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2400 NEW YORK AVE. ! WHITING, IN 46394 ! TEL. 219-473-7770 ! 773-721-0202 ! FAX 219-473-4259
COURSE SYLLABUS Term: Spring 2016
Course: Foundations of Western Literature
Instructor Information: Instructor Name Ginger G. Rodriguez Office Number: 609 Phone Number: 473-‐4307 Email: [email protected] Hours Available: by appointment Instructor Background: Ph.D. in Humanities from Union Institute and University; Master of Liberal Arts from the University of Chicago, and B.A. in History from Lawrence University
Course Information:
Course Time: Thursdays, 3:30 – 6:30
Classroom: To be determined Prerequisites: English 103 and English 104 Required Books and Materials:
Homer, The Odyssey. Trans. Robert Fagles. Link to the full text on Blackboard. Margaret Atwood, The Penelopiad. Ovid, Metamorphoses. Posted under Course Documents on Blackboard. The Bible. Authorized King James Version. Excerpts posted under Course Documents on Blackboard. The Grimm Brothers, Children’s and Household Tales. Key stories posted under Course Documents on Blackboard. Bruno Bettelheim, Introduction, The Uses of Enchantment. Link on Blackboard. Linda Holmes, “A Girl, a Shoe, a Prince: The Endlessly Evolving Cinderella,” NPR. Link on Blackboard
Learning Outcomes/ Competencies: Students will: 1. Know and understand the plot, characters, and themes of Homer’s The Odyssey. 2. Know and understand the characters, stories, and themes of the Greco-‐Roman myths collected in Ovid’s Metamorphoses. 3. Know and understand characters, stories, and themes in the Bible. 4. Know and understand characters, stories, and themes in selected fairy tales. 4. Appreciate the way in which these foundational texts are rewritten and reinterpreted in the art and literature of the Western world. 5. Apply the insights of great literature to their personal and social lives.
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Course Description: This course introduces students to key narratives in the Western literary tradition, providing them with the background knowledge needed to understand and appreciate Western literature. Students read a selection of Greek and Roman epic and myth, Biblical and religious stories central to the Judeo-‐Christian tradition, and European tales. Learning Strategies: This is a reading, writing, and discussion class, in which quizzes test your reading, individual readings and presentations share information with the class, short papers indicate your understanding of foundational texts, and class participation indicates your ability to apply your knowledge of these texts to other cultural contexts and to an overall understanding of Western literature and culture. Reading: You must keep up with the weekly assigned reading and writing and contribute to class discussions based on assignments. For each assigned reading, you will be responsible to know what occurs in the text and to define all unfamiliar words. Quizzes: Because you are expected to complete all assigned reading and to understand what you read, in-‐class quizzes will test your knowledge of a text. Writing – Short Papers: Another way to ensure that you read carefully and think about what you read is through required short papers, utilizing the standard five-‐paragraph format, on the major texts. Readings/Presentations: In order to cover as much material as possible, students will present key stories individually and in pairs to the class as a whole. The class will be responsible for knowing the stories presented by their peers. Discussion – Participation: Your grade for participation will be based on being present for the whole class (you can’t participate if you’re not here!) and taking part in class discussion in a way that demonstrates that you have done the reading. Discussion involves
• Being able to identify what the text in question says. • Backing up claims with direct references to the text. • Listening attentively and respectively to the ideas of others and responding to them
appropriately. See the Participation Rubric in the Responsibilities section below for more information. Final: The final exam will test both the knowledge and the understanding you have gained from reading, writing, and discussion. Experiential Learning Opportunities: This course promotes active learning through close reading of primary texts in Western literature and application of key ideas in these texts to contemporary settings. Learning occurs through discussion and debate with peers in a structured classroom setting.
