WEEK 4 Monday Sept 16 Political and racial terror Assessing the emotional impact of racism Tummala-Narra (2005). Addressing political and racial terror in the therapeutic relationship Carter, et .al (2013) Initial Development of the Race-based Traumatic Stress Symptom Scale Theoretical Frameworks Culturally-Specific Perspectives Wednesday Sept 18 Common Heritage Framework Post Traumatic Slave Syndrome Freedman & Logan (2004) – Chapter 1 Leary (2005) – Chapter 4 WEEK 5 Monday Sept 23 Afrocentric Intergenerational Solidarity Perspective Intersectionality Assessment - Strengths & Limitations Waites (2008) – Chapter 2 Murphy, et .al (2009) - Chapter 1 Theoretical Frameworks Historical Experiences of and Responses to Trauma Slavery, Spirituality, and Freedom Fighting Wednesday Sept 25 Spirituality and the enslaved helper Debriefing – Groups Martin & Martin (2002) – Chapters 3 WEEK 6 Monday Sept 30 Religion as a tool of oppression Freedom Fighting Psychological residual trauma Martin & Martin (2002) – Chapter 4 – Psychological Residuals of Slavery – Hardy (18 min) Historical Experiences & Responses to Trauma Criminalization, Mass Incarceration & Civil Rights Wednesday Oct 2 The Rebirth of the Caste System The Color of Justice Alexander (2010) – Chapters 1 & 3 WEEK 7 Monday Oct 7 Women of the civil rights movement Video – Standing on My Sister’s Shoulders – Women Make Movies (2002) – 60 min Discussion board (Oct 7 – 11 midnight) Historical Overview of Mental Health African American Mental Health – Contextual Factors Wednesday Oct 9 African American Mental Health Influencing Factors & Frameworks Logan, Denby, & Gibson (2007) Chapters 1 – 2 WEEK 8 Monday Oct 14 Mental health interventions and the Black Community Kinship Care As Mental Health Logan, Denby, & Gibson (2007) Chapter 3 & 15 Wednesday Oct 16 Incarceration and African American Communities Alexander (2010) – Chapter 4 & 5 Logan, Denby, & Gibson (2007) – Chapter 6 WEEK 9 Monday Oct 21 Fall Break No Class African American Communities Resiliency, Adaptations, and Issues Wednesday Oct 23 Race Work Community building Martin &Martin (2002) – Chapter 5 & 6 Logan, Denby & Gibson (2007) Chapter 12 International Institute for Qualitative Methodology 19th Annual Qualitative Health Research Conference Halifax, Nova Scotia Canada October 24 – 30, 2013
Oral Presentation – Theoretical Triangulation and Narrative Case Study Analysis as Complementary Methods in Qualitative Research WEEK 10 Monday Oct 28 Indians – the cultural fusion of Native and African Americans Video-Black Indians: An American Story (2000) 60 min Wednesday Oct 30 Sexual Assault Prevention RESPECT (Rape Education Services by Peers Encouraging Conscious Thought) Blackboard discussion (Oct 28 – Nov2) African American Individuals & Families Assessment & Intervention WEEK 11 Monday Nov 4 Assessing Trauma & Posttraumatic Outcomes Depression and Substance & Scott (2013) Chapters 3 Logan, Denby, & Gibson (2007) – Chapters 5 & 7 Wednesday Nov 6 Trauma Treatment African American Social Workers, Science, Spirituality, & Kinship Brier & Scott (2013) Chapter 4 Martin & Martin (2002) Chapters 7 & 8 African American Families & Individuals Culturally Specific Challenges & Interventions Across the Life Cycle WEEK 12 Monday Nov 11 African American Children African American Girls Denby & Gibson (2007) – Chapter 8 Chapter 9 Wednesday Nov 13 African American Males & Suicide African American Elderly Supports Multiethnic Families & Children Logan, Denby, & Gibson (2007) – Chapter 10 Chapter 11 Chapter 16 Contemporary Society Policy & Practice WEEK 13 Monday Nov 18 Slavery’s Children Criminal Justice & Advocacy DeGruy Leary (2005) – Chapter 5 Alexander (2013) – Chapter 6 Wednesday Nov 20 Spirituality & Social Work Mental Health Policy Implications Martin & Martin (2002) – Chapter 9 Denby, & Gibson (2007) – Chapter 13 African-Centered Approaches Culturally –Centered Holistic Healing Interventions WEEK 14 Monday Nov 25 Afrocentric Spiritualty Approach Healing African-Centered Mental Health Perspective Martin & Martin (2002) – Chapter 10 DeGruy Leary (2005) – Chapter 6 Logan, Denby & Gibson (2007) – Chapter 20 Wednesday Nov 27 Thanksgiving Break No Class African-Centered Approaches Hope & Transformation WEEK 15 Monday Dec 2 Identity & Relational Functioning African American Males & Rites of Passage Course Related Topic Briere & Scott (2013) – Chapter 9 Logan, Denby, & Gibson (2007) – Chapter 17 Student Presentations Wednesday Dec 4 African American African American Students in Predominately White Universities The Healing Wisdom of the Ancestors Logan, Denby, & Gibson (2007) – Chapter 18 Chapter 19 Epilogue
