Liberal Arts (LA) Major: Competency Mapping Document work in team structure. / Team Structures/LAmn. C1 Objective 1



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Liberal Arts (LA) Major:

Competency Mapping Document

C1. Work in team structure. / Team Structures/LAmn.C1
Objective 1: Engage in effective group communication building on Group Dynamics and theories in intercultural communication./ Group Dynamics/LAmn.C1.O1
Lesson 1: Identify key concepts and theories in Group Dynamics. / Concepts of Group Dynamics/LAmn.C1.O1.L1 (CSTU 272-0.6, CCSU 490c-0.6)

Topic 1: Describe effective group dynamics/ / Describing Group Dynamics/LAmn.C1.O1.L1.T1

Topic 2: Select 3 key theorists of group dynamics/ Group Dynamics Theorists/LAmn.C1.O1.L1.T2 and compare the different approaches to group dynamics as a field of research.

Topic 3: Watch The Strawberry Statement, and analyze the Group Dynamics illustrated within the movie /Analyzing Group Dynamics/LAmn.C1.O1.L1.T3

Topic 4_Mastery: Explain key concepts and theories of Group Dynamics and compare/contrast how the theories are illustrated in the three films: 1) Primary, 2) Judgment at Nuremberg, and 3) The Manchurian Candidate (1962)/ Mastery/LAmnC1.O1.L1.TM
Materials:

  • Group Dynamics, Forsyth, Cengage

  • The Strawberry Statement (e-Library)

  • Primary, 1960 (e-Library)

  • Judgment at Nuremberg, 1961 (e-Library)

  • The Manchurian Candidate, 1962 (e-Library)

  • American Cinema of the 1960’s, ed. Barry Keith Grant (Rutgers University Press, 2008)



Lesson 2: Identify key concepts and theories in intercultural communication/ Intercultural Communications/LAmn.C1.O1.L2 (CSTU 324-0.45, CCSU 490c-0.3)

Topic 1: Describe effective intercultural communication/ Effective Intercultural Communication/LAmn.C1.O1.L2.T1

Topic 2: Explore theories of intercultural communication and demonstrate how the movie, In the Heat of the Night illustrates and depicts the theories/ Intercultural Communication Theories/ LAmn.C1.O1.L2.T2

Topic 3_Mastery: Explain key concepts and theories in intercultural communication and demonstrate how the concepts and theories can be seen in your daily interactions (from life in your home, neighborhood, among relatives, work place, restaurants, school, etc), making recommendations for improvement in all spaces and scenarios/Mastery/ LAmn.C1.O1.L2.TM
Materials:

  • Intercultural Communication: A Reader, by Larry Samovar

  • In the Heat of the Night, 1967 (e-Library)

  • American Cinema of the 1960’s, ed. Barry Keith Grant (Rutgers University Press, 2008)


Lesson 3: Engage in intelligent, rational discussion about contemporary issues concerning immigration and distribution of wealth/ Discussing Contemporary Issues/ LAmn.C1.O1.L3 (CSTU 324-0.45, CCSU 490c-0.3, ENGL 306w-0.3)

Topic 1: Discuss the importance of verbal and non-verbal communication modes and apply to 2 different cultural groups such as Palestine and Israel/Verbal and Non-Verbal Communication/LAmn.C1.O1.L3.T1

Topic 2: Compare/Contrast verbal and non-verbal communication modes and assess Dr. Strangelove/ Analyzing Non-Verbal Communication/ LAmn.C1.O1.L3.T2

Topic 3: Formulate an argument about the contemporary issues of immigration and/or distribution of wealth, using supporting sources and citations/ Contemporary Issue Argument/ LAmn.C1.O1.L3.T3

Topic 4_Mastery: Create a visual presentation regarding the contemporary status of immigration and/or distribution of wealth in your community using sources and proposing suggestions for legislators/Mastery/ LAmn.C1.O1.L3.TM
Materials:

  • Intercultural Communication: A Reader, by Larry Samovar

  • Where We Stand: Class Matters, by bell hooks

  • Dr. Strangelove, 1964 (e-Library)



C2. Communicate with diverse populations. /Diverse Communications/LAmn.C2
Objective 1: Demonstrate the difference between analysis, interpretation, and evaluation/ Analysis, Interpretation & Evaluation/LAmn.C2.O1
Lesson 1: Identify key concepts and theories in Social Conflict using analysis, interpretation, and evaluation/ Social Conflict Concepts/LAmn.C2.O1.L1 (CSTU 272-0.6, SOCI 314-0.45, ENGL 306w-0.45)

Topic 1: Discuss how Marxism identifies social evolution as the result of class conflict/ Social Conflict Theory/ Social Conflict Theory/LAmn.C2.O1.L1.T1

Topic 2: Using Marxism as a lens, describe the intersection of the social conflict theory to the issue of homelessness in America/ Social Conflict and Homelessness/ LAmn.C2.O1.L1.T2

Topic 3: Summarize Savage Inequalities, by Jonathan Kozol, and draw connections between Marxism and Social Conflict theory/ Social Conflict and Education/ LAmn.C2.O1.L1.T3

Topic 4: Compare/contrast Veblen’s Theory of the Leisure Class with Kozol’s Savage Inequalities, touching on Marxism and Social Conflict theory/ Social Inequality in Education/ LAmn.C2.O1.L1.T4

Topic 5: Assess immigration and relate to social conflict theory, Marxism, and class conflict through a written argument/Social Conflict and Immigration/ LAmn.C2.O1.L1.T5

Topic 6_Mastery: Analyze the theory of Social Conflict, and then use it to interpret and evaluate the arguments presented in Nickel and Dimed: On (Not) Getting By in America and Where we Stand: Class Matters, using the lens of Social Conflict/Mastery /Mastery/LAmn.C2.O1.L1.TM
Materials:

  • Social Conflict: Escalation, Stalemate, and Settlement, Pruitt Rubin Kim, McGraw Hill

  • where we stand: class matters, by bell hooks (ebrary)

  • Nickel and Dimed: On (Not) Getting By in America, by Barbara Ehrenreich

  • Savage Inequalities, by Jonathan Kozol

  • LearnOutLoud.com—Kozol clips

  • Veblen, from Theory of the Leisure Class (ebrary)

  • Essay about how social class informs education model (DCI 701)

  • Understanding Social Inequality (myilibrary)



Lesson 2: Demonstrate understanding of rhetorical strategies using analysis, interpretation, and evaluation/Rhetorical Strategies /LAmn.C2.O1.L2 (CSTU 272-0.6, ENGL 306w-0.45)

Topic 1: Apply theories of social conflict in mainstream media messages, and explain their implications for the target audience/Social Conflict in Media/LAmn.C2.O1.L2.T1

Topic 2: Watch a news program of your choice, analyzing and interpreting the usage of rhetorical strategies/ Rhetorical Strategies in News/ LAmn.C2.O1.L2.T2

Topic 3: Analyze and evaluate the rhetorical strategies used in a published argument about culture, recommending where strategies could be strengthened/ Analyzing Rhetorical Strategies/LAmn.C2.O1.L2.T3

Topic 4_Mastery: Construct an argument analyzing and evaluating the media messages contained within a magazine of your choice, with a focus on rhetorical strategies, forming an overall interpretation of the magazine’s mission, biases, insights, and shortcomings/Mastery/ LAmn.C2.O1.L2.TM

Materials:

  • Readings about media/technology’s effect on identity and human nature

  • Readings from ENG 305w regarding Rhetorical Strategies

  • Readings regarding media’s usage of Rhetorical Strategies



Lesson 3: Define major terms and concepts related to intercultural communication/ Communication Concepts/LAmn.C2.O1.L3 (CSTU 272-0.6, CSTU 324-0.6, CCSU 490c-0.6)

Topic 1: Compare and contrast the DAD, CFT, and MPT theories of intercultural communication, and their implications for how different cultures encode their messages using media as the communication mode/ Encoded Cultural Messages/LAmn.C2.O1.L3.T1

