College of Mount St. Joseph Course # & Section & credit hours: IDS 100 01

Department of IDS Sem._S2_Year_ 2012__

Course Name___Foundations Seminar_________

Location: T/H 8-9.15a in Art 104

Syllabus

Prerequisites: Incoming Freshman +

Instructor: Daniel E. Mader (Office 205A, Ziv Art and Design Building)

T (office) 513 244 4317

E dan_mader@mail.msj.edu

F 513 244 4942

W http://inside.msj.edu/academics/faculty/maderd

Course Meets: T/H 8 – 9.15a

Office Hours: T/H 9.30a-12.30p

Required Texts:

Zusak, Markus. The Book Thief. New York City: A.A. Knopf, 2005

Fasto, Frank M.J.; Larson, Carl E. The Humanitarian Leader in Each of Us: Seven Choices That Shape a Socially Responsible Life. 2011

Also:

VIA (Values in Action) Survey of Character, 2010

Course Description:

With a focus on ethical leadership, an introductory course designed to orient students to college-level study and life, to survey the various ways of thinking and knowing among the liberal arts and sciences, and to introduce them to interdisciplinarity in problem-solving

Theme: Social Responsibility

Specific Theme Focus: Communication, Interdisciplinarity, and Citizenship

Topics:

The Student’s Personal Identity: How do you define yourself?

The Student’s Culture: How do you then fit into diverse culture(s)?

The Student’s Contribution to Society: What is your duty toward the society in which we live?

Subtexts:

Different Ways of Knowing (problem-centered interdisciplinarity), and The Environment (natural and human contexts)

College Preparation/ Transition Skills:

Writing (e.g. note-taking, proper citation/documentation), Critical Thinking/Reading, Time Management, Electronic source such as Blackboard Learn use, Library/Internet Resources, Eportfolio, Academic Integrity (e.g. plagiarism, falsifying data), Student Services Available (e.g. APC/Writing/Math Centers, advisor/advising, Wellness Center, Career & Experiential Learning), Ethical Leadership (Fasto and Larson’s The Humanitarian Leader in Each of Us, and the VIA Values in Action survey)

MSJ Undergraduate Learning Outcomes and Performance Indicators (LO/PIs)

The purpose of the Liberal Arts and Science curriculum at the Mount is to provide you with a broader academic context for your learning in and outside of your major. It is to further provide you with a learning perspective for a lifetime of study in a diverse and complex world. By graduation with your Baccalaureate Degree, you will demonstrate your comprehension in the areas below—the areas of your e-portfolio, in which you will archive examples of work.

Baccalaureate LOPIs

(Approved by CCEP on 04-03-07 and by Faculty Assembly on 04/10/07)

Communication

Write and speak effectively

Speak using language appropriate to the audience
Write using language appropriate to the audience
Document sources properly
Construct a message that is relevant to its purpose

Critical Thinking

Develop an appropriate response to a problem or question

Describe the ambiguous nature of an issue
Distinguish between relevant and irrelevant information
Utilize data to evaluate a problem or question
Support a position with appropriate evidence

Sociocultural Relationships

Understand the nature of human cultures

Describe the influence of cultural diversity within a society
Identify bias within a culture
Explain how religious values influence a society
Describe causes of cultural change

Ethics

Understand ethical responsibility from the perspective of duty, consequences, or virtue

Define your personal ethical responsibilities
Describe your professional ethical responsibilities
Explain how Catholic teaching emphasizes social justice and social responsibility
Illustrate how values inform your ethical decisions

Interdisciplinarity

Solve a problem by integrating the perspectives of multiple disciplines

State the views of multiple disciplines on an issue
Compare views from multiple disciplines
Create a solution to a problem by integrating the perspectives of multiple disciplines

Citizenship

Recognize your responsibility to the community and the world

Define your responsibilities as a citizen of the local community
Define your responsibilities as a citizen of the global community
Describe the relationship between community and world issues
Evaluate your own involvement as a citizen

First draft distributed to Faculty on 01/30/2007

Revised draft submitted to Faculty on 03/21/07

Revised and approved by CCEP on 04/03/2007

Approved by Faculty Assembly 04/10/07

Course Objectives within the framework of MSJ Undergraduate LO/PI:

How is an educated person socially responsible?

What does citizenship mean, and how is an educated person a good citizen?

Who, what, where, how and why do people communicate?

What is interdisciplinarity, and why and how is this part of my life?

