Miami University

Miami University’s Academic Freedom Policy and Other Pertinent Policies

The Summer Reading Program


American Studies Program

Syllabus for the Course: Introduction to American Culture
Syllabus for the Course: American Environmental History
Syllabus for the Course: Introduction to American Studies
Another Syllabus for the Course: Introduction to American Culture
Another Syllabus for the Course: Introduction to American Culture

Syllabus for the Course: Belonging To America: The Politics of Multiculturalism
Syllabus for the Course: Approaches to American Culture: Visual Culture/Public Culture

Other Course of Note


Black World Studies

Shauntae Brown White

Syllabus for the Course: Feminism and the Diaspora: Women of Color in the U.S.

Syllabus for the Course: Stereotypes, Prejudice, and Minority Experience
Other Courses of Note

Women’s Studies Program

Syllabus for the Course: (Dis)Ability Allies: To be or not to be? Identity and Pride from Practice
Syllabus for the Course: Psychology of Women
Syllabus for the Course: Marriage, Family, and Religious Values: A Multicultural Approach
Abbreviated Syllabus for the Course: American Women Writers
Other Professors of Note
Other Courses of Note


Political Science Department

Professor Laura Neack

Syllabus for the Course: Individual Lives and International Politics
Syllabus for the Course: Foreign Policy Analysis

Syllabus for the Course: World Politics
Syllabus for the Course: International Civil Society
Syllabus for the Course: Media and Politics in Latin America and the Caribbean
Syllabus for the Course: World Politics
Syllabus for the Course: Conflict Management in a Divided World: Managing the Bomb


Other Syllabi of Note

Syllabus for the Course: Sociocultural Studies in Education
Syllabus for the Course: Seminar in Social Psychology: Intergroup Relations
Syllabus for the Course: Capstone in Social Psychology Work, Family, and Gender Roles
Syllabus for the Course: Cultural, Ethnic and Gender Issues in Dramatic Literature. Topic: Community-based Theatre
Syllabus for the Course: Foundations of Multicultural Education

Syllabus for the Course: Social Movements and Strategies for Change
Abbreviated Syllabus for the English Course: Ecology and Environment in Native American Literature
Syllabus for the Course: Race, Class, and Gender in Classical Antiquity


RateMyProfessors Remarks


The Miami University Center for Community Engagement




Miami University’s Academic Freedom Policy and Other Pertinent Policies



INSTRUCTIONAL STAFF” of the Miami University Policy and Information Manual.



5.1 Principles of Academic Freedom

The following statement of principles of academic freedom adopted by the American

Association of University Professors in 1940 was approved by the Board of Trustees, June of


Institutions of higher education are conducted for the common good and not to further the

interest of either the individual teacher or the institution as a whole. The common good

depends upon the free search for truth and its free exposition. (The word "teacher" as

used in this document is understood to include the investigator who is attached to an

academic institution without teaching duties.)


Academic freedom is essential to these purposes and applies to both teaching and

research. Freedom in research is fundamental to the advancement of truth. Academic

freedom in its teaching aspect is fundamental for the protection of the rights of the

teacher in teaching and of the student to freedom in learning. It carries with it duties

correlative with rights.


Tenure is a means to certain ends, specifically: (1) freedom of teaching and research and

of extramural activities, and (2) a sufficient degree of economic security to make the

profession attractive to men and women of ability. Freedom and economic security,

hence tenure, are indispensable to the success of an institution in fulfilling its obligations

to its students and to society.


No faculty member shall be obliged to make her or his nonpublic work available for

inspection by a second party in the absence of compulsory legal process.


5.2 Faculty Responsibilities

The teacher is entitled to full freedom in research and in the publication of the results, subject to the performance of his or her other academic duties; but research for pecuniary return should be based upon an understanding with the authorities of the institution.

The teacher is entitled to freedom in the classroom in discussing his or her subject, but should be careful not to introduce into his or her teaching controversial matter that has no relation to the subject. Limitations of academic freedom because of religious or other aims of the institution should be clearly stated in writing at the time of appointment.

College or university teachers are citizens, members of a learned profession, and officers of an educational institution. When they speak or write as a citizen, teachers should be free from institutional censorship or discipline, but their special position in the community imposes special obligations. As individuals of learning and as educational officers, they should remember that the public may judge the profession and the institution by their utterance. Hence, faculty members should at all times be accurate, should exercise appropriate restraint, should show respect for the opinions of others, and should make every effort to indicate that they are not speaking for the institution.

The University also recognizes that the faculty member is an integral part of the institution. While observing the stated regulations of the University, the faculty member maintains the right to criticize and seek revision of University policy, both administrative and academic.

5.3 Professional Ethics and Responsibilities

The University Senate, on February 13, 1969, adopted the "Statement on Professional Ethics" of the American Association of University Professors. “The professor, guided by a deep conviction of the worth and dignity of the advancement of knowledge, recognizes the special responsibilities placed upon them. The professor's primary responsibility to his or her subject is to seek and to state the truth as they see it. To this end they will devote their energies to developing and improving their scholarly competence. The faculty member accepts the obligation to exercise critical self-discipline and judgment in using, extending, and transmitting knowledge. They practice intellectual honesty. Although he or she may follow subsidiary interests, these interests may never seriously hamper or compromise their freedom of inquiry.

As teachers, professors encourage the free pursuit of learning in students. Teachers

exemplify the best scholarly standards of their disciplines. They demonstrate respect for

students as individuals, and adhere to their proper roles as intellectual guides and

counselors. Professors make every reasonable effort to foster honest academic conduct

and to assure that their evaluations of students reflect students' true merit. Faculty

members respect the confidential nature of the relationship between professor and

student. They avoid any exploitation of students for their private advantage and

acknowledge significant assistance from them. Professors protect their academic

freedom. No faculty member shall be obliged to make the academic work of students

available for inspection by any third party in the absence of compulsory legal process,

without bona fide academic reasons, or without the express written consent of the

student. As colleagues, professors have obligations that derive from common membership in the community of scholars. They respect and defend the free inquiry of their associates. In the exchange of criticism and ideas they show due respect for the opinions of others. They acknowledge their academic debts and strive to be objective in their professional judgment of colleagues. Professors accept their share of faculty responsibilities for the governance of their institution.

As a member of their institution, the professor seeks above all to be an effective teacher

and scholar. Although they observe the stated regulations of the institution, provided they

do not contravene academic freedom, they maintain their right to criticize and seek

revision. Faculty members determine the amount and character of work they do outside

their institution with due regard to the paramount responsibilities within it. When

considering the interruption or termination of their services, professors recognize the

effects of their decision upon the program of the institution and give notice of their


As members of the community, professors have the rights and obligations of any citizen.

They measure the urgency of these obligations in the light of their responsibilities to their

subject, to their students, to the profession, and to the institution. When they speak or act

as private individuals they avoid creating the impression that they speak or act for the

college or university. As citizens engaged in a profession that depends upon freedom for

its health and integrity, professors have a particular obligation to promote conditions of

free inquiry and to further public understanding of academic freedom.”

5.4 Statement of Good Teaching Practices

Every instructor is responsible for:

A. informing his or her students within the first two weeks of the course of the objectives,

content, assignments, policy on return of student work, and examination procedure in each course and, within reason, abiding by those statements;

B. specifying in writing within the first two weeks of the course the methods by which the instructor determines the final grade in the course;

C. ensuring that all materials assigned are equally available to all students in the course;

D. informing students of the generally accepted conclusion on the subject matter of the course when those conclusions differ from the conclusions of the instructor;

E. giving adequate advance notice of major papers and major examinations in the course;

F. providing assignments to permit students to benefit from evaluative experiences during the course;

G. being fair and impartial in evaluating all student performances, i.e., evaluating all students according to common criteria;

H. allowing students to review papers and examinations in a timely manner after those papers and examinations have been evaluated;

I. making oneself available for conferences during announced, regular office hours;

J. treating students with courtesy and respect at all times. Courtesy and respect do not prohibit strong criticism directed at the student's academic errors and scholarly responsibilities;

K. endeavoring to ensure that the learning environment is free from all forms of prejudice that negatively influence student learning, such as those based on age, ethnicity, gender, mental or physical impairment, race, religion, or sexual orientation;

L. adhering to the “Class Attendance Policy” (Student Handbook, Chapter 1, “Undergraduate Academic Regulations”, Section 01.701);

M. adhering to the following paragraph of the "Statement on Professional Ethics" in Section 5.3 of this policy:

As teachers, professors encourage the free pursuit of learning in students. Teachers

exemplify the best scholarly standards of their disciplines. They demonstrate respect for

students as individuals, and adhere to their proper roles as intellectual guides and counselors. Professors make every reasonable effort to foster honest academic conduct and to assure that their evaluations of students reflect students' true merit. Faculty members respect the confidential nature of the relationship between professor and student. They avoid any exploitation of students for their private advantage and acknowledge significant assistance from them. Professors protect their academic freedom. No faculty member shall be obliged to make the academic work of students available for inspection by any third party in the absence of compulsory legal process, without bona fide academic reasons, or without the express written consent of the student.

N. assuming the positive obligation to confront students of suspected academic dishonesty.


5.5 Student Complaints about the Quality of Instruction

Under ordinary circumstances, a student approaching an administrator to complain about a member of the instructional staff will be encouraged first of all to confer with the faculty member and seek a resolution. When a student is unable to resolve a difficulty with an instructor to the student's satisfaction, there are two acceptable ways in which the student may lodge a complaint against a member of the instructional staff before an administrator or any person who has administrative duties. The student may file a formal grievance or the student may submit a letter of complaint to the administrator. Anonymous or unsigned statements must be disregarded and destroyed. Formal letters of complaint are to be filed in the departmental student complaint file. Upon receipt and before acting upon a letter of complaint, the staff member shall be informed of

the complaint and given timely opportunity to rebut the accusations or explain the circumstances as viewed by the staff member. If submitted, documents presenting the staff member's position also are to be placed in the departmental student complaint file.

The student who files a complaint is entitled to know how the complaint was processed and what actions were taken in response to it.

The Summer Reading Program

Miami welcomes new students to its community of learning through the Summer Reading Program. In this important tradition, now 25 years old, we underline those activities we value most as a community: critical engagement with ideas; close interaction among faculty, staff, and students; and reading, listening, talking, and learning as characteristics of active, responsible citizenship. We can think of no better way of introducing you to the kind of life you will lead for the next four years than asking you, first, to read a book during the summer and, second, to return to campus in August prepared to discuss it with your fellow students. You will be able to hear the author of this year's text when he or she addresses University Convocation on the eve of your first semester at Miami. University Convocation, a celebratory occasion that includes an academic procession, music, and welcoming remarks from the president of the university and the president of Associated Student Government, marks the formal opening of the academic year.

Pick up your copy of this year's Summer Reading Program text at the University Bookstore during Orientation.Read the book when you return home, try to keep a reader's journal and jot down ideas about the text, and bring the book with you when you return to campus in August. Immediately after Convocation you will join others-- usually from your residence hall -- for a small group discussion of the book with professors, student affairs staff, and returning upper-division students.

Participation in the Summer Reading Program is your first assignment as a university student. Your willingness to take the assignment seriously and to participate actively in group discussions in August may have important influences on your subsequent achievements as a Miami Student.



Summer Reading Program Texts



Program Director



Goldfarb, Ahmad's War, Ahmad's Peace

Jerry Stonewater

Michael Goldfarb


Grealy, Autobiography of a Face, Patchett, Truth and Beauty

Jerry Stonewater



Phillips, Crossing the River

Jerry Stonewater



Ehrenreich, Nickel and Dimed

William Gracie (ENG)



O'Brien, The Things They Carried

William Gracie (ENG)

Tim O'Brien


Sister Helen Prejean, C.S.J., Dead Man Walking

William Gracie (ENG)

Richard Burr


Shackleton, The Endurance: Shackleton's Legendary Antarctic Expedition

William Gracie (ENG)



Jones, Newman, Isay Our America

William Gracie (ENG)

Jones, Newman, Isay


Alexie, The Lone Ranger and Tonto Fistfight in Heaven

William Gracie (ENG)



Verghese, My Own Country

William Gracie (ENG)



Alvarez, How the Garcia Girls Lost Their Accents

William Gracie (ENG)



Terkel, The Good War

William Gracie (ENG)

Doris Kearns Goodwin


West, Race Matters

Karen Schilling (PSY)



Sanders, Paradise of Bombs

Kay Sloan (ENG)



Rodriguez, Hunger of Memory

William Gracie (ENG)



Phillips, Machine Dreams

William Gracie (ENG)



O'Brien, Going After Cacciato

William Gracie (ENG)



Morrison, Song of Solomon

Allan Miller (REL)



Wiesel, Night

Allan Miller (REL)



Atwood, The Handmaid's Tale

Becky Lukens (ENG)



Persig, Zen and the Art of Motorcycle Maintenance

Becky Lukens (ENG)



Thomas, Late Night Thoughts on Listening to Mahler's 9th

Judith de Luce (CLS)



Vonnegut, Slaughterhouse Five

Richard Nault (HON)



Orwell, 1984

Peter Williams (REL)



Toffler, The Third Wave

Roy Ward (REL)




American Studies Program

“A major at Miami since 1944, the undergraduate program in American Studies fosters interdisciplinary teaching and research focusing on America as a nation and an ideal.   Our curriculum is devoted to the critical analysis of the many cultures that come together in the United States; and our goal is to inspire informed and engaged individuals and citizens by offering opportunities for collaborative and interactive learning that brings together students, faculty, and local communities.”


Syllabus for the Course: Introduction to American Culture


Dr. Kevin C Armitage, Miami University, Spring 2006

American Studies 101 – J.  

1:00 pm - 1:50 pm MWF Upham Hall 255

Office: MacMillan 122 Office Hours: T, TH 9:30-11:30 and by appointment

Phone: Office: 529-9306; Home: 523-1837.

Required Texts:   

             Chris Hedges. War Is a Force That Gives Us Meaning

              Friedrich Nietzsche, Twilight of the Idols

              Janisse Ray, Ecology of a Cracker Childhood

              Anne Moody, Coming of Age in Mississippi

              Walter Mosley, Devil in a Blue Dress


This class is going to take as its theme one of the most powerful forces at work in America today: we will focus on the idea of war and what war does to culture. We are less concerned with actual battle than with the culture of war, how war creates and destroys meaning. To investigate this problem, we will not examine the military and its strategies very much—though we may do some of that. Rather, we will critique how the idea of war affects much of American culture in many different guises: not only the “war on terror,” but culture war, class war, and the war on the natural world. We will examine a variety of texts in order to explicate the relationship between American culture and war, and most importantly use race, class and gender as means to analyze American culture and our relationship with war. As author Chris Hedges argues, war, despite its carnage, grants meaning to human life. Our task is to investigate that dynamic.

Papers/Assignments: see additional handouts.

Schedule Outline:

Monday 9 January: Introduction and Themes

Wednesday 11 January: Introduction and Themes

Friday 13 January: Hedges, Introduction and Chapter 1.

Monday 16 January: Rationalization and Bureaucracy

Wednesday 18 January Nationalism: Hedges Chapter 2

Friday 20 January: Culture War: Introduction to Nietzsche

Monday 23 January: Nietzsche, pp. 31-51

Wednesday 25 January: Nietzsche, pp. 52-70; 99-100.

Friday 27 January: Movie: Fight Club

Monday 30 January: Nietzsche’s Dilemma: Fight Club

Wednesday 1 February: Discussion: Fight Club

Friday 3 February: Introduction to Gender

Monday 6 February: Masculinity: Tough Guise

Wednesday 8 February: Masculinity: Tough Guise

Friday 10 February: Class Status in America Gender Analysis Due

Monday 13 February: Movie: Full Metal Jacket

Wednesday 15 February: Movie: Full Metal Jacket

Friday 17 February: Discussion: Full Metal Jacket

Monday 20 February: President’s Day: No Classes

Tuesday 21 February: Monday/Tuesday Exchange Day. Nature in American Culture

Wednesday 22 February: Ecology of a Cracker Childhood, pp. 3-121

Friday 24 February: Ecology of a Cracker Childhood, pp. 123-273

Monday 27 February: Film: Ethnic Notions

Wednesday 1 March: Discussion: Ethnic Notions

Friday 3 March: Midterm

Monday 6 March: Workshop on Movie Review

Wednesday 8 March: Civil Rights and Race Movie Review Due

Friday 10 March: Coming of Age in Mississippi

Monday 13 March: No Class, Spring Break

Wednesday 15 March: No Class, Spring Break

Friday 17 March: No Class, Spring Break

Monday 20 March: Cultural Hegemony and Power

Wednesday 22 March: Office Space

Friday 24 March: Office Space

Monday 27 March: Research Schedule

Wednesday 29 March:  Hedges Chapter 4: War and Eros

Friday 31 March: ASEH

Monday 3 April: Thinking about Advertising

Wednesday 5 April: Still Killing Us Softly 3

Friday 7 April: Gender and Commercial Culture

Monday 10 April: In-class Advertising Presentations

Wednesday 12 April: In-class Advertising Presentations

Friday 14 April: Noir Culture

Monday 17 April: Devil in a Blue Dress

Wednesday 19 April: Hedges Chapter 3

Friday 21 April: Myth Paper Due

Monday 24 April: Culture and the State: Hedges Chapter 6

Wednesday 26 April: The Future? Hedges Chapter 7

Friday 28 April: Wrap-Up, Review

Final: Friday 5 May 12:30 pm.






Syllabus for the Course: American Environmental History


Dr. Kevin C Armitage, Miami University, Spring 2006

History/American Studies 397: American Environmental History

MWF 9:00-9:50, 255 Upham

Office: 122 MacMillan: Office Hours: T, Th 10:00-11:30 and by appointment

Phone: Office: 529-9306; Home: 523-1837.

Required Texts:                  

William Cronon, Changes in the Land: Indians, Colonists, and the Ecology of New England

Donald Worster, Dust Bowl: The Southern Plains in the 1930s—25th Anniversary Edition

Jennifer Price, Flight Maps: Adventures with Nature in Modern America             

Ted Steinberg. Down to Earth: Nature's Role in American History

Karl Jacoby, Crimes Against Nature

Diane Wilson, An Unreasonable Woman


This course provides an introduction to North American environmental history from the colonial period to the present, exploring the ways in which Americans have perceived and altered the natural environment. Beyond examining how Americans have viewed the natural environment, we will examine the agency of nature itself, that is, how nonhuman actors have influenced American history. All too often, historians study the human past without attending to nature. All too often, scientists study nature without attending to human history. We will try to discover the value of integrating these different perspectives, and argue that the humanistic perspectives of historians and geographers are absolutely crucial if one hopes to understand contemporary environmental issues. So we will not just look at people, but plants, animals, diseases, soils. Finally, we will survey the consequences of our actions and attitudes toward the natural environment, looking at the politics and policies protecting the natural environment. Although the course is intended to be challenging, it is also meant to be fun: any student willing to attend lectures and do the readings should be able to enjoy the class and do well in it.


Section I: Colonial Encounters


Monday 9 January: Greetings and Salutations

Wednesday 11 January: What is Environmental History?

Friday 13 January: What is Environmental History?

              Steinberg, Down to Earth pp. 3-7

Monday 16 January: Coyotes vs. Clocks

Wednesday 18 January: Ecological Indians? Steinberg, Down to Earth, pp. 11-21

Friday 20 January: Ecological Indians?

Monday 23 January: Migrations and Microorganisms: The Columbian Exchange

Wednesday 25 January: The Columbian Exchange

Friday 27 January: The Columbian Exchange

Monday 30 January: Commodifying Nature: Cod Filets and Beaver Hats

Wednesday 1 February: Cronon, Changes in the Land, pp. 3-53

Friday 3 February: Cronon, Changes in the Land, entire

Monday 6 February: Tales of Extinction: The Bison

Wednesday 8 February: Tales of Extinction: The Passenger Pigeon: Price, Flight Maps, pp. 1-55.

Friday 10 February: Steinberg, Down To Earth, pp. 55-70.

Monday 13 February: Ecology of the Horse

Wednesday 15 February: Industrializations Antithesis? The Wilderness

Friday 17 February: Research Agenda

Section II: Industrialization and its Environments:

Monday 20 February: President’s Day: No Classes

Tuesday 21 February: Monday/Tuesday Exchange Day: The Roots of Dependency

Wednesday 22 February: Specters of Evolution

Friday 24 February: Specters of Evolution: Steinberg, Down to Earth, 157-172

Monday 27 February: The Fisherman’s Problem

Wednesday 1 March: The Fisherman’s Problem

Friday 3 March: Fire and Iron: The Industrial Revolution Steinberg, Down To Earth pp. 71-115

Monday 6 March: Transcendentalism, Steinberg, Down To Earth, 39-51

Wednesday 8 March: The Dead Horse in the Street, Steinberg, Down To Earth, 157-172

Friday 10 March: Midterm

Monday 13 March: No Class, Spring Break

Wednesday 15 March: No Class, Spring Break

Friday 17 March: No Class, Spring Break

Monday 20 March: Owning Nature: Water and Industry

Wednesday 22 March: Oasis of Democracy? Water and the West

Friday 24 March: Roads to Ruin

Monday 27 March: Turning Trees into Board Feet

Wednesday 29 March: Worster, Dust Bowl

Friday 31 March: ASEH

Section III: Environmentalism:

Monday 3 April: The Conservation Movement Prospectus Due

Wednesday 5 April: The Conservation Movement, Steinberg, Down To Earth, 138-156

Friday 7 April: Jacoby, Crimes Against Nature pp. 1-78

Monday 10 April: Jacoby, Crimes Against Nature, entire

Wednesday 12 April: Rachel Carson’s Silent Spring

Friday 14 April: Environmentalism and Consumerism: Price, Flight Maps, entire

Monday 17 April: The Population Bomb: Steinberg, Down To Earth, 262-281

Wednesday 19 April: Earth Day and the Rise of Environmentalism Paper Due

Friday 21 April: Environmental Justice: Steinberg, Down to Earth pp. 226-261

Monday 24 April: In the Light of Reverence

Wednesday 26 April: Wilson, An Unreasonable Woman

Friday 28 April: The Upshot: Thinking Ecologically Steinberg, Down To Earth, 283-285

Final: Tuesday May 2, 7:30am



Syllabus for the Course: Introduction to American Studies

AMS 101 Introduction to American Studies
Spring 2005, Miami University

Course Instructors, Lecture Component

Dr. Mary Kupiec Cayton + Dr. Marguerite “Peggy” Shaffer
248 Upham, 529-5140 125 MacMillan, 529-7527

Course Instructors, Discussion Section Component

Jamie Calhoun, 123 MacMillan, 529-4666,
Mary Kupiec Cayton, 248 Upham, 529-5140,
Aaron Miller, Upham 281 529-2537,
Susan Pelle, 123 MacMillan, 529-4666,
Peggy Shaffer, 125 MacMillan, 529-7527,

Office Hours

Jamie Calhoun, Wed. 1:00-4:00
Mary Cayton, Wed. 1:30-3:00, Thurs. 9:30-11:00
Aaron Miller, Thurs. 11:00-2:00
Susan Pelle, Wed. 1:00-4:00
Peggy Shaffer, Wed. 1:30-3:00, Fri. 9:30-11:00

Course Orientation

This course is about culture – more specifically, about American culture. The ever-popular defines culture as “the totality of socially transmitted behavior patterns, arts, beliefs, institutions, and all other products of human work and thought.” In other words, culture, to this way of thinking, is a catch-all word that refers to all of the baggage we have inherited from our past that is not determined principally by biology. Or to put it another way, (1) culture is learned, taught, transmitted—not biologically inherited. Because culture is taught and learned, (2) it is also continually in a state of change: what is taught and what is learned change over time. Because we transmit meaning through symbols, (3) culture also involves interpretation of what symbols and concepts mean. People don’t always agree about the meanings of symbols and concepts, and so (4) culture is continually debated and contested.

Even more specifically, this course is about learning how to understand and interpret culture. Where does it come from? How does it change over time? How do symbols come to take on particular meanings? Who influences which things get taught and learned? What are the ways in which people and groups make or influence culture change? These will be some of our central questions.

Finally, this course is about American culture in particular. No culture—and especially not American culture—is set in stone. Meanings that were established two and a quarter centuries ago are not necessarily the same meanings we embrace today. So for us, learning about American culture means learning about the ways meanings have been created in the American past, the ways in which they have been fought over and contested, and the ways they have been transmitted and changed.

Required Texts (Books are available at the Miami University Bookstores)

Horatio Alger, Ragged Dick; Or Street Life in New York with the Boot Blacks
Glenn Altschuler, All Shook Up: How Rock-n-Roll Changed America
Ida Wells Barnett, Southern Horrors and Other Writings
Benjamin Franklin, The Autobiography of Benjamin Franklin
AMS 101 Course Reader, available at the Oxford Copy Shop, 10 S. Popular St.

Course Schedule

Unit I: Freedom and Individualism

Goal: To explore how individuals come to define and adopt values, understand the choices available to them, and make decisions within the context of culture.

Learning Objectives: Learning how to read and analyze texts from a cultural perspective; thinking critically about rhetoric and how it works to define core cultural concepts; thinking critically about how individual experience, family, social context impact our connection to culture; understanding the difference between individual values and beliefs and objective truth; understanding how individual values and beliefs are developed.

Week 1 Identifying the Connection Between Keywords and Values January 10-14

Reading Benjamin Franklin, Autobiography, part II, pp. 55-75
Emerson, “Self Reliance” (Course Reader)

Assignment Keywords: How do the same keywords (“moral” and “virtue”) take on slightly different meanings in different texts? And what do these keywords imply about each man’s notion of freedom? Examine the similarities and differences in the meanings of those words for each text to understand how each conceptualizes freedom.

Week 2 Redefining Freedom and Liberty:
Biography and Cultural Perspective January 17-21

January 17 Celebrate Freedom. Martin Luther King Jr,’s Birthday. No Lecture.

Reading Frederick Douglass, Autobiography, excerpt (Course Reader)
Douglass, “What to the Slave is the Fourth of July” (Course Reader)

Assignment Biography: Assignment connecting biography with experience. Find the web biography of Frederick Douglass at How does his individual experience lead him to define “freedom” and “liberty” in ways different from those of Franklin and Emerson?

Week 3 Freedom and Liberty: How Historical Moments Shape Perspective January 24-28

Reading Fanny Fern, Ruth Hall and Other Writings, Selections (Course Reader)
Elizabeth Cady Stanton, “Seneca Falls Declaration” (Course Reader)

Assignment Historical Climate: How do particular historical moments help to reshape perspectives on key cultural ideas? Choose one of the in class readings and compare with one of the following selected documents from the Worcester Women’s History Project on-Line Archive Web Site, to explore how women’s ideas about freedom and liberty where shaped by the particular historical moment. The web site address is:
Select from the following on-line documents:
? Opening Address by Paulina Wright Davis in Proceedings of the National Women’s Rights Convention, 1850
? Wendell Phillips’s speech to the 1851 Convention
? Catherine E. Beecher, The True Remedy for the Wrongs of Women (excerpts)

Week 4 Freedom v. Liberty: Shared Culture, Differing Perspectives January 31-February 4

Reading George Fitzhugh, Sociology for the South, Chapter 5 “Negro Slavery” (Course Reader)

Assignment Cultural Conflict: Juxtapose Frederick Douglass’s understanding of freedom and liberty and with George Fitzhugh’s: Where are there similarities in thinking? Where are the differences?

Week 5 Interpreting Freedom and Liberty February 7-11

Videos Africans in America, Part IV: Judgment Day. Excerpt. At the web site for this series, you can find a number of links and resources that may be of help to you in your assignment. See

New York, Part II – 1825-1865, Order and Disorder. Excerpt. You can find links and resources related to this film at You may find them of some help in your project.

Assignment For this assignment, you’ll be assuming the role of a real American from the era we’ve been examining in this unit. Using your assigned role, write a definition of the words “freedom” and “liberty” from the perspective of your assigned character. (Note that roles will be selected randomly,and each will reflect one of the following perspectives: Northern White Male, White Southern Slave Holder, Female Women’s Rights Advocate, African American Slave or Former Slave )

? Northern Male: John Brown, Stephen Douglas, Henry David Thoreau, Walt Whitman, P.T. Barnum, Archbishop John Joseph Hughes
? Southern Slave Holder: Edmund Ruffin, James Henry Hammond, Mary Boykin Chesnut, Henry Clay, Jefferson Davis
? Female Women’s Rights Advocate: Sarah Grimke, Sojourner Truth, Catharine Beecher, Lucreti a Mott, Madame Restell (Ann Trow Lohman)
? African American Free Slave: Harriet Jacobs, Anthony Burns, Austin Steward, Nat Turner, William Wells Brown

Unit II: Equality and Diversity

Goal: To understand how images transmit complex information about groups, their social beliefs andtheir values, and to explore the consequences for group identity of living in an image- based culture.