Topic 2: Using a local or recent political example describe how a community has managed (or failed to effectively manage) social conflict, and highlight the strategies used, analyzing the strategies’ effectiveness/ Managing Social Conflict/ LAmn.C2.O1.L3.T2

Topic 3: Select two media modes aimed at different specific social groups (for example, Cosmo and Jet magazines), and compare the use of encoded messaging used in both/ Contrasting Encoded Messages/LAmn.C2.O1.L3.T3

Topic 4: Compare/contrast intercultural communication found within movies depicting different cultures, Easy Rider and To Kill a Mockingbird/ Intercultural Communications in Films/ LAmn.C2.O1.L3.T4

Topic 5_Mastery: Create a digital presentation, prescribing a remedy for a contemporary social issue in your community that involves challenges with intercultural communication, illustrating how theories of intercultural communication can be used to gain better understanding among the groups/Mastery/ LAmn.C2.O1.L3.TM

Materials:

  • Intercultural Communication: A Reader, by Larry Samovar

  • Contemporary media on conflicts

  • Easy Rider (film)

  • To Kill a Mockingbird (film)

C3. /Solve complex problems/Solve Complex Problems/LAmn.C3

Objective 1: Demonstrate knowledge of relationships between knowledge, power, morality, ethics, and law/ Knowledge of Philosophical Concepts/LAmn.C3.O1
Lesson 1: Define knowledge, power, morality, ethics, and law/ Philosophical Concepts/LAmn.C3.O1.L1 (PHIL 106-0.6, CCSU 490c-0.6)

Topic 1: Define and differentiate the concepts of knowledge, power, morality, ethics, and law/ Defining Philosophical Concepts/LAmn.C3.O1.L1.T1

Topic 2: Using two of the attributes above, explain their implications for Plato’s The Republic/ Plato’s Republic/ LAmn.C3.O1.L1.T2

Topic 3: Compare/contrast Socialism, Communism, and Democracy, focusing on the concepts of knowledge, power, morality, ethics, and law/Political Philosophy/ LAmn.C3.O1.L1.T3

Topic 4: Analyze the illustration of knowledge, power, morality, ethics, and law in one of the following films: Touch of Evil (1958), On the Beach (1959), Logan’s Run (1967), or 2001: A Space Odyssey (1968)/Philosophical Concepts in Film/ LAmn.C3.O1.L1.T4

Topic 5: Compare/contrast how knowledge, power, morality, ethics, and law are handled/illustrated in two of the following films: Touch of Evil (1958), On the Beach (1959), Logan’s Run (1967), or 2001: A Space Odyssey (1968)/ Evaluating Philosophical Concepts/ LAmn.C3.O1.L1.T5

Topic 6_Mastery: Develop your own vision of a utopia, addressing concepts of knowledge, power, morality, ethics, and law. Present the utopia digitally/Mastery/ LAmn.C3.O1.L1.TM
Materials:

  • Readings on knowledge, power, morality, ethics, and law

  • The Republic, Plato

  • Readings on Socialism, Communism, and Democracy

  • Touch of Evil (1958), e-Library

  • On the Beach (1959), e-Library

  • 2001: A Space Odyssey (1968)

  • Logan’s Run (1967)



Lesson 2: Answer for Socrates, Kant, and Beauvoir: “Why be moral?” Why be ethical? Why follow the law? What counts as moral education? / Ethics and Morality/LAmn.C3.O1.L2 (PHIL 106-0.6, SOCI 314-0.45)

Topic 1: Interpret Socrates’s opinions about, “Why be moral?” Why be ethical? Why follow the law? What counts as moral education?” / Socrates’s Stance/LAmn.C3.O1.L2.T1

Topic 2: Interpret Kant’s opinions about, “Why be moral?” Why be ethical? Why follow the law? What counts as moral education?” / Kant’s Stance/ LAmn.C3.O1.L2.T2

Topic 3: Interpret Beauvoir’s opinions about, “Why be moral?” Why be ethical? Why follow the law? What counts as moral education?” / Beauvoir’s Stance/ LAmn.C3.O1.L2.T3

Topic 4: Prepare an essay on behalf of Socrates, Kant, or Beauvoir identifying a bad argument in contemporary politics. / Problematic Arguments/ LAmn.C3.O1.L2.T4

Topic 5_Mastery: Compare/contrast two of the scholars (Socrates, Kant, and Beauvoir) views about morality, ethics, laws, and education, and determine and differentiate your own stance on the four concepts./Mastery/ LAmn.C3.O1.L2.TM


Materials:

  • Plato’s Republic

  • Kant, Grounding for the Metaphysics of Morals

  • Beauvoir, The Ethics of Ambiguity

  • Crito—dialogue about justice/injustice with Plato and Socrates

  • The Apology, Plato (Plato’s version of a speech given by Socrates in his defense of corrupting the young

  • More readings about Socrates, Kant, Plato, and Beauvoir

  • Readings on moral education

  • Chapters from Sociology of Education: A Critical Reader, Alan R. Sadovnik (Editor) Routledge

  • Weber, “The ‘Rationalization’ of Education and Training” (anthologized in McGraw-Hill The Structure of Schooling)



Lesson 3: Discuss human obligation (if any) to non-human animals and things/ Human Obligations/LAmn.C3.O1.L3 (PHIL 106-0.45)

Topic 1: Discuss the idea of human obligation to non-human animals and things within a context of economic utopia/ Economic Utopia/LAmn.C3.O1.L3.T1

Topic 2: Illustrate the concepts of knowledge, power, morality, ethics, law, and human obligation as they are presented in Ilya Ehrenburg’s novel, Life of the Automobile./Life of an Automobile/ LAmn.C3.O1.L3.T2

Topic 3: Research the manufacturing process of a popular product, such as Apple products, and outline any points of conflict for moral or ethical obligations. Conversely, discuss any points of resolution for moral or ethical obligations to society/ Ethics in Manufacturing/ LAmn.C3.O1.L3.T3

Topic 4_Mastery: Create a visual presentation detailing the birth and life span of a technological product (anything from a car to a computer) discussing ethics and human obligation, as well as power, knowledge, and morality./Mastery/ LAmn.C3.O1.L3.TM
Materials:

  • Readings about human obligation to non-human animals and things

  • Euthyphro—son who comes to lay manslaughter charges against his father for allowing one of his workers to die from elements.

  • Ilya Ehrenburg, Life of the Automobile (Trans. Joachim Neugrschel) Serpents Tail Press


C4. Analyze complicated materials / Analyze Complicated Materials/LAmj.C4

Objective 1: Analyze, interpret, and evaluate objects and theories across broad contexts/ Interpreting Across Contexts/LAmj.C4.O1

Lesson 1: Analyze paintings and literature/Analyzing the Arts/LAmj.C4.O1.L1 (ARHI 143-0.6, ENGL 254-0.3, CCSU 351w-0.75)

Topic 1: Apply theories of meaning making found in one of paintings/ Analyzing A Painting/LAmj.C4.O1.L1.T1

Topic 2: Compare/contrast two or more works by same artist/Comparing Visual Art/ LAmj.C4.O1.L1.T2

Topic 3: Art and Literature: Combine visual art with thematically connected world literature—Analyze how both works of art handle similar theme/topic, making an argument about the connection/ Art and Literature/ LAmj.C4.O1.L1.T3

Topic 4_Mastery: Analyze a collection of work from a single visual artist,

illustrating how the collection shows the particular artist’s evolution, interpreting meaning, intention, and purpose/Mastery/ LAmj.C4.O1.L1.TM


Materials:

  • Art History Text

  • Readings on how to analyze/make meaning in paintings

  • Suggestions for connecting literature and art



Lesson 2: Analyze literature/ Analyzing Literature/LAmj.C4.O1.L2 (ENGL 254-0.3, ARHI 143-0.6, CCSU 351w-0.75)

Topic 1: Complete a literary analysis of Don Quixote/ Analyzing Don Quixote/LAmj.C4.O1.L2.T1

Topic 2: Complete a literary analysis of Taming of the Shrew/ Analyzing Shakespeare/ LAmj.C4.O1.L2.T2