In this course, we seek answers to these complex questions through readings, speakers, projects, film, writings, and fieldtrips.

We will focus our effort in such a way so that when you finish this course:

You can demonstrate how current issues have a direct relationship on you, other people, and the environment. (Citizenship 3)

You can describe your ethical or moral responsibilities related to these current issues. (Ethics 2)

You can identify your concerns and dilemmas when making a decision about these ethical or moral responsibilities. (Interdisciplinarity 1)

You can demonstrate how your viewpoints and those of others are influenced by social, cultural, religious and spiritual experiences. (Sociocultural Relationships 1, 2, 3)

You can adapt your communication skills to a specific audience, and responsibly use standard college-level written, oral and visual conventions to do so. (Communication 1, 2, 3)

You can distinguish among categories of information and support your thinking with appropriate evidence. (Critical Thinking 2, 4)

ePortfolio

As part of college assessment process, you must keep an electronic file for each class and/or term with examples of your written/visual work. Any visual pieces must be jpeg images taken with a digital camera. You are responsible for keeping files, and images and storing them, until uploading them to your eportfolio. You are responsible for maintaining your eportfolio throughout your college years.

In the very first class, you will upload the college assessment prompt—your assessment project-- into your eportfolio.

Teaching Methodology (Learning Strategies):

Reading(s), a speaker, a film, or a fieldtrip will often introduce each exploration of social responsibility, ethical leadership, ethics, socio-cultural relationships, and/or critical thinking.

Topics and areas of interest will be examined in and/or outside of class. In class exercises will include, but are not limited to discussion, presentations, debates, exploratory writing, and reflective writing. Outside of class, homework will include, but is not limited to fieldtrips, and/or small research papers.

In-class writing, and in-class research MUST be turned in for evaluation, in class, on the same day. Neither email nor attachments to email are an optional submission for any student work. ONLY hard copy is accepted for evaluation in class on the due date. The writing will be judged based on following directions, and the quality/quantity of what is said.

In-class participation will be assessed through attendance, student notes of class work, the quality of oral responses to Socratic questioning, the quality of enthusiasm, and engaged discussion.

All small research papers, done outside of class, unless otherwise specified, MUST be typed, and submitted as hard copy, double spaced, in a 12-point font, and have standard 1.25-inch margins on all sides. They MUST be turned in during class time, on the due date. Excepting the pre-assignment, the final draft is due on the due date. It should be free of grammatical and spelling errors. (The Humanities Department writing rubric is used for grading. See Sample Paper Evaluation Sheet attachment.)

Again, only the assessment prompt, on the very first day of class, is turned in as an ungraded draft, not graded until the second submission. For all other writing assignments, the due date is for the final draft that will be graded. Prior to turning in this final draft, students are encouraged to visit the Writing Center for assistance. This assistance is encouraged over a period of time, so that the student develops an investment in the writing process, developing drafts and revisions. You are to develop a life style of drafting in your writing process.

In addition, good writers are good readers. We encourage daily reading of anything, to stay engaged to flesh out ideas through a pencil.

Each small research paper must be as follows: the class section, topic, your name, and date must clearly identify the work, on a cover sheet—page one. Parenthetical notes, rather than footnotes, fall within the text page, which is no more than one to one and a half pages in length—page 2. Bibliography of sources is on the last page—and end page—page 3. This three-page packet MUST be stapled in the upper left corner. (I do not bring a stapler to class.)

Unless otherwise specified, all papers MUST have a documentation minimum of (3) sources. These sources may be books, periodicals, electronic library articles, web sites, e-mails, interviews etc. NO more than (1) web site may be used. NO encyclopedia entries are accepted, including the on-line Wikipedia.

Unless otherwise specified, after each source entry, an annotation MUST indicate IF YOU BELIEVE THE SOURCE IS FACTUAL, OPINION, OR BIASED AND WHY.

Unless otherwise specified, all documentation MUST include APA (American Psychological Association) style with parenthetical notes within the text for specific borrowed material or quotes, and an APA Works Cited page at the end of the text for your general research. This style for all sources is detailed at the Duke University Library web site, whose URL is in this syllabus, and is available from an electronic link in Professor Mader’s electronic version of this syllabus at his web site. The writing will be judged based on following directions, and the quality/quantity of what is said.

Method of Evaluating Achievement of Outcomes:

The grading scale used will be:

A Excellent Achievement

B High Achievement

C Satisfactory Achievement

D Minimal Achievement

F Failure

Your grade will be based on the following elements and weighted as follows:

Class attendance/participation, exploratory writing, reflective writing etc. 50%

Small research paper writing outside of class 40%

Eportfolio/Assessment writing 10%

Using MSJ Humanities Department guidelines, writing assignments will be graded for clarity of expression, proper grammar, original thinking, and how well it completes the stated assignment.

Professor Mader’s Web Site URL

http://inside.msj.edu/academics/faculty/maderd

Documentation URL

Duke University Library

“Assembling a List of Works

Cited in Your Paper” http://www.lib.duke.edu/libguide/cite/works_cited.htm

APA in-text parenthetical citations

http://library.duke.edu/research/citing/within/apa.html

Gallaudet University

“APA Style

General Guidelines” http://depts.gallaudet.edu/englishworks/writing/apaguide.html

Some Examples of Writing Types:

Scientific

See University of Washington

http://depts.washington.edu/psywc/handouts/pdf/style.pdf

Newspaper Writing

See E-Mints

http://www.emints.org/ethemes/resources/S00001200.shtml

Other Important URLs for Research

Perceptions of Europe http://bigthink.com/ideas/24357

Constitutional Rights Foundation http://www.crf-usa.org/lessons.html#BRIA

US Constitution On-line http://www.usconstitution.net/const.html

Charters of Freedom http://www.archives.gov/national-archives-experience/charters/charters.html

John Locke http://www.erraticimpact.com/~modern/html/modern_john_locke.htm

Plagiarism http://inside.msj.edu/departments/library/help/basics/plagiarism/

Family Search http://www.familysearch.org/

http://www.rootsweb.com/

http://www.ellisisland.org/default.asp?SID=2181602

Universal Declaration of Human

Rights (United Nations) http://www.yale.edu/lawweb/avalon/un/unrights.htm

1901 Census of England and Wales http://www.1901censusonline.com/

Important Definitions:

(The following is gleaned from The Merriam Webster Dictionary, 1997)

1. Fact: “a piece of information”

2. Opinion: “a belief stronger than impression and less strong than positive knowledge”; “a formal statement by an expert

After careful study

3. Bias: “prejudice”

Attendance Policy:

Official attendance is taken at the start of class.

Every week’s worth of absences (two classes for a T/H schedule) will result in a lowering of the final grade by one letter. Frequent tardiness or “early departures” may result in the final grade having a drop of one letter grade. Tardy students must notify instructor of late arrival and make up any missed work. Decisions to lower a grade are solely at the instructor’s discretion.

Academic Integrity:

See: http://www.msj.edu/view/academics/catalogs--class-schedules/undergraduate-catalog/academic-policies/student-responsibility.aspx

When we use the information and language of others to enrich our reflection and research papers we must:

-- Tell the reader when we are quoting and indicate the source (person, book, article, etc.) of the quotation;

-- Tell the reader when we are paraphrasing and indicate the source (person, book, article, etc.) of that information.

Quoting or paraphrasing the information and/or language of a source without naming the source is plagiarism. Plagiarism is unacceptable in an academic institution and is subject to penalty. Please consult the College Catalog and the Student Handbook for additional information and policies regarding academic honesty. (See Portfolio Project below.)

Information about and/or link to drop dates for current semester:

$C:\Users\franzosabeth\Pictures\Drop Info.JPG$

See below, special policy to drop IDS 100.

Information about and/or a link to policy on incompletes:

Undergraduate: http://www.msj.edu/view/academics/catalogs--class-schedules/undergraduate-catalog/academic-policies/grades.aspx Graduate: http://www.msj.edu/view/academics/catalogs--class-schedules/graduate-catalog/academic-policies/grades.aspx

Disability policy:

Students with documented disabilities are encouraged to speak to course faculty at the beginning of the semester. In compliance with Section 504 of the Rehabilitation Act of 1973, the College of Mount St. Joseph provides academic adjustments and auxiliary aids for students with physical or mental impairments that substantially limit or restrict one or more of such major life activities as walking, seeing, hearing, or learning. Students with disabilities should contact Susan Brogden, the Director of Academic Support, to present documentation and develop individualized accommodation plans (244-4524/susan_brogden@mail.msj.edu, The Learning Center, Room 156 Seton). Additional information can be found at http://www.msj.edu/view/academics/disability-services.aspx

Tentative Course Outline:

Assignments listed below in the Assignment column are to be completed and due as noted.

