Gen/Letter
www. Americanrhetoric.com/speeches/MLKihaveadream.htm
www.nobelprize.org/nobel_prizes/peace/laureates/King_acceptance.html
Norris, Bruce. Clybourne Park. (New York: Faber & Faber, 2011).
CALENDAR
- Western views of conflict and persuasion—classical rhetoric
For your information look over http://visionofhumanity.org/app/uploads/2018/06/Global-Peace-Index-2018-2.pdf
Also, Paulo Freire “The Banking Concept of Education.”
www2.Webster.edu/corbetre/philosophy/education/freire/freire-2.html
August 30 Homer The Iliad Selections: Books 1-3; 9; 21-22 The epic of war; the classical foundation of persuasive reasoning; and the fruits of unresolved conflict.
www.poetryintranslation/PITBR/Greek/Ilhome.htm
Sept 4-9 Iliad (cont.) Edward Corbett, “Homer: The Envoys Plead with Achilles,”
pp. 10-31 Reason and the classical arts of persuasion on reserve in library
Requested attendance at Rabbi Myers presentation in Olin September 3 at 7:00 p.m.
Required attendance for CRS 101 at Velez Lecture September 10. TBA
- Contemporary approaches to persuasion—the new rhetoric
Discussion of written and oral assignments with Q&A (receive memo sheets)
Interpersonal conflicts
Trouble in the Family: Literature Portraying Family Conflicts and Failed Attempts at Resolution
Sept 13-16 Sophocles, Antigone, translator Paul Woodruff in-class writing
Sept 16 Student debate on Antigone’s and Creon’s positions
Sept 18 Intro to Critical Theory and its importance in comprehending the origins of conflict and the possibilities of resolution; reassessing Antigone from historical, religious, political, and feminist perspectives
Analytic Essay I assigned Sept 18; due September 25
Sept 23 Panel report on Vietnam War and Selective Service Draft; 1968 Democratic National Convention and election; Pres and Mrs. Reagan, presidency and family
Sept 25 through Sept 30 John Baitz Other Desert Cities
Analytic essay topics presented for take home midterm due Oct 9
Intersocial conflict--Colonial Empires: conflicts, resolutions, and legacies.
India
Oct 1-3 Reports on the East India Company; the British Raj, British and Indian class system and lifestyles during the Raj.
Oct 4-5 Homecoming
Oct 7-9-10 film Gandhi. In-class viewing Dir. A. Gowariker. TriStar, 2001.
Oct 9 midterm analytic essays due
Fall Break October 12,13,14,15 Midterm grades due Oct 18
Oct 16 Gandhi readings (see on-line list p 2) Three class members” panel reports on Mohandas Karamchand Gandhi: family life and education; the South African years; the non-violent resistance to colonialism in India. provide critique of the Gandhi film and evaluative criticism of Gandhi’s policies.
South Africa
Oct 18 student panel reports on South Africa, the Dutch and British wars over the colony until WWI; the fate of the black Africans during the struggles.
Oct 21 student panel on South Africa after WWI; the rise of African National
Congress and its leaders, Sisulu, Tambo, and Mandela; Mandela’s arrest and 27 year
imprisonment; his rise to the Presidency and his Nobel Prize./ “I Am Prepared to Die”
www.historyplace.com/speeches/mandela.htm
www.nobelprize.org/nobel_prizes/peace/laureates/mandela/lecture.html
Oct 23,25,28 Bessie Head, When Rain Clouds Gather Wavelands Press
Oct 30 student panel reporting on Archbishop Desmond Tutu, his life and ministry, his role in apartheid South Africa, and on the Truth and Reconciliation Commission, and his role in South Africa and internationally. Special focus on Ubuntu as the root of his philosophy Desmondtutu.worldwidecreative.co.za
www.nobelprize.org/nobel_prizes/peace/laureates/1984/tutu-lecture.html
www.justice.gov.za/trc
Intergroup Conflict: Conflicts in Our Own Country
Nov 1 Student report on who were the people drafted to fight the Vietnamese War—age, gender, education, incomes, race--percent in service? Discuss the draft after the war until the present day, the changing role of the US military in the present day with insight into size, personnel, missions, budgets since the 1990’s. Please conclude with a brief talk about Veterans Day.