Grading Rubric – Project - 45 Points Exceeds Expectations (41 – 45) Meets Expectations (36 – 40) Needs Work (32 – 35) Content 30% (13.5 pts) Complies with all parts of the assignment. Includes observations, evaluations, conclusions, demonstrations, and/or applications that describe but go beyond description and indicate a high level of innovative and conceptual ability. Exhibits logical reasoning and sensitivity Makes clear an overall purpose. Includes rich and relevant details. Uses sources appropriately to support positions, alternative points of view, and substantiate claims made. Complies with most parts of the assignment. Includes observations, evaluations, conclusions, demonstrations, and/or applications that describe and sometimes go beyond description. Exhibits logical reasoning for the most part, but may contain one or two examples of faulty reasoning. Indicates an overall purpose, though to a less extent than is expected. May include several instances of extraneous detail, but attempts to present relevant details. Integrates sources ethically. Complies with the main parts of the assignment. Mostly describes and/or provides basic information on the topic. Does not show evidence of logical thinking. Avoids plagiarism, though source use may be problematic (i.e., sources not used to support positions, offer alternative points of view, or substantiate claims, sources chosen do not seem appropriate or credible, on sources is apparent, etc.) Style 20% (9 pts) Demonstrates a scholarly and professional approach to writing. Provides a tone showing a strong understanding of purpose and audience. Demonstrates a variety of sentence lengths, openers, and patterns to avoid redundancy and monotony. Displays accurate and vivid word choices. Includes an engaging and relevant title. Flawlessly conforms to APA style. Demonstrates a scholarly and professional approach to writing sometimes. Provides a tone that is consistent and appropriate for the audience. Employs some techniques of sentence variety to avoid redundancy and monotony. Displays accurate word choices. Includes a relevant title. Conforms to APA style mostly. Provides some variety in sentence types, but may seem redundant, and/or monotonous. Includes a title, though the title may seem lackluster or inappropriate. Attempts to conform to APA style but include formatting errors.
Organization 30% (13.5pts) Has a recognizable thesis, clearly stated. Has well-constructed paragraphs that are organized around recognizable topics. All paragraphs move seamlessly from one to the next. Is arranged in a logical manner, appropriate to the audience, purpose. Has an effective and engaging introduction. Has a conclusion that brings the issue full circle, illuminates the overall significance, and provides a sense of closure. Is organized from a main idea Have paragraphs that are organized around recognizable topics. All paragraphs relate logically to the thesis. Have transitions between most paragraphs. Is arranged in a logical manner, appropriate to the audience and purpose, for the most part. Has an appropriate introduction. Has an appropriate conclusion. Lacks evidence of an attempt to adhere to a main idea. Paragraphs are somewhat organized around recognizable topics, though main idea may be difficult to discern. Many or all of paragraphs do not seem to relate to the thesis. Has an introduction and conclusion, though one or both may need to be strengthened. Grammar, APA, 20% (9 pts) Have no serious errors in grammar, punctuation, mechanics, or spelling. Has no more than two – three serious errors in grammar, punctuation, mechanics, or spelling Have four or more serious errors in grammar, punctuation, mechanics, or spelling.
