Final Grades for Course

Hi everyone,

Hope you're having a great summer. Here's a link for your final grade for the course: Humanities 160 Spring 2010

Good luck with your courses, and have a great break!

Femininity in America

Presentation: Masculinity in America

Reading for Tuesday, April 27

Here's a link to the reading for next Tuesday - this was pushed back from the original date of today. We'll finish up the discussion and presentation about "From Mama's Boy to He-Man" today in class, and then move on to this paper next week.

This is an excerpt from a debate at Harvard University. If you want to read, watch, or listen to the entire debate, go here: Science of Gender

Photo (c) John A Beal, PhD
Dep't. of Cellular Biology & Anatomy, Louisiana State University Health Sciences Center Shreveport under Creative Commons

Midterm Self Assessment Project

A test is always a good opportunity to think about what you're doing right, and what you can work on, in a class. Please take some time to fill out the survey, below. It will help you think about what you can do to achieve your goals in the class, and help me to see what I can do to help you.

Reading for Tuesday

Because I put this up so long ago, it's buried several pages deep on the blog, now. I thought I'd repost so you can get to it easily.

Here's the link for the reading due on Tuesday: From Mama's Boy to He-Man

To flip the pages, click on "download" and then open the file in preview. Then go to "view" and have it rotate the page.

Grade Updates

Here's a newly updated grade form. Look your grades up by Student ID number (excel drops the 0's off of the front of numbers, so if your student ID starts with any zeros, drop them to find your ID).

The first three pages show your overall grade thus far. The farthest column to the right shows your current percentage grade (as a decimal - .74368574 would be a 74%, or C). Each set of three pages after that gives you a breakdown of an individual part of your grade - short papers, group project, quizzes, etc., so you can see what you've gotten on each assignment, if you're missing any assignments, etc. Let me know if you think there are mistakes right away! It's much easier to fix things now before anything is officially posted.

If you owe me assignments, get them to me right away. All of the assignments are posted on the blog. Some of you are missing the latest assignments: the short paper on Sex and Culture, or the group project on Sex and Culture. There's a make-up assignment for that group project posted on the blog, for those of you who missed it. Be sure to read the make-up assignment carefully! There are multiple readings and videos for you to watch in preparation for the writing portion of the assignment. You're making up for 10 - 12 hours of work, so it's a multi-part assignment.

Let me know if you have questions. See you tomorrow!

Midterm Review Tuesday

Hope you had a lovely Spring Break! I'm sure you're all eagerly waiting to get back to classes, so I'll see you bright and early on Tuesday.

Here's a link to the Midterm Review sheet. Don't forget to go over all of your notes, readings, and the presentations and to come to class on Tuesday with questions.

The Midterm is Thursday. You will need a functioning pen or pencil, 8-1/2 x 11" paper (for the short answer section of the test), and your notes and articles. You will have the whole class period on Thursday to complete the Midterm.

Alternative Assignment - Missed Group Project

Part one - research and background.

Watch John Berger's Ways of Seeing - Final Episode on YouTube (the first part of the final episode in embedded below - go to YouTube for parts 2-4)



Then read the linked article about subject, object, and the gaze: Scopophilia, voyeurism, the gaze
objectification, fetishism

Then read the linked article about objectification of people in the media: Objectification and Dismemberment

Part Two: Application and Analysis

Now, choose a contemporary commercial and apply what you've learned from the resources above:

Write a 4-page paper in which you apply what you've learned about media and objectification to a particular example. Your paper should be double-spaced, in 12-point font, and should include parenthetical citations and a Works Cited page.

Submit the paper to me electronically, with links to a copy of the commercial you're analyzing.

Papers missing citations and/or works cited pages won't be accepted.

Making Your Own Wiki

Using Your Group Wiki

Getting a Google Account

Group Project Instructions

Humanities 160

Group Project 3: Sex and Culture

Project

Develop an in-depth analysis of the messages a particular cultural object conveys about sex. We’re using “sex” in the broadest terms, to cover issues of

· Biological sex (apparent and experienced)

· Gender expression (the set of body language, expressions, ideas, reactions, preferences, and beliefs that indicate, publicly and privately, “masculinity” or “femininity”)

· Sexual relationships

· Romantic relationships

· Dynamics among groups or pairs of men, groups or pairs of women, and mixed groups or pairs

Present that analysis to the class, using the cultural object you chose as a reference.