Learning Objectives: Learning to analyze images critically; analyzing the cultural construction of social categories of race, class, and ethnicity; analyzing how images are used to transmit ideas about social groups.

Week 6 Visual Imagery February 14-18

Reading Wiley Lee Umphlett, The Visual Focus of American Media Culture in the Twentieth Century, “The 1890s—Setting the Stage for a Media Made Culture” (Course Reader)

Assignment Visual Analysis: How do selected trade cards represent and convey information about the products they are promoting?

Week 7 Documentary Photography and Class February 21-25

February 22 Monday-Tuesday Switch Day.
We will look forward to seeing you at lecture on Tuesday.

Reading Horatio Alger, Ragged Dick.
Selected images from Jacob Riis and Lewis Hine -- Images provided on the course Blackboard site

Assignment How do the ideas about class as presented in the novel Ragged Dick by Horatio Alger text differ from those represented in the photographs of Jacob Riis and Lewis Hines?

Week 8 Stereotypes and how they work February 28-March 4

Reading Ida Wells Barnett. “A Red Record,” in Southern Horrors and Other Writings: The Anti-Lynching Campaign of Ida B. Wells, 1892-1900, pp. 73-157

Selected images from minstrel shows, lynchings, cartoons, sheet music, ads. -- Images provided on the course Blackboard site.

Assignment How do visual stereotypes work to obscure the humanity of the persons or groups they caricature?

Week 9 Interpreting Images March 7-11

Videos “Ethnic Notions,” “Consuming Images”

Assignment From a pre-selected group of 50-60 images, choose three images and analyze how they are linked together to create a stereotype or attitude about a particular group.

Week 10 Spring Break March 14-18

Unit III: Prosperity and Dissent

Goal: To explore how commercial media define, present, and promote what is “mainstream” in American culture and how groups use these messages and images in an attempt to (re)define what is mainstream.

Learning Objective: Learning to analyze critically commercial media and discourses of power, as well as contemporary protest and dissent as challenges to mainstream discourse.

Week 11 Postwar Boom March 21-25

Reading Thomas Hines, Populuxe, “The Luckiest Generation” (Course Reader)
Stephanie Coontz, The Way We Never Were, “’Leave it to Beaver’ and ‘Ozzie and Harriet’: American Families in the 1950s” (Course Reader)

Film Prelinger Archives Film

Assignment Prelinger Archives: How are representations of “mainstream” or normal” American culture constructed, represented, and promoted in this film?

Week 12 Youth Culture March 28-April 1

Reading Glenn Altschuler, All Shook Up, Chapter 3 and 4, pp. 67-130
Show Elvis Footage during lecture

Assignment Elvis Performance Footage: How is Elvis using celebrity to respond to and challenge mainstream culture? What is he singing? What is he doing? How does his performance fit in with or challenge images of mainstream America?

Week 13 African American Culture April 4-8

Reading Glenn Altschuler, All Shook Up, Chapter 2 and 6, pp. 35-66 and pp. 161- 184
Show Diana Ross footage during lecture

Assignment Motown: How does Motown market African American culture? Specifically in terms of Diana Ross, how did Motown recreate and package Diana Ross to make her attractive to black and white youth audiences?

Week 14 Feminism April 11-15

Reading Susan Douglass, Where the Girls Are, “The Rise of the Bionic Bimbo” (Course Reader)
Show Madonna Video, Marilyn Monroe footage, and Moulon Rouge footage in lecture

Assignment Discourse of Images: Madonna and “Material Girl,” Nicole Kidman and Moulon Rouge, Marilyn Monroe and “Diamonds are a Girl’s Best Friend”: How do images connect with each other to develop a life of their own?

Week 15 Gay and Lesbian Culture April 18-22

Reading Suzanna Danuta Walters, All the Rage, “Ready for Prime Time? TV Comes Out of the Closet” (Course Reader)

No assignment. Don’t you already have enough to do?

Week 16 Conclusions/Globalization April 25-29

Reading Benjamin R. Barber, Jihad vs. McWorld, “Television and MTV: McWorld’s Noisy Soul” (Course Reader)

Final Assignment From a selected list of contemporary texts—a pop song, an advertising campaign, a music video, a CD cover and package, a comic strip—examine how the text constructs an image of America and what it suggests about what is mainstream or normative in America. What echoes of other cultural texts does this text use to convey its message? How does the text construct an image of American culture? How does commercial media create a vocabulary of images and references that build off and reinforce each other?

Another Syllabus for the Course: Introduction to American Culture


AMS 101, Introduction to American Culture

Fall 2005, Miami University

AMS- B  TR 9:30-10:45 am, 217 Boyd Hall

AMS- C  TR 3:30-4:45 pm, 001 Upham Hall

AMC – D TR 8:00-9:15 am, 313 Harrison Hall


Dr. Helen Sheumaker

Dept. Office, American Studies, 118 MacMillan Hall

529-9305 (email is more reliable)

Office Hours: TR, 1-3:15 and by appt.

Course Website: Blackboard site (log into MyMiami and click on blackboard)

Electronic Reserve Password: UKNOWIT


Course Description

What does it mean to study American culture from an interdisciplinary perspective?  We will be using a variety of texts from historical texts, films, music, advertisements, and documentaries to explore what American culture means, how it has developed historically, and how different groups have participated in it differently.  We’ll focus on the common experiences and ideas of American culture and we’ll also explore the diversity of experience groups and individuals have had in American culture.

Work and Consumerism.  We begin start with this central theme of Work and Consumerism.  Within that theme, we’ll explore how race, gender, ethnicity, and class have impacted the experience of work and consumerism in American culture.  For each section, we’ll examine the historical development of these issues, explore contemporary views of these issues, and discuss how “American” each of these issues really is. 

Thus, this course addresses the following key concepts:

1.  Interdisciplinary: You will study a variety of primary texts, including film, music, history, advertising, and material culture, in order to better understand what constitutes “culture” itself.

2.  Cultural Interpretation: When you express reasoned ideas and analyses about a culture, you are performing “cultural interpretation.”  In this class you will do several close readings of texts (for example, you will find ads that exemplify a given topic, and discuss how the advertisement addresses the topic) and present your critical and analytical analyses of the source.

3.  Diversity, Difference, and Sameness: We will explore how multiple cultures in the United States have participated differently in the national culture, and how, still, there is a discernable national culture shared by all.

4.  Power and Change: We will reflect how culture is always changing and being challenged, and how in turn the meaning and practice of a national culture is unfixed and unstable.  

Miami Plan for Liberal Education

“AMS 101 is a foundation course in the Miami Plan for Liberal Education.  This course is designed with three interrelated goals: (1) To explore the complexities and contradictions underlying American society and culture, looking at how (or if) disparate Americans have shaped a shared American identity and culture, (2) To introduce students to important issues, significant works, and interpretive methods of American Studies as an interdisciplinary discipline, and (3) to experiment with cultural interpretation and learn to think critically and analytically about issues of identity, community, culture, and nationhood.

The course is not intended to be a comprehensive survey of the American experience.  Rather, we will examine a selection of central ideas and experiences that illuminate a larger dialogue about American society and culture.  The course will be divided into thematic sections that will highlight contested core ideas associated with American culture and history.  These core ideas include freedom, equality, and prosperity.

With these goals, questions and themes in mind, students will be encouraged to think broadly and synthetically about the ideas and experiences that have shaped American culture as it has evolved from the colonial period to the present.  Primary emphasis will be placed on discussion, analytical thinking, close textual readings, and cultural analysis.  How do scholars of American Studies conceptualize and explain culture?  How do they synthesize and interpret a range of texts and perspectives?  How do they develop interpretative arguments?  The main concern of this class is to provide students with the perspective and skills to reflect upon American culture as it has emerged up to the present day.


Thinking Critically and Understanding Concepts: This course seeks to enable students to untangle and interpret the context of the messages, meanings, experiences, and ideas of American culture.  Students will be introduced to a variety of cultural texts – films, advertisements, music, fine art, essays.  They will then learn how to decipher those texts, to engage in close readings, to sort out the various cultural codes embedded in those texts.  They will be asked to consider the larger framework that defines these cultural texts? 

Engaging with Other Learners:  In order to think critically and understand the context of American culture, students need to engage in an ongoing conversation with those around them.

Reflecting and Acting: Students will be encouraged to reflect upon their identity as “Americans.”  They will be asked to consider the tensions between the public identities they have assumed or have been assigned, and their own sense of individual identity.” 


Required Texts

* Hine, Thomas, I Want That!: How We All Became Shoppers

* Bailey, Beth,  From Front Porch to Back Seat: Courtship in Twentieth-Century America  

*  Electronic reserve readings on the Library web site         Password: UKNOWIT

* Reading load for semester: approx. 36 pages a week

Required Films (viewed in class unless otherwise noted)

Note: Not all films are available for viewing at the Science Library if you miss a class.  If you miss class it is your responsibility to locate a copy and arrange a viewing, not mine. 

** film held by MU libraries

Selections from Modern Times (1936)

Selections from Office Space (1999)

Fast Food Women (1991)

Advertising and the End of the World (1998)

The Merchants of Cool (2001) **

Tupperware! (2005)**

Tough Guise (1999) (unabridged version) **

Pretty Woman (to be viewed outside of class)

Ethnic Notions (1986) **

Selections from The Jazz Singer (1927)

Our Dancing Daughters (1928)

People Like Us (2001) **



T           8/23       Introduction to course.  Group assignments for 7/25 class.

Th         8/25       History of the Work Ethic in the U.S.  Readings All readings are available on library reserve site. Assignment sheet is on the blackboard site.

T           8/30       History of Work Life, Lecture and Discussion.  Begin reading Ritzer.

Th         9/1         McDonaldization.  Reading: Ritzer, electronic reserve, “Introduction, Chapters      3, 4, 5, and 6” (106 pgs total) from The McDonaldization of Society: Revised New  Century Edition

Text Quiz #1: must complete between Thursday, September 2, noon to Thursday, September 8, 2:45 pm

T         9/6         No class, switch day

Th         9/8       Selections of Modern Times and discussion.  How to Interpret exercise: using

film for cultural analysis.  Reading: web, “Original Films of Frank B Gilbreth (Part 2),”  Begin film and skim through.  Film is 20+ minutes long; do not watch the whole film, just enough to get the idea of how Gilbreth conducted his studies.

T           9/13       View Fast Food Women and selections from Office Space

Th         9/15       Working for the Weekend.  Reading: electronic reserve, Moorhouse, “The ‘Work’ Ethic and ‘Leisure’ Activity” (21 pgs) Film that is not required, but you will be so glad you checked it out: View the streaming film, “”A Cool Hot Rod” (1953) at  On the same website are two other hotrod films: Ingenuity in Action I and II (1958)

Text Quiz #2: must complete between Th, 9/15, noon to T, 9/20, 2:45 pm


T           9/20       Shopping and Freedom.  How to Interpret exercise: using material objects for

cultural analysis.  Readings: electronic reserve, T.H. Breen, “Narrative of Commercial Life: Consumption, Ideology, and Community on the Eve of the American Revolution” (20 pages) and course book, Hine, I Want That!, introduction, ix-xvii and chapter 4, “Self-Expression,” 63-86 (30 pgs total)

Th         9/22       View The Merchants of CoolReading: course book, Hine, I Want That!, chapter

 5, “Insecurity,” 88-110 and chapter 7, “Belonging,” 140-165 (47 pgs)

Text Quiz #3: must complete between Th, 9/24, noon to T 9/27, 2:45 pm


T           9/27       Introduction to Gender and Focus on the 1950s.  View: Tupperware! (2005)   Reading: electronic  reserve, Tyler May, “The Commodity Gap: Consumerism and                         the Modern Home,” (17 pages)

T           9/29       View Tough GuiseReadings: most students should start reading ahead.  Next    week you have one movie to watch outside of classtime, and 40 pages of reading.                            The following week you have the course book, Bailey, From the Front Porch…

In Class Text Quiz #4: Thursday, October 11

T           10/4       Pretty Woman discussion (see bb site for viewing guide). How to Interpret

exercise: Using popular film for cultural analysis.  Reading: view Pretty Woman and course book, Hine, I Want That!, chapter 2, “Responsibility,” 21-40 and chapter 6, “Attention,” 111-140 (48 pgs).

Th         10/6       In-Class Text Quiz; Conclusion, Pretty Woman discussion.

T           10/11     Begin discussion of Bailey, From Front Porch, entire book

Th         10/13     Continue discussion, with examples provided by prof. Those students for 1920s-

                            1930s should be ready to present (papers due 10/18).

T           10/18     Those students for 1920s-1930s, World War II and the 1950s be ready to present

Th         10/20     Those students for 1950s and 1960s should be ready to present


T           10/25     Race and Ethnicity in Consumerism.  View Ethnic Notions

Th         10/27     View section of The Jazz Singer and Blackface minstrelsy

T           11/1       Using Ethnic Stereotypes: Native Americans, Irish Americans.  View selections

from The Bronze Screen (2002)

Th         11/3       Class cancelled.

Learning to Interpret Test #1 must be completed between T 11/1, noon, to T 11/8, 2:45 pm

T           11/8       Corridos How to Interpret exercise: Using music for cultural analysis.  Reading:

Essay, “Corridos,” on the Handbook of Texas website  (6 pgs)

Th         11/10     ‘Fros and Conks.  Readings: electronic reserve, Kelley, “Nap Time: Historicizing

the Afro,” (12 pgs) AND Craig, “The Decline and Fall of the Conk; or, How to Read a Process,” (20 pgs)


In-Class Text Quiz #5: Tuesday, November 15

T           11/15     Class in America

                            In-Class Text Quiz

Reading: New York Times series (see blackboard for more information)

Th         11/17     View Our Dancing Daughters

T           11/22     Discussion.  Contemporary class background.

Th         11/24     No class; Thanksgiving

T           11/29     People Like Us: Social Class in America

Th         12/1       Finish viewing People Like Us: Social Class in America.  Discussion. Evaluations

T           12/6       Mandatory class attendance.  Skit assignment, 15-minute workshop, begin

                            performing skits

Th         12/8       Mandatory class attendance.  Complete skits.  course review


End of semester

Final examination:  The final examination is the second Learning to Interpret test.

I will close off your access at the end of the exam period for your specific exam time.  This means that AMS 101D students will no longer have access to the test after the end of their exam period on Dec. 14, AMS 101C until 2:30, Dec. 13, and AMS 101B until 2:30, Dec. 16.

Learning to Interpret Test #1 must be completed before end of your section’s exam period.

Final exam schedule:

AMS 101B       12:30, Dec. 16

AMS 101C       12:30, Dec. 13

AMS 101D       9:45, Dec. 14


Another Syllabus for the Course: Introduction to American Culture


AMS 101 I and AMS 101 K

Introduction to American Studies

Spring 2005-6

Instructor: Dr. Charles J. Stevens                                           

Office: MacMillan 123

Office Hours: Wednesday and Friday 10-12 and by appointment.

Phone: 529-1926.                                                       

E-mail: stevencj@

Course Description:

In a republican nation whose citizens are to be led by reason and persuasion and not by force, the art of reasoning becomes of first importance. - Thomas Jefferson to David Harding, 1824

This course will introduce you to the study of culture in the United States from an interdisciplinary perspective and framed around the life and works of Thomas Jefferson.  Drawing from a variety of source materials ranging from literary and historical texts to visual images, and relying on a range of interpretive techniques, students examine aspects of thought, expression, and behavior that have shaped and defined the complex modern society of the United States.  In the course we place particular emphasis on the diversity of experiences and conflicting perspectives that are brought together within the United States.  Specifically, we will focus on a variety of related questions: What ideas, experiences, and forces have defined America as a shared culture? How have diverse Americans expressed and debated this shared culture? And how has this American culture shaped our perceptions about people, ideas, and events?  In other words, we will focus on the common ideas and experiences that define America as a unified nation as well as the diversity of experience and the degree of conflict that constantly calls that unity into question. 

The course is not intended to be a comprehensive survey of the American experience.  Rather, we will examine a selection of central ideas and experiences that illuminate a larger dialogue about American society and culture.  Students will explore America as concept, process, and ideal, and as culture, place, and nation and we will constantly engage in understanding possible contradictions between an imaginary America and its discernable reality.

With these goals, questions, and themes in mind, students will be encouraged to think broadly and synthetically about the ideas and experiences that have shaped American culture as it has been transformed from the colonial period to the present.  And they will be encouraged to share their ideas and experiences with others in the class. Primary emphasis will be placed on discussion, analytical thinking, close textual readings, and cultural analysis.  How do scholars of American Studies conceptualize and explain culture?  How do they synthesize and interpret a range of texts and perspectives?  How do they develop interpretive arguments?  The main concern of this class is to provide students with the perspective and skills to reflect on American culture as it has emerged up to the present day.  We will conclude with a discussion of the possibilities for responding to and acting on the ideas and issues we have covered during the course of the semester. In the process of doing so, we will also explore the nature of interdisciplinary study and the concept of culture that defines American Studies as a coherent area of investigation.  Through course assignments, lectures, and discussions, you will have the opportunity to examine, analyze, and develop your own interpretations about these multifaceted and diverse cultural experiences and meanings.  You will be encouraged to understand and explore your own relationship to this diverse history and culture. 

The course will address the following key concepts: 

Culture:  Students will engage in the process of cultural interpretation, with an emphasis on how to do close readings of texts and how to think critically and analytically about the way in which authors express the ideas and values of a particular culture.

Interdisciplinary Study:  Students will study a variety of primary sources that help us understand the notion of culture better –i.e. literature, film, cultural criticism, history, television, music, fine art, political analysis, and material culture, among others.

Power and Dissent:  We will explore the underpinnings of specific ideas important in American experience – concepts such as freedom, individualism, equality, liberty, and prosperity.  Because culture is not fixed or monolithic, but rather fluid and shifting and subjected to constant challenge, we’ll look at the way different peoples in the American past and present have come to understand these concepts differently.

Difference:  During the course, we will reflect on the diversity of American culture, looking at the ways in which multiple cultures within the United States come together, sometimes willingly and sometimes unwillingly, to embody the United States as a national culture.

Historical and Social Constructivism:  All human beings exist and participate in social and cultural systems that the individuals themselves did not choose (even if they “like” it) and in which these individuals have only partial and short lived influence. Culture, as anthropologists define it, is a continuously constructed system of symbols and meanings that is historical and changing as well as structural and persistent.  Social and individual identities emerge in these systems as they are “constructed” or “negotiated” by acting people (sometimes called “agents”). These agents (people acting in their own interests) are informed and motivated by ideological and historical systems. In this course, we will look at a variety of ideological and historical systems that define what it means to be American. We will frame our readings and discussion of these ideologies around the life and ideas of Thomas Jefferson as an American icon.

Required Texts: The books are available at the Miami bookstores. 

McCullogh, David 2005 1776. New York: Simon and Schuster.

Bernstein, R. B. 2003 Thomas Jefferson. New York: Oxford University Press.

Wills, Garry 2005 “Negro President: Jefferson and the Slave Power. New York: Mariner Books.

There is an AMS 101 Course Packet of readings on electronic reserve and available in pdf format on-line through the King Library website ( ). Click on “Reserves” and follow directions. The password to access these reserves is AMS101IK.  All other readings for the class are either from your texts or are available on the web.  The url’s for web-based readings are written in the syllabus. A copy of the syllabus will be available on Blackboard where the url’s are hyperlinked.

Assignment 2 Paper options:

  1. The major ideas of the Enlightenment and their proponents and how these ideals contributed to American ideas of democracy, equality, liberty, freedom and the pursuit of happiness.
  2. The transformation of ideas of equality, freedom, liberty, and property.
  3. The conflicts and differences of opinion between two or more of the “Founding Fathers” and the resulting compromises in the US Constitution. This can include the issue of slavery, the power of the federal government, the sovereignty of states, the rights of women, the role of government in securing property rights, the significance of the individual, the guaranteeing of individual civil liberties, etc.
  4. Recent transformations of ideas of liberty, freedom, equality and property and how these ideals are more or less evident in contemporary American polity. For example, a critical examination on the Patriot Act, reactions to it and the possible effect of 9-11 on American civil liberties would be a reasonable topic as would the legitimacy of the state to curtail civil liberties in its own security.
  5. The meaning of democracy and individual rights in a globalizing world, specifically with regard to security and democratic relations between nation-states.
  6. The enhancing of democratic idioms evident or absent in the formulation of US foreign and domestic policy.
  7. Figures in the European Enlightenment, Classical Political-Economy, and Utilitarianism: Francis bacon, John Locke, David Hume, Adam Smith, David Ricardo, J.S. Mill, Edmund Burke, Thomas Hobbs, George Berkeley, Immanuel Kant, Fredrich Hegel, Jeremy Bentham, John Stewart Mill, Adam Ferguson, Rene Descartes,  Montesquieu, Voltaire, Diderot, Rousseau, Karl Marx.
  8. Compare the ideas and opinions on the role of government and on the relative sanctity of individual rights presented by different figures in American history: Jefferson/Madison, Jefferson/Adams, Jefferson/Hamilton, Lincoln/Douglass, Goldwater/Johnson, others.
  9. Review the contemporary discourse on U.S. imperialism and a discussion of the possible contradictions between empire, domination and democratic ideologies.
  10.  Other possible topics with consent of the instructor.

Assignment 3: A review of Garry Wills’ “Negro President”.  (2 or 3 pages, 10% of your grade.) Due around April 25th. This short review must include citations for at least two other published reviews of Wills’ book.

Assignment 4: Class Participation, Weekly Synopses and Blackboard Discussion Board participation: 10% of your grade. This course is very reading intensive. To facilitate class discussion and to help ensure that course readings are understood, a written outline of the readings will be turned in weekly; these are due in class on Thursday but you should bring your notes or synopses to class every day so that you can draw from them to participate in the class discussions. One or two pages should be sufficient for any given readings but, since these synopses serve as your notes on the readings, how carefully these are done may be important in writing your course papers. On occasion, an interesting and relevant reading will be made available in the Course Documents section of Blackboard and you are invited to offer a review or critique of the article on Blackboard Discussion. No anonymous postings are allowed on the discussion board. Class participation is essential and will influence grading.

Grading Standards:

           A High level or “A” performance implies excellence in thinking and performing within the domain of the subject and course. “A” level work is not only clear, precise, and well-reasoned, but displays an understanding that allows for insightful application of course concepts and principles. Excellent work is generally the result of serious and consistent intellectual engagement. “A” grades reflect a purposeful desire for intellectual excellence. The grade of B implies sound thinking and good performance within the domain of the subject of the course with clear and precise thinking but without the insight characteristic of A work and without reflecting consistent and purposeful intellectual effort. The grade of C implies average work and is characterized by inconsistent presentation of course concepts. Basic terms and distinctions are learned at a level that implies rudimentary understanding and a lack of desire for intellectual excellence. Doing only what is expected to complete course requirements is average work.  A grade of D indicates poor thinking and lack of understanding of course concepts reflected in a student’s simple memorization without attention to developing critical thinking skills. D grades are the result of lackadaisical attitude, frequent tardiness or absences, hasty and unprofessional presentation of work, and poor performances in class assignments. A grade of F indicates a student’s inability or disinclination to grasp the fundamental concepts and principles of the course. Failing grades indicate unclear, imprecise and poorly reasoned work. Any paper turned in after the class period, will be considered late and will be docked 10 points if turned in after class on the due date and 5 additional points for every day thereafter. No emailed assignments are accepted.


Your performance in the course will be assessed according to the level of interest and responsibility that you display during the course. This interest is reflected in your attendance, class participation, careful reading of assigned materials, and accuracy in completion of reflection papers and examinations. You must approach the course thoughtfully and reflectively with a willingness to challenge your own assumptions, beliefs and ideologies.  It is essential that you come to class having read and considered the reading materials thoughtfully. The course is reading intensive.

 Students are encouraged to read and to understand the Miami University Code of Student Conduct and the Student Handbook with regard to class attendance and academic misconduct.  While I will consider excused absences for unavoidable reasons, otherwise, you are expected to attend class. Role will be taken; after three unexcused absences, a 10% reduction in the student’s final grade can be expected.

All students should be familiar with Section V of the student handbook: Academic Misconduct.  Academic misconduct includes any act of presenting the work of others as your own work as well as more familiar methods of cheating. This includes use of cheat sheets, downloading information from the web without proper citation (the easiest violation to detect), copying someone else’s work, or presenting as your own work papers collected in fraternity files or previously written for other courses.  Documented acts of academic misconduct will result, AT MINIMUM, with a grade of “0” for the assignment [meaning that the best possible score for the class would be a “C”]. It will also result AT MINIMUM, with a required interview with the ITS program chair and the professor as well as a letter being sent to the Dean of Students and the Dean of your college (for example, if you are a business major, a letter will be sent to the dean of the business school). A MINIMUM penalty for further acts of academic misconduct is a notation of academic misconduct on your permanent file and/or suspension from the university. Such a notation on your permanent file has clear consequences on career options and is sufficient grounds for exclusion from most professional and graduate programs (e.g. Law School, Medical School) as well as exclusion from consideration for any profession requiring security clearances (law enforcement, foreign service, etc.).

Courses Schedule:

Introduction:  What is Culture? 

Reading: Geertz: Thick Description: Toward and Interpretive Theory of Culture. (electronic reserve)

Bernstein: Introduction and Chapter 1.

           McCullough: Chapter 1: Sovereign Duty.

The Ideas of “Enlightenment” and Utiliarianism.

Readings: The Enlightenment. (

Jefferson Letter to William Duante

Prevalent ideas of the Enlightenment:

  1. Autonomy of Reason
  2. Perfectibility and progress
  3. Confidence in ability to discover causality
  4. principles governing nature, man, society
  5. assault on authority
  6. cosmopolitan solidarity of enlightened individuals
  7. disgust with nationalism.

What is Ideology?

Reading: Raphael: Theory of Hegemony and Ideology. (available at:

            McCullough: Chapter 2: Rabble in Arms.

The Idea of America:

Reading: John Winthrop “A Model of Christian Charity” (City on a Hill (

Ronald Reagan, “We Will Be A City Upon A Hill” (

Roxanne Dunbar Ortiz, “My Realistic Utopia.” (

           Bernstein: Chapter 2: We hold these truths…and Chapter 3: The hard work of revolution.

           McCullough: Chapter 3: Dorchester Heights.

What is Freedom?

Reading: Declaration of the Rights of Man – 1789. (

A Declaration by the Representatives of the United States of America.

           United Nations Universal Declaration of Human Rights

           Bernstein: Chapter 4: Behold Me at length…

           McCullough: Chapter 4 The Lines are Drawn.

What was the Declaration of Independence?

           Jefferson Letter to Henry Lee (available on line at:

(scroll down to:  Letter Lee THE OBJECT OF THE DECLARATION OF INDEPENDENCE To Henry Lee Monticello, May 8, 1825.)

           Frederick Douglass: What to the Slave is the Fourth of July?

           Langston Hughes, I, Too, Sing America.

           Duke Ellington, “Still Singing America, too.”

           Bernstein: Chapter 5: The Parties Styled Republican and Federal.

           McCullough: Chapter 5: The Field of Battle.

What is Liberty, Political and Economic Freedom - The Pursuit of happiness?

           Readings: John Stewart Mill: excerpts from On Liberty. (available at:, 

Liberty for Property: On human nature, economics, and democracy available at (

Bernstein: Chapter 6: Touching Earth and Chapter 7: The Reign of Witches…

McCulluogh: Chapter 6: Fortune Frowns.

On Equality: Race, Gender and all men created.


Readings:  (video, Dream Worlds II)

           Jefferson Letter to Martha Jefferson: Advise to a Young Daughter.

           Jefferson Letter to Anne Willing Bingham.

Jewett: Jefferson and His Daughters.


Daniel Defoe: (On) The Education of Women, 1719.


Jefferson letter to Henri Gregoire

           Jefferson Letter to John Lynch

           Jefferson: Notes on the State of Virginia, Query XVI

Fehn: Thomas Jefferson and Slaves.