Nov 4,6,8 By appointment--office consultations about final essay topics
Nov 4-6 Walter Dean Myers, Fallen Angels
Nov 8 Student panel reports on Rev Martin Luther King Jr. The status of African Americans in post WWII US politically, educationally, economically. King’s and other leaders’ resistance and their effects. The Civil Rights changes brought in the 1960’s especially in the Lyndon Johnson era. All students read, Gregg Blakely “The Formative Influences on MLK. Peacemagazine.org/archive/VL17N2p21.html
MLK, “Letter from the Birmingham Jail” www. Africa.upenn.edu/Articles_Gen/Letter
Nov 8-10 independent viewing of DVD version of Lorraine Hansberry’s drama
Raisin in the Sun. Library Reserve
Nov 11,13, 15 Bruce Norris, Clybourne Park
Nov 15 Bruce Norris, Clybourne Park writing on the polarization in the US and then civil discussion about positive paths to resolution
Nov 18-Nov 20 student panel presents plight of eight US cities, including workable solutions.
NOVEMBER 18 FINAL RESEARCH ESSAY DUE: Returned possibly Nov 25 for revision
Thanksgiving holiday recess November 26 through December 1
Dec 2,4,6,9 Oral presentations of final essay arguments
Classes end Dec 10 Dec 11
CRS 101-01 Final Exam Friday, December 13, 2019 9:00 a.m.-12:00 p.m. Partial take-home
Writing Assignments
This course fulfills general education requirements not only as a diversity course but also as a writing intensive course. The course will offer instruction and experience in different kinds of writing, including an idea journal, a fact-base-research written and oral report; interpretive thesis driven writing; and finally a researched written and oral argument. (The topics of the interpretive and argument based essays develop from class discussions and will be presented in memos during the term.)
The idea journal a student’s record of major learning experiences about conflict and resolution through readings, people, class discussions, and personal soul searching, and insights gained, shared with the prof at least twice during the term. Make entries two times a week.
The fact based reports require
- at least four researched sources, including both on-line as well as text-based materials.
- The final written versions should be eight pages at least with in-text citations and a bibliography in Modern Language format. This aids everyone.
- These written reports provide the basis for oral presentation panels that build the historical, cultural, and literary critical context of the course.
- Two or three students will provide a panel presentation which may include handouts with photos and bibliographies or power points using text, photos, and video clips when appropriate. AS PART OF PREZ TECH INITIATIVE THESE TRADITIONAL REPORTS CAN BE MADE INTO PODCASTS OR WEBSITES
- A panel presentation may last the full class period and must be given on the day assigned. Written versions are almost always due seven days after the panel presentation. Oral and written presentation grades will be earned by each student though the panel grade will reflect collaborative work. Listen to and read directions and seek appointments with me for personal guidance.
Provide a discussion of the Vietnam War and Selective Service Draft and the effect of anti-war protests on Lyndon Johnson, Hubert Humphrey and the 1968 Democratic National Convention and subsequent presidential election. Give a brief introduction to the presidency of Ford and Carter; then focus on President Ronald and Mrs. Nancy Reagan, his presidency and family. Discuss what he meant to the world what his reputation is today.
Provide a history of India, detailing the period before the East India Company arrived on the sub-continent, the development of the British Empire, the establishment of the Raj from the nineteenth century until the first decades of the 20th century. Include information about British and Indian populations, religious practices, economic realities, life styles of Indians and of the British colonials as well as attitudes of the colonials and the indigenous population. Provide a brief analysis of the liberation of India from British colonialism, the effects of India and Pakistan’s partition, and brief insights about India today.
Offer a biography of Mohandas Karachand Gandhi detailing his education, early aspirations, arrival in South Africa, his transformative train ride, his struggle for Indian rights in South Africa. Discuss New Testament and Tolstoyan influences on his non-violent, civil disobedience philosophy. Include his attitudes toward Muslims and black Africans. Discuss Mahatma Gandhi on his return to India and his leadership for swaraj. Discuss his family’s life at the Ashram, his attitudes toward women, the untouchables, religion, diet, and village economies. Explore the colonial repression, including the Armritsar massacre and Gandhi’s response of non-violent, non-cooperation with the cloth revolution and salt march—explaining satyagraha. Discuss the reputation of Gandhi today and provide students with bibliography, including on line materials available.
Provide a discussion of the history of colonialism in South Africa from 1657 to 1919 (World War I) including information about attitudes and treatment of indigenous peoples, their life styles and customs and attitudes toward the European invaders. Discuss the three centuries of struggle between the British and Dutch for control of the colony including the Boer War and the British belief that they finally ruled the colony with the treaty to end the war. Discuss the fate of the black people caught between the warring European powers.
Provide a post WWI history of South Africa with biographies of the young leaders of the African National Congress, Nelson Mandela, Walter Sisulu, and Oliver Tambo. Discuss the contribution of black Africans to fighting the Axis powers during WWII and then ANC leaderships’ progression from non-violent to violent resistance. Include in your discussion the 1950-1980’s arpartheid, its repressive laws, massacres, arrests, and torture of opponents. Include Mandela’s own arrest, trial, and 27-year imprisonment and then his liberation, his Nobel Peace Prize, and his election to President of the independent South Africa.
Provide a biography of Nobel Prize winner Archbishop Desmond Tutu, his role in liberating South Africa and establishing a stable government through his chairmanship of the Truth and Reconciliation Commission. Discuss Tutu’s personal philosophy and the philosophy of that commission. Relate this to Ubunt, the African philosophy may be at the heart of his values. Provide examples of interviews, confessions, and amnesty from the Commission and discuss the effects of that commission. Discuss Tutu’s reputation and his continuing presence in South African and international news.
Offer a biography of Martin Luther King Jr., the chief influences on his non-violent, non-cooperative resistance which led to sit-ins, work stoppages, and massive marches for equality across the U.S. Include in your discussion the status of black Americans politically, educationally, and economically in the 1940’s, 1950’s, and 1960’s in different regions of the U.S. Discuss Dr. King’s involvement in the Southern Christian Leadership Conference and other leaders involved, including Malcolm X’s reactions, Dr. King’s key speeches and protests, and his assassination and its effects. Discuss the progress in civil rights during the Lyndon Johnson administration.
Discuss Veterans Day, its establishment and anniversary events of the past and present. Report on who were the people drafted to fight the Vietnamese War, discussing age, gender, education, incomes, race and the percentage of each in the military—including similar profiles of the casualties. Discuss the draft after the war until the present day, offering why a national service concept has grown unpopular. Discuss the changing role of the US military in the present day with insight into its, size, personnel, missions, and budgets since the 1990’s.
Report on the plight of US cities: select eight cities currently in deep financial trouble. Present the history of industry and employment and unemployment in those cities and the decline of education, city services, population and the rise of crime. Choose example cities and explore solutions to the problems that you have delineated.
Attendance and Academic Misconduct Policies Fall 2019
From Richard Easton, Director Conflict and Resolution Studies Concentration
I encourage discussions rather than class absences to seek the positive results we all want from class enrollment and performance. Use email contact to notify and set up appointments at once. Do not disappear but come forward for help.
The College has authorized a no cutting policy for all classes. Students should take class attendance seriously. Any missed class should be excused. Of course, full and attentive attendance counts heavily in class participation. A student who misses without verified excuse more than three 70 minute classes (MWF) will certainly have the final grade lowered. The grade loss may be significant, depending on the number of absences. Three late arrivals at class and/or early departures from class can count as an absence. Students who miss many classes due to prolonged illnesses, emotional difficulties, or family crises are required to send written doctor and parental excuses to me as well as the Office of Academic Affairs. The Dean discusses with faculty how to provide support, if possible, for students in difficulty. The student who fails to provide such information can lose some or all of valuable class participation points. If unexcused cutting continues, professors are permitted to remove students from courses and to give failing grades.
Students who miss any exam or an oral presentation are in particular difficulty and must immediately notify the professor by leaving messages through the College switchboard 724-222-4400 and by email to [email protected]. Only a documented medical excuse or a family problem of some seriousness provides grounds for missing an exam or an oral report. Indeed, if a student is having problems of a serious nature, I encourage discussions rather than absences to seek the positive resolutions that we all want.
We are responsible for creating a classroom environment that nurtures respect and learning for all class members. Behavior must be respectful of everyone. Also professionalism demands social media not be used during class.
ASSESSMENT OF PERFORMANCE
CLASS PARTICIPATION WILL COUNT FOR 25% OF THE FINAL GRADE. CLASS PARTICIPATION INVOLVES PREPAREDNESS AS WELL AS WILLINGNESS TO CONTRIBUTE TO DAILY CLASS DISCUSSION. ANY "WRITING-TO-THINK" ASSIGNMENTS COUNT IN THE CLASS PARTICIPATION GRADE. ALSO, ATTENTIVE ATTENDANCE AT EXTRA CURRICULAR LECTURES, WORKSHOPS, AND FILMS COUNTS. POLITENESS DURING DISCUSSION IS ALSO IMPORTANT. AFTER ALL, THIS IS A CLASS THAT IS MEANT TO FOSTER RESPECT AND CIVIL DISCOURSE. GOOD LISTENING SKILLS, THEREFORE, ARE ESSENTIAL IN DEVELOPING FOCUSED AND MEANINGFUL DISCUSSION. OBVIOUSLY, CLASS ABSENCES CAN WEAKEN PARTICIPATION EVALUATION. ALL PERSONAL ELECTRONIC EQUIPMENT MUST BE TURNED OFF AND STORED IN BACKPACKS OR PURSES FOR THE ENTIRE CLASS: PLEASE NO E- OR CELL PHONE DISTRACTIONS.
THE WRITTEN RESEARCH REPORT AND ITS ORAL PRESENTATION WITH CLASS DISCUSSION LEADERSHIP WILL BE WORTH 20%. THE FIRST INTERPRETIVE ESSAY IS WORTH 1O% AND THE FINAL RESEARCHED ARGUMENT AND ITS ORAL PRESENTATION ARE WORTH 20%. THE IDEA JOURNAL IS WORTH 5%. STUDENT PERFORMANCE WILL DETERMINE THE NATURE OF THE MIDTERM AND FINAL EXAMINATIONS, WHICH ARE WORTH 10% AND 10%. THE MIDTERM WILL BE A TAKE HOME SELECTION OF ESSAYS. THE FINAL EXAM WILL ALSO HAVE AT LEAST ONE PERSONALIZED QUESTION, PROBABLY PRESENTED TO EACH STUDENT BEFORE THE FINAL EXAM PERIOD. EXTRA CREDIT CAN BE EARNED BY ATTENDANCE AT REQUIRED AND RECOMMENDED COURSE RELATED EVENTS AND BY PARTICIPATING IN PREZ TECH.
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Washington and Jefferson College is committed to providing academic accommodations for students with disabilities. This includes individuals with physical disabilities, learning disabilities, and mental health disorders that meet the definition of a disability under the American Disabilities Act. Students who plan to request accommodations should contact the Director of Academic Advising as early as possible although requests can be made at any time. determine whether you qualify for accommodations, or if you have questions about services and procedures, phone 724-223-6008 or email [email protected]