Course Change Request Viewing

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11/28/2018 ISP 204: Special Topics: ______

Course Change Request

New Course Proposal In Workflow Date Submitted: 11/09/18 12:22 pm 1. CLAS Viewing: ISP 204 : Special Topics: ______Undergraduate Last edit: 11/09/18 12:22 pm Program and Changes proposed by: b425e693 Course Coordinator Academic Career Undergraduate, Lawrence 2. CUSA Subject Code ISP Course Number 204 Subcommittee 3. CUSA Committee Academic Unit Department Indigenous Studies 4. CAC School/College College of Lib Arts & Sciences 5. CLAS Final Approval Locations Lawrence 6. Registrar Do you intend to offer any portion of this course online? 7. PeopleSoft No

Title Special Topics: ______Approval Path 1. 11/28/18 8:44 am Transcript Title Special Topics: Rachel Schwien Effective Term Spring 2019 (rschwien): Approved for Catalog This course concentrates on selected problems in the interdisciplinary field of Indigenous Studies. Courses in this CLAS Description field utilize methods developed in various disciplines to examine issues related to the survival, self-sufficiency, Undergraduate mutual support, empowerment, and decolonization of Indigenous Peoples throughout the world. May be repeated for credit when the Program and topic differs. Some sections may be offered at Haskell Indian Nations University through the Haskell-KU Exchange, which requires Course permission from the Haskell-KU liaison. Coordinator

Prerequisites None

Cross Listed Courses:

Credits 1-6

Course Type Lecture (Regularly scheduled academic course) (LEC)

Grading Basis A-D(+/-)FI (G11)

Is this course part of the No University Honors Program? Are you proposing this No course for KU Core? Typically Offered Typically Every Semester

Repeatable for Yes credit?

How many times may this course be taken 99 - AND/OR - For how many maximum credits 999 Can a student be enrolled in multiple sections in the same semester? Yes

Principal Course Designator Course Designator Are you proposing that the course count towards the CLAS BA degree specific requirements? No

Will this course be required for a degree, major, minor, certificate, or concentration? No

https://next.catalog.ku.edu/courseleaf/approve/ 1/2 11/28/2018 ISP 204: Special Topics: ______

ISP cross-lists courses from across the College. Often, these courses are Special Topics courses within their home departments and Rationale for listed at the 200 level. ISP does not currently have a Special Topics option that encompasses 100- and 200-level courses. In addition, we Course Proposal plan to cross-list courses at Haskell that are offered through the Haskell-KU Exchange, as they directly pertain to the ISP minor.

KU Core Documents

Course Reviewer Comments

Key: 12807

https://next.catalog.ku.edu/courseleaf/approve/ 2/2 11/28/2018 KQKL 350: Advanced Kaqchikel Maya I

Course Change Request

New Course Proposal In Workflow Date Submitted: 11/09/18 12:23 pm 1. CLAS Viewing: KQKL 350 : Advanced Kaqchikel Maya I Undergraduate Last edit: 11/19/18 10:16 am Program and Changes proposed by: a781h052 Course Coordinator Academic Career Undergraduate, Lawrence 2. CUSA Subject Code KQKL Course Number 350 Subcommittee 3. CUSA Committee Academic Unit Department Latin American & Caribbean Std 4. CAC School/College College of Lib Arts & Sciences 5. CLAS Final Approval Locations Lawrence 6. Registrar Do you intend to offer any portion of this course online? 7. PeopleSoft No

Title Advanced Kaqchikel Maya I Approval Path 1. 11/19/18 10:14 am Transcript Title Advanced Kaqchikel Maya I Rachel Schwien Effective Term Spring 2019 (rschwien): Approved for Catalog Advanced study of Kaqchikel Maya, continuation of KQKL 234 CLAS Description Undergraduate Prerequisites KQKL 234 or equivalent Program and

Cross Listed Course Courses: Coordinator 2. 11/19/18 10:16 am

Credits 3 Rachel Schwien Course Type Lecture (Regularly scheduled academic course) (LEC) (rschwien): Rollback to CLAS Grading Basis A-D(+/-)FI (G11) Undergraduate Is this course part of the No Program and University Honors Program? Course Are you proposing this No Coordinator for course for KU Core? CUSA Typically Offered Once a Year, Usually Spring Subcommittee 3. 11/28/18 8:30 am Repeatable for No credit? Rachel Schwien (rschwien): Principal Course Approved for Designator CLAS Course Undergraduate Designator Program and Are you proposing that the course count towards the CLAS BA degree specific requirements? Course No Coordinator

Will this course be required for a degree, major, minor, certificate, or concentration? No

Rationale for The Center for Latin American Studies is expanding our offering of indigenous languages. This class is part of that expansion. Offering Course Proposal advanced levels of less commonly taught languages of the Americas will ensure that we are able to offer Foreign Language Area Studies scholarships to undergraduates and graduate students studying these languages. This class is part of a sequence of three advanced

KU Core Documents

Course Reviewer Rachel Schwien (rschwien) (11/19/18 10:16 am): Rollback: Same as KQKL 330? Comments

Key: 12808 https://next.catalog.ku.edu/courseleaf/approve/ 1/2 11/28/2018 KQKL 350: Advanced Kaqchikel Maya I

https://next.catalog.ku.edu/courseleaf/approve/ 2/2 11/28/2018 KQKL 360: Advanced Kaqchikel Maya II

Course Change Request

New Course Proposal In Workflow Date Submitted: 11/09/18 3:42 pm 1. CLAS Viewing: KQKL 360 : Advanced Kaqchikel Maya II Undergraduate Last edit: 11/09/18 3:42 pm Program and Changes proposed by: a781h052 Course Coordinator Academic Career Undergraduate, Lawrence 2. CUSA Subject Code KQKL Course Number 360 Subcommittee 3. CUSA Committee Academic Unit Department Latin American & Caribbean Std 4. CAC School/College College of Lib Arts & Sciences 5. CLAS Final Approval Locations Lawrence 6. Registrar Do you intend to offer any portion of this course online? 7. PeopleSoft No

Title Advanced Kaqchikel Maya II Approval Path 1. 11/28/18 8:30 am Transcript Title Advanced Kaqchikel Maya II Rachel Schwien Effective Term Spring 2019 (rschwien): Approved for Catalog Advanced study of Kaqchikel Maya, continuation of KQKL 350 CLAS Description Undergraduate Prerequisites Completion of KQKL 350 or equivalent Program and

Cross Listed Course Courses: Coordinator

Credits 3

Course Type Lecture (Regularly scheduled academic course) (LEC)

Grading Basis A-D(+/-)FI (G11)

Is this course part of the No University Honors Program? Are you proposing this No course for KU Core? Typically Offered Once a Year, Usually Spring

Repeatable for No credit?

Principal Course Designator Course Designator Are you proposing that the course count towards the CLAS BA degree specific requirements? No

Will this course be required for a degree, major, minor, certificate, or concentration? No

KU Core Documents

Course Reviewer Comments

Key: 12809 https://next.catalog.ku.edu/courseleaf/approve/ 1/2 11/28/2018 KQKL 360: Advanced Kaqchikel Maya II

https://next.catalog.ku.edu/courseleaf/approve/ 2/2 11/28/2018 KQKL 500: Directed Studies in Kaqchikel Maya

Course Change Request

New Course Proposal In Workflow Date Submitted: 11/09/18 3:45 pm 1. CLAS Viewing: KQKL 500 : Directed Studies in Kaqchikel Maya Undergraduate Last edit: 11/28/18 8:30 am Program and Changes proposed by: a781h052 Course Coordinator Academic Career Undergraduate, Lawrence 2. CUSA Subject Code KQKL Course Number 500 Subcommittee 3. CUSA Committee Academic Unit Department Latin American & Caribbean Std 4. CAC School/College College of Lib Arts & Sciences 5. CLAS Final Approval Locations Lawrence 6. Registrar Do you intend to offer any portion of this course online? 7. PeopleSoft No

Title Directed Studies in Kaqchikel Maya Approval Path 1. 11/28/18 8:31 am Transcript Title Directed Studies in Kaqchikel Rachel Schwien Effective Term Spring 2019 (rschwien): Approved for Catalog Directed studies in Kaqchikel Maya. Advanced work in Kaqchikel language and culture. May be taken more than CLAS Description once. Undergraduate Prerequisites KQKL 360 or equivalent Program and Course Cross Listed Coordinator Courses:

Credits 3

Course Type Lecture (Regularly scheduled academic course) (LEC)

Grading Basis A-D(+/-)FI (G11)

Is this course part of the No University Honors Program? Are you proposing this No course for KU Core? Typically Offered Once a Year, Usually Spring

Repeatable for Yes credit?

For how many maximum credits 9 Can a student be enrolled in multiple sections in the same semester? No

Principal Course Designator Course Designator Are you proposing that the course count towards the CLAS BA degree specific requirements? No

Will this course be required for a degree, major, minor, certificate, or concentration? No

https://next.catalog.ku.edu/courseleaf/approve/ 1/2 11/28/2018 KQKL 500: Directed Studies in Kaqchikel Maya KU Core Documents

Course Reviewer Comments

Key: 12810

https://next.catalog.ku.edu/courseleaf/approve/ 2/2 11/28/2018 REES 110: Understanding Russia and Eastern Europe

Course Change Request

Date Submitted: 10/23/18 12:49 pm In Workflow Viewing: REES 110 : Understanding Russia and Eastern Europe 1. CLAS Last edit: 11/12/18 8:37 am Undergraduate Changes proposed by: a781h052 Program and Major in Russian, East European, and Eurasian Studies Course Catalog Pages Russian, East European, and Eurasian Studies Program Coordinator referencing this course 2. CUSA Subcommittee HSES-BSE: Physical Education Plus, B.S.E. Programs 3. CUSA Committee GIST-BA: Global and International Studies B A f i thi 4. CAC 5. CLAS Final Academic Career Undergraduate, Lawrence Approval Subject Code REES Course Number 110 6. Registrar 7. PeopleSoft Academic Unit Department Russian & East European St 8. UCCC CIM School/College College of Lib Arts & Sciences Support 9. UCCC Preliminary Do you intend to offer any portion of this course online? Vote

No 10. UCCC Voting Outcome Title Understanding Russia and Eastern Europe 11. SIS KU Core Transcript Title Undrstnding Russia&East Europe Contact 12. Registrar Effective Term Spring 2019 13. PeopleSoft Catalog A multidisciplinary introduction to Russia and Eastern Europe. A multidisciplinary introduction to the former Description communist states of Russia, the western Newly Independent States, Central Europe, and the Balkans.The course Approval Path explores addresses the geography, history, geography and politics history of this complex the region, as well as the diverse 1. 11/19/18 1:25 pm cultures, ethnicities, languages, cultures of its peoples, as presented in literature, film, and religions. music. A special focus of Rachel Schwien Special attention is devoted to the course is the current socio-political situation in Russia political, economic, and Eastern Europe (rschwien): in the context of the fall of social situations, as they are reflected by the transition from communism nearly 30 years ago and the Approved for ongoing post-communist transition. the rise of nationalism. Students in the course watch one feature film from Russia or CLAS Eastern Europe per week as a visual representation of issues discussed via scholarly articles and chapters, newspaper Undergraduate articles and news clips, video lectures, documentary and animated films, music videos, and literature. This course is offered Program and at the 100 and 300 level with additional assignments at the 300 Level. Not open to students with credit in REES 310 Course Prerequisites None Coordinator

Cross Listed Courses:

Credits 3

Course Type Lecture (Regularly scheduled academic course) (LEC)

Grading Basis A-D(+/-)FI (G11)

Is this course part of the No University Honors Program? Are you proposing this Yes course for KU Core? Typically Offered Only Fall Semester

Repeatable for No credit?

Principal Course SC - Culture & Society Designator Course H S - Humanities Social Designator Sciences

W - World Culture Are you proposing that the course count towards the CLAS BA degree specific requirements? No https://next.catalog.ku.edu/courseleaf/approve/ 1/3 11/28/2018 REES 110: Understanding Russia and Eastern Europe Will this course be required for a degree, major, minor, certificate, or concentration? Yes

Which Program(s)? Program Code - Name

(REES-BA) Bachelor of Arts in Russian, East European, and Eurasian Studies

Describe how: Already approved for KU Core goal 4.2.

Rationale for Already approved for KU Core goal 4.2. Course Proposal

KU Core Information

Has the department approved the nomination of this course to KU Core? Yes

Name of person giving Date of Departmental Approval departmental approval

Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)? Yes

Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)? Yes

Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. Already approved for KU Core goal 4.2.

Selected Learning Outcome(s):

KU Core Documents

Course Reviewer Rachel Schwien (rschwien) (11/19/18 10:23 am): holding for program change. Followed up with dept 11/19 Comments https://next.catalog.ku.edu/courseleaf/approve/ 2/3 11/28/2018 REES 110: Understanding Russia and Eastern Europe

Key: 6399

https://next.catalog.ku.edu/courseleaf/approve/ 3/3 11/28/2018 REES 111: Understanding Russia and Eastern Europe, Honors

Course Change Request

Date Submitted: 10/23/18 12:55 pm In Workflow Viewing: REES 111 : Understanding Russia and Eastern Europe, 1. CLAS Honors Undergraduate Program and Last edit: 11/12/18 8:38 am Course Changes proposed by: a781h052 Coordinator Major in Russian, East European, and Eurasian Studies 2. CUSA Catalog Pages Subcommittee referencing this course 3. CUSA Committee 4. CAC REES-MIN: Russian, East European, and Eurasian Studies, Programs 5. CLAS Final Minor f i thi Approval 6. Registrar Academic Career Undergraduate, Lawrence 7. PeopleSoft Subject Code REES Course Number 111 8. UCCC CIM Support Academic Unit Department Russian & East European St 9. UCCC Preliminary School/College College of Lib Arts & Sciences Vote Do you intend to offer any portion of this course online? 10. UCCC Voting Outcome No 11. SIS KU Core Contact Title Understanding Russia and Eastern Europe, Honors 12. Registrar Transcript Title Undrstnd Russia&East Europe, H 13. PeopleSoft Effective Term Spring 2019 Approval Path Catalog A multidisciplinary introduction to Russia and Eastern Europe. A multidisciplinary introduction to the former Description 1. 11/19/18 1:25 pm communist states of Russia, the western Newly Independent States, Central Europe, and the Balkans.The course explores addresses the geography, history, geography and politics history of this complex the region, as well as the diverse Rachel Schwien cultures, ethnicities, languages, cultures of its peoples, as presented in literature, film, and religions. music. A special focus of (rschwien): Special attention is devoted to the course is the current socio-political situation in Russia political, economic, and Eastern Europe Approved for in the context of the fall of social situations, as they are affected by the transition from communism nearly 30 years ago and the CLAS ongoing post-communist transition. the rise of nationalism. Students in the course watch one feature film from Russia or Undergraduate Eastern Europe per week as a visual representation of issues discussed via scholarly articles and chapters, newspaper Program and articles and news clips, video lectures, documentary and animated films, music videos, and literature. This course is offered Course at the 100 and 300 level with additional assignments at the 300 Level. Not open to students with credit in REES 311 Coordinator

Prerequisites Open only to students in the University Honors Program, or by permission of instructor.

Cross Listed Courses:

Credits 3

Course Type Lecture (Regularly scheduled academic course) (LEC)

Grading Basis A-D(+/-)FI (G11)

Is this course part of the Yes University Honors Program? Are you proposing this Yes course for KU Core? Typically Offered Only Fall Semester

Repeatable for No credit?

Principal Course SC - Culture & Society Designator Course H S - Humanities Social Designator Sciences

W - World Culture

Are you proposing that the course count towards the CLAS BA degree specific requirements? https://next.catalog.ku.edu/courseleaf/approve/ 1/3 11/28/2018 REES 111: Understanding Russia and Eastern Europe, Honors No

Will this course be required for a degree, major, minor, certificate, or concentration? Yes

Which Program(s)? Program Code - Name

(REES-BA) Bachelor of Arts in Russian, East European, and Eurasian Studies

Describe how: Already approved for KU Core goal 4.2.

Rationale for Already approved for KU Core goal 4.2. Course Proposal

KU Core Information

Has the department approved the nomination of this course to KU Core? Yes

Name of person giving Date of Departmental Approval departmental approval

Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)?

Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)?

Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. Already approved for KU Core goal 4.2.

Selected Learning Outcome(s):

KU Core Documents https://next.catalog.ku.edu/courseleaf/approve/ 2/3 11/28/2018 REES 111: Understanding Russia and Eastern Europe, Honors

Course Reviewer Rachel Schwien (rschwien) (11/19/18 10:23 am): holding for program change. Followed up with dept 11/19 Comments

Key: 6400

https://next.catalog.ku.edu/courseleaf/approve/ 3/3 11/28/2018 REES 220: Societies and Cultures of Eurasia

Course Change Request

Date Submitted: 11/19/18 1:12 pm In Workflow Viewing: REES 220 : Societies and Cultures of Eurasia 1. CLAS Last edit: 11/19/18 1:31 pm Undergraduate Changes proposed by: a781h052 Program and Major in Russian, East European, and Eurasian Studies Course Catalog Pages Russian, East European, and Eurasian Studies Program Coordinator referencing this course 2. CUSA Subcommittee GIST-BA: Global and International Studies, B.A. Programs 3. CUSA Committee GIST-MIN: Global and International Studies Minor f i thi 4. CAC 5. CLAS Final Academic Career Undergraduate, Lawrence Approval Subject Code REES Course Number 220 6. Registrar 7. PeopleSoft Academic Unit Department Russian & East European St 8. UCCC CIM School/College College of Lib Arts & Sciences Support 9. UCCC Preliminary Do you intend to offer any portion of this course online? Vote

No 10. UCCC Voting Outcome Title Societies and Cultures of Eurasia 11. SIS KU Core Transcript Title Societies &Cultures of Eurasia Contact 12. Registrar Effective Term Spring 2019 13. PeopleSoft Catalog A broad, survey-type course that examines all the former Soviet republics-Ukraine, Belarus, Moldova, Lithuania, Description Latvia, Estonia, Georgia, Armenia, Azerbaijan, Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan- Approval Path with additional coverage of neighboring regions.The purpose of this course is to acquaint students with addresses the societies 1. 11/09/18 10:36 am history of the region, literature, culture, geography, religion, and cultures the building of Eurasia (primarily Central Asia, Russia, post- Rachel Schwien Soviet states and the Caucasus region). societies. This interdisciplinary course reviews the geography, history, economics, (rschwien): social and political structures, religion, literature, music, and art of the region. The focus is mainly on A broad, survey-type Approved for course that examines all the twentieth-century former Soviet republics-Ukraine, Belarus, Moldova, Lithuania, Latvia, Estonia, Georgia, CLAS Armenia, Azerbaijan, Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and topics Uzbekistan-with additional coverage of interest Undergraduate include the collapse of empires, the rise and fall of communism, the disintegration of the USSR and rise of authoritarianism, Program and nationalism, and various forms of Islam in the region. neighboring regions. Course Prerequisites None Coordinator

Cross Listed 2. 11/09/18 10:38 am

Courses: Rachel Schwien (rschwien): Credits 3 Rollback to CLAS Course Type Lecture (Regularly scheduled academic course) (LEC) Undergraduate Program and Grading Basis A-D(+/-)FI (G11) Course Is this course part of the No Coordinator for University Honors Program? CUSA Are you proposing this Yes Subcommittee course for KU Core? 3. 11/19/18 1:09 pm

Typically Offered Only Spring Semester Rachel Schwien (rschwien): Repeatable for No credit? Rollback to Initiator Principal Course NW - Non-Western Culture 4. 11/19/18 1:31 pm Designator Rachel Schwien Course S - Social Sciences (rschwien):

Designator Approved for Are you proposing that the course count towards the CLAS BA degree specific requirements? CLAS No Undergraduate Program and

Will this course be required for a degree, major, minor, certificate, or concentration? https://next.catalog.ku.edu/courseleaf/approve/ 1/3 11/28/2018 REES 220: Societies and Cultures of Eurasia Yes Course Coordinator Which Program(s)? Program Code - Name

(REES-BA) Bachelor of Arts in Russian, East European, and Eurasian Studies

Describe how: Already approved for KU Core goal 4.2

Rationale for Already approved for KU Core goal 4.2 Course Proposal

KU Core Information

Has the department approved the nomination of this course to KU Core? Yes

Name of person giving Date of Departmental Approval departmental approval

Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)?

Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)?

Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. Already approved for KU Core goal 4.2

Selected Learning Outcome(s):

KU Core Documents

Course Reviewer Vitaly Chernetsky (v192c244) (11/01/18 3:26 pm): I fully support the changes in course description as entered yesterday. Vitaly Comments Chernetsky (CREES director)

Rachel Schwien (rschwien) (11/09/18 10:38 am): Rollback: error https://next.catalog.ku.edu/courseleaf/approve/ 2/3 11/28/2018 REES 220: Societies and Cultures of Eurasia Rachel Schwien (rschwien) (11/19/18 1:09 pm): Rollback: to Amanda for description changes

Amanda Porter (a781h052) (11/19/18 1:16 pm): The purpose of this course is to acquaint students with the societies and cultures of Eurasia: primarily Central Asia, Russia, and the Caucasus region. This interdisciplinary course will discuss the geography, literature, history, economics, social and political structures, music, art, and religion of the region. Though some historical background is necessary, the matetrial will focus mainly on the Twentieth Century – specifically, on the collapse of empires, the rise and fall of communism, the disintegration of the USSR and the rise of authoritarianism, nationalism, and Islam in the region. This should be the correct description!

Key: 6402

https://next.catalog.ku.edu/courseleaf/approve/ 3/3 11/28/2018 REES 221: Societies and Cultures of Eurasia, Honors

Course Change Request

Date Submitted: 11/19/18 1:17 pm In Workflow Viewing: REES 221 : Societies and Cultures of Eurasia, Honors 1. CLAS Last edit: 11/19/18 1:31 pm Undergraduate Changes proposed by: a781h052 Program and Major in Russian, East European, and Eurasian Studies Course Catalog Pages Coordinator referencing this course 2. CUSA Subcommittee REES-MIN: Russian, East European, and Eurasian Studies, Programs 3. CUSA Committee Minor f i thi 4. CAC 5. CLAS Final Academic Career Undergraduate, Lawrence Approval Subject Code REES Course Number 221 6. Registrar 7. PeopleSoft Academic Unit Department Russian & East European St 8. UCCC CIM School/College College of Lib Arts & Sciences Support 9. UCCC Preliminary Do you intend to offer any portion of this course online? Vote

No 10. UCCC Voting Outcome Title Societies and Cultures of Eurasia, Honors 11. SIS KU Core Transcript Title Societies&Cultures Eurasia, Hr Contact 12. Registrar Effective Term Spring 2019 13. PeopleSoft Catalog The purpose With the collapse of the USSR, the countries of this region are returning to their historic roots, and Description this course is to acquaint introduces students with the societies and cultures of Eurasia (primarily Central Approval Path Asia, Russia, to the history, politics, economics, literature and the Caucasus region). general culture of these countries. Examines 1. 11/19/18 1:09 pm the unique cultures and societies of the Eurasian region (Georgia, Azerbaijan, Armenia, Kazakhstan, Uzbekistan, Kyrgyzstan, Rachel Schwien Turkmenistan, Tajikistan and to a lesser degree, Russia, Mongolia and Afghanistan).This interdisciplinary course reviews For the (rschwien): geography, history, economics, social and political structures, religion, literature, music, and art better part of the region. 20th Rollback to Century, this distinct region of the world was hidden beneath the communist veneer of the Soviet Union. The focus is mainly on Initiator Examines the twentieth-century unique cultures and topics societies of interest include the collapse of empires, the rise Eurasian 2. 11/19/18 1:32 pm region (Georgia, Azerbaijan, Armenia, Kazakhstan, Uzbekistan, Kyrgyzstan, Turkmenistan, Tajikistan and fall of communism, the Rachel Schwien disintegration of the USSR to a lesser degree, Russia, Mongolia and rise of authoritarianism, nationalism, and various forms of (rschwien): Islam in the region. Afghanistan). With the collapse of the USSR, the countries of this region are returning to their historic roots, and Approved for this course introduces students to the history, politics, economics, literature and general culture of these countries.Open only to students CLAS admitted to the University Honors Program or by permission of instructor. Undergraduate Prerequisites None Program and

Cross Listed Course Courses: Coordinator

Credits 3

Course Type Lecture (Regularly scheduled academic course) (LEC)

Grading Basis A-D(+/-)FI (G11)

Is this course part of the Yes University Honors Program? Are you proposing this Yes course for KU Core? Typically Offered Only Spring Semester

Repeatable for No credit?