           Bernstein: Chapter 8: We are all republicans…

           McCullough: Chapter 7: Darkest Hour.

Jefferson and Sally Hemings:


Lewis: Sally Hemings from the perspective of Women’s History.

           Post: “Words Fitly Spoken.”


           Bernstein: Chapter 9: A Splendid Misery …


Wills, “Negro President” (divided by groups for presentation and discussion.)


 David Gergen interview with Joseph Ellis. Thomas Jefferson’s Legacy.

Mary Ann Gwinn, “Patriotic Dilemma.”

America and Empire

           Readings: Thomas Jefferson “His Empire of Liberty.”

The Making of the United States:

Manifest Destiny Continued: McKinley Defends U.S. Expansionism.

Albert J. Beverage speaks on the Philippine Question.

American Soldiers in the Philippines Write Home About the War.

Filippinos: the “gugus, niggers and monkeys” of 1904.

Howard Zinn, “The Massacres of History.”

Resistance to US Military Occupation: The Case of the Philippines.

Bernstein: Chapter 10 and Epilogue.

The Future of Freedom.

           Readings: Blackburn, Robin 2005 “Emancipation and empire: from Cromwell to Karl Rove. Daedalus  Spring 2005. (electronic reserve)

Eric Foner, “Rethinking American History in a Post-9/11 World.”

Eric Hobsbawm, “The Dangers of Exporting Democracy.”,12271,1396157,00.html

Alex J. Noury and Natalie C. Smith, “Bye Bye American dream.”

Saramago, “The Least Bad System is in Need of Change.”

Fr. Miguel D’Escoto, “Reagan was the Butcher of My People.”

The CIA and Abu Ghraib:


Feels Like the Third Time

see also: Prisoner Abuse: Patterns from the Past:


Syllabus for the Course: Belonging To America: The Politics of Multiculturalism

Belonging To America: The Politics of Multiculturalism

AMS H101 F 2005 Miami University

Professor Sheila Croucher

Office: 327 Harrison

Office Hours: Tues. and Thurs. 12:30 – 1:30 and 3:00 – 4:00



This course will explore the meaning and importance of cultural diversity and pluralism for American political identity.  Multiculturalism has long enjoyed an odd dual status in American political culture—as both an everyday fact and a threatening source of instability.  Cultural diversity challenges two paradigmatic (and mutually contradictory) ways in which many Americans see their nation: as a liberal society of independent individuals, and as a powerful republic composed of united and patriotic citizens.  In recent years, this challenge has produced heated public debates about issues such as immigration, multicultural education, affirmative action, racial profiling, and gay marriage. 

The course begins with an examination of the relationship between diversity and earlier ideas about American national identity, from the founding up to the 1960s.  We will read claims and arguments made by those excluded from the political process, exploring the ways their outsider status influenced their thinking about national identity – as well as the thinking of those in the mainstream.  We turn then to contemporary writers on multiculturalism, who examine the theoretical issues behind public debates, such as: what does culture mean?  What is the difference between a group based on shared culture, and one based on shared interests?  Should we think of people as representatives of a shared culture?  And, what are the responsibilities of “identity groups” and the wider society towards each other?  Framing the investigations will be the fundamental question of the relationship between pluralism and diversity on the one hand, and the liberal and republican models of American political identity on the other.

Students will examine these issues as they are expressed in a range of forms.  We will read theoretical essays and polemical statements, as well as 3 autobiographical accounts written by people who have experienced the politics of identity and multiculturalism in their own lives.  We will also watch and analyze a recent film portrayal of race and ethnic relations in Los Angeles. 



The following books can be purchased at any of the bookstores in town or on campus. 

Debra Dickerson, An American Story

James McBride, The Color of Water

Richard Rodriguez, Hunger of Memory

Susan Okin, Is Multiculturalism Bad For Women?

You must also purchase a packet of readings for AMS H101 at the Oxford Copy Shop on Poplar St.


You should be reading a major daily newspaper since many current events will arise throughout the semester that have direct relevance to the issues and themes we are covering in class.  I will make the Christian Science Monitor available to you at a reduced student rate, but the following newspapers are valuable sources as well:  The New York Times, The Washington Post, The Los Angeles Times, The Wall Street Journal.


Readings referenced below are either in the packet, on electronic reserve, or in the texts you have purchased.

PART I  Early Voices: The Margins and the Mainstream

Week 1              : (8/23 - 8/25)             

E Pluribus Unum: Race, Immigration and the Formation of American National Identity

-Madison, Federalist 10 (pp. 1-4)

-Jefferson, Slavery, A Violation of Natural Rights (p. 5)

-Jefferson, Notes on Virginia (pp. 7-10)

[*start reading McBride]

Week 2              (8/3 – 9/1)                           

-Crevecoeur, What is An American? (pp. 11-12)

-Treaty with Six Nations, 1784  (pp. 13-15)
-Corn Tassel, Speech of 1785  (pp. 14-15)

-Walker, Appeal to the Colored Citizens of the World (*Elec.Res)

 [discuss McBride pp. 1-128]

Week 3 (9/6 - 9/8) **Exchange Day/No Tuesday Class**

-Tocqueville, Democracy in America (*Elec.Res)    

Week 4             

(9/13 - 9/15)             

-McBride, The Color of Water

**Papers Due on Thursday, Sept. 15**

 [Visit from King Library Rep.]

[*start reading Dickerson]

Week 5              (9/20 - 9/22) Early Feminism and “Women’s Culture”

-Truth, Ain’t I a Woman? (pp. 17-19)

-Cady Stanton, Address to New York (pp. 19-21)

[discuss Dickerson pp. 1 – 135]


Week 6              (9/27 - 9/29) The Melting Pot and its Critics

-Zangwill, The Melting Pot (pp 23-4)

-Du Bois, The Concept of Race (pp. 25-43)

-Garvey, Address to UNIA Supporters (pp. 45-50)

-Garvey, The Wonders of the White Man (pp. 51-3)             

-Bourne, Transnational America (pp.55-63)

-Kallen, Democracy vs. the Melting Pot (pp. 65-80)

-Dewey, Nationalizing Education  (pp. 81-85)

Week 7              (10/4 - 10/6) The Emergence of Gay and Lesbian Cultures

-D’Emilio, Homosexuality and American Society:

An Overview and Forging a Group Identity (*Elec.Res)

-Faderman, Odd Girls and Twilight Lovers (pp. 87-101)              

**Dickerson paper due, October 6**

[*start reading Rodriguez]

Week 8              (10/11 - 10/13)              Race Relations: Integration vs. Separatism

-King, The Ethical Demands for Integration (pp. 103-7)

-King, Black Power Defined (pp. 109-114)

-Malcolm X, Autobiography (pp. 115-25)

-Hacker, Two Nations (pp.  127-44)

-Declaration of Continuing Independence (pp. 145-47)

PART II:  Contemporary Discussions and Debates

Week 9              (10/18 – 10/20)              Multiculturalism and Liberalism

**Identity Group Profile Due Tues. Oct 18**

-Kymlicka, Liberalism, Community, and Culture (pp. 149-62)

-Taylor, The Politics of Recognition (*Elec.Res)

Week 10 (10/25 - 10/27)-Kukathas, Liberalism and Multiculturalism (pp. 163-69)

[discuss Rodriguez pp. 1- 110]

-Appiah, Identity, Authenticity, Survival (*Elec.Res)

-Appiah, Color Conscious (*Elec.Res)

-Raz, Multiculturalism: A Liberal Perspective (pp. 171-83)             


Week 11 (11/1 - 11/3) **Rodriguez Paper Due, Tues., Nov. 1**

-Discuss “Crash”

-Clarifying the Thesis                             



Week 12 (11/8 - 11/10)              Women’s Rights and Cultural Constraints

-Honig, My Culture Made Me Do it (Okin book pp.

-Tamir, Siding with the Underdogs (Okin pp

-Halley, Culture Constraints (Okin pp

-Nussbaum, Judging Other Cultures (pp. 185-96)

-Nussbaum, A Plea for Difficulty (Okin pp

-Young, Social Movements and Politics of Diff (*Elec.Res)

Week 13 (11/15 - 11/17) Diversity vs Fragmentation: The Multiculturalism Debate

**Thesis Statements Due, Tues Nov. 15**

 -Elshtain, The Politics of Difference (pp. 197-210)-Schlesinger, The Decomposition of America (*Elec.Res

-Schlesinger, E Pluribus Unum (pp. 211-22)

Week 14 (11/22 -11/24)              

-Glazer, What is at Stake (*Elec.Res)

-Glazer, We are all Multiculturalists Now (*Elec.Res)             

**Thanksgiving Holiday/No Thursday Class**

Week 15

(11/29 - 12/1)  -Peer Reviews             

Week 16             

(12/6 – 12/8) -Paper Presentations

**FINAL PAPERS Due Mon., Dec. 12, 2005**



Syllabus for the Course: Approaches to American Culture: Visual Culture/Public Culture


AMS 201 Approaches to American Culture: Visual Culture/Public Culture

Prof. Elspeth Brown, FALL 2005, Miami University

office: Upham Hall 232; ph 513-529-5146                            office hours: M+F,  9-10:30 am

email:                                          class meets: MWF, 11:00-11:50, MacMillan 114

This section of AMS 201 will focus on the role of the visual in shaping ideas of public and private cultures in 20th century America. It is, in short, an introduction to visual culture in the U.S. context. The interpretation of visual culture is a historically contingent process, shaped by racial and gender difference, class and sexuality, and global flows of both people and capital. In this course we will closely analyze elements of American visual culture to ask how images can work both to stabilize and contest dominant notions of American belonging. Students will learn to analyze a variety of cultural artifacts including family snapshots, activist posters, television dramas and documentaries, and commercial images as a means of understanding how visual culture shapes the shifting meanings of both private and collective identities. Required for American Studies majors but also open to non-majors.

Throughout the course we will be posing four sets of questions, which the readings, discussions, and assignments are designed to address. These question sets are as follows:

I. Visual Culture and Meaning: how are visual images made to mean, culturally and politically?

II. Interpellation: How do visual documents address individuals and communities? Or, another way of getting at this, how is the ‘we’ constituted—visually—and how do viewers resist, or accommodate, this visually-constituted ‘we’?

III. Publics and Counterpublics: What do we mean by the term “public culture” and the “public sphere”? How are public cultures constituted visually? How are they resisted, and redefined?

IV. Difference and Visual Culture: How does race, gender, and sexuality both determine, and are determined by, acts of looking? What role does the visual play in constructing and contesting identity categories?


Marita Sturken and Lisa Cartwright, Practices of Looking An Introduction to Visual Culture (Cambridge UP, 2003). Hereafter cited as: “S+C.”


Week 1:               Images, Power, and Politics                                                        W 8.24; F 8.26

Read by Friday’s class:

•Elspeth H. Brown, "Reading the Visual Record," in Ardis Cameron, ed. Looking for America: An Historical Introduction to the Visual in American Studies, 1900-2000 (Blackwell, 2005), 362-370. Available on Blackboard and in class as a handout.

Week 2:              Reading Images                                                                            M 8.29; W 8.31; F 9.2


•Sturken and Cartwright, “Introduction” and Ch. 1, “Practices of Looking,” 1-43

•Allan Sekula, "Meditations," from Photography Against the Grain (1984).

Keyword+Image Assignment: bring an image to Monday’s class that you can use to discuss the concept of ideology (pg. 21), along with a one-page analysis of the relationship between the image and the concept of ideology. We will discuss each student’s image during the week.  Note as well that the S+C book has a handy glossary in the back, where ideology is included on page 357. You may wish to consult this glossary for other terms throughout the course.

Week 3:              Reception and the Production of Meaning                                  T 9.6; W. 9.7; F 9.9

M Sept. 5 (no class; Labor Day); T Sept. 6 (class; switch day).


•Sturken and Cartwright, Ch. 2,  “Viewers Make Meaning,” 45-71.

Analytic focus: the role of context and viewers in creating meaning from visual culture; understanding ‘interpellation’; ‘hegemony’; ‘counter-hegemony’; ‘dominant, negotiated, and oppositional readings.’

Keyword+image Assignment: bring in two still images on Monday’s class; use one to illustrate the concept of ‘interpellation’ and/or ‘hegemony’ and the other to illustrate one of the 3 viewing positions described by Stuart Hall (see S+C text, page 57).  Include for each image a one-page analysis of the image and how these concepts are useful in understanding how the image works. We’ll discuss images in class.

Week 4:              Snapshots                                                                                  M 9.12; W 9.14; F 9.16


•Nancy Martha West, "A Short History of Kodak Advertising, 1888-1932" from Kodak and the Lens of Nostalgia (Charlottesville: University of Virginia Press, 2000): 19-35

•Deborah Willis, “A Search for Self: The Photograph and Black Family Life,” in Marianne Hirsch, ed., The Familial Gaze (University Press of New England, 1999), 107-123.

Assignment Due Wednesday: Paper #1 (5 pages; details available in class).

Week 5:              Power and the Ideal Viewer                                                        M 9.19; W 9.21; F 9.23


•Sturken and Cartwright, Ch. 3,  “Spectatorship, Power, Knowledge,” 72-107.

•David Prochaska, “Postscript: Exhibiting Hawaii,” from C. Richard King, ed., Post-colonial America (Urbana, IL: U Illinois Press, 2000), 321-352.

Analytic focus: the ideal viewer and the actual viewer; the spectator as ideal subject; the ‘gaze’—and its critique; ‘cinematic apparatus’; surveillance;  ‘discourse’; ‘power/knowledge’; ‘orientalism’.

Keyword + image Assignment: bring an image to Monday’s class that you can use to discuss the concept of discourse and power, as discussed on pp. 93-95, along with a one-page analysis of the image and how these concepts are useful in understanding how the image works. We will discuss each student’s image during the week.

Week 6:              Activism and Culture Jamming                                          M 9.26; W 9.28; F 9.30


•Richard Meyer, “Vanishing Point, Art, AIDS, and the Problem of Visibility,” in Outlaw Representation: Censorship and Homosexuality in Twentieth-Century American Art (Oxford UP, 2002), 225-276.

•Naomi Klein, “Culture Jamming: Ads Under Attack,” from No Logo: Taking Aim at the Brand Bullies (NY: Knopf, 2000), 278-309.

•Kalle Lasn “Culture Jamming” (1991), in Juliet B. Schor and Douglas B Holt, eds., The Consumer Society Reader (NY: The New Press, 2000), reprinted from Culture Jamming, 1997, by Kalle Lasn.

Check out: Adbusters

Week 7:              Originals and Copies: Reproductions                                  M 10.3; W 10.5; F 10. 7


•Walter Benjamin, "The Work of Art in the Age of Mechanical Reproduction," from Illuminations, trans. Hannah Arendt (NY: Schocken, 1968): 217-252.

•Sturken and Cartwright, Ch. 4,  “Reproduction and Visual Technologies.”

Assignment Due on Monday: 3 page precis of the Benjamin article.

Week 8:              Mass Media and Public Culture                                          M 10.10; W 10.12; F 10.14

F Oct. 14 (no class; mid-term holiday)


•Sturken and Cartwright, Ch. 5, “The Mass Media and the Public Sphere,” 151-188.

Analytic focus: ‘mass media’; ‘public culture’; critiques of mass media; Frankfurt School; mass media and democratic potential; the ‘public sphere.’

Assignment Due: Wed. Oct. 12: Mid-term.

Week 9:              Television, Democracy, and Post-War America                   M 10.17; W 10.19; F 10.21


•Lynn Spigel, “The Suburban Home Companion: Television and the Neighborhood Ideal in Postwar America,” in Welcome to the Dreamhouse: Popular Media and Postwar Suburbs (Duke, 2001), 31-59.

•Sasha Torres, “The Double Life of Sit-In,” from Black-White-Color: Television and Black Civil Rights (Princeton, 2003), 36-47.

Screening: NBC White Paper “Sit in” (aired Dec. 20, 1960)

Keyword + image Assignment: bring an image to Monday’s class that you can use to discuss the concept of the public sphere, as discussed on pp. 177-183 (S+C), along with a one-page analysis of the image and how this concept is useful in understanding how the image works. We will discuss each student’s image during the week.

Details concerning Paper #2 will be available this week.

Week 10:              Consumption and Visual Culture                                          M 10.24; W 10.26; F 10.28


Sturken and Cartwright, Ch. 6, “Consumer Culture and the Manufacturing of Desire,” 189-231.

•Anna McCarthy, “Television at the Point of Purchase,” in Ambient Television: Visual Culture and Public Space (Duke, 2001), 155-194.

Check out:  Reverend Billy and the Church of Stop Shopping at

Analytic focus: ‘flaneur/flaneuse’; commodity culture; ‘indexical’; glamour; bricolage and counter-bricolage; branding; anti-ad practice.

Week 11:              Fashion, Consumption  and the Visual                               M 10.31; W 11.2; F 11.4


•Susan Bordo, “Never Just Pictures,” reprinted from Amelia Jones, ed., The Feminism and Visual Culture Reader (Routledge, 2002); originally appeared in Susan Bordo, Twilight Zones: The Hidden Life of Cultural Images from Plato to OJ (U California Press, 1997).

•Patricia Vettel-Becker, “Female Body: Artists, Models, Playboys, and Femininity,” from Shooting from the Hip: Photography, Masculinity, and Postwar America (Minneapolis: University of Minnesota Press, 2005), 87-112.

Week 12:              Modern/Postmodern                                                          M 11.7; W 11.9; F 11.11


•Sturken and Cartwright, Ch. 7, “Postmodernism and Popular Culture,” 237-277.

•Abigail Solomon-Godeau, "Photography After Art Photography," from Photography at the Dock: Essays on Photographic History, Institutions, and Practices (U. of Minnesota Press, 1991): 103-123.

Analytic focus: modernism; postmodernism; the copy; parody.

Keyword + image Assignment: bring an image to Monday’s class that you can use to discuss the concept of the modern or the postmodern, as discussed in this chapter, along with a one-page analysis of the image and how this concept is useful in understanding how the image works. We will discuss each student’s image during the week.

Week 13:              Science and Visual Evidence                                               M 11.14; W 11.16; F 11.18


•Sturken and Cartwright Ch. 8,  “Scientific Looking, Looking at Science,” 279-314.

•Howard Winant, “The Theoretical Status of the Concept of Race,” from Coco Fusco and Brian Wallis, ed., Only Skin Deep: Changing Visions of the American Self (ICP, 2003), 51-61.

Analytic focus: scientific racism; biomedical imaging; the digital body.

Assignment Due Friday: Paper #2

Week 14:              “Seeing” "Race"                                                                   M 11.21; W 11.23; 11.25

W Nov. 23 + F Nov. 25 (no class; Thanksgiving)


•Jennifer Gonzalez, “Morphologies: Race as Visual Technology,” from Coco Fusco and Brian Wallis, ed., Only Skin Deep: Changing Visions of the American Self (ICP, 2003), 379-393.

•Adrian Piper, “Passing for White, Passing for Black,” excerpt of a longer piece first published in Frueh, Langer, and Raven, eds., New Feminist Criticism: Art, Identity, Action (NY: Icon, 1992): 216-217; 223-33.

Week 15:              Global Flows                                                                        M 11.28; W 11.29; F 12.2


•Sturken and Cartwright Ch. 9, “The Global Flow of Visual Culture,” 315-348.

Analytic focus: globalization and media; cultural imperialism; global marketing; diasporic images; the web as private/public sphere.

Week 16:              Revisiting “Public” in the Digital Age                                          M 12.5; W 12.7; F 12.9


•Anna Everett, “The Revolution Will be Digitzed: Afrocentricity and the Digital Public Sphere,” Social Text 71, vol. 20, no. 2 (Summer 2002), 125-146.

The Final Exam will be on Thursday, Dec. 15, at 12:30 pm.




Other Course of Note


AMS 302 U.S. and the World (3) MWF 1:00-1:50 Stevens
This course is broadly designed to explore issues of American culture, politics, and history in the context of growing global interconnectedness. The focus is on America's membership in a broader international community, and how the United States both shapes and is shaped by patterns and processes of globalization. Not only is globalization shifting borders and weakening states, but it is also reconfiguring political and cultural identities and attachments throughout the world. This interactive research seminar looks at how the dynamics of globalization are affecting contemporary configurations of American national identity. The topics we will explore include: How the US as a global power is perceived by other countries around the world; How American citizenship is being reconfigured by immigration; The role that US ethnic groups play in marketing the 'American creed' abroad; The political and moral implications of American patriotism in a global age; How 9/11 intensified debates over who and what is 'truly American'.



Black World Studies


“The Black World Studies Program (BWS) originated at Miami University in 1976. It is an interdisciplinary program open to all majors, through the College of Arts and Sciences, that offers students a Bachelor’s, as well as an Associates degree in this field of study.  The Black World Studies program provides courses, summer workshops, and research opportunities, from the social sciences and humanities, fine arts, education, journalism, and political sciences.  As a major or minor, the program enables students to be better equipped to understanding the diversity of the Black world. Students will recognize, evaluate, and analyze the historic, artistic, scientific, and humanitarian contributions of Blacks, individually and collectively, to the world. Teaching and research comprised in Black World Studies, focuses primarily on the experiences of peoples of African descent who reside in Africa , the United States , and throughout the world. 

Our curriculum emphasizes the study and engagement of historical and contemporary perspectives of the status of African peoples throughout the Diaspora, in terms of social, political, and economic institutions.   The University in turn, boasts a broad range of contributions from core faculty and affiliates from departments throughout different colleges who participate in the Black World Studies Program’s activities. 

 Black World Studies at Miami University centers on the Black experience.  The program explores the various histories of the peoples of African descent in a global context.  Black World Studies engages students in the discovery of historical and contemporary production of the Black Experience(s); stresses changing constructions of race and its implications regarding global relations of power and inequality; and is designed to prepare students in understanding, acknowledging, and appreciating the constantly evolving diversity of the global communities in which we live.  The program also encourages students to apply critical thinking skills, creative writing, problem solving, research, and service learning.

In essence, Black World Studies, the study of Black people and the Black experience, seeks to actively engage and prepare students cross-culturally with the ability to continue to adapt to, and embrace the ever-increasing demands of the multi-racial, culturally diverse world in which we all reside.”



Article on the Black World Studies Department

Black World Studies

No longer are black world studies primarily concerned with racial justice, but the program has expanded to include social justice issues as well.

“I believe that black world studies is the dialogue not only in racial justice, but in social justice,” Coates said. “Social justice is the next adventure in intellectual and creative endeavors.”

“As long as teachers are open-minded and unbiased in their teaching of social justice,” Niki Ross said. “then I think teaching social justice issues can be a good thing.”

The black world studies program aims to do just that. Currently, the program offers many opportunities, including the Penny Lecture Series, which provide students with the possibility to understand the core ideas of social justice.
According to Coates, all black world studies courses directly relate to the ideas of social justice.

“Implicitly, this [social justice] is part of all of our courses,” said Coates. “Social justice has its roots in the very essence of human justice movements. It is a theme that is timeless.”

So, while courses on the Miami campus are being offered, the black world studies program hopes to bring social justice into real-life experiences.

Thomas A. Dutton, black world studies affiliate, has already helped by creating the Miami University Center for Community Engagement in Over-the-Rhine.

The center is the result of a community relationship that dates back to 1981 and provides a place for faculty, staff and visitors to engage in active learning opportunities.

“The center was actually inspired by student ideas,” said Dutton.
Dutton, who currently teaches two courses in Over-the-Rhine, says the center is becoming increasingly important as CAS faculty have engaged the center in their own work.

Geography assistant professor Patricia Ehrkamp uses the center regularly with her classes and Coates has taught a semester-long course in collaboration with Xavier University students at the center.

One of Dutton’s courses, Culture and Poverty, which he teaches with communications associate professor Lisa McLaughlin, brings in community, civic and religious leaders to educate students about urban life and poverty.

These leaders have included Nickel and Dimed author Barbara Ehrenreich and famous black scholar Manning Marable, who writes a column in the Cincinnati Herald.

The center is just one of many steps being taken. The Black world studies program, along with American studies director Marguerite Shaffer, is working on curricular changes that will incorporate local and global experiences.

“Social justice courses must engage our students outside the Miami community,” said Dutton.

Keeping that in mind, black world studies hopes to create not just one course, but a semester-long program in which students live in rural Oxford Hamilton or Cincinnati.

“We are up in the top universities to send students abroad,” said Coates. “We have the Luxembourg program. Why not an at-home, domestic studies program?”

The program hopes to send five Miami students on a service learning semester in an urban or rural community next fall.

While the program is still in its preliminary stages, hopes are high. The black world studies program is engaged in bringing social justice to students.
Through interactive lectures, discussion and learning opportunities, social justice becomes a reality for students.


Shauntae Brown White

Brown-White’s Departmental Biography

Dr.White is an assistant professor with a joint appointment in the Department of Communication and the Black World Studies Program. She received her Ph.D. from the University of Kansas in Public Address with an emphasis in African American rhetoric. Dr. White’s research interests include hair/body politics of African American women, African American public address and the identity negotiation of African American women. She teaches undergraduate courses in Communication and Black World Studies on the Hamilton campus.


Syllabus for the Course: Feminism and the Diaspora: Women of Color in the U.S.




Fall 2005

Instructor: Dr. Shauntae Brown White

Office: 206 Rentchler

Phone: 785-3064

E-mail: (don’t forget the second “w” in my email address)

Office Hours: Tuesday/Thursday from 9:15 to 10:00 a.m., Monday 1:15 to 2:30 p.m. and by appointment


This seminar focuses on how the dynamics of race, class, and gender influence the experiences of African American women in the United States. In particular, we will examine how African American women interpret their lives, define themselves, as well as explore their relationships with other women & men. In addition, we will examine how African American women resist or defer “others’” images/portrayals of her and the oppression of race, class and gender.


·                     To gain an understanding of how race, class, gender influence African American women’s experience

·                     To gain an understanding of how African American women resist or defer the oppression associated with race, class and gender


  1. To develop critical thinking and problem solving skills. Thinking critically promotes imagination and intuition along with reasoning and evaluation. These diverse abilities contribute to achieving perspective, constructing and discerning relationships, and gaining understanding. Confidence in working with data and materials, skepticism in analyzing arguments or presentations, persistence in engaging complex problems and facility in communicating about technical matters are central to thinking critically.
  1. To improve writing skills. Being able to express your ideas well in writing is an important skill to continually develop. Good writing skills are essential for academic and professional success.
  1. To understand contexts which impact experiences of African American Women. Because what we know is as important as how we know, examining assumptions of conceptual and cultural frameworks is an important part of learning.
  1. To develop the ability to work productively and engage with other learners. A healthy exchange of conflicting ideas and differing viewpoints encourages rethinking of accepted perspectives; it requires making choices and taking risks. Diversity among learners, a supportive atmosphere of group work, active listening, opportunities for presenting and criticizing the results of inquiry and creative effort encourage learning, aid growth and stimulate imagination. Thoughtful and systematic inquiry about the learning process supports shared efforts, and positive advising situations and experiences outside the classroom reinforce them.
  1. To continue to develop as a “good” citizen of society. By making thoughtful decisions and examining their consequences, students may enhance personal, civic and social responsibility in their communities


Cleage, Pearl. What Looks Like Crazy on an Ordinary Day. New York: Avon, 1997.

Collins, Patricia Hill. Black Feminist Thought: Knowledge Consciousness and the

      Politics of Empowerment. 2nd Edition. New York: Routledge, 2000.

Jones, Charisse and Kumea Shorter-Gooden. Shifting: The Double Lives of Black

      Women in America. New York: Harper Collins, 2003.

Souljah, Sistah. The Coldest Winter Ever. New York: Pocket Books, 2000.

Walker, Rebecca. Black, White and Jewish: Autobiography of a Shifting Self. New York:

      Riverhead Books, 2001.

Wyatt, Gail Elizabeth. Stolen Women: Reclaiming Our Sexuality, Taking Back Our

      Lives. New York: John Wiley & Sons, Inc., 1997.

Assigned articles: all articles are on electronic reserve. You may access them by:

  2. Select my name or the course name
  3. Select the article by title
  4. Password BWS370


Overall in all of my courses, I am concerned with contributing to my students’ holistic growth and development, which lead to intellectual and personal growth as well as good citizenship. With this course in particular, I hope to create a learning experience for you that will enhance your knowledge of the experiences of women of color in the U.S.