	Date	Issues Considered	In-Class Activities	Homework Assignments and Due Dates
1	Jan Tue 17	THE STUDENT’S PERSONAL IDENTITY	SPEAKER: KIM HUNTER Introduction to the class; MSJ graduation video: http://www.vimeo.com/1161570	DUE: ASSESSMENT PROMPT BASED ON THE BOOK THIEF (HARDCOPY); ALSO DUE: ELECTRONIC COPY TO BE UPLOADED
2	Thur 19	Relevance of Freshmen Reader and Ethical Leadership to you. Why are these topics important to you? Who are you? What are your background, interests, values? How do you see yourself? Where do: Communication, Interdisciplinarity, and Citizenship fit in?	Discussion: Ethical Leadership thread; Visual Presentation vs Service Learning project option; VIA Survey of Character https://www.viasurvey.org/Account/Register Request free report. Read letter from Tim Bryant, Ethical Leadership Executive Director 1	READ: FASTO AND LARSON’S THE HUMANITARIAN LEADER IN ALL OF US
3	Tue 24		SPEAKER: SUSAN BROGDEN, ACADEMIC SUPPORT SERVICES; SPEAKER: KARL ZUELKE, WRITING CENTER
4	Thur 26		DISCUSS FAMILY FOOD PAPER: DISCUSS FASTO/LARSON’S CHAPTERS 1 AND 2 QUESTIONS 2
5	Tue 31	Genealogy	Godfather/My Big Fat Greek Wedding I
6	Feb Thur 2		My Big Fat Greek Wedding II
7	Tue 7		DISCUSS FASTO AND LARSON’S CHAPTERS 3 and 4 QUESTIONS 3	DUE: FINAL COPY OF ASSESSMENT PROMPT (HARDCOPY)
8	Thur 9		SPEAKER: JENNIFER QUERNER, COOPERATIVE EDUCATION; SPEAKER: SUSAN FALGNER, LIBRARY
9	Tue 14	What is your family identity?	Film: Bend it Like Beckham I
10	Thur 16		PRESIDENT TONY ARETZ, Q AND A	DUE: FOODS PAPER (HARDCOPY)
11	Tue 21	THE STUDENT’S CULTURE	Film: Bend it Like Beckham II
12	Thur 23 NO CLASS--CAA
13	Tue 28		DISCUSSION
14	March Thur 1	How do you fit into your group? How does your peer group affect who you are, and the way you see yourself? Where do Communication, Interdisciplinarity, and Citizenship fit in?	Film: The Social Network I
15	Sat 3 SPECIAL	What does public communication tell us about society?	American Sign Museum at 10a http://www.signmuseum.net/
16	Tue 6		Film: The Social Network II
17	Thur 8		DISCUSS SIGNAGE PAPER; DISCUSS FASTO AND LARSON’S CHAPTERS 5 AND 6 QUESTIONS SPEAKER: MARY MAZUK, ADVISING 4
18	Tue 13 NO CLASS—SPRING BREAK
19	Thur 15 NO CLASS—SPRING BREAK
20	Tue 20	What can an MSJ education accomplish in you?	DISCUSS BLACKBOARD: SISTERS OF CHARITY ARTICLES ASSIGNMENT
21	Thur 22		DISCUSSION
22	Tue 27	THE STUDENT’S CONTRIBUTION TO SOCIETY	DISCUSS FASTO AND LARSON’S CHAPTER 7 AND 9 QUESTIONS. 5	DUE: SIGNAGE PAPER (HARDCOPY)
23	Thur 29	How do you fit into the world? What do you expect of yourself? How do your values inform a global responsibility? Do you have a global responsibility?	SPEAKER: S. WINNIE BRUBACH, SISTERS OF CHARITY MISSION AT EARTH CONNECTION	DUE: Blackboard Learn: SISTERS OF CHARITY ARTICLES COMMENTS
24	April Tue 3	What is a mission statement? What is your plan for life?	SPEAKER: SISTER BENEDICTA, AT OLD MOUNT
25	Thur 5		DISCUSSION: Exploratory writing on life achievements and goals?
26	Tue 10		SPEAKER KRISTEN HEDGEBETH: SERVICE LEARNING
27	Thur 12		Film: Waiting for Superman I
28	Tue 17		What does this film mean to its audience?	Film: Waiting for Superman II Discussion
29	Thur 19		How does art communicate?	Discuss: Visual image project: See expanded Description of Writing Topics GO OVER COMPLETED VIA SURVEYS 6
30	Tue 24		VISUAL IMAGE PRESENTATION DAY	DUE: SERVICE LEARNING DESCRIPTION/EVALUATION (HARD COPY); DUE: POWERPOINT VISUAL IMAGE PRESENTATION
31	Thur 26		NO CLASS
32	May Tues 1		THE HUMANITARIAN IN ALL OF US: “SENSE OF FAIRNESS” IN CLASS RESEARCH PROJECT 7
33	Tue 3		DISCUSSION OF RESEARCH AND WRITING ON “SENSE OF FAIRNESS” 8
34	Mon 7 Final Exam Period: 10-11.50a		Film: Larger than Life

Student’s responsibilities

The course objectives are accomplished through completion of assignments. These are due as noted above. Class attendance is a critical step towards accomplishing the objectives. The classes have been carefully designed as experiences to both illustrate and explore the course objectives, to provide opportunities for interdisciplinarity in both discussion and writing, and to therefore prepare the student to be successful in future college work.

Because attendance is critical in completing the interactive goals of the course, your final grade will be lowered by one letter grade for every two missed classes.

IMPORTANT NOTES:

LATE PROJECTS ARE NOT ACCEPTED. Post facto (after the fact) excuses are NOT accepted.

WORK FOR EXTRA CREDIT IS NOT AVAILABLE.

LAP TOP COMPUTERS: Bring your computers to class. Keep closed, unless they are part of class instruction.

CELL PHONES AND PAGERS: All electronic devices are to be switched off, unless instructor gives permission

THE INSTRUCTOR RESERVES THE RIGHT to make changes to any item(s) in this syllabus.

SPECIAL DROP POLICY

If for a very serious reason you need to consider dropping this course, you MUST talk with your advisor before initiating the process. Please consult the College Catalog for more information. Click on http://www.msj.edu/view/academics/catalogs--class-schedules/undergraduate-catalog/core-curriculum.aspx .

(Sample Paper Evaluation Sheet)

Name:_______________________ Grade:

(See below for circled specific comments.)

Guide for Improving Writing (revised 8/24/06)

Department of Humanities, College of Mount St. Joseph, Cincinnati, Ohio

Focus

Purpose/audience

Effective: Paper stays focused on its purpose and shows awareness of audience.

Adequate: Paper has firm purpose but may not affect audience as planned.

Needs work: Only in a few places does the paper find its purpose and audience.

Assignment

Effective: Paper demonstrates mastery of the assigned form of the piece of writing (e.g., genre, length, use of appropriate sources).

Adequate: Paper demonstrates partial understanding of the demands of the form of the assigned piece of writing.

Needs work: Only in a few instances does the paper meet the requirements of the form of the assigned piece of writing.

Planning/invention/revision

Effective: Final paper shows strong evidence of planning in early stages of the writing process (e.g., prewriting such as notes, lists, brainstorming, drafts) and revision throughout.

Adequate: Final paper shows some evidence of planning in early stages of the writing process (e.g., prewriting such as notes, lists, brainstorming, drafts) and some revision.

Needs work: Final paper shows little or no evidence of planning in early stages of the writing process (e.g., prewriting such as notes, lists, brainstorming, drafts) and no revision.

Thesis

Effective: Student’s thesis takes a creative and critical stance toward an arguable and supportable position.

Adequate: Student’s thesis is factual but is limited in its potential for support.

Needs work: Student’s thesis is vague or not arguable.

Organization and development

Development

Effective: Main points are clearly and fully developed. The piece includes appropriate supporting details, such as examples, illustrations, statistics, testimony. Paragraph length and development are appropriate to the purpose of the writing.

Adequate: Main points are clear but developed in a limited manner. Supporting details are vague or weak. Some paragraphs are underdeveloped or padded.

Needs work: Main points are underdeveloped, often a series of generalizations with few or inappropriate supporting details. Paragraphs are frequently underdeveloped or padded.

Internal logic/coherence

Effective: The order of and connection between ideas are clear to the reader. Students structure paragraphs and sentences that are appropriate to the aim of the writing and provide cues to the reader through transitions.

Adequate: The paper has an obvious structure, but connections between ideas are not fully developed.

Needs work: There is no clear structure to the piece, and connections between ideas are hard to

follow.

Style/Voice

Clarity

Effective: Word choice reflects familiarity with the language of the discipline. Writer chooses words for precise denotation and connotation. Writer’s creative and independent voice comes through within the context of the assignment.

Adequate: Writer shows some familiarity with the language of the discipline. Word choices are sometimes imprecise and inaccurate. Writer’s independent voice occasionally surfaces.

Needs work: Writer shows little or no familiarity with the language of the discipline. Word choices are frequently imprecise or inaccurate. Tone and style are indistinct from other pieces of writing.

Conciseness

Effective: Writer uses words and sentence constructions that convey his/her message.

Adequate: Writer uses more words than needed to convey the meaning. Sentence constructions are often repetitive and blur the writer’s meaning.

Needs work: Writer has little control over sentence variety. The writer doesn’t realize that he or she is using unnecessary words; writer uses too many clichés and colloquialisms for the particular occasion of writing.

Sentence structure

Effective: Writer arranges words effectively. Sentence structure is clear, and varied in length and structure according to the writer’s purpose and emphasis.

Adequate: Writer generally uses words precisely. The range of words is limited, and diction is sometimes monotonous. Sentence structure is clear, but not varied in length and structure according to the writer’s purpose and emphasis.

Needs work: Writer often misuses or confuses words. Writer does not yet demonstrate a full understanding of the basic grammar of the sentence.

Editing and proofreading

Spelling, punctuation, and mechanics

Effective: The paper is mechanically correct except for minor errors in spelling, punctuation, or formatting.

Adequate: The paper shows some consistency in applying conventions of spelling, punctuation, or formatting.

Needs work: The paper includes frequent misspellings that could have been avoided by use of a computer spell check, followed by the writer’s proofing. Frequent punctuation errors blur the writer’s intent and meaning.

We are indebted to the following for some of the ideas and language in this guide:

John C. Bean, Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking and Active Learning in the Classroom

Doug Hunt, University of Missouri-Columbia (http://cwp.missouri.edu/wiforms/guidelines.htm)

Humanities Department, College of Mount St. Joseph, English Senior Seminar Project, Guide for Evaluating Progress

Expanded Description of Writing Topics

IDS 100

Prof Dan Mader

All the following writings MUST be double spaced, and no more than one page of text in length; Each paper MUST be documented by at least (3) sources as described in the syllabus.

Course Objectives/questions to consider in your writing:

How have current issues had a direct relationship on you, other people, and the environment? (Citizenship 3)

Describe your ethical or moral responsibilities related to these current issues. (Ethics 2)

What are your concerns and dilemmas when making a decision about these ethical or moral responsibilities? (Interdisciplinarity 1)

Demonstrate how your viewpoints and those of others are influenced by social, cultural, religious and spiritual experiences. (Sociocultural Relationships 1, 2, 3)

Have you adapted your communication skills to a specific audience, and responsibly used standard college-level written, oral and visual conventions to do so? (Communication 1, 2, 3)

Can you distinguish among categories of information and support your thinking with appropriate evidence? Categories of information include, but are not limited to: Factual, Opinion, Biased, Unbiased. (Critical Thinking 2, 4)

Due Dates:

JAN TUE 17: Assessment Prompt based on Markus Zusak’s The Book Thief

IDS 100 WRITING PROMPT FOR THE BOOK THIEF

Part I

The Book Thief is a compelling story of resilience in the worst of circumstances. Various characters in the book have unique ways of trying to create meaning in their lives, for example, through music, art, storytelling, or other activities or habits. Identify two characters from the book who had distinctive ways of dealing with stress. Contrast these characters, their coping mechanisms, and outcomes.

Part II

In Germany and Austria, where 90% (over 200,000) of the Jews were killed by Nazis, only about 500 non-Jewish "rescuers" offered hiding or protection to their Jewish neighbors. What was it about Hans and Rosa that allowed them to step forward as rescuers despite the consequences of doing so? Imagining yourself during World War II, what do you consider to be the responsibilities of individual citizens, both within and outside Germany, in the face of racial/religious injustice or crimes against humanity?

Ideas to Ponder Before You Begin Writing:

Think about these ideas before you begin generating your own, so that you will have enough material in support of the purpose outlined in the above assignment.

· Think about your own life as a student to imagine how important it is to you to have a life beyond school or work; this may help you reflect on the importance of such activities of people living in Germany during WWII. What outlets did some of the major characters in the story have beyond the routines of their daily lives as students, homemakers, house painter, or political refugee? (You should not write about your own experiences, but you can use your understanding of your own needs to help you empathize with the characters in The Book Thief.)