Principal Course NW - Non-Western Culture Designator Course S - Social Sciences Designator Are you proposing that the course count towards the CLAS BA degree specific requirements? https://next.catalog.ku.edu/courseleaf/approve/ 1/3 11/28/2018 REES 221: Societies and Cultures of Eurasia, Honors No

Will this course be required for a degree, major, minor, certificate, or concentration? Yes

Which Program(s)? Program Code - Name

(REES-BA) Bachelor of Arts in Russian, East European, and Eurasian Studies

Describe how: Already approved for KU Core goal 4.2

Rationale for Already approved for KU Core goal 4.2 Course Proposal

KU Core Information

Has the department approved the nomination of this course to KU Core? Yes

Name of person giving Date of Departmental Approval departmental approval

Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)?

Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)?

Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. Already approved for KU Core goal 4.2

Selected Learning Outcome(s):

KU Core Documents https://next.catalog.ku.edu/courseleaf/approve/ 2/3 11/28/2018 REES 221: Societies and Cultures of Eurasia, Honors

Course Reviewer Amanda Porter (a781h052) (10/31/18 9:17 am): I meant to change the description to: The purpose of this course is to acquaint students Comments with the societies and cultures of Eurasia (primarily Central Asia, Russia, and the Caucasus region). This interdisciplinary course reviews the geography, history, economics, social and political structures, religion, literature, music, and art of the region. The focus is mainly on the the twentieth- century and topics of interest include the collapse of empires, the rise and fall of communism, the disintegration of the USSR and rise of authoritarianism, nationalism, and various forms of Islam in the region.

Rachel Schwien (rschwien) (11/19/18 1:09 pm): Rollback: To Amanda for description changes

Key: 6403

https://next.catalog.ku.edu/courseleaf/approve/ 3/3 11/28/2018 GEOG-BA/BGS: Geography, B.A./B.G.S.

Program Change Request

Date Submitted: 10/04/18 9:44 am In Workflow Viewing: GEOG-BA/BGS : Geography, B.A./B.G.S. A. CLAS Last approved: 10/24/17 12:33 pm Undergraduate Last edit: 10/30/18 2:22 pm Program and Changes proposed by: koerner Course Coordinator Bachelor of Arts and Bachelor of General Studies in Geography Catalog Pages B. CUSA Using this Subcommittee Program C. CUSA Committee D. CAC

Academic Career Undergraduate, Lawrence E. CLAS Final Approval Program Type Degree/Major F. Future Department/ Geography Academic Program Catalog School/College College of Lib Arts & Sciences

Degree Code Bachelor of Arts - BA Degree Code #2 Approval Path Bachelor of General Studies - BGS A. 10/30/18 2:22 Consulting pm School(s)/College(s) Rachel Consulting Schwien Department(s) (rschwien): CIP Code 450701 Approved for Program Name Geography, B.A./B.G.S. CLAS Undergraduate Do you intend to offer a track(s)? Program and

No Course Coordinator Do you intend for this program to be offered online? No History Effective Catalog 2019 - 2020 A. Nov 11, 2016 by Beverly Koerner (koerner) B. Oct 24, 2017 by Beverly Koerner (koerner)

Program Description

Degree Requirements Geography Programs

The B.A., B.G.S., and B.S. in geography provide general liberal arts enrichment, preparation for graduate work, and training for careers in geography and related fields. Geography may be combined with another program as a double major, or courses in another area may simply be added to those in geography. First- and Second-Year Preparation

Students should begin the major by meeting the core requirements and preparing for major courses. Requirements for the B.A. or B.G.S. Major

Course List https://next.catalog.ku.edu/courseleaf/approve/ 1/4 11/28/2018 GEOG-BA/BGS: Geography, B.A./B.G.S. Code Title Hours Geography Core Knowledge and Skills Majors must complete a course in each of the following areas: Introductory Physical Geography. Satisfied by one of the following: GEOG 104 Introduction to Physical Geography 5

& GEOG 105 and Introductory Laboratory in Physical Geography GEOG 140 Global Environment I: The Discovery of Environmental Change 5 or GEOG 144 Global Environment I: The Discovery of Environmental Change, Honors Introductory Human Geography. Satisfied by one of the following: GEOG 105 Introductory Laboratory in Physical Geography 2 GEOG 100 World Regional Geography 3 or GEOG 101 World Regional Geography, Honors GEOG 102 People, Place, and Society 3 or GEOG 103 People, Place, and Society, Honors GEOG 142 Global Environment II: The Ecology of Human Civilization 5 or GEOG 145 Global Environment II: The Ecology of Human Civilization, Honors Geographic Information Science. Satisified by: GEOG 358 Introduction to Geographic Information Systems 4 GEOG 360 Computer Programming for Mapping and Spatial Analysis GEOG 458 Geographical Information Systems: _____ GEOG 512 Advanced Cartography and Geovisualization GEOG 516 Applied Multivariate Analysis in Geography GEOG 526 Remote Sensing of Environment I GEOG 528 Spatial Databases GEOG 558 Intermediate Geographical Information Systems GEOG 560 GIS Application Programming GEOG 648 Location Modeling GEOG 658 Topics in Geospatial Technologies: _____ GEOG 711 Advanced Topics in Geovisualization: _____ GEOG 716 Advanced Geostatistics GEOG 726 Remote Sensing of Environment II GEOG 758 Geographic Information Science Human Studies. Satisfied by: GEOG 150 Environment, Culture and Society GEOG 352 Economic Geography GEOG 354 Globalization: A Geographic Approach GEOG 370 Introduction to Cultural Geography GEOG 371 Environmental Geopolitics GEOG 372 Environmental Policy GEOG 373 Political Geography GEOG 374 Vulnerability and Adaptation GEOG 377 Urban Geography GEOG 379 Topics in Cultural Geography: _____ GEOG 552 Topics in Urban/Economic Geography: _____ GEOG 555 Seminar in Urban Geography GEOG 556 Geography of the Energy Crisis GEOG 570 Geography of American Indians GEOG 571 Topics in Cultural Geography: _____ GEOG 576 Cultural Geography of the United States GEOG 577 Human Dimensions of Global Change GEOG 582 Geopolitics and Genocide GEOG 583 Migration, Diasporas and Development GEOG 586 Sustainable Food Systems and Food Security in the Global South GEOG 601 Indigenous Peoples of the World GEOG 670 Cultural Ecology GEOG 719 Development of Geographic Thought GEOG 752 Topics in Urban/Economic Geography: _____ GEOG 771 Topics in Cultural Geography: _____ GEOG 781 Environmental Geopolitics Regional Studies. Satisfied by: GEOG 351 Africa's Human Geographies GEOG 390 Geography of the United States and Canada GEOG 395 Environmental Issues of: _____ GEOG 396 East Asia GEOG 397 Geography of Kansas and the Plains https://next.catalog.ku.edu/courseleaf/approve/ 2/4 11/28/2018 GEOG-BA/BGS: Geography, B.A./B.G.S. Code Title Hours GEOG 399 Topics in Regional Studies: _____ GEOG 550 Environmental Issues in Africa GEOG 553 Geography of African Development GEOG 574 Exploring Oceania GEOG 590 Understanding Central Asia GEOG 591 Geography of Latin America GEOG 592 Middle American Geography GEOG 597 Geography of Brazil GEOG 791 Latin American Regions: _____ Geographic Mapping. Satisfied by: GEOG 111 Mapping Our Changing World 4 Geographical Analysis. Satisified by: GEOG 311 Introductory Cartography and Geovisualization 4 or GEOG 316 Methods of Analyzing Geographical Data GEOG 316 Methods of Analyzing Geographical Data 4 GEOG 319 Topics in Techniques: _____ Senior Capstone in Geography. Satisfied by: GEOG 500 Senior Capstone in Geography 3 Geography Required Elective Hours 10-12 additional credit hours selected from any GEOG 177: First Year Seminar course, and from any 300-600 level GEOG classes for a total of at least 33 credit hours in major courses. Physical Studies. Satisfied by: GEOG 148 Scientific Principles of Environmental Studies GEOG 304 Environmental Conservation GEOG 321 Climate and Climate Change GEOG 332 Glaciers and Landscape GEOG 335 Introduction to Soil Geography GEOG 336 Introduction to Environmental Hydrology and Water Resources GEOG 338 Introduction to River Systems GEOG 339 Topics in Physical Geography: _____ GEOG 521 Microclimatology GEOG 531 Topics in Physical Geography: _____ GEOG 532 Geoarchaeology GEOG 535 Soil Geography GEOG 538 Soil Chemistry GEOG 540 Ecohydrology GEOG 541 Geomorphology GEOG 635 Soil Physics GEOG 731 Topics in Physical Geography: _____ GEOG 735 Soil Geomorphology GEOG 741 Advanced Geomorphology Geoinformatics. Satisifed by: GEOG 111 Mapping Our Changing World GEOG 311 Introductory Cartography and Geovisualization Major Hours & Major GPA

While completing all required courses (above), majors must also meet each of the following hour and grade-point average minimum standards: Major Hours

Satisfied by 33 34 hours of major courses. Major Hours in Residence

Satisfied by a minimum of 15 hours of KU resident credit in the major. Major Junior/Senior (300+) Hours

Satisfied by a minimum of 12 hours from junior/senior courses (300+) in the major. Major Junior/Senior (300+) Graduation GPA

Satisfied by a minimum of a 2.0 KU GPA in junior/senior courses (300+) in the major. GPA calculations include all junior/senior courses in the field of study including F’s and repeated courses. See the Semester/Cumulative GPA Calculator.

Rationale for To make the major more accessible to a wider group of students by accepting more introductory courses while retaining the discipline- proposal specific rigor through the advanced courses.

Additional Information https://next.catalog.ku.edu/courseleaf/approve/ 3/4 11/28/2018 GEOG-BA/BGS: Geography, B.A./B.G.S. Supporting Documents Program Reviewer Comments

Key: 427

https://next.catalog.ku.edu/courseleaf/approve/ 4/4 11/28/2018 AAAS-MIN: African and African-American Studies, Minor

Program Change Request

Date Submitted: 10/26/18 4:55 pm In Workflow Viewing: AAAS-MIN : African and African-American Studies, Minor A. CLAS Last approved: 01/30/18 2:21 pm Undergraduate Last edit: 11/15/18 3:10 pm Program and Changes proposed by: roxie Course Coordinator Minor in African and African-American Studies Catalog Pages B. CUSA Using this Subcommittee Program C. CUSA Committee D. CAC

Academic Career Undergraduate, Lawrence E. CLAS Final Approval Program Type Minor F. Future Department/ African & African-American St Academic Program Catalog School/College College of Lib Arts & Sciences

Consulting School(s)/College(s) Approval Path School(s)/College(s) A. 11/15/18 3:10 College of Lib Arts & Sciences pm

Consulting Department(s) Rachel Department(s) Schwien African & African-American St (rschwien): Approved for Program Name African and African-American Studies, Minor CLAS Do you intend to offer a track(s)? Undergraduate No Program and Course Coordinator DoD yout il intend for this program to be offered online? No History I thi A. Oct 24, 2017 by D ib h Effective Catalog 2019 - 2020 Roxanna Lytle (roxie) B. Jan 30, 2018 by Roxanna Lytle (roxie)

Program Description For students whose programs make it attractive and feasible for them to focus on an African and/or African-American region, country, or topic, the department provides a minor in African and African-American studies. Courses contain content covering historical and contemporary issues in African Studies, African-American Studies, Arabic & Islamic Studies and the African Diasporas.

CD d/Nti /Ld DegreeAd i i Requirements Requirements for the Minor For students whose programs make it attractive and feasible for them to focus on an African or American region, country, or topic, the department provides a minor in African and African-American studies.Minors must select 1 of the 4 tracks.African & African-American Studies Minor Requirements

Track Course List Code Title Hours https://next.catalog.ku.edu/courseleaf/approve/ 1/6 11/28/2018 AAAS-MIN: African and African-American Studies, Minor Code Title Hours AAAS 106 The Black Experience in the Americas 3 or AAAS 104 Introduction to African-American Studies AAAS 306 The Black Experience in the U.S. Since Emancipation 3 Select 12 additional hours of African-America (U.S.)-related AAAS courses at the 300 level or above 12 African and African-American Studies Track African Studies Track Students choosing this track must select 1 of 6 options. Student-Designed Cluster Course List Code Title Hours AAAS 103 Introduction to Africa 3 or AAAS 105/HIST 104 Introduction to African History or AAAS 102 Arabic and Islamic Studies Four courses created from a student's academic concentration 12 Select one of the following: 3 AAAS 550 Senior Seminar in: _____ AAAS 690 Investigation and Conference AAAS 496 Field Experience Haitian Studies Track Course List Code Title Hours HAIT 110 Elementary Haitian I 3 HAIT 120 Elementary Haitian II 3 HAIT 230 Intermediate Haitian I 3 HAIT 240 Intermediate Haitian II 3 12 additional hours of the language or related courses at the 300 level or above 12 Course List Code Title Hours Introductory Knowledge 6 Please select one course from two of the following: Arabic & Islamic Studies: AAAS 102 Arabic and Islamic Studies African Studies: AAAS 103 Introduction to Africa AAAS 105/HIST 104 Introduction to African History or AAAS 115 Introduction to African History, Honors or HIST 111 Introduction to African History, Honors AAAS/HIST 160 Introduction to West African History African-American Studies: AAAS 104 Introduction to African-American Studies AAAS 106/HIST 109 The Black Experience in the Americas or AAAS 116 The Black Experience in the Americas, Honors Select 12 additional hours of AAAS courses at the 300 level or above 12 Historical Context 3 Select one course from the following: AAAS 300 African Traditional Religion and Thought AAAS 301 Haiti: Culture and Identity AAAS 306/HIST 359 The Black Experience in the U.S. Since Emancipation AAAS 433 Islamic Literature AAAS 542/REL 535 The History of Islam in Africa Contemporary Context 3 Select one course from the following: AAAS 302/HAIT 300 Contemporary Haiti AAAS/ANTH 303 Peoples and Cultures of North Africa and the Middle East AAAS 305/HIST 300 Modern Africa or AAAS 307 Modern Africa, Honors or HIST 307 Modern Africa, Honors AAAS 306/HIST 359 The Black Experience in the U.S. Since Emancipation AAAS/AMS/HIST 316 Ministers and Magicians: Black Religions from Slavery to the Present Electives 6 Select 6 additional hours of AAAS courses numbered 300 or higher not fulfilling a requirement above. Up to two courses may be advanced language courses. AAAS 300 African Traditional Religion and Thought 3 AAAS 301 Haiti: Culture and Identity 3 AAAS 302/HAIT 300 Contemporary Haiti 3 AAAS/ANTH 303 Peoples and Cultures of North Africa and the Middle East 3 AAAS 305/HIST 300 Modern Africa 3 https://next.catalog.ku.edu/courseleaf/approve/ 2/6 11/28/2018 AAAS-MIN: African and African-American Studies, Minor Code Title Hours or AAAS 307 Modern Africa, Honors or HIST 307 Modern Africa, Honors AAAS 306/HIST 359 The Black Experience in the U.S. Since Emancipation 3 AAAS/AMS/HIST 316 Ministers and Magicians: Black Religions from Slavery to the Present 3 AAAS/AMS/HIST/WGSS 317 African American Women: Colonial Era to the Present 3 AAAS 320 African Studies In: _____ 3 or AAAS 321 African Studies In, Honors: _____ AAAS 322 Legal Issues and the African American 3 AAAS 323 African-American Studies In: _____ 3 or AAAS 324 African-American Studies In, Honors: _____ AAAS 325 Popular Black Music 3 AAAS 327 African American Culture 3 AAAS 328/HIST 338 African American Urban Community and Class in the Midwest 3 AAAS 330/AMS 340 Black Leadership 3 AAAS 332/ENGL 326 Introduction to African Literature 3 or AAAS 336 Introduction to African Literature, Honors AAAS 333/ENGL 339 Introduction to Caribbean Literature 3 AAAS/DANC/THR 334 Introduction to African Dance Theatre 2 AAAS 335 Introduction to Southern African Literature 3 AAAS 340/WGSS 330 Women in Contemporary African Literature 3 AAAS/WGSS/ENGL 344 Black Feminist Theory 3 AAAS/WGSS 345 Popular Culture in Africa: Spiritual Thrills, Romance and Sexualities 3 AAAS 349/REL 350 Islam 3 AAAS/GEOG 351 Africa's Human Geographies 3 AAAS/HA 353 Modern and Contemporary African Art 3 AAAS 355/THR 326 African Theatre and Drama 3 AAAS 356/THR 327 African-American Theatre and Drama 3 AAAS/LING 370 Introduction to the Languages of Africa 3 AAAS/ANTH 372 Religion, Power, and Sexuality in Arab Societies 3 AAAS/HA 376 West African Art 3 AAAS/HA 377 African Design 3 AAAS 388 The Black Woman 3 AAAS 415 Women and Islam 3 AAAS 420/COMS 447 Intercultural Communication: The Afro-American 3 AAAS/THR 429 Postcolonial Theatre and Drama 3 AAAS/FREN 432 Francophone African Literature 3 AAAS 433 Islamic Literature 3 AAAS 434 African Women Writers 3 AAAS 435 Muslim Women's Autobiography 3 AAAS 440 The Afro-American Family: A Psychological Approach 3 AAAS 445 Arab Thought and Identity 3 AAAS/REL 450 Popular Culture in the Muslim World 3 AAAS 460 Topics and Problems in African and African-American Studies 1-3 AAAS/LING 470 Language and Society in Africa 3 AAAS 501 Regional History: _____ 3 AAAS 502 Directed Language Study: _____ 5 AAAS 503 Directed Language Study: _____ 3 AAAS 504 Directed Language Study I: _____ 3 AAAS 505 Directed Language Study II: _____ 3 AAAS 510/AMS 534/SOC 534 Global Ethnic and Racial Relations 3 AAAS 511 The Civil Rights Movement 3 AAAS 512 African and Western Cosmologies 3 AAAS 520 African Studies in: _____ 3 or AAAS 521 African Studies In, Honors: _____ AAAS 522 African and African-American Religion:_____ 3 AAAS 523 African-American Studies in: _____ 3 or AAAS 524 African-American Studies In, Honors: _____ AAAS 525 Social History of Black Aging in America 3 AAAS 527 Popular Culture in Africa 3 AAAS/REL 532 Studies in Islam 3 AAAS 534/COMS 551 The Rhetoric of Black Americans 3 AAAS/HA 536 Islamic Art and Architecture in Africa 3 AAAS 542/REL 535 The History of Islam in Africa 3 AAAS/LING 543 Language and Culture in Arabic-Speaking Communities 3 https://next.catalog.ku.edu/courseleaf/approve/ 3/6 11/28/2018 AAAS-MIN: African and African-American Studies, Minor Code Title Hours AAAS 545 Unveiling the Veil 3 AAAS 551/GEOG 550 Environmental Issues in Africa 3 AAAS/REL 552 Classical Islamic Literature 3 AAAS 554/GEOG 553 Contemporary Health Issues in Africa 3 AAAS 555/FMS 544 African Film 3 AAAS/WGSS 560 Race, Gender, and Post-Colonial Discourses 3 AAAS/HIST/POLS 561 Liberation in Southern Africa 3 AAAS/HA 569 Modern and Contemporary African Art 3 AAAS/HIST 574 Slavery in the New World 3 AAAS/HA 578 Central African Art 3 AAAS/GEOG 583 Migration, Diasporas and Development 3 AAAS 584 Literature and African American Music 3 AAAS 585/AMS 529/THR 529 Race and the American Theatre 3 AAAS/HIST/WGSS 598 Sexuality and Gender in African History 3 AAAS 600/POLS 665 Politics in Africa 3 AAAS 611 History of the Black Power Movement 3 AAAS 630 The Life and Intellectual Thought of W.E.B. Du Bois 3 AAAS/REL 650 Sufism 3 AAAS 657 Women and Gender in Islam 3 AAAS/WGSS/POLS 662 Gender and Politics in Africa 3 AAAS/HA 676 West African Art 3 AAAS/HA 677 African Design 3 AAAS/HA 679 African Expressive Culture: _____ 3 AAAS 680 Introduction to Modern Africa 3 ARAB 310 Advanced Arabic I 3 ARAB 320 Advanced Arabic II 3 HAIT 350 Advanced Haitian I 3 HAIT 360 Advanced Haitian II 3 KISW 310 Advanced KiSwahili I 3 KISW 320 Advanced KiSwahili II 3 WOLO 310 Advanced Wolof I 3 WOLO 320 Advanced Wolof II 3 Option 1:Advanced African Language Study Option 2:African Societies and Civilizations Option 3:African Arts and Literature Option 4:Political Economy of Health and Development in Africa Option 5:People and Space in Africa Option 6:Minor Hours & Minor GPA