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Course Schedule Week 1, Jan. 14: INTRODUCTION
• Overview of the course • The story of Orpheus and Eurydice – Ovid and later • Introduction to Ovid, The Odyssey, and the Bible
Week 2, Jan. 21: Creation Myths Assignments:
• Read Genesis, The Bible, Chapters 1 – 13 • Read Ovid, Creation and Flood stories, pp. 1 – 13 • SHORT PAPER 1: Compare and contrast Genesis and Ovid
Class: • QUIZ 1 • Discussion: Compare and contrast Genesis and Ovid • Discussion: Shaping Western culture – men and women in creation stories
Week 3, Jan. 28: Ovid Assignments:
• SHORT PAPER 2: Ovid’s story of does/does not remain relevant today. • PRESENTATION 1: Prepare your tale from Ovid to present to the class:
Class: • Ovid presentations • Discussion: Ovid’s impact on Western literature and culture
Week 4, Feb. 4: The Odyssey – Social Mores in Greek culture Assignments:
• Homer, the Odyssey, Books 1 – 7 • READING 1: Choose a selection from the reading that surprises, intrigues, excites, or
confuses you. Be prepared to read the selection aloud and explain why it interests you. Class:
• QUIZ 2: The stories of Ovid • Student readings • Discussion:
o The Odyssey’s insights into Greek society o Family dynamics at the foundations of Western culture
Week 5, Feb. 11: The mythology of the Odyssey Assignments:
• PRESENTATION 2: In pairs, prepare your chapter from the Odyssey to present to the class Class:
• QUIZ 3: The first seven books of the Odyssey • Odyssey presentations • Discussion: Homer’s impact on Western literature and culture
Week 6, Feb. 18: The end of the Odyssey and its impact Assignment:
• Read Books 17 – 24
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• READING 2: Choose a selection from the reading that surprises, intrigues, excites, or confuses you. Be prepared to read the section aloud and explain why it interests you
Class: • QUIZ 4: The ending of the Odyssey • Student readings • Class discussion:
o Odysseus’ return o Odysseus and violence: the suitors, the slave girls o Odysseus and family: Telemachus, Penelope, and his father o The impact of the Odyssey
Week 7, Feb. 25: Another view of the Odyssey: The Penelopaid Assignments:
• Read Margaret Atwood’s The Penelopaid • SHORT PAPER 3: Is Atwood’s retelling of the Odyssey in The Penelopaid justified by the
original text? Class:
• Discussion: o Compare and contrast this current-‐day view with the Odyssey: How does The
Penelopaid speak back to the original text? o Identify the types of story-‐telling represented in the novel and how they function. o Alfred, Lord Tennyson’s Ulysses
Week 8, Mar. 3: SPRING BREAK Week 9, Mar. 10: The Stories of the Old Testament Assignments:
• Read The Book of Exodus and the Book of Job Class:
• QUIZ 5 • Discussion: God’s Covenant; when bad things happen to good people
Week 10, Mar. 17: The Poetry of the Old Testament Assignments:
• READING 3: Choose a psalm AND a proverb that appeal to you. Be prepared to read them to the class and explain why you find them to be important or appealing
• Read The Song of Solomon Class:
• Student readings • Discussion – The Old Testament, Elizabethan England, and poetry
Week 11, Mar. 24: The New Testament Assignments:
• Read the Gospels of Matthew, Mark, Luke, and John • READING 4: Choose a parable that appeals to you. Be prepared to read it to the class and to
explain why you believe it is important Class:
• QUIZ 6 • Parables: Student readings
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• Discussion: o The God of the New Testament vs. the God of the Old Testament o Different views of Jesus o Student readings
Week 12, Mar. 31 Assignments:
• SHORT PAPER 4: Choose one later depiction of a Biblical story in art, poetry, film, or music. How does the original story apply to the later time period in which it appeared?
• PRESENTATION 3: A later depiction of a Biblical story Class:
• Discussion: Student presentations
Week 13, Apr. 7: Grimm’s Fairy Tales Assignments:
• Read Linda Holmes’s NPR article, “A Girl, a Shoe, a Prince: The Endlessly Evolving Cinderella”
• Read the introduction to Bruno Bettelheim’s The Uses of Enchantment • Read the Grimm Brothers’ version of “Cinderella” • Cinderella
Class: • QUIZ 7 • Discussion: The fairy story • The Disney version • Discussion: The Disneyfication of the Grimms
Week 14, Apr. 14: Fairy Tales Assignments:
• PRESENTATION 4: In pairs, prepare an assigned fairy tale to present to the class Class:
• Student presentations • Discussion: The role of fairy tales
Week 15, Apr. 21 Assignments:
• SHORT PAPER 5: Identify another foundational trope in Western literature (the King Arthur story, Frankenstein, the marriage plot, Dr. Jekyll and Mr. Hyde, Superman). Describe this major theme and indicate what it contributes to Western culture
• PRESENTATION 5: The foundations of Western literature Class:
• Student presentations • Discussion: The foundations of Western literature • Final exam study guide
Final exam week: April 28 I reserve the right to change this schedule to meet the needs of the class.