I have three goals for my students: (1) That they gain more knowledge and understanding about the subject matter of the course; (2) That they develop skills often associated with higher education such as critical thinking, stronger writing and problem-solving skills and; (3) That they can use goals one and two to transcend the classroom and contribute to their personal growth and development.

In doing these things, I commit to you to create assignments and exercises which help to facilitate this process; to be organized; to create a climate that is safe for discussion and exploration; and to be flexible while maintaining the integrity of the academic standards by which all students at a collegiate level should be performing.


You will be required to attend two (2) cultural enrichment activities throughout the semester. I would like for you to choose at least one event related to African American women. However, since that combination might not be plentiful, at least one has to be related to African American issues/culture and one related to women’s issues/culture. 

Here is a list of the events that will take place on the Hamilton and Oxford campus. You may choose any two that you like. You should write a one-page response to the event that should include description of the event, what you learned, and what you got out of the event. Also, you should state if it is directly relevant to any of our class discussion. This one-page response paper should be typed and turned in the next class period we meet. For instance, if you attend the Racial Legacies Town Hall meeting on Thursday October 20th, the response paper will be due Tuesday October 25.

Each cultural enrichment assignment is worth 10 point. One of the purposes of this assignment is to support programs sponsored by Miami University; thus, off-site events (not affiliated with the university) cannot be used.

Here is a preliminary lists of events from which to choose:




Wisdom of the Nineties—Celebrating Elders



7 p.m.

Women, Feminism and Leadership


TBA/ noon

Racial Legacies Town Hall Meeting

Keynote: Yvonne Bynoe


TBA/7 p.m.

State of Black Studies Symposium

Keynote: Molefi Asante



Lecture Series: Bebe Moore Campbell


Hall Auditorium (Oxford)

8 p.m.




WCC= Harry T. Wilks Conference Center

All events on the Hamilton Campus unless otherwise noted.


(If there are any changes,

you will be given at least a one-week notice)

SR=denotes a Summary Response Paper is due at the beginning of class


Overview of the course



The State of Black Women Today

Cose, Ellis. “The Black Gender Gap.” Newsweek. March 3, 2003



Defining Black Feminist Thought

Black Feminist Thought (BFT): Chapters 1 & 2 



Shifting: Chapters 1 & 2


MONDAY/TUESDAY Switch Day—NO CLASS, but continue reading



Self Definition

Shifting: Chapter 3

BFT: Chapter 5

*Class Discussion Activity 1 Due


Black White and Jewish (BWJ) pp. 1-103


BWJ pp. 106-212



BWJ pp. 213-322



BFT: Chapter 3

Shifting: Chapter 6



Images/Stereotypes/Body & Beauty Images

BFT: Chapter 4

Shifting: Chapter 7



Sexual Politics

BFT: Chapter 6


Stolen Women (SW)






Mid-term distributed


Workshop Day



Workshop Day




BFT: Chapter 8

Shifting: Chapter 9



BFT: Chapter 7

Shifting: Chapter 8

Class Discussion Activity 2 Due


The Coldest Winter Ever (CWE)






Two Sentence check of memo due


What Looks Like Crazy on an Ordinary Day (WLLC) pp. 1-128


Memo Due; peer-review of writing

Oral Narrative Preparations due



WLLC pp. 129-256



BFT: Chapters 11 & 12

NOTE: I will be attending the National Communication Association Convention in Boston today. Summary/Response papers need to be emailed to me or in my box before noon on Monday.


Memo Due



Reserved Readings from Oral Narrative Research with Black Women (TBA)

Exam 2 distributed


Workshop Day

Oral Narratives Due


Workshop Day

Exam 2 due


Workshop Day


Presentations during final exam time





Syllabus for the Course: Stereotypes, Prejudice, and Minority Experience

Psy 325: Stereotypes, Prejudice, and Minority Experience

Prof. Allen McConnell — Spring 2003


Office hours: 

Allen McConnell
110D Benton Hall
Thursdays, 1-2 and 4-5, and by appointment

Class meets in 106 Benton Hall
Tuesdays and Thursdays, 11 - 12:15 p.m.

Psy 325 on the World Wide Web:


Required texts


Course overview

We will examine stereotyping, prejudice, discrimination, and minority experience from a social psychological perspective.  In other words, we will examine the phenomena and processes associated with one’s beliefs about members of social groups (stereotypes), attitudes and evaluative responses toward group members (prejudice), and behaviors toward members of a social group based on their group status (discrimination).  Also, we will study how these issues impact the experiences of social group members, especially when they are members of low status or minority groups.  Because this is a course in social psychology, we will approach these issues wearing the hat of an experimental social psychologist.  Thus, rather than relying on anecdotal evidence, cultural truisms, sociological explanations, or philosophical orientations to address these issues, we will focus on experiments and theory that focus on understanding individual-level processes and behavior and their causes.

Discussing topics such as stereotypes, prejudice, and the experiences of minority group members can be tricky because these issues are, for many, intertwined with important self-relevant experiences, political ideologies, and personal identities.  Sometimes, these topics lead to emotionally-charged discussions and debates, or at the other extreme, these topics are often skirted in order to avoid violating norms of political correctness.  In this class, we will engage these topics directly, but respectfully, in order to explore important mechanisms and theory that underlie stereotyping, prejudice, and minority experience.

This course has several important goals: 

•   First, students will develop an in-depth and integrative understanding of how approaching the issues of stereotyping, prejudice, and minority experience from a social psychological perspective improves our understanding of human behavior.

•   Also, students will learn how theory helps to frame issues associated with stereotypes, prejudice, and minority experience, and learn how research that examines these issues speak to basic psychological theory.

•   Moreover, the course should highlight the value of thinking about issues that for many people involve important self-relevant identities and political ideologies from a scientific perspective.  The purpose of this class is to engage thinking about issues involving stereotyping and prejudice, not to proselytize others to a particular worldview or to be a vehicle for further anyone’s political or personal agendas.

•   Lastly, this course should help students identify and understand how group-relevant psychological processes affect human behavior in the real world.  In other words, the application of findings and theories should help students “make sense” of why people do the things they do.  These insights should help students better understand the events they see in the news, with their friends, in their families, and within their communities.

Real-world analysis projects

During the semester, each student will explore a real-world event or phenomenon that is germane to the issues discussed in this class.  In three different analysis projects, they will report on how our readings and discussion on stereotyping (Report 1), prejudice (Report 2), and minority experience (Report 3) shed light on this topic.  These projects are individual projects (i.e., they are not group projects), and they must be conducted individually.  Each student must identify an event or phenomenon (either present or historical) and examine it in all three reports.  For example, one may investigate the 2001 race riots in Cincinnati, movements in California to overturn Affirmative-Action hiring practices in state-supported institutions, or attempts to advocate or prohibit official recognition of same-sex marriages and unions.  These projects, however, must focus on a discrete event or movement (e.g., the freedom riders) rather than an overarching movement (e.g., the Civil Rights movement in the 1960s).  The purpose of the real-world analysis projects is to provide students with an opportunity to apply theory and findings from the course to a concrete, real-world situation of import.  Students are expected to pick a topic that is meaningful to them, and they should select a topic that they feel comfortable discussing with others because their reports will be part of a semester-long class bulletin board on stereotyping, prejudice, and minority experience issues.  When students choose a topic, they assume any responsibility for potential embarrassment or self-focused attention that their project brings to them.  The instructor must approve the topic (by e-mail) no later than Tuesday, January 14.

Throughout the semester, students will prepare one page project reports (details to be provided) that explain how materials from the current unit speak to the topic under exploration.  In other words, students are to look for ways to integrate theories and research findings discussed in class toward evaluating and explaining the topic they are examining.

Semester schedule

This is the breakdown of the semester day by day.  Assignments are due on the day listed.  In other words, the date associated with assignments reflects the due date, not the assignment date.  Reading assignments are either entire chapters from the Nelson text or readings from the reading packet (listed by authors).







Welcome and overview of the class




Intro to the topics

Nelson 1









Impact of stereotypes

Snyder, Tanke & Berscheid (1977)



Origins of stereotypes

Nelson 2









Stereotypes and judgments




Automatic and controlled stereotype processes

Bodenhausen & Wyer (1985)









Theories about personality

Dweck (2000)



Implications of stereotyping










Work day — No class



Exam 1

Analysis 1 due










Nelson 3




Nelson 5









Monday-Tuesday Switch Day — No class



Implicit measures of prejudice

McConnell & Leibold (2001)









Personality and prejudice

Nelson 4



Prejudice and categorization

Kunda & Sinclair (1999)









Exam 2

Analysis 2 due



Work day — No class









Spring Break — No class



Spring Break — No class









Experiencing prejudice

Nelson 6



Stereotype threat

Steele (1997)









Stigma and its consequences

Crocker & Major (1989)



Stigma and social comparison

Evans & McConnell (2003)









Group identity

Jellison et al. (2002)




Nelson 8









Minority experience




Work day — No class









Exam 3

Analysis 3 due



No class









Reducing prejudice

Nelson 9



Unanswered questions

Nelson 10


Other Courses of Note

MPF, MPT 151 Introduction to Black World Studies (4)
Introduces the Afrocentric perspective as it has developed in anthropology, history, political science, geography, sociology, religious studies, mass communications, theater, art, etc. Covers theories, research, methodologies, and practice of Africana studies. Students develop historical and contemporary understanding of the African diaspora. IIC, IIIA, H.

BWS 448 - The African American Experience (3 ) - Concentrates on a socio-historical analysis of the African-American experience. Purpose is to investigate and understand the interaction between race, power, privilege, institutional structures, and ideas associated with this experience in America; provides alternative perspective for viewing this experience. Cross-listed with SOC 448. MPF

BWS 455/555- Race, Urban Change, and Conflict in America (3) - Since the 1960s, changes at both global and local levels have affected the American city. Traditional study of the city has not focused on race and the effect of such changes on race. Conflicts with racial undertones occur on a daily basis in most American cities. More often these are conflicts over production, distribution, and consumption of public and private goods and are manifest in the housing market, job market, and access to education and social services amongst others. This seminar focuses on race in urban America within the context of conflict and change. -Cross-listed with GEO 

Women’s Studies Program

“The Women's Studies Program at Miami University is a dynamic, multidisciplinary program that investigates how women's lives are affected not only by gender but also by race, class, age, sexuality, religion, and nationality. Women's Studies raises questions about gender as a social construction, and the ways in which those constructions affect disciplinary knowledge, the experiences of women and men, our social fabric, the arts, creative writing, institutions, intimate relationships, and the workplace. Women's Studies courses are organized around contemporary feminist research and theory, and focus on women as subjects of inquiry. Our coursework also focuses on how theory and practice come together. Students may choose from courses spanning departments, disciplines, divisions and ideologies. The Women's Studies program provides a context in which women's work and women's issues are explored in-depth, celebrating women's creativity, women's lives, and women's work. In Women's Studies, students find an active and supportive community, close interaction with faculty, opportunities to take on leadership roles, and an academic program that allows them to cross the traditional disciplinary boundaries. With seven core faculty members and over 40 affiliates, the Women's Studies program at Miami University integrates expertise in virtually every field of human endeavor.”

In 2005, the department sponsored a symposium titled “Race, Gender, Class, Sexuality:
Intersections and (Dis)Contents.” Talks included “Repairing the World Through Social Action;” “The Marriage of Feminism and Hip-Hop;” and “Pedagogy for Diversity and Social Justice.”


Syllabus for the Course: (Dis)Ability Allies: To be or not to be? Identity and Pride from Practice


Miami University




Title: (Dis)Ability Allies: To be or not to be? 

Identity and Pride from Practice


Dr. Jean Lynch Professor of Sociology / Women’s Studies

Dr. Kathy McMahon-Klosterman Associate Professor of Educational Psychology / Women’s Studies



“Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness, that most frightens us. We ask ourselves, who am I to be brilliant, gorgeous, talented and fabulous? Actually, who are you not to be…There is nothing enlightened about shrinking so that other people won’t feel insecure about you…As we are liberated from our own fear. Our presence automatically liberates others/”  Marrianne Williamson




This interdisciplinary course explores, exposes and studies what it means to be ally to/in/with the disability community in America.  We will begin with reading the words of the Disability Rights Community, view DVD’s on disability culture and move to an understanding of identity formation/ We will explore how social control and social change have worked in other civil rights movements, the history of civil rights laws in the United States relating to disability and determine who the leaders of the present movement are and what they have to say.


The course will define ally behavior and when it is appropriate to speak and when to be silent. We will study what behaviors and attitudes make up ally behavior and how one develops these behaviors. We will explore the consequences of acting as an ally for all parties involved.


The course approaches these issues informed by Sociology and Human Learning framed in a feminist pedagogical model. Students will engage in praxis throughout the seminar through readings and activities that employ Principles of Universal Design for Learning.


Course Goals:


This course is designed to provide insight into the construction and development of an ally identity. The course initially considers how to deconstruct learned values, knowledge and images of persons with disabilities (both visible and invisible disabilities). We will then explore ways these values mitigate ally behavior. As we then explore images of disability from the perspective of the disability rights community, we will construct macro and microstructures that support ally behavior. As students learn to analyze and critique the myths surrounding relationships between people with disabilities and their allies, they will learn how to develop an alternative ally identity.  Thus, the course helps students to deconstruct myths and contaminations of ally identity and consciously create models of authentic ally behavior informed by the disability rights community. This consciousness will:


1) offer competing definitions of disability and explore the conflicting theoretical perspectives past and present;

2) understand micro and macro influences on identity development;

3) develop identities: both theory and practice of self and Other;

4) know the culture of disability: constructed and real;

4) understand the concept of unintentional bigotry;

5) know the theory of pluralistic ignorance and bystander behavior;

6) understand the literature on social norm theory;

7) understand the notion of stigma;

8) be aware of other civil rights movements and how they produced social change;

9) understand the benefits and consequences of association with marginalized persons;

10) develop definitions of an ally and associated behaviors;

11) understand the complexities of acting as an ally.





Written paper on your multiple identities


Naming exercise and collage


Knowledge of and review of policies and functions of one organization serving persons with disabilities (e.g., American Association for Persons with Disabilities; National Society for Autistic persons; Bureau of Vocational Rehabilitation)


Content analysis of a text or T.V. show, book or movie that shows or betrays ally behavior to the disability community


Critique of community (local, state, national) advocacy programs for persons with disabilities (e.g., Jerry Lewis telethon, March of Dimes)


Creation of an “Ally Kit”


Participation in class discussion and on class listserv



Required Texts:

Longmore, Paul.  Why I Burned My Book

Grealy, Lucy. Autobiography of a Face

Simon, Rachel. Riding the Bus With My Sister.


Reader from the Oxford Copy Shop              For example…

Excerpts from Equality and Achievement by Cornelius Riodan:

Friendship (Pages 239-243)   

Cultural Difference Theory Page 117)

Oppositional Culture and Resistance (pages 230-234)

Status Attainment: Socialization or Allocation (page 196)

Sociological Status of Accountability (page 268)

Excerpts from Claiming Disability: Knowledge and Identities.

Excerpts from Soul of a Citizen: Living with Conviction in a Cynical Time by Paul Roget Loeb:

            Chapter 1- Making Our Lives Count

            Chapter 9- Widening the Universe

Excerpts from The Impossible Will Take A Little Longer by Paul Loeb:

            Chapter 3- Standing Up for Children (Miriam Wright Edelman)

            Chapter 5- The Optimism of Uncertainty (Howard Zinn)

Excerpts from Becoming an Ally One Step at a Time by Danielle Licitra & Kristin Carpenter

With Wings Poetry from the Disability Community edited by Saxton & Howe

Excerpts from Readings from a Contemporary Culture by Ann Raimes

Research by Berkowitz and  Briodo  and Steele and others


Excerpts from

Beyond ramps: Disability at the End of the Social Contract by Marta Russell

Disability Discourse Edited by Corker & French

A Matter of Dignity: Changing the World of the Disabled by Andrew Potok

Oppression, Privilege, & Resistance by Heldke & O’Connor

Implementing Person-Centered Planning: Voices of Experience by O’Brien  & O’Brien

Make Them Go Away by Mary Johnson

Exile and Pride  by Eli Clare


A variety of videos, music and poetry will be incorporated into the class. Materials from magazine ads, newspapers and T.V. will be shared.



Week 1

Introduction to Identity politics and Disability Culture


Video: Disability Culture Rap

Readings: Grealy text and other readings


Week 2

The theory and practice of self and Other

Defining ‘dominant group’

Social norming

Video: Tell Them I’m a Mermaid


Week 3

Perceptions and misperceptions of behavior/belonging and longing

Identity construction and deconstruction

Video: 20/20 disability rights


Week 4

Pluralistic ignorance and bystander behavior

Video: Tell Them I’m A Mermaid


Week 5

Stigma and more

Video: the Story of O


Week 6

Civil Rights Movements and Disability Law

Video: The Essential Blue Eyed


Week 7

Defining an Ally: To Be or Not To Be


Week 8

Where have all the Allies Gone?

How ones views social justice and ally behavior

Video: Parents with disabilities


Week 9

Stigmatism or Sainthood? Benefits and consequences of association and action


Spring Break


Week 10

Advocate to Ally to Activist

Defining the roles and understanding connections:



Week 11

Construction of conscious self: information, connections and interactions

Social control issues


Week 12

Ally behavior: working to strengthen self-confidence


Week 13

Unlearning images of (dis)ability

Unpacking the myth of altruism


Week 14

Educating oneself as an ally

Interpreting situations and intentionally negotiating identities

Impediments to ally development



Week 15

Identifying time and place

A time for speaking and a time for silence

A time for action and a time for stillness

The responsibility of knowing



Syllabus for the Course: Psychology of Women



Psychology of Women

PSY 326

Fall 2004

9:30 – 10:45 T Th

108 Benton

Name Email Office Phone Office Hours

Dr. Amanda Diekman 110B Benton 529-2402 T 1:45 – 3:45, or

by appointment

April Dye 62B Benton 529-0158 W 1:00 – 3:00


• To introduce you to the scientific evidence and theory about the psychology of women

• To cultivate your abilities to think critically, to formulate arguments, and to express your ideas

• To enable you to understand and appreciate the challenges surrounding changing gender roles

Materials (all required)

Textbooks: Roberts, T. (2004). Lanahan Readings in the Psychology of Women (2nd edition).

Lanahan. (Note: The first edition contains many different readings than the second

edition. The second edition is required for the class.)





Note on the schedule: These assignments and deadlines on this schedule are subject to change. If there are discrepancies between this syllabus and the website or announcements made in class, the website & class announcements take precedence. Additional readings will be available on reserve or in class. L = Lanahan reader. Numbers refer to reading number, not page or chapter number. Readings listed by the author’s last name are available through electronic reserve.

See the Blackboard site for project assignments.

Week Date Topic Reading Projects

1 8/24 Introductions, 5 Girls video

8/26 5 Girls video Neuborne

2 8/31 Childhood L1, L38 Violate a gender norm

9/2 Childhood L2 Content analysis at toy store

3 9/7 NO CLASS – switch day

9/9 Adolescence L3, L19 Observations - adolescents

4 9/14 Ageing L4 Interview over 55

9/16 Embodied selves L5-6 Body satisfaction

5 9/21 Gendered images Davies et al. Content analysis of TV

9/23 Gendered images L7

6 9/28 Social behavior L8; L38 Observations - social behavior

9/30 Sexuality L9-10

7 10/5 Sexuality L11-12 Accuracy of sexuality beliefs

10/7 Sexuality: theories L35-36

8 10/12 Midterm exam

10/14 Sexual orientation: video

9 10/19 Reproductive health L13-14

10/21 Childbirth & parenthood L15-16;


10 10/26 Relationship scripts Romance novel paper due

10/28 Relationships L17-18 Personal ads

11 11/2 Rosie the Riveter (Election Day)

11/4 Friendships Reeder Interview about friendships

12 11/9 Work L20-21 Nontraditional jobs

11/11 Family work L22 &

Hoffnung Multiple roles

PSY 326: Course schedule continued (November 16 – December 15)

L = Lanahan reader.

Week Date Topic Reading Projects

13 11/16 Mental health: depression L23 Coping

11/18 Mental health: diagnosis and



14 11/23 Mental health: eating disorders Brown; Pipher

11/25 NO CLASS - Thanksgiving

15 11/30 Violence against women: rape L26, 28 Sexual aggression in videos

12/2 Violence: sexual harassment L27

16 12/7 Social change L29; Aronson

12/9 Social change Swim & Hyers Activism



Final exam (required)



Syllabus for the Course: Marriage, Family, and Religious Values: A Multicultural Approach


REL/WMS 180.J: Marriage, Family, and Religious Values: A Multicultural Approach

Instructor: Liz Wilson Office: 12 Old Manse

Office Phone No.: 529-4307 Email:

"The two edifices upon which God has founded a civilized society are, after all, property and

marriage." - Merivale, Summary Proclamation of Saint Etheldeveda's Festival, 1873


This class explores some of the fundamental presuppositions about and experiences of marriage in selected Western and nonWestern cultures. Many studies of marriage focus on prescriptive literatures, especially religious and legal documents which interpret marriage as a set of normative rules and attitudes to be pursued for the sake of such goals as legitimate propertytransfer and social harmony. Other studies approach the subject of marriage more quantitatively, surveying attitudes and practices among various communities. This class draws upon these interpretative studies but takes the study of marriage in a somewhat different and more accessible direction. Rather than explore descriptions of marriage as an ideal or normative institution, this class will look at marriage from less normative perspectives. We will examine stories, and

narrated explanations of life experiences in which the flaws and inequalities of the normative, idealized constructions of marriage are revealed as well as their enduring strengths.

Readings for Purchase:

Cushman, Karen. Catherine, Called Birdy (Clarion Books, 1994).

Brooks, Geraldine. Nine Parts of Desire: The World of Islamic Women (Doubleday, 1995).

Freeman, Judith. Red Water: A Novel (Pantheon Books, 2002).

Sullivan, Andrew. Same-Sex Marriages, Pro and Con: A Reader (Vintage, 1997).

Woodworth, Deborah. Death of a Winter Shaker (Avon Books, 1997)

REL/WMS 180.J Sourcebook (abbr =SB), available for purchase at the Oxford Copy Shop

Class Schedule

M 1-7 Introduction

W 1-9 Using the Class List-serve and Other Computer-based Research Tools: class meets

for special session with Religion Librarian

READ: The first half of Cushman, Catherine, Called Birdy

Part 1: Marriage in the Service of Dominant Cultures

M 1-14 Marriage in Medieval Europe

READ: The second half of Cushman, Catherine, Called Birdy

Come to class prepared to discuss the roles of various family members in decisions about

whom Catherine will marry and when.

W 1-16 Marriage in Early Modern Europe


FILM: Kenneth Branaugh’s “Romeo and Juliet”

_______________________ TO REPORT ON: Ann Jennalie Cook, Making a Match: Courtship

in Shakespeare and His Society, Ch. 4 (on reserve)

M 1-21 No classes: MLK Day

W 1-23 Pre-Islamic and Early Islamic Marital Customs

READ: Brooks, Nine Parts of Desire, pp. 1-54

_______________________ TO PREVIEW AND REPORT ON: “Warrior Marks” (Association

for Women Students, 9-5122)

M 1-28 Polygamy and Other Islamic Marital Customs

READ: Brooks, Nine Parts of Desire, pp. 55-106

_______________________ TO REPORT ON: Judith Tucker, “The Arab Family in History” (on


_______________________ TO REPORT ON: Beth Baron, “The Making and Breaking of

Marital bonds in Modern Egypt” (on reserve)

W 1-30 Contemporary Muslim Gender Codes

READ: Brooks, Nine Parts of Desire, pp. 107-118, 143-182

_______________________ TO PREVIEW AND REPORT ON: “A Veiled Revolution” V-


M 2-4 Contemporary Hindu Marriages


_______________________ TO REPORT ON: Susan Wadley, “Hindu Women’s Family and

Household Rites in a North Indian Village” in Unspoken Worlds: Women’s Religious Lives in

NonWestern Cultures (on reserve)

W 2-6 Mythic Paradigms for Hindu Marriage


________________ and ______________ TO COLLABORATE IN REPORT ON: Julia Leslie,

“Suttee or Sati? Victim or Victor?” (on reserve)

_______________________ TO REPORT ON: Holly Baker Reynolds, “The Auspicious Married


M 2-11 Marriage in China


______________________TO REPORT ON: Nancy Riley, “Interwoven Lives: Parents,

Marriage, and Guanxi in China” Journal of Marriage and the Family

Part 2: Celibacy and the Creation of Counter-Cultures

W 2-13 Buddhist Depictions of Marriage as a ‘Man-Trap’


_______________________ TO REPORT ON: Susan Murcott, The First Buddhist Women:

Translations and Commentary on the Therigatha, pp. 3-56 (on reserve)

M 2-18 Presidents Day, no classes

T 2-19 Class meets on Tuesday because this Tuesday is secretly a Monday

Celibate Christians in the Early Church


_______________________ TO REPORT ON: Elizabeth A. Clark, “Ascetic Renunciation and

Feminine Advancement: A Paradox of Late Ancient Christianity” (on reserve)

W 2-20 No class (in exchange for attending the research symposium)

Start reading Death of a Winter Shaker

Friday February 22nd, attend at least one panel session at the Race, Gender, Class, Sexuality: The

Power of Intersectionality research symposium

M 2-25 Shaker Celibacy

READ: SB 7 and Death of a Winter Shaker

_______________________ TO REPORT ON: Louis Kern, An Ordered Love, Chapter 5 (on


Part 3: Marriage in the Service of NonMainstream Religious Groups

W 2-27Marriage in the International Society of Krishna Consciousness


_______________________ TO REPORT ON: Burke Rochford, “Family Formation, Culture,

and Change in the Hare Krishna Movement” ISKCON Communications Journal 5 (1997) and

“Women in ISKCON,” ISKCON Communications Journal 8 (2000) (on reserve)

_______________________ TO REPORT ON: According to Religious Principles: A Guide to

Sexual Relations in a Krishna Conscious Marriage (ISKCON Education, 1994) and Burke

Rochford and Jennifer Heindlin, “Child Abuse in the Hare Krishna Movement” ISKCON

Communications Journal 6 (1998) (on reserve)

M 3-4 Marriage in the Rev. Moon’s Unification Church


________________ and ______________and ________________ TO COLLABORATE IN

REPORT ON: Nansook Hong, In the Shadow of the Moons: My Life in the Reverend Sun Myung

Moon's Family (on reserve)

W 3-6 Mormon Marriages

READING: Freeman, Red Water, pp. 3-149

_______________________ TO REPORT ON: Raymond Lee Muncy, Sex and Marriage in

Utopian Communities, Ch 9 (on reserve)

_______________________ TO REPORT ON: Jessie Embry, Mormon Polygamous Families,

Chs 6, 9, and 10 (on reserve)

3-11 through 3-15 no classes due to SPRING BREAK

M 3-18 Mormon Marriages

READING: Freeman, Red Water, pp. 263-324

_______________________TO REPORT ON: Kern, An Ordered Love, Ch. 9 and Julie Dunfey,

“Living the Principle of Plural Marriage,” Feminist Studies 10 (1984) (on reserve)

_______________________TO REPORT ON: Lawrence Foster, “Puritan Polygamy: Brigam

Young and the Institutionalization of Mormon Polygamy, 1844-1852” (on reserve)

_______________________TO REPORT ON: Daniel K. Judd, “Commitment Making: Mate

Selection Processes among Active Mormon American Couples,” The Mormons and the Law: the

Polygamy Cases (on reserve)

W 3-20 Oneida Complex Marriages


_______________________TO REPORT ON: Kern, An Ordered Love, Chs. 11-12 (on reserve)

M 3-25 Same-Sex Marriage

READ: Sullivan, Same-Sex Marriages, pp. 3-45

________________ and ______________ TO COLLABORATE IN REPORT ON: Paula

Jackson, “What Does the Bible Say About Being Gay?” (on reserve)

W 3-27 Same-Sex Marriage

READ: Sullivan, Same-Sex Marriages, pp. 46-85

_______________________TO REPORT ON: Jim Hanges, “The Problem of Homosexuality and

the Church: A Presentation of One Church’s Struggle with the Issue” (on reserve)

_______________________TO REPORT ON: Sullivan, Same-Sex Marriages, pp. 273-94

M 4-1 Final Reports




Abbreviated Syllabus for the Course American Women Writers



ENG/WMS 232: American Women Writers
Fall 2005

MW 2:30-3:45: Section HA (WCC 202)

        Dr. Kelli Lyon Johnson
                          217 Rentschler Hall; 785-3036

Office Hours:
   MW 1:00-2:30; TR 12:00-1:00; by appointment

Course Web Site:

Required Texts:
Gilbert and Gubar, The Norton Anthology of Literature by Women

Sandra Cisneros, The House on Mango Street
Julia Alvarez, How the García Girls Lost Their Accents
Linda Hogan, Solar Storms
Carol Shields, Unless
Alice Walker, The Color Purple

She is too fond of books and it has turned her brain.
--Louisa May Alcott

 At no point in my life have I ever felt as though I were an American.
--Toni Morrison


Course Description
In 1855, Nathaniel Hawthorne lamented to his publisher that “America is now wholly given to a d—d mob of scribbling women and I should have no chance of success while the public taste is occupied with their trash.”  Writers and critics like Hawthorne long tried to dismiss or ignore the achievements of American women writers.  In the last few decades, however, feminist literary critics have recovered the works of women writers and reshaped the literary canon.  What we have discovered is that from the very earliest days of the nation, women in the United States have used writing as a way to declare their independence and transcend the restrictions of separate spheres, wielding their pens as instruments of rebellion. 