Topic 3: Compare/contrast representations of chivalry in Where are you Going, Where Have you Been, Don Quixote and Taming of the Shrew, differentiating use of literary elements/ Comparing Literature/ LAmj.C4.O1.L2.T3

Topic 4: Make connections between specific Renaissance artwork and Don Quixote, Taming of the Shrew, and Where are you Going, Where have you Been, explaining the rationale for your choices/ Connecting Art & Lit/ LAmj.C4.O1.L2.T4

Topic 5_Mastery: Create a Web Quest for Don Quixote, Taming of the Shrew, or Where are you Going, Where have you Been, using artwork throughout for visual representation of the literary elements, themes, and related materials/Mastery/LAmj.C4.O1.L2.TM
Materials:

  • Readings about writing a literary analysis

  • Don Quixote, Miguel de Cervantes

  • Taming of the Shrew, Shakespeare

  • Where are you Going, Where have you Been, Joyce Carol Oates

  • Art History Text

  • Renaissance artwork



Lesson 3: Analyze major themes in Marx, Spencer, Durkheim, and Simmel/ Psychological/Political Themes/LAmj.C4.O1.L3 (SOCI 202-0.45, CCSU 251-0.3)

Topic 1: Describe tensions between the individual and society using Durkheim and Simmel in a contemporary context/ Durkheim & Simmel/ LAmj.C4.O1.L3.T1

Topic 2: Compare/contrast Karl Marx and Herbert Spencer’s theories/ Marx & Spencer/LAmj.C4.O1.L3.T2

Topic 3: Demonstrate how Marx, Spencer, Durkheim, and Simmel’s theories can be seen in modern politics. Give specific examples and assessments of efficacy/ Psychology in Politics/LAmj.C4.O1.L3.T3 Topic 4_Mastery: Evaluate and explain the major themes of Marx, Spencer, Durkheim, and Simmel/Mastery/LAmj.C4.O1.L3.TM

Materials:

  • Readings about Marx

  • Readings about Herbert Spencer

  • Readings about Durkheim

  • Readings about Simmel

  • World Politics

  • Masters of Sociological Thought, Lewis Coser, Harcourt

  • Readings in Social Theory, James Fanganis, McGraw Hill


Lesson 4: Evaluate the differences between cognition and perception/ Cognition & Perception/LAmj.C4.O1.L4 (SOCI 321-0.6)

Topic 1: Compare/contrast cognition and perception/ Contrasting Concepts/LAmj.C4.O1.L4.T1

Topic 2: Analyze and discuss Civilization and Its Discontents/ Analyzing Freud/ LAmj.C4.O1.L4.T2

Topic 3: Compare/contrast “The Judgment of Thamus” and Civilization and Its Discontents, discussing cognition and perception as the focus/ Freud & Postman/ LAmj.C4.O1.L4.T3

Topic 4_Mastery: Examine a current political campaign and describe three platforms determine if the positions are based on cognition or perceptions, or both/Mastery/ LAmj.C4.O1.L4.TM
Materials:

  • Social Psychology, Baron and Branscombe, Pearson

  • Civilization and Its Discontents, Sigmund Freud—couple with Thamus

  • “The Judgment of Thamus,” from Technopoly http://csis.pace.edu/~dwyer/Fall2005/CIS101/CourseDocs/Postman.pdf



Lesson 5: Analyze theories of human nature/ Human Nature/LAmj.C4.O1.L5 (RELI 151-0.6, HUMA 383-0.6, HUMA 476-0.3)

Topic 1: Provide an analysis of three theories of human nature using one religious text, one philosophical text, and one political text/ Theories of Human Nature/LAmj.C4.O1.L5.T1

Topic 2: Select two different religions and compare/contrast how elements of human nature are viewed by each religion/ Human Nature & Religion/ LAmj.C4.O1.L5.T2

Topic 3: Analyze how theories of human nature are illustrated in the novel and film, Like Water for Chocolate, discussing differences between film and novel/Human Nature in Lit/ LAmj.C4.O1.L5.T3

Topic 4: Compare/contrast illustration of human nature in Like Water for Chocolate and Miracle in Rome/ Contrasting Texts/ LAmj.C4.O1.L5.T4

Topic 5: Attend a play (high school, church, professional, civic theatre) and discuss the theories of human nature that were touched on in the play/ Human Nature in Theatre/ LAmj.C4.O1.L5.T5

Topic 6_Mastery: Present 10 theories of human nature and discuss everyday implications for your community, family, workplace, and daily life/Mastery/ LAmj.C4.O1.L5.TM
Materials:

  • Ten Theories of Human Nature, Stevenson and Haberman

  • Like Water for Chocolate novel

  • Like Water for Chocolate film

  • Miracle in Rome



Lesson 6: Discuss emerging narrative and ideological components of postwar film and world literature/ Postwar Film and World Lit/LAmj.C4.O1.L6 (HISY 205-0.45, ENGL 254-0.3, HUMA 381-0.45, HUMA 383-0.6)

Topic 1: Compare/contrast the actual and fictional historical time period depicted in Midnight’s Children/ Midnight’s Children/ LAmj.C4.O1.L6.T1

Topic 2: Compare/contrast the actual and fictional historical time period depicted in Mother Courage/ Mother Courage/ LAmj.C4.O1.L6.T2

Topic 3: Discuss Midnight’s Children and Mother Courage as criticisms of repressive governments/ Repressive Governments in Lit/ LAmj.C4.O1.L6.T3

Topic 4: Evaluate Guantanamera’s critique of Cuba’s rule, discussing the historical aspects of the Cuba/US Relations / Guantanamera/ LAmj.C4.O1.L6.T4

Topic 5_Mastery: Using the Stranger, The Third Man, and Kiss Me Deadly, explain emerging narratives and ideological components of postwar film/Mastery/ LAmj.C4.O1.L6.TM
Materials:

  • Timothy Corrigan, A Short Guide to Writing About Film

  • Ellen Schrecker, McCarthyism: Political Repression and the Fear of Communism

  • Midnight’s Children, Rushdie

  • Mother Courage, Brecht

  • Debating U.S.-Cuban Relations: Shall We Play Ball? Jorge I Dominquez, Rafael Hernandez and Lorena B Barberia, Editors

  • Guantanamera (1995)

  • Memories of Underdevelopment

  • “About Memories of Underdevelopment”

  • “Alea: Beyond the Reflection of Reality”

  • The Stranger (1946)

  • The Third Man (1949) (e-Library)

  • Paul Schraeder Notes on Film Noir



Lesson 7: Demonstrate an understanding of Film Noir / Film Noir/LAmj.C4.O1.L7 (HUMA 381-0.6)

Topic 1: Describe Film Noir and distinguish from other film genres / Distinguishing Film Noir /LAmj.C4.O1.L7.T1

Topic 2: Watch an example of a Film Noir and analyze how the film exemplifies the genre/ Exemplifying Film Noir/ LAmj.C4.O1.L7.T2

Topic 3: Compare/contrast The Killers (1946) and Sudden Fear (1952) for adherence to characteristics of film noir, evaluating which movie you find to be a better representation of the genre / Contrasting Film Noir/ LAmj.C4.O1.L7.T3

Topic 4: After reading Dames in the Driver’s Seat, discuss a modern example of a film noir (such as L. A. Confidential, Mulholland Falls, Fight Club, Twilight, Fargo, or Jackie Brown) and the shifts to gender, class, and race / Contemporary Film Noir/ LAmj.C4.O1.L7.T4

Topic 5_Mastery: Create a visual presentation first outlining the genre of film noir, and then introduce five different movies that would be classified as film noir to demonstrate the elements of the genre /Mastery/ LAmj.C4.O1.L7.TM

Materials:

  • Paul Schraeder Notes on Film Noir

  • The Killers (1946)

  • Sudden Fear (1952)

  • The Bicycle Thief (1948)

  • On the Waterfront (1954)

  • Ikiru (1946)

  • High Noon (1952)