· Think about people you consider courageous. What characteristics define them and allow them to make difficult choices? You should not write about these people in your essay, but thinking about them may help you identify qualities in Hans and Rosa that led them to commit to the bold and dangerous choice of hiding Max.

· As you consider how you might have responded during WWII, realize that only 500 people dared to rescue the Jews who had been targeted by Hitler’s regime. What might have been the challenges to people living inside Germany as they watched Hitler round up the Jews and other groups of unwanted people and send them to labor camps? What would have been the challenges and responsibilities if you lived in the United States as word of Hitler’s racial and religious intolerance began to filter into news reports? Psychologists suggest that helping is a very difficult behavior and that not helping is quite normal. Visit one of the following web sites and consider why it is so difficult for people to help: http://www.experiment-resources.com/stanley-milgram-experiment.html or http://www.experiment-resources.com/bystander-apathy-experiment.html or http://www.experiment-resources.com/stanford-prison-experiment.html.

Formatting Requirements:

· The two-part assignment must be typed, double-spaced, and at least three pages (total length for both parts) but no longer than five pages.

· Use a 12-point font.

· You may write in first person.

· You are not required to use additional sources beyond The Book Thief.

· Document references to The Book Thief (and any other sources you may use) properly using either MLA or APA format. Include in-text citations for direct quotes, paraphrases or summaries. At the end of the essay attach a separate page (Works Cited in MLA or References in APA).

· Save your essay as a separate Word or .rtf document on your computer or flash drive. Print out a copy to turn in to your IDS instructor during the first week of class. Early in the semester, your instructor will provide instructions about how and when to upload your electronic document to Blackboard, a course teaching tool used at the College.

Baccalaureate Learning Outcomes:

Several of the College’s baccalaureate learning outcomes and performance indicators are embedded in this essay. Be sure that you provide evidence of each:

· Compare views from multiple disciplines (Interdisciplinarity, PI 2)-- in this essay, a description of how two characters found different outlets to relieve stress and make meaning for their lives. Note: a discipline is a branch of knowledge or field of study.

· Define your responsibilities as a citizen of the local community (Citizenship, PI 1)-- in this essay, how you might have responded as a citizen in Germany to Hitler’s action.

· Define your responsibilities as a citizen of the global community (Citizenship, PI 2)-- in this essay, how you might have responded to Hitler’s actions as a citizen of a country beyond Germany.

· Write using language appropriate to the audience (Communication, PI 2)—in this essay, faculty who have not read The Book Thief. Document sources properly (Communication PI 3)—in this essay, using in-text citations and a Works Cited or Reference page in MLA or APA format.

· Construct a message that is relevant to its purpose (Communication, PI 4)—in this essay, clearly addressing Part I and Part II of the assignment.

FEB TUE 7: After discussion of the book in class, the final draft of the paper will be turned in at the deadline set by the instructor.

Good luck and happy reading! If you have any questions about this assignment, please feel free to email me. I’ll get back to you as soon as I can. And once again, welcome to the Mount!

FEB THUR 16: You are writing a family newsletter (The kind that come in Christmas cards). In this form, and from both an historical and behavioral science point of view, write a history of your family foods enjoyed at your family gatherings for the theme.

Holidays, birthdays, and special occasions are times that families share in special meals. Often these meals are made up of foods that have a tradition in the family. It may be special by ethnicity, or just an item that has been served since childhood.

Talking Points: Write how your viewpoint of family meals is shaped by the social, cultural, religious, and/or spiritual experiences? What are your family’s signature dishes? From where did the recipes come? Does the food have a bonding effect with all who share? Have you participated in ethnic food traditions different from your own? What was the same? What was different? (Document your writing with research - at least three sources. Properly note in parentheses. See Duke info. Is your information factual? opinion? biased, etc? WHY?)

MAR TUE 27: You are writing the city council of your hometown suggesting a change to improve city signage. There has been serious unemployment resulting from a plant closing, and you want to help the town “re-invent” a positive image.

Street signs and symbols have been used in urban centers in some form from ancient times. Beginning at the time of the industrial revolution in the late 18^th century, more people with material needs, moved to the cities. Shopkeepers, especially, had to have a street presence in this urban culture. What was for sale, and how it was sold, tells much about a given culture’s values.

