ࡱ>  Ubjbj hL >>>>>$bbbP\b2R... < >2@2@2@2@2@2@2$o4!7d2>  d2>>..y2S S S >.>.>2S >2S S 2/|0.ps i*/*2202/77$07>0S d2d227 : San Jos State University American Studies Program AMS/HUM 169, The American Dream, sec 01, Winter 2015 Instructor:Scot GuenterOffice Location:Clark 420-CTelephone:(408) 924-1366Email:Scot.guenter@sjsu.eduOffice Hours:By appointment in Winter session.Class Days/Time:M-F 1:00-4:45 pmClassroom:Clark 302Prerequisites:Completion of core GE, satisfaction of Writing Skills Test, and upper division standing. For students who began continuous enrollment in a CCC or CSU in Fall 2005 or later, completion of, or currently enrolled in, a 100W course is required.GE/91 Studies Category:  Area SFaculty Web Page and MY91 Messaging (Optional) Copies of the course materials such as the syllabus, major assignment handouts, etc. may be found on my faculty web page accessible through the Quick Links>Faculty Web Page links on the 91 home page. The URL for my faculty web page is  HYPERLINK "http://www.sjsu.edu/faculty_and_staff/faculty_detail.jsp?id=801" http://www.sjsu.edu/faculty_and_staff/faculty_detail.jsp?id=801 . You are responsible for regularly checking with the messaging system through My91 (or other communication system as indicated by the instructor). Course Description American Studies is the interdisciplinary analysis of that complex and shifting set of values, beliefs, and practices we know as culture, considering the significant ramifications that occur as historical change affects life in the United States. In this course we will focus on the nebulous but oft-quoted phrase the American Dream. Beginning with reflexive examination of what this term means to us individually thereby provoking an examination of our personal experiences in the process of socialization we will pursue a review of how profound thinkers, varied subcultures, and distinct classes and social groups have defined the American Dream in the past. How do the dreamers envision equality in their societies? How do perceptions of and struggles for equality impact definitions of success and happiness? You will be encouraged to develop a connecting mind as we explore this rich and eclectic heritage of responses, looking for comparisons and contrasts, similarities and differences, not only in how our topics relate to each other but also in how they touch our lives today, here in the South Bay area. Classes will include both lecture and seminar formats; we might draw on insights from history, literature, sociology, biography, philosophy, anthropology, theology, economics, womens studies, minority studies, labor studies, psychology, theatre, semiotics, political science, or popular culture. This course should develop your interdisciplinary capabilities, strengthen your knowledge of this nations cultural development and change, challenge your usually unquestioned beliefs, sharpen your critical reading and thinking strategies, and heighten your communication skills, both in oral discourse and lucid composition. What is the American Dream? A simple response would be inadequate, but a keen awareness of what this phrase has meant to a variety of Americans in a range of socio-historical contexts can teach us more about the past, help us understand the complexities of the present, and, perhaps, better prepare us to face the challenges of the future Course Goals and Student Learning Objectives This course meets the requirements for Area S of 91 Studies. The Theme of this Area is Self, Society, and Equality in the United States. For students beginning continuous enrollment in Fall 2005 or later, completion of or co-registration in a 100W course is required for enrollment in all 91 Studies courses. Courses used to satisfy Areas R, S, and V must be taken from three separate 91 departments or other distinct academic units (having own Hegis Code). Area S Goals: Students will study the interrelationship of individuals, racial groups, and cultural groups to understand and appreciate issues of diversity, equality, and structured inequality in the U.S., its institutions, and its cultures. ThisGE/91 Studies Learning Outcomes (LO), Upon successful completion of this course, students will be able to: LO1. Describe how identities (i.e. religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age) are shaped by cultural and societal influences within contexts of equality and inequality (we will do this in the mid-term, the final, and the paper). LO2. Describe historical, social, political, and economic processes producing diversity, equality, and structured inequalities in the U.S. (we will do this in the Solidarity Report, the oral