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Assessments:
Formative Assessments
Assignments: Short papers, 5 @ 30 points each Presentations, 4 @ 30 points each Readings, 4 @ 15 points Quizzes, 5 @ 20 points
Points Possible: 150 120 60 100
Class Participation 120 Summative Assessment TOTAL
Final Exam 100 650
Responsibilities Rubrics SHORT PAPERS:
• Content (how well you answer the question): 10 points • Organization (how well you develop a logical argument): 10
points • Grammar and style: 10 points
PRESENTATIONS: • Tell the story in a clear and engaging way: 5 points for content;
clear organization and engaging class presentation: 5 points • Identify the point of the story: 5 points • Present one later version of the story in art, poetry, film, or music
and indicate how it changes the point to speak to a different time period: 10 points
• Conclusion: Does this story provide insights that apply across time and cultures? 5 points
READINGS: • Prepare a selection from the assigned text to read to the class: 5
points • Read your selection aloud clearly: 5 points • Effectively guide class discussion by explaining why the selection
surprises, intrigues, excites, or confuses you. Make a point about the selection and support it: 5 points
PARTICIPATION: To earn 10 points for the class, you must
• Be on time for class • Stay until the end of class • Be prepared for the class with any assignment that is due, texts,
and a notebook • Remain alert throughout the class and follow the discussion • Make at least two to three appropriate comments during class
discussion, supporting claims by referring to the text • Avoid all interruptions by technology
Attending Class
Attendance matters! You cannot succeed in this class if you do not attend. We believe that intellectual growth and success in higher education occur through interaction in the classroom and laboratories. However, we do
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not want to penalize students for participating in college-‐sponsored events. When you miss class because of a college event, you must give notice of your absence in advance, and you are responsible for all missed work. Being absent doesn’t excuse you from doing class work; you have more responsibilities to keep up and meet the objectives of this course. If you miss nine hours of class (three class sessions), you cannot pass the class. Students who are not involved in class – for example, students who sleep, text, check Facebook, or shop online during class – will be considered absent.
Turning In Your Work
You cannot succeed in this class if you do not turn in all your work on the day it is due.
Papers must be submitted at the beginning of the class period when they is due. Late work will not be accepted. Quizzes are given at the beginning of each class; no extra time is provided if you are late and they cannot be made up, but I will drop your lowest quiz score. Participation cannot be made up; you cannot participate if you are not in class.
Using Electronic Devices
Electronic devices can only be used in class for course-‐related purposes. If you text or access the Internet for other purposes, you may be asked to leave, in which case you will be marked absent.
Participating in Class You must be on time, stay for the whole class and speak up in a way that shows you have done the assigned reading. If you are not prepared for class discussion, you may be asked to leave, in which case you will be marked absent.
Doing Your Own Work
If you turn in work that is not your own, you are subject to judicial review, and these procedures can be found in the College Catalog and the Student Planner. The maximum penalty for any form of academic dishonesty is dismissal from the College. Using standard citation guidelines, such as MLA or APA format, to document sources avoids plagiarism. The Library has reference copies of each of these manuals, and there are brief checklists in your Student Handbook and Planner. PLEASE NOTE: All papers may be electronically checked for plagiarism.
Withdrawing from Class
After the last day established for class changes has passed (see the College calendar), you may withdraw from a course by following the policy outlined in the CCSJ Course Catalog.
Resources Student Success Center:
The Student Success Center provides faculty tutors at all levels to help you master specific subjects and develop effective learning skills. It is open to all students at no charge. You can contact the Student Success Center at 219 473-‐4287 or stop by the Library.
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Disability Services:
Disability Services strives to meet the needs of all students by providing academic services in accordance with Americans with Disabilities Act (ADA) guidelines. If you believe that you need a “reasonable accommodation” because of a disability, contact the Disability Services Coordinator at 219-‐473-‐4349.
