Monday, April 28, 2014

Group Book Talks groups and themes

Group 1--Kayla, Shelly, Catherine, Eddie, and Alyssa H.--Single Parenting
Group 2--Melissa, Chelsea, Kristina, Amye, and Ross--Sibling Issues
Group 3--Alyssa C., Brianna, Zanaida, Megan, and Sonia--Fear
Group 4--Courtney, Nikki, Shelbe, Nikia, and Estephanie--Extended Families
Group 5--Amariah, Isabella, William, Todd, Alison--Same Sex Relationships

Group Book Talks

Group Book Talks

ENGL/EDUC323

Each group of 5 students is required to choose a theme or central idea that appears in children’s books, collect a minimum of 5 examples of these children’s books, and prepare a short talk to introduce the texts to the class. These book talks will assist you in becoming familiar with the texts and themes that you choose, as well as the variety of texts that your classmates choose. Each group will be asked to provide a handout describing the theme and detailing the texts for his/her classmates. The group book talk is worth 15% of the final grade for the course, and all group members will receive the same grade.

What to include in your presentation and handout:

1. Please include a detailed description of the theme and texts. Take into consideration that your colleagues might not be familiar with the texts that you have chosen. A detailed description will include everything necessary for your classmates to gain an understanding of the texts without reading them. Your job is to introduce the texts in a complete way so that it is possible for others to decide when, where, and how these texts might be appropriate.

2. Please explain why you chose this theme and these texts. What was your rationale? For whom are these texts appropriate? Please consider age, ability, and any other factors you find important. Why is it appropriate for this group children?

3. Please include some ideas of how you might use these texts with children. How do you envision these texts being used with students, your children, your nieces and nephews, or any other children you interact with? Provide at least 3 specific ideas for what is possible with these texts.

4. Please consider some obstacles to using this text. What are the potential issues that may arise from using these texts? Predict parents’ responses. Predict students’ responses.

5. Anything else you think is important for us to know and understand about these texts and its use with children.

Book talks will be about 15 minutes each with an additional few minutes for questions and brief discussion about your texts. When you have decided on a theme or central idea, please email me (sagriss@ewu.edu) with your selection. This way we can avoid overlap. One of the goals of this assignment is to increase your potential library of texts, so it is important that we each choose something different. I will OK themes based on the order in which I receive emails. If you choose a theme that another group has already chosen, I will ask you to choose something different.

Group Book Talk

Evaluation Rubric

____ / 10 Detailed outline of theme and texts

____ / 10 Rationale for choosing the theme or central idea

____ / 10 Ideas for how to use these texts with children

____ / 10 Obstacles

____ / 5 Handout

____ / 5 Presentation

Wednesday, April 2, 2014

Current Event Research Groups and Issues

*Shelbe Ward and Kayla Bickel--Russia's invasion of Crimea
Nikia Frohlich and Amariah Gibbs--Border between North and South Korea
Catherine Kelly and Kristina Lattin--Cuban borders
*Chelsea Griffin and Nikki Ignaco--Border between Syria and Turkey
*Brianna Hiebert and Sonia Mededovic--China's maritime dispute
William Dowling and Ross McRorie--Cliven Bundy
*Todd Harr and Eddie Edwards--Sudan and South Sudan
Courtney Faddis, Isabella Inman, and Alyssa Cheeseman--Egypt and Israel
*Amye Ellsworth and Shelly Green--Thailand and Cambodia
Megan Filer and Alyssa Harris--Serbia and Croatia
*Melissa Caputo and Estepanie Penaloza--China and India Border
Zanaida Munguia and Alison Sims--Kosovo independence

Learning Letter/Plan of Action Assignment

ENGL/EDUC 323 Spring 2014 Dr. Sean Agriss

Learning Letter/Plan of Action Assignment

Each student is required to complete a course reflection in the form of a final blog posting. This final blog posting should fulfill four major requirements:

1) reflect on the work you’ve completed in the course (projects, blogs, etc…);

2) reflect on the ideas and issues we’ve explored in readings and discussions;

3) reflect on how you think your participation in this course has influenced your thinking about yourself as a citizen of the world;

4) include a “Plan of Action”—the “Plan of Action” is your opportunity to say what you will do next to build on the learning you have done in this course. You may choose something small or something monumental, but you must choose something to do next.