presentation, the mid-term, and the final). LO3. Describe social actions which have led to greater equality and social justice in the U.S. (i.e. religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age) (we will do this in the mid-term, the final, and the paper). LO4. Recognize and appreciate constructive interactions between people from different cultural, racial, and ethnic groups within the U.S. (we will do this, among other places, in the Solidarity Report and the oral presentation). Course Content Learning Outcomes Upon successful completion of this course, students will be able to: LO5. Demonstrate awareness of the complexity of the multicultural experience through interdisciplinary analysis (we will do this in the mid-term, the final, and the paper). LO6. Compare and contrast definitions of success and happiness for those in pursuit of the American Dream (we will do this in the mid-term and the final). LO7. Consider the struggles to achieve the American Dream by a wide range of Americans and would-be Americansacross categories of time and space, appreciating historical, regional, political, economical, and cultural differences and distinctions (we will contribute to this cumulative outcome across all the distinct assignments we employ). LO8. Reflect on the impact of Individualism or Community Focus in different versions of the Dream. To review how one persons Dream can be another persons Nightmare, assessing interactions between self and society (we will do this in the Solidarity Report and the paper). Questions to Consider Here are some questions to consider throughout the course. You may apply them to any text or course material we employ, and they might help you focus in preparing for class discussion or in reviewing for any examinations or assignments. 1. What function does equality have in the different versions of the Dream studied? Where do myth and reality intersect; where are they more widely disparate, with regards to justice, equality, and the American Dream? 2. In struggling for the Dream, who goes it alone? Who forms coalitions or bonds with others to achieve shared goals? What strategies have succeeded or failed, and in what contexts? 3. How do all of these versions of the American Dream compare or contrast with our own? Required Texts/Readings Textbooks Cullen, Jim. The American Dream: A Short History of an Idea That Shaped a Nation. Oxford UP paperback. 2004. ISBN 0-19-517325-2 Jones, Van. Rebuild the Dream. Nation Books. 2012. ISBN 978-1-56858-714-1 Other Readings James Surowiecki, The Mobility Myth  HYPERLINK "http://www.newyorker.com/magazine/2014/03/03/the-mobility-myth" http://www.newyorker.com/magazine/2014/03/03/the-mobility-myth Paul Loeb, From Occupy Wall Street to Occupy the Neighborhoods  HYPERLINK "http://www.huffingtonpost.com/paul-loeb/from-occupy-wall-street-t_b_1085255.html" http://www.huffingtonpost.com/paul-loeb/from-occupy-wall-street-t_b_1085255.html Douglas LaBier essay, Why Tea Party/Republican Ideology Is Rooted in Fears of a Transforming America at  HYPERLINK "http://www.psychologytoday.com/blog/the-new-resilience/201104/why-tea-partyrepublican-ideology-is-rooted-in-fears-transforming-amer" http://www.psychologytoday.com/blog/the-new-resilience/201104/why-tea-partyrepublican-ideology-is-rooted-in-fears-transforming-amer Other equipment / material requirements (optional) Videotapes or DVDs for viewing will be made available in class. Library Liaison Library Liaison: Peggy Cabrera (408) 808-2034  HYPERLINK "mailto:Peggy.Cabrera@sjsu.edu" Peggy.Cabrera@sjsu.edu Classroom Protocol You are responsible for everything covered in class whether you are there or not, and are encouraged to give your class attendance and participation the same level of respect and responsibility you would bring to any professional workplace as an adult: that means treating everyone you work with here in a courteous manner, arriving to class punctually, and coming prepared to deal with the assigned materials or activities of the day. No use of cell phones, pagers, text messaging during class. Laptops are to be used ONLY for taking notes (if absolutely necessary) or for approved group activities and should be turned off when the class is engaged in general discussion. Assignments are to be handed in using hard copy in real time and never e-mailed to the professor with a request that he download the work and print out the copy himself, and you should always keep an electronic back-up copy of any work submitted. As the statement on Academic Integrity referenced below elucidates, plagiarism and cheating are morally reprehensible, cannot be explained away due to personal stress