CCSJ Alerts:
Calumet College of St. Joseph’s emergency communications system will tell you about emergencies, weather-‐related closings, or other incidents via text, email, or voice messages. Please sign up for this important service annually on the College’s website at: http://www.ccsj.edu/alerts/index.html. In addition, you can check other media for important information, such as school closings: Internet: http://www.ccsj.edu Radio: WAKE – 1500 AM, WGN – 720 AM, WIJE – 105.5 FM, WLS – 890 AM, WZVN – 107.1 FM, WBBM NEWS RADIO 78 TV Channels: 2, 5, 7, 9, 32
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Emergency Procedures MEDICAL EMERGENCY
EMERGENCY ACTION
1. Call 911 and report incident. 2. Do not move the patient unless safety dictates. 3. Have someone direct emergency personnel to patient. 4. If trained: Use pressure to stop bleeding. 5. Provide basic life support as needed.
FIRE EMERGENCY ACTION
1. Pull alarm (located by EXIT doors). 2. Leave the building. 3. Call 911 from a safe distance, and give the following information: • Location of the fire within the building. • A description of the fire and how it started (if known)
BUILDING EVACUATION 1. All building evacuations will occur when an alarm sounds and/or upon notification by security/safety
personnel. DO NOT ACTIVATE ALARM IN THE EVENT OF A BOMB THREAT. 2. If necessary or if directed to do so by a designated emergency official, activate the building alarm. 3. When the building evacuation alarm is activated during an emergency, leave by the nearest
marked exit and alert others to do the same. 4. Assist the disabled in exiting the building! Remember that the elevators are reserved for persons
who are disabled. DO NOT USE THE ELEVATORS IN CASE OF FIRE. DO NOT PANIC. 5. Once outside, proceed to a clear area that is at least 500 feet away from the building. Keep
streets, fire lanes, hydrant areas and walkways clear for emergency vehicles and personnel. The assembly point is the sidewalk in front of the college on New York Avenue.
6. DO NOT RETURN to the evacuated building unless told to do so by College official or emergency responders.
IF YOU HAVE A DISABILITY AND ARE UNABLE TO EVACUATE: Stay calm, and take steps to protect yourself. If there is a working telephone, call 911 and tell the emergency dispatcher where you are or where you will be moving. If you must move,
1. Move to an exterior enclosed stairwell. 2. Request persons exiting by way of the stairway to notify the Fire Department of your location. 3. As soon as practical, move onto the stairway and await emergency personnel. 4. Prepare for emergencies by learning the locations of exit corridors and enclosed stairwells.
Inform professors, and/or classmates of best methods of assistance during an emergency.
HAZARDOUS MATERIAL SPILL/RELEASE EMERGENCY ACTION
1. Call 911 and report incident. 2. Secure the area. 3. Assist the injured.
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4. Evacuate if necessary.
TORNADO EMERGENCY ACTION
1. Avoid automobiles and open areas. 2. Move to a basement or corridor. 3. Stay away from windows. 4. Do not call 911 unless you require emergency assistance.
SHELTER IN PLACE EMERGENCY ACTION
1. Stay inside a building. 2. Seek inside shelter if outside. 3. Seal off openings to your room if possible. 4. Remain in place until you are told that it is safe to leave.
BOMB THREATS EMERGENCY ACTION
1. Call 911 and report incident. 2. If a suspicious object is observed (e.g. a bag or package left unattended): • Don’t touch it! • Evacuate the area.
TERRORISM AND ACTIVE SHOOTER SITUATIONS
1. Call 911 and report intruder.
RUN, HIDE OR FIGHT TIPS:
1. Prepare – frequent training drills to prepare the most effectively. 2. Run and take others with you – learn to stay in groups if possible. 3. Leave the cellphone. 4. Can’t run? Hide – lock the door and lock or block the door to prevent the shooter from coming
inside the room. 5. Silence your cellphone -- use landline phone line. 6. Why the landline? It allows emergency responders to know your physical location. 7. Fight – learn to “fight for your life” by utilizing everything you can use as a weapon. 8. Forget about getting shot – fight! You want to buy time to distract the shooter to allow time for
emergency responders to arrive. 9. Aim high – attack the shooter in the upper half of the body: the face, hands, shoulder, neck. 10. Fight as a group – the more people come together, the better the chance to take down the
shooter. 11. Whatever you do, do something – “react immediately” is the better option to reduce traumatic
incidents.
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