This class will examine how ordinary Americans respond to times of financial hardship and uncertainty by comparing the Great Depression and the current global economic crisis. Focusing on popular culture, we will investigate the survival strategies, language, and escapes that people use to describe and cope with Âhard times, and how these vary over time for people from difference social backgrounds. Students will learn to interpret documents, conduct interviews, and make historically informed comparisons, as well as read books, watch movies and listen to relevant music. In addition to helping students learn to speak, write and think more critically, and appreciate the diversity of ways people react to economic crises, I hope to introduce students to some of the methods and core concepts that sociologists use for analyzing inequality and culture.
Score: 6.603603 Details | Listing | Web page
We will read three books and selected articles on justice issues. We will examine the empirical similarities and differences of criminal and civil justice. My emphasis is on building arguments by collecting and analyzing empirical data. We will be discussing the huge differences between what the public thinks they know about justice and what they know. Our guide will be the wisdom of Mark Twain, Will Rogers, and Senator Dirksen: ÂIt isnÂt what we donÂt know that gets us in trouble, but what we think we know that is wrong that leads to trouble.Â
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This seminar will focus on three masterpieces of mid-twentieth century African American fiction: Zora Neale HurstonÂs Their Eyes Were Watching God (1937), Richard WrightÂs Native Son (1940), and James BaldwinÂs Go Tell It on the Mountain (1953). We will examine the racial, sexual, and gender contexts in which these writers produced their novels. We will look at the role played by institutions, both literary (e.g. the Federal Writers Project) and social (e.g. the African American church). We will consider the role of regions and communities: HurstonÂs South, WrightÂs Chicago, BaldwinÂs Harlem. We will look at readership and reading practices to understand the audience for these novels. And, first and foremost, we will analyze the novels themselves to understand why they have been judged to be exemplary works.
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What does our language use reflect about us as individuals and as societies? This course will provide the student with a broad introduction to areas of research and investigation within sociolinguistics, incorporating personal reflection on language as a theme for written assignments.
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This course is designed for students who have acquired some oral proficiency from home. It introduces grammar, 900 single characters and 2000 compound words of standard modern Mandarin Chinese, e.g.vernacular Chinese. It emphasizes reading as well as writing. Students will learn to read essays and short stories. They will learn to write notes, letters, and essays. They will also learn to make speeches in public in Chinese. The textbooks that we use are compiled by Beijing Language Institute, Princeton University and Beijing University.
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This introductory Turkish class is open to undergraduate and graduate students. This is the first of a sequence of 3 courses from Fall to Spring. The course presents the essential points of modern Turkish grammar, with special emphasis on the features that differentiate Turkic languages from other language groups. The goal will be to achieve proficiency in using the case endings, vowel harmony, basic verb conjugations, and nominalizations and participles in reading and writing. Through the use of communicative exercises in class, oral proficiency skills should reach the Ânovice high level by the end of the first year.
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This intermediate Turkish class is open to both undergraduate and graduate students who have completed first-year Turkish or the equivalent. Students with some background in Turkish may also qualify with the permission of the instructor. This is the first of a year-long sequence of three courses running from fall to spring. It will stress the features that differentiate Turkic languages from other language groups, and will complete the coverage of Turkish grammar that was begun in the first year, using the same two texts and additional sources as well. Audio materials, recorded selections, and in-class communicative exercises will further sharpen speaking and listening skills. Attention will be given to the areas of interest of individual students, in order to develop appropriate practical vocabulary.
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This is an introductory year-long course in elementary Korean. The course is for students who know the Korean alphabet and have a limited oral proficiency. This course is designed to develop sutdents' all-around communicative skills in speaking, reading and writing.
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This course is designed for Korean heritage students with some oral proficiency and some basic reading and writing skills. The objective of this class is to reinforce the aspects that heritage students are usually weak, such as vocabularies, common grammatical and spelling errors, and to enhance their reading and writing skills so that they could develop a more balanced proficiency in four language areas - - listening, speaking, reading, and writing. This class accelerates two-years of Korean classes (Korean I & Korean II) into a year.
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This year-long elementary Persian course is open to both graduate and undergraduate students. This will be a 3-course sequence running from fall to spring quarters. A variety of materials will be used. Besides the main textbook and its accompanying CD, workbook exercises will be used for training in the Perso-Arabic script. Films, music, and lab projects will also play a role in the course. Oral proficiency skills should reach the Ânovice high level by the end of the first year. Elementary and Intermediate Persian can be used to satisfy the WCAS 2-year language requirement.
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This year-long intermediate Persian course is open to both graduate and undergraduate students who have completed first-year Persian or the equivalent. Students with some background in Persian may also qualify with permission of the instructor. This will be a 3-course sequence running from fall to spring quarters. A variety of texts will be used, some for grammar refinement, some for exposure to different sorts of Persian literature (classical or contemporary prose and poetry, journalistic or scholarly styles), some to develop familiarity with the oral colloquial language.
Score: 6.603603 Details | Listing | Web page
This is an advanced level course in Hebrew. Literary works from Old Testament to contemporary Hebrew prose and poetry will be read, discussed and analyzed orally and in writing.
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Japanese IV is a series of four advanced Japanese language courses. Each course (AAL 318-1, -2, -3, and -4) is designed to provide students with opportunities to further develop their overall Japanese language proficiency, to deepen their understanding of Japanese culture through attention to socio-linguistic elements, and to familiarize them with various styles of language use. Each course prepares students to be more autonomous users of Japanese language. The courses need not be taken in numerical sequence. Because the modern language was reformed after World War II, 318-4, "Reading Japanese Literature in Japanese," introduces pre-1946 modern Japanese literature in its original, un-edited form (kyu-kanji and kyu-kanazukai) and focuses on translating with accuracy and fluency, and placing the writings in literary and historical context.