Day 1

1. Have each person in the group share their short paper. Listen actively: take notes, ask questions, add ideas.

2. Decide as a group which object will be most helpful to continue with.

3. Spend the rest of the class continuing to think of ideas that the object conveys (see above). You’ll work on exactly how to present your case on Thursday.

4. Homework (this will be collected, and will count toward your individual grade on this project): think of either one new insight regarding the object, or develop an insight your group already began to discuss.

Day 2

1. Have everyone share their homework. Listen actively: take notes, ask questions, add insights.

2. Decide which 4 or 5 central points you’ll make in your presentation. List each general point separately as a sub-header. Under each sub-header, include a couple of paragraphs developing the point in more detail, and saying how you got that point from the object you’re analyzing.

3. Then and only then, decide the mechanics of your presentation.

a. PowerPoint presentations must be saved in compatibility mode (click “file,” then “save as” and choose “PowerPoint 1997-2004 (.ppt)”)

b. You can decide as a group whether you want to have everyone present a part, or have one or two presenters, as long as everyone ultimately participates equally (non-presenters can do more preparation, for example)

c. Assume that everyone else in the group will be absent on the day of presentation – each of you should be able to do the whole presentation on your own in case of emergency.

Here's a link to the course wiki: Humanities160

Grade Updates

Here's a link to your current grade report. You'll have to look up your grade by student ID number. The first section shows your total current grade; each section after that has a more complete breakdown of each part of your grade (for example, the first section shows your total current groupwork grade, which has a total of two completed group projects. The second sections has a breakdown of each group project grade).

Let me know if you have questions, or if I've entered a grade wrong! Now's the time to fix typos!

Spring 10 Current Grade Update

Presentation for Thursday 3.18

Second Short Paper Assignment - Due 3/23

Here's a link to your second short paper assignment.
The paper is due on March 23, when we'll begin a several day long group project. You'll be presenting your group's findings in class. Please have your paper finished on time, as the group project depends on your papers.

I'll go over the assignment in class, where you can ask any questions. Contact me right away if you have questions while you're working on the paper, and get started soon so that you have plenty of time to work!

Reading for Thursday, March 18

Here's a link to your reading for March 18: Projective Disgust and Group Subordination.

There will be a quiz on the reading at the beginning of class. Let me know right away if you have trouble opening the link.

See you then.

Reading for Tuesday, March 16

Here's a link to your reading for Tuesday the 16th: Blanke excerpt epilogue.

There will be a quiz at the beginning of class on the reading. Let me know right away if you have trouble opening the link.

Discussion Questions for March 9

You should contribute at least one substantive post in response to one of the questions below. Think about your answer for some time before posting. A good response will be at least 2 substantial paragraphs long, and will show evidence of serious reflection.

Then give a response to at least one of your colleagues. Identify which post you're responding to by screen name and date and time posted. A good response will be at least one substantial paragraph long, and will show evidence of serious engagement with the issue raised by your colleague.

Please give your own response to these questions by 2 a.m. on Sunday morning; then read your colleagues' thoughts and respond to them by 2 a.m. on Tuesday morning. Have fun! I hope it'll be an interesting discussion.

Remember to treat everyone with dignity and respect.

1. The movie argues that romantic love could withstand quite profound changes in personal qualities - what do you think about that?
2. What do you think about the relationship between love and sex implied by the movie?
3. What else did you find particularly interesting about the concept of love raised by the movie?
   

Reading for February 25

Here's a link to your reading for February 25:

Symposium

There will be a quiz at 9:40 on the reading; let me know if you have any questions, or any problems with the link.

See you in class!

Reading for February 23

Here's a link to your reading for February 23:

Love, Law, and Civil Disobedience

There will be a quiz at 9:40 on the reading. Let me know if you have any questions, or trouble opening the link.

See you in class!

Presentation from 2/2 and 2/4

Short Paper #1: Due Thursday 2/4

Here's a link to your assignment for next Thursday. We'll be covering birth customs next Tuesday, so the general idea will be more clear then.

Your paper should be about 2 pages long (one page plus a few lines is *not* 2 pages), double-spaced, in 12-point font. Don't use a cover page.

Be sure to do part 1 completely *before* moving on to part 2. Part 1 should be close to a page long. For part 2, *do not* use a baby shower or an existing ceremony. Have fun thinking of your own symbols to represent your values and beliefs. Let me know if you have questions.

Community Celebrations of Birth

Homework for Thursday 1/28

Here's the reading for Thursday:

Defining the Moral Community

Let me know if you have any questions; enjoy!