 In this course we will trace the multiple traditions of American women’s writing and examine the ways in which various women writers question, resist, subvert, and revise traditional gender roles.  Major topics for discussion will include the following: the social construction of gender; the relationship between gender and genre; the cultural positions of women as writers and readers; courtship and the marriage market; slavery and the abolitionist movement; women’s rights and suffrage; women and art; women and work; female sexuality and sexual freedom; the constructions of ethnicity and nation; dominant constructions of motherhood; intersections of gender with race, class, and ethnicity.  Please be aware that this is both a reading and writing intensive course.

 As part of the Miami Plan for liberal education, ENG 232 has four additional goals: to achieve perspective through critical thinking; to understand the contexts in which knowledge is created and transmitted; to engage with other learners; and to reflect and act on the learning that you engage in at Miami University. We will work to achieve these goals through writing, reading, and discussion. ENG 232 understands that reading and writing are continuing processes of thinking, of discovery, of learning, and of communication and that you will need these skills as you continue at Miami University and especially as you enter the world at large.



Other Professors of Note

Gwendolyn Etter-Lewis


Women's Studies
Black World Studies


Women's personal narratives, women's autobiographies, black feminist theory, African women in higher education, women's spirituality, gender differences in language use

Recent course(s): Feminism and the Diaspora: U.S. Women of Color, Black Feminist Theory

Ann Fuehrer


Psychology/Women's Studies


Psychology of women, women's experiences in the workplace, feminist pedagogy, community action

Recent course(s): Introduction to Women's Studies (undergrad and graduate), Psychology of Women, Womanist/Feminist Activism and Organizing for Empowerment, Women and Work



Other Courses of Note


301 Women and Difference: Intersections of Race, Class, and Sexuality (3)
Investigation of the interdisciplinary theoretical approaches to the interplay of race, class, gender, sexual orientation, and other aspects of social identity in women's lives; analysis of the ways social difference is defined, used, and experienced. Emphasis on feminist and womanist theories that take into account the interdependence of multiple categories of social difference. Prerequisite: WMS 201. Open to majors and minors or other students with permission of instructor.

425 Black Feminist Theory (3)
Seminar examines black feminist theory from a variety of perspectives. Course samples a diversity of texts by theorists in the U.S. and African diaspora. Readings include both well known and lesser known thinkers/scholars as well as classic texts and newly published works. Cross-listed with BWS 425.

MPT 368 Feminist Literary Theory and Practice (3)
Introduction to feminist literary theory; deals with how feminism has shaped reading and interpretive practices, and develops some practical strategies for literary study. Cross-listed with WMS 368. CAS-B-LIT.

MPT 255 Contemporary Feminism (4)
Examination of major writing by contemporary feminist thinkers. Traditional philosophical questions, such as justice, freedom, nature of a person, and relationship of an individual to society, are raised in context relevant to both male and female students. Cross-listed with
WMS 255



Political Science Department


Professor Laura Neack



Neack’s article: “Bush Ignoring Basic Precepts of War:”



Neack’s article “Requiem for the Imaginal Country:”



Neack’s article “Peacekeeping, Bloody Peacekeeping;”



Neack was a signatory to “An Open Letter to the American People: October '04,” in opposition to the Iraq War.


Neack’s RateMyProfessors Remarks:


·         she uses class as soapbox for her liberal views.



Syllabus for the Course: Individual Lives and International Politics


Fall 2006

Thursdays, 9-11:50 am, Harrison 209

Dr. Laura Neack, neacklj at, 529-6736, 314 Harrison Hall
Office hours:  Tuesdays 10-11:30 am, or by appointment



Capstones are intended to be experiences that integrate and culminate the students’ liberal education curriculum.  As the Miami Plan notes, capstones should “provide for intellectual accountability” and help prepare students for “civic participation and the ethical challenges” of life.  This capstone attempts to combine these critical goals; students will consider the ways in which personal lives are interwoven with the political lives of nations and the world.  Through the use of autobiographies and first person accounts of world affairs, students will explore the interaction of individual lives and international politics.  The goal is to help students come to appreciate the impact of the personal on the political and of the political on the personal with the hope that this appreciation will both deepen their own life experiences and compel them to take their lives as citizens more personally and more responsibly.


·         John Crawford, The Last True Story I'll Ever Tell: An Accidental Soldier's Account of the War in Iraq (Riverhead, 2005).

·         Daniel Ellsberg, Secrets: A Memoir of Vietnam and the Pentagon Papers (Penguin, 2002).

·         Janine di Giovanni, Madness Visible: A Memoir of War (Vintage Books, 2003).

·         Susan Griffin, A Chorus of Stones: The Private Life of War (Doubleday, 1992).

·         Jack Todd, Desertion: In the Time of Vietnam (Houghton Mifflin, 2001).



Syllabus for the Course: Foreign Policy Analysis



SUMMER I, 2006
Tuesdays and Thursdays 4-6:15 pm, Harrison 110

Dr. Laura Neack,
Harrison 314, 529-6736, neacklj (at)
Office hours: Thursdays 2-3 or by appointment


This is a seminar on foreign policy analysis.  Foreign policy analysis is a broad “field” of study located primarily in the field of international relations, but more appropriately located in the overlap between international and comparative politics.  This seminar surveys some of the classic and contemporary research on the sources, determinants, and outcomes of states’ foreign policies using the individual, state, and system levels of analysis as frameworks.  Special attention is paid to the theoretical traditions of international relations that inform foreign policy studies. 


ONLY buy these books for this course:

  • Kenneth N. Waltz, Man, the State, and War, Columbia University Press, 1959.
  • Alexander George, Bridging the Gap: Theory and Practice in Foreign Policy, US Institute of Peace Press, 1993.

Other readings can be found in the library stacks or online through the library website under Indexes and Databases: Academic Search Premier or JSTOR. Often articles are available online through a simple google search.  Occasionally a paper copy of the assigned reading will be available at the King Library reserve desk. 














June 22   ///   FINAL EXAM



Syllabus for the Course: World Politics

Political Science 271 F

Spring 2006

Tuesdays and Thursdays, 12-1:50pm

304 Harrison Hall

Instructor: Dr. Mark Sachleben

Office: 309 Harrison Hall (529-9554)

Office Hours: Mondays and Wednesdays, 11-noon; Tuesdays and Thursdays 3-4:30pm


Teaching Associate: Mr. Arijit Mazumdar



Keith L. Shimko, 2005. International Relations: Perspectives and Controversies. Boston and New York: Houghton Mifflin Company.

Franklin Foer, 2004. How Soccer Explains the World: an {unlikely} theory of globalization. New York: Harper Perennial.

Articles on Reserve via Blackboard


Students should keep abreast of current world events through one of these or other sources. Students will find it helpful to keep track of news through one of the outlets since some assignments require reading of newspaper articles. The library has hard copies of the following periodicals, but a web address also is provided below:

New York Times

Washington Post

The Economist

Christian Science Monitor

The Financial Times

Mark Sachleben’s news page


It is the intent of this course to serve as an introduction to the study of world politics and international relations. The aim of the instructor is to introduce the study of international relations theory, levels of analysis, and history in order to give students the tools necessary to critically think about world politics and to develop skills for a life-long habit of continuing education about the world of politics. Specifically, the course will discuss such issues as post Cold War politics, economic integration, war, security and a broad agenda of topics that face the international system in the new millennium.

The goal of the class is not to delve into the historical incidents, the names of leaders, of identifying when a certain event occurred, but rather to use these facts to construct a better understanding of how international politics work. Therefore, the primary objective of the course is to develop a background that will allow students to better able understand the events that will affect future international events.

The method of instruction of this class will be divided between lecture and student participation.


Students are expected to complete all assigned readings and attend class prepared to discuss readings. Students will be called on randomly to answer questions about reading; furthermore, there will be several times during the semester where small discussion groups will be formed to analyze and debate issues.

There will be two in-class exams (February 7 and March 28).

One essay due at the beginning of class on February 28 concerning the future of and current world politics.

Participation in class discussions and small group discussions about certain events.

On-line participation project concerning global issues.

A final exam on May 3, 2005, 12:30pm.

Course Outline

Note: Shimko refers to the assigned textbook for this class;

all other readings will either be available through Blackboard or distributed in class.


The purpose of this section is to provide an understanding of the basic theories and concepts of political science in general and international relations in specific. This first section will begin with a discussion of what is world politics, and quickly move into a discussion of the major contending perspectives of political science. As Jack Snyder’s article will point out, and as you will see throughout the course, two competing perspectives will dominate the discussion, realism and liberalism.

Due Date


Jan 10

Moisés Naím, 2005. Dangerously Unique: Why our definition of “normalcy” can be costly for everyone else, Foreign Policy 150:112-111.

Jan 12

Shimko – “Introduction,” pp. 1-7

Jan 17

Jack Snyder, 2004. One World, Rival Theories, Foreign Policy 145:52-62.


Further Readings:

Robert Jervis, 2002. Theories of War in an Era of Leading Power Peace, American Political Science Review 96 (1): 1-14.

Stephen Walt, 1998. International Relations: One World, Many Theories, Foreign Policy 110: 29-46.

History of the International System

This section provides the first instances of application of the tools we have been building. The text and this section examine the development of the international system from its beginning up until the end of the Cold War. Remember that this is not a history class, so the focus will be understanding how states and international actors behave. This section will finish with a discussion of the rise and importance of nationalism, focusing on the problems it presents to the international system.

Due Date


Jan 19

Shimko – Chapter 1

Jan 24

Shimko – Chapter 2


Levels of Analysis

International relations theory needs some way to organize itself. Kenneth Waltz and J. David Singer both discussed the importance of distinguishing different levels, so that we could more easily talk about what was happening. We should think of levels of analysis as a way to understand why states behave as they do. We will focus on the three most basic of these, the individual level, the state or domestic level, and the systemic level of analysis.

Due Date


Jan 26

Shimko – Chapter 3

Jan 31

Shimko – Chapter 4

Feb 2

Shimko – Chapter 5



Feb 7

The Nature of the Post Cold War System / The Effects of Globalization

With the end of the Cold War, there are several theories about how the international system presently is constructed. This section looks at several different perspectives, all of which provides excellent evidence, as to what we can expect in the future. At the end of this section, you will be asked how you think the international system is constructed and what we can expect in the future.

Due Date


Feb 9

Kenneth N. Waltz, 2000. Globalization and American Power, The National Interest. 59: 46-56

Francis Fukuyama, 1989. The End of History? The National Interest (Summer 1989); reprinted in Conflict After the Cold War, Second Edition (Richard K. Betts, editor). New York: Longman. pp. 5-16.

Feb 14

Samuel P. Huntington, 1993. The Clash of Civilizations? Foreign Affairs 72 (3): 22-49 (Summer 1993).

Benjamin R. Barber, 1992. Jihad vs. McWorld, The Atlantic Monthly (March 1992); reprinted in Conflict After the Cold War, Second Edition (Richard K. Betts, editor). New York: Longman. pp. 558-67.

Feb 16

Mohammed Ayoob and Matthew Zierler, 2005. The Unipolar Concert: The North-South Divides Trumps Transatlantic Differences, World Policy Journal 22 (1): 31-42.

F. Gregory Gause III, 2005. Can Democracy Stop Terrorism? Foreign Affairs 84 (5): 62-76.

Feb 21

No class – Switch Day

Feb 23

Franklin Foer, 2004. How Soccer Explains the World (entire)


Further Readings:

Elliot A. Cohen, 2004. History and the Hyperpower, Foreign Affairs. 83 (4):49-63.

Francis Fukuyama, 2004. The Neoconservative Moment, The National Interest 76:57-68.

Stanley Hoffman, 2002. A Clash of Globalizations, Foreign Affairs 81 (4): 104-115.

G. John Ikenberry, 2002. America’s Imperial Ambition, Foreign Affairs 81 (5):44-60 (September/October 2002).

Charles Krauthammer, 2004. Democratic Realism: An American Foreign Policy for A Unipolar World, The 2004 Irving Kristol Lecture, the American Enterprise Institute, Washington, DC, 10 February 2004.

Jessica Mathews, 1997. Power Shift, Foreign Affairs 76 (1): 50-66 (January / February 1997).

John Mearsheimer, 1990. Why We’ll Soon Miss the Cold War, Atlantic Monthly (August 1990): 35-50.

Joseph S. Nye, Jr. 2004. The Decline of America’s Soft Power, Foreign Affairs 83 (3):16-20.

ESSAY DUE – Feb 28

Transnational Issues

This section will explore the problems that exist across international borders and might require cooperation between states. These issues include (but are not limited to) population, food, the environment and terrorism.

Due Date


Mar 2

Shimko – Chapter 13

Kenneth Neil Cukier, 2005. Who Will Control the Internet? Foreign Affairs 84 (6): 7-13.

Mar 7

Ross Gelbspan, 2004. “Bad Press” in Boiling Point. New York: Basic Books.

Mar 9

John Browne, 2004. Beyond Kyoto, Foreign Affairs 83 (4):20-32.

Mar 13-17

Spring Break

Mar 21

Nicholas Eberstadt, 2002. The Future of AIDS, Foreign Affairs 81 (6): 22-45.

Mar 23

Chester A. Crocker, 2003. Engaging Failing States, Foreign Affairs 82 (5): 32-44.


Further Readings:

Bill McKibben, 1998. A Special Moment in History: The Future of Population, The Atlantic Monthly (May 1998): 55-78.

Andrew C. Revkin, 2004. Eskimos Seek to Recast Global Warming as a Rights Issue, New York Times, 15 December 2004.

Robert I. Rotberg, 2002. Failed States in a World of Terror, Foreign Affairs 81(4): 127-141 (July/August 2002).

Maureen T. Upton, 2004. Global Public Health Trumps the Nation-State, World Policy Journal 21 (2): 73-78.

Julia Whitty, 2003. All the Disappearing Islands: As the Ice Caps Melt and Oceans Rise, Will Tuvalu Become a Modern Atlantis? Mother Jones 28 (4): 50-55 (July/August 2003).

Exam – 30 March

Security and Terrorism

As realists point out, security has been a major concern of states. This section will explore the difficulty of security, including revisiting the problem of the security dilemma. We also will explore the supposition that some authors make that the nature of security is changing.

Due Date


Apr 4

Shimko – Chapter 12

Apr 6

Graham Allison, 2004. How to Stop Nuclear Terror, Foreign Affairs. 83 (1): 64-74.

Apr 11

William Langewiesche, 2003. Anarchy at Sea, Atlantic Monthly 292 (7): 50-80.


Further Readings:

Mark Juergensmeyer, 2001. Understanding the New Terrorism, Current History 99 (636): 158-163.

Bernard Lewis, 1998. Usama bin Ladin’s Declaration of Jihad, Foreign Affairs 77 (6):12-19 (November/December 1998).

International Law and International Organization

One solution to war has been to engage in some kind of legal mechanism to resolve and prevent conflict. A great deal of the work in international law has been directed toward the codification of human rights, a process that has sparked opposition in unexpected parts of the world.

Due Date


Apr 13

Shimko – Chapter 9

Apr 18

Shimko – Chapter 10

Christopher C. Joyner, 2001. “The Reality and Relevance of International Law in the Twenty-first Century,” in The Global Agenda: Issues and Perspectives, 6th Edition (Kegley and Wittkopf, editors). Boston: McGraw Hill.


Further Readings:

Stephen Schlesinger, 2003. Act of Creation: The Founding of the United Nations. New York: Westview Press.

International Political Economy

As you have no doubt noticed, economic matters seem to be increasingly important in international affairs. Buzzwords like “globalization” have penetrated our language, and some suggest that economics drive politics. This section will explore the development of the global economy and the implications that it has on the current international system.

Due Date


Apr 20

Shimko – Chapter 6

Apr 25

Shimko – Chapter 7

Apr 27

Stephen C. Smith, 2005. “Understanding Extreme Poverty: Poverty Traps and the Experience of the Poor,” in Ending Global Poverty: A Guide to What Works. New York: Palgrave Macmillan.


Further Readings:

Jeremy Brecher, 1993. Global Village or Global Pillage? The Nation (6 December 1993): 685-688.

Ricardo Hausmann, 2001. Prisoners of Geography, Foreign Policy 122: 44-53.

Final Exam

3 May 2006 (Wednesday) – 12:30 pm



Syllabus for the Course: International Civil Society


Political Science 419

Capstone: International Civil Society

Fall 2004

Monday 9-11:50am

Instructor: Dr. Mark Sachleben

Office: 21 Harrison Hall

Office Hours: Mon-Thur 1:30-3:00 and by appointment

Phone: 529-9554



Benjamin Barber. (1996) Jihad vs. McWorld: How Globalism and Tribalism are Reshaping the World. Ballantine Books.

John Keane. (2003) Global Civil Society? Cambridge, MA: Cambridge University Press.

Craig Warkentin. (2001) Reshaping World Politics: NGOs, the Internet, and Global Civil Society. Lanham, MD: Rowman & Littlefield.

Ann M. Florini, editor. (2000) The Third Force: The Rise of Transnational Civil Society. Washington, DC: Japan Center for International Exchange and Carnegie Endowment for International Peace.

Readings available on electronic reserve or distributed via blackboard.


As democracy becomes more and more the expected mode of governance in the world, it is necessary to understand and explore what are thought to be the requisites of democratic governance. Since Tocqueville’s description of the United States in the early nineteenth century (Democracy in America), many have lauded the necessity and value of civil society in creating and maintaining democracy. This course is a seminar in exploring civil society and its role in modern politics. First, the course will examine the nature of civil society and arguments that it has been eroded in the United States. Next, the class will explore the emergence of what some scholars have referred to as a “global civil society” and its possible impact on international politics. Seminarians will also explore the role of civil society in newly democratizing regime and conclude with a consideration of those who argue that the emergence of an “international civil society” is an illusion or wishful thinking.




Aug 30

Introduction: Civil Society – Democracy – Governance

Sept 7 (T)

The Relevance and Importance of Civil Society

Robert D. Putnam (1995) “Bowling Alone: America’s Declining Social Capital,” Journal of Democracy 6 (1): 65-78.

Carothers, Thomas (1999) “Civil Society,” Foreign Policy 117:18-29.

Graeme Chesters and David Smith (2001) “The Neglected Art of Hitch-Hiking: Risk, Trust, and Sustainability,” Sociological Research Online.

Irene Prusher (2003) “Iraq’s New Challenge: Civil Society” Christian Science Monitor, October 8, 2003, pg. 1.

Sep 13

The Relevance and Importance of Civil Society

Francis Fukuyama (2004) “The Imperatives of State-Building,” Journal of Democracy 15 (2): 17-31.

Jessica T. Mathews (1997) “Power Shift,” Foreign Affairs 76 (1): 50-66.

Julie Fisher (2003) “Local and global: International Governance and Civil Society,” Journal of International Affairs 57 (1): 19-40.

Summary Response due

Sep 20

John Keane. (2003) Global Civil Society?

“Unfamiliar words,” “Catalysts,” “Cosmocracy” – pp. xi-128

Sep 27

John Keane. (2003) Global Civil Society?

“Paradise on Earth?” “Ethics beyond borders” – pp. 129-209

Summary Response due

Oct 4

Benjamin Barber. (1995) Jihad vs. McWorld: How Globalism and Tribalism are Reshaping the World.

2001 Introduction, Introduction, and Chapters 1-9 – pp. xi-151

Oct 11

Benjamin Barber. (1995) Jihad vs. McWorld: How Globalism and Tribalism are Reshaping the World.

Chapters 10-19, Afterword – pp. 153-300

Summary Response due

Oct 18

Craig Warkentin. (2001) Reshaping World Politics: NGOs, the Internet, and Global Civil Society.

Chapters 1-3 – pp. xiii-84

Oct 25

Craig Warkentin. (2001) Reshaping World Politics: NGOs, the Internet, and Global Civil Society.

Chapters 4-5, Conclusion – pp. 85-176

Summary Response due





Nov 1

Civil Society and Democratization

Encarnacion, Omar G. (2001) “Civil Society and the Consolidation of Democracy in Spain,” Political Science Quarterly 116 (1): 53-79.

Lenzen, Marcus H. (2002) “The Use and Abuse of ‘civil society’ in development,” Transnational Associations 54 (3): 170-187.

Nov 8

The Work of NGOs and Critiques of Global Civil Society

Diane Otto (1996) “Non-governmental Organizations in the United Nations System…” Human Rights Quarterly 18: 107-141.

James Orbiniski (2003) “AIDS, Medecins Sans Frontieres, and Access to Essential Medicines” in Civil Society in the Information Age (edited by Peter I. Hajnal). Burlington, VT: Ashergate.

Robert Hayden (2002) “Dictatorship of Virtue? States, NGOs, and the Imposition of Democratic Values,” Harvard International Review 24 (2): 56-61.

Louise Amoore and Paul Langley (2004) “Ambiguities of Global Civil Society,” Review of International Studies 30 (1): 89-110.

Summary Response due

Nov 15

Ann M. Florini, editor. (2000) The Third Force: The Rise of Transnational Civil Society.

Chapters 1-4 – pp. 1-114

Nov 22

Ann M. Florini, editor. (2000) The Third Force: The Rise of Transnational Civil Society.

Chapters 5-8 – pp. 115-240

Summary Response due

Nov 29

Presentation of research

Dec 6

Presentation of research

Project due – December 8, 2004, 5:00 pm

Final Exam – December 13, 2004 (Monday), 5:30 pm



Syllabus for the Course: Media and Politics in Latin America and the Caribbean


POL/LAS 478 


Jeanne A.K.Hey, Ph.D.
Office: 327 Harrison
Phone: 529-4371
Office Hours: Monday, Thursday 9:00-11:00

Course Objectives
Among the goals of the Miami Plan's capstone experience is to "provide for intellectual accountability." This capstone seeks to promote intellectual accountability by increasing students' awareness of the role of the media in determining how we think about political events in Latin America and the Caribbean. Through our examination of media and Latin America, students will gain the skills necessary to become critical consumers of the media in general. The course is also designed to generate reflective, respectful, and critical discussion of the issues at hand. I expect students to be good communicators - listeners as well as talkers.

This Course in the Curriculum
This course completes the Miami Plan capstone requirement. It is open to POL, ITS and DFA majors as well as to LAS minors. Students who have completed the following thematic sequences may also take the capstone: "LAS - People and Power in the Americas" and COM - "Contexts of Mass Media."

Class Materials
Arias, Arturo (ed.). The Rigoberta Menchu Controversy (University of Minnesota Press, 2001).
Kenworthy, Eldon. America/Américas: Myth in the Making of U.S. Policy Toward Latin America (Penn State University Press, 1995).
Parry, Robert. Lost History: Contras, Cocaine, the Press & "Project Truth" (The Media Consortium, 1999).
A packet of other reading materials should be purchased at the Oxford Copy Shop.

Course Outline
· "Turning Away from the Holocaust," New York Times, 14 Nov. 2001. (handout)

· View "Manufacturing Consent"

· Vanderbush, W. and T. Klak, "`Covering' Latin America: The Exclusive Discourses of the Summit of the Americas as Viewed Through the New York Times," Third World Quarterly v.17(3):537-56). 1996.
· Lorch, "Where Life Has No Spice, a $1 Billion Pick-Me-Up," New York Times, 6 Nov, 1995.
· Skalka, "Stereotyping Arabs by Media `Experts,'" Lies of Our Times, Feb, 1991.
· Edwards, Lee.. Mediapolitik. Washington, DC: Catholic University Press. 2000. "Introduction" AND "Reality and TV Reality" (ch. 2)
· Kenworthy, America/Americas, chs. 1-3

· Lichter, S. Robert, et. al. 1994. "The Media Elite" in Richard Davis (ed.) Politics and the Media. Englewood Cliffs, NJ: Prentice-Hall.
· Parenti, Michael 1994. "Who Controls the News?" in Richard Davis (ed.) Politics and the Media. Englewood Cliffs, NJ: Prentice-Hall.
· Moyers, Bill 2001. "Journalism and Democracy," The Nation, 7 May.

· Edwards, "The Power of Fifteen Minutes"
· View "Operation Urgent Fury"

13 February - NICARAGUA
· Kenworthy, America/Americas, chs. 4-7
· "The Bandana is Back," Newsweek, 6 August, 2001.
· E-mail from Thomas Walker.
· Article on Ortega from The Guardian (London)

20 February - IRAN CONTRA
· Parry, Lost History
· View "Frontline: High Crimes and Misdemeanors "

· *Bring Arturo Arias book on Rigoberta Menchu to class today
· Pedelty, War Stories: The Culture of Foreign Correspondents, Introduction, chs. 1,3,4
· Klak, T. "Havana and Kingston: Mass Media Images and Empirical Observations of Two Caribbean Cities in Crisis," Urban Geography v. 15(4):318-44 (1994). 
· Wiebe, D. "Down to Havana," Cincinnati Magazine, October 1993.
· The New York Times, "Concern Rising on US Shores as Cubans Flee," AND "Cubans and Cuba Policy, Lost at Sea" AND "Castro's Threat to Unleash Refugees Brings a Warning by U.S."
· Manitzas, F. "Pressing the Press," Cuba Update, November/December 1994.
· "Editorials: Let's Change our Policy," Cuba Update, November/December 1994.
· View "60 Minutes" piece on dollarization in Cuba


· Arias, The Rigoberta Menchu Controversy
o Everyone read Arias, "Rigoberta Menchu's History Within the Guatemalan Context," (pp. 3-28), "The Public Speaks," (pp.51-57) and Rohter "Tarnished Laureate," (pp.58-65)
· Other readings assigned during the semester.

· Readings to be announced




Syllabus for the Course: World Politics




Fall 2003

Dr. Jeanne A.K. Hey

124 MacMillan Hall

telephone: 529-4538


office hours: Tuesdays, Wednesdays, Thursdays, 1:30-3:00 and by appointment.

Course Objectives

The course aims to provide students with an in-depth introduction to international politics. We will be concerned with theoretical and historical questions surrounding international behavior, but will also maintain an emphasis on discussion of current issues in international politics.  Topics to be covered include, but are not limited to, international relations theory, arms control, war and peace, foreign policy, international institutions and law, and East-West and North-South relations.  The course adheres to the goals of the Miami Plan: a) critical thinking, b) understanding contexts, c) engaging with other learners, and d) reflecting and acting.  At the end of the semester, you will be asked to evaluate the course according to these criteria.

POL 271 in the Curriculum

This course is required for Diplomacy and Foreign Affairs and the International Studies majors.  It is a prerequisite for upper division courses in international relations within the Political Science Department.  It also serves as a Miami Plan Foundation course (historical perspective, social science and world cultures) and as the first course in the “Comparative Analysis of Foreign Policy” and “War: An Extension of Politics” focus sequences.


1. Charles Kegley and Eugene Wittkopf, World Politics: Trend and Transformation, 8th Edition. New York : St. Martin 's Press. 2003.

2. Drachman, Edward and Alan Shank, You Decide: Controversial Global Issues. Boulder : Rowman and Littlefield, 2002.

3. Hedges, Chris. War is a Force that Gives Us Meaning. Public Affairs, 2002. We will discuss this on Oct. 21 and 30.  You should be reading it throughout the semester.