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This course will offer an overview of the African American experience, starting in early modern Africa and extending to the end of the American Civil War in 1865. Major themes addressed in the course include a brief introduction to African history; the development of chattel slavery in the Americas, including the Middle Passage and the legal structures of the institution; forms of resistance to slavery by slaves and free Blacks alike; the growth of African American cultural institutions in slavery and freedom; and the Black critique of American Âdemocracy, culminating in the Civil War. Special attention will be given to the role of Black religion in shaping communities and forms of struggle, and to the role of women in community development and activism.
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While the African diaspora is generally associated with the history of the Americas, recent years have seen the proliferation of African descended communities in Europe due to the aftermath of colonialism and various forms migration. This course will introduce students to the cultural productions of Afro-diasporic groups in Britain and Germany. We will begin the course with some theoretical and historical readings about the emergence of these communities within their respective national cultures as well as their transnational conversations with other Afro-diasporic groups. Then we will discuss recent films, novels, and autobiographies in order to understand both the commonalities shared and differences between these diasporic formations.
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From Lucy Terrys poem Bars Fight (1746)--the first known African American literary product to the present--black women have directly and indirectly influenced African American literary production. This course will be an intensive, multi-genred examination of the ways in which writers such as Toni Morrison and Terri McMillan; Lorraine Hansberry and Suzan-Lori Parks; Frances E.W. Harper and Danzy Senna; Toni Cade Bambara and ZZ Packer have directed the trajectories of African American literature. In addition, we will consider the factors and figures influential in the reception of their works.
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This course examines contemporary marriage and family patterns in the United States with a special emphasis on African American marriage and family structures. While the focus is on American society, marriage and family relationships in other countries will also be explored. The family is the oldest institution found in all human societies in some form or other. However, family structures have dramatically changed throughout history. This course will examine the causes and implications of these changes on relationship choices in the twenty-first century from sociological, historical, and psychological perspectives.
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This graduate level course explores the status of memory as an object of investigation in critical theory and as a contested form of social, cultural, and political practice. It analyzes why social practices of remembering and forgetting particularly arise in the context of colonial and postcolonial developments; additionally, it examines the salience of memory/forgetting to the constitution and maintenance of diasporas. Along with theoretical and methodological readings, case studies will be drawn primarily from literatures of Atlantic slavery and the Jewish holocaust.
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The objective of this reading seminar is to uncover a more inclusive history by examining Black women, individually and collectively, locally and in Diaspora, in all their rich diversity, from the era of slavery through the modern eraÂs ongoing quest for human rights and dignity for all. To counter prevailing assumptions and constructions of the monolithic Black woman, the course interrogates and challenges definitions of Black women by probing categories of difference, including, ethnicity, religion, class, sexuality, migrant/immigrant status.
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TBA
Score: 6.603603 Details | Listing | Web page
How did boot camp shape the home front? What happened when U.S. soldiers returned home from Vietnam? When veterans became violent, how did society copeÂfrom the family unit to the medical profession? This course provides an opportunity for a close reading of the Vietnam War and its lasting impact on American society and culture. We will engage histories, films, novels, primary sources, and psychological texts in understanding the Vietnam War as a turning point in American history. We will focus on indoctrination, vivid accounts of combat, and the emergence of post-traumatic stress disorder. The course will also cover aftermath, particularly the impact of veterans on home and political life in the United States.
Score: 6.603603 Details | Listing | Web page
A year-long sequence to complete a thesis or field study required of majors.
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This year we celebrate the 200th anniversary of Charles DarwinÂs birth. But what would he think of our world today? We have a sophisticated understanding of genes and the ability to trace our ancestry over generations. Yet despite this knowledge, conclusive and irrefutable proof that we have or are continuing to evolve has not been found. In this course we will address where we might have come from and where we might be going. We will cover some of the major issues in evolution ranging from those of originating in DarwinÂs time to the many questions that persist today.
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What is Medical Anthropology? How do Anthropologists understand and investigate the social and cultural contexts of health and illness? This course will examine the diverse ways in which humans use cultural resources to cope with pain, illness, suffering and healing in specific cultural contexts. In addition, we will analyze various kinds of medical practices as cultural systems, examining how disease, health, body, and mind are socially constructed, how these constructions articulate with human biology, and vice versa. The course will provide an introduction to the overall theoretical frameworks that guide anthropological approaches to studying human health-related behavior. Theory will be combined with case studies from a number of societies, from India, Japan, Brazil, and Haiti to the U.S. and Canada, enabling students to identify similarities across seemingly disparate cultural systems, while at the same time demonstrating the ways in which American health behaviors and practices are socially embedded and culturally specific. The course will emphasize the overall social, political, and economic contexts in which health behavior and health systems are shaped, and within which they must be understood.
Score: 6.603603 Details | Listing | Web page
What was life like for the ancient Maya people who inhabited what is now Central America? This course examines one of the best-known pre-Columbian civilizations in the New World: Ancient Maya civilization. The course will focus on the achievements of the ancient Maya  considered one of the most advanced civilizations in history  prior to the Spanish conquest in ca. 1500 AD. We will look at the archaeology  from temples and cities to farmers homes and fields  to explore ancient Maya daily lives. We will explore the Maya hieroglyphic writing system which gives us insight into Maya beliefs, religion, and worldview. Major topics will include the rise of ancient Maya civilization and the ancient Maya social, economic, and political systems, subsistence, and religion.
Score: 6.603603 Details | Listing | Web page
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