Week 7 Tues 28 Feb PL V. Week 8 MONDAY 6 MAR (NOT TUESDAY): RESEARCH PROJECT DUE BY noon, SUBMITTED VIA SAFE ASSIGN. See Blackboard for details. Tues 7 Mar PL VI. Week 9 Tues 14 Mar MIDTERM EXAM FOR UNDERGRADUATES (and for graduates if class participation has been slack—in which case I will have given you a heads-up). Week 10 Tues 21 Mar: Have a glorious Spring Break! Week 11 Tues 28 Mar PL VII. Oral reports. Week 12 Tues 4 Apr PL VIII. Oral reports. Week 13 Tues 11 Apr PL IX. Oral reports. Week 14 Tues 18 Apr PL X-XI. Twice the usual reading for today, but you can go through Book XI fairly quickly. Oral reports. Week 15 Tues 25 Apr PL XII. Week 16 MONDAY 1 May (NOT TUESDAY): ORIGINAL LITERARY ESSAY DUE TODAY BY noon VIA SAFE ASSIGN. Tues 2 May First read the selection from the Biblical Book of Judges (Rosenblatt pp. 451-57), and then read all of Samson Agonistes (Rosenblatt pp. 159-204). Week 17: Exam Week Tues 9 May, 10:15-12:15 a.m. in our regular room: FINAL EXAM FOR UNDERGRADUATES (and for graduates if class participation has been slack, in which case you will have been given a heads-up). Nuts and bolts for course begin on the following page.
No Recording of Class: Tape-recording and/or any other form of electronic capturing of lectures is expressly forbidden. Be aware that this is a legal matter involving intellectual property rights: State common law and federal copyright law protect my syllabus and lectures. They are my own original expression, and I may record my lectures at the same time that I deliver them in order to secure protection. Whereas you are authorized to take notes in class, thereby creating derivative work from my lectures, the authorization extends only to making one set of notes for your own personal use and no other use. You are not authorized to record my lectures, to provide your notes to anyone else, or to make any commercial use of them without expressed, prior permission from me. Persons authorized by the Center for Educational Access to take notes, audio record, or electronically capture lectures will be permitted to do so, but such use still is limited to personal, non-commercial, non-public use. Similarly, you are permitted to reproduce notes for a student in this class who has missed class due to reasons deemed excusable by the University. Use of those notes is restricted to personal, classroom purposes, and they must not be shared for any other purpose. .
blockbusters and Indie films. It therefore provides an ideal bridge for students’ shared cultural backgrounds and new interdisciplinary academic skills. With Wagner as a unifying theme, students will discover the ways in which the differing perspectives of disciplines such as German studies, history, and musicology can come together to answer shared questions about the development of art and culture within society and politics and about the links between the past and the present. OF THE COURSE Content: • Through course lectures and selected readings, students will be acquire familiarity with Richard Wagner, his his context, and his legacy • Through careful readings, viewings, and discussions, students will be able to assess the content, themes, and broader significance of Wagner’s The Ring of the Nibelung • The course will cultivate student interest in foreign languages, humanities, and the arts, establishing a foundation for further studies in these fields. Skills: • Through analysis of Wagner’s Ring and a discussion of Wagner’s impact on literature and popular culture, students will achieve basic competencies in evaluating and interpreting the content of artworks • Students will develop critical reading and thinking skills, based on interactions with Wagner’s writings and with other literary works based on Wagner • By completing a final course project, students will enhance basic research, writing, and presentational skills, from the perspectives of several disciplines COURSE REQUIREMENTS I. Preparation for Our course is more than the time we spend in the classroom. It is therefore essential that you prepare thoroughly each day for class. You can expect to complete an given amount of reading before each class session and to spend additional time preparing daily assignments and conducting research, so be sure to schedule your time accordingly. We expect that you will come to class having carefully read all assigned texts and viewed in advance select performances. Participation in Class: In the classroom, earning a high participation grade depends on faithful attendance, demonstrating careful preparation, and showing a willingness to contribute to class discussions. If you are clearly unprepared or distract from the learning process (e.g. by sleeping, texting, or exhibiting disruptive behavior), you may be asked to leave and/or counted absent for the day.