4. Cases (note – two of these are available only at the Miami Coop Bookstore):

“ Ecuador Confronts U.S. Military Intervention: Operation Blazing Trails”

“The Rocky Road toward Debt Forgiveness”

“Democratic Dilemmas in the US War on Drugs in Latin America

5. Additional readings will be handed out in class from time to time.

Course Requirements and Evaluation

COURSE OUTLINE AND READINGS (note: days are listed only when readings are due)


28 Aug
Kegley and Wittkopf, ch. 1 – Bring your textbook to class

4 Sept

First hour: Case: "The Melian Dialogue" (handout in class)

Read this at least twice in preparation for class discussion and remember to bring in answers to preparation questions.

Second hour: Kegley and Wittkopf, ch. 2

9 Sept

Review Kegley and Wittkopf, ch. 2 and bring any questions to class

11 Sept

Debate #1 – You Decide, Case #1, “How Should Countries Respond to Terrorism?”


16 Sept

Kegley and Wittkopf, ch. 4

17 Sept (Wed)

Extra credit opportunity: “Toucans, Tourism, and Terror: Promoting Tourism in War-Torn Colombia”

18 Sept

Case: “Democratic Dilemmas in the US War on Drugs in Latin America ”

Write out answers to the discussion questions and hand them in at the beginning of class.

Visiting speaker: Clara Sánchez Arciniegas, “The Civil Conflict in Colombia Today”

23 Sept

Kegley and Wittkopf, ch. 6


Case: “The Rocky Road Toward Debt Forgiveness”

Write up answers to three of the study questions (your choice) and hand them in in class.

Debate #2 – “Are Wealthy States Responsible for Ending Poverty in Poor States?” You Decide, cases #6 and #7


30 Sept

Kegley and Wittkopf , ch. 3 pp. 61-73

In class video case: “Operation Urgent Fury”

Evening session: University lectures series: P.J. O’Rourke. 8:00 PM , Hall Auditorium

2 Oct

No formal class.  Dr. Hey will be in the classroom to be available to discuss papers and review outlines.

7 Oct

Case: “ Ecuador Confronts US Military Intervention”

Complete Kegley and Wittkopf, ch.3



Kegley and Wittkopf, chs. 12-14 should be read throughout this unit.

14 Oct – OPINION PAPER OUTLINE DUE (Bring two copies of your outline)

Session on writing.  Bring a draft of your opinion paper if you have one ready.

16 Oct

Debate #3 – “Will a US-Built National Missile Defense System Enhance Global Security?” You Decide, Case #4


21 Oct

Kegley and Wittkopf, ch. 5

Hedges, War is a Force that Gives us Meaning, Introduction and chs. 1-3

23 Oct

Kegley and Wittkopf, ch. 8

Debate #4 – “Do International Financial Institutions Play a Positive or Negative Role in Global Development?” You Decide, Case #5


30 Oct

Hedges, War is a Force that Gives us Meaning, ch.4 – end of book

Kegley and Wittkopf, ch. 15

4 Nov

Evening Session: Chris Hedges, 7:00 PM , 144 Benton Hall


6 Nov

Kegley and Wittkopf, ch. 7

Case: Universal Declaration of Human Rights (handout in class)

11 Nov

Debate #5 - “Is Military Intervention Justified if it Seeks to Serve Humanitarian Ends?” You Decide, Case #3

13 Nov

Case: “See No Evil: The U.S. Response to the 1994 Genocide in Rwanda ” Available on your CD Rom under “Case Study” in the “Global Conflict and International Security” Section.  Read all 5 pages and answer the questions throughout. Print out your answers and bring them to class.

17 Nov (Monday)

Evening session: Gloria Steinem, 8:00 PM , Hall Auditorium

18 Nov

Kegley and Wittkopf, ch. 10, pp. 351-68

20 Nov

no class

25 Nov

In class video case: “High Crimes and Misdemeanors”

2 Dec

Complete Kegley and Wittkopf, ch. 10

Guest speaker: Susan Crate



18 Dec (Thursday) – FINAL EXAM AT 7:30 AM IN OUR CLASSROOM


All readings are from You Decide.

Place a 1 beside your first choice, a 2 beside your second choice, etc., until all spaces are filled and you have ranked your choices from 1 to 10.  You may sign up for both positions on the same debate. In other words, your first choice may be to take the "no" side of a debate, while your second choice is to take the "yes" side of the same debate.

NAME _____________________________________

11 Sept. Case 1. “How Should Countries Respond to Acts of Terrorism?”

Swiftly and with military force ______     Only through international legal channels _____

25 Sept. Cases 6 and 7. “Are Wealthy States Responsible for Ending Poverty in Poor States?”

yes___________              no ____________

16 Oct. Case 4. “Will a US-Built National Missile Defense System Enhance Global Security?”

yes ______________     no _________________

23 Oct. Case 5. “Do International Financial Institutions Play a Positive or Negative Role in Global Development?”

positive _____________          negative ____________ 

11 Nov. Case 3. “Is Military Intervention Justified if it Seeks to Serve Humanitarian Ends?”

yes_________    no _____________





Syllabus for the Course: Conflict Management in a Divided World: Managing the Bomb




Managing The Bomb


Spring 2001
W 3-550PM, 209 Harrison Hall


Professor Patrick J. Haney

120 Harrison Hall
Office Hours: W 130-230, R 2-3PM, and by appointment


This course is designed as a senior Capstone experience and will focus primary attention on explaining and understanding efforts to build and manage nuclear weapons, especially in the wake of the Cold War. We will examine why states, and non-state actors, pursue nuclear weapons programs (and to a lesser degree we will focus on chemical and biological weapons) and how the United States and others have tried to build a nonproliferation regime over time. The political uses of the Bomb will thus be our focal point. While we will all work with some common material, subgroups of the class will explore in more depth the experience with the bomb of particular regions of the globe, including (but not limited to) Korea, the Middle East, South America, South Africa, the former Soviet Union, and the U.S. and Europe. In order to facilitate the movement of the students from being consumers of knowledge to being producers of knowledge, the Capstone will take the form of an analytic study group that will be further organized into Teams that will independently pursue subtopics of interest and report back to the full group. Students in the course will also take responsibility to leading learning in the course. Learning in this Capstone will be largely student-driven. The professor will facilitate this ongoing process.


Gordon Craig and Alexander L. George, Force and Statecraft (NY: Oxford University Press, 1995)

Peter Beckman et al., The Nuclear Predicament (Upper Saddle River, NJ: Prentice-Hall, 2000)

Richard Rhodes, The Making of the Atomic Bomb (Simon and Schuster/Touchstone, 1995)

Leon Sigal, Disarming Strangers (Princeton, NJ: Princeton University Press, 1998)


Readings Packet

March 7: Proliferation

Cirincione, Joesph. 2000. “The Asian Nuclear Reaction Chain.” Foreign Policy (Spring): 120-136.

Mandelbaum, Michael. 1995. "Lessons of the Next Nuclear War." Foreign Affairs (Mar/Apr): 22-37.

Sagan, Scott D. 1994. “The perils of proliferation.” International Security (Spring): 66-107.

Sagan, Scott D. 1996/1997. “Why do states build nuclear weapons?” International Security (Winter): 54-86.


March 21: WMD and Terrorism

Betts, Richard K. 1998. "The New Threat of Mass Destruction." Foreign Affairs (Jan/Feb): 26-41.

Garrett, Laurie. 1996. "The Return of Infectious Disease." Foreign Affairs (Jan/Feb): 66-79.

Garrett, Laurie. 2001. “The Nightmare of Bioterrorism.” Foreign Affairs (Jan/Feb): 76-89.

Klare, Michael.1996. "Itching for a Fight." The Progressive (September): 32-33.

Robbins, Carla Anne. 1998. "Why Nuclear Threat Today Can Be Found At the Electronics Store." Wall Street Journal (December 16): A1, A12.

Sprinzak, Ehud. 1998. "The Great Superterrorism Scare." Foreign Policy 112 (Fall): 110-119.

Williams, Phil, and Paul N. Woessner. 1996. "The Real Threat of Nuclear Smuggling." Scientific American 274 (January): 40-44.


March 28: NMD

CQ Researcher: Missile Defense. (Available online; not in packet.)

Deutch, John, Harold Brown, and John P. White. 2000. “National Missile Defense: Is There Another Way?” Foreign Policy (Summer): 91-100.

Lewis, George, Lisbeth Gronlund, and David Wright. 1999-2000. “National Missile Defense: An Indefensible System.” Foreign Policy (Winter): 120-137.

O'Hanlon, Michael. 1999. “Star Wars Strikes Back.” Foreign Affairs (Nov/Dec): 68-82.

Towell, Pat. 2001. Anti-Missile Debate Ignites.” CQ Weekly (Jan. 13): 104.



Other Syllabi of Note


Syllabus for the Course: Sociocultural Studies in Education



EDL 204: Sociocultural Studies in Education

Spring 2003 syllabus

I. Introduction to the course

EDL 204, Sociocultural Studies in Education, is an introduction to the Social Foundations of Education that applies a cultural studies approach to the investigation of selected educational topics. The course serves as the social foundations of education requirement for undergraduate education majors, and as an introductory course in the cultural studies thematic sequence, Cultural

Studies and Public Life, and as a humanities course under the Miami Plan foundations requirement. EDL 204 is a theme-based course that draws upon different disciplines and fields of study to address certain fundamental questions and issues in the sociocultural study of education. We consider this a trans-disciplinary course (rather than inter-disciplinary) because we are less

interested in the study of specific disciplines (e.g. the history, sociology or philosophy of education) and more interested in examining problems and issues in the sociocultural study of education. It might be helpful to understanding the nature of this course by introducing the three major fields upon which the course is drawn: the social foundations of education, cultural studies, and the humanities.

The social foundations of education is a field of study that draws upon the disciplines of history, sociology, philosophy, and anthropology to study and debate the foundation of educational practice and ideas. In a social foundations of education class, students examine, critique, and explain education in light of its origins, major influences and consequences, by utilizing three perspectives: the analytical, interpretive, and normative perspectives. We will study the nature of these perspectives in more detail as the course proceeds. As an introductory course in the social foundations of education, EDL 204 offers students the opportunity to study those socio-cultural conditions, including social institutions, processes, and ideals, which underlie educational ideas and practices.

EDL 204 also introduces students to themes and concepts of cultural studies, an area of study where we study culture as something that is actively produced and debated by different people in different social contexts. Culture is viewed as a process which is constructed out of the power relations, debates, and negotiations of the wide range of people who make up a society.

Because culture is seen as the result of relations between people (and not merely a fixed, abstract thing), then cultural studies is also intrinsically concerned with the analysis of power relations between people. Who is in more of a position of authority and power to influence what culture is? Who is in less of a position of power, and is, therefore, powerless about defining or controlling culture? The field of cultural studies presents a number of methods of analysis of studying culture, and students will be introduced to those methods in this course, in particular the use of textual analyses of original narratives on American education and culture. Through explorations of written and visual texts, students will study the construction of and the meaning of social texts and culture,

and will explore the ways in which educational goals and practices are influenced by those constructed texts and discourses. Students will learn that education and schooling as we know it today has been and continues to be actively constructed, and is not, in and of itself a neutral "fact" or undebateable quality.

The cultural studies emphasis of the course is closely linked to the humanities approach of the course, because in both areas of study, we examine the cultural meaning of personal and public narratives and arts. As a humanities course, EDL 204 begins not with a social science approach to understanding impersonal educational institutions, but by inviting students to analyze and reflect

upon the way in which people have created ideals, images, and constructs of education as part of American culture. In other words, the readings in the course are representative of the cultural meaning that people give to education (as opposed to social science studies of what actually happens in education.) As in any humanities class, for example, English Literature or Art, students

will be asked to understand how meaning is created within the text. Like any reading of a Charlotte Bronte novel or a Picasso painting, educational texts are cultural constructs that reflect a combination of cultural beliefs, images, common practices, hopes, and dreams.

II. Course Objectives

1) Students will be able to understand the key concepts of the course as raised through the assigned readings, classroom discussions, and other learning activities in the class; students will and use the concepts to address and explore the Lead Question raised each week.

2) Students will engage in debates about the purposes of education in a democratic society, and will critically analyze the role of schools in creating citizens, social behaviors, and workers.

3) Students will learn to think critically about the ways in which schools address such issues as diversity and difference in their curriculum, philosophies, and purposes.

4) Students will consider all of the above objectives by analyzing the written and visual assigned texts, by taking part in educational projects outside of the classroom, and by reflecting on their own experiences as students and citizens.

III. Assignments and Evaluation

(see the Assignment Due Date and Description sections for further descriptions-- note that individual instructors may have additional assignments)

(1) Reading and writing on assigned texts Students will regularly reflect upon the assigned

readings through short papers assigned by instructors. These papers are designed to helps students make

meaning of course concepts and assigned readings through the writing process.

(2) Group Pedagogical Project. (Field experience assignment) In the field experience assignment students participate and observe in the world outside of the classroom, applying concepts and skills learned in the course to a specific project. In the Group Pedagogical Project, students work in small

cooperative groups to identify and study the way in which educational text is constructed in a local community, group, or organization. [This will serve as a minimum of four hours field experience for professional education majors.] There are several sub-tasks involved in the project:

(a) Annotated Bibliography (worked on and turned in by group). This is a collection of sources, with brief descriptions of each source, that group members have consulted to become educated on the topic chosen for the group project.

(b) Text analysis paper (worked on and turned in as individuals). This paper should be an analysis of one text related to the pedagogical project topic. Using the text analysis approach described in our Reader and course materials, students will examine the text using the analytical, interpretive, and normative lenses.

(c) Pedagogical Project Analysis Papers (worked on and turned in by group). This paper — or set of papers, depending on how each individual instructor assigns this project — is a text analysis of carefully selected artifacts relating to the project topic. These artifacts should not be texts that have already been analyzed in the text analysis paper written by group members.

(3) Cultural Interview (final exam). (Field experience assignment) Students interview a peer from a different cultural, ethnic, class, or racial background about their experience of schooling. Students then write a paper analyzing the idea of cultural difference — the difference between the

interviewee’s experiences in school and the author’s own experiences in school. Using course concepts, assigned texts, and other materials from the course, students will make meaning of the differences and similarities between self and interview subject, and the implications for these differences and similarities for

schooling practice and policy.

IV. Course outline

Part One: The Cultural Context of Schooling

Week 1: Culture

Lead question: What is culture and why does it matter in education?


culture cultural studies

canon social foundations of education


>”The Great Game of High School,” by Nathan Dutton, Rick Quantz, and Nolan Dutton (2000)

>”What is culture and why does it matter?” by Don Lavoie and Emily Chamlee-Wright (2000)

>”Opening the American Mind,” by William E. Cain (2001)

>“Multicultural Teacher Introspection,” by Nitza M. Hidalgo (1993)

Weeks 2 How to read texts

Lead question: Why do we "de-code" texts? What does it mean to examine texts critically?


education vs. schooling popular culture

mediated society texts

claim discourses

evidence ideology

rhetoric political interests

narrative icon

metaphors similes

Visual texts:

"Ethnic Notions"

“Slim Hopes”

“Killing Screens”


>”The Reading of Texts” by Kate Rousmaniere, Richard Quantz, and Kathleen Knight


>”Are Disney Movies Good for your kids?” by Henry Giroux (1998)

>”Text analysis: Harry Potter and the Sorcerer’s Stone,” by Ruthann Mayes-Elma (2002)

Part Two: Philosophies of Education

Week 3/4: Comparing philosophies of education


Lead Question: What are the different visions of, and purposes for schooling as articulated by

American philosophers and educators?


Perennialism Critical theory and critical pedagogy

Essentialism Ethic of care

Progressivism Behaviorism

Social Reconstructionist


>“Comparing Philosophies of Education,” Sadker and Sadker (2001)

>“The Basis of Education,” by Robert Hutchins (1953)

>”The Paideia Proposal: Rediscovering the Essence of Education,” by Mortimer J. Adler (1982)

>“An Essentialist’s Platform for the Advancement of American Education,” by William C. Bagley


>“A Nation at Risk” (1983)

>”The Council for Basic Education’s Program” (1959)

>“My Pedagogic Creed,” by John Dewey (1897),

>“Experience and Education,” by John Dewey (1938)

>”Art and Imagination,” by Maxine Greene (1995)

>“A New Approach to Indian Education,” by Paul Conklin (1967)

>“Dare the School Build a New Social Order?” by George S. Counts (1932)

>”Teaching for Democracy,” by George H. Wood (1990)

>”An Ethic of Care and Its Implications for Instructional Arrangements,” by Nel Noddings (1988)

>“Caring and Respect: Key Factors in Restructuring a School,” by Dennis Littky (1990)

>”The Sanctuary of School,” by Lynda Barry (1992)

Part Three: Purposes of School

Week 5: The Social Construction of a Nation and its Citizens

Lead Question: In what ways has American culture and its social institutions — especially its

schools — helped to construct the norms, ideals, and practices of citizenship?


Citizenship educational construction of citizens

nationalism patriotism

cultural pluralism melting pot

angloconformity assimilation


Visual Texts:

“School: The Story of American Public Education” part 1 or 2


> “New York Teachers’ Oath” (1934)

> “Opposition of the American Association of University Professors to Loyalty Oaths for

Teachers” (1937)

> “Children May not be expelled from School for Refusing to Salute the national flag” (1943)

>”Multicultural Citizenship” by Will Kymlicka (1995)

>”What does it mean to be an American?” by Michael Walzer (1990)

>”The Children’s Story,” by James Clavell (1963)


Week 6: Schooling for Literacy

Lead Question: How have cultural commentators defined “literacy,” and what political purposes

do these various definitions serve?


banking education critical literacy

functional literacy hegemony

cultural literacy media literacy

Visual texts:

“Cultural Illiteracy”


>“Massachusetts School Law of 1647”

>“Mississippi Law Forbidding Education of Slaves or Free Negroes” (1823)

>”Bill for the more general diffusion of knowledge,” by Thomas Jefferson (1779)

>“Restoring Cultural Literacy in the Early Grades,” by E.D. Hirsch, Jr. (1988)

>”The People Speak Their Word: Learning to Read and Write in São Tomé and Principe,” by

Paulo Freire (1981)

>”Adult Literacy: The Ingenuous and the Critical Visions,” by Paulo Freire (1985)

>”Liberty and Literacy,” by Tozer-Violas-Senese (2001)

>”A Third of the Nation Cannot Read these words” by Jonathan Kozol (1985)

>“Invisible Minority: The Growing Crisis of Illiterate America” by Jonathan Kozol (1985)

Week 7: Schooling and Socialization

Lead question: In what ways have American commentators understood schooling to educate people

for social life, or for the role(s) they are to play in society?


socialization hidden curriculum

ritual community

social solidarity

Visual texts:

“The heart broken in half”

“Straight up rappin’”


>”Senator Daniel Webster on the Schools as a ‘Wise and Liberal System of Police’”(1820)

> Selections from The Scott, Foresman Readers (1955)

>”Old Miami,” words by A.H. Upham, music by R.H. Burke (1921)

>“Lift Every Voice and Sing” by James Weldon Johnson (1900)

>“Schooling, Socialization, and Social Problems” (2001) by Arends-Winitzky-Tannenbaum

>”What our rituals tell us about community on campus” by Peter Magolda (2001)

Week 8: Schooling for Economic Purposes

Lead Question: In what ways have American commentators understood schooling to educate

people for economic life?



Capitalism human capital

Social efficiency vocational education & guidance


Visual texts:


“All the Right Stuff”


>“Intellectual Education as a Means of Removing Poverty and Securing Abundance,” by Horace

Mann (1848)

>“The Factory System,” by Margaret Haley (1923)

>“Resisting Educational Standards,” by David Labaree (2000)

>“The Dangers of Market Rhetoric,” by Jeffrey Henig(1996)

>“Education and Human Capital,” by Joel Spring (2002)

>”Why I said No to Coca-Cola,” by John Sheehan (1999)

Part Four: Social Categories and Schooling

Week 9: Schooling and the construction of racial identity

Lead Question: How do schools, among other social and political institutions, help to construct

race? What are some implications of these constructions?



Racism Racial formation

Double-consciousness Whiteness

Representation Afrocentrism

Visual texts:

“The Tiger Woods Effect”

“A Class Divided”

“America in Black and White”


>“Of Our Spiritual Strivings,” by W.E.B. DuBois (1903);

>” Racial Formation, “ by Michael Omi and Howard Winant (2001)

>”How Americans became White: Three Examples,” by Werner Sollors (1997)

>”Introduction: Race Matters,” by Cornel West (1993)

>”Defining Racism: Can We Talk?” by Beverly Tatum (1999)

>“Just Walk on By: A Black man Ponders His Power to Alter Public Space,” by Brent Staples


>“Interview with Peter Soderstrom,” by Studs Terkel (1992)

>”Universal Freckle, or How I Learned to be White,” by Dalton Conley (2001)

Week 10: Schooling and Gender

Lead question: How do schools, as social and political institutions, help to construct gender? What

are the implications for boys and girls?


Gender versus sex


Masculinity/femininity as binary oppositions


Visual texts:

"Dreamworlds II"

“Girls Like Us”

“Tough Guise”


>”Female Influence”(1795)

>“White Privilege and Male Privilege: A Personal Account of Coming to See Correspondence

through Work in Women’s Studies,” by Peggy McIntosh (1989)

>”Rethinking Masculinities: New Ideas for schooling boys,” by Michael C. Reichert (2001)

>”The Case for Nurture,” by Richard A. Lippa (2002)

>”How the Schools Shortchange Girls”(1995)

>”The ‘F’ Word,” by Carissa Marie Nelson (2000)

> Within the Hurricane-Depression,” by Mary Pipher (1994)

>“Inside the World of Boys: Behind the Mask of Masculinity,” by William Pollack (1998)

Week 11: Schooling and Social Class

Lead Question: How do schools help to construct and reproduce class differences?



social reproduction

cultural capital

Visual texts:

“A Portrait of Two Urban Schools”

“Children in America’s Schools”

“People Like Us”


>”Parent and Community Expectations,” by Barbara Benham Tye (2000)

>”A Touchy Subject,” by Paul Fussell (2001)

>”Tired of Playing Monopoly?” by Donna Langston (1988)

>”Coming to Class Consciousness,” by bell hooks (2000)

Week 12: Schooling and Sexuality

Lead question: How do schools help to construct sexual identity among students and educators?

What implications do these constructions have?




Visual texts:

“It's Elementary: Talking About Gay Issues In School”



>“Gay teens finding more support amid hostile school hallways,” CNN (2000)

>”Thinking about the Gay Teen,” by Gerald Unks (1995)

>”What do we say when we hear faggot?” by Lenore Gordon (1995)

> “Why should we care about gender and sexuality in education?” by Susan Shurberg Klein


> "Voices from the Glass Closet: Lesbian and Gay Teachers Talk about Their Lives" by Rita

Kissen (1993)

Week 13: Schooling and Ethnicity

Lead Question: How is ethnicity constructed within schools?





Visual texts:

“Silent Minority” (Appalachian culture)

“In Whose Honor?”


>“A Call for the Americanization of Mexican-American Children,” by Merton Hill (1928)

> An Editorial in ‘The Massachusetts Teacher’ on the Irish Immigrant (1851)

>”Education of a Hopi boy” (c. 1899)

>“Prohibited Racial or Ethnic Harassment — Reminders of Responsibility under the Title VI of

the Civil Rights Act of 1964” (2001)

>”Ethnicity,” by Kimberly P. Martin (1997)

>”I’d like to be considered Lebanese,” by James Karam,”(1992)

>”On Being a Mexican-American,” by Joe I. Mendoza (1994)

>”A Chicano in Philadelphia,” by Danny Romero (1997)

Part Five: Differentiated Education

Week 14: Religion and Schooling

Lead Question: How do issues of religion and schooling intersect? How are these two institutions

historically, culturally, and politically connected and conflicting?


The First Amendment to the Constitution

Public/private schools



>”Selections from The McGuffey Readers” by William Holmes McGuffey (1879)

>”Decision on Busing of Children to Religious Schools at Public Expense” (1947)

>”The Catholic School: The Stronghold of Christian Life” (1919)

>”A Parent’s Dilemma: Public vs. Jewish Education,” by Svi Shapiro (1996)


Week 15: Bilingual Education

Lead question: What historical, social, cultural, and political factors have contributed to today’s

debates about bilingual education?


Bilingual education

Language submersion, transitional approach, Immersion approach

English-Only movement

Visual texts:

“English Only in America?”

“Richard Rodriguez: Victim of Two Cultures”


>”Decision on the Teaching of any subject except in English,” (1919)

>”Bilingual Education” by Sadker and Sadker (2001)

>”Firsthand Experience in Educating Language Minorities,” by Rosalie Pedalino Porter (1996)

>”Language,” by James Fallows (1983)

>”Hunger of Memory: The Education of Richard Rodriguez” by Richard Rodriguez (1982)

Week 16: Segregation, Integration, and Resegregation

Lead question: How has segregation, specifically based on race, ethnicity, and class, been an

ongoing issue in American educational debates?


“separate but equal” doctrine Brown v. Board of Education

Segregation Desegregation

Visual texts:

“The Road to Brown”

“School: The Story of American Public Education” – part 3

“The Lemon Grove Incident”


>”Resolution of the San Francisco School Board,” (1905)

>”The San Francisco Chronicle on Segregation of Japanese School Children” (1906)

>”Brown v. Board of Education, 347 US 483 (1954)”

>”Deepening Segregation in American Public Schools: A Special Report from the Harvard project

on School Desegregation,” by Orfield, Bachmeier, James, and Eitle (1997)

>”Would African-Americans Have Been Better Off without Brown v. Board of Education?” by

Jack M. Balkin (2002)

>”A Dream Deferred,” by Gloria Ladson Billings (1994)

> Selection from Warriors don’t Cry, by Melba Patillo Beals (1994)

Week 17: Tracking

Lead Question: How does tracking, as an historical and contemporary practice in education, both

cause and support difference?




Ability grouping

Visual texts:

“Off Track Classroom: Privilege for All”


>“The Superintendent of the Choctaw Academy Recommends Vocational Education for Indian

Youth,” letter from Thomas Henderson to Lewis Cass (1832)

>“Tracking,” by Jeannie Oakes (1985)

>“Social-Class Differences in Education,” by Joel Spring (2000)

>”In Search of Reality: Unraveling the Myths about Tracking, Ability Grouping and the Gifted,”

by Fiedler, Lange, and Winebrenner (1993)

> Selection from The Bee Season by Myla Goldberg(2000)


Syllabus for the Course: Seminar in Social Psychology: Intergroup Relations



Dr. Amanda Diekman Office: 110B Benton

email: Phone: 529-2402

Office hours: Tuesday, 1:45 – 3:45,

or by appointment


This seminar will explore intergroup relations from a social psychological perspective. We will examine motivational, cognitive, and sociostructural factors that contribute to intergroup harmony and conflict. addition, we will explore factors that influence groups’ mobility within a social structure, and we evaluate efforts to reduce intergroup conflict. The primary goal of the course is to cultivate students’ abilities to use and contribute to the theory and research within the area of intergroup relations.

Weekly Topics and Readings

Readings marked with an asterisk are available on the Blackboard website (under Assignments). All other readings

are available for copying in the PSY630 box in the grad lab.

Section 1: Conflict and Cooperation

Week 1 Introduction (August 24)

Week 2 Historical roots (August 31)

Allport, G. W. (1954). The Nature of Prejudice. Reading, MA: Addison-Wesley.

Chapter 1 “What is the problem?

Chapter 2 “The normality of prejudgment”

Sherif, M. (1966). The experiments. In common predicament: Social psychology of intergroup conflict and

cooperation. (pp. 71-93). New York: Houghton Mifflin.

King, M. L., Jr. (1968). The role of the behavioral scientist in the Civil Rights Movement. American Psychologist,

23, 180-186.

*Fiske, S. T. (in press). Social cognition and the normality of prejudgment. In J. F. Dovidio, P. Glick & L. A.

Rudman (Eds.), Reflecting on the Nature of Prejudice. Malden, MA: Blackwell.


*Lee, K. S. (2002). Building intergroup relations after September 11. Analyses of Social Issues and Public Policy, 2,


Week 3 Conflict (September 14)

*Green, D. P., Glaser, J., & Rich, A. (1998). From lynching to gay bashing: The elusive connection between

economic conditions and hate crime. Journal of Personality & Social Psychology, 75, 82-92.