Spring 2010 Syllabus and Schedule

Humanities 160:
Mystery of Humanity—Birth, Sex, and Death

Spring 2010
Section 4618
Room B-2
9:40 – 11 a.m.

Professor Colleen Boyle
devushka99@gmail.com
PS-117, x4289
Office hours: 12:40 – 1:30 p.m.
Website: http://humanities160.blogspot.com/

Introduction
In what ways are humans unique among beings, and in what ways are we similar to other beings? What is the process by which we interact with and perceive the world, and how does this shape our experiences and view of ourselves? How does culture affect our perception and interaction with the world? To what extent are human qualities universal, and to what extent are we irreconcilably different from one another, either as individuals or as members of a culture? What duties do we owe ourselves by virtue of our humanity? What do we owe to others? These are all questions that we wrestle with as we struggle to find out place in the world as human beings.

Course Description
This course examines the uniqueness of humans, drawing from multiple disciplines and focusing on five life events and questions: birth, death, gender and sex, marriage, and the question of how to live a good life. It will look at cultural impact and possible universal human qualities.

“Student Learning Outcomes”
“Students will recognize similar dispositions in human rituals.”
“Students will recognize cultural variations in human rituals.”
“Students will develop recognition of evolving nature of human rituals and concerns.”

Expectations for this Course
By the end of the course, the student will have learned

1. How disciplines like biology, psychology, cognitive science, philosophy, religion, the creative arts, and law contribute indispensably to our understanding of ourselves as humans and our attempts to discover what it is to live a fulfilled human life.
2. To develop concise, detailed 1-2 page papers in which they explore an issue raised in class presentations and discussion, present a clear point of view on the issue, and present their own carefully developed ideas in support of that point of view.
3. To word together effectively in groups to develop and clearly present an extended consideration of a topic raised in lecture and class discussion.
4. To begin to synthesize, compare, and critically evaluate the contributions of different disciplines to our exploration of human nature and meaning.
5. To have a more sensitive understanding of the ways in which grappling with the issues raised by the humanities helps us to develop a more engaged, perceptive, and nuanced life.

Required Books

Materials to be handed out in class or accessed on-line. See the schedule (attached) for details.

Course Requirements

1. You should come to every class unless you are really sick or you have a genuine emergency. All of the lectures, exercises, projects, and discussions are designed to help you learn, engage with the material, and deepen your understanding.
2. You should come to every class on time. If you’re late, you’ll miss important announcements and introductory material at the beginning of class, distract your classmates, and indicate a lack of respect for the class. When students come late it delays projects and discussions and undermines the class. Leave plenty of time to park, and assume that you’ll hit traffic on your way to school; make a genuine, good faith effort to arrive on time to every class.
3. Come prepared. Being prepared means that you’ve done the assigned reading carefully and completed any written homework assignments; that you’re mentally ready to engage the material, to raise questions and issues for discussion, and to respond respectfully to your colleagues. It also means making sure that you have the correct article with you, and that you have notebook paper, a working pen or pencil, and any required handouts. Get your reading, notebook, and writing implement out at the beginning of class: assume that you’ll be taking notes and using the assigned text unless I tell you otherwise.
4. Turn all assignments in on time. If you’re having trouble completing an assignment, contact me in advance of the due date so I can answer questions, help you organize thoughts, develop a plan, and give you an extension if you need it. Everyone has trouble with an assignment, sometimes, so ask for help if you need it!
5. Make a sincere effort to engage with the material. Some of the ideas and writing we’ll be covering is complex and challenging; some of it is written in a style that’s more difficult to read than modern texts. I will break things down into smaller pieces, and try to connect more abstract ideas to concrete questions so that it’s easier to follow and more immediately accessible. But there will be times when you’ll need to concentrate on difficult material for sustained periods.
6. Treat everyone else in the class with consideration and respect. This means not just listening quietly while others are speaking and responding to others politely, but also actively working to engage with their comments, along with the material we study in the class.