This final blog posting is worth 10% of the final grade for the course.

Graffiti Wall Assignment

English/Education 323/ Spring 2014 Dr. Sean Agriss

Graffiti Wall Assignment

This assignment is worth 15% of your final grade in the course.

The graffiti wall is an opportunity for you to work with another student to visually display important themes and issues from the texts that we look at as a class, from our discussions, and from your own thinking on war and peace. Your graffiti wall will be displayed so that your colleagues will have a sense of your understandings of the themes and issues and how you’ve chosen to display these interpretations visually.

Requirements:

1) Your graffiti wall may include some or all of the following to represent the themes and issues from the texts that we look at as a class, from our discussions, and from your own thinking on war and peace: collage, drawings, shapes, symbols, colors, words, phrases, quotes, etc. Be creative. Feel free to venture outside of these suggestions.

2) Your graffiti wall should help viewers to understand the topic of war and peace from the texts that we look at as a class, from our discussions, and from your own thinking and how it impacts culture, families, borders, and geography.

3) You will present your graffiti wall to the class through display and narration where you will describe your wall and the choices that you’ve made.

4) Each graffiti wall needs to be accompanied by an “artists’ statement” (1pg minimum). You will write a narrative that explains what is visually represented, why you’ve made the decisions you’ve made, and how these ideas are connected to culture, families, borders, and geography.

Grading criteria:

In evaluating your Graffiti Wall, I will be looking for the following:

Visual Representation:

1) Issues and themes from the texts that we look at as a class, from our discussions, and from your own thinking are clearly identifiable in the visual representation. There is a thorough treatment of these issues as you see them related to culture, families, borders, and geography. (20 possible points)

Artists’ Statement:

1) Your “artists’ statement” should be 1 page minimum and should explain what is visually represented, why you’ve made the decisions you’ve made, and how these ideas are connected to culture, families, borders, and geography. (20 possible points)

2) Clarity and mechanical correctness. Your narration should be legible and error free. (5 possible points)

Presentation of Graffiti Wall:

1) Each pair of students will have 5 minutes to explain their Graffiti Wall to the class. The presentations should thoroughly explain the details of your Graffiti Wall. (5 possible points)

Current Event Research and Presentation Assignment

Current Event Research and Presentation on the Issue of “Geography/Borders”

ENGL/EDUC 323

This assignment is worth 15% of your final grade in the course.

Students will form groups of two. Each group is required to choose a current global event or issue related to “geography/borders” and to prepare a short talk to introduce this current global event or issue to the class. The issue research and presentations will assist you in becoming familiar with the event or issue that you choose, as well as the variety of issues that your classmates choose. Each group will be asked to provide a detailed outline of the event or issue, in both presentation and handout form, for his/her classmates.

What to include in your presentation and handout:

1. Please include a detailed outline/summary/specifics of the current event or issue. Who are the parties involved? What is the history of the issue? Take into consideration that your colleagues might not be familiar with the issue that you have chosen. A detailed treatment of the issue will include everything necessary for your classmates to gain a clear understanding of the issue. Your job is to introduce the issue as completely as possible.

2. Address how this current event issue is of global concern. How has this issue been portrayed in the media? Does it get enough attention? Not enough attention? How do different media outlets present the issue in different ways? Why is this significant?

3. How do you understand the issue of “geography/borders” in the context of this current event? How is this connected to our other work in this course (readings, discussions, projects, etc…)?

4. Please include the sources that are essential to understanding this event or issue. This should include sources you used in preparation for your presentation as well as sources for further inquiry.

5. Anything else you think is important for us to know and understand about this event or issue.

Presentations will be about 15 minutes each with an additional few minutes for questions and brief discussion about your current event issue. When your group has decided on a current event issue, please email me (sagriss@ewu.edu) with your selection. This way we can avoid overlap. One of the goals of this assignment is to increase your knowledge of global issues related to “geography/borders,” so it is important that each group choose something different. I will OK selections based on the order in which I receive emails. If you choose an event or issue that another group has already chosen, I will ask you to choose something different.