  • Jans B. Wager, Dames in the Driver’s Seat



Lesson 8: Demonstrate understanding and knowledge of “Nations at War in the Middle East.” / Middle Eastern Culture/LAmj.C4.O1.L8 (ENGL 254-0.3, HISY 205-0.45, RELI 151-0.45, CCSU 251-0.45)

Topic 1: Discuss the impacts of reform in the construction of a modern Islamic society / Islamic Society/LAmj.C4.O1.L8.T1

Topic 2: Provide an overview of the rise of the Taliban in Afghanistan / Rise of Taliban/ LAmj.C4.O1.L8.T2

Topic 3: Read The Kite Runner, and examine the history underlying the novel / The Kite Runner/ LAmj.C4.O1.L8.T3

Topic 4: Compare/contrast The Kite Runner film and The Message, evaluating the presentation of Islamic culture and ideals in films made 30 years apart, with very different political climates / Islamic Representations/ LAmj.C4.O1.L8.T4

Topic 5_Mastery: Demonstrate an understanding of Islam, including information about religion, politics, art, and literature/ Mastery/ LAmj.C4.O1.L8.TM
Materials:

  • The Message (1977)

  • The Kite Runner, Khaled Hossieni

  • World History since 1945, Daniel Brower, Pearson

  • Pearson Art History text with Islamic art



Lesson 9: Demonstrate understanding and knowledge of the Cold War and its aftermath/ Cold War Aftermath/LAmj.C4.O1.L9 (HISY 205-0.45, CCSU 251-0.45)

Topic 1: Compare and contrast the aftermath of the cold war on the economies of the former Soviet Union, and in the Middle East / Contrasting Economies/LAmj.C4.O1.L9.T1

Topic 2: Describe the effects of the cold war in the subsequent relations between the United States and Russia / US & Russia/ LAmj.C4.O1.L9.T2

Topic 3: Art/literature/movies that represent cold war and aftermath/ Cold War Artwork/ LAmj.C4.O1.L9.T3

Topic 4_Mastery: Compare/contrast art/literature/movies that represent

cold war and aftermath, evaluating the art’s representation of historical



events and biases that come from US relations / Mastery/ LAmj.C4.O1.L9.TM


Materials:

  • World History since 1945, Daniel Brower, Pearson

  • World Politics

  • Cold War art

  • Cold War literature

  • Cold War movies



C5. Write about culture effectively /Write about Culture/LAmj.C5
Objective 1: Write clear summaries, position papers, reports, research papers, and annotated bibliographies/ Types of Writing/LAmj.C5.O1
Lesson 1: Write a summary of a major position in Social Psychology/ Summary of Psychology/LAmj.C5.O1.L1 (SOCI 321-0.6)

Topic 1: Explain and exemplify major theories of social psychology / Psychology Theories/LAmj.C5.O1.L1.T1

Topic 2: Analyze social psychology theories in Geeks / Psychology in Geeks/ LAmj.C5.O1.L1.T2

Topic 3: Compare/contrast Camus’s The Stranger and The Plague, discussing specific theories of Social Psychology / Camus & Psychology/ LAmj.C5.O1.L1.T3

Topic 4_Mastery: Present an annotated bibliography with at least 10 major resources for social psychology / Mastery/ LAmj.C5.O1.L1.TM
Materials:

  • Social Psychology, Baron and Branscombe, Pearson

  • The Plague, Camus

  • The Stranger, Camus Geeks, Jon Katz (e-Library)

  • Chapters 5 and 6 from “Technology Matters: Questions to Live With”

  • Elements of Style (Pearson writing guide equivalent?)



Lesson 2: Write clear analysis of victimization / Analyzing Victimization/ LAmj.C5.O1.L2 (SOCI 340-0.6, HUMA 476-0.3)

Topic 1: Demonstrate understanding of Containment Theory and Social Bond Theory / Victimization Theories/LAmj.C5.O1.L2.T1

Topic 2: Identify how different modes of socialization affect development of criminalization and victimization in one of the following theorists: Hirschi and Gottfredson, Containment Theory, Social Bond Theory / Criminalization & Victimization/ LAmj.C5.O1.L2.T2

Topic 3: Describe major perspectives of contemporary criminology / Contemporary Criminology/ LAmj.C5.O1.L2.T3

Topic 4: Explore the themes of victimization in Madame Bovary/ Madame Bovary/ LAmj.C5.O1.L2.T4

Topic 5: Compare/contrast the theme of victimization in The Inheritance of Loss and Slumdog Millionaire / Contrasting Victimization/ LAmj.C5.O1.L2.T5

Topic 6_Mastery: Exemplify victimization and analyze how society constructs victimization through the media, literature, movies, art, politics, religion, etc. Mastery/ LAmj.C5.O1.L2.TM
Materials:

  • Kiran Desai, The Inheritance of Loss

  • Slumdog Millionaire (film)

  • The Rich Get Richer and the Poor Get Prison, Pearson, Allyn, and Bacon, 8th Edition, 2007, Jeffrey Reiman

  • Criminology/victimization readings

  • Madame Bovary, by Gustave Flaubert

  • Elements of Style (Pearson writing guide equivalent?)


Lesson 3: Write a position paper based on an argument / Writing an Argument/LAmj.C5.O1.L3 (SOCI 340-0.6)

Topic 1: Prepare an outline for an essay on an argument found in Reefer Madness: Sex, Drugs, and Cheap Labor in the American Black Market/ Argument Outline/LAmj.C5.O1.L3.T1 Topic 2: Prepare an annotated bibliography for an essay based on Reefer Madness: Sex, Drugs, and Cheap Labor in the American Black Market/ Annotated Bibliography/LAmj.C5.O1.L3.T2 Topic 3: Write an essay based on Reefer Madness: Sex, Drugs, and Cheap Labor in the American Black Market/ Reefer Madness Essay/LAmj.C5.O1.L3.T3

Topic 4_Mastery: Compare/contrast the arguments of Reefer Madness: Sex, Drugs, and Cheap Labor in the American Black Market and The Rich Get Richer and the Poor Get Prison, arguing your own perspective / Mastery/LAmj.C5.O1.L3.TM
Materials:

  • Reefer Madness: Sex, Drugs, and Cheap Labor in the American Black Market, Houghton Mifflin, 2003

  • The Rich Get Richer and the Poor Get Prison, Pearson, Allyn, and Bacon, 8th Edition, 2007, Jeffrey Reiman

  • Elements of Style (Pearson writing guide equivalent?)

C6. Compose academic essays in various rhetorical styles / Academic Essays/LAmn.C6

Objective 1: Write clear summaries, position papers, reports, research papers, and annotated bibliographies / Types of Academic Writing/LAmn.C6.O1
Lesson 1: Write a summary of a major position in Weber, Veblen, Cooley, and Mead/ Summarizing Positions/LAmn.C6.O1.L1 (SOCI 314-0.6, CCSU 490c-0.6)

Topic 1: Compare Weber and Veblen’s approaches within the context of educational systems/ Weber and Veblen/LAmn.C6.O1.L1.T1

Topic 2: Identify and explain Cooley and Mead’s different frameworks for understanding the ‘Self and the Other’ and the implications for the American education system/ Cooley and Mead/ LAmn.C6.O1.L1.T2

Topic 3: Make connections between Weber, Veblen, Cooley, and Mead and the film, To Sir with Love/ To Sir with Love/ LAmn.C6.O1.L1.T3

Topic 4_Mastery: Drawing on personal experiences as a student (or possibly a parent of a student) summarize your perspective on education, comparing and contrasting it to Weber, Veblen, Cooley, and Mead/ Mastery/ LAmn.C6.O1.L1.TM
Materials:

  • Weber, “The ‘Rationalization’ of Education and Training” (anthologized in McGraw-Hill The Structure of Schooling)

  • Veblen, from Theory of the Leisure Class

  • Chapters from Sociology of Education: A Critical Reader, Alan R. Sadovnik (Editor) Routledge

  • Readings on Cooley

  • Readings on Mead

  • To Sir with Love (1967)


Lesson 2: Write a research proposal and paper in a liberal arts discipline with annotated bibliography/ Research Essays/LAmn.C6.O1.L2 (ENGL 306w-0.6)

Topic 1: Using the principles of writing, select a research topic with your mentor. Construct an outline for the essay / Research Plan/LAmn.C6.O1.L2.T1

Topic 2: Construct an annotated bibliography for your essay/ Research Bibliography/ LAmn.C6.O1.L2.T2

Topic 3: Write a research paper on your topic using appropriate format / Research Paper/ LAmn.C6.O1.L2.T3

Topic 4_Mastery: Create a visual presentation for your essay topic/Mastery/ LAmn.C6.O1.L2.TM
Materials:

  • Pearson Writing Textbook

C7. Demonstrate knowledge of potential and limitations of technology’s advances. /Technological Advancement/LAmj.C7.