Course Standards

1. Students should come to class regularly and be prepared to discuss the assigned reading, the previous class lecture, and the issues raised by both. Being prepared means being able to reiterate the central points of the reading or other assignment, to point out questions that call for further study, and to respond respectfully and intelligently to other students.
2. We will have a short quiz on the assigned reading at the beginning of every class meeting. The quizzes make up 10% of your grade, so be sure to keep up with the reading and come to class on time!
3. Students will complete the following assignments:

Three 1-2-page short essays: 150 points each =450 points
Midterm Examination: 250 points
Final Examination: 250 points
Four Group Projects: 150 points each =600 points
Participation: 250 points
10 Daily Quizzes 20 points each =200 points

A = 1780 – 2000 points
B = 1580 – 1779 points
C = 1380 – 1579 points
D = 1180 – 1379 points
F = 1179 and below

1. All projects should be submitted on time. Late projects will be graded down by 1/3 of a grade for every day of lateness, including weekends. If you must miss class because of a serious illness or emergency, contact me right away so that we can arrange an extension to the project.
2. It is essential for success in the course that you complete all assignments and readings on time, that you set aside time to engage with the assignments seriously and openly, and that you come to each class prepared. Group projects, daily quizzes, and participation together count for 55% of your course grade, so you cannot pass the course if you have excessive absences. Contact me if you must miss any portion of the class because of an emergency or illness to schedule a make-up assignment. You should be prepared to spend 4 – 6 hours outside of class each week working on reading, writing and other homework assignments, reviewing notes, completing projects, and working with your group.

Grading Standards
For this course, it doesn’t matter if your grammar is imperfect. It does matter that you approach all of your projects with honesty, openness, clarity, and rigor; that you approach the issues raised by your reading, class discussion, and lectures with all of your intelligence and sensitivity, and that you genuinely try to incorporate your deepening understanding into your own projects and group work. You should express yourself as clearly and concisely as possible in your essays and answers. It does not matter what position you choose to defend in your work. It does matter that you clearly present your position, think carefully about your reasoning, and take account of issues and arguments we have covered in class.

The following are general grading standards:

• A an excellent, detailed account of the issue assigned, demonstrating an unusual level of
• sensitivity in the attempt to grapple with the assigned project, and making use of careful and original reflection and a strong attempt to engage the issue.
• B a good grasp of the issue, demonstrating sensitivity in the attempt to grapple with the assigned project, and making use of some original reflection and an attempt to engage the issue.
• C a basic grasp of the issue, demonstrating some sensitivity in the attempt to grapple with the assigned project, with little evidence of original reflection or attempt to engage the issue.
• D failure to grasp the issue, demonstrating little sensitivity in the attempt to grapple with the project; demonstrates a low level of knowledge gained from reading, lecture, and discussion.
• F no attempt to engage the assigned project; demonstrate a very low level of knowledge gained from reading, lecture, and discussion.

Slight variations will be indicated with a +/-

Group Projects
A major component of your grade will be the group projects you’ll work on throughout the semester. Your grade for group work will be comprised of two equal parts: one will be the overall quality of the group project itself; the second part will be the level of your own participation in the creation of the content of your group’s project. You will be expected to attend every in-class group meeting, to participate actively in those meetings, to have your own contribution to the group project prepared on time, and to work cooperatively and constructively with your fellow group members. Failure to do so will be reflected in the individual portion of your group project grade.

Plagiarism and Academic Integrity
The standard penalty for violations of academic integrity in this course will be an F grade for the course. Such violations include cheating on an exam, helping someone else to cheat, resubmitting a paper written for another class, and plagiarism. Plagiarism is the representation of someone else’s words or ideas as one’s own. The most egregious cases of plagiarism are easy to avoid because they are so obviously dishonest:
• turning in someone else’s paper as your own
• allowing someone else to turn in a copy of your paper as his or her own
• downloading a paper from the internet and altering it a little to fit the class
• employing a “research service”
Be warned: instructors are quite adept at recognizing cases of plagiarism.

Other cases of plagiarism are more subtle. Sometimes students plagiarize unwittingly, out of carelessness or ignorance of the standards for attributing ideas to their sources. However, ignorance is no excuse. You are responsible for knowing the standards and taking care to follow them.

Whenever you make use of another’s words or ideas in a paper, you must give proper credit. Usually this means inserting a footnote or a parenthetical reference. If you’re not sure how to give a proper reference, consult a style guide or your instructor. Your instructor can also answer questions about when you must give a reference. If in doubt, play it safe.

You must provide a reference not only when you use the exact words of another, but also when you paraphrase her words, summarize her ideas, or borrow her metaphors.

When you do use someone’s exact words, be sure to mark them as such, either by putting them in quotation marks or by setting them off from the main text and indenting them on both sides. Be careful not to change the wording at all in a direct quotation; if you must change it, use square brackets

When you paraphrase, state the author’s ideas in your own words. Don’t just rearrange the words in the sentence and replace some of the words with synonyms. Note: even though you’re using your own words, you still need to give a reference, since the idea is not yours.

You may not work with anyone else on any of the assignments unless I specifically instruct you to do so. All of your written work must be original and unique.