Current Event Research and Presentation on the Issue of “Geography/Borders”

Evaluation Rubric

____ / 10 Detailed outline/summary/specifics of the current event issue

____ / 10 How this current event issue is of global concern

____ / 10 Understanding of the issue of “geography/borders” in the context of this current event

____ / 10 Sources that are essential to understanding this issue

____ / 5 Handout

____ / 5 Presentation (All group members must contribute in some way to the presentation)

Monday, March 31, 2014

Links to your Colleagues' Blogs

Nikia Frohlich--http://nikialee.blogspot.com
Amye Ellsworth--http://www.ellsworthamye.blogspot.com
Alyssa Harris--alyssaharris0626.blogspot.com
Kristina Lattin--http://kristinalattin.blogspot.com
Amariah Gibbs--amariahmgibbs.blogspot.com
Brianna Hiebert--http://briannamichellehiebert.blogspot.com
Shelbe Ward--http://shelbeward.blogspot.com
Todd Harr--harrtodd.blogspot.com
Ross McCrorie--http://ross907.blogspot.com
Alyssa Cheesman--http://alyssacheesman.blogspot.com
Sonia Mededovic--http://soniamededovic.blogspot.com
William Dowling--http://williamdowling.blogspot.com
Catherine Kelly--http://childrenslitglobalviewscatherinek.blogspot.com
Zanaida Munguia--http://education323spring2014.blogspot.com
Estephanie Barragan--stephie2010.blogspot.com
Megan Filer--http://meganfiler43.blogspot.com
Courtney Faddis--http://courtneyfaddis.blogspot.com
Shelly Green--shellygreen323.blogspot.com
Jason Edwards--http://jasonedwards45.blogspot.com
Isabella Inman--isabellainman.blogspot.com
Nikki Ignaco--nignaco.blogspot.com
Kayla Bickel--http://kaylabickel323.blogspot.com
Chelsea Griffin--cgriffinewu.BlogSpot.com
Melissa Caputo--http://www.melissa1427.blogspot.com
Alison Sims--simschildlitspring2014.blogspot.com

Blog Postings Assignment

English/Education 323/Spring 2014 Dr. Sean Agriss

Blog Postings

Blog Postings are worth a total of 30% of your final grade in the course.

Throughout the course we will discuss a variety of issues and regions of the world, and we all read the selected texts included on your syllabus. Your responses are a way for you to record your thoughts about these issues, places, and texts. Specifically, what has impacted your thinking, and what difference does it make to you? This is mainly a space for you to respond to what you are finding meaningful about the work we are doing in this course.

Requirements:

1) Each of your blog postings should specifically address the prompts provided in class

2) Your blog postings should be thoughtfully organized and mechanically correct. Responses should be 500 words minimum.

Due Dates:

There will be a blog posting due on most days that we don’t have projects due. Your first two blog postings are due at the beginning of class on the following dates:

4/2—Blog Post due: Research on Malaysia

4/7—Blog Post due: Response to Kampung Boy

Additional due dates to follow.

Since these blog postings will drive class discussion on the days that they are due, no late blog postings will be accepted for credit.

Museum Display Assignment

English/Education 323/ Spring 2014 Dr. Sean Agriss

Museum Display Assignment

This assignment is worth 15% of your final grade in the course.

We will begin our course by considering our own cultures as we begin exploring the cultures of other people. In this Museum Display Assignment, we will be putting our own cultures on display through artifacts and narration.

Requirements:

This assignment has two parts. First, every student must bring in an artifact collection (5 items minimum). You should select photos, pictures, or artifacts representative of your cultural life. You might access photo albums or scrapbooks, old newspapers, letters, keepsakes from special events, or whatever is appropriate. You might also interview older family members to learn about historical events in your immediate and extended family or social issues such as education, jobs, immigration, civil rights, sexual orientation, and politics.

Second, every student must prepare a written version of your artifact collection. You should write a narrative (at least one thorough paragraph) to accompany each item in your artifact collection. The narrative should reflect critically on how the item demonstrates its influence on your cultural identity. Describe the item’s role in shaping and influencing your cultural identity. Define how the item situates you in a particular time, place, or society. These annotations should be part of your display.

