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
Monday, March 31, 2014
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:
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:
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?
Museum Display Projects due--Please post written narrations to your blog
4/14—Introduction to Nepal and human trafficking
5/26—No Class, Memorial Day (Observed)
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.
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