Course List Code Title Hours AAAS 103 Introduction to Africa 3 or AAAS 105/HIST 104 Introduction to African History or AAAS 102 Arabic and Islamic Studies Select four of the following: 12 GEOG/AAAS 351 Africa's Human Geographies GEOG/AAAS 553 Geography of African Development ANTH 564 The Peoples of Africa ANTH 549 Human Paleontology: Fossil Apes to Australopithecus ANTH 501/AAAS 520 Topics in Sociocultural Anthropology: _____ AAAS/WGSS 560 Race, Gender, and Post-Colonial Discourses GEOG 550/AAAS 551/EVRN 420 Environmental Issues in Africa Select one of the following: 3 AAAS 550 Senior Seminar in: _____ AAAS 690 Investigation and Conference AAAS 496 Field Experience Course List Code Title Hours AAAS 103 Introduction to Africa 3 or AAAS 105/HIST 104 Introduction to African History or AAAS 102 Arabic and Islamic Studies Select four of the following: 12 ANTH 542 Biology of Human Nutrition ANTH 543 Nutrition Through the Life Cyle ANTH 650 Human Reproduction: Biology and Behavior ANTH 762 Human Growth and Development https://next.catalog.ku.edu/courseleaf/approve/ 4/6 11/28/2018 AAAS-MIN: African and African-American Studies, Minor Code Title Hours ANTH 461 Introduction to Medical Anthropology ANTH 540 Demographic Anthropology ANTH 783 Doing Ethnography ANTH 684 Anthropology and the Health Sciences ECON 587 Economic Development of Africa GEOG/AAAS 553 Geography of African Development POLS 665/AAAS 600 Politics in Africa POLS 667 Islam and Politics AAAS 680 Introduction to Modern Africa ANTH 545/AAAS 554 Contemporary Health Issues in Africa Select one of the following: 3 AAAS 550 Senior Seminar in: _____ AAAS 690 Investigation and Conference AAAS 496 Field Experience Course List Code Title Hours AAAS 103 Introduction to Africa 3 or AAAS 105/HIST 104 Introduction to African History or AAAS 102 Arabic and Islamic Studies Select four of the following: 12 THR 302/AAAS 320 Undergraduate Seminar in: _____ THR 326/AAAS 355 African Theatre and Drama THR/DANC/AAAS 334 Introduction to African Dance Theatre FMS 544/AAAS 555 African Film ENGL 324/AAAS 320 Contemporary Authors: _____ ENGL 326/AAAS 332 Introduction to African Literature ENGL 479/AAAS 433 The Literature of: _____ ENGL 479/AAAS 434 The Literature of: _____ ENGL 674 African Literature: _____ FREN/AAAS 432 Francophone African Literature HA/AAAS 376 West African Art HA/AAAS 578 Central African Art Select one of the following: 3 AAAS 550 Senior Seminar in: _____ AAAS 690 Investigation and Conference AAAS 496 Field Experience Course List Code Title Hours AAAS 103 Introduction to Africa 3 or AAAS 105/HIST 104 Introduction to African History or AAAS 102 Arabic and Islamic Studies Select four of the following: 12 AAAS 300 African Traditional Religion and Thought ANTH 564 The Peoples of Africa AAAS 545 Unveiling the Veil WGSS 330/AAAS 340 Women in Contemporary African Literature AAAS 415 Women and Islam WGSS/AAAS 560 Race, Gender, and Post-Colonial Discourses AAAS 320 African Studies In: _____ AAAS/REL 532 Studies in Islam AAAS 542/REL 535 The History of Islam in Africa HIST 300/AAAS 305 Modern Africa HIST/AAAS 598 Sexuality and Gender in African History HIST 600/AAAS 520 West African History JOUR 500 Topics in Journalism: _____ Select one of the following: 3 AAAS 550 Senior Seminar in: _____ AAAS 690 Investigation and Conference AAAS 496 Field Experience Course List Code Title Hours AAAS 103 Introduction to Africa 3 or AAAS 105/HIST 104 Introduction to African History or AAAS 102 Arabic and Islamic Studies https://next.catalog.ku.edu/courseleaf/approve/ 5/6 11/28/2018 AAAS-MIN: African and African-American Studies, Minor Code Title Hours Select one of the following: 12 ARAB 310 Advanced Arabic I

& ARAB 320 and Advanced Arabic II

& ARAB 401 and Readings in Arabic I

& ARAB 402 and Readings in Arabic II KISW 310 Advanced KiSwahili I

& KISW 320 and Advanced KiSwahili II

& KISW 401 and Readings in KiSwahili I

& KISW 402 and Readings in KiSwahili II HAUS 310 Advanced Hausa I

& HAUS 320 and Advanced Hausa II

& HAUS 401 and Readings in Hausa I

& HAUS 402 and Readings in Hausa II WOLO 310 Advanced Wolof I

& WOLO 320 and Advanced Wolof II

& WOLO 401 and Readings in Wolof I

& WOLO 402 and Readings in Wolof II OR two advanced language courses (AAAS 504 or AAAS 505) and a Language and Society course (LING 370/AAAS 370, LING 470/AAAS 470). Other languages may apply with consent of faculty. Select one of the following: 3 AAAS 550 Senior Seminar in: _____ AAAS 690 Investigation and Conference AAAS 496 Field Experience While completing all required courses, minors must also meet each of the following hour and GPA minimum standards: Minor Hours

Satisfied by a minimum of 18 hours of minor courses. Minor Hours in Residence

Satisfied by a minimum of 9 hours of KU resident credit in the minor. Minor Junior/Senior (300+) Hours

Satisfied by a minimum of 12 hours from junior/senior courses (300+) in the minor. Minor Graduation GPA

Satisfied by a minimum of a 2.0 KU GPA in all departmental courses in the minor. GPA calculations include all courses in the field of study including F’s and repeated courses. See the Semester/Cumulative GPA Calculator.

Faculty Profile

Student Profile Anticipated st

Rationale for Reducing the minor to one single track. Updating course lists. proposal Additional Information Supporting Documents Program Reviewer Comments

Key: 361

https://next.catalog.ku.edu/courseleaf/approve/ 6/6 11/28/2018 CEAS-CONC: Contemporary East Asian Studies Master's Accelerated Degree Program

Program Change Request

New Program Proposal In Workflow Date Submitted: 11/02/18 2:59 pm A. CLAS Dean or Viewing: CEAS-CONC : Contemporary East Asian Studies Master's Associate Accelerated Degree Program Dean B. Provost's Last edit: 11/19/18 9:33 am Office Changes proposed by: larecay C. COGA Academic Career Graduate, Lawrence Director D. CGS Program Type Concentration Committee Department/ Center for East Asian Studies E. CAC Program F. CLAS Final School/College College of Lib Arts & Sciences Approval Consulting G. Graduate School(s)/College(s) Studies Consulting Department(s) H. OIRP CIP Approval Program Name Contemporary East Asian Studies Master's Accelerated Degree Program I. Provost's Office Location(s) of Lawrence Instruction J. COCAO 1st Reading Do you intend for this program to be offered online? K. Future No Academic Effective Catalog 2019 - 2020 Catalog

Approval Path A. 11/13/18 5:00 pm

Kristine Latta (klatta): Approved for CLAS Dean or Associate Dean B. 11/14/18 1:08 pm

Linda Luckey (lluckey): Approved for Provost's Office C. 11/15/18 3:30 pm

Kristine Latta (klatta): Approved for COGA Director

Program Description The Accelerated Master's program enables qualified KU students to earn a Bachelor’s degree in GIST and count 12 hours of 500-level- or-above course work in the major completed in Year 4 of study for both the Bachelor’s and M.A. degrees. The M.A. degree is completed in the fifth year.

The M.A. may be pursued as a terminal degree or as preparation to petition for admission to doctoral studies at KU or to apply elsewhere.

Demand/Need for the Program The Master’s degree is increasingly important in today’s competitive job market. In response to greater demand for employees with MA degrees, the CEAS accelerated MA program offers students many benefits and advantages. While saving time and money, students in the accelerated program will have access to the same curriculum in regular degree path options, which provides training and skills required for the job market. Rather than graduating with a double major in EALC, GIST students will have an advantage by entering the job market with a BA and MA in hand within a five year degree program.

https://next.catalog.ku.edu/courseleaf/approve/ 1/6 11/28/2018 CEAS-CONC: Contemporary East Asian Studies Master's Accelerated Degree Program Our accelerated CEAS MA program will increase recruitment of qualified GIST undergraduate students. This will, in turn, increase the numbers of CEAS MA students along with our regular MA students. With our guidance, GIST students will succeed in our program and achieve their career goals.

Comparative/Locational Advantage We are not aware of any accelerated Masters programs in Contemporary East Asian Studies in KS or the immediate region.

Admission Careful course selection and steady progression through the undergraduate career is necessary to ensure all requirements for both degrees Requirements may be completed within a 5-year timeframe. All prospective students should discuss their interest in admission to the Accelerated Master’s in Contemporary East Asian Studies degree program with their undergraduate advisor and faculty mentor no later than the first semester of the student’s Junior Year. Prospective students are eligible to apply to the graduate program in the second semester of their Junior year. The following requirements must be met by this time: Major and cumulative GPA of at least 3.00; On track to complete all requirements for a B.A. degree in Global and International Studies from KU by the end of the Senior year Applicants must complete an Application for Graduate Study (http://graduate.ku.edu/ku-graduate-application) online. The following information should be gathered in advance and uploaded with the application: A two-page statement of purpose explaining your educational and academic objectives. Three letters of recommendation preferably from KU faculty, each accompanied by the Graduate Letter of Recommendation Form. A writing sample that demonstrates your writing skills and basic research capacity. A current C.V. or resume Upon review of the Application for Admission, the program will notify the student of his or her eligibility to begin coursework in the program. Final acceptance will be contingent upon the following: Successful completion of all requirements for the bachelor’s degree; A final cumulative undergraduate GPA of at least 3.0; Grades of B or above in all graduate-level coursework taken while an undergraduate Degree Requirements

The course requirements for the Accelerated Master’s in Contemporary East Asian Studies are fulfilled by a combination of 12 hours of graduate credit courses taken while still an undergraduate degree-seeking student, which count toward both undergraduate and graduate degrees, and 18 hours of graduate credit courses taken in a final year of graduate study. The student must be approved to begin coursework toward the Accelerated Master’s prior to enrolling in any courses that are to count for both undergraduate and graduate credit. Requirements for the B.A. Major Course List Code Title Hours Select one course from the following list: ANTH 108 Introduction to Cultural Anthropology 3-4 or ANTH 109 Introduction to Cultural Anthropology, Honors or ANTH 308 Fundamentals of Cultural Anthropology ANTH 160 The Varieties of Human Experience 3 or ANTH 162 The Varieties of Human Experience, Honors or ANTH 360 The Varieties of Human Experience ECON 104 Introductory Economics 4 or ECON 105 Introductory Economics, Honors ECON 144 Principles of Macroeconomics 3 or ECON 145 Principles of Macroeconomics, Honors GEOG 100 World Regional Geography 3 or GEOG 101 World Regional Geography, Honors GEOG 102 People, Place, and Society 3 or GEOG 103 People, Place, and Society, Honors GIST 210 Culture and Health 3 GIST 215 A Global History of Money: Aristotle to Bitcoin 3 HIST/EVRN 103 Environment and History 3 HIST/EVRN/GEOG 140 Global Environment I: The Discovery of Environmental Change 5 or HIST 144 Global Environment I: The Discovery of Environmental Change, Honors HIST/EVRN/GEOG 142 Global Environment II: The Ecology of Human Civilization 5 or HIST 145 Global Environment II: The Ecology of Human Civilization, Honors POLS 150 Introduction to Comparative Politics 3 or POLS 151 Introduction to Comparative Politics Honors POLS 170 Introduction to International Politics 3 or POLS 171 Introduction to International Politics Honors REL 106 Asian Religions 3 or REL 108 Asian Religions, Honors REL 107 Jews, Christians, Muslims 3 https://next.catalog.ku.edu/courseleaf/approve/ 2/6 11/28/2018 CEAS-CONC: Contemporary East Asian Studies Master's Accelerated Degree Program Code Title Hours or REL 109 Jews, Christians, Muslims, Honors SOC 130 Comparative Societies 3 or SOC 131 Comparative Societies, Honors Introduction to Global and International Studies Satisfied by: GIST 220 Introduction to Global and International Studies 3 Additional Language Requirement (3-5 hours/1 unit): Students in the Accelerated CEAS MA program must complete the BA 4th semester language proficiency requirements in an East Asian Language (Chinese, Japanese, Korean, Tibetan, or Uyghur). In addition, these students are required to complete one additional language course (300 level or above) in their target East Asian Language. Issues in Global Studies. (9 hours/3 units) Majors must take 3 courses from an approved list of GIST courses focusing on contemporary global themes on subjects such as human trafficking, the global environment, terrorism, transnational migration and borders, global issues in gender, citizenship, indigenous peoples, the global economic system, and globalization. Courses offered as: GIST 550 Issues in Global Studies: _____ are always approved to fulfill this requirement. Students intending to apply to the Accelerated CEAS MA program should make every effort to complete these courses in their 2 nd and 3 rd year. Issues in Global Studies Courses: Course List Code Title Hours GIST 305 World Indigenous Literatures 3 GIST 306 Global Environmental Literature 3 GIST 308 Key Themes in Modern Global History 3 GIST 314 Globalization: History and Theory 3 GIST 354 Globalization: A Geographic Approach 3 GIST 371 Environmental Geopolitics 3 GIST 376 Immigrants, Refugees, and Diasporas 3 GIST 465 Genocide and Ethnocide 3 GIST 495 Global Internship 3 GIST 529 Globalization 3 GIST 550 Issues in Global Studies: _____ 3 GIST 555 Seminar in Urban Geography 3 GIST 560 The Literature of Human Rights 3 GIST 565 Gender, Culture, and Migration 3 GIST 570 Anthropology of Violence 3 GIST 582 Geopolitics and Genocide 2-3 GIST 601 Indigenous Peoples of the World 3 GIST 667 Islam and Politics 3 GIST 686 International Human Rights 3 SOC 425 Sociology of Global Health 3 SOC 573 Sociology of Violence 3 SOC 629 Sociology of Sport 3 Global & International Studies International Electives. Majors must take 3 courses from the list of approved international elective courses. Students in the Accelerated CEAS MA should consult with a faulty advisor to select courses that will develop their knowledge of a specific area in East Asian Studies. Students must take two of the three courses (6 credit hours) after approved to begin coursework in the Accelerated program. These two courses must be taken at the 500 level or above. They will count toward both undergraduate and graduate requirements. The following list shows many of the approved East Asia-related international electives that also fulfill the CEAS MA requirements. To see a full list of approved courses for the international electives, consult our website. Other courses may also be approved in consultation with the department. Course List Code Title Hours EALC 519 Contemporary Chinese Fiction and Film 3 EALC 520 Entrepreneurship in East Asia 3 HIST 640 Entrepreneurship in East Asia 3 EALC 530 China's Cultural Legacy 3 EALC 541 Asian Film 3 EALC 543 Contemporary Japanese Film 3 EALC 555 Buddhists and Buddhism in China 3 REL 555 Buddhists and Buddhism in China 3 EALC 575 Love, Sexuality and Gender in Japanese Literature 3 EALC 580 Popular Cultures of East Asia 3 EALC 590 Topics in East Asian Languages and Cultures: _____ 1-9 EALC 584 Modern China 3 HIST 584 Modern China 3 EALC 585 Reform in Contemporary China 3 POLS 668 Reform in Contemporary China 3 EALC 589 Japan Since 1945 3 EALC 610 Minorities in Japan 3 EALC 656 Government and Politics of East Asia 3 https://next.catalog.ku.edu/courseleaf/approve/ 3/6 11/28/2018 CEAS-CONC: Contemporary East Asian Studies Master's Accelerated Degree Program Code Title Hours POLS 676 International Relations of Asia 3 EALC 678 Chinese Foreign Policy 3 GIST 678 Chinese Foreign Policy 3 POLS 678 Chinese Foreign Policy 3 ECON 586 Economic Issues in China 3 HA 554 Japanese Prints 3 HA 562 Ceramics of Korea 3 HA 587 Japanese Sculpture 3 HA 588 Modern and Contemporary Visual Arts of Japan 3 HA 589 Japanese Artistic Encounters with Europe and the United States 3 HIST 590 Cultural History of Korea 3 HIST 603 History of Tibet 3 HIST 604 Contemporary Greater China 3 REL 508 Religion in China 3 REL 509 Religion in Japan 3 REL 510 Religion in Korea 3 Capstone Coursework (minimum 6 hours/2 units) The following courses must be completed after the student has been approved to begin coursework in the Accelerated program. Students must complete GIST 610 in the penultimate semester of undergraduate study, and CEAS 710 and GIST 698/GIST 699 in the final semester of undergraduate study. GIST 610 will count toward both BA and MA degree requirements. CEAS 710 will count toward MA degree requirements GIST 610 Interdisciplinary Methods for Global Contexts CEAS 710 Research Design for International Area Studies GIST 698 Capstone Seminar or GIST 699 Capstone Seminar, Honors Major Hours & Major GPA While completing all required courses, majors must also meet each of the following hour and grade-point average minimum standards: Major Hours

Satisfied by 11 units (minimum of 31 credit hours) of major courses. Major Hours in GIST

Satisfied by a minimum of 6 GIST courses in the major. Major Hours in Residence

Satisfied by a minimum of 15 hours of KU resident credit in the major. Major Junior/Senior Hours

Satisfied by a minimum of 21 hours from junior/senior courses (300+) in the major. Major Junior/Senior Graduation GPA

In addition to the 12 credit hours of graduate coursework taken while an undergraduate, students must complete an additional 18 credit hours of graduate coursework, for a total of 30 hours of graduate credit. At least 15 of the 30 credit hours must be taken at the 700 level or above. Requirements include A) two (2) additional required courses, and B) four (4) additional graduate-level elective courses. A. Two (2) Required Courses: CEAS 704 Contemporary East Asia CEAS 898 Thesis and Research Project Writing B. Four (4) Elective Courses must meet the following criteria. These elective criteria also apply to the two (2) elective graduate courses taken during the 4 th year: At least three (3) courses on the student’s declared country of concentration (China, Korea, or Japan) Four (4) of the courses must be in the social sciences No more than two (2) courses can focus on periods prior to the 20th century No more than three (3) hours of directed readings can be counted Please go to https://ceas.ku.edu/courses to view a complete listing of graduate courses. The course list is updated every semester before you expect to enroll. Students who plan to continue to move on to a Ph.D. program are strongly encouraged to pursue language at the third level or higher. M.A. Examination Requirements

Students must prepare a research paper and successfully pass an oral defense of that paper to the satisfaction of an M.A. examination committee. For more information, please refer to the Graduate Student Handbook. Progression Requirements

Given the accelerated nature of this program, each student’s progress will be closely monitored at various points during the program: A. Once approved to begin graduate coursework in the Junior year, the student will meet with the CEAS Academic Director of Graduate Studies and the Undergraduate Advisor for Global and International Studies to plan the final year of undergraduate study. https://next.catalog.ku.edu/courseleaf/approve/ 4/6 11/28/2018 CEAS-CONC: Contemporary East Asian Studies Master's Accelerated Degree Program B. In the final semester of undergraduate study, the Director of Graduate Studies will review the student’s performance in all graduate EAS coursework. The student must earn a B or better in each of these courses to be eligible for regular graduate admission. C. Following completion and award of the undergraduate degree, the admitted student will again meet with the Director of Graduate Studies to review the courses taken in the final year of undergraduate study and review/update the course plan for the final year of graduate study. The student’s performance in the final semester of graduate courses taken as an undergraduate will be evaluated. D. The student will not be permitted to enroll in additional courses for graduate credit toward the CEAS MA degree until the baccalaureate degree has been conferred.

Faculty Profile

Name of Faculty Number of Faculty

and Rank Highest Degree FTE

See core faculty list attached. see attached 0

Student Profile Anticipated student enrollment

Full Time Part Time Total

Year 1 1 0 1

Year 2 1 0 1

Year 3 2 0 2

Anticipated number of program graduates

After 5 Years 4

After 7 Years 6

Academic Support No additional support needed.

Facilities and Equipment N/A

Program Review, Assessment, Accreditation N/A

Costs, Financing

Salaries OOE Equipment Other TOTAL

Year 1 0 0 0 0 0

Year 2 0 0 0 0 0

Year 3 0 0 0 0 0

What is the source of the new funds? No additional funding needed.

Rationale for The CEAS MA program is a highly interdisciplinary degree focused on contemporary East Asian issues. It is also designed to prepare proposal students for the 21st century workforce by providing broad knowledge of modern East Asia and social science research skills and methods appropriate to international area studies. In relation to Global International Studies (GIST), our disciplinary similarity, shared academic interests, and career goals complement one another. This enables GIST majors to (con't)

Additional make a smooth disciplinary transition from the BA to the MA. While collaboration between CEAS and GIST benefits GIST prospective Information students pursuing MAs in contemporary East Asia, creation of a CEAS MA accelerated program will strengthen programs in GIST and CEAS and attract undergraduate students to the KU graduate program.

Supporting CEAS Core Faculty List 2018.docx Documents Program Kristine Latta (klatta) (11/13/18 5:00 pm): Approved by Interim Dean Lang on 11/12/18.

Reviewer Linda Luckey (lluckey) (11/14/18 1:08 pm): Skipped campus vetting given that this is the same curriculum as the existing masters, only Comments redistributed to allow completion within the year following the bachelor's degree - Linda

Key: 648

https://next.catalog.ku.edu/courseleaf/approve/ 5/6 11/28/2018 CEAS-CONC: Contemporary East Asian Studies Master's Accelerated Degree Program

https://next.catalog.ku.edu/courseleaf/approve/ 6/6 11/28/2018 LAA-CONC: Latin American and Caribbean Studies Accelerated Master's Program

Program Change Request

New Program Proposal In Workflow Date Submitted: 11/12/18 9:54 am A. CLAS Dean or Viewing: LAA-CONC : Latin American and Caribbean Studies Associate Accelerated Master's Program Dean B. Provost's Last edit: 11/13/18 3:58 pm Office Changes proposed by: larecay C. COGA Director Academic Career Graduate, Lawrence D. CGS Committee Program Type Concentration E. CAC Department/ Latin American & Caribbean Std Program F. CLAS Final Approval School/College College of Lib Arts & Sciences G. Graduate Consulting School(s)/College(s) Studies School(s)/College(s) College of Lib Arts & Sciences H. OIRP CIP Approval Consulting Department(s) I. Provost's Office Program Name Latin American and Caribbean Studies Accelerated Master's Program J. COCAO 1st Reading Location(s) of Lawrence Instruction K. Future Academic Do you intend for this program to be offered online? Catalog No Effective Catalog 2019 - 2020 Approval Path A. 11/08/18 4:09 pm

Kristine Latta (klatta): Rollback to Initiator B. 11/13/18 3:51 pm

Kristine Latta (klatta): Approved for CLAS Dean or Associate Dean C. 11/13/18 3:58 pm

Linda Luckey (lluckey): Rollback to CLAS Dean or Associate Dean for Provost's Office D. 11/28/18 1:00 pm

Kristine Latta (klatta): Approved for CLAS Dean or Associate Dean

Program Description

https://next.catalog.ku.edu/courseleaf/approve/ 1/9 11/28/2018 LAA-CONC: Latin American and Caribbean Studies Accelerated Master's Program The Center for Latin American & Caribbean Studies is committed to helping students enrich their understanding of the world today, which allows them to distinguish themselves among peers and colleagues. Many U.S. employers have a strong interest in Latin America and value employees who speak its languages and understand its cultures.

Training in Latin American Studies provides graduates with a diverse skill set applicable to many different career paths. The emphasis on critical thinking, analysis, and interdisciplinary approaches make LACS graduates valued voices in businesses, non-governmental organizations, public service, and education.

Through the diverse courses offered within Latin American Studies, students gain important cultural competencies that can serve them well on the job market. With the an ever increasing number of Latinos and growing ties between the United States and our Latin American neighbors, Latin American Studies majors will play an important role in bridging the cultural divides that has impeded connections across the Western Hemisphere.

Demand/Need for the Program We hope to use the Accelerated Master’s Program to increase CLACS MAs and student credit hour numbers. Our MA numbers have been hurt over the last few years by the loss of FLAS funding four years ago (for students to learn a foreign language) and by the launch of a GIST Master’s Degree which directly competed with ours. An accelerated Master’s, an online certificate to draw in students from the region, and substantial FLAS funding awards over the next four years for graduate students, will allow us to rebuild our Master’s enrollments.

Comparative/Locational Advantage We are not aware of any accelerated Masters programs Latin American / Caribbean Studies in KS or the immediate region. Kansas State does not offer a graduate degree (or even a major —just a “secondary major”-- in Latin American / Caribbean Studies, nor does UMKC. No other Board of Regents schools have even a major in LACS.

As mentioned above CLACS has been awarded major Title VI / Department of Education funding to be a “National Resource Center” in Latin American / Caribbean area studies. An accelerated Master’s program (especially one in which some portion of the coursework can be completed online) will allow us to be a national resource for students who want LAC expertise in order to enter the workforce, serve in the military, etc., to obtain a graduate credential in a streamlined manner.

Admission Careful course selection and steady progression through the undergraduate career is necessary to ensure all requirements for both degrees Requirements may be completed within the 5-year time-frame. All prospective students should discuss their interest in admission to the Accelerated program with the Director of Undergraduate Study and the Director of Graduate Study no later than the student’s Junior year. Prospective students are eligible to apply to the Accelerated degree program as early as Spring Semester of their Sophomore year, and must apply no later than Spring Semester of their Junior year. At the time of application, the student must have a major GPA of at least 3.25 and an overall GPA of at least 3.0. The overall GPA requirement may be temporarily waived with an interview, at the discretion of the Director of Graduate Studies, Director of Undergraduate Studies, and Center Director. Applicants must complete an Application for Graduate Study online. The following information should be gathered in advance and uploaded with the application: Statement of interest that succinctly summarizes the students’ interests, education, their long-term career goals, and how the accelerated degree program will help them achieve those goals; A copy of the student’s KU transcript; The names of three persons qualified to comment on the applicant’s academic abilities and probable success in graduate study. These individuals will be asked to provide a letter of recommendation. At least two should be faculty members who have had the student in class. Upon review of the Application for Admission, CLACS will notify students of their eligibility to begin coursework in the program. Final acceptance to the graduate program will be contingent upon the following: Successful completion of all requirements for the bachelor’s degree A cumulative undergraduate GPA of 3.0 Completion of 12 credit hours at 500 level or above that count towards the CLACS major and graduate degree requirements (including the capstone course), with a grade of B or above Any student who does not meet the minimum grade requirement for CLACS courses at the 500-level or above may be eligible for provisional admission to the graduate program, and/or may be required to repeat coursework before continuing in the program. Degree Requirements

The course requirements for this accelerated program are fulfilled by a combination of pre-requisite coursework, 12 hours of graduate credit courses (500 level and above) taken while still an undergraduate degree-seeking student, which count toward both undergraduate and graduate degrees, and 21 hours of graduate credit courses taken in a final year of graduate study. Requirements for both the Bachelor’s and the Master’s degree (including language proficiency requirements) remain the same. Requirements for the B.A. or B.G.S. Major In addition to meeting the College language requirement in Spanish or Portuguese, all majors earn a minimum of 30 hours in substantive courses on Latin America and the Caribbean. Language Proficiency Requirements Course List Code Title Hours Complete each of the following: Intermediate-level language (4 semesters or equivalent) at least up to the following: SPAN 216 Intermediate Spanish II https://next.catalog.ku.edu/courseleaf/approve/ 2/9 11/28/2018 LAA-CONC: Latin American and Caribbean Studies Accelerated Master's Program Code Title Hours SPAN 217 Honors Intermediate Spanish II SPAN 220 Intensive Intermediate Spanish OR PORT 216 Intermediate Brazilian Portuguese II PORT 220 Intensive Intermediate Brazilian Portuguese OR KICH 234 Intermediate Quichua II OR KQKL 234 Intermediate Kaqchikel Maya II OR HAIT 240 Intermediate Haitian II 3 Course Requirements Complete each of the following (9 hours): LAA 100 Latin American Culture and Society 3 LAA 300 Interdisciplinary Themes in Latin American Studies 3 LAA 450 Capstone Course in Latin American Studies 3

Disciplinary Diversity A minimum of 24 hours (8 different courses) is required. Students must take 9 hours in two of the following disciplinary groups. The remaining 6 hours can be taken in any disciplinary group. No more than 9 hours can be taken at the 100-200 level. At least 9 of these hours must be at the 500 level or above and will also count toward MA requirements. An advanced literature course conducted (or with a significant number of assigned readings) in Spanish or Portuguese is highly recommended. Anthropology

History

Spanish American Literature and Culture

Brazilian Literature and Culture

Music, Film, Arts

Geography and Environment

Politics, Society, Business and Economy

Transatlantic and Transnational

Latino/a and Caribbean Literature

Methodology and Theory No more than six hours can be taken in this category Capstone Course (3)

LAA 550 Capstone Course in Latin American Studies (3).

This course will also count toward MA requirements. Minimum Major Requirements 33 Hours

Note: Students earning a double major must have 15 hours unique to each major. Latin American and Caribbean Studies Courses by Disciplinary Groups

Note: All courses must have at least 25 percent Latin American and Caribbean content to count toward the major. In classes with comparative content in which students are allowed to choose research/paper topics, students must select a topic related to Latin America and the Caribbean. Courses with a blank (_____) at the end of their titles are typically topics or seminar courses that may be repeated for credit. Usually these courses offer different topics each time they are taught. Students should check with the course instructor about the requirements to take the course and what the topic will be when it is offered.

Anthropology

Course List Code Title Hours ANTH 160 The Varieties of Human Experience 3 ANTH 162 The Varieties of Human Experience, Honors 3 ANTH 360 The Varieties of Human Experience 3 ANTH 379 Indigenous Traditions of Latin America 3 ANTH 380 Peoples of South America 3 ANTH 382 People and the Rain Forest 3 ANTH 465 Genocide and Ethnocide 3 ANTH 506 Pre-Hispanic Mexico and Central America 3 ANTH 507 The Ancient Maya 3 ANTH 508 Ancient American Civilizations: The Central Andes 3 ANTH 561 Indigenous Development in Latin America 3 ANTH 562 Mexamerica 3 ANTH 569 Contemporary Central America and Mexico 3 ANTH 587 Multidisciplinary Field School in Partnership with the Chorti Maya 3 ANTH 595 The Colonial Experience 3 ANTH 603 Shamanism Past and Present 3 ANTH 665 Women, Health, and Healing in Latin America 3 https://next.catalog.ku.edu/courseleaf/approve/ 3/9 11/28/2018 LAA-CONC: Latin American and Caribbean Studies Accelerated Master's Program Code Title Hours LAA 310 Topics in LAA - Anthropology: _____ 3 LAA 334 Indigenous Traditions of Latin America 3 LAA 510 Topics in LAA - Anthropology: _____ 3 LAA 634 Indigenous Traditions of Latin America 3 LAA 665 Women, Health, and Healing in Latin America 3 WGSS 665 Women, Health, and Healing in Latin America 3

History

Course List Code Title Hours HIST 120 Colonial Latin America 3 HIST 121 Modern Latin America 3 HIST 122 Colonial Latin America, Honors 3 HIST 123 Modern Latin America, Honors 3 HIST 210 Brazil and Africa: Atlantic Encounters 3 HIST 303 Sin Cities 3 HIST 325 The Spanish Inquisition 3 HIST 326 Native American Civilizations and their European Conquerors 3 HIST 331 Atlantic Societies, 1450-1800: A Comparative History of European Colonization 3 HIST 354 Spanish Borderlands in North America 3 HIST 355 U.S. Borderlands Since 1848 3 HIST 365 Invention of the Tropics 3 HIST 368 A History of Afro-Latin America 3 HIST 370 Violence and Conflict in Latin American History 3 HIST 371 Tequila, Tango, Carnival, City 3 HIST 372 Violence and Conflict in Latin American History, Honors 3 HIST 471 Social History of South America 3 HIST 512 Foodways: Latin American 3 HIST 551 Spain and its Empire, 1450-1700 3 HIST 573 Latin America in the 19th Century 3 HIST 574 Slavery in the New World 3 HIST 575 The Many Faces of Mexico 3 HIST 576 History of the Caribbean and Central America 3 HIST 579 The History of Brazil 3 HIST 580 Economic History of Latin America 3 LAA 311 Topics in LAA - History: _____ 3 LAA 511 Topics in LAA - History: _____ 3 Spanish American Literature and Culture

Course List Code Title Hours SPAN 326 Spanish for Health Care Workers 3 SPAN 346 Transatlantic Hispanic Cultures 3 SPAN 429 Spanish Phonetics 3 SPAN 442 Special Topics Latin American Literature and Cultures: _____ 1-3 SPAN 447 Latin American Cultures: _____ 3 SPAN 448 Spanish Language and Culture for Business 3 SPAN 460 Colonial Spanish-American Studies: _____ 3 SPAN 461 Nineteenth Century Spanish-American Studies: _____ 3 SPAN 462 Twentieth Century Spanish-American Studies: _____ 3 SPAN 463 National Traditions in Spanish America: _____ 3 SPAN 471 Studies in Spanish-American Culture and Civilization: _____ 1-3 SPAN 475 Studies in Latin-American Literature and Culture: _____ 1-3 SPAN 540 Colloquium on Hispanic Studies: _____ 3 SPAN 560 Colloquium on Latin American Film 3 SPAN 566 Latin American Folklore 3 LAA 312 Topics in LAA - Spanish American Literature and Culture: _____ 3 LAA 512 Topics in LAA - Spanish American Literature and Culture: _____ 3

Brazilian Literature and Culture https://next.catalog.ku.edu/courseleaf/approve/ 4/9 11/28/2018 LAA-CONC: Latin American and Caribbean Studies Accelerated Master's Program Course List Code Title Hours PORT 300 Brazilian Culture 3 PORT 320 Introduction to Portuguese and Brazilian Literatures 3 PORT 347 Brazilian Studies: _____ 3 PORT 348 Portuguese Language and Brazilian Culture for Business 3 PORT 365 Studies in Brazilian Film: _____ 3 PORT 394 Special Readings in Brazilian Studies 1-3 PORT 471 Studies in Brazilian Culture and Civilization: _____ 1-3 PORT 475 Studies in Brazilian Literature: _____ 1-3 PORT 547 Brazilian Studies: _____ 3 PORT 548 Portuguese Language and Brazilian Culture for Business 3 PORT 565 Studies in Brazilian Film: _____ 3 LAA 313 Topics in LAA - Brazilian Literature and Culture : _____ 3 LAA 513 Topics in LAA - Brazilian Literature: _____ 3 Latino/a and Caribbean Culture

Course List Code Title Hours AAAS 333 Introduction to Caribbean Literature 3 ENGL 305 World Indigenous Literatures 3 ENGL 337 Introduction to U.S. Latino/a Literature 3 ENGL 339 Introduction to Caribbean Literature 3 ENGL 573 U.S. Latina/o Literature: _____ 3 LAA 314 Topics in LAA - Latino and Caribbean Literature: _____ 3 LAA 503 Race, Gender, Ethnicity, and Nationalism in Latin America 3 LAA 505 U.S. Latino and Latin American Film and Literature 3 LAA 506 Race, Gender, Ethnicity, and Nationalism in Latin America, Honors 3 LAA 514 Topics in LAA - Latino and Caribbean Literature: _____ 3 SPAN 464 Reading and Analysis of U.S. Latino/a Literatures: _____ 3 Music, Film, Arts

Course List Code Title Hours DANC 330 Approaches to World Dance 3 DANC 490 Introduction to Flamenco Dance Technique 3 FMS 316 Cinemas of the Southern Cone: Argentina, Chile, and Uruguay 3 FMS 540 Cuban Cinema 3 MUSC 305 Music of Latin America 3 MUSC 312 Music in the Andes 3 MUSC 313 Music in Mexico and the Caribbean 3 MUSC 339 Introduction to Music in World Cultures 3 MUSC 560 Music in World Cultures 3 THR 429 Postcolonial Theatre and Drama 3 LAA 315 Topics in LAA - Film Music Arts: _____ 3 LAA 515 Topics in LAA - Film Music Arts: _____ 3

Geography and Environment

Course List Code Title Hours EVRN 140 Global Environment I: The Discovery of Environmental Change 5 EVRN 142 Global Environment II: The Ecology of Human Civilization 5 EVRN 144 Global Environment I: Discovery of Environmental Change, Honors 5 EVRN 145 Global Environment II: The Ecology of Human Civilization, Honors 5 EVRN 148 Scientific Principles of Environmental Studies 3 EVRN 149 Scientific Principles of Environmental Studies, Honors 3 GEOG 570 Geography of American Indians 3 GEOG 591 Geography of Latin America 3 GEOG 592 Middle American Geography 3 GEOG 597 Geography of Brazil 3 GEOG 601 Indigenous Peoples of the World 3 LAA 316 Topics in LAA - Geography and Environment: _____ 3 https://next.catalog.ku.edu/courseleaf/approve/ 5/9 11/28/2018 LAA-CONC: Latin American and Caribbean Studies Accelerated Master's Program Code Title Hours LAA 516 Topics in LAA - Geography and Environment: _____ 3 Politics, Society, Business and Economy

Course List Code Title Hours ECON 584 Economic Development of Latin America 3 ECON 604 International Trade 3 ECON 605 International Finance 3 IBUS 410 Introduction to International Business 3 IBUS 415 Business in Latin America 3 LAA 317 Topics in LAA - Politics, Society, Business and Economy: _____ 3 LAA 332 Language and Society in Latin America 3 LAA 333 Language and Society in Latin America, Honors 3 LAA 335 The Politics of Language in Latin America 3 LAA 504 Politics of Culture in Modern Latin America 3 LAA 517 Topics in LAA - Politics, Society, Business and Economy: _____ 3 SOC 130 Comparative Societies 3 SOC 131 Comparative Societies, Honors 3 SOC 260 America's Latinos/Latinas 3 SOC 332 The United States in Global Context 3 SOC 342 Sociology of Immigration 3 SOC 531 Global Social Change 3 SOC 630 Latin American Society 3 SOC 650 Transnational Migration 3

Transatlantic and Transnational

Course List Code Title Hours AAAS 106 The Black Experience in the Americas 3 AAAS 210 Brazil and Africa: Atlantic Encounters 3 AAAS 301 Haiti: Culture and Identity 3 AAAS 302 Contemporary Haiti 3 AAAS 574 Slavery in the New World 3 AMS 260 America's Latinos/Latinas 3 AMS 320 Border Patrolled States 3 AMS 332 The United States in Global Context 3 LAA 318 Topics in LAA - Transatlantic and Transnational: _____ 3 LAA 518 Topics in LAA - Transatlantic and Transnational: _____ 3

Methodology and Theory

No more than 6 hours may be taken in this group. Students interested in pursuing graduate studies are encouraged to consider taking courses from this group to provide grounding in disciplinary methods and theories applicable to their interests in Latin America and the Caribbean. Course List Code Title Hours AAAS 429 Postcolonial Theatre and Drama 3 AAAS 510 Global Ethnic and Racial Relations 3 AAAS 560 Race, Gender, and Post-Colonial Discourses 3 AMS 345 Cultural Studies 3 AMS 360 Theory and Method 3 AMS 534 Global Ethnic and Racial Relations 3 AMS 565 Gender, Culture, and Migration 3 ANTH 304 Fundamentals of Biological Anthropology 3-4 ANTH 308 Fundamentals of Cultural Anthropology 3 ANTH 310 Fundamentals of Archaeology 3 ANTH 320 Language in Culture and Society 3 ANTH 321 Language in Culture and Society, Honors 3 ANTH 367 Introduction to Economic Anthropology 3 ANTH 389 The Anthropology of Gender: Female, Male, and Beyond 3 ANTH 418 Summer Archaeological Field Work 1-8 ANTH 419 Training in Archaeological Field Work 1-6 https://next.catalog.ku.edu/courseleaf/approve/ 6/9 11/28/2018 LAA-CONC: Latin American and Caribbean Studies Accelerated Master's Program Code Title Hours ANTH 430 Linguistics in Anthropology 3 ANTH 442 Anthropological Genetics 3 ANTH 460 Theory in Anthropology 3 ANTH 462 Field Methods in Cultural Anthropology 3 ANTH 580 Feminism and Anthropology 3 ANTH 582 Ethnobotany 3 ANTH 583 Love, Sex, and Globalization 3 ECON 510 Energy Economics 3 ECON 515 Income Distribution and Inequality 3 ECON 516 Income Distribution and Inequality, Honors 3 ECON 520 Microeconomics 3 ECON 521 Microeconomics Honors 3 ECON 522 Macroeconomics 3 ECON 523 Macroeconomics Honors 3 ECON 526 Introduction to Econometrics 3 ECON 550 Environmental Economics 3 ENGL 308 Introduction to Literary Criticism and Theory 3 ENGL 508 Contemporary Literary Theory 3 EVRN 304 Environmental Conservation 3 EVRN 335 Introduction to Soil Geography 4 EVRN 336 Ethics, Ideas and Nature 3 EVRN 371 Environmental Geopolitics 3 EVRN 385 Environmental Sociology 3 EVRN 410 Environmental Applications of Geographic Information Systems 3 EVRN 412 Ecology: Fundamentals and Applications 3 EVRN 414 Principles of Ecology 3 EVRN 460 Field Ecology 3 EVRN 542 Ethnobotany 3 EVRN 550 Environmental Economics 3 FMS 376 Cinematography 3 FMS 411 Television Studies 3 FMS 530 Film and Media Theory 3 FMS 531 Contemporary Concepts in Media Studies 3 GEOG 304 Environmental Conservation 3 GEOG 311 Introductory Cartography and Geovisualization 4 GEOG 316 Methods of Analyzing Geographical Data 4 GEOG 335 Introduction to Soil Geography 4 GEOG 336 Introduction to Environmental Hydrology and Water Resources 3 GEOG 352 Economic Geography 3 GEOG 354 Globalization: A Geographic Approach 3 GEOG 358 Introduction to Geographic Information Systems 4 GEOG 360 Computer Programming for Mapping and Spatial Analysis 3 GEOG 370 Introduction to Cultural Geography 3 GEOG 371 Environmental Geopolitics 3 GEOG 373 Political Geography 3 GEOG 377 Urban Geography 3 HIST 301 The Historian's Craft 3 HIST 302 The Historian's Craft, Honors 3 HIST 324 History of Women and the Body 3 HIST 336 Ethics, Ideas, and Nature 3 HIST 337 History, Ethics, Modernity 3 LAA 319 Topics in LAA - Methodology and Theory: _____ 3 LAA 519 Topics in LAA - Methodology and Theory: _____ 3 POLS 301 Introduction to Political Theory 3 POLS 302 Introduction to Political Theory, Honors 3 POLS 306 Political Science Methods of Inquiry 3 POLS 520 Political Campaigns 3 POLS 562 Women and Politics 3 POLS 600 Contemporary Feminist Political Theory 3 POLS 603 Democratic Theory 3 POLS 604 Religion and Political Theory 3 POLS 607 Modern Political Theory 3 POLS 608 Social Choice and Game Theory 3 POLS 658 Theories of Politics in Latin America 3 https://next.catalog.ku.edu/courseleaf/approve/ 7/9 11/28/2018 LAA-CONC: Latin American and Caribbean Studies Accelerated Master's Program Code Title Hours PORT 340 Textual Analysis and Critical Reading 3 SOC 280 Introduction to Social Research SOC 304 Principles of Sociology 3 SOC 341 Urban Sociology 3 SOC 385 Environmental Sociology 3 SOC 480 Sociological Theory SOC 534 Global Ethnic and Racial Relations 3 SPAN 340 Textual Analysis and Critical Reading 3 WGSS 324 History of Women and the Body 3 WGSS 381 Feminism and Philosophy 3 WGSS 389 The Anthropology of Gender: Female, Male, and Beyond 3 WGSS 468 Psychology of Women 3 WGSS 549 History of Feminist Theory 3 WGSS 560 Race, Gender, and Post-Colonial Discourses 3 WGSS 565 Gender, Culture, and Migration 3 WGSS 570 Men and Masculinities 3 WGSS 575 The Body, Self and Society 3 WGSS 580 Feminism and Anthropology 3 WGSS 583 Love, Sex, and Globalization 3 WGSS 600 Contemporary Feminist Political Theory 3 Requirements for the MA Degree In addition to the 12 credit hours of graduate coursework taken while an undergraduate, students must complete an additional 18 credit hours of graduate coursework, for a total of 30 hours of graduate credit. In the final year of graduate study, students in the Accelerated program will complete the following master’s degree requirements:

1. Research Design: Research Design in International Area Studies (LAA 710) 3 hrs 2. Area Content: 12 credit hours (two courses per semester) with 50% Latin American / Caribbean content at the 700 level or above. LAA 701 is strongly recommended. Whether taken while still completing the undergraduate degree or during the final year of graduate study, area content courses must:

a. be drawn from at least two separate disciplines

b. include a “specialization cluster” of at least 9 hours designed to prepare the student for the thesis / comparative research paper. The specialization cluster may be in a topic / issue, in a geographical area, in a particular discipline, etc., and is designed in consultation with the student’s advisor and approved by the Director of Graduate Studies. 3. Thesis Hours: 3 hours of Thesis Research and Writing (LAA 899) 3 hrs Language Proficiency

M.A. candidates must demonstrate comprehensive proficiency in Spanish or Portuguese. This includes aural, speaking, reading, and writing ability. Completion of SPAN 424 and SPAN 428 or a higher-level course conducted in Spanish (or with significant readings in Spanish) constitutes comprehensive proficiency in Spanish. Comprehensive proficiency in Portuguese requires completion of a 500-level or higher literature course. The language requirements should be satisfied as early as possible. Students also must complete two semesters in a second language. M.A. Degree Options

Thesis and nonthesis (comparative research paper) degree options are offered.

The thesis option is most appropriate as preparation for a doctoral program and dissertation. Students must declare their intention to write a thesis before the end of the first year and form a committee of three faculty members, each from a different discipline. The student defends the completed thesis in an oral examination before this committee. A student must enroll in at least 3 credit hours of thesis preparation (LAA 899). A student may enroll in as many as 6 thesis credit hours of LAA 899 for the thesis option, but this will probably extend the time of the accelerated MA degree.) The comparative research paper option is particularly suitable for a career in the public or private sector. Students take 3 credits of LAA 899 with their chair. The research topic must consist of an interdisciplinary analysis of a broad issue that goes beyond the student’s coursework and involves more than one country for purposes of comparison. The culmination of the comparative research paper M.A. is an oral examination during the last semester of the program. The student will form a committee of three faculty members for the oral examination. According to the continuous enrollment policy of the College, once the student’s course work is completed, the student must enroll in at least 1 credit hour of thesis/nonthesis (LAA 899) a semester (excluding summers) until the thesis and its defense or the oral examination is completed. Recommended Graduate Courses

For a current list of courses that have 50 to 100 percent Latin American or Caribbean content please see the CLACS website. Courses with a blank (_____) at the end of their titles are typically topics or seminar courses that may be repeated for credit. Usually these courses offer different topics each time they are taught. Students should check with the course instructor about the requirements to take the course and what the topic will be when it is offered. Directed service learning projects or study abroad at the appropriate level may count toward the 18 hours of graduate coursework in year 5 with prior approval of the Director of Graduate Study; students may choose to enroll in 3-6 hours of LAA 800 (Investigation and Conference) for such projects.

Faculty Profile

Name of Faculty Number of Faculty

and Rank Highest Degree FTE

See attached list of LA&CS faculty and lecturers See attached. 40

Student Profile https://next.catalog.ku.edu/courseleaf/approve/ 8/9 11/28/2018 LAA-CONC: Latin American and Caribbean Studies Accelerated Master's Program

Anticipated student enrollment

Full Time Part Time Total

Year 1 1 0 1

Year 2 2 0 2

Year 3 4 0 4

Anticipated number of program graduates

After 5 Years 4

After 7 Years 8

Academic Support No additional support needed.

Facilities and Equipment N/A

Program Review, Assessment, Accreditation N/A

Costs, Financing

Salaries OOE Equipment Other TOTAL

Year 1 0 0 0 0 0

Year 2 0 0 0 0 0

Year 3 0 0 0 0 0

What is the source of the new funds? No additional funds needed.

Rationale for The Center for Latin American and Caribbean Studies sees an opportunity to increase both our numbers of majors and our M.A. proposal program in a revenue-positive way by encouraging students with an interest in Latin American / Caribbean Studies to remain at KU an extra year and earn an M.A. degree in an expedited fashion. Our development of online core CLACS courses including LAA 100, LAA 300, and LAA 332 are intended to increase CLACS student credit hours at the introductory - (see addl info)

Additional - and 300-level, thus increasing student exposure to Latin American / Caribbean studies; these online core courses also support a more Information time-flexible path toward the BA or BGS degree with a LACS major. We believe we can attract students to an accelerated degree program by demonstrating that holding the M.A. rather than only a Bachelor’s degree with only a single additional year will position them for greater success on the job market in a variety of fields including education, policy, non-profit sector, and international business. This degree will provide students with cultural and linguistic competency in Latin American and Caribbean Studies, and will also qualify students to pursue a Ph.D. Our Accelerated Master’s Degree proposal was part of our recent, successful US Department of Education Title VI NRC and FLAS grant application, which will bring in approximately $1.7 million to the Center over the next four years.

Supporting LACS Faculty and Lecturers 2018.docx Documents Program Kristine Latta (klatta) (11/08/18 4:09 pm): Rollback: See email for necessary corrections.

Reviewer Kristine Latta (klatta) (11/13/18 3:51 pm): Approved by Interim Dean Lang on 11/12/18. Comments Linda Luckey (lluckey) (11/13/18 3:58 pm): Rollback: Per K. Latta request

Kristine Latta (klatta) (11/28/18 1:00 pm): Approved by Interim Dean Lang on 11/19.

Key: 650

https://next.catalog.ku.edu/courseleaf/approve/ 9/9 AAAS-MIN: African & African Diasporic Languages Minor https://next.catalog.ku.edu/courseleaf/courseleaf.cgi?page=/programadm...

Program Change Request

New Program Proposal Date Submitted: 10/26/18 4:55 pm Viewing: AAAS-MIN : African & African Diasporic Languages Minor Last edit: 11/09/18 11:19 am Changes proposed by: roxie

Academic Career Undergraduate, Lawrence

Program Type Minor

Department/ African & African-American St Program School/College College of Lib Arts & Sciences Consulting School(s)/College(s) Consulting Department(s) Program Name African & African Diasporic Languages Minor Do you intend to offer a track(s)? No

Location(s) of Lawrence Instruction Do you intend for this program to be offered online? No

Effective Catalog 2019 - 2020

Program Description The African & African-American Studies department provides a minor for students interested in pursuing proficiency in an African Language. Demand/Need for the Program Students are taking African languages (some to proficiency, some not), without an option to minor in it. It is the department's responsibility to offer this program to the university. We plan to recruit from all schools, based on enrollment data that shows we have students in ENGR, JOUR, CLAS and BUS all taking our languages.

Comparative/Locational Advantage K-State only offers an African Studies minor. Requirements don't include past the second semester of an African language. http://catalog.k-state.edu/preview_program.php?catoid=40&poid=13113 Emporia State offers no comparable programs. https://www.emporia.edu/regist/catalog/documents /2018-2019%20ESU%20catalog%20from%20website%209.13.18.pdf No comparable programs at Wichita either: http://catalog.wichita.edu/undergraduate/fairmount-liberal-arts-sciences/modern-classical-languages-literatures /modern-classical-languages-literatures-ba-bilingual-option-bi-op/

Admission Requirements Degree Requirements

1 of 5 11/30/2018, 10:56 AM AAAS-MIN: African & African Diasporic Languages Minor https://next.catalog.ku.edu/courseleaf/courseleaf.cgi?page=/programadm...

Prerequisite Knowledge

Course List Code Title Hours In order to start the minor courses, students must complete one of the following sequences: ARAB 110 Elementary Arabic I & ARAB 120 and Elementary Arabic II HAIT 110 Elementary Haitian I & HAIT 120 and Elementary Haitian II KISW 110 Elementary KiSwahili I & KISW 120 and Elementary KiSwahili II WOLO 110 Elementary Wolof I & WOLO 120 and Elementary Wolof II Requirements for the Minor

Course List Code Title Hours Complete one of the following language sequences: Intermediate Language I 3 ARAB 210 Intermediate Arabic I HAIT 230 Intermediate Haitian I KISW 210 Intermediate KiSwahili I WOLO 210 Intermediate Wolof I Intermediate Language II 3 ARAB 220 Intermediate Arabic II HAIT 240 Intermediate Haitian II KISW 220 Intermediate KiSwahili II WOLO 220 Intermediate Wolof II Advanced Language I 3 ARAB 310 Advanced Arabic I HAIT 350 Advanced Haitian I KISW 310 Advanced KiSwahili I WOLO 310 Advanced Wolof I Advanced Language II 3 ARAB 310 Advanced Arabic I HAIT 360 Advanced Haitian II KISW 320 Advanced KiSwahili II WOLO 320 Advanced Wolof II Electives 6 Choose two additional AAAS courses numbered 300 or higher, or additional language courses past Advanced Language II. ARAB 401 Readings in Arabic I ARAB 402 Readings in Arabic II HAIT 500 Directed Studies in Haitian Language and Literature KISW 401 Readings in KiSwahili I KISW 402 Readings in KiSwahili II WOLO 401 Readings in Wolof I WOLO 402 Readings in Wolof II AAAS 502 Directed Language Study: _____ AAAS 503 Directed Language Study: _____ AAAS 504 Directed Language Study I: _____ AAAS 505 Directed Language Study II: _____ AAAS 300 African Traditional Religion and Thought AAAS 301 Haiti: Culture and Identity AAAS 302 Contemporary Haiti AAAS/ANTH 303 Peoples and Cultures of North Africa and the Middle East AAAS 305/HIST 300 Modern Africa or AAAS 307 Modern Africa, Honors or HIST 307 Modern Africa, Honors AAAS 306/HIST 359 The Black Experience in the U.S. Since Emancipation AAAS/AMS/HIST 316 Ministers and Magicians: Black Religions from Slavery to the Present AAAS/AMS/HIST/WGSS 317 African American Women: Colonial Era to the Present AAAS 320 African Studies In: _____ or AAAS 321 African Studies In, Honors: _____ AAAS 322 Legal Issues and the African American

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Code Title Hours AAAS 323 African-American Studies In: _____ or AAAS 324 African-American Studies In, Honors: _____ AAAS 325 Popular Black Music AAAS 327 African American Culture AAAS 328/HIST 338 African American Urban Community and Class in the Midwest AAAS 330/AMS 340 Black Leadership AAAS 332/ENGL 326 Introduction to African Literature or AAAS 336 Introduction to African Literature, Honors AAAS 333/ENGL 339 Introduction to Caribbean Literature AAAS/THR/DANC 334 Introduction to African Dance Theatre AAAS 335 Introduction to Southern African Literature AAAS 340/WGSS 330 Women in Contemporary African Literature AAAS/WGSS/ENGL 344 Black Feminist Theory AAAS 345 Popular Culture in Africa: Spiritual Thrills, Romance and Sexualities AAAS 349/REL 350 Islam AAAS/GEOG 351 Africa's Human Geographies AAAS/HA 353 Modern and Contemporary African Art or AAAS 569 Modern and Contemporary African Art or HA 569 Modern and Contemporary African Art AAAS 355/THR 326 African Theatre and Drama AAAS 356/THR 327 African-American Theatre and Drama AAAS/LING 370 Introduction to the Languages of Africa AAAS/ANTH 372 Religion, Power, and Sexuality in Arab Societies AAAS/HA 376 West African Art or AAAS 676 West African Art or HA 676 West African Art AAAS/HA 377 African Design or AAAS 677 African Design or HA 677 African Design AAAS 380 African Art & Gender AAAS 388 The Black Woman AAAS 415 Women and Islam AAAS 420/COMS 447 Intercultural Communication: The Afro-American AAAS/THR 429 Postcolonial Theatre and Drama AAAS/FREN 432 Francophone African Literature AAAS 433 Islamic Literature AAAS 434 African Women Writers AAAS 435 Muslim Women's Autobiography AAAS 440 The Afro-American Family: A Psychological Approach AAAS 445 Arab Thought and Identity AAAS/REL 450 Popular Culture in the Muslim World AAAS 460 Topics and Problems in African and African-American Studies AAAS/LING 470 Language and Society in Africa AAAS 496 Field Experience AAAS 501 Regional History: _____ AAAS 510/AMS 534/SOC 534 Global Ethnic and Racial Relations AAAS 511 The Civil Rights Movement AAAS 512 African and Western Cosmologies AAAS 520 African Studies in: _____ or AAAS 521 African Studies In, Honors: _____ AAAS 522 African and African-American Religion:_____ AAAS 523 African-American Studies in: _____ or AAAS 524 African-American Studies In, Honors: _____ AAAS 525 Social History of Black Aging in America AAAS 527 Popular Culture in Africa AAAS/REL 532 Studies in Islam AAAS 534/COMS 551 The Rhetoric of Black Americans AAAS/HA 536 Islamic Art and Architecture in Africa AAAS 542/REL 535 The History of Islam in Africa AAAS/LING 543 Language and Culture in Arabic-Speaking Communities AAAS 545 Unveiling the Veil AAAS 550 Senior Seminar in: _____ AAAS 551/GEOG 550 Environmental Issues in Africa AAAS/REL 552 Classical Islamic Literature AAAS/GEOG 553 Geography of African Development

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Code Title Hours AAAS 554 Contemporary Health Issues in Africa AAAS 555/FMS 544 African Film AAAS/WGSS 560 Race, Gender, and Post-Colonial Discourses AAAS/HIST/POLS 561 Liberation in Southern Africa AAAS/HIST 574 Slavery in the New World AAAS/HA 578 Central African Art AAAS/GEOG 583 Migration, Diasporas and Development AAAS 584 Literature and African American Music AAAS 585/AMS 529/THR 529 Race and the American Theatre AAAS/HIST/WGSS 598 Sexuality and Gender in African History AAAS 600/POLS 665 Politics in Africa AAAS 611 History of the Black Power Movement AAAS 630 The Life and Intellectual Thought of W.E.B. Du Bois AAAS/REL 650 Sufism AAAS/REL 657 Women and Gender in Islam AAAS/WGSS/POLS 662 Gender and Politics in Africa AAAS 663 The Anthropology of Islam AAAS/HA 679 African Expressive Culture: _____ AAAS 680 Introduction to Modern Africa Minor Hours

Satisfied by at least 18 hours of minor courses. Minor Hours in Residence

Satisfied by a minimum of 9 hours of junior/senior (300+) hours completed at KU. Minor Junior/Senior (300+) Hours

Satisfied by a minimum of 12 hours from courses numbered 300 or higher in the minor. Minor Graduation GPA

Satisfied by a minimum of a 2.00 GPA in all minor courses. GPA calculations include all courses in the field of study, included F's and repeated courses.

Faculty Profile

Name of Faculty Number of Faculty and Rank Highest Degree FTE

Cecile Accilien Ph.D. 1.0

Student Profile

Anticipated student enrollment

Full Time Part Time Total

Year 1 25 10 35

Year 2 35 10 45

Year 3 45 10 55

Anticipated number of program graduates

After 5 Years 150

After 7 Years 250

Academic Support None Facilities and Equipment None Program Review, Assessment, Accreditation None Costs, Financing

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Salaries OOE Equipment Other TOTAL

Year 1 00 0 00

Year 2 00 0 00

Year 3 00 0 00

What is the source of the new funds? No new funds needed.

Rationale for Many students take our language classes through Advanced levels, but there's no minor for the African Languages. We're filling a need. proposal Additional Information Supporting Documents Program Linda Luckey (lluckey) (11/14/18 12:47 pm): Provost's office would like to know thinking why this proposal was for a minor and not a Reviewer certificate. Still supportive but just curious. Comments

Key: 651

5 of 5 11/30/2018, 10:56 AM POLS-MIN: Intelligence & National Security Studies https://next.catalog.ku.edu/courseleaf/courseleaf.cgi?page=/programadm...

Program Change Request

New Program Proposal Date Submitted: 10/22/18 2:44 pm Viewing: POLS-MIN : Intelligence & National Security Studies Last edit: 11/14/18 9:43 am Changes proposed by: lvonholt

Academic Career Undergraduate, Lawrence

Program Type Minor

Department/ Political Science Program School/College College of Lib Arts & Sciences Consulting School(s)/College(s) Consulting Department(s) Program Name Intelligence & National Security Studies Do you intend to offer a track(s)? Yes

Please name the track(s) Track Name(s)

Intelligence & National Security Studies

Location(s) of Lawrence Instruction Do you intend for this program to be offered online? Yes

Via Everspring Partner

Effective Catalog 2019 - 2020

Program Description The minor in Intelligence & National Security Studies in Political Science supports the Defense Intelligence Agency's (DIA) Intelligence Community Centers for Academic Excellence (ICCAE) mission, which is to enhance the recruitment and retention of an ethnically and culturally diverse workforce with capabilities critical to U.S. national security interests. DIA has identified specific core courses as fundamental to the academic preparation for entry-level positions within the U.S. Intelligence Community. This minor directly supports these core requirements. Students complete six courses (18 hours), four of which are the required core for the INSS minor (12 hours): • POLS 125 Introduction to Intelligence and Statecraft • POLS 130 US Intelligence Community • POLS 325 Intelligence Analytics • POLS 345 Counterintelligence In addition to the the four core courses, students then complete two additional courses related to INSS (6 hours) from the list below: • POLS 625 Extremist Groups and Government Response • POLS 652 Politics in Europe • POLS 661 Politics of the Middle East

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• POLS 675 Russian Foreign Policy • POLS 677 U.S. National Security Policy • POLS 678 Chinese Foreign Policy • POLS 682 Trafficking, Organized Crime and Terrorism: U.S. Government Response • POLS 685 Introduction to Cyberintelligence As designed, the INSS minor will fulfill the majority of the required ICCAE Knowledge Units within the core and optional intelligence topics categories. Upon completion of the minor, students will have in-depth knowledge of the intelligence community, intelligence collection, intelligence analysis, and threats the United States faces in the public and private sectors. Demand/Need for the Program The U.S. Intelligence Community (IC) as a whole includes over 854,000 people. The INSS course of study supports the ICCAE mission, which is to enhance recruitment and retention of an ethnically and culturally diverse workforce with capabilities critical to U.S. national security interests. Recent studies show the IC lags behind the rest of the federal workforce and the civilian labor force in workforce diversity. As a result, the IC is committed to strengthening the talent and diversity of the workforce through innovative and broad-based inclusion initiatives. The ICCAE program increases the pool of diverse job applicants who also possess highly desired skills and competencies in areas of critical need within the IC. Besides ICCAE students being more competitive for intelligence internships and employment, newly acquired critical thinking, analytic, and communication skills can be applied to any area of study or profession.

Comparative/Locational Advantage In 2010, it was estimated 1,271 government organizations and 1,931 private companies in 10,000 locations in the United States were working counterterrorism, homeland security, and intelligence issues. Within the Midwest region there are four geographical clusters of national-level intelligence community (IC) personnel: Colorado Springs, CO; Denver, CO; Omaha, NE; and St. Louis, MO/Belleville, IL. In this region there are also multiple active duty, reserve, and National Guard military installations, as well as numerous state and local law enforcement organizations that could benefit from the program. Other than the University of Kansas, there are no ICCAE programs located in this specific geographical region. Additionally, the U.S. IC workforce is globally dispersed.

Admission Requirements All KU undergraduate students eligible to take classes in the Political Science department are eligible for the INSS minor. Degree Requirements

To complete the INSS minor in Political Science, students complete six courses (18 hours), four of which are the required core for the INSS minor (12 hours) and available through KU Online Course List Code Title Hours POLS 125 Introduction to Intelligence and Statecraft 3 POLS 130 US Intelligence Community 3 POLS 325 Intelligence Analytics 3 POLS 345 Counterintelligence 3 In addition to the the four core courses, students then complete two additional courses related to INSS (6 hours) from the list below (Each course is offered at least once per year on the KU Lawrence campus): Course List Code Title Hours POLS 625 Extremist Groups and Government Response 3 POLS 652 Politics in Europe 3 POLS 661 Politics of the Middle East 3 POLS 675 Russian Foreign Policy 3 POLS 677 U.S. National Security Policy 3 POLS 678 Chinese Foreign Policy 3 POLS 682 Trafficking, Organized Crime and Terrorism: U.S. Government Response 3 POLS 685 International Law: Laws of Armed Conflicts 3 As designed, the INSS minor will fulfill the majority of the required ICCAE Knowledge Units within the core and optional intelligence topics categories. Upon completion of the minor, students will have in-depth knowledge of the intelligence community, intelligence collection, intelligence analysis, and threats the United States faces in the public and private sectors.

Faculty Profile

Name of Faculty Number of Faculty and Rank Highest Degree FTE

Don Haider-Markel, Professor\\nJohn James PhD\\nPhD\\nPhD\\nPhD\\nPhD 0.20 Kennedy, Assoc Professor\\nMichael Wuthrich, \\nPhD\\nPhD\\nMA\\nMA Asst Professor\\nBrittnee Carter, Asst Professor\\nAlan Arwine, Lecturer\\nChris Fraser, Lecturer\\nBrian Salmans, Lecturer\\nMike

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Denning, Lecturer\\nKirk Sampson, Lecturer

Student Profile

Anticipated student enrollment

Full Time Part Time Total

Year 1 20 5 25

Year 2 30 5 35

Year 3 50 5 55

Anticipated number of program graduates

After 5 Years 100

After 7 Years 150

Academic Support None Facilities and Equipment None Program Review, Assessment, Accreditation The INSS minor will be subject to review and assessment both by CLAS deans and the DIA Program Manager. Assessment will include tracking and annually reviewing learning outcomes for each course. The program will be subject to all accreditation processes to which CLAS undergraduate certificates are subject. Costs, Financing

Salaries OOE Equipment Other TOTAL

Year 1 65000 33369 500 40000 138869

Year 2 66400 33369 500 30000 130269

Year 3 67839 33119 500 30000 131458

What is the source of the new funds? The cost of the core courses is funded by the DIA ICCAE grant. The salaries are for an Education Program Coordinator ($50,000 annual base salary) and a Graduate Assistant ($15,000 annual salary). The OOE includes funds for a lecture series, an annual colloquium, branding and marketing, and quarterly workshops. The "other" includes funds for course development (year 1) and course delivery (years 1-3).

Rationale for KU received a five-year award from the Defense Intelligence Agency to develop an academic curriculum to prepare students who are proposal interested in pursuing a career with the intelligence community.

Additional The purpose of this award is to build long-term partnerships with accredited universities nationwide and work with them to develop Information sustainable national security and intelligence education programs. The minor helps fulfill the award requirements and will enhance the Undergraduate Certificate in Intelligence & National Security Studies, which is collaboratively offered by the Kansas Consortium-ICCAE and draws upon the collective resources of KU, Dodge City Community College, Donnelly College, and Seward County Community College. As the lead institution for the Kansas ICCAE, KU actively works with the consortium partners to recruit the community college students to KU to finish their 4-year degrees. Supporting Documents Program Linda Luckey (lluckey) (11/14/18 9:43 am): Rollback: Question from Provost's Office. There was a LA&S certificate program put Reviewer forward last March with the same name. Is that proposal now dead and this is the replacement? - Linda Comments

Key: 649

3 of 3 11/30/2018, 10:57 AM 11/28/2018 ANTH 462: Field Methods in Cultural Anthropology

Course Change Request

Date Submitted: 11/01/18 11:56 am In Workflow Viewing: ANTH 462 : Field Methods in Cultural Anthropology 1. CLAS Last approved: 10/31/18 4:33 am Undergraduate Last edit: 11/01/18 11:56 am Program and Changes proposed by: siccmade Course Coordinator ANTH-BA/BGS: Anthropology, B.A./B.G.S. Programs 2. CUSA LAA-BA/BGS: Latin American Area and Caribbean Studies, referencing this Subcommittee course B.A./B.G.S. 3. CUSA Committee LAA-CONC: Latin American and Caribbean Studies Accelerated 4. CAC Master's Program 5. CLAS Final Approval Academic Career Undergraduate, Lawrence 6. Registrar 7. PeopleSoft Subject Code ANTH Course Number 462 8. UCCC CIM Academic Unit Department Anthropology Support

School/College College of Lib Arts & Sciences 9. UCCC Preliminary Vote Do you intend to offer any portion of this course online? 10. UCCC Voting No Outcome 11. SIS KU Core Title Field Methods in Cultural Anthropology Contact Transcript Title Fld Mthds in Cltrl Anthropolgy 12. Registrar 13. PeopleSoft Effective Term Fall 2018

Catalog This course introduces students to ethical considerations, methods used in ethnographic fieldwork, field notes, Approval Path Description coding data, analysis, and write-up. Students design and carry out research projects. 1. 11/09/18 9:33 am

Prerequisites ANTH 108 or ANTH 160 or ANTH 162 or ANTH 308 or ANTH 360 or permission of instructor. Rachel Schwien (rschwien): Cross Listed Courses: Approved for CLAS Credits 3 Undergraduate Program and Course Type Field Studies (Example: Geog 714 Field Experience) (FLD) Course Grading Basis A-D(+/-)FI (G11) Coordinator Is this course part of the No University Honors Program? History Are you proposing this Yes No course for KU Core? 1. Jun 15, 2018 by Joshua Homan Typically Offered (siccmade) Repeatable for No 2. Oct 31, 2018 by credit? Joshua Homan Principal Course (siccmade) Designator Course S - Social Sciences Designator Are you proposing that the course count towards the CLAS BA degree specific requirements? Yes

Justification for counting this course towards the CLAS BA This course provides students with training in ethnographic field methods including participant-observation, conducting focus groups, questionnaire and interview schedule construction, techniques for structured and unstructured interviews, and analysis of field observations, interview data, and field notes. This course builds upon concepts introduced in ANTH 160 and ANTH 308 to give students practical, hands-on experience in the methods and theory of cultural anthropology. Students will integrate their knowledge through a final project requiring local ethnographic fieldwork.

How does this course meet the CLAS BA requirements? https://next.catalog.ku.edu/courseleaf/approve/ 1/2 11/28/2018 ANTH 462: Field Methods in Cultural Anthropology Lab and Field Experiences (LFE)

Will this course be required for a degree, major, minor, certificate, or concentration? No

Rationale for Adding KU Core 5.2 proposal based on course already being approved as a SLE course by the SLC. We plan to teach this course in Course Proposal Spring 2019.

Supporting ANTH 462: Field Methods in Cultural Anthropology.pdf

Documents Gibson ANTH 462 FA16.pdf

KU Core Information

Has the department approved the nomination of this course to KU Core? Yes No

Name of person giving Joane Nagel Date of Departmental Approval 11/1/2018 departmental approval

Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)? Yes

Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)? Yes

Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. In this service-learning course, students are introduced to the methods and theories of cultural

Selected Learning Outcome(s):

Goal 5, Learning Outcome 2 Describe how your internship or practicum meets a community need and requires evidence that students understand and have practiced ethical behavior and ethical decision-making. Please also discuss how the students will have made a positive contribution to the population served. (Please limit responses to 1000 characters.) Students will be introduced to anthropological ethics as published by the American,Anthropological Association, case material concerning field-based research, NSF regulations on,data security, and federal guidelines for human subjects research (e.g., the Belmont Report).,They will also be instructed on the design of ethnographic research projects, interview schedules,,questionnaires, and other data collecting methods in anthropology. All students will also take the,Human Subjects Tutorial through the Human Research Protection Program (HRPP) at KU and,construct a narrative for review by the IRB. Students, in collaboration with a representative from,a community organization, will design an ethnographic research project that has the potential to,provide insights and solutions of use to the organization. At the conclusion of their project,,students must present their findings to the community organization as a research report and,PowerPoint presentation.

KU Core Gibson ANTH 462 FA16.pdf Documents

Course Reviewer Comments

Key: 2482

https://next.catalog.ku.edu/courseleaf/approve/ 2/2

11/28/2018 LWS 691: Internship in Law & Society

Course Change Request

Date Submitted: 11/06/18 5:24 pm In Workflow Viewing: LWS 691 : Internship in Law & Society 1. CLAS Last approved: 11/17/16 4:30 am Undergraduate Last edit: 11/06/18 5:24 pm Program and Changes proposed by: dianak Course Coordinator BA in Law and Society Catalog Pages 2. CUSA BGS in Law and Society referencing this Subcommittee course 3. CUSA Committee PUAD-BA/BGS: Law and Society 4. CAC Programs f i thi PUAD-MIN: Law and Society 5. CLAS Final Approval Academic Career Undergraduate, Lawrence 6. Registrar 7. PeopleSoft Subject Code LWS Course Number 691 8. UCCC CIM Academic Unit Department Public Affairs & Adm, School Support

School/College College of Lib Arts & Sciences 9. UCCC Preliminary Vote Do you intend to offer any portion of this course online? 10. UCCC Voting No Outcome 11. SIS KU Core Title Internship in Law & Society Contact Transcript Title Internship in Law & Society 12. Registrar 13. PeopleSoft Effective Term Spring 2017

Catalog Designed to provide law & society students an applied learning experience in a relevant public, non- Approval Path Description governmental, or nonprofit organization. Students are required to critically reflect on their experience through a 1. 11/07/18 10:42 am

variety of academic assignments throughout their internship experience. Rachel Schwien Prerequisites LWS 330 and LWS 332, and permission of instructor. (rschwien): Approved for Cross Listed Courses: CLAS Undergraduate Credits 1-3 Program and Course Course Type Internship (INT) Coordinator Grading Basis A-D(+/-)FI (G11)

Is this course part of the No History University Honors Program? 1. Mar 1, 2016 by Are you proposing this Yes No course for KU Core? Kemi Obadare (o093o207) Typically Offered Typically Every Semester 2. Nov 17, 2016 by Repeatable for No Diana Koslowsky credit? (dianak) Principal Course Designator Course S - Social Sciences Designator Are you proposing that the course count towards the CLAS BA degree specific requirements? No

Will this course be required for a degree, major, minor, certificate, or concentration? No Yes

Rationale for Nominating LWS 691 for KU Core. Course Proposal

https://next.catalog.ku.edu/courseleaf/approve/ 1/3 11/28/2018 LWS 691: Internship in Law & Society

KU Core Information

Has the department approved the nomination of this course to KU Core? Yes No

Name of person giving Bradley Lane Date of Departmental Approval 11/01/2018 departmental approval

Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)? Yes

Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)? Yes

Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. LWS 691 offers upper-level undergraduate students a deeper understanding of how law works in the practice of civil service, the non-profit sector, policy, and the justice system. Internships vary depending on the organization, but relate to the core mission of the organization and go beyond clerical or administrative work. The structure of LWS 691 parallels that of PUAD 691, which is our internship class for the public administration major here in SPAA and which already counts toward Goal 6, Learning Outcome 1 in the CORE. Past internships focused on how organizations work within and alongside government agencies to meet the needs of their stakeholders, including writing grants, working on program development, and assisting in budget management. All internships are approved by the Undergraduate Coordinator, prior to enrollment, to ensure they meet the goals of the School and CORE. In order to fulfill the CORE students must take the internship for 3 credit hours. Selected Learning Outcome(s):

Goal 6 Is this course or course sequence at the required junior or senior level? Yes

Explain how students will analyze and combine information from different areas and approach and explain existing questions and problems from new perspectives, pose new questions or generate new ideas. (Please limit responses to 1000 characters.) Throughout their internship experience students keep a journal of their day-to-day experiences with the organization. At the end of the semester students produce an 8-12 page reflective essay integrating their experience with knowledge gained throughout coursework in the law and society major. Students present the reflective essay to the undergraduate program coordinator, and detail how their experience working within an organization relates to academic theory, and knowledge gained in the classroom. These essays focus on how theory is adapted in a practice setting, and urge students to think through and develop new questions of inquiry for scholarship and new ideas for practice.

If your course or course sequence expects students to develop a creative product, please detail the nature of this product and how it will require students to think, react, and work in imaginative ways that produce innovative expressions and original perspectives. (Please limit responses to 1000 characters.) The final project of the semester is a reflective essay where students apply classroom gained knowledge to an organization-based experience. This requires students to think through the adaptations of theory in practice, and understand how law and legal interpretation shapes managerial processes and practices in criminal justice organizations, non-profits, and policy and political institutions.

Indicate the weight of the evidence in the overall grade of your course or educational experience that will evaluate students for integrative or creative thinking and how you will ensure that your syllabus reflects these assignment expectations. (Please limit responses to 1000 characters with countdown.) In addition to the reflective essay, organizational supervisors must submit an evaluation of the student’s work for the semester. The grade is based on the reflective essay integrating theory and application, and the evaluation of organizational supervisor. Significant weight is given to the reflection essay, where students demonstrate their application of knowledge to their experiences within the internship organization.

https://next.catalog.ku.edu/courseleaf/approve/ 2/3 11/28/2018 LWS 691: Internship in Law & Society

KU Core LWS 691 Internship Information Sheet.docx Documents LWS 691 Internship Supervisor Evaluation.docx LWS 691 Internship Reflective Paper Assignment Fall 2018.docx

Course Reviewer Comments

Key: 11554

https://next.catalog.ku.edu/courseleaf/approve/ 3/3 Undergraduate Internships Policy and Process

The School of Public Affairs and Administration offers the opportunity for its undergraduate majors to earn one to three hours of credit by working in public sector and legal organizations through internships. These internships are subject to the following policies.

1. No more than three hours of credit will be awarded for internship credit toward the requirements for the undergraduate major 2. Forty hours of work is required for one hour of credit. 3. Internships must entail work which relates to the core mission of the organization and must go beyond clerical or administrative work. Prior approval of the job description by the undergraduate coordinator is required. 4. Sponsoring organizational must designate one supervisor who is willing to approve the job description, supervise the work, read the required student reflection, and provide feedback to the student and the undergraduate coordinator. 5. Organizations may pay students for internships. Pay arrangements are strictly between the student and the organization.

The process for internships:

1. The student advises the undergraduate coordinator of their desire to engage in an internship. If the student does not have an organization in mind, the undergraduate coordinator will attempt to assist the student with finding an appropriate organization. 2. The organization will need to submit a job description and the supervisor’s name to the undergraduate coordinator. 3. The undergraduate coordinator will approve the job description and inform the undergraduate advisor and the student that they may process the class enrollment. 4. By stop day at the end of the semester, the student will submit the reflection document and an evaluation completed by their supervisor. Both assignments will be provided by the undergraduate coordinator at the beginning of the semester. 5. The undergraduate coordinator will post a grade for the student. University of Kansas - School of Public Affairs and Administration - Undergraduate Internship Evaluation

Student Name:______Term/Year: ______

Supervisor Name: ______Organization:______

Please evaluate the student according to this scale: 1=Exceed expectations 2=Achieved expectations 3=Below expectations 4=Not Acceptable

General Attitude 1 2 3 4 Comments:

Quality of Work 1 2 3 4 Comments:

Time Management 1 2 3 4 Comments:

Communication Skills 1 2 3 4 Comments:

Ability to Work with Others 1 2 3 4 Comments:

Leadership Ability 1 2 3 4 Comments:

Initiative 1 2 3 4 Comments:

Overall Strengths Assessment:

Suggestions for Continued Development/Improvement:

Student Signature:______Date:______

Supervisor Signature:______Date:______

Please email to Bradley Lane at [email protected] or fax to 785-864-5208. Thank you! LWS 691 {Insert Date Here}

Reflective Paper Assignment

To receive credit for the internship, in addition to the evaluation from your supervisor, you are also to write a reflective paper on your internship experience. This paper should be a cumulative review of your experience. You should include the basic information about your internship, including a description of the organization, your job description, and your day-to-day duties. Include a reflection of what you’ve learned throughout the process – this can include aspects of the organization, your own work style, policy issues and much, much more. Finally you should apply this information to what you’ve learned as a law and society student. Here you should focus on the adaptations of theories in law and society into practice.

Your paper should be somewhere between 2,000 – 3,000 words in length, using the formatting guidelines below. To aide in the development of the reflective paper, we will have a due date for a draft for feedback. Part of your grade will come from sending me a draft by 5:00 pm on {INSERT date at least 2 weeks prior to the end of the semester here}. The final paper is DUE by 5:00 pm on the last day of finals for the semester, {INSERT date here}. Send your draft and final paper, as well as any questions you have or any other requests for feedback, via email to Bradley Lane ([email protected]). You should also avail yourself of university resources, such as KU Libraries and the Writing Center, if you need additional assistance.

Formatting and Stylistic Requirements

 Typed, double-spaced pages with 1-inch margins on all sides (this should be Microsoft Word’s default setting)  Times New Roman, 12 point black font, numbered pages  Any reference to outside readings, agency reports, data, or web-presence, or any other outside sources should be cited in-text, APA preferred, and a References section should follow your paper with these full citations in APA format as well.

LWS 691 {Insert Date Here}

Scoring Sheet for Writing Assessment

1. PURPOSE  Addresses the assignment question/issue  Introduction: provides clear sense of content/topic  Clear statement of position  Engages reader’s interest  Appropriate to audience  Presentation (form/genre) is appropriate Excellent [] Highly Competent [] Competent [] Needs Improvement [] Insufficient []

2. STRUCTURE OF ARGUMENT  Logical flow of introduction with purpose explicit somewhere in the introduction  Has a consistent and logical argument  Organization: well-organized flow, repetition of key words, topic sentences, transitions between paragraphs  Conceptual sophistication/style reflects complexity of thought  Accurate use of appropriate headings Excellent [] Highly Competent [] Competent [] Needs Improvement [] Insufficient []

3. SUPPORT OF ARGUMENT  Demonstrates knowledge of material  Sources used appropriately to support points and integrated into arguments  Includes empirical/reality-based evidence (quantitative or qualitative) as appropriate  Balanced treatment of ideas/issues Excellent [] Highly Competent [] Competent [] Needs Improvement [] Insufficient []

4. WRITING MECHANICS  Documentation and citation are sufficient and consistent; adequate and appropriate use of quotations and citations  Proper construction of sentences and paragraphs  Word choice, syntax, grammar, spelling, and punctuation  Uses consistent voice and tone  Appropriate use of first person and active voice  Avoids contractions, slang, vague pronouns Excellent [] Highly Competent [] Competent [] Needs Improvement [] Insufficient []

5. INDEPENDENT THOUGHT  Develops own line of reasoning and/or applies knowledge  Synthesizes knowledge, not just regurgitation or summary  Provides interesting/valuable insights Excellent [] Highly Competent [] Competent [] Needs Improvement [] Insufficient []

OVERALL SCORE Excellent [] Highly Competent [] Competent [] Needs Improvement [] Insufficient []

11/28/2018 HIST 365: Invention of the Tropics

Course Change Request

Date Submitted: 10/17/18 10:51 am In Workflow Viewing: HIST 365 : Invention of the Tropics 1. CLAS Also listed as: EVRN 365 Undergraduate Last edit: 10/17/18 10:51 am Program and Changes proposed by: avoss Course Coordinator HIST 365: Programs 2. CUSA HIST-MIN: History, Minor referencing this Subcommittee course AMS-BA/BGS: American Studies, B.A./B.G.S. 3. CUSA Committee HIST-BA/BGS: History, B.A./B.G.S. 4. CAC LAA-BA/BGS: Latin American Area and Caribbean Studies, 5. CLAS Final Approval Academic Career Undergraduate, Lawrence 6. Registrar 7. PeopleSoft Subject Code Course Number HIST 365 8. UCCC CIM Academic Unit Department History Support 9. UCCC Preliminary School/College College of Lib Arts & Sciences Vote Do you intend to offer any portion of this course online? 10. UCCC Voting No Outcome 11. SIS KU Core Title Invention of the Tropics Contact 12. Registrar Transcript Title Invention of the Tropics 13. PeopleSoft Effective Term Spring 2019

Catalog This course surveys the history of the tropical environment and its diverse peoples from early European Approval Path Description encounters until the current boom in extractivism and ecotourism. Europe's first encounter to today's 1. 10/23/18 3:34 pm

ecotourism boom. It focuses on portrayals of the tropics in historical travel accounts and films. Through these sources, we will seek to Rachel Schwien understand cross-cultural interactions, how science, technology, and the ways tourism have been used, in which science, (rschwien): technology, turn, as instruments of progress and tourism have reconstructed these environments over time. destruction, tools of Approved for empire and national liberation. Case studies are drawn from Latin America, Africa, Oceania, and/or and Asia. CLAS

Prerequisites None Undergraduate Program and Cross Listed Code Title Course Courses: EVRN 365 Invention of the Tropics Coordinator

Credits 3

Course Type Lecture (Regularly scheduled academic course) (LEC)

Grading Basis A-D(+/-)FI (G11)

Is this course part of the No University Honors Program? Are you proposing this Yes No course for KU Core? Typically Offered Not Typically Offered

Please explain Offered when instructor availability allows.

Repeatable for No credit?

Principal Course Designator Course H - Humanities Designator Are you proposing that the course count towards the CLAS BA degree specific requirements? No https://next.catalog.ku.edu/courseleaf/approve/ 1/3 11/28/2018 HIST 365: Invention of the Tropics Will this course be required for a degree, major, minor, certificate, or concentration? No

Rationale for Updated course description, nominated for KU Core designation, and added cross-listing for EVRN equivalent. Course Proposal Supporting 2019s Guide to Producing Edited Primary Source.docx Documents HIST_EVRN 365.pdf CORE approval HIST_EVRN 365.pdf 2019s InvTropics-Syllabus.docx 2019s InvTropics-schedule-instructor.docx

KU Core Information

Has the department approved the nomination of this course to KU Core? Yes No

Name of person giving Robert Schwaller Date of Departmental Approval 10/17/18 departmental approval

Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)? Yes

Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)? Yes

Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. Humanistic analysis of representations of cross-cultural encounters and tropical environments is the central focus of this course. It uses historical examples over a 1000-year swath of time from many parts of the tropical world. It fixates on travel as a societal phenomena, giving special attention to the voyages of colonizers, scientists, tourists, and indigenous travelers. As such, the course has the implicit goal of preparing students to undertake foreign travel in the Global South and to negotiate cross-cultural situations. Course assignments rely heavily on the analysis and discussion of written and visual primary sources narrating these encounters. As a capstone assignment, students each choose a historical travel account from KU Libraries’ distinguished collections and use it to produce a final research paper deploying analytical tools developed over the semester.

Selected Learning Outcome(s):

Goal 4, Learning Outcome 2 State what assignments, readings, class discussions, and lectures will devote a majority of your course or educational experience to raising student awareness of, engagement with, and analysis of various elements of other-cultural understanding of communities outside the United States. (Please limit responses to 1000 characters.) This course is entirely dedicated to regions and cultures outside of the USA, with case studies selected from tropical regions of Latin America, Oceania, Africa, and/or Asia. Course activities rely heavily on historical travel accounts and films narrating cross-cultural encounters. For example, in past classes we have read Hans Staden’s “True History” of his captivity by the cannibalistic Tupinambá of Brazil (fictionalized in the Brazilian film How Tasty My Little Frenchman); read documents and watched a dramatization of Lope de Aguirre’s 1560 descent of the Amazon (Aguirre: The Wrath of God); used the writings of Alfred Russel Wallace (co-discoverer of the theory of evolution by natural selection) to follow him around the “Malay Archipelago”; and read documents and watched archival film footage of the encounter between New Guinea highlanders and Australian gold prospectors and colonizers—the world’s last major “first contact” event—from the 1930s through 1970s.

Explain how your course or educational experience will develop the ability of students to discuss, debate, and analyze non-US cultures in relation to the students own value assumptions. (Please limit responses to 1000 characters.) Class begins by directly engaging student stereotypes regarding the tropical world, including discussion of the opening of Raiders of the Lost Ark. Course content tends to emphasize the perspective of foreigners, as revealed by primary sources, with the hope that students will identify with, be repelled by, and learn from these historical protagonists. However, class also directly incorporates the views and voices of indigenous peoples, by reading part of Salmond’s Aphrodite’s Island, which uses ethnohistorical techniques to interpret the first visits of European expeditionaries to Tahiti in the late 18th c., as well as the vividly illustrated early 17th-c. appeal of Guaman Poma de Ayala to the King of Spain denouncing the evils of Spanish colonialism in Peru. To underscore the relevance of past https://next.catalog.ku.edu/courseleaf/approve/ 2/3 11/28/2018 HIST 365: Invention of the Tropics encounters to contemporary cultural competency, class ends with an extended consideration of ecotourism, extractivism, & the deployment of technical experts to shape “Third World” development.

Detail how your course or educational experience will sensitize students to various cultural beliefs, behaviors, and practices through other-cultural readings and academic research on cultural competency so that students may be better prepared to negotiate cross- cultural situations. (Please limit responses to 1000 characters.) Cross-cultural encounters, perceptions, interactions, misunderstandings, and violence are the central focus of this course, which has the added dimension of examining their environmental context and how encounters with nature and culture are intertwined. The course uses historical examples over a 600-year swath of time—which themselves have an aspect of foreignness—as well as contemporary case studies to provide students with perspectives on how these encounters have changed or remained similar across time and space. The course fixates on travel as a societal phenomenon, giving special attention to the voyages of colonizers, scientists, tourists, and occasional indigenous traveler in tropical climes. As such, the course has the implicit goal of preparing students to undertake foreign travel in the Global South and to negotiate cross-cultural situations, especially with regard to the norms of ethical behavior. On incorporation of indigenous perspectives see #2.

State what assignments, readings, class discussion, and lectures will be used to evaluate students'' work that documents and measures their grasp of global cultures and value systems through reflective written or oral analysis. (Please limit responses to 1000 characters.) Class is heavily oriented toward open-ended oral discussion of historical texts, visual representations, and films. A series of brief reflective response papers are required for books and major films we read or watch. As a capstone assignment, students choose a historical travel account from KU Libraries’ distinguished collections, complete a series of scaffolded assignments requiring them to deploy analytical tools of cross-cultural and environmental analysis developed over the semester, and produce a final research paper focused on some region of the tropical world based on this work. A student guide to scaffolded assignments for this final project is provided.

KU Core 2019s Guide to Producing Edited Primary Source.docx Documents HIST_EVRN 365.pdf 2019s InvTropics-Syllabus.docx 2019s InvTropics-schedule-instructor.docx

Course Reviewer Rachel Schwien (rschwien) (10/23/18 3:34 pm): HIST (A. Contreras) approves of course changes and new cross listing Comments

Key: 4723

https://next.catalog.ku.edu/courseleaf/approve/ 3/3 From: Contreras, Amanda Nicole To: Smith, Ally Subject: HIST/EVRN 365 Date: Wednesday, October 17, 2018 9:21:52 AM

Hi Ally,

This email is confirmation that History approves of the changes being made to HIST 365. We will be cross-listing this with the new course EVRN 365, updating the current course description and submitting this course for the 4.2 Core goal. Please let me know if you need anything further from me to move forward in the process. Please let me know once you have input the changes into CIM that way I can update everyone on our end that it has been submitted.

Many thanks, Amanda

Amanda Contreras, Administrative Associate Office Manager/UG Program Administrator Department of History, 3650 Wescoe Hall 785-864-9442, [email protected]

Guide to Producing an Edited Primary Source

For the major final assignment in this class, you will select and edit a primary source. This involves 1) choosing a primary source to work on, 2) selecting and transcribing 10 to 25 pages of the source, 3) writing an introduction to the excerpt, 4) inserting explanatory footnotes, 5) providing a short bibliography for further reading. Future classes may read your results, so keep that audience in mind, and make it your best. Who knows? Maybe I will compile these in a published course reader on “The Invention of the Tropics.” Since this is an unusual and intense assignment, I have structured it in stages. You will hand in your work at various points. That way, you can get feedback before you submit your final project at the end of the semester. Part of your grade on this project will come from turning in these assignments along the way. On the final version, I expect you to address seriously critical comments on the earlier drafts and to submit a polished product. selection of primary source due: 26 Mar. 2019

Choose two regions of the tropics. Make a bibliography of 4 to 6 published or unpublished travel accounts, private journals, or travel letters (at least two from each region) available from a local library (e.g. Spencer Research Library or Linda Hall Library of Science, Engineering, and Technology, 5109 Cherry St., Kansas City, MO). Don’t just make a list, take a look at each of these sources, so you don’t go into this blindly! On the due date, come to class with a typed, ranked list of these primary sources. For each source, include an annotation addressing most of the “7 Ws.”

Who is the author/Where from? What kind of source is this? Who is the author’s intended audience? Where is the author writing about? Why is the author arrive there? When was the author there? What theme(s) from the course does this text elucidate?

I will assign you a travel account based on your ranking. Criteria for grading this assignment: provides full citations, location of source, and annotations extensive enough to enable us to choose an appropriate source for this project.

primary source edited down (main text) due: 09 April 2019

Once you have your source, read (or at least skim) the entire text. Find at least 10 and no more than 20 pages of that text that best meet the following two criteria: [1] clearly address an issue related to the “Invention of the Tropics,” and [2] make interesting reading. You may find that the best pages to choose are not consecutive, and that you would like to piece together pages from several places in the book. This is fine. Just make sure that a reader can follow the flow of the text. You may need to write short explanatory paragraphs that can be inserted where the cuts were made. Don’t include irrelevant material just to fill space. Use 2 ellipses [ . . . ] to eliminate irrelevant, distracting, or boring material in the final text to make it more readable. Photocopy the pages you wish to include, neatly marking out any paragraphs that you do not wish to include in the excerpt. To the front of these photocopied pages, attach a one-page explanation of why you chose this particular material from the primary source. What makes it interesting to you? How does it address themes in the class? Your explanation must be rooted, somewhat, in knowledge about the author and what aspects of this person’s work have come to matter historically. This will require you to do a little background research, for example, in a biographical dictionary such as the Oxford Dictionary of National Biography, Dictionary of Scientific Biography, or If the book includes images that you think should be included, photocopy and attach them. Staple all your pages together and hand them in on the due date. Criteria for grading this assignment: intelligence and appropriateness of editing choices (is this really the most exciting and important part of this book? does your excerpt clearly relate to the invention of the tropics? does the excerpt make sense on its own?); grounding of your selection in knowledge about the author and her/his historical importance; legibility of copies.

introduction, transcription, and annotations—draft 1 due: 23 April 2019

Use 12-point Times New Roman font, 1-inch margins, and double space. Bring TWO copies of your draft, one for me and one for another student in the class.

Transcribe the selected text using an OCR scanner and word processor; be sure to go through it carefully and correct errors. Provide annotations (as footnotes) for proper names, places, and concepts that an uninitiated reader might not understand; provide an exact bibliographic citation for the selection. Write a 5-6 page introduction (1200-1500 words) that prepares the reader for the text they are about to read; it should apply one or more concepts we have been developing in class on “the Invention of the Tropics.”

When writing this introduction, think to yourself: what do I need to tell the reader about this text and its author so that the reader is equipped to understand them? Your introduction should include at least the following: basic biographical information about the author of the piece; basic geographical information about the place considered in the piece; basic historical context for the text (what was happening in this time period that helps us understand the text more clearly); and most significantly, how the text you provide fits the theme of the course: “the Invention of the Tropics.” List the sources that you used to write your introduction at the end of the introduction in bibliographic form: For books: Author last name, author first name. Title. Place: Publisher, Year. For articles: Author last name, author first name. “Article Title.” Journal Title Volume # (Year): Pages. See the latest edition of the Chicago Manual of Style for further guidelines.

Criteria for grading this assignment: quality of research used to write introduction; quality and clarity of writing; ability of introduction to adequately introduce the primary source reading to an uninitiated reader; ability of the introduction to apply class themes. 3

bibliography of further readings due: 23 April 2019

Provide a list of approximately 4-7 articles and/or books that a reader of this source might refer to in order to obtain more information about the author, place, time, and subject(s) of your text, or to obtain useful background information. Many, if not all, of the sources you list in this bibliography will be ones you used in the research for writing your introduction. Follow standard bibliographic form (see above). With some of the sources you include, the book/article title alone may not make it immediately clear to a reader what the source is about. For those sources, include a brief note or annotation after the bibliographic reference explaining what the source is about and what information it provides about the author/subject of your text. This shouldn’t take more than a couple of brief sentences. Criteria for grading this assignment: provides readings that help the reader to read more deeply on a variety of aspects of your primary source selection; scholarly quality of readings suggested (e.g., only use internet sources with great caution, don’t include more than one or two); clear explanations of those readings that require it.

critique of another student’s draft due: 07 May 2019

Write a constructive, careful critique (about 2 pages) of another student’s draft. Bring two copies of your critique: one for me and one for the student whose draft you read.

 Read the entire draft, including the introduction, the excerpt itself, and look over the bibliography of further readings.

 Ask yourself the following questions as you read (and keep notes): o Is the student’s writing clear in content and form (grammar, spelling, etc.)? o Does the introduction give you appropriate preparation for the excerpt that follows, and does it otherwise provide the kind of information you would want to know as a reader? o Do the excerpts stand alone as a coherent document? In other words, does the editing of this text make sense? o Are there enough footnotes provided to make the main text clear? o Do the readings listed in the bibliography of further readings seem appropriate and adequate?

 In the form of a letter to your fellow student, (“Dear X:”) write out your comments on the above questions. (Also provide other comments and critiques you think are appropriate). Be sure to include explicit suggestions as to how the student might improve their anthology project to meet your criticisms. (There is no page requirement, but you should write about two pages.) 4

 Remember to write your critiques constructively. o Offer suggestions for improvement rather than just pointing out flaws. o Criticize the writing and arguments, not the author. o Remember that you do your fellow student no favors if you offer her/him no criticisms at all. “Do unto others as you would have them do unto you.”

Criteria for grading this assignment: evidence of careful reading of student’s work; quality of constructive criticism; clarity of writing. I will provide similar comments.

final project due: Friday, 17 May 2019, uploaded to Blackboard by noon

Turn in a cleaned-up, revised version of your full anthology project as one MS Word document, taking account comments by me and other students. If there are any major comments that you have chosen to ignore, attach a brief cover letter explaining why you decided to do this. Use 12- point Times New Roman font, 1-inch margins, and print on both sides of the page. Double space your introduction; single-space the selection, footnotes, and bibliography. Include the following elements:

1. revised introduction

2. main text, transcribed with explanatory endnotes

3. revised bibliography of further readings

4. signed copyright waver (form provided) This will provide me legal authority to reproduce your work for future students and to compile excellent examples in a published anthology. It is a privilege to have others read your work.

Criteria for grading this assignment: Whole document (introduction, excerpt, explanatory notes, bibliography) makes sense as a unit when read from beginning to end. It is coherent, cohesive, and concise. It addresses all above criteria and demonstrates serious engagement with comments on the draft. It addresses and elucidates one or more key themes of the course on “The Invention of the Tropics”—treat this last aspect as an opportunity to show what you learned in class, much like you would in a final examination.

I want to extend special thanks to Elizabeth Green-Musselman, Southwestern University, Georgetown, Texas, who provided inspiration and a template for this assignment. Invention of the Tropics (3) Course Syllabus—HIST 365/EVRN 420—spring 2019—TuTh 9:30-10:45am—Wescoe 4002

Instructor: Gregory T. Cushman these environments over time; (2) that representations of the Office: Wescoe Hall 3634 tropics have changed dramatically over time, as the world’s Office hours: TuTh 11am-12:15pm (and by appointment) geopolitical landscape has been altered and different peoples History Department phone: +1 785 864 3469 have achieved the authority to produce representations of E-mail: [email protected] tropical environments and the people who live with them; and (3) that emerging inequalities of wealth and power have Course o verview: Long ago, European cosmographers profoundly influenced these representations and interactions, defined the ‘tropics’ as the abstract space on the globe where leading to massive changes in tropical environments. Thus, the sun stands directly overhead on at least one day each we can meaningfully say that the tropics have been year. Since then, the tropics has acquired a plethora of reinvented numerous times, both as a place and a concept, meanings. Many of them purport to explain the history and over the past 500 years. culture of the vast number of peoples and organisms that dwell in this region of the earth. Technological This course will involve lectures, interactive discussion, backwardness, poverty, and underdevelopment are and group viewing of films. Therefore, students MUST do characteristics we often associate with the tropics today. In outside reading and research, attend class regularly, and the not-so-distant past, tropical peoples were often described participate in discussion for the course to be successful. as primitive, racially inferior, and driven by irrational, Attendance and written responses to assigned readings will animal passions—even to cannibalism. The stereotypical therefore be an important part of the course grade. tropical environment is hot, steamy, lush with vegetation, and spectacularly biodiverse—even though the tropics includes mountaintop glaciers, the driest desert in the world, and is mostly covered by ocean.

This course surveys the history of the tropical environment and its peoples from Europe’s first encounter (ca. 1450) to today’s ecotourism boom. It focuses on portrayals of the tropics in historical travel accounts, correspondence, scientific studies, films, fiction, and other genres, both by outsiders and by indigenous residents of the region. We will give special attention to understanding how science, technology, expertise, and tourism have influenced societal perception and manipulation of the tropical environments. We will examine how these phenomena were interrelated historically, and how major geopolitical changes (e.g. abolition of slavery, decolonization) influenced them. Case studies will be drawn mostly from Latin America, the Pacific Islands, and Africa. Hopefully, this course will prepare Required texts: Hans Staden's True History: An Account of Cannibal students to better understand their own perceptions and Captivity in Brazil. 1557; Durham, NC: Duke become better prepared for interactions with this region and University Press, 2008. its peoples. Salmond, Anne. Aphrodite's Island: The European As a course in the discipline of history, we will seek to Discovery of Tahiti. Berkeley and Los Angeles: develop specialized skills in the interpretation of primary University of California Press, 2009. Raby, Megan. American Tropics: The Caribbean Roots of sources, both written and pictorial. This not only involves Biodiversity Science. Chapel Hill: University of North deciphering the basic meaning of a text but also placing it in Carolina Press, 2017. historical context and applying some tools of critical theory to further elucidate its meaning and significance. One of the greatest challenges in understanding encounters between The instructor will also assign a number of other article and chapter length readings. One of the most important skills disparate peoples is how to account for the indigenous side we will develop in this class is the close reading of primary of the story; book-length secondary sources have been sources. Many such assignments will involve segments of selected because of the care they take to present “both sides of the story.” primary sources. These will be distributed on Blackboard, and students should follow posted announcements closely. This course has three central premises: (1) that the concept All readings should be completed before coming to class on the date assigned. of the ‘tropics’ provides us with some meaningful insights into the physical and ecological functioning of certain Films (in and outside class): This course will make extensive environments located close to the equator, as well as the ways in which human societies have learned to interact with use of films as representations of the tropics. In order to provide additional focus to the course, we will view segments of a series of documentary films portraying Papua another’s work; violation of regulations or ethical codes for New Guinea and nearby islands, including First Contact the treatment of human and animal subjects; or otherwise (1983), Black Harvest (1992), and Cannibal Tours (1987). acting dishonestly in classwork or research. The history of the making of these films and their role in debates regarding the legacies of colonialism and IGNORANCE IS NOT A VALID EXCUSE. Nonetheless, globalization is discussed in the film Taking Pictures (1996). students are encouraged to discuss projects and course We will also watch parts of other films, including Aguirre, content with each other, as long as they contribute their own, der Zorn Gottes (Aguirre, Wrath of God): a quasi-fictional original work. interpretation of Spanish colonization of the Amazon. Attendance, assignments, and class schedule: Regular Evaluation standards: Overall letter grades are based on attendance is required. Poor attendance is highly correlated grades received on assignments weighted as follows: with poor/failing grades and failure to eventually complete attendance 20%; response papers 30%, final research paper your degree. The instructor will not accept late work for 50%. 88-100% = A (for achievements of outstanding minor assignments. For major assignments, the instructor quality), 73-87% = B (for high quality), 55-72% = C (for will accept late work, but will make an automatic deduction satisfactory quality), 50-54% = D (for minimally acceptable of 50 percent, unless the student provides a documented quality), 0-49% = F (for unacceptable quality). The instructor excuse. The instructor reserves the right to change the typically grades assignments on a ten-point scale or pass/fail. syllabus and schedule. He will grant +/- grades within each grade category at his discretion, for example to reward improvement over the Accommodations will be made for students with course of the semester or penalize poor participation. documented disabilities. It is your responsibility to provide the course coordinator with documentation from the Written assignments: Students should carefully follow style appropriate campus office and arrange for any special guidelines for all assignments. Organize each essay to defend accommodations well in advance of major assignments. a central argument, expressed in a succinct thesis statement, and use 12-point Times New Roman font, 1-inch margins, Copyright notice: All material presented in lectures is the and double space. The KU Writing Center (in Anschutz exclusive property of Gregory T. Cushman ©2019. These Library) provides trained peer consultants to help you materials may not be recorded, published, posted to the brainstorm, draft, or edit your writing. Please check the internet, broadcast, or redistributed in any medium without website at www.writing.ku.edu for current locations and explicit, written permission. Compensated note-taking is hours. It welcomes both drop-ins and appointments, and prohibited. there is no charge for the services. Please call 864-2399 or e- mail [email protected].

The final paper will consist of a composing a critical introduction and annotated commentary for a primary source. Students will select a travel account or other source portraying tropical environments and peoples of 10-20 pages, transcribe it, carefully annotate it, and write an introduction of approximately ten pages (2500-3000 words) placing it in historical context and applying some of the tools of critical theory we develop in class. The instructor will provide more detailed guidelines for this and other assignments during the course of the semester.

Course ground rules: The following rules will help us work together to achieve a welcoming environment in our classrooms, and they are intended to help us all reach higher levels of scholarly achievement. Violation of these rules may result in a charge of academic misconduct and sanctions. All electronic devices (including laptops and tablets) must be silenced and put away during our course and lab meetings, unless the instructor gives you explicit permission. This report provides one important reason why we have this rule: most students learn core concepts more deeply by taking notes by hand! We will not tolerate any disruption of classes, threats to instructors or fellow students, the open carrying of firearms, giving or receiving of unauthorized aid on exams or assignments; knowingly misrepresenting the source of any academic work; unauthorized change of grades; unauthorized use of University approvals or forging of signatures; falsification of research results; plagiarizing of Invention of the Tropics (3) Course Schedule (instructor)—ver 1.0—HIST 365/EVRN 420—Spring 2019—TuTh 9:30-10:45am—Wescoe 4002 Week Day Date Topic Main reading assignment Other assignments Instructor notes Part 1: First Encounters with the Tropical World 1 Tu 01/22 First encounters: Defining & stereotyping the Tropics; Raiders Th 01/24 Film: First Contact Cushman; Leahy extract Part 2: Cultural encounter & biological exchange in the early Iberian World (ca. 1450-1767) 2 Tu 01/29 Columbian portrayals: Why did Columbus sail south? Columbus docs Th 01/31 Ecological imperialism & the Columbian exchange Guaman Poma docs 3 Tu 02/05 How to cook an ajiaco: The Columbian exchange in a stewpot Cushman Th 02/07 The Search for El Dorado: film Aguirre: Der Zorn Gottes [kids winter break, 2/8-10] 4 Tu 02/12 “ Th 02/14 Lope de Aguirre and El Dorado: myths and realities Skype interview: Robert Smale (History, Univ. of Missouri) 5 M 02/18 [last day to change enrollment status] Tu 02/19 Cannibalism in early Brazil: the trials of Hans Staden Staden, entire Th 02/21 The Science of Eden: Botany during the Age of Exploration; the Drake manuscript & Staden’s natural history 6 Tu 02/26 Geo-graphing the Tropics during the Age of Enlightenment special guest: Santa Arias (Spanish & Portuguese) or Skype interview: Hugh Cagle (History, Univ. of Utah) Th 02/28 Spencer Library tour Part 3: Cultural encounter & biological exchange in the Pacific World (ca. 1000-1880) 7 Tu 03/05 The Opening of the Pacific World Salmond ch 1-5 Th 03/07 Erotic explorations: First contact on Tahiti Salmond ch 6-10 [kids spring break, 3/7-10] 8 03/09-17 NO CLASS—Spring Break [kids PT conf, 3/13-15] 9 Tu 03/19 Polynesian voyagers beyond the Pacific Salmond ch 12-15, 18, 20

Th 03/21 Erotic impressions: artistry in & of the tropics Field trip to Spencer Art Museum Part 4: Tropical science & the making of the modern world (ca. 1800-1980) 10 Tu 03/26 The Ecology of Liberation: Humboldtian science in tropical Cushman; Humboldt docs America Th 03/28 A dream of Maya: archaeological tourism in Mesoamerica 11 Tu 04/02 The modern tropical plantation: A durable institution Th 04/04 Tropical medicine & the civilizing mission 12 Tu 04/09 Tropical meteorology & global scientific networks Th 04/11 The tropical roots of biodiversity science Raby, entire ASEH, Columbus Apr 10-14 Part 5: Ecotourism & extractivism in the contemporary tropical world (ca. 1920-present) 13 Tu 04/16 Hunting for paradise & the myth of wild Africa Th 04/18 The Greening of Africa special guest: Byron Santangelo (English) 14 Tu 04/23 Tropical pleasures: mass tourism in the tropics [kids easter break, 4/19-22] Th 04/25 “ [Columbia Univ 4/26] 15 Tu 04/30 Yali’s question: the invention of underdevelopment watch films in/outside class Th 05/02 “ 16 Tu 05/07 Student projects Th 05/09 “ Exam F 05/17 Last day to submit final paper (by noon) THIS SCHEDULE IS SUBJECT TO CHANGE

11/28/2018 PHIL 355: Moral Issues in Political Governance

Course Change Request

New Course Proposal In Workflow Date Submitted: 10/09/18 11:32 am 1. CLAS Viewing: PHIL 355 : Moral Issues in Political Governance Undergraduate Last edit: 10/09/18 11:32 am Program and Changes proposed by: frykholm Course Coordinator Academic Career Undergraduate, Lawrence 2. CUSA Subject Code PHIL Course Number 355 Subcommittee 3. CUSA Committee Academic Unit Department Philosophy 4. CAC School/College College of Lib Arts & Sciences 5. CLAS Final Approval Locations Lawrence 6. Registrar Do you intend to offer any portion of this course online? 7. PeopleSoft No 8. UCCC CIM Support Title Moral Issues in Political Governance 9. UCCC Preliminary Vote Transcript Title Moral Issues in Pol Govern 10. UCCC Voting Effective Term Spring 2019 Outcome 11. SIS KU Core Catalog This course offers a survey of competing ethical frameworks and applies them to issues in governmental policy Contact Description and political activity. Topics may include the duties and virtues of citizenship, conflict of interest, public health policy, 12. Registrar immigration, corruption, the value of patriotism, and conflicts between private and public morality. This course leaves aside debates 13. PeopleSoft about what sort of political framework to adopt and focuses on moral issues that matter from most any political perspective.

Prerequisites none Approval Path Cross Listed 1. 10/22/18 10:15 Courses: am

Credits 3 Rachel Schwien (rschwien): Course Type Lecture (Regularly scheduled academic course) (LEC) Approved for Grading Basis A-D(+/-)FI (G11) CLAS Undergraduate Is this course part of the No University Honors Program? Program and Course Are you proposing this Yes course for KU Core? Coordinator Typically Offered On a Rotating Basis

Please explain This course will be taught frequently, often twice per year, occasionally in summer, but not every single year.

Repeatable for No credit?

Principal Course HR - Philosophy & Religion Designator Course Designator Are you proposing that the course count towards the CLAS BA degree specific requirements? No

Will this course be required for a degree, major, minor, certificate, or concentration? No

Rationale for We have need, based on student interest, for a more advanced course in political philosophy (beyond the introductory PHIL 180). Course Proposal Students have expressed interest in such a course, and we have instructors interested in having this course in our rotation.

https://next.catalog.ku.edu/courseleaf/approve/ 1/3 11/28/2018 PHIL 355: Moral Issues in Political Governance

KU Core Information

Has the department approved the nomination of this course to KU Core? Yes

Name of person giving Dale Dorsey Date of Departmental Approval 08/29/2018 departmental approval

Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)? Yes

Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)? Yes

Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. Students will acquire the theoretical background and the analytical practice to evaluate morally sensitive factors, objectionable conduct, and dilemmas that arise in political and corporate decision-making, which ultimately affect political governance. The course will cover political issues that arise in modern society that require adjudication among competing moral and political demands. Students will be required to consider these demands—demands on private citizens as well as political figures—and take positions, based on specific theoretical frameworks, for balancing them in complicated cases.

Selected Learning Outcome(s):

Goal 5, Learning Outcome 1 State how your course or educational experience will present and apply distinct and competing ethics theories, each of which articulates at least one principle for ethical decision-making. (Please limit responses to 1000 characters.) Each iteration of the course will cover several competing theories from the following:,,1. The Five Cardinal Moral Theories,,a. Virtue ethics (character-based),b. Natural Law,c. Ethical Egoism,d. Utilitarianism (outcome-based),e. Kantian Deontology (principle-based),,2. Theories of Well-Being,,a. Hedonism,b. Desire-Satisfaction,c. Objective List Theory,d. Perfectionism,,4. Political Economy Theories ,,a. Formation of Capital: Survival and Thriving ,b. Conceptions of Private and Collective Property ,c. Basic Collective Action Problems,d. Central Planner Theories ,e. Laissez-Faire Theories,,,These theories will provide the theoretical framework from which challenges in citizenship and political governance are discussed. The cardinal moral theories will be central in each iteration of the course.

Indicate and elaborate on how your course or educational experience will present and apply ethical decision-making processes. (Please limit responses to 1000 characters.) Students will learn competing ethical frameworks, with particular emphasis on consequentialist (outcome-based) versus deontological (intention-based) theories. ,,Students will also have opportunity for comparative study of several ethical codes from private and State-run corporations. These include codes from domestic and international organizations, such as the Anti-Corruption Ethics and Compliance Handbook for Business from Organization for Economic Co-operation and Development (OECD), the United Nations Office on Drugs and Crime (UNODC), and the World Bank;,,as well as practices suggested by: ,,United States Office of Government Ethics: https://www.oge.gov/ ,,Transparency International: https://www.transparency.org/

State what assignments, readings, class discussions, and lectures will present and apply particular ethics codes. (Please limit responses to 1000 characters.) The entire course is oriented around these codes, but all written essays and exams will aim at mastery and application of them. For example, exams will test students' knowledge of the basic theoretical frameworks and how they provide different answers to various scenarios. Students will be expected to write essays that examine specific cases, recognize the demands of competing ethical frameworks, and take a position advocating for one over the other(s). This process includes the recognition of the limitations of each framework in appreciating all competing morally sensitive demands.

Detail how students taking your course or participating in your educational experience will apply principles, decision-making processes, and, as appropriate, ethics codes to specific ethical dilemmas (such as case studies) in which important values conflict. (Please limit responses to 1000 characters.) Students will study conflicting views on specific topics, which may include conflicts between private and public morality, privacy vs. safety, the significance of social capital (trust), citizenship engagement, patriotism and treason, immigration, public health policy, food chain management, prison systems, economic interests vs. political interests, interaction and tension between political and economic interest (e.g. the influence of technology in economics in discussing new methods in offshoring and use of crypto coins), political use of https://next.catalog.ku.edu/courseleaf/approve/ 2/3 11/28/2018 PHIL 355: Moral Issues in Political Governance state-run companies, and disguised illegal political financing. These specific scenarios require students to take positions within the various theoretical frameworks outlined earlier (theories of ethics, well-being, and political economy).

KU Core PHIL 355 MAIN SYLLABUS.docx Documents

Course Reviewer Comments

Key: 12667

https://next.catalog.ku.edu/courseleaf/approve/ 3/3 University of Kansas Spring 2019 Jan 22nd – May 8th Department of Philosophy

PHIL 355 Moral Issues in Political Governance

Instructor: Rafael Martins [email protected] http://www.rmartins.faculty.ku.edu

Office Hours: Noon – 1 pm Mondays and Wednesdays And by appointment Room 3100 Wescoe

Course Description:

This course offers a brief survey of competing ethical frameworks and applies them to issues in governmental policy and activity. Students will analyze salient moral factors such as human rights, responsibility to constituents, and environmental responsibilities, and study the political conduct of different branches of government (executive, legislative, and judicial). Students will also study conflicting views on specific topics, which may include conflicts between private and public morality, corruption, privacy vs. safety, the significance of social capital (trust), citizenship engagement, patriotism and treason, immigration, public health policy, food chain management, prison systems, economic interests vs. political interests, influence of technology in economics (ex: new methods in offshoring and use of crypto coins), financial crimes (such as Ponzi schemes, money laundering, insider trading), political use of state-run companies, disguised illegal political financing, conflicts of interest and illegal/unconstitutional collusion between individual members of the three powers. This course leaves aside debates about what sort of political framework to adopt and focuses on moral issues that matter from most any political perspective. Students will develop the theoretical background and the analytical tools to evaluate old and new cases, both as professionals and as private citizens.

Bibliographical Pre-requisites

This course heavily relies on all the material covered within PHIL 160 Introduction to Ethics and PHIL 180 Introduction to Political Philosophy. Independently of whether you have taken those courses or not, and you are worried about your understanding of ethical and political theories (we’ll be going over these rather quickly in the beginning and using them throughout the course) you may want to look at any of the editions of Shafer-Landau, Russ. The Fundamentals of Ethics. Oxford University Press. I highly recommend getting a hold of this book if you haven’t had PHIL 160 Intro to Ethics. You can find copies in the library or buy one yourself for a few dollars on Amazon.

For all the classical texts in morality and especially about the political, I recommend a free compilation I have prepared, Martins, Rafael. Classics in Moral and Political Philosophy: An Open Collection. University of Kansas Libraries, 2018. Free download here: https://kuscholarworks.ku.edu/handle/1808/25944

There might also be some readings available through Blackboard listed under Course Documents. I will alert you to these as they become relevant. They will be posted well in advance.

Academic Integrity

Academic misconduct, especially cheating on tests and plagiarizing papers, is extremely serious. While discussion of assignments and class content outside of class is encouraged, any work turned in for a grade must reflect your own understanding of the material. Any violation of the academic integrity policy of KU will not be tolerated and may result in a failing grade for the assignment, failure of the course, suspension and/or expulsion from the university depending on the severity of the violation.

Please consult KU’s policy on academic misconduct in article 2, section 6 of the University Senate Rules and Regulations: http://policy.ku.edu/governance/USRR#art2sect6

If you would like to know more about avoiding plagiarism, I recommend consulting the resources available on KU Writing Center webpage: http://writing.ku.edu/writing-guides

Classroom Accommodations

The Academic Achievement and Access Center (AAAC) coordinates academic accommodations and services for all eligible KU students with disabilities. If you have a disability for which you wish to request accommodations and have not contacted the AAAC, please do so as soon as possible. They are located in 22 Strong Hall and can be reached at 785-864-4064 (V/TTY). Information about their services can be found at http://www.access.ku.edu. Please contact me privately in regard to your needs in this course.

Attendance and Participation

This is not an online course, which means that a student who misses more than 15% of classes will not pass this course, regardless of whether they have turned in all assignments. There will be plenty of information provided only and solely during class. Although I may sometimes provide handouts, PowerPoint slides, or anything the like, I will not too often do so. All the assignments due for grading will require information and material from both the readings and the classes. Plus, documenting your attendance might be necessary for a number of academic purposes, so there will be a new presence sheet every class, please do not forget to sign it every meeting. Also, remember that class attendance and participation seriously influences your course overall grade. So, it is of supreme importance that you read the assignments prior to the lectures and be prepared to ask questions about them in class. Participation does not reduce to just “talking in class”. Any expression of genuine interest in this course is highly appreciated and will be certainly taken into consideration. You are totally welcome to talk with me through email, after class, drop by my office hours, etc. and while in class please always feel free to ask any questions, express your own opinion, make suggestions, etc. The resulting participation score is a mix of two criteria, one completely objective and one somewhat subjective. For the first criterion, I am going to use the student’s presence record along the semester. The second is the instructor’s perception of the student’s engagement with the course. This is only somewhat subjective, because ideally the instructor’s perception should merely mirror the facts about the student’s actual engagement. The first criterion takes precedence over the second.

I do not follow the no-screens policy, because I prefer to hope that college students know how to use technology wisely. Notwithstanding, misuse of phones and laptops in class will necessarily and negatively impact your participation grade.

Missing Classes

It is fine if you cannot come to class because of athletics, medical, family, or other personal reasons. But for the purpose of licensed absences, you need provide via email or hardcopy some documentation that justifies your absence. However, the best way to cover up absences is to meet up with me in my office hours. This way we can discuss the material presented in class and talk about other related things that might be in order for the day.

Tests and Grade Weights

Presence/Participation 10% In Class Pop-up Quizzes 20% Midterm 30% Paper 40%

Grading Scale

I use the following scale1 to convert numerical grades to letter grades.

Percentage Range Letter Grade

93.50 and above A 90.00 through 93.49 A– 86.50 through 89.99 B+ 83.50 through 86.49 B 80.00 through 83.49 B– 76.50 through 79.99 C+ 73.50 through 76.49 C 70.00 through 73.49 C– 66.50 through 69.99 D+ 63.50 through 66.49 D 60.00 through 63.49 D– 59.99 and below F

Paper

The paper will be built in stages throughout the semester. This will help make sure you are on the right track, but does not guarantee anything about the grade on your final paper. It will be due on the first day of finals’ week. For each step, you must bring a hard copy to me which will be due at the beginning of the scheduled class time, unless otherwise noted. Be sure to mark the dates! They are on the schedule included in this syllabus. If you are late, even just late to class that day, then your grade on the overall paper will be docked by 1/3 letter grade (B will become B-).

The paper itself must be 4-6 pages double spaced with 1 inch margins all the way around. Over or under will result in a docked grade proportional to the amount over or under. You must use 12pt font in Times New Roman, Calibri, or Cambria. You must have a cover page with your name, my name, the class time, and the date on the front of the final version that you hand in. This cover page does not count in the 4-6 pages. You must also have a works cited page with at least 2 entries that do not include the textbook or Wikipedia, Sparknotes, and other inappropriate sources). Use the library databases to find peer reviewed articles. I will show you how in class before the first step is due. The works cited page also does not count in the 4-6 page requirement.

1 From http://www.benegg.net/plus-minus_grading.pdf The final draft that you hand in should be a well-constructed, structured, properly written essay. It should include a thesis statement in the first paragraph, a rational argument in support of your thesis statement, acknowledgement of an objection, response to that objection, and a conclusion. Remember, this is a philosophy class so we want reasons not rhetoric. Staple your pages together or I will not accept it.

Step 1: Topic and 2 articles/book chapters.

In one or two sentences give me an idea of your topic. Choose from any topic within the bibliography assigned to this course. Research at least two scholarly papers/chapters on the topic. You may not end up using these two articles, but I want to know you’re looking at appropriate and helpful sources. Helpful sources are peer- reviewed journals either ethics-related journals or other social sciences. Give me a brief explanation (a couple of sentences) of why you chose each article. Do not just copy and paste the abstract of the article. That is plagiarism. Look above for possible consequences. This should not be more than a page. Due Feb 18th

Step 2: Thesis statement and outline of your argument.

Pick a side of the issue and make a rational case for it. I want the thesis statement written in a complete sentence. The rest can be a simple outline. Think of it as a sketch. Make sure there’s enough down to see what’s going on, but don’t write me paragraphs. If this is more than a page it needs to be stapled or I will not accept it. Due Mar 18th

Step 3: Objection.

Bring up one point that someone who opposes your view might make. A good argument acknowledges the other side. So that is what you will do. Give me a few sentences that characterize the other side of the debate. Be sure to do so in a respectful manner acknowledging the reasons they might use. A charitable reading of your opponent will make your argument stronger. This should not be more than a page. Remember to respond to this objection in your final paper. Due Apr 12th.

Step 4: Final Paper.

Put every step together and make it a paper. See above what that should look like. Due first day of finals’ week: Monday May 13th

Due Monday May 13th by 1pm hardcopy drop off at my office Wescoe, room 3100 Due on Blackboard Safe Assign by 11:59pm.

Schedule

I plan on the first week being entirely introductory. That means I am going to provide essential information for your fairing well in this course. I highly recommend you attend classes since very first day. Then, second week, we will cover introductory political economy, then about a week per topic afterwards. The schedule is tentative and may fluctuate due to the flow of the class. If the class is particularly interested in something, or something is particularly challenging, we may spend more time on than the schedule says. It is your responsibility to make sure that you stay up to date with any changes in the schedule. The easiest way to do that is by regularly and punctually attending class.

Week 1: Jan 22 - 25

Syllabus The Five Cardinal Moral Theories The Four Cardinal Theories of Well-Being

Week 2: Jan 28 – Feb 1

Basic Political Economy

Week 3: Feb 4 - 8

Operation Carwash

Week 4: Feb 11 - 15

Week 5: Feb 18 – 22 – Paper Step 1 Due

Week 6: Feb 25 – Mar 1st

Week 7: Mar 4 - 8

Review for Midterm Midterm

Week 8: Mar 11 – 15 Spring Break

Week 9: Mar 18 – 22 – Paper Step 2 Due

Week 10: Mar 25 – 29

Week 11: Apr 1 – 5

Week 12: Apr 8 – 12 – Paper Step 3 Due

Week 13: Apr 15 – 19

Week 14: Apr 22 – 26

Week 15: Apr 29 – May 3

Week 16: May 6 – 9

May 10 Friday: Stop Day

Course Material

Geuras, D. and Garofalo, C. Practical Ethics in Public Administration. 3rd Edition. Management Concepts, 2011

Johnston, Michael (ed.). Public Sector Corruption. 4 vols. Sage Publications, 2010

Miller, Seumas; Roberts, Peter; Spence, Edward. Corruption and Anti-corruption: An applied philosophical approach. Pearson-Prentice Hall, 2005

Miller, Seumas. Institutional Corruption: A Study in Applied Philosophy. Cambridge University Press, 2017.

Klitgaard, Robert. Controlling Corruption. University of California Press, 1988

Colin Nicholls QC, Timothy Daniel, Alan Bacarese, John Hatchard, and James Maton. Corruption and Misuse of Public Office. 3rd Edition, Oxford University Press, 2017

Fritz Heimann and Mark Pieth. Confronting Corruption: Past Concerns, Present Challenges, and Future Strategies. Oxford University Press, 2017

Websites

United States Office of Government Ethics: https://www.oge.gov/

Transparency International: https://www.transparency.org/

World Values Survey (Social Capital survey run by the University of Michigan) http://www.worldvaluessurvey.org/wvs.jsp

Media and culture (to be assigned as homework)

Netflix’s The Mechanism

Operation Carwash: No One Is Above the Law

The Wizard of Lies with Robert De Niro

Boardwalk Empire Season 1: Episode 1

The Wire Season 2: Ep. 1

The Sting Man 60 Minutes (1981) (http://www.cbsnews.com/videos/the-sting-man/)

All The President’s Men (1976) Dir. Alan Pakula

The Gilded Age, Mark Twain Chapters 24, 28 & 35

11/28/2018 REES 310: Understanding Russia and Eastern Europe

Course Change Request

New Course Proposal In Workflow Date Submitted: 11/08/18 8:52 am 1. CLAS Viewing: REES 310 : Understanding Russia and Eastern Europe Undergraduate Last edit: 11/12/18 8:44 am Program and Changes proposed by: a781h052 Course Coordinator REES-MIN: Russian, East European, and Eurasian Studies, 2. CUSA Programs Minor Subcommittee referencing this course REES-BA: Bachelor of Arts in Russian, East European, and 3. CUSA Committee Eurasian Studies 4. CAC

5. CLAS Final Approval 6. Registrar Academic Career Undergraduate, Lawrence 7. PeopleSoft Subject Code REES Course Number 310 8. UCCC CIM Academic Unit Department Russian & East European St Support 9. UCCC Preliminary School/College College of Lib Arts & Sciences Vote Locations Lawrence 10. UCCC Voting Outcome Do you intend to offer any portion of this course online? 11. SIS KU Core Yes Contact 12. Registrar Please Explain 13. PeopleSoft 1. We are applying to add a 300-level section (REES 310 and Honors 311) to the existing courses REES 110 and 111 Honors, since it was suggested to CREES by the Global and International Studies Program that a 300-level course would be needed for their majors and minors. Likewise Approval Path REES majors and minors, who elect to satisfy their basic REES requirement with REES 220/221, 1. 11/19/18 1:25 pm

could use REES 310/311 as a 300-level or higher course (a certain number f course have to be Rachel Schwien 300+). There is a shortage of 300-level courses that are pre-approved for the REES and GIST (rschwien): majors and minors, and that are fully focused on non-Western cultures and can also satisfy Goal Approved for 4.2--which REES 110/111 do--and S (Social Studies). In sum, we see a need for REES 310/311 to CLAS serve as continuation of REES 110/111, a course we have had running at CREES for decades, Undergraduate only at the basic level. The 300-level course would include ca. 15% more readings/visual Program and materials, and would include longer weekly papers (750 words, not 500 words). The Honors Course section 311 would also include a final oral history project, absent in the online version of REES Coordinator 110/111. REES 310/311 could not be taken by students who have taken REES 110/111.

Title Understanding Russia and Eastern Europe

Transcript Title Undrstnding Russia&East Europe

Effective Term Spring 2019

Catalog A multidisciplinary introduction to Russia and Eastern Europe. The course explores the geography, history, and politics of this complex Description region, as well as the diverse cultures, ethnicities, languages, and religions. A special focus of the course is the current socio-political situation in Russia and Eastern Europe in the context of the fall of communism nearly 30 years ago and the ongoing post-communist transition. Students in the course watch one feature film from Russia or Eastern Europe per week as a visual representation of issues discussed via scholarly articles and chapters, newspaper articles and news clips, video lectures, documentary and animated films, music videos, and literature. This course is offered at the 100 and 300 level with additional assignments at the 300 Level. Not open to students with credit in REES 110

None Prerequisites Cross Listed Courses:

Credits 3

Course Type Lecture (Regularly scheduled academic course) (LEC)

Grading Basis A-D(+/-)FI (G11)

Is this course part of the No University Honors Program? https://next.catalog.ku.edu/courseleaf/approve/ 1/3 11/28/2018 REES 310: Understanding Russia and Eastern Europe Are you proposing this Yes course for KU Core? Typically Offered Once a Year, Usually Spring

Repeatable for No credit?

Principal Course NW - Non-Western Culture Designator Course S - Social Sciences

Designator W - World Culture

Are you proposing that the course count towards the CLAS BA degree specific requirements? No

Will this course be required for a degree, major, minor, certificate, or concentration? Yes

Which Program(s)? Program Code - Name

(REES-BA) Bachelor of Arts in Russian, East European, and Eurasian Studies

(REES-MIN) Russian, East European, and Eurasian Studies, Minor

Describe how: Currently REES 110/111 is a required course for the REES major and minor (it can also be satisfied by taking REES 220/221). Opening the 300 level section would give students greater flexibility in satisfying this requirement.

Rationale for We are applying to add a 300-level section (REES 310 and Honors 311) to the existing courses REES 110 and 111 Honors, since it was Course Proposal suggested to CREES by the Global and International Studies Program that a 300-level course would be needed for their majors and minors. Likewise REES majors and minors, who elect to satisfy their basic REES requirement with REES 220/221, could use REES 310/311 as a

KU Core Information

Has the department approved the nomination of this course to KU Core? Yes

Name of person giving Vitaly Chernetsky Date of Departmental Approval 10/01/2018 departmental approval

Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)? Yes

Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)? Yes

Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. This course devotes all of its content to “other-cultural” materials, since the course’s title promises to facilitate students’ “understanding of Russia and Eastern Europe” (REE)—two regions that are relatively little known in the U.S. among college students, who are increasingly more and more curious about this region because of its high importance globally. The process of familiarizing students with the countries, societies, and cultures of this vast region takes place via reading and discussion of texts from a variety of sources from newspapers and magazines to academic articles and books; via watching feature and documentary films, as well as video lectures and music videos. students read and watch approximately 56 articles and video materials on Russia and Eastern Europe in the semester plus watch 8 full-length films.

Selected Learning Outcome(s):

Goal 4, Learning Outcome 2 https://next.catalog.ku.edu/courseleaf/approve/ 2/3 11/28/2018 REES 310: Understanding Russia and Eastern Europe State what assignments, readings, class discussions, and lectures will devote a majority of your course or educational experience to raising student awareness of, engagement with, and analysis of various elements of other-cultural understanding of communities outside the United States. (Please limit responses to 1000 characters.) As stated above, students read and watch approximately 56 articles and video materials on Russia and Eastern Europe in the semester plus watch 8 full-length films. The sheer mass of thematic material students have to process and respond to, constantly raises questions about “other-culture” and “cultural competency.” These and similar terms (“culture,” “otherness-foreignness-strangeness,” “socio-cultural changes,” etc.) are discussed before engagement with source materials, as well as during class discussions. Meta- discussions are fostered by the instructor and also initiated by students who contest definitions and meanings of terms by asking questions, such as, for example, “what is culture?” “Cultural competency” is discussed on the basis of examples of behaviors, habits, customs, and traditions about which students hear

Explain how your course or educational experience will develop the ability of students to discuss, debate, and analyze non-US cultures in relation to the students own value assumptions. (Please limit responses to 1000 characters.) REES 310/311 organically makes students question their “value assumptions” of non-U.S. cultures, since even at the level of nation- states the course familiarizes students with 28 countries, some of which have overlapping histories and related languages, but all of which clearly delineate their cultural heritage from other countries of the REE region. A good example is Russia that has approximately 180 ethnic group with only slightly fewer corresponding languages, 35 of which are official. This example alone shows how even most basic demographic data students hear in the first week of class raises issues of ethnicities, minorities, and “value assumptions” about them. In the context of the course this phrase means one’s way of evaluating diverse values, which may include, for example, one’s views on family, gender, religion, money, friendship, race, ethnic and other minorities, disability, manners and culture of everyday life, etc.

State what assignments, readings, class discussion, and lectures will be used to evaluate students'' work that documents and measures their grasp of global cultures and value systems through reflective written or oral analysis. (Please limit responses to 1000 characters.) 10. In this course students watch eight feature films; write a movie-related discussion board response and a subsequent reply to another student’s response (one of each per week); write eight short argumentative papers (one per week), and complete 16 quizzes (two per week). Below you see the final grade composition for both versions of REES 310/311.,,1. Quiz 1 on the weekly thematic “Readings & Visual Materials” (10 multiple-choice questions): 20 points,2. Quiz 2 on the weekly featured film/s (5 multiple-choice questions): 10 points,3. 250-word Movie Discussion Board Response: 20 points ,4. 150-200-word Reply to another student’s response: 10 points,5. 500-word Paper on the weekly featured film/s: 40 points

KU Core REES310-311_syllabus_online_2019_Nov9.docx Documents

Course Reviewer Rachel Schwien (rschwien) (11/19/18 10:23 am): holding for program change. Followed up with dept 11/19 Comments

Key: 12803

https://next.catalog.ku.edu/courseleaf/approve/ 3/3 REES 310/311

Understanding Russia and Eastern Europe

SYLLABUS

Course format: Online To be offered: planned for Spring and/or Summer 2019 Instructor: Dr. Justyna Beinek, Center for Russian, East European and Eurasian Studies (CREES) Contact information: E-mail: [email protected] or via Blackboard Office hours: By e-mail and appointment

Course Description

This course provides a multi-disciplinary introduction to the geography, history, culture, and current politics of Russia and twenty countries of Eastern Europe, including, among others, Poland, Hungary, the Czech Republic, Slovakia, Romania, Bulgaria, Balkan successor states to former Yugoslavia, such as Serbia, Croatia, Slovenia, Kosovo, and others, as well as former Soviet republics: Ukraine, Belarus, Moldova, and the Baltic states of Lithuania, Latvia, and Estonia. In the aftermath of the fall of the Berlin Wall in 1989, the collapse of of communism in the region in 1989-91, and the subsequent disintegration of the Soviet Union in 1991, geopolitics of Eurasia, if not the world, changed nearly overnight. Russia and East European countries, many of them newly formed, have experienced an unprecedented and tumultuous transition to democracy and market economy in the last three decades. The Cold War, which seemed to be over around 1989-91, has resumed in some ways, which has had direct consequences for the U.S. foreign policy and international relations world-wide. Russia is a major player on the international political arena, who has been in the U.S. news almost daily in recent times. Therefore an understanding of the Eurasian region is crucial for our grasp of current global politics, potential conflicts and alignments, as well as socio-economic trends.

It is a lot of ground to cover. REES 110/111 packs 16 regular weeks’ worth of course materials into 8 weeks. The course is divided into 8 thematic lessons (units), divided between Russia and Eastern Europe, with a final lesson engaging both. Themes to be explored include geography, history, and culture of the two regions, with additional units on current politics and the collapse of communism. Each week students will read articles and watch video lectures and/or short documentaries on a given week's topic. Literary texts, images, and/or current news will also be a part of assigned materials. A 10-question multiple choice quiz will check students' familiarity with that theoretical part of each week's lesson.

A special facet of the course is making a feature film (and one documentary) the centerpiece of each week, linked to the week's topic, since movies refract complex historical, political, and cultural issues in appealing, visual ways, while simultaneously being cultural artifacts that are representative of their cultures of origin. Featured movies will include, for example, Leviathan, Burnt by the Sun, Brother, and Russian Ark, on the Russian side, and White, No Man's Land, Son of Saul, Ida, and The Babushkas of Chernobyl on the East European side. In order to understand 2 these films, in addition to the provided context of history, geography, politics, etc., students will read and/or watch film reviews and interviews with movie directors. Students will also receive study questions for each movie, which will help them look for themes and formal elements of the movies. All movies will be watched with English subtitles. Each week students will take a factual 5-question multiple choice quiz on a given movie’s content, and they will write and post a 250-word discussion board response to the movie, followed by a 150-200-word discussion board reply to another student’s or students’ initial response. Each week students as well as a 500-word analytical paper based on the movie. On a few occasions there will be a choice of writing a discussion board response either on a movie or a literary/other text.

Course Objectives

By the end of this course students will be able to:

 Characterize physical, human, and political geography of Russia and Eastern Europe within Eurasia, and relate the geographical facets to history and politics of the region  Identify and discuss main historical events and figures in Russia and Eastern Europe, with a particular focus on the 20th and 21st centuries  Describe the aftermath of the collapse of communism in Russia and Eastern Europe 1989-91 and the ongoing socio-political and economic transformations  Analyze current politics in Russia and chosen countries of Eastern Europe, in the global context  Name and characterize main issues the Eurasian region faces in the areas of economics, demographics, ecology, military conflict, social protest, and others  Synthesize diverse elements of Russian and East European literature, film, fine arts, music, etc. in order to form a general idea of the region’s culture  Apply the context of geography, history, politics, and culture of the region to discuss feature and documentary films from/about Russia and Eastern Europe  Interpret feature and documentary films from and/or about the region, with attention to theme, form, and context, using appropriate critical terms and basic tenets of film analysis  Respond analytically to films and literary texts by writing both discussion board responses and academic papers about films and/or literature from Russia/Eastern Europe, thereby honing students’ writing skills  Engage in intellectual debates about films/texts with other students in the discussion board format, thereby learning to participate in a scholarly dialogue

Course “Reading & Visual Materials” (Texts/Video Lectures/Short Documentaries)

All theoretical materials (articles, chapters, reviews, video lectures, short documentaries, etc.) are posted on Blackboard either as PDF files or online active links. (In the unlikely event you happen to notice that there is a file or link missing, please let the instructor know ASAP.) 3

There are links provided to articles/reviews in periodicals, such as The New York Times, The New Yorker, Washington Post, The Economist, etc. These links are to the public online version of these newspapers and magazines, and you may run out of free articles per month, if you do not have subscription. In that case, please access all these readings through the KU Library links (free for registered students). You have to go to the library page, find the periodical, and find the article by the title and/or author. KU Libraries link: https://lib.ku.edu/

There are two books we will be using in this course extensively (we will read in excess of 100 pages from each book). Please make plans on how you will gain access to these books listed below.

 There is one book in this course that you may have to download (free and paid options exist), purchase, or rent: Russian History: A Very Short Introduction by Geoffrey Hosking (Oxford University Press, 2012). There is an option to download the PDF of this book for free at http://oceanofpdf.com/pdf-epub-russian-history-a-very-short- introduction-download/ If you prefer to buy the book in hard copy or as a Kindle- compatible e-book, the book’s price starts at $6.08 on Amazon for a Kindle edition): https://www.amazon.com/Russian-History-Very-Short-Introduction/dp/0199580987 We will read the book as part of Lesson 2 (week 2 of the course), so please acquire the book in any format ASAP.

 The second book required in this course is available as an e-book through the KU Library: Eastern Europe!: Everything You need to Know about the History (and More) of a Region that Shaped Our World and Still Does by Tomek Jankowski (New Europe Books, 2013). We will start reading chapters from this book in Lesson 5 (week 5 of the course). This book is available for free as an e-book for registered KU students (however, use is restricted to one simultaneous user, as per the library regulations, so keep in mind that another student might be using the book when you need to use it): https://catalog.lib.ku.edu/cgi-bin/Pwebrecon.cgi?bbid=8826426 If you would like to own this book, it can be purchased on Amazon in a Kindle format ($14.99) or hard copy (starting at $20.86): https://www.amazon.com/Eastern-Europe-Everything-History- Region/dp/0985062320

Weekly Featured Films

There are 9 films to watch in this course: 7 feature films and 1 documentary. We will watch one feature movie per week in weeks/lessons 1-6. In week/lessons 7 we will watch two shorter feature films, and in week/lesson 8 we will watch the documentary movie. The links to all these movies are provided on Blackboard. If there is a free instