Rapid change is the defining feature of modern life. Whatever the cause, shifts in the locus of economic or political power, technological developments, the results of war or revolution, environmental factors or the emergence of new ideas or values, the consequences of change inevitably produce dislocations in long-established patterns of behavior and belief, often with unpredictable and disturbing results.
This course is designed to explore significant changes undergone by societies during the past two centuries beginning with the Industrial Revolution, but intensifying in our own time under the impetus of global trade and commerce, modern media, accelerating innovations in technology, the clash of ideologies, and the struggles of nations and peoples to contend with the legacy of colonialism.
Closely following what historians have described as “the bloodiest of all centuries,” it is essential for us to assess both the challenges that have confronted us and will confront us. Among the key questions we will consider are: What have we learned which might help prevent further social and environmental destruction? What institutions, programs, and social movements are in place through which an increasingly global citizenry can take positive action? How can individuals develop life-enhancing, sustainable, and realistic visions of the future?
Serving as the final course in the Hutchins School’s four semester lower division sequence, Challenge and Response relies on the academic background and intellectual skills you have developed in the Hutchins program, on your ability to create an effective, increasingly self-guided learning community, and on your willingness to actively engage and reflect on social and environmental issues from both a global and local perspective.
As the culminating activity in the course, each student will be asked to review her/his Portfolio and prepare and present a Final Synthesis essay reflecting critically on her/his intellectual growth over the four semesters of the Hutchins lower division program.
This class can be taken for either a grade or for Credit/No Credit. Grades are based on satisfactory completion of course requirements and the quality and timeliness of your assignments. At mid-term you will be given a grade so you know how you are progressing. I expect you to make a good-faith effort on all assignments and encourage you to strive for the extraordinary; your grade depends on the work you do. If you turn in a paper late, your grade may be adjusted downward.
B Strong performance; above average.
C Satisfactory grasp of course content and adequate performance on writing assignments and in seminar.
D Below average performance – this means that you will receive credit for the course but will not be able to continue into the Upper Division of the Program.
F Inadequate performance – this means that you did not complete the course requirements, will not receive credit for the course, and will not be able to continue into the Upper Division.
Credit/No Credit option
At the end of the semester there are three assessment options:
It is important that you attend all classes punctually and remain throughout. Late arrivals, early or frequent departures, and absences will always impact your status in the program, and more than six absences (seminar or symposium) for any reason may result in you receiving “no credit” for the course. Arriving over ten minutes late and/or leaving early will count as one-third of an absence. Furthermore, using electronic devices during class time (seminar or symposium) is disallowed and will count as an absence. If there are difficulties or concerns, please bring them immediately to the attention of your instructor.
The quality of the seminar is primarily the responsibility of the students. Appropriate participation includes doing the assigned readings and taking notes, coming to class prepared to discuss the material, being respectful of your colleagues’ feelings and ideas, listening carefully at all times, contributing to the dialogue without excessive dominance or pervasive silence, engaging critically with the material and the world around you, having fun and learning to learn. Participation during film screenings is equally crucial. Specifically, this entails paying close attention, taking notes during film screenings, and posting reflections on the Moodle forum. This will allow you to reengage with your thoughts and impressions from the original screening when considering the film later on, either in your writing or in seminar discussion.
Collegial and respectful behavior toward the professor and toward your student peers is vital to the success of each seminar and is required. As students will be leading seminar discussions in this course, it is especially important to show respect to the facilitator and to be a respectful participant in each seminar discussion. The instructor has the right to determine if and when a student is being disruptive and to ask that student to leave the seminar for that day. If the student refuses, it is appropriate to refer the student to campus authorities. Repeated incidents may result in permanent removal from the course.
All assignments must be completed in a timely fashion and be word-processed, double-spaced, with 1-inch margins and borders, and in a standard 12 pt. font (with the exception of daily connection papers). You may be asked to rewrite essays that the instructor feels have not met minimal requirements. You should have in your possession Diana Hacker’s Pocket Style Manual (also available on-line) for reference, as well as the class generated writing criteria for assessing your essays and those of your peers. You are responsible for correct grammar, spelling, punctuation, and formatting in all of your work. All assignments are due at the beginning of class. Late work will affect the final grade.
The writing assignments for this class consist of: 1) Daily Reflection Papers and 2) Essay Drafts. Daily Connection Papers should include your thoughts, your questions, your reflections and your associations (your “connections”) – essentially all ruminations regarding the assigned reading. You should make specific reference to the assigned texts, and include relevant page numbers and quotations. They need to be at least one page in length. You need to have a Daily Connection Paper for each class. These will not be collected, but your professor will check to make sure you’ve brought one to class. You must save these, and include them in your portfolio at the end of the semester.
Essay Drafts should focus on one or more of the course themes and texts. Essays will go through at least two revisions. You may be asked to complete additional drafts if the instructor feels your writing still needs improvement. Essays should be at least 3-4 pages in length. The Final Synthesis Paper should be 5-7 pages. In composing these essays, you need to adhere to the MLA Format and include a Works Cited page. Specific due dates for Essay Drafts are listed below.
In connection with the focus on ecology and environmental issues during the second half of the semester, the course includes water and soil labs, as well as some fieldwork in the campus garden. LIBS 202 has been collaborating with a campus-wide water quality testing project in partnership with the Sonoma County Water Agency.
In 202, students take greater responsibility for their own learning process than in any other lower-division course. In this vein, as the semester ends, each seminar group will create and present a 45-minute symposium that analyzes major social, economic, and environmental issues in relation to California's state and local government. Each seminar group will choose a specific topic to explore, drawing on the issues we have been studying in 202 as they apply to their particular focus, and will propose possible “responses” or “solutions” to problems they identify. Students are free to decide what information to present and how to present this information in their symposium. One possibility is to divide the seminar group into sub-groups that investigate a particular issue or set of issues in relation to the topic. The symposium should be informative, engaging, and thought provoking. Good luck!
You need to collect, in a three-ring binder, all the writing you will do in this course (your notes, response papers, essay drafts, etc.). You will be asked to assess this Portfolio as well as those of the preceding three semesters in your final paper, an intellectual autobiography tracing the development of your thinking in the Lower Division. To prepare for this "intellectual journey" essay, you will be expected to track your thinking each week in a journal you keep. How has the reading affected your thinking? What ideas of yours have changed? What ideas have been strengthened? Have you learned something that suprised, or shocked you. Bring the journal every Monday to class. Two people each week will be asked to share your most recent entry. You should make it a habit of recording entries each Sunday before the beginning of a week of class. At the end of the semester, you will turn in your portfolio with all of your written work for the entire semester.
If you are a student with a disability and you think that you may require accommodations, you must register with the campus office of Disabled Student Services, located in Salazar Hall 1049, phone 664-2677. DSS will provide you with written confirmation of you verified disability and authorize recommended accommodations. This authorization must be presented to your instructor before any accommodations can be made.
Students are expected to be honest in meeting the requirements of courses in which they are enrolled. Cheating or plagiarism is dishonest, undermines the necessary trust upon which relations between students and faculty are based, and is unacceptable conduct. Students who engage in cheating or plagiarism will be subject to academic sanctions, including a lowered or failing grade in a course; and the possibility of an additional administrative sanction, including probation, suspension, or expulsion. www.sonoma.edu/uaffairs/policies/cheatingpolicy.htm
Available at Northlight Books (in the shopping center across from campus on E. Cotati Ave.)
Week 1 Welcome
Mon 1/25 Introduction
Week 2 The Legacy of Colonialism
Mon 2/1 Galeano, Open Veins of Latin America,
Part III (everyone); 59-99; 99-134; Ch. 3, Ch. 5 (to be divided in groups)
Tutorial: Seminar and Writing Criteria
Fri 2/5 Olopade, Bright Continent (read two chaps of: ch 5, 6, 7, 8, 9, and all read ch 10)
Symposium (Schultz 3001/9:45 - 11:50): Film - Amandla (Deb) [First Friday]
Week 3 The Legacy of Capitalism
Mon 2/8 Boo, Behind the Beautiful Forevers (pgs. IX - 98)
Fri 2/12 Hispanic HeritageSymposium (CH 68/10:30 - 12:00): Francisco, "Hemispheric Americans"
Week 4 The Dismal Science
Mon 2/15 Goodwin, Economix, Introduction, Preface, Ch. 1-3
Tutorial: Workshop Essay 1
Fri 2/19 Goodwin, Economix, Ch. 4-8
Week 5 Neoliberalism and its Consequences
Mon 2/22 Friedman, Capitalism and Freedom, Prefaces (all 3), Introduction, Ch. 1-2, 10-11, 13
DUE: Essay 1 Draft
Wed 2/24 Klein, The Shock Doctrine, Introduction, Ch. 2-3
Symposium (CH 68/10:00 - 11:50): Guest Speaker Panel - International Affairs (Deb)
Week 6 Global meltdown
Mon 2/29 Klein, The Shock Doctrine, Conclusion
DUE: Essay 1 Draft 2
Wed 3/2 Bennis, Understanding ISIS and the New Global War on Terror (Read Parts 1, II, III, V, VI, VII)
Symposium (Shultz 3001 / 10-11:50): Film - Why We Fight (Janet) [First Friday]
Week 7 MIDTERM EVALS
Mon 3/7 MIDTERM EVALS
Symposium (CH 68/10:00 - 11:50): Film - Inequality for all (Russ)
Week 8 SPRING BREAK - NO CLASS
Week 9 An Alternative Vision of the Future
Mon 3/21 Korten, Agenda for a New Economy, Ch. 7-13
Wed 3/23 Taylor, Evolution's Edge (Introduction, Part 1: "Collapse - The Dominant Trend")
Tutorial: Brainstorm Essay 2
Symposium (10:30am Schulz 3001): State of the County. Oscar A. Chavez, Ast. Dir, Sonoma County Human Services Dept. (Francisco)
Fri 3/25 Taylor, Evolution's Edge (Evolution's Edge, Part 2: "Transformation - The Emerging Trend")
Symposium (Schultz 3001/10:00 - 11:50): Guest Speaker Panel on Local Initiatives (Cardenas) (Deb)
Week 10 Race & Immigration in the US
Mon 3/28 Coates, Between the World and Me
DUE: Essay 2 Draft (3-4 pages, 2 copies)
Wed 3/39 Holmes & Bourgois, Fresh Fruit, Broken Bodies, Forward, pp. 1-87.
Symposium (TBA): Guest Speaker - Seth Holmes (CH 68/10:00 - 11:50)
Week 11 Promoting Social Change
Mon 4/4 Jones, et al, The Better World Handbook (Preface to pp. 162)
DUE: Essay 2 Draft 2
Wed 4/6 Imarisha, Octavia's Brood (Preface, Introduction, "The Only Lasting Truth", "The River", "Revolution Shuffle", and "The Token Superhero")
Tutorial: Introduce and Brainstorm Research Project
Fri 4/8 Symposium (CH 68/9:00 - 11:50): Creativity workshop - sign-up in class (Russ)
Week 12 We Are What We Eat
Mon 4/11 Imhoff, Food Fight.
Week 13 Reflections on Water Water & Climate Change
Wed 4/20 Field Trip: Wastewater Treatment Plant (Tom's class: 9:30am-12:15pm)
Fri 4/22 Sedlak, Water 4.0 (Ch. 10-13.) Symposium (Schultz 3001): Gaia presentation and Intro to Soil Testing (Deb and Russ) 9am - 11; 11:00 - 12:00 Advising w Donna
Week 14 Making a Difference
Mon 4/25 View Earth 2100 Soil Testing
DUE: Soil testing results and analysis
Wed 4/27 Field Trip: Sonoma County Well Head Francisco, Russ, Tom
Week 15 Hope
Mon 5/2 Solnit, Hope in the Dark (1-12)
DUE: Individual Research Project Reports: a description of your role and the research you're having to do to do it well!
Week 16 Student Symposia
Mon 5/9 Student symposium prep
Wed 5/11 Student Symposium ((Cooperage Room 1/9:00 - 11:50))
My Intellectual Journey Essay due