or other rationalizations, and will not be tolerated. Make sure you are clear what constitutes plagiarismsee the webpage below, take the online tutorial provided by the library if you wish, or visit the Writing Center and have a mentor review this with you if you have any questions, or see me directly. Dropping and Adding Students are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. Information on add/drops are available at  HYPERLINK "http://info.sjsu.edu/web-dbgen/narr/soc-fall/rec-324.html" http://info.sjsu.edu/web-dbgen/narr/soc-fall/rec-324.html . Information about late drop is available at  HYPERLINK "http://www.sjsu.edu/sac/advising/latedrops/policy/" http://www.sjsu.edu/sac/advising/latedrops/policy/ . Students should be aware of the current deadlines and penalties for adding and dropping classes. Assignments and Grading Policy Class discussion will be an important component of our probing of the past and our questioning of the present, so attendance is crucial. All assigned readings are to be completed by the day designated. I reserve the right to administer pop quizzes at my discretion. Late papers will be penalized; any request for an extension must come prior to the due date for that paper. To maintain equal opportunity for all, no individualized extra credit assignments will be given. Aside from readings, viewings, and discussions, course work will include occasional short written in class assignments, a mid-term, a final, a short oral presentation based on the Solidarity Project Report, and one paper. The paper will be a short (5-6 page) reflection on how a recently celebrated political figure or social movement conveys significant version(s) of the American Dream in both oratory and popular media, and how this all connects to your personal American Dream. The paper will build on our class unit on American Civil Religion. Class participation grade will be based on a cumulative review of all in class assignments, activities, and discussions beyond the paper, the report, and the examinations. GRADING Solidarity Report 15% Oral Presentation 10% Paper 20% Mid-Term Examination 20% Final Examination 20% Class Participation 15% Total 100% GRADING SCALE My grading scale is as follows: A+ = 98-100 A = 92-97 A- = 90-91 B+ = 88-89 B = 82-87 B- = 80-81 C+ = 78-79 C = 72-77 C- = 70-71 D+ = 68-69 D = 62-67 D- = 60-61 F = 59 and below Nota Bene: Not turning in an assignment at all counts zero, while a submitted assignment that failed would still count 59 points. Therefore, it is always important and in your best interest to submit all assignments. University Policies Academic integrity Students should know that the Universitys Academic Integrity Policy is available at  HYPERLINK "http://www.sa.sjsu.edu/download/judicial_affairs/Academic_Integrity_Policy_S07-2.pdf" http://www.sa.sjsu.edu/download/judicial_affairs/Academic_Integrity_Policy_S07-2.pdf. Your own commitment to learning, as evidenced by your enrollment at San Jose State University and the Universitys integrity policy, require you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The website for Student Conduct and Ethical Development is available at  HYPERLINK "http://sa.sjsu.edu/student_conduct" http://sa.sjsu.edu/student_conduct . Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another persons ideas without giving proper credit) will result in a failing grade and sanctions by the University. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you would like to include in your assignment any material you have submitted, or plan to submit for another class, please note that 91s Academic Policy F06-1 requires approval of instructors. Campus Policy in Compliance with the American Disabilities Act If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities requesting accommodations must register with the DRC (Disability Resource Center) to establish a record of their disability. Student Technology Resources Computer labs for student use are available in the Academic Success Center located on the 1st floor of Clark Hall and on the 2nd floor of the Student Union. Additional computer labs may be available in your department/college. Computers are also available in the Martin Luther King Library. A wide variety of audio-visual equipment is available for student checkout from Media Services located in IRC 112. These items include digital and VHS camcorders, VHS and Beta video players, 16 mm, slide, overhead, DVD, CD, and audiotape players, sound systems, wireless microphones, projection screens and monitors. Learning Assistance Resource Center The Learning Assistance Resource Center (LARC) is located in Room 600 in the Student Services Center. It is designed to assist students in the development of their full academic potential and to motivate them to become self-directed learners. The center provides support services, such as skills assessment, individual or group tutorials, subject advising, learning assistance, summer academic preparation and basic skills development.  