Stephan, W. G., & Stephan, C. W. (2000). An integrated threat theory of prejudice. In S. Oskamp (Ed.), Reducing

prejudice and discrimination. Mahweh, NJ: Erlbaum.

*Pettigrew, T. F. (2003). Peoples under threat: Americans, Arabs, and Israelis. Peace & Conflict: Journal of Peace

Psychology, 9, 69-90.

*Esses, V. M., Jackson, L. M., Dovidio, J. F., & Hodson, G. (in press). Instrumental relations among groups: Group

competition, conflict, and prejudice. In J. F. Dovidio, P. Glick & L. A. Rudman (Eds.), Reflecting on The

Nature of Prejudice. Malden, MA: Blackwell.


*Gerstenfeld, P. B. (2002). A time to hate: Situational antecedents of intergroup bias. Analyses of Social Issues and

Public Policy, 2, 61-67.

Week 4 Contact hypothesis (September 21)

Rothbart, M., & John, O. P. (1985). Social categorization and behavioral episodes: A cognitive analysis of the effects

of intergroup contact. Journal of Social Issues, 41, 81-104.

*Wright, S. C., Aron, A., McLaughlin-Volpe, T., & Ropp, S. A. (1997). The extended contact effect: Knowledge of

cross-group friendships and prejudice. Journal of Personality & Social Psychology, 73, 73-90.

*Gaertner, S. L., Dovidio, J. F., Rust, M. C., Nier, J. A., Banker, B. S., Ward, C. M., et al. (1999). Reducing

intergroup bias: Elements of intergroup cooperation. Journal of Personality & Social Psychology, 76, 388-


Pettigrew, T. F., & Tropp, L. (2000). Does intergroup contact reduce prejudice? Recent meta-analytic findings. In S.

Oskamp (Ed.), Reducing prejudice and discrimination. Mahweh, NJ: Erlbaum.


Aronson, E. (1979). Jigsaw groups and the desegregated classroom: In pursuit of common goals. Personality &

Social Psychology Bulletin, 5, 438-446.

Week 5 Nonconflictual but unequal relations (September 28)

*Glick, P., & Fiske, S. T. (2001). An ambivalent alliance: Hostile and benevolent sexism as complementary

justifications for gender inequality. American Psychologist, 56, 109-118.

*commentary by Petrocelli, Sax, Glick & Fiske

*Kay, A. C., & Jost, J. T. (2003). Complementary justice: Effects of the "poor but happy" and "poor but honest"

stereotype exemplars on system justification and implicit activation of the justice motive. Journal of

Personality and Social Psychology, 85, 823-837.

*Jackman, M. R. (in press). Rejection or inclusion of out-groups? In J. F. Dovidio, P. Glick & L. A. Rudman (Eds.),

Reflections on The Nature of Prejudice. Malden, MA: Blackwell.


*Dovidio, J. F., & Gaertner, S. L. (2000). Aversive racism and selection decisions: 1989 and 1999. Psychological

Science, 11, 315-319.

Section 2: Social Identity

Week 6 Social identity (October 5)

Rabbie, J. M., & Horwitz, M. (1969). Arousal of ingroup-outgroup bias by a chance win or loss. Journal of

Personality & Social Psychology, 13, 269-277.

Turner, J. C. (1982). Towards a cognitive redefinition of the social group. In H. Tajfel (Ed.), Social identity and

intergroup relations (pp. 15-40). Cambridge: Cambridge University Press.

*Grieve, P. G., & Hogg, M. A. (1999). Subjective uncertainty and intergroup discrimination in the minimal group

situation. Personality & Social Psychology Bulletin, 25, 926-940.

*Gaertner, L., & Insko, C. A. (2000). Intergroup discrimination in the minimal group paradigm: Categorization,

reciprocation, or fear? Journal of Personality & Social Psychology, 79, 77-94.


*Suleiman, R. (2004). Planned encounters between Jewish and Palestinian Israelis: A social-psychological

perspective. Journal of Social Issues, 60, 323-337.

Week 7 Categorization (October 12)

*Gaertner, S. L., Mann, J., Murrell, A., & Dovidio, J. F. (1989). Reducing intergroup bias: The benefits of

recategorization. Journal of Personality & Social Psychology, 57, 239-249.

*Dovidio, J. F., Gaertner, S. L., & Validzic, A. (1998). Intergroup bias: Status, differentiation, and a common ingroup

identity. Journal of Personality & Social Psychology, 75, 109-120.

*Hugenberg, K., & Bodenhausen, G. V. (2004). Ambiguity in social categorization: The role of prejudice and facial

affect in race categorization. Psychological Science, 15, 342-345.

*Vescio, T. K., Judd, C. M., & Kwan, V. S. Y. (2004). The crossed-categorization hypothesis: Evidence of

reductions in the strength of categorization, but not intergroup bias. Journal of Experimental Social

Psychology, 40, 478-496.


*Houlette, M. A., Gaertner, S. L., Johnson, K. M., Banker, B. S., Riek, B. M., & Dovidio, J. F. (2004). Developing a

more inclusive social identity: An elementary school intervention. Journal of Social Issues, 60, 35-55.

Week 8 Ingroup favoritism/outgroup derogation (October 19)

*Mullen, B., Brown, R., & Smith, C. (1992). Ingroup bias as a function of salience, relevance, and status: An

integration. European Journal of Social Psychology, 22, 103-122.

*Otten, S., & Moskowitz, G. B. (2000). Evidence for implicit evaluative in-group bias: Affect-biased spontaneous

trait inference in a minimal group paradigm. Journal of Experimental Social Psychology, 36, 77-89.

Brewer, M. B. (2001). Ingroup identification and intergroup conflict: When does ingroup love become outgroup

hate? In R. D. Ashmore, L. Jussim & D. Wilder (Eds.), Social identity, intergroup conflict, and conflict

reduction. (pp. 17-41). New York: Oxford University Press.

*Dasgupta, N. (2004). Implicit ingroup favoritism, outgroup favoritism, and their behavioral manifestations. Social

Justice Research, 17, 143-169.


*Tatum, B. D. (2004). Family life and school experience: Factors in the racial identity development of black youth in

white communities. Journal of Social Issues, 60, 117-135.

Week 9 Midterm exam (October 26)

Section 3: Mechanisms

Week 10 Developmental processes (November 2)

*Bigler, R. S., Spears, C. B., & Markell, M. (2001). When groups are not created equal: Effects of group status on

the formation of intergroup attitudes in children. Child Development, 72, 1151-1162.

*Abrams, D., Rutland, A., & Cameron, L. (2003). The development of subjective group dynamics: Children's

judgments of normative and deviant in-group and out-group individuals. Child Development, 74, 1840-1856.

*Aboud, F. E. (2003). The formation of in-group favoritism and out-group prejudice in young children: Are they

distinct attitudes? Developmental Psychology, 39, 48-60.

*Aboud, F. E. (in press). The development of prejudice in childhood and adolescence. In J. F. Dovidio, P. Glick & L.

A. Rudman (Eds.), Reflecting on the Nature of Prejudice. Malden, MA: Blackwell.


*Graves, S. B. (1999). Television and prejudice reduction: When does television as a vicarious experience make a

difference? Journal of Social Issues, 55, 707-727.


*Bigler, R. S. (1999). The use of multicultural curricula and materials to counter racism in children. Journal of Social

Issues, 55, 687-705.

Week 11 Personality and individual differences (November 9)

*Pratto, F., Sidanius, J., Stallworth, L. M., & Malle, B. F. (1994). Social dominance orientation: A personality

variable predicting social and political attitudes. Journal of Personality & Social Psychology, 67, 741-763.

*Altemeyer, B. (2003). What happens when authoritarians inherit the earth? A simulation. Analyses of Social Issues

and Public Policy, 3, 161-169.

*Schmitt, M. T., Branscombe, N. R., & Kappen, D. M. (2003). Attitudes toward group-based inequality: Social

dominance or social identity? British Journal of Social Psychology, 42, 161-186.

*Commentary by Sidanius & Pratto; Schmitt & Branscombe


*Unger, R. K. (2002). Them and us: Hidden ideologies - differences in degree or kind? Analyses of Social Issues and

Public Policy, 2, 43-52.

Week 12 Cognitive processes (November 16)

*Devine, P. G. (1989). Stereotypes and prejudice: Their automatic and controlled components. Journal of

Personality & Social Psychology, 56, 5-18.

Rothbart, M., & Lewis, S. (1994). Cognitive processes and intergroup relations: A historical perspective. In P. G.

Devine, D. L. Hamilton & T. M. Ostrom (Eds.), Social cognition: Impact on social psychology. San Diego,

CA: Academic Press.

*Dovidio, J. F., Kawakami, K., & Gaertner, S. L. (2002). Implicit and explicit prejudice and interracial interaction.

Journal of Personality & Social Psychology, 82, 62-68.

*Spears, R., Gordijn, E., Dijksterhuis, A., & Stapel, D. A. (2004). Reaction in action: Intergroup contrast in

automatic behavior. Personality & Social Psychology Bulletin, 30, 605-616.


*Richeson, J. A., & Shelton, J. N. (2003). When prejudice does not pay: Effects of interracial contact on executive

function. Psychological Science, 14, 287-290.


Week 13 Affective processes (November 23)

*Bodenhausen, G. V., Mussweiler, T., Gabriel, S., & Moreno, K. (2001). Affective influences on stereotyping and

intergroup relations. In J. P. Forgas (Ed.), Handbook of affect and social cognition (pp. 319-343). Mahweh,

NJ: Erlbaum.

Devos, T., Silver, L. A., Mackie, D. M., & Smith, E. R. (2002). Experiencing intergroup emotions. In D. M. Mackie

& E. R. Smith (Eds.), From prejudice to intergroup emotions. (pp. 111-134). New York: Psychology Press.

*Schmitt, M. T., Branscombe, N. R., & Brehm, J. (in press). Gender inequality and the intensity of men's collective

guilt. In N. R. Branscombe & B. Doosje (Eds.), Collective guilt: International perspectives. New York:

Cambridge University Press.

*DeSteno, D., Dasgupta, N., Bartlett, M. Y., & Cajdric, A. (2004). Prejudice from thin air: The effect of emotion on

automatic intergroup attitudes. Psychological Science, 15, 319-324.


*Dumont, M., Yzerbyt, V., Wigboldus, D., & Gordijn, E. H. (2003). Social categorization and fear reactions to the

September 11th terrorist attacks. Personality & Social Psychology Bulletin, 29, 1509-1520.

Section 4: Social Change

Week 14 Responses to inequality (November 30)

*Wright, S. C., Taylor, D. M., & Moghaddam, F. M. (1990). Responding to membership in a disadvantaged group:

From acceptance to collective protest. Journal of Personality & Social Psychology, 58, 994-1003.

*Crocker, J., Voelkl, K., Testa, M., & Major, B. (1991). Social stigma: The affective consequences of attributional

ambiguity. Journal of Personality & Social Psychology, 60, 218-228.

*Swim, J. K., & Hyers, L. L. (1999). Excuse me--What did you just say?!: Women's public and private responses to

sexist remarks. Journal of Experimental Social Psychology, 35, 68-88.

*Schmitt, M. T., Ellemers, N., & Branscombe, N. (2003). Perceiving and responding to gender discrimination in

organizations. In S. A. Haslam, D. Van Knippenberg, M. J. Platow & N. Ellemers (Eds.), Social identity at

work: Developing theory for organizational practice. Philadelphia, PA: Psychology Press.


Pettigrew, T. F. (1998). Prejudice and discrimination on the college campus. In J. L. Eberhardt & S. T. Fiske (Eds.),

Confronting racism: The problem and the response. (pp. 263-279). Thousand Oaks, CA: Sage.

Week 15 Race relations in the U.S. (December 7)

Devine, P. G., & Vasquez, K. A. (1998). The rocky road to positive intergroup relations. In J. L. Eberhardt & S. T.

Fiske (Eds.), Confronting racism: The problem and the response. (pp. 234-262). Thousand Oaks, CA: Sage.

*Pratkanis, A. R., & Turner, M. E. (1999). The significance of affirmative action for the souls of white folk: Further

implications of a helping model. Journal of Social Issues, 55, 787-815.

*Wolsko, C., Park, B., Judd, C. M., & Wittenbrink, B. (2000). Framing interethnic ideology: Effects of multicultural

and color-blind perspectives on judgments of groups and individuals. Journal of Personality and Social

Psychology, 78, 635-654.

*Richeson, J. A., & Nussbaum, R. J. (2004). The impact of multiculturalism versus color-blindness on racial bias.

Journal of Experimental Social Psychology, 40, 417-423.


Oskamp, S., & Jones, J. M. (2000). Promising practices in reducing prejudice: A report from the President's Initiative

on Race. In S. Oskamp (Ed.), Reducing prejudice and discrimination (pp. 319-334). Mahweh, NJ: Erlbaum.


Syllabus for the Course: Capstone in Social Psychology Work, Family, and Gender Roles


PSY 410F: Capstone in Social Psychology

Work, Family, and Gender Roles

Spring 2004

9:30 – 10:45 T Th

133 Benton


Dr. Amanda Diekman


Office: 124 Benton

Phone: 529-8014

Office hours: Tuesday 1:45 – 3:45


This seminar will examine current debates about work and family roles. We will consider the division of labor, transitions to marriage and parenting, and career achievement within the context of broader gender roles. We will examine evidence concerning the benefits and detriments of multiple roles, consequences for well-being of parents and children, and what structural changes might foster enhanced outcomes for families and workplaces.


            • To introduce you to the scientific evidence and theory about the intersection of work, family, & gender roles

            • To cultivate your abilities to think critically, to formulate arguments, and to express your ideas

            • To enable you to navigate the practical challenges surrounding work-family balance




Barnett, R., & Rivers, C. (1998). She Works/He Works: How Two-Income Families Are Happy, Healthy, and Thriving. Cambridge, MA: Harvard University Press.

Cowan, C.P., & Cowan, P. A. (2000). When Partners Become Parents: The Big Life Change for Couples. Lawrence Earlbaum.

de Graaf, J. (2003). Take Back Your Time: Fighting Overwork and Time Poverty in America. Berrett Koehler.

Hochschild, A. (2003). The Second Shift: Working Parents and the Revolution at Home. Penguin.

Schwartz, P. (1994). Love Between Equals: How Peer Marriage Really Works. Free Press.


Syllabus for the Course: Cultural, Ethnic and Gender Issues in Dramatic Literature. Topic: Community-based Theatre

Cultural, Ethnic and Gender Issues in Dramatic Literature. Topic: Community-based Theatre
Dr. Ann Elizabeth Armstrong
Miami University, Oxford Ohio (Spring 2003)

Course description: This course will expose you to the critical issues and creative methods that currently make up the field of community-based theatre. In this class, we will focus on three specific methods for creating community-based performance: 1.) Augusto Boal's Theatre of the Oppressed, 2.) Story telling, oral history, and documentary drama, 3.) Street theatre. Each of these methods will be employed in relationship to the Over-the-Rhine neighborhood community in Cincinnati and the history of Freedom Summer 1964 at Western College, Oxford, OH.

By studying community-based art making, we will inevitably challenge many ideas that we hold about "community," "art," and "theatre." In many ways, we will think as interdisciplinary artists, embodying the perspectives of psychology, sociology, political science, education, and cultural studies as well as those of visual artists, actors, playwrights, and musicians. As we translate theories into our own practical projects, we will encounter several difficult questions such as: How do you define "community"? What is the relationship between art and ideology? How can theatre stimulate political and social change? What is the role of the artist in relationship to the community? How can marginalized groups use theatre to form a collective voice? How can performance serve to raise our consciousness? How can art empower communities and individuals, providing the tools of agency? Can theatre provide unique opportunities for expression in a world of mass media?

Course Objectives: This course will expose you to the critical issues and creative methods that currently make up the field of community-based theatre. Community-based theatre is defined in many ways:

In this class, we will focus on three specific methods for creating community-based performance: 1.) Augusto Boal’s Theatre of the Oppressed, 2.) Story telling, oral history, and documentary drama, 3.) Street theatre. Each of these methods will be employed in relationship to the Over-the-Rhine neighborhood community in Cincinnati and the history of Freedom Summer 1964 at Western College, Oxford, OH.

By studying community-based art making, we will inevitably challenge many ideas that we hold about “community,” “art,” and “theatre.” In many ways, we will think as interdisciplinary artists, embodying the perspectives of psychology, sociology, political science, education, and cultural studies as well as those of visual artists, actors, playwrights, and musicians. As we translate theories into our own practical projects, we will encounter several difficult questions such as: How do you define “community”? What is the relationship between art and ideology? How can theatre stimulate political and social change? What is the role of the artist in relationship to the community? How can marginalized groups use theatre to form a collective voice? How can performance serve to raise our consciousness? How can art empower communities and individuals, providing the tools of agency? Can theatre provide unique opportunities for expression in a world of mass media?


Boal, Augusto. Games for Actors and Non-Actors, 2nd edition
Haedicke and Nellhaus, ed. Performing Democracy
Various articles at: and other websites
393/680 E-Reserves, Password: Grassroots
Newspapers: especially The City Beat and the Cincinnati

Optional texts:

Cohen-Cruz, Jan, ed. Radical Street Performance
Cohen-Cruz and Schutzman, eds. Playing Boal

Group Project 20%: There will be four creative community projects, and you will be on one team with approximately 5 other classmates. In addition to working with each other collaboratively, you will also work with various students in Architecture classes who are working in similar areas (ARC 427/527, ARC 302/402, ARC 702). In each project, you will engage in research that will lead to conceiving/writing/planning a community-based performance project. Projects may use multiple methods of creating community art. Please see the project handout for further information. The projects are: 1.) Theatre of the Oppressed workshops with an existing group , 2.) Story circles with members of the Over-the-Rhine people’s movement, 3.) Archival research and oral history surrounding Freedom Summer 1964, 4.) Radical street theatre related to the history of OTR and the Cincinnati Boycott.

Each project will have different objectives, but all of them will involve your participation in scheduled community activities outside of class time. This means that we will have to keep open lines of communication regarding scheduling, transportation, and other logistical issues. Several “work days” are built into the syllabus to accommodate this work. You should plan to have a weekly meeting with your group members beginning at the end of January.

Week #1: Introduction

Tuesday, January 7 - Introductions

Thursday, January 9 - Why community-based art?

Geer “Of, By and For the People
Haedicke and Nellhaus, “Introduction” Performing Democracy
A Matrix for Articulating Grassroots Theatre

Week #2: Theatre of the Oppressed

Tuesday, January 14 - Introduction to Theatre of the Oppressed

Games for Actors and Non-Actors pp. 1-39

Graduate Reading:
Theatre of the Oppressed pp. 1-50 (Reader)

Thursday, January 16 - Image Theatre

Games for Actors and Non-Actors pp. 164-200

Presentation preferences due

Week #3: Theatre of the Oppressed

Tuesday, January 21 - Forum Theatre

Games for Actors and Non-Actors pp. 211-245

Thursday, January 23 - Evaluating Theatre of the Oppressed

Westlake, “The Children of Tomorrow” in Performing Democracy [PD]
Schutzman, “Brechtian Shamanism” E-reserves [ER]
Cohen-Cruz, “Mainstream to Margin” [ER]
Spry, “Structures of Power” [ER]

Make Group Project Assignments

Week #4: Defining Communities

Tuesday, January 28 - Exploring Boundaries

Haedicke, “Theatre for the Next Generation” [PD]
Kuftinec, “A Cornerstone for Rethinking Community Theatre” journals/theatre_topics/v006/6.1kuftinec.html

Graduate Reading:
Kershaw, “Performance, Community, Culture” [ER]

The Living Stage
Cornerstone Theatre

Thursday, January 30 - Overview of Over-the-Rhine in Cincinnati

Current events in Cincinnati newspapers

Week #5: Connecting to Place

Tuesday, February 4 - Street Theatre and the Role of Spectacle

Bell, “Louder than Traffic: Bread and Puppet Parades” [ER]
Suntree, “Frogworks in Los Angeles” [PD]
Taylor, “Yuyakani: Remembering Community” [PD]

The Bread and Puppet Theatre

Thursday, February 6 - Story telling

Roadside Theatre Story Circle Manual [ER]
Burnham, “Telling and Listening in Public: The Sustainability of Storytelling

Roadside Theatre

Week #6 Story Circles

Tuesday, February 11 - Structures of Feeling

McConachie, “Approaching the Structure of Feeling in Grassroots Theatre” [PD]

Graduate Reading:
Williams, “The Structure of Feeling” [ER]

Thursday, February 13 - Walk Together Children

Excerpt from Walk Together Children and Oral History [ER]

Robbie McCauley

Week #7 Oral History

Tuesday, February 18 - Monday/Tuesday Exchange Day: No class!

Thursday, February 20 - Red Fox/Second Hangin’

Red Fox/Second Hangin’ [ER]

Week #8 Authenticity, Authority, and Ethics

Tuesday, February 25 - Voice and Victimization

Croce, “Discussing the Undiscussable”
Burnham, “Telling and Listening in Public: The Critical Discourse

Rhodessa Jones
Bill T. Jones

Thursday, February 27 - Collective Story Telling

Feiner and Wiley, “Making a Scene” [PD]
Favorini and Elvgren, “I Sing of Cities” [PD]

Albany Park Theatre Project

Week #9: Ethics and Facilitation

Tuesday, March 4

Geer, “Swamp Gravy makes Stone Soup” [ER]

Community Performance, Inc.

Thursday, March 6 - Archival research at Freedom Summer Archive

Week #10: Spring Break

Week #11: Technique and Art

Tuesday, March 18 - Liz Lerman

Filewood, “Coalitions of Resistance” [PD]
Cohen-Cruz, “Speaking Across Communities” [PD]
Lerman, “Dancing in Community

Liz Lerman

Thursday, March 20 - Group Project work day

Week #12: Community Building with Theatre

Tuesday, March 25 - Theatre for Development and International Contexts

Dong-il Lee, “Contemporary Mandang Kut of South Korea”
Adams and Goldbard, “Community, Culture, Globalization


Thursday, March 27 - Group Project Work day

Week #13

Tuesday, April 1 - LAPD



Thursday, April 3 - Group Project work day

Week #14

Tuesday, April 8 - Group Presentations

Thursday, April 10 - Group Presentations

Week #15 Evaluation and Efficacy

Tuesday, April 15 - Inciting Dialogue

Ellis, “The Art of Community Conversation”

Thursday, April 17 Rethinking the field

Kuftinec, “Staging the City with the Good People of New Haven” journals/theatre_journal/v053/53.2kuftinec.html

Graduate Reading:

Kuftinec, Burnham, Cohen-Cruz “Writing Deeply” archivefiles/2002/06/writing_deeply.php

Week #16 The Big Picture

Tuesday, April 22 - Arts Trends and Grants in Community-based Theatre

Lippard, “The Big Picture” [ER]

Cleveland, “Mapping the Field
Korza, Arsef, Shaffer,“INROADS: the art of civic dialogue
Cohen-Cruz, “An Introduction to Art and Activism
Schwarzman, “Why not Football? The Politics of Youth Arts Programs in America

Thursday, April 24 - Final Paper is due

Friday, May 2nd - 9:45 am Final Exam period: Seminar Session of Group Papers


Syllabus for the Course: Foundations of Multicultural Education





Spring, 2002

Professor Kate Rousmaniere

361 McGuffey Hall

529-6843 (w)

Office Hours:

Class meeting: Tuesday, 4-6:40

Overview of the Course:

"The answer to all our national problems comes down to a single word: education."

Lyndon B. Johnson

"For every complex problem there is a simple answer-- and it's wrong."

H.L. Mencken

The issue of "multiculturalism" is one that permeates our contemporary society-- whether

it be hiring practices, artistic evaluations, intellectual and cultural judgements, or teaching and

learning. In all the discussions, there is little agreement about what "multiculturalism" is or what

we should do about cultural difference. In no arena is the debate about multiculturalism more

contentious than in education: How should we educate children for a culturally diverse

society? How should we organize and operate schools given the cultural diversity of schools

and communities? Is multicultural education simply a new curriculum that includes the

experiences of multiple cultures, and if so, how does a "group" qualify as one of those cultures?

Does multicultural education also require structural changes in teaching and classroom

organization as well as curriculum content? Should multicultural education be designed to foster

“appreciation” of other cultures or to instigate anti-racist and anti-bigotted actions?

This course introduces students to foundational issues in multiculturalism in American

society and education. We begin by investigating the meaning and construction of

"multiculturalsm" as a social and historical phenomenon in American society. How do we

conceive of cultural difference in this society? Do we have a problem with cultural difference

and if so, what is the nature of that problem? Next, we investigate issues of cultural difference

inside contemporary schools and try to understand the ways in which cultural inequalities

happen inside the American educational system. What is the experience of racism in American

schools? What structures reinforce racism, intentionally or unintentionally? What is the impact

of difference-- racial, cultural, linguistic, gender or ability difference-- on childrens’ experience of

school and on school achievement? Finally, we survey some practices of anti-racism and

supportive multicultural environments that we can introduce to our schools to help develop the

abilities of all students

Note that this is not a class in how to teach or design multicultural curriculum, but

rather, a class where we will explore the broader social and historical issues around

multiculturalism, survey some studies on multicultural challenges in schools, and explore some

approaches to change.


David Levine, Robert Lowe, Bob Peterson and Rita Tenorio, Rethinking Schools: An Agenda for

Chance (New York: New Press, 1995).

Tamara Beauboeuf-Lafontant and D. Smith Augustine, Facing Racism in Education (Harvard

Educational Review, 1996)



1. Tuesday January 8 Introductions



2. Tuesday January 15 What is Multicultural Education?

What do we come to this work with?

Due today: “Ideology, Policy & Practice in your Own Education” Worksheet


Nitza M. Hidalgo, “Multicultural Teacher Introspection” (handout)

3. Tuesday January 22 Multicultural Education and Democratic


What are the problems and promises of multicultural education?

Due today: Gates, Lee, & Derman-Sparks articles, Rethinking Schools, p. 5-22

1/2 class read: Jacquelyn Mitchell, “Reflections of a Black Social Scientist,”

Facing Racism)

1/2 class read: Maria de la Luz Reyes & John J. Halcon, “Racism in

Academia,” (Facing Racism)

4. Tuesday January 29 Rethinking the History of American


What are some historical themes about multicultural education?

Due today:

David Wallace Adams, “Fundamental Considerations: The Deep Meaning of

Native American Schooling, 1880-1900,” (Facing Racism)

Emilie V. Siddle Walker, “Caswell County Training School, 1933-1969:

Relationships Between Community and School” (Facing Racism)

Article review

David B. Tyack, "Historical Reflections on Schooling and Social

Diversity," Teachers College Record 95 (Fall 1993).

Daniel Perlstein, "Community and Democracy in American Education:

Arthurdale and the Fate of Progressive Education," Teachers College Record 97 (Summer


Linda K. Menton, "A Christian and "Civilized" Education: The Hawaiian Chief's

Children's Schools, 1839-50" History of Education Quarterly (Summer 1992)

Susan M. Yohn, "An Education in the Validity of Pluralism: The Meeting between

Presbyterian Mission Teachers and Hispanic Catholics in New Mexico, 1870-1912,"

History of Education Quarterly (Fall 1991).



5. Tuesday February 5 Different Conceptions of Schooling and


How do some different cultures perceive schooling as different from others?

Due today:

Carol Locust, "Wounding the Spirit: Discrimination and Traditional American

Indian Belief Systems" (Facing Racism)

Lisa Delpit, “The Silenced Dialogue” (Facing Racism)

Recommended: “Teachers, Culture and Power,” An Interview with Lisa Delpit

(Rethinking Schools)

Article review

Julie Kailin, "How White Teachers Perceive the Problem of Racism in

Their Schools: A Case Study in "Liberal" Lakeview," Teachers College Record

100 (Summer 1999)

Patricia Timm and Kathryn Borman, “‘The Soup Pot Don’t Stretch That Far No

More:’ Intergenerational Patterns of School Leaving in an Urban Appalachian

Neighborhood,” in Maxine Seller and Lois Weis, ed., Beyond Black and White: New

Faces and Voices in U.S. Schools (New York: SUNY Press, 1997)

Frances A. Maher and Mary Kay Thompson Tetreault, “Learning in the Dark:

How Assumptions of Whiteness Shape Classroom Knowledge,” Harvard Educational

Review 67 (Summer 1997)

John U. Ogbu, "Beyond Language: Ebonics, Proper English, and Identity in a

Black-American Speech Community," American Educational Research Journal 36

(Summer 1999).