Describe how, using two points of view (such as historical, and/or aesthetic, and/or scientific, and/or philosophical) improved signage could better define the town’s tradition, culture, and dreams. Make suggestions for how new signage could better symbolize the town’s aspirations. (Document your writing with research - at least three sources. Properly note in parentheses. See Duke info. Is your information factual? Opinion? biased, etc? WHY?)

APR TUE 24: Using art history, make a presentation of art that describes people, culture, place, and a time beyond the surface of the individual piece of art.

We have all heard the expression, “a picture is worth a thousand words”. You will be assigned a work of art from the following list of well know pieces:

David: The Oath of the Horatii, 1784 ce Acton
Picasso: Guernica, 1937 ce Briton
Gericault: Raft of the Medusa, 1818 ce Craft
Leonardo da Vinci: The Last Supper, 1495-98 ce Cushard
Rousseau: The Dream, 1910 ce Deaton
Polyclitus: The Spear Bearer, 450-440 bce Foley
Frank Lloyd Wright: Robie House, 1909 ce Gerde
Egypt: Cover of Coffin of Tutankhamen, 1360, bce Helton
Pollock: One, 1950 ce Jaynes
Byzantine: Justinian and His Attendants, S.Vitale, Ravenna, 547 ce Johnson
Flagg: Uncle Sam, 1917 ce Krause
Bosch: The Garden of Earthly Delights, 1500 ce Lackey, Inglund
Degas: The Glass of Absinthe, 1876 ce Massengale
Renoir: Moulin de la Galette, 1876 ce Nortman
Manet: The Luncheon on the Grass, 1863 ce Palatchi
Gauguin: Whence Come We? What Are We? Whither Go we?, 1898 ce Plybon
Van Gogh: The Potato Eaters, 1885 ce Rauf
Whistler: Arrangement in Black and Gray: The Artist’s Mother, 1871 ce Robinson
Michelangelo: David, 1501 ce Schoeniung
Celtic: Lindisfarne Gospels Cross Page, 698 ce Tenkman
Fan Kuan: Travelers among Mountains and Streams, 11^th century ce Tepe
Hokusai: The Great Wave off Kanagawa, from Thirty-Six Views of Mount Fuji series, 1826-1833 ce Thatcher
Vishvanatha Temple, Khajuraho, India, ca. 1000 ce Williams
Close: Big Self-Portrait, 1967-68 ce Welling
Dali: The Persistence of Memory, 1931 ce Smith
Hummingbird, Nasca Plain, Nasca, Peru, ca. 500 ce Mink
Guardian figure, Bakota area, Gabon, Equatorial Africa, 19^th-20^th century ce McCoy
Watteau: A Pilgrimage to Cythera, 1717 ce Lackey, Seante
Mosque at Cordova, Spain 786-987 ce
Neolithic Plastered Skull, c. 7000-6000 bce

Art works are often described as “objects of contemplation”. We enjoy art, not only for the beauty, but also more often for a lesson from another time and/or place.

Look up the artwork assigned to you on the internet. Identify a web site to which you can link, to gather information to present in class. You are making an oral presentation to a history class. During your live presentation, have the site on your computer and on a flash drive to insert into computer as a back up. Answer the who, what, why, where, and how questions. Discuss the work from the viewpoint of at least (3) aspects, such as aesthetic, social, historical, religious, philosophical, economic, mathematical, etc. In your presentation, use the artwork as barometer of the time in which it was created.

At the end of your presentation, turn in the Visual Presentation self-evaluation sheet, just below.

APR TUE 24: Service Learning Option to Visual Presentation

Rather than make a formal presentation of the visual information project, a student may turn in the Service Learning Project description/self evaluation sheet describing a previously completed service learning/volunteer project. See below.

Service Learning Project:

Name of Student:

Date of event:

Duration of event:

Description (sponsor, target, where, how):

I would rate my participation in this volunteer effort as: Excellent, Good, Satisfactory, Unsatisfactory, Failure. (Circle one)

___________________________________________________ ____________________________

Signature Date

Visual Art Presentation:

Problem: Look up the artwork assigned to you on the internet. Identify a web site to which you can link, to gather information to present in class. You are making an oral presentation to a history class. During your live presentation, have the site on your computer and on a flash drive to insert into computer as a back up. Answer the who, what, why, where, and how questions. Discuss the work from the viewpoint of at least (3) aspects, such as aesthetic, social, historical, religious, philosophical, economic, mathematical, etc. In your presentation, use the artwork as barometer of the time in which it was created.