Grading criteria:

In evaluating your Museum Display, I will be looking for the following:

Artifact Collection:

1) 5 items that represent or illustrate different aspects of your culture.

(20 possible points)

Artifact Narration:

1) Thorough reflection on each piece in your collection: What does this item demonstrate about your culture? If you were not present to explain your display, your narration would be complete enough to do it for you. (25 possible points)

2) Clarity and mechanical correctness. Your narration should be legible and error free. (5 possible points)

Due dates:

Projects are due Wednesday, April 9^h at the beginning of class.

Tentative Schedule

ENGL/EDUC 323

Tentative Schedule

3/31—Introductions, Syllabi, Course assignments, Begin “culture” discussion

4/2—Course Assignments, Introduction to Malaysia and Kampung Boy

Blog Post due: Research on Malaysia

4/7—Malaysia intro continued, Kampung Boy discussion

Blog Post due: Response to Kampung Boy

Possible blog prompts for Kampung Boy:

What did you think about this place, group of people, issue, problem, etc. before you read this text? What discoveries have you made as a result of reading this text?
What from this text challenged your thinking? What? How? Why?
What previous ideas about this place, group of people, etc. was confirmed through your reading of this text?

4/9—Presentations of Museum Display projects

Museum Display Projects due--Please post written narrations to your blog

4/14—Introduction to Nepal and human trafficking

Blog Post due: Research on Nepal/India and/or human trafficking

4/16— Sold discussion, “Culture” wrap-up

Blog Post due: Response to Sold

4/21—“Geography/Borders” introduction, Crossing the Wire discussion

Blog Post due: Response to Crossing the Wire

4/23—Current Event Research Assignment presentations

Current Event Research and Presentations due

4/28—Current Event Research Assignment presentations

Current Event Research and Presentations due

4/30—Library Visit and Guest Greg Cunningham from Catholic Charities Spokane Refugee and Immigration Services

Blog Post due: Research on US Immigration Policy

5/5— Current Event Research Assignment debrief, “Geography/Borders” wrap up, “Family” introduction

Blog Post due: Research on China and the Chinese Cultural Revolution

5/7—Guest Jane Liu and Revolution is not a Dinner Party discussion

Blog Post due: Response to Revolution is not a Dinner Party

5/12—Group Book Talk presentations

Group Book Talks due

5/14—No Class. EWU Research Symposium Day

5/19—Group Book Talk debrief, “War and Peace” introduction

Blog Post due: Research on Sierra Leone and the Sierra Leone Civil War (1991-2002)

5/21—A Long Way Gone discussion

Blog Post due: Response to A Long Way Gone

5/26—No Class, Memorial Day (Observed)

5/28—Guest Sean Pelfrey

6/2—Graffiti Wall Project presentations

Graffiti Wall Projects due

6/4—Course wrap up, Discussion of Learning Letters/Plans of Action, Course evaluations

Learning Letters/Plans of Action due to your blog

Syllabus

English/Education 323: A Global View through Children’s Literature

Spring 2014

M/W 9:00am-11:00pm

Sean W. Agriss, PhD Office Hours: M/W 2:15pm-3:15pm

Office: Patterson 211t or by appointment

Phone: 509-359-6863 Email: sagriss@ewu.edu

Course Description:

By reading and discussing a variety of children’s literature titles across several interrelated thematic units, students will examine cultural constructs, gain familiarity with international cultures, work toward empathy for other peoples, and practice a critical reading stance about stories from around the world. Coursework will include papers, journals, large and small group discussions and presentations.

Course Objectives:

1) Students will come to understand that culture is a construct that transmits stories and is transmitted through stories.

2) Students will gain familiarity with other cultures on the way to a better understanding of the global community through the reading of children’s and young adult literature.

3) Students will learn to consider non-U.S. perspectives through their responses to children’s literature.

4) Students will develop a thoughtful and critical reading stance that allows for consideration of the author’s point of view and the impact of their own perspective on their reading of children’s literature.

5) Students will develop critical insights into sociopolitical issues and trends around the world.