Objective 1: Demonstrate understanding of impacts of technology on institutions and humanity/Technology/LAmj.C7.O1

Lesson 1: Demonstrate understanding of impacts of technology on institutions and humanity/ Impact of Technology/LAmj.C7.O1.L1 (ENGL 254-0.3, SOCI 202-0.45, HUMA 476-0.3)

Topic 1: Differentiate the theories of Park, Pareto, Mannheim, and Sorokin / Distinguishing Theories/LAmj.C7.O1.L1.T1

Topic 2: Apply the theories of Park, Pareto, Mannheim, or Sorokin to a recent technological advance/ Applying Theories/ LAmj.C7.O1.L1.T2

Topic 3: Evaluate how technological advances impact an aspect of society, such as access to or distribution of wealth/ Evaluating Technology/ LAmj.C7.O1.L1.T3

Topic 4: Analyze Oryx and Crake in light of Park, Pareto, Mannheim, and Sorokin’s theories / Oryx and Crake/ LAmj.C7.O1.L1.T4

Topic 5_Mastery: Create a short story with technology affecting society/ Mastery/ LAmj.C7.O1.L1.TM

Materials:

  • Oryx and Crake, Margaret Atwood

  • Masters of Sociological Thought, Lewis Coser, Harcourt

  • Readings in Social Theory, James Fanganis, McGraw Hill

  • Links to commentaries on technology’s effects on subjectivity, personal identity, human nature


Lesson 2: Discuss impact of technology on facets of psychology and sociology/ Technology & Social Science/LAmj.C7.O1.L2 (SOCI 202-0.45, SOCI 321-0.6, HUMA 476-0.3)

Topic 1: Describe how technological advances have impacted psychology / Technology & Psychology/LAmj.C7.O1.L2.T1

Topic 2: Analyze how social media has impacted sociology/human nature / Technology & Sociology/ LAmj.C7.O1.L2.T2

Topic 3: Using theories of psychology and sociology, assess the current climate of technology use / Modern Technology Use/ LAmj.C7.O1.L2.T3

Topic 4: Evaluate the commentary on human nature and technology usage in Frankenstein / Technology & Frankenstein/ LAmj.C7.O1.L2.T4

Topic 5_Mastery: Create a comic/story/video of technology gone awry/ Mastery/ LAmj.C7.O1.L2.TM

Materials:

  • Frankenstein, Mary Shelley

  • Links to commentaries on technology’s effects on subjectivity, personal identity, human nature

  • Social Psychology, Baron and Branscombe, Pearson

  • Chapters 5 and 6 from “Technology Matters: Questions to Live With”

  • Masters of Sociological Thought, Lewis Coser, Harcourt

  • Readings in Social Theory, James Fanganis, McGraw Hill



Lesson 3: Discuss the perpetuation of stereotypes through technology/ Stereotypes & Technology/LAmj.C7.O1.L3 (SOCI 321-0.6, HUMA 476-0.3)

Topic 1: Articulate concept of stereotype and stereotype perpetuation / Stereotype Perpetuation/LAmj.C7.O1.L3.T1

Topic 2: Choose two forms of media and discuss how technology has either perpetuated or challenged stereotypes/ Stereotypes in Media/ LAmj.C7.O1.L3.T2

Topic 3: Select a television show of your choice, and analyze all of the stereotypes presented intentionally and unintentionally / Stereotypes in Television/ LAmj.C7.O1.L3.T3

Topic 4_Mastery: Compare/contrast two similar television shows (same genre, same target audience) and the perpetuation of stereotypes/ Mastery/ LAmj.C7.O1.L3.TM

Materials:

  • Links to commentaries on technology’s effects on subjectivity, personal identity, human nature

  • Social Psychology, Baron and Branscombe, Pearson

  • Chapters 5 and 6 from “Technology Matters: Questions to Live With”

  • Masters of Sociological Thought, Lewis Coser, Harcourt

  • Readings in Social Theory, James Fanganis, McGraw Hill



Lesson 4: Discuss possible changes in human nature and ethics due to technology/ Ethics and Technology/LAmj.C7.O1.L4 (HUMA 381-0.45, HUMA 476-0.3)

Topic 1: Choose two films that address how technologies have posed ethical conflicts in post war America and Germany; compare and contrast the messages/ Ethical Conflicts/LAmj.C7.O1.L4.T1

Topic 2: Prepare an argument for whether or not you think technology can influence human nature over time, using specific examples/ Technology Argument/ LAmj.C7.O1.L4.T2

Topic 3_Mastery: Create a visual presentation about an effect of technological development on American life/ Mastery/ LAmj.C7.O1.L4.TM

Materials:

  • Story/Novel about technology and human nature/ethics

  • Movie about post war America and Germany

  • Movie 2 about post war America and Germany

  • Links to commentaries on technology’s effects on subjectivity, personal identity, human nature

  • Social Psychology, Baron and Branscombe, Pearson

  • Chapters 5 and 6 from “Technology Matters: Questions to Live With”

  • Masters of Sociological Thought, Lewis Coser, Harcourt

  • Readings in Social Theory, James Fanganis, McGraw Hill



C8. Practice an examined or self-reflective life /Self-Reflective Life/LAmj.C8
Objective 1: Demonstrate understanding of an examined or self-reflective life/ Understanding Reflection/LAmj.C8.O1

Lesson 1: Discuss a personal statement of the importance of literature, film, and art in understanding human nature/ Illustrations of Human Nature/LAmj.C8.O1.L1 (ARHI 143-0.6, HUMA 476-0.3, ENGL 254-0.3)

Topic 1: Explain the importance of literature in understanding human nature in a personal statement. Select one work to reference in the statement / Human Nature & Lit/LAmj.C8.O1.L1.T1

Topic 2: Select an artist and discuss your views on the presence of human nature in his/her work / Human Nature & Art/ LAmj.C8.O1.L1.T2

Topic 3: Compare/contrast No Exit and Tape in their exploration of human nature and purgatory, then springboard to your own views of life after death and how that might look in literature/ Purgatory in Lit/ LAmj.C8.O1.L1.T3

Topic 4: Analyze the presentation of human nature in The Seventh Seal (1957) / Human Nature & Film/ LAmj.C8.O1.L1.T4

Topic 5_Mastery: Create a short story/poem/video/piece of art about your reflections on life and death and/or understanding of human nature/Mastery/ LAmj.C8.O1.L1.TM
Materials:

  • No Exit, Jean Paul Sartre

  • Tape, Jose Rivera

  • Seventh Seal (1957)

  • Readings about art, film, and literature’s ability to communicate human nature

  • Learning about others through literature/film/art

  • Links to commentaries on technology’s effects on subjectivity, personal identity, human nature


Lesson 2: Discuss a personal statement about film’s impact in understanding culture / Culture Seen in Film/LAmj.C8.O1.L2 (HUMA 381-0.45)
Topic 1: Analyze Gigi and Marty, and compare/contrast postwar culture based on the movies’ representation of it, elaborating on reinforcement and/or discrepancies with your own understanding of postwar culture / Comparing Postwar Culture/ LAmj.C8.O1.L2.T1

Topic 2: Develop a personal statement about film’s impact in understanding postwar culture, including themes of moral ambiguities and contemporary applications/ Illustrations in Film/ LAmj.C8.O1.L2.T2