HYPERLINK "http://www.sjsu.edu/larc/" The LARC website is located at http:/www.sjsu.edu/larc/. 91 Writing Center The 91Writing Center is located in Room 126 in Clark Hall. It is staffed by professional instructors and upper-division or graduate-level writing specialists from each of the seven 91 colleges. Ourwriting specialistshave met a rigorous GPA requirement, and they are well trained to assist all students at all levels within all disciplines to become better writers. HYPERLINK "http://www.sjsu.edu/writingcenter/about/staff/"The Writing Center website is located at http://www.sjsu.edu/writingcenter/about/staff//. Peer Mentor Center The Peer Mentor Center is located on the 1st floor of Clark Hall in the Academic Success Center. The Peer Mentor Center is staffed with Peer Mentors who excel in helping students manage university life, tackling problems that range from academic challenges to interpersonal struggles. On the road to graduation, Peer Mentors are navigators, offering roadside assistance to peers who feel a bit lost or simply need help mapping out the locations of campus resources. Peer Mentor services are free and available on a drop in basis, no reservation required. The Peer Mentor Center website is located at  HYPERLINK "http://www.sjsu.edu/muse/peermentor/" http://www.sjsu.edu/muse/peermentor/ . AMS 169 / The American Dream, Winter 2013 Course Schedule What follows is a tentative syllabus, open to some modifications as the semester progresses. Any such modifications will be duly announced in class. Dates of exams will not change. DayDateTopics, Readings, Assignments, Deadlines1 Jan 5 MondayWhat is your American Dream? Immediate Response. Competing Definitions of the Dream. Distribution of Syllabi. The Process of Socialization. Introductions. View Earth and the American Dream.2 Jan 6 TuesdayThe Puritan Dream. The Impact of Three Paradigm Dramas on the City on a Hill. Assign Solidarity Report. Readings: Cullen Intro, Ch. 1.3 Jan 7 WednesdayThe Values Embedded in the Declaration. American Civil Religion, The American Dream, and the Symbol of the American Flag. Civil Religion Part II: Some visual samplings of patriotic videos. Readings: Cullen, Ch. 2. Assign Paper.4 Jan 8 ThursdayEmergent Individualism and the Success Ethic. The Self Made Man: Discuss Franklins Vision of the Dream. Horatio Alger and the Power of Formulaic Fiction. Civil Religion Part III: A Case Study in Vexillology: Symbols of Inclusion and Exclusion. A Native American Dream: The Ghost Dance. Readings: Cullen, Ch. 3, and James Surowiecki, The Mobility Myth  HYPERLINK "http://www.newyorker.com/magazine/2014/03/03/the-mobility-myth" http://www.newyorker.com/magazine/2014/03/03/the-mobility-myth 5Jan 9 FridayWorkers United: The Dream of Joe Hill. Do the Joe Hill Module located on the Class web page. Review. Mid-Term Examination. Optional meetings with instructor re paper topics. 6Jan 12 Monday Students give Solidarity Report Presentations. Solidarity Reports Due 7Jan 13 TuesdayDream for Equality: The Civil Rights Movement in the South. The Dream of Populuxe. View episode of The Danny Thomas Show. Readings: Cullen, Chs. 4 and 5.8 Jan 14 Wednesday  California Dreamin. The Immigrants Dream. View Borat. also view Citizen USA. Readings: Cullen, Ch. 6, Conclusion.9Jan 15 ThursdayCompeting Visions for America: Tea Parties, Revolutions, and the American Dream. Readings: have Van Jones text completed and bring your book (with your annotations and sundry notes and references in it) to class. Paul Loeb, From Occupy Wall Street to Occupy the Neighborhoods  HYPERLINK "http://www.huffingtonpost.com/paul-loeb/from-occupy-wall-street-t_b_1085255.html" http://www.huffingtonpost.com/paul-loeb/from-occupy-wall-street-t_b_1085255.html Douglas LaBier, Why Tea Party/Republican Ideology Is Rooted in Fears of a Transforming America at  HYPERLINK "http://www.psychologytoday.com/blog/the-new-resilience/201104/why-tea-partyrepublican-ideology-is-rooted-in-fears-transforming-amer" http://www.psychologytoday.com/blog/the-new-resilience/201104/why-tea-partyrepublican-ideology-is-rooted-in-fears-transforming-amer Class discussion: the Dream today and tomorrow: Ferguson, ISIS, and Hollywood HackersJan 16 FridayFinal Examination. Paper due.     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