Required Texts (in the order of our reading):

Culture: Lat. (2006). Kampung Boy. FirstSecond.

McCormick, Patricia. (2006). Sold. Hyperion.

Geography/Borders: Hobbs, Will. (2006). Crossing the Wire. Harper.

Family: Compestine, Ying Chang. (2007). Revolution is Not a Dinner Party. Henry Holt.

War and Peace: Beah, Ishmael. (2007). A Long Way Gone. Farrar, Straus and Giroux.

Course Requirements (extensive instruction for each requirement to follow):

Blog Postings 30% of final grade

Museum Display (Culture) 15% of final grade

Current Event Research and Presentation (Geography/Borders) 15% of final grade

Group Book Talks (Family) 15% of final grade

Graffiti Wall (War and Peace) 15% of final grade

Learning Letter/Plan of Action 10% of final grade

Evaluation:

A Range 96-100% 4.0 B Range 89% 3.6

94-95 3.9 88 3.5

92-93 3.8 87 3.4

90-91 3.7 86 3.3

85 3.2

84 3.1

83 3.0

82 2.9

81 2.8

80 2.7

C Range 79% 2.6 D Range 69% 1.6

78 2.5 68 1.5

77 2.4 67 1.4

76 2.3 66 1.3

75 2.2 65 1.2

74 2.1 64 1.1

73 2.0 63 1.0

72 1.9 62 0.9

71 1.8 61 0.8

70 1.7 60 0.7

F 0-59% 0.0

Attendance Policy:

o If a student misses more than one day of a two-day-a-week course, the instructor has the option of reducing a student’s final grade by 0.5 for each subsequent absence.

Be aware that there is a point at which a student cannot satisfactorily complete the course assignments because of absences; should this occur, the instructor has the option of failing a student during the second half of the quarter. All holidays or special events observed by organized religions will be honored for those who show affiliation with that particular religion.

Class Conduct Policy:

All students are expected to conduct themselves in a manner that does not interfere with an instructor’s ability to teach or a student’s ability to learn, as outlined in the EWU Code of Student Conduct: http://www.ewu.edu/x4708.xml. Any violation of the Code of Student Conduct may result in the student being asked to leave for a single class session and/or the instructor pursuing disciplinary proceedings through the Dean of Students office and could result in sanctions such as suspension or dismissal from the University. Examples of disruptive behavior include

disrespectful and/or hostile language, posturing, or gestures that interfere with the instructor’s ability to teach and/or a student’s ability to learn
using cell phones, mp3 players, portable games, laptops, or other electronic devices for purposes unrelated to the class (the only exception is note-taking equipment)
talking while other students and/or the instructor is talking
arriving late or leaving early

Academic Integrity Policy:

Eastern Washington University students are responsible for upholding the Code of Academic Integrity, available through the office of the Dean of Students’ office and online at http://www.ewu.edu/x4319.xml. Any question of Academic Integrity will be handled as stated in the EWU Academic Integrity policy.

Americans with Disabilities Act Accommodations Policy:

Eastern Washington University is committed to providing support for students with disabilities. If you are a student with physical, learning, emotional, or psychological disabilities and need an accommodation, you are encouraged to stop by Disability Support Services (DSS), TAW 124 to speak with Kevin Hills, the Manager of DSS or to call 509-359-6871. For more information on DSS, visit http://www.ewu.edu/x2336.xml.

Eastern Washington University Department of Education: Conceptual Framework

Eastern Washington University Mission Statement: EWU expands opportunities for personal transformation through excellence in learning

Department of Education Mission Statement: The mission of the Department of Education is to prepare student-centered educators to be professionals, leaders, scholars, and practitioners.

Professionals: Student-centered educators exhibit character and dispositions expected of professionals embarking on a life-long career. They relate well to diverse populations, communicate effectively, and hold themselves to high ethical standards.

Leaders: Student-centered educators think critically, mentor others, and encourage teacher voice as they work to create a learning atmosphere that reflects, collaborates, and advocates for the needs of the learning community.

Scholars: Student-centered educators know and apply current research to improve their instructional practices.

Practitioners: Student-centered educators reflect, collaborate, implement, integrate, transform, and build learning communities.