Etiquette
During the class period, please turn off all non-medical electronic devices. Yes, that means your laptop and your phone, even for texting. For emergency contact, please instruct your contact to call police services. Private conversations are not appropriate during class.

We will be discussing a variety of sensitive issues in the course. You may hold passionate beliefs about some or all of those issues. Please remember to always treat the opinions and beliefs of your classmates with dignity and respect, even when you strongly disagree with those opinions. You may be asked to leave the class if you fail to treat any of your colleagues with civility.

Be respectful of the class and of your colleagues. You are not forced to attend class; therefore, if you would prefer to engage in other activities such as checking email, texting your friends, chatting with friends, or surfing the web, please do so elsewhere. Many students make enormous personal sacrifices to attend college; please don’t disrupt their class. You will be asked to leave if you’re disrupting class. While you are in the classroom, you are expected to make a genuine attempt to engage with the classroom activities.

Disabled Students Programs and Services
The Rehabilitation Act of 1973, Section 504, requires Contra Costa College to make all programs accessible to qualified individuals with learning, physical, or psychological disabilities. Students who would like to receive accommodations for their learning, physical, or psychological disabilities should contact the Disabled Students Programs & Services (DSPS) office (in the Student Services building) and schedule an appointment. (510) 235-7800 ext. 7220.

Please feel free to come see me in my office or to send me an email is you have a disability you think I should know about, or if there’s anything else I should know about.




Humanities 160
Schedule Spring 10
This schedule is provisional and subject to change. Students are responsible for keeping abreast of changes, which will be announced in class.

All homework and essay assignments should be typed.

Assignments should be completed for the day on which they’re listed.

Introduction
1.26 Introduction: What are the Humanities?

Birth
1.28 Homework: read “Defining the Moral Community” by Maryanne Warren. In class: Humans and Persons.

2.02 Community Practices and Rituals of Birth.
2.04 First Short Paper due: what communities do you identify with? What values do those communities hold? Group work in class – create your own community celebration of birth.

2.09 Group work in class – create your own community celebration of birth.
2.11 Group presentations in class – community celebration of birth.

2.16 Group presentations in class – community celebration of birth.

Love
2.18 Homework: read excerpt from Love, Law, and Civil Disobedience. In class: the ethics of love.

2.23 Homework: read excerpt from the Symposium. In class: discussion.
2.25 Love as Valuing the Relationship.

3.02 Movie (Normal).
3.04 Movie continued; freewrite and discussion in class.

3.09 Homework: how does this film challenge our ideas about love and sex? How does it reinforce them? Group work in class.


Sex
3.11 Meanings of Sex.


3.16 Homework: read “Like a Virgin” by Hannah Blanke. Group project in class: make a quiz.
3.18 Homework: read “Disgust and Group Subordination” by Martha Nussbaum. In class - lecture: the Nude in Art.

3.23 Second Short Paper due! Write up of your cultural object: choose an example of some object of culture (a film, magazine, game, book, etc.) that reflects a particular view about sex. Write a 1- to 2-page paper describing all of the ideas you can think of reflected in the example. Bring your object into class. Group work in class.
3.25 Group work continued.

3.30 Group presentations in class.
4.1 Group presentations in class.

4.6 No class – Spring Break
4.8 No class – Spring Break

4.13 Midterm Review. Midterm review sheet handed out.
4.15 Midterm

Gender
4.20 Homework: read “From Mama’s Boy to He-Man” by Stephen Ducat. What is it to be male? Sex, gender, and society
4.22 Homework: read “Excerpts from Remarks at the Science of Gender and Science” by Elizabeth Spelke. What is it to be female? Sex, gender, and society.

4.27 Group work in class: how does your gender affect your view of yourself and your life?
4.29 Group work in class continued.

Marriage
5.4 Homework: read “What is Marriage For?” by E.J. Graff. What does marriage mean? What has marriage meant?
5.6 What is Marriage for? continued.

5.11 Third Short Paper due! Family arrangements in other cultures. In-class: discussion and presentations.
5.13 Grade update and counseling

5.18 Homework: read “The Fundamental Right to Marry” by Evan Gerstmann. Equal Protection and the Right to Marriage.

Alternative: Death
5.11 Meaning of Death: Existentialism
5.13 Homework: read “Sex, Death, and the Meaningful Life” by Beverley Clack.

5.18 Lecture: Death in Art.
5.20 Final Exam Review; take-home final exam handed out.

5.27 Final Exam due in my office, PS-117, no later than 11:10 a.m.