6. Tuesday February 12 Cultural Issues and Their Impact on

Learning, Part 1

How do cultural differences impact teaching and learning?

Due today:

Janie V. Ward, “Cultivating a Morality of Care in African American Adolescents:

A Culture-Based Model of Violence Prevention” (Facing Racism)

Article review:

David C. Berliner, "Educational Psychology Meets the Christian Right:

Differing Views of Children, Schooling, Teaching, and Learning," Teachers College

Record 98 (Spring 1997).

Maureen Sullivan and Danny Miller, “Cincinnati’s Urban Appalachian Council

and Appalachian Identity,” Harvard Educational Review 60 (February 1990).

Michele Foster, “The Politics of Race: Through the Eyes of African-American

Teachers,” Journal of Education 172, no 3 (1990).

June A. Gordon, “Asian American Resistance to Selecting Teaching as a

Career: The Power of Community and Tradition,” Teachers College Record 102

(February 2000)

Flora Ida Ortiz and Rosa Gonzales, “Latin High School Students Pursuit of

Higher Education,” Aztlan: A Journal of Chicano Studies Vol. 25 (Spring 2000)

Christine Sleeter, "How White Teachers Construct Race" in Cameron McCarthy

and Warren Crichlow, ed. Race, Identity, and Representation in Education (New York:

Routledge, 1993).

Tuesday February 19 : NO CLASS (Monday/Tuesday Switch Day)

7. Tuesday February 26 Cultural Issues and Their Impact on

Learning, Part 2

How do cultural differences impact teaching and learning?

Due today:

Jim Cummins, “Empowering Minority Students: A Framework for

Intervention” (Facing Racism)

Article review

Arlette Ingram Willis, “Reading the World of School Literacy: Contextualizing

the Experience of a Young African American Male,” (Facing Racism)

Van Dempsey and George Noblit, “The Demise of Caring in an African-

American Community: One Consequence of Desegregation,” Urban Review 25 (March


Timothy Reagan, “The Deaf as a Linguistic Minority: Educational

Considerations,” Harvard Educational Review 55 (August 1985).

Judith D. Singer and John A. Butler, “The Education for All Handicapped

Children Act: Schools as Agents of Social Reform,” Harvard Educational Review 57 (May


Jean A. Madsen and Reitumetse Obakeng Mabokela, "Organizational Culture

and its Impact on African American Teachers," American Educational Research Journal 37

(Winter 2000).

8. Tuesday March 5 Cultural Issues and Their Impact on Learning,

Part 3

How do cultural differences impact teaching and learning?

Due today:

Beverly McElroy-Johnson, “Giving Voice to the Voiceless” (Facing Racism)

Beverly Daniel Tatum, “Talking About Race, Learning About Racism: The

Application of Racial Identity Theory in the Classroom” (Facing Racism)

Article review

Brian M. McCadden, “Why is Michael Always Getting Timed Out? Race, Class,

and the Disciplining of Other Peoples’ Children” in Ronald E. Butchart and Barbara

McEwan, eds., Classroom Discipline in American Schools (SUNY, 1998)

Javier Tapia, “Schooling and Learning in U.S.-Mexican Families: A Case Study of

Households,” The Urban Review 32 (March 2000)

Ricardo Otheguy, “Thinking About Bilingual Education: A Critical Appraisal,”

Harvard Educational Review 52 (August 1982).

Stacey J. Lee, “Behind the Model-Minority Stereotype: Voices of High and Low

Achieving Asian American Students,” Anthropology in Education 25 (1994).

Donna B. Jeffe, "About Girls' 'Difficulties' in Science: A Social, Not a Personal,

Matter," Teachers College Record 97 (Winter, 1995)

Tuesday March 12 NO CLASS (Spring Break)



9. Tuesday March 19 Gender & Sexuality and the Impact on Learning

How do gender and sexuality differences impact teaching and learning?

Due today:

Stan Karp, “Trouble Over the Rainbow;” Foyne Mahaffey, “Are We Accepting

Too Much?” and Lenore Gordon, “What Do We Say When We Hear

‘Faggot’?” (Rethinking Schools, pp. 23-46)

Article review

Daniel Perlstein, "Saying the Unsaid: Girl Killing and the Curriculum,"

Journal of Curriculum and Supervision 14 (1998).

Nan Stein, “Sexual Harassment in Schools: The Public Performance of Gendered

Violence,” Harvard Educational Review 65 (Summer 1995)

Virginia Casper et al., "Breaking the Silences: Lesbian and Gay Parents

and the Schools," Teachers College Record 94 (Fall 1992).

Gerald Unks, “Thinking About the Gay Teen,” in Gerald Unks, ed. The Gay Teen:

Educational Pratice and Theory for Lesbian, Gay and Bisexual Adolescents (New York:

Routledge, 1995)

Jackie Blount, “Manly Men and Womanly Women: Deviance, Gender Role

Polarization, and the Shift in Women’s School Employment, 1900-1976,” Harvard

Educational Review 66 (Summer 1996)

Heather Kirkpatrick and Larry Cuban, " Should We Be Worried? What the

Research Says about Gender Differences in Access, Use, Attitudes, and Achievement

with Computers. Educational Technology 38 (July-August 1998).

Donna B. Jeffe, "About Girls' 'Difficulties' in Science: A Social, Not a

Personal, Matter," Teachers College Record 97 (Winter, 1995)

10 Tuesday March 26 Policy and Practice

Due today: 1/2 class: in Rethinking Schools, “Beyond the Classroom”

1/2 class: in Rethinking Schools, “Building a Community: Teachers,

Students, and Parents”

Article review

Linda May Fitzgerald, “Disability, Schooling, and the Artifacts of Colonialism,”

Teachers College Record 103 (June 2001).

Katherine Schultz, “Constructing Failure, Narrating Success: Rethinking the

“Problem” of Teen Pregnancy,” Teachers College Record 103 (August 2001)

S. Jody Heymann and Alison Earle, "Low-Income Parents: How Do Working

Conditions Affect Their Opportunity to Help School-Age Children at Risk?"

American Educational Research Journal 37 (Winter 2000).

Frank Margonis and Laurence Parker, “Choice, Privatization, and Unspoken

Strategies of Containment,” Educational Policy 9 (December 1996).

John Witte and Christopher A. Thorn, “Who Chooses? Vouchers and

Interdistrict Choice Programs in Milwaukee,” American Journal of Education 104


Joseph W. Newman, "Comparing Public Schools and Private Schools in the

20th Century: History, Demography, and the Debate over Choice," Educational

Foundations 9 (Summer 1995).

Tuesday April 2: NO CLASS

11. Tuesday April 9 Curriculum

Due today:

David Levine, “Building a Vision of Curricular Reform,” (Rethinking Schools)

Article review

Lois Weis with Doris Carbonell-Medina, “Learning to Speak Out in an

Abstinance-Based Sex Education Group: Gender and Race Work in an Urban Magnet

School,” Teachers College Record 102 (June 2000)

Arthur Lipkin, “The Case for a Gay and Lesbian Curriculum,” in Gerald Unks,

ed. The Gay Teen: Educational Pratice and Theory for Lesbian, Gay and Bisexual

Adolescents (New York: Routledge, 1995)

Marilyn Cochran-Smith, “Uncertain Allies: Understanding the Boundaries of

Race and Teaching” (Facing Racism)

Dennis Carlson, "Gayness, Multicultural Education, and Community" in

Educational Foundations (Fall 1994).

12. Tuesday April 16 Progressive Practices in and with Curriculum

Due today: In small groups or individually, read and report to the class on one of the


Selections from Rethinking Schools newspaper (available from me)

“Building a Community: Teachers, Students, and Parents,” (Rethinking Schools,

Part V, pp. 233-269)

“Stratification in the Classroom: Testing and Tracking, (Rethinking Schools, Part

III, p. 153-185)

Bill Bigelow, “Discovering Columbus” and Susan Shown Harjo, “We Have No

Reason to Celebrate an Invasion,” (Rethinking Schools)

Bob Peterson, “What Should Children Learn?”; Howard Zinn, “Why Students

Should Study History,” and Elizabeth Martínez, “Distorting Latino History,”

(Rethinking Schools)

Bill Bigelow, “The Lorax: Dr Seuss Revisited and Revised”; Harvey Daniels, “Whole

Language: What’s the Fuss?”; and Linda Christensen, “Whose Standard? Teaching

Standard English in Our Schools,” (Rethinking Schools)

13. Tuesday April 23 Last class

final exam due

(informal) presentation of movie reviews

course evaluations




Syllabus for the Course: Social Movements and Strategies for Change

Semester Topic:  Social Movements and Strategies for Change  
Instructors:            William H. Newell, 185 Peabody Hall, 529-2213
                                              Office hours: 9-12 Monday, 9:30-11 Tuesday
                                              Christopher R. Wolfe, 192 Peabody Hall, 529-5670
                                              Office hours: 10-11 T/Th, 9-11 Wednesday
Class Schedule:     Lecture   9:30-10:20             Thursday                Leonard
                                              Section A               11:00-12:15           T/Th                       20 McKee
                                              Section B               12:30-1:45             T/Th                       20 McKee
                                              Section C               2:00-3:15                               T/Th                       20 McKee
                                              Media Night 7:30-9:30 pm   Tuesday  Leonard

This interdisciplinary social systems course examines how people go about changing society. Our capacity for change is one of the most interesting and important aspects of human nature. Moreover, many argue that we are in desperate need of social change. And many people are working for change - though often pushing in different directions! Efforts to shape and change society are part of our daily lives. Thus in this course, we will look to the daily news as a source of information about social change and change agents. If we want to change society, it is useful to have an understanding of the forces which have shaped our present society and continue to change it. Thus we will also consider a range of social science theory.

Among the more noteworthy aspects of this course:

´ You will keep a journal in the form of an informed running commentary on the news of the day.

´ You will consider a range of social science theory from disciplines including anthropology, economics, political science, and sociology.

´ You will consider fundamental social science orientations such as idealism and materialism.

´ You will consider a range of ideologies including radical, liberal, and conservative perspectives.

´ You will consider a number of deliberate strategies for change including legislative action, boycotts, community organizing, and non- violence.

´ You will create a plan for action to affect the kinds of social change that are important to you.

The reading assignments for this course present deliberate strategies used by social movements and organizations to create social change. You will also study social science theories that can be used to understand and evaluate those strategies. In addition, you will read a newspaper every day to inform you about current activities of social movements. King library has a number of newspapers and alternative press periodicals to insure that you consider a range of perspectives.

WCP 231 and The Miami Plan for Liberal Education

WCP 231 shares the goals and objectives of the Miami Plan for Liberal Education, and the commitments of the Western College Program to writing and quantitative reasoning across the curriculum.

The commitment to writing is expressed in five writing assignments which employ many kinds of writing including critical commentary in a daily journal, a comparative and an analytical essay, the development of an extended argument based on social science data, and a personal essay requiring synthesis and planning.

The assignment on demographics and social movements was developed in accordance with Western's plan for quantitative reasoning. In particular, the exercise should help you develop the ability to collect and learn from data, and provide quantitative evidence for assertions about the social world. You will also develop some proficiency with sophisticated cartography software, and thus develop new abilities in visualizing quantitative information.

The deliberate comparison of various theories, disciplines, ideologies, and orientations promotes critical thinking and evaluation. The assignment on demographics and social movements will also help you think critically and promote the "skillful use of written and spoken languages, an informed use of mathematics and an ability to employ contemporary information sources," (Miami Plan, p. 10).

Social movement doesn't happen in a vacuum. The movements we will consider have unique cultural and historical roots, and specific relationships to each other and to society. We will work towards developing an understanding of these contexts through guest lectures, films, and readings by participants in as well as commentators on social movements. Thus our understanding of social movements will be enriched by gaining the perspective of participants as well as critical analysis from a variety of theoretical and philosophical positions.

Because this course takes the form of a seminar, engaging with other learners is essential to the ultimate success of the course. In addition to ongoing classroom discussions, you will participate in a group project requiring cooperation and mutual understanding. This project will result in a series of presentations where your and your classmates will learn from one another.

It is our goal to help you develop an understanding of social systems that leads to informed action in support of social movements of their own choosing. This emphasis on reflecting and then acting is a natural result of our exploration of a diverse set of movements and perspectives on the social world. This goal is embodied most clearly in the final assignment which asks you to develop a plan of action in support of a social movement of your choosing based on what you learned in the course.

This course is concerned with global, national, and local social movements. To promote an understanding of world cultures we will consider several anthropological works on the peoples of the world. We will also consider the words and deeds of social movement leaders from around the world including Ghandi and Mao Tse-tung. Issues of "north and south" will receive special attention as we consider alternative approaches to "third world development."

Readings and Assignments:
Strategy: The Eco-Warriors
Week 1 Aug. 27, 29              T: 1st Day                                            TH: Manes 1 - 83
Week 2 Sept. 5 only             T: Mon. switch                      TH: Manes 84 - 242
Social Theory: A Look at Ideology
Week 3*1 Sept. 10, 12         T: Gordon 1 - 10,   TH: Eitzen 45 - 55,
                                                             Stewart 17 - 23                     Kerbo 90 - 122, Harper 
Strategy: Violence and Non-violence
Week 4 Sept. 17, 19             T: Mao 8-22, 58-71               TH: Only the news
Social Theory: Social Structure and Social Movements
Week 5 Sept. 24, 26             T: Harper 12 - 75   TH: Harper 125 - 193
Week 6 Oct. 1, 3                   T: Pepper 13 - 36   TH: Harper 194 - 259 
Strategy: The Global Environmental Movement
Week 7*2 Oct. 8, 10             T: McCormick 1 - 87            TH: McCormick 88-124
Week 8*1 Oct. 15, 17           T: McCormick 125-205 
Social Theory: North and South: Alternative Models of 
                                                                                                                          TH: (Oct. 17) Korten 1 
- 31         
Week 9 Oct. 22, 24               T: Korten 33 - 90   TH: Korten 91 - 132
Week 10 Oct. 29, 31             T: Korten 133 - 184              TH: Korten 185 - 216 
Social Theory: Cultural Issues
Week 11 Nov. 5, 7                T: Harris 55-76; 1-32            TH: Harris 35 - 152
Week 12 Nov 12, 14             T: Harris 155- 266 TH: Geertz 142-169,             
                                                                                                                                                Whorf 152-
Strategy: Community Organizing
Week 13*3 Nov. 19, 21        T: Miller 568 - 587                TH: Pepper 215 - 
Week 14*1 Nov 26 only       T: Boyte 1 - 61                      TH: Thanksgiving
Week 15 Dec. 3, 5                T: Boyte 63 - 126  TH: Boyte 127 - 
Week 16*4 Dec. 10, 12        T: Group Meetings                TH: Group 
Finals Week*5       Final due in instructors office at the end of exam 


*1) Journal of Clippings and Reactions Due 9/12, 10/17,11/26 20%

At least five times a week, read a newspaper (or alternative periodical) and cut out (or xerox) a news article (as opposed to an op/ed piece) dealing with a social movement. In a spiral-bound notebook, place the article on the left hand page, and on the facing page write a brief reaction informed by the readings and discussions in the course. Articles can deal with anything from Supreme Court decisions on abortion to armed insurrections in Eastern Europe, but they should reflect a variety of ideological perspectives. Your journal will be evaluated on the increasing sophistication of your commentaries.

*2) Social Theory and Ideology Due Wed. 10/9 20%

Approximately 5 page paper, topic to be announced.

*3) International and Cultural Issues Due Wed 11/20 20% Approximately 5 page paper, topic to be announced.

*4) Demographics and Social Movements (group project) Due 12/12 20%

One important way in which the U.S. is changing is in the distribution of our population. Your task for this group project is to determine how changes in U.S. population distribution are likely to affect a social movement of your choosing. We will provide you with state by state data on a set of demographic variables such as population change, past voting behavior, and median income. Your task is to a) find state by state quantitative data about a social movement of your own choosing, b) analyze your data in terms of the demographic data we provide, c) build a case supported by data on the ways in which changes in U.S. population distribution are likely to affect the social movement, and d) present your findings to the class. Whenever possible, make recommendations for action on the basis of your analysis. The best tools for this task are the Atlas Mapmaker, StatView II, and Wingz software packages available in SISCCAL. SISCCAL tutors and the instructors will help you learn how to use these tools to analyze your data. The projects will be evaluated on the basis of the quality of the data you find, the quality of your analysis, and the sophistication of your case and recommendations.

*5) Take home final on social movements and informed action. 20%

Based on what you've learned in the course, develop a plan of action in support of a social movement of your choosing. Specific details of the assignment to be announced.

Required Texts (in order of use):

Manes, Christopher. Green Rage: Radical Environmentalism and the Unmaking of Civilization. Boston: Little, Brown & Co., 1990.

Newell, William and Christopher Wolfe. Social Movements Reader. Oxford, OH: Oxford Copy Shop, 1991.

Harper, Charles L. Exploring Social Change. Englewood Cliffs, NJ: Prentice- Hall, 1989.

Tse-tung, Mao. Chairman Mao Tse-tung on People's War. Peking: China Books, 1967.

McCormick, John. Reclaiming Paradise: The Global Environmental Movement. Bloomington, IN: Indiana University Press, 1989.

Korten, David C. Getting to the 21st Century: Voluntary Action and the Global Agenda. West Hartford, CT: Kumarian Press, 1990.

Harris, Marvin. Cows, Pigs, Wars, & Witches. New York, Random House, 1974.

Boyte, Harry C. Commonwealth: A Return to Citizen Politics. New York: Free Press, 1989.


1. "Editor's Introduction" to Ch. 1 "General Perspectives: Radical, Liberal, Conservative" from David M. Gordon, Problems in Political Economy: An Urban Perspective (Lexington, MA: D.C. Heath, 1971), pp. 1-12.

2. James Weaver & Kenneth Jameson, Economic Development: Competing Paradigms (Lanham, MD: University Press of America, 1981), pp. 7- 10, 79- 82.

3. Ch. 2 "A Typology of Political Argument" from Stewart, Charles, Craig Smith, and Robert E. Denton, Jr. Persuasion and Social Movements (Prospect Heights, IL: Waveland Press, 1984), pp. 17-36.

4. Ch. 3 "The Duality of Social Life: Order and Conflict" from Eitzen, D. Stanley, In Conflict and Order: Understanding Society 4th ed. (Boston: Allyn & Bacon, 1988), pp. 45-55.

5. "Competing Paradigms in the Study of Social Stratification" from Kerbo, Harold R., Social Stratification and Inequality: Class Conflict in Historical and Comparative Perspective 2nd ed. (New York, McGraw Hill, 1991), pp. 90-123.

6. Ch. 1 "Modern Environmentalism" from Pepper, David, The Roots of Modern Environmentalism (Dover, NH: Croom Helm, 1984), pp. 13-36.

7. "The Major Principles of Cultural Materialism" from Harris, Marvin, Cultural Materialism: The Struggle for a Science of Culture (New York: Random House/Vintage: 1980), pp. 55-76.

8. Ch. 6 "Ritual and Social Change: A Javanese Example" from Geertz, Clifford, The Interpretation of Cultures (New York: Basic Books/Harper Colophon Books, 1973), pp. 142-169.

9. Ch.10. Benjamin Lee Whorf, "The Relation of Habitual Thought and Behavior to Language" from Bohannan, Paul and Mark Galzer (eds.), High Points in Anthropology (New York: Alfred A. Knopf, 1973), pp. 152- 173.

10. Ch. 22 "Economics and Environment" from Miller, G. Tyler, Jr., Living in the Environment (Belmont, CA: Wadsworth Pub. Co., 1990), pp. 568- 587.

11. Ch. 8 "Is Education the 'Greatest Resource'?" from Pepper, pp. 215- 225.

Abbreviated Syllabus for the English Course: Ecology and Environment in Native American Literature


ENG 495E: Capstone in Literature
Ecology and Environment in Native American Literature
Fall 2004

Professor                  Dr. Kelli Lyon Johnson
                                  217 Rentschler Hall; 785-3036 (VM)

Office Hours            TR 1:45-2:30

Course Web Site

Required Texts

Louise Erdrich, Books and Islands in Ojibwe Country
Louise Erdrich, Tracks

Linda Hogan, The Woman Who Watches Over the World
Linda Hogan, Mean Spirit
Linda Hogan, Solar Storms

Thomas King, Green Grass, Running Water

Winona LaDuke, All Our Relations: Native Struggles for Land and Life

N. Scott Momaday, The Way to Rainy Mountain

Leslie Marmon Silko, Ceremony

Donald A. Grinde and Bruce E. Johansen, Ecocide of Native America: Environmental Destruction of Indian Lands and Peoples

Ward Churchill, Struggle for the Land: Native North American Resistance to Genocide, Ecocide, and Colonization

Electronic Reserve Readings:

Ramona Bennett, "The Puyallup Tribe Rose from the Ashes"
Linda Hogan, Dwellings (excerpts)
Sarah James, "We Are the Caribou People"
selected poems by Simon Ortiz
Elaine Salinas, "Still Grieving over the Loss of the Land"
Leslie Marmon Silko, "The People and the Land ARE Inseparable" and "Interior and Exterior Landscapes"

Course Description

From the Miami Bulletin:  Capstone in Literature. Intensive study, including reading and independent research. Specific course requirements vary according to instructor and topic, but all Capstones include extensive reading, writing, and discussion. Students read and think as informed readers and respond to issues or problems in an analytic and creative manner. Capstones in literature are selected annually from proposals submitted by faculty. Prerequisite: completion of all survey courses, completion of at least two of the distribution requirements (sub-requirements 3-5), and senior standing.
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Ecology and Environment in Native American Literature focuses on the interconnections among landscape, environment, and culture as they appear in Native American writings. You will independently and collaboratively contextualize course readings with research on relevant government policies, treaties, and practices in particular places at particular moments in U.S. history. Interdisciplinary in approach, this course draws together literature, environmental writings, science, sociology, cultural studies, and history, allowing students to understand, and perhaps participate in, the nation’s evolving environmental policies.

This seminar will fulfill the University’s vision for the Capstone Experience. You will, from the beginning of course, determine its direction in their assignments both inside and outside the classroom. In addition to choosing your own group projects, you will also frequently lead class discussions by writing discussion questions and reading you’re your weekly short writings. As active learners, you will be responsible for integrating liberal learning and specialized knowledge you have accumulated during the course of your education. Moreover, although many capstone courses are precursors to action, this course requires some action—at the local level in the form of the group project, and in a more global sense in their collaborative letter. This approach will allow you to engage with other learners, even beyond Miami University.

You will write two traditional literary analyses of the course novel(s) of your choice. The second literary analysis will require you to make connections across geographical, cultural, and historical boundaries in synthesizing two or more course texts. You will collaborate in groups to produce two additional pieces of work: 1) a collaborative letter to an agency, which you must identify and research, in which you argue your stance on an environmental topic relevant to Native America today; and 2) a group project, to be determined by each group, on a topic of the group’s choosing—perhaps a web page on water rights and the Diné (Navajo), a multimedia presentation on the cultural effects of environmental change, a group analysis of the role of the land in ceremonies and spiritual practices among a particular people, a draft of legislation on an environmental topic, or some other appropriate project. You will present the final project during the last week of classes, and your final projects are due at our appointed exam time during the week of Final Exams. For the remainder of your course grade, you will be graded on weekly short writings on the texts. Active and positive class participation in this discussion-based course is also expected and required. A part of your participation grade will also emerge out of a semester-long class project in which you articulate your own environmental policy sensitive to cultural and ecological diversity in the United States.




Syllabus for the Course: Race, Class, and Gender in Classical Antiquity



Prof. Vanessa Gorman


This course is designed to expose the graduate student to crucial modern discussions concerning race, class, and gender in classical antiquity. It is also designed to help students learn to evaluate evidence and analysis arguments to see if the evidence presented leads to the conclusions reached. I do not assume any prior knowledge of Classical Greece or Rome, but the more you know going in, the better you will be able to assimilate the material you will be reading. I will be giving short, synopsis histories of both periods, along with a basic timeline of events.

Each student will be expected to read and report on individual and group assignments. I am aiming for each student to report on 2 individual books and 2 individual article "bundles" (2-3 select articles). Four people must lead the discussion on required books (Snowden, Blundell, Dixon, and Loraux), which assignment counts as an article bundle. In general, for report and discussion a minimum of 30 minutes will be allotted per book and 15 minutes per article. Time will vary according to the number of students in the class, but once time allotments are made they will be strictly enforced so that other people are not short-changed. The number of assignments may be cut if enrollment is high, but it will not be increased.

Each student must also write up in the form of a book review the report from any one of his/her individual assignments excepting required reading and the shorter article bundles (5-10 pages, double-spaced). This review will be due at the latest by Wednesday of finals week, although it may be turned in at any time before that date and early submissions (anything turned in by week 13) will be offered a chance to rewrite.

Students are also expected to attend all classes and take part in class discussion, particularly in regard to the required reading, but also in the form of asking questions and discussing the feasibility of information in the reports.

Students will be graded approximately as follows:

15% x 4 = 60% Oral Reports

20% Paper

20% Class Participation and Attendance



Required Reading

Reserve Reading

All of the required books are on reserve at the library. Also, the following are also on reserve for everyone's use in Week 9:

I expect that you will obtain all other necessary books from the library. Check for them immediately, and recall them expeditiously. If you have difficulty getting them, talk to me at the soonest moment. Of course you are always free to obtain them from a bookstore (I recommend the two Borders in Omaha or Barnes and Noble in Lincoln) but you certainly don't need to. Interlibrary loan is another possibility, if performed quickly. If you do not secure your book at least a week before your report is due, you are not pursuing this course seriously and the excuse will be met with a loss of goodwill and a much more difficult assignment.


Reading Schedule

Week 1 (1/13): Introduction; Assignments; Introduction to Greek History [Gorman]

Week 2 (1/20)

Week 3 (1/27)

Week 4 (2/3)

Week 5 (2/10): NO CLASS

Week 6 (2/19)

Week 7 (2/24)


Week 8 (3/3)

Week 9 (3/10)

Week 10 (3/17)

Week 11 (3/24) SPRING BREAK

Week 12 (3/31)

Week 13 (4/7)

Week 14 (4/14)

Week 15 (4/21)

Week 16 (4/28)


RateMyProfessors Remarks


Andrea Beck
Department: English


·         She is very liberal and tries to impose her views on her students.

·         Definitely a feminist that doesn't understand anyone else's views. She is very judgmental and grades on based on her liking for you.



Laura Mandell
Department: English


·         if you want feminist ideology, take her. if U want literature, avoid



Matthew Gordon
Department: History


·         The living, breathing, embodiment of what's wrong with Middle East historians. Forgives Arabs for every act of savagery, and refuses to grant Israel any act of defense. A fraud and a fool.

·         He seems like Rush Limbaugh's parody of an empty-headed Liberal professor! It's true--the guy makes you want to vote for Bush!

·         So liberal and arrogant that he makes you want to become a Republican just to disagree with him. He blames everything on the "West," but makes it seem that Arabs can do no wrong. He WILL let you disagree, but makes you feel stupid for it.

·         An utter hypocrite--constantly attacks the "West", but he wouldn't survive five minutes in an Arab society.

·         Jews evil, Arabs good, America bad, blah blah blah.

·         Just another liberal prof who knows nothing about the real world.

·         …Seriously needs to check his flawed politics at the classroom door.



Jeffrey Kimball
Department: History


Clyde Brown
Department: Political Science


·         Very depressing, politically slanted, tests have ambigious questions, much like an aged, depressed version of Michael Moore



Shelia Croucher
Department: Political Science


·         …liberal feminist



Chris Kelley
Department: Political Science


·         conservative? don't take the class.

·         if you want a teacher who does not impose his political views on you, dont take his class.

·         He's too liberal for me.



Ann Fuehrer
Department: Psychology


·         This class is easy if you are willing to regurgitate feminist dogma. It did not address the topic of the psychology of women - instead, it addressed standard feminism. I learned nothing about the topic, but a lot about how women are subjugated by society. If you're interested in that, sign up. If not, don't even think about it.


The Miami University Center for Community Engagement


Is dedicated to working with organizations that struggle for “human and racial rights and social justice.”

In 2004, the Center co-sponsored Cincinnati Freedom Summer, which sought to link “design advocacy with social movements addressing homelessness, poverty, and civil rights.” Organizations involved included Cincinnati Black United Front, Cincinnati Progressive Action, and members of the International Socialist Organization.