Topic 3_Mastery: Create a short film explicating some aspect of your life from

responsibilities at work, parental duties, familial obligations, relationship dynamics, etc. /Mastery/ LAmj.C8.O1.L2.TM


Materials:

  • Gigi

  • Marty

  • Learning about culture through postwar cinema

  • Links to commentaries on technology’s effects on subjectivity, personal identity, human nature



Lesson 3: Journal about the meaning of life/ Meaning of Life/LAmj.C8.O1.L3 (ENGL 254-0.3, HUMA 476-0.3)

Topic 1: Examine the play, Oedipus the King, for commentary on the meaning of life/ Meaning of Life & Theatre/LAmj.C8.O1.L3.T1

Topic 2: Using the protagonists from Sula and Orlando create correspondence on their unique perspectives on the meaning of life/ Meaning of Life & Lit/ LAmj.C8.O1.L3.T2

Topic 3: Create an interview with the author of No Exit or King Lear discussing the perspective on the meaning of life held by their protagonist/ Perspectives/ LAmj.C8.O1.L3.T3

Topic 4_Mastery: Create a blog about the meaning of life from your own perspective/Mastery/ LAmj.C8.O1.L3.TM
Materials:

  • Oedipus the King, Sophocles

  • Orlando, Virginia Woolf

  • Sula, Toni Morrison

  • King Lear, Shakespeare

  • Philosophical readings on the meaning of life



Lesson 4: Explore connections between religion and art / Connecting Religion & Art/ LAmj.C8.O1.L4 (ENGL 254-0.3, ARHI 143-0.6, RELI 151-0.6)

Topic 1: Elaborate on the connection between Catholicism, Vatican artwork, and Roman architecture discussing prominent artists and themes/ Catholicism & Art/LAmj.C8.O1.L4.T1

Topic 2: Read The Da Vinci Code, exploring the connections between art and religion / Art & Religion in Lit/ LAmj.C8.O1.L4.T2

Topic 3: Compare/contrast two different religions and their related artwork / Comparing Religious Art/ LAmj.C8.O1.L4.T3

Topic 4: Assess and defend your ideas about the interrelation of art and religion / Making the Case for Art/ LAmj.C8.O1.L4.T4

Topic 5_Mastery: Create a digital presentation describing the connection

between a specific religion and its related art and artists/Mastery/ LAmj.C8.O1.L4.TM


Materials:

  • The Da Vinci Code, Dan Brown

  • Readings about Architecture

  • Pearson Art History text/readings

  • World Religions text/readings


Lesson 5: Explore connections between history and art/literature/ History & the Arts/ LAmj.C8.O1.L5 (ENGL 254-0.3, ARHI 143-0.6, HISY 205-0.45)

Topic 1: Explore connection between the history of Civil Rights Movement and related art and literature / Civil Rights Art & Lit/LAmj.C8.O1.L5.T1

Topic 2: Study beatnik culture and connect to historical events/ Beatnik Art & Lit/ LAmj.C8.O1.L5.T2

Topic 3: Correlate a historical event since WWII with its art and literature / Making the Connection/ LAmj.C8.O1.L5.T3

Topic 4_Mastery: Create a multimedia presentation depicting art/literature

that correlates with a 20th century historical event of your choice/Mastery/ LAmj.C8.O1.L5.TM


Materials:

  • World history since 1945 text/readings

  • Art history since 1400 text

  • Literature selections to correlate with history/art

  • Readings about cultural/historical significance of art and literature


C9. Describe ethical theories/ Ethical Theories/LAmj.C9
Objective 1: Demonstrate understanding of ethical and moral theories/ Ethical & Moral Theories/LAmj.C9.O1
Lesson 1: Use a social theorist to describe “ethics” and “morality” in multiple applications/ Applying Ethics & Morality/LAmj.C9.O1.L1 (SOCI 202-0.45, CCSU 251-0.45, RELI 151-0.45, HUMA 381-0.6)

Topic 1: In a personal reflection, differentiate between ethics and morality, giving tangible, personal examples / Personal Reflections/LAmj.C9.O1.L1.T1

Topic 2: Analyze ethics and morality from both religious and political perspectives / Religious & Political Views/ LAmj.C9.O1.L1.T2

Topic 3: Using specific theorist for support, evaluate the overarching moral and ethical components found in one of the Following postwar films: The Killers, Wages of Fear, and The Seventh Seal / Evaluating Ethics/ LAmj.C9.O1.L1.T3

Topic 4_Mastery: Using the social theorist of your choice, apply their perspectives on ethics and morality to the healthcare system in a country of your choice/ Mastery/ LAmj.C9.O1.L1.TM
Materials:

  • Masters of Sociological Thought, Lewis Coser, Harcourt

  • Readings in Social Theory, James Fanganis, McGraw Hill

  • Seventh Seal (1957)

  • Wages of War (1911)

  • The Killers (1946)

  • Readings on ethics and morality

  • Readings on religious views of ethics and morality

  • Readings on current political issues



Lesson 2: Analyze moral conflicts/ Moral Conflicts/LAmj.C9.O1.L2 (HUMA 383-0.45, SOCI 202-0.45, SOCI 340-0.45)

Topic 1: Provide a critical analysis of moral conflicts in Like Water for Chocolate and Miracle in Rome using the aspects national identity, sexuality, and ethnicity/ Analyzing Moral Conflicts/LAmj.C9.O1.L2.T1

Topic 2: Create a visual argument analyzing the ethical and moral considerations of capital punishment or spanking addressing political, religious, financial, and social aspects of the ethics and morality, and how those ideologies conflict/ Questions of Ethics/ LAmj.C9.O1.L2.T2

Topic 3_Mastery: Using social theory and your personal and/or religious views on ethics and morality, evaluate the recent American economic crisis, addressing bank bail-outs, bankruptcies, foreclosures, and 1% vs. 99% debates / Mastery/ LAmj.C9.O1.L2.TM
Materials:

  • Masters of Sociological Thought, Lewis Coser, Harcourt

  • Readings in Social Theory, James Fanganis, McGraw Hill

  • Like Water for Chocolate (film) (love, family obligations, traditions)

  • Like Water for Chocolate (novel)

  • Miracle in Rome

  • Seventh Seal (1957)

  • Wages of War (1911)

  • The Killers (1946)

  • Readings on ethics and morality

  • Readings on religious views of ethics and morality

  • Readings on current political issues

  • Readings on bail-outs, bankruptcies, foreclosures, 1% vs. 99%

  • Readings about capital punishment and spanking



C10. Apply ethical theories to education/ Ethics in Education/LAmn.C10
Objective 1: Apply understanding of ethical and moral theories/ Applications in Education/LAmn.C10.O1
Lesson 1: Explain the ethical and moral arguments for desegregation/ Ethics of Desegregation/LAmn.C10.O1.L1 (PHIL 106-0.45, CSTU 324-0.45, SOCI 314-0.6)

Topic 1: Construct a dialogue on the relationships between personal identity and moral agency between two of the following that demonstrates their foundational concepts: Kant, Socrates, Hume, and Beauvoir/ Moral Agency/ LAmn.C10.O1.L1.T1

Topic 2: Compare/contrast The Apology with Kant, Hume, or Beauvoir/The Apology/ LAmn.C10.O1.L1.T2

Topic 3: Describe how Jonathan Kozol and bell hooks differ or intersect on the ethical and moral arguments surrounding desegregation? / Comparing Theorists/ LAmn.C10.O1.L1.T3

Topic 4: Illustrate and evaluate the application of moral agency and personal identity in the current educational setting/ Contemporary Education/ LAmn.C10.O1.L1.T4

Topic 5_Mastery: In a letter or presentation to the superintendent/school board/governor/Department of Education, make an argument for how schools can use concepts of moral agency and personal identity for school reform/improvement/Mastery/ LAmn.C10.O1.L1.TM
Materials:

  • Where We Stand: Class Matters, bell hooks

  • Kant, Grounding for the Metaphysics of Morals

  • Beauvoir, The Ethics of Ambiguity

  • The Apology, Plato (Plato’s version of a speech given by Socrates in his defense of corrupting the young

  • Crito—dialogue about justice/injustice with Plato and Socrates

  • Brown v Board of Education

  • Contemporary materials on access

  • Chapters from Sociology of Education: A Critical Reader, Alan R. Sadovnik (Editor) Routledge

  • Weber, “The ‘Rationalization’ of Education and Training” (anthologized in McGraw-Hill The Structure of Schooling)

  • Veblen, from Theory of the Leisure Class


Lesson 2: Explain the ethical and moral arguments for technology in education/ Technology in Education/LAmn.C10.O1.L2 (PHIL 106-0.45, SOCI 314-0.45)

Topic 1: Characterize how technology use has changed education in the last 50 years/ Evolving Technology/LAmn.C10.O1.L2.T1

Topic 2: Analyze some of the moral and ethical arguments made about using technology in education/ Analyzing Technology’s Use/ LAmn.C10.O1.L2.T2

Topic 3: Evaluate the ethical and moral considerations of online learning/ Online Education/ LAmn.C10.O1.L2.T3

Topic 4_Mastery: Prescribe how technology should be used in educational

settings to benefit student learning, addressing ethical and moral considerations/ Mastery/ LAmn.C10.O1.L2.TM


Materials:

  • Readings about using technology in education

  • Online cheating/new forms of dishonesty

  • Contemporary materials on access


C11. Formulate and substantiate theses/ Formulate Theses/LAmn.C11
Objective 1: Formulate hypotheses about literary and social theories/ Literary & Social Theories/LAmn.C11.O1
Lesson 1: Formulate hypotheses about literary and social theories/ Literary & Social Hypotheses/LAmn.C11.O1.L1 (PHIL 106-0.45, SOCI 314-0.45)

Topic 1: Compare utilitarianism to deontology/ Comparing Views/LAmn.C11.O1.L1.T1

Topic 2: Identify central arguments in Socrates, Kant, Beauvoir/ Central Arguments/ LAmn.C11.O1.L1.T2

Topic 3: Identify sound and unsound, valid and invalid arguments in ethical theory/ Ethical Theory/ LAmn.C11.O1.L1.T3

Topic 4: Make a coherent argument that one theory of education is more successful than another/ Theories of Education/ LAmn.C11.O1.L1.T4

Topic 5_Mastery: Create a dialogue based on the Socratic method. Dialogue

should demonstrate understanding of what the Socratic method is as well as incorporate the concept of formulating hypotheses into the conversation/Mastery/ LAmn.C11.O1.L1.TM


Materials:

  • Readings on utilitarianism

  • Readings on deontology

  • Readings on and by Socrates/about Socratic method

  • Readings on and by Kant

  • Readings on and by Beauvoir

  • Ethical theory

  • Educational theory

  • Creating hypotheses



Lesson 2: Apply theories of intercultural communication identifying places of success and failure/ Evaluating Communication/LAmn.C11.O1.L2 (CSTU 324-0.6)

Topic 1: In application to a current news story, discuss the contemporary/ significance of three major theories in intercultural communication/ Contemporary Communication/LAmn.C11.O1.L2.T1

Topic 2: Apply a social theory to a problem in intercultural communication, and formulate a hypothesis about how to solve the problem/ Applying Social Theory/ LAmn.C11.O1.L2.T2

Topic 3_Mastery: Formulate theses of major theories about attraction, influence, and aggression/ Mastery/ LAmn.C11.O1.L2.TM

Materials:

  • Larry Samovar Intercultural Communication: A Reader

  • Readings on attraction, influence, and aggression



C12. Formulate and test hypotheses in humanities and social science/ Hypotheses in Humanities/LAmj.C12
Objective 1: Formulate and test hypotheses in humanities and in social science/ Social Theories/LAmj.C12.O1
Lesson 1: Formulate and test hypotheses in humanities and in social science/ Testing Hypotheses/LAmj.C12.O1.L1 (SOCI 321-0.6, ENGL 254-0.3, HISY 205-0.3)

Topic 1: Form and test a hypothesis about achieving happiness/ Achieving Happiness/LAmj.C12.O1.L1.T1

Topic 2: Test Freud’s hypothesis about the death instinct using Oedipus the King/ Freud on Death/ LAmj.C12.O1.L1.T2

Topic 3: Test one hypothesis about a new nation in South Asia using external sources/ Hypotheses about Society/ LAmj.C12.O1.L1.T3

Topic 4_Mastery: Visually present your hypothesis about achieving happiness, and demonstrate your process for testing it and your findings/ Mastery/ LAmj.C12.O1.L1.TM
Materials:

  • Readings on achieving happiness

  • Freud’s death instinct

  • Oedipus the King

  • Readings on nations of South Asia



Lesson 2: Formulate a theory about political events/ Political Theory/LAmj.C12.O1.L2 (CCSU 251-0.45)

Topic 1: Compare/contrast the dominant forms of government found among the different countries involved in the Second World War/ WWII Governments/LAmj.C12.O1.L2.T1

Topic 2: Develop and support a thesis about the role the different forms of government played in WWII/ Influence of Government in WWII/ LAmj.C12.O1.L2.T2

Topic 3: Develop and support a thesis about the politics involved with the end of Western Empires during the Cold War/ Cold War Politics/ LAmj.C12.O1.L2.T3

Topic 4: Select a political conspiracy theory (such as JFK or Lincoln’s assassination or US’s involvement with the bombing of the World Trade Center, and formulate your own theory about the events using evidence/ Conspiracy Theories/ LAmj.C12.O1.L2.T4

Topic 5_Mastery: Visually present your political conspiracy theory and supporting evidence/Mastery/ LAmj.C12.O1.L2.TM
Materials:

  • Readings on comparable politics

  • Readings on WWII and political forms of government

  • Readings on Cold War

  • Political Conspiracy Theories



C13. Demonstrate knowledge of leadership in the working of organizations. Leadership in Organizations/LAmj.C13
Objective 1: Identify leadership characteristics in diverse contexts/ Leadership Characteristics/LAmj.C13.O1
Lesson 1: Describe diverse types of organizations/ Types of Organizations/LAmj.C13.O1.L1 (SOCI 202-0.3, SOCI 340-0.45, CCSU 251-0.45)

Topic 1: Choose a major corporation and explain its structure using three major sociological theories/ Sociological Theories/LAmj.C13.O1.L1.T1

Topic 2: Identify the traits that made 3 different political leaders effective in their ascent to power, including how these traits would be effective or not in a contemporary political or corporate setting/ Effective Leadership/ LAmj.C13.O1.L1.T2

Topic 3_Mastery: Using your local municipality as an example, describe the

different types of leadership and organizations involved with the assessment

and punishment of a crime (ie, from law establishment, to law breaking, to

law enforcement, to judicial—media’s involvement/organization?/ Mastery/ LAmj.C13.O1.L1.TM


Materials:

  • Comparable Politics readings

  • Organizational structures



Lesson 2: Distinguish between diverse types of organizations/ Distinguishing Organizations/LAmj.C13.O1.L2 (SOCI 202-0.45, SOCI 340-0.45, HUMA 383-0.45)

Topic 1: Compare/contrast a major corporation’s structure with the structure of a branch of the government/ Corporations & Government/LAmj.C13.O1.L2.T1

Topic 2: Describe one African and one Latin American country organizationally; investigate if common weaknesses and strengths are found in geographically and culturally distant countries/ Comparing Governments/ LAmj.C13.O1.L2.T2

Topic 3_Mastery: Compare/contrast The Young and the Damned (aka: The

Forgotten) with Motorcycle Diaries, and compare the leadership paradigms in

the movies, evaluating the effect on the protagonists/ Mastery/ LAmj.C13.O1.L2.TM


Materials:

  • The Young and the Dammed (aka The Forgotten Ones)

  • Motorcycle Diaries

  • Comparable Politics readings

  • Organizational structures



C14. Demonstrate knowledge of the significance of the humanities/ Significance of Humanities/LAmj.C14
Objective 1: Demonstrate contemporary importance of the Humanities/ Contemporary Humanities/LAmj.C14.O1

Lesson 1: Examine theories of subjectivity, personal identity, and human nature in the Humanities/ Theories in Humanities/LAmj.C14.O1.L1 (CCSU 351w-0.75, HUMA 383-0.45, HUMA 476-0.6)

Topic 1: Compare themes of personal identity in King Lear to a theorist such as Maslow or Marx/ Personal Identity/LAmj.C14.O1.L1.T1

Topic 2: Illustrate the concept of subjectivity using Eva Luna/ Subjectivity/ LAmj.C14.O1.L1.T2

Topic 3: Select one of the following: King Lear, Orlando, or Eva Luna to write extensively about subjectivity, personal identity, and human nature as illustrated in the story of your choice/ Comparing Theories/ LAmj.C14.O1.L1.T3

Topic 4: Attend a live performance (musical or theatrical) and explore your own subjectivity, personal identity, and human nature in light of the selected performance/ Applying Theories/ LAmj.C14.O1.L1.T4

Topic 5_Mastery: Identify contemporary applications regarding subjectivity,

personal identity, and human nature theories to current socio-political movements/ Mastery/ LAmj.C14.O1.L1.TM


Materials:

  • Readings on subjectivity

  • Readings on personal identity

  • Readings on human nature

  • Eva Luna, Isabel Allende

  • Ten Theories of Human Nature, Stevenson and Haberman



Lesson 2: Identify and discuss the aesthetic components of films/ Film Aesthetics/LAmj.C14.O1.L2 (CCSU 351w-0.75, HUMA 381-0.45, HUMA 383-0.45)

Topic 1: Analyze Buena Vista Social Club critically using technical film terms and approaches to writing about film/ Analyzing Film/LAmj.C14.O1.L2.T1

Topic 2: Choose two post war films from two different countries and two different wars, and identify any similarities in their aesthetics/ Comparing Aesthetics/ LAmj.C14.O1.L2.T2

Topic 3: Compare/contrast Buena Vista Social Club, Memories of Underdevelopment, and Twelve Chairs for both aesthetics of film and perspectives on life in Cuba/ Cuban Perspectives/ LAmj.C14.O1.L2.T3 Topic 4_Mastery: Write an essay detailing how to discuss and critique films, giving specific examples from multiple films/ Mastery/ LAmj.C14.O1.L2.TM

Materials:

  • Buena Vista Social Club

  • Memories of Underdevelopment

  • Twelve Chairs

  • Debating U.S.-Cuban Relations: Shall We Play Ball? Jorge I Dominquez, Rafael Hernandez and Lorena B Barberia, Editors

  • Readings on Cuba life/government

  • Responding to films in writing


C15. Demonstrate knowledge of the significance of the social sciences/ Significance of Social Science/LAmj.C15
Objective 1: Demonstrate contemporary importance of the social sciences/ Contemporary Social Science/LAmj.C15.O1
Lesson 1: Discuss two effects criminology has had on the both the penal and legal system/ Criminology/LAmj.C15.O1.L1 (HISY 205-0.45, SOCI 340-0.45, RELI 151-0.45)

Topic 1: Document the history of the penal and legal systems in the US/ Penal & Legal History/LAmj.C15.O1.L1.T1

Topic 2: Describe an instance where criminology has had an impact on the treatment of the mentally ill in the penal and legal systems/ Treatment of Mentally Ill/ LAmj.C15.O1.L1.T2

Topic 3: Describe the intersection of advocacy and criminology in the court system on the victim and perpetrator’s experience/ Advocacy & Criminology/ LAmj.C15.O1.L1.T3

Topic 4: Using 5 different world religions, evaluate views on criminology from the 5 different religious standpoints/ Religion & Criminology/ LAmj.C15.O1.L1.T4 Topic 5_Mastery: Evaluate the argument The Rich Get Richer and the Poor Get Prison, focusing on criminology, as well as the penal and legal systems/ Mastery/ LAmj.C15.O1.L1.TM

Materials:

  • World Religions text

  • The Rich Get Richer and the Poor Get Prison

  • Readings on criminology

  • Readings on the legal/penal system

  • Readings on the court system


Lesson 2: Demonstrate knowledge about the importance of recovery in East Revolutions and Asia to economic or social life in the United States/ Inter-relation of Asia & US/ LAmj.C15.O1.L2 (HISY 205-0.45, CCSU 251-0.45, RELI 151-0.45)

Topic 1: Compare/contrast life in Asia from/to US in regard to politics and religion/ Comparing Politics & Religion/LAmj.C15.O1.L2.T1

Topic 2: Discuss the inter-related nature of economic changes in Asia and the United States following revolutionary war in Asia/ Intertwined Economies/ LAmj.C15.O1.L2.T2

Topic 3: Describe how recovery efforts in each population affect the economy of the other/ Recovery Relationships/ LAmj.C15.O1.L2.T3

Topic 4_Mastery: Touching on political and religious differences, evaluate US’s relationship with the various Asian countries, prescribing improvements/ Mastery/ LAmj.C15.O1.L2.TM
Materials:

  • World History since WWII

  • Readings about US and Asian countries

  • World Religions text

  • Comparative Politics Text


C16. Demonstrate effective transfer of competencies to workplace/ Workplace Considerations/LAmn.C16
Objective 1: Demonstrate understanding of application of theory to practice/ Moving Theory to Practice/LAmn.C16.O1
Lesson 1: Create a case study from the workplace and compare to a case study from relevant literature/ Case Studies/LAmn.C16.O1.L1 (ENGL 306w-0.6)

Topic 1: Research case studies using resources available at NAU’s Cline library/ Researching Case Studies/LAmn.C16.O1.L1.T1

Topic 2: Compare and contrast a workplace-related case and a case study from literature/ Comparing Case Studies/ LAmn.C16.O1.L1.T2

Topic 3_Mastery: Complete a case study relevant to your own life—work place, home life, religion, etc /Mastery/ LAmn.C16.O1.L1.TM
Materials:

  • Information about Case Studies


Lesson 2: Identify factors that can positively and negatively influence cross-cultural communication process/ Cross-Cultural Communication/LAmn.C16.O1.L2 (CSTU 272-0.6, CSTU 324-0.45)

Topic 1: Examine a cross-cultural conversation, analyzing factors that led to the success/failure of the conversation/ Evaluating Communication/LAmn.C16.O1.L2.T1

Topic 2: Analyze your exposure to cross-cultural conversations (work, home, community, grocery store, church, school, etc) and evaluate your own efficacy using factors of cross-cultural communication/ Personal Reflections/ LAmn.C16.O1.L2.T2

Topic 3_Mastery: Choose two different cultures and prepare brochures for members of each on a successful cultural exchange between the two/ Mastery/ LAmn.C16.O1.L2.TM

Materials:

  • Intercultural Communication text

  • Readings on Cross-cultural communication


Lesson 3: Demonstrate effective workplace communications/ Effective Communication/LAmn.C16.O1.L3 (ENGL 306w-0.6)

Topic 1: Explain a hypothetical systems change (such as a change to overtime procedures or time off requests) to the employees of two different types of companies/ Workplace Communication/ LAmn.C16.O1.L3.T1 Topic 2: In a cover letter, demonstrate your suitability for 2 positions in your field/ Writing Cover Letters /LAmn.C16.O1.L3.T2 Topic 3: Using your cover letter, argue for your suitability for 2 different positions outside your field/ Expanding Cover Letters/LAmn.C16.O1.L3.T3

Topic 4: Create a resume or CV / Resumes & CVs/ LAmn.C16.O1.L3.T4 Topic 5_Mastery: Craft a resume and cover letter for an actual job currently posted, submitting the job posting with the resume and cover letter/ Mastery/ LAmn.C16.O1.L3.TM

Materials:

  • Business communication models

  • Cover letters

  • Resumes

  • CV’s

  • Memos

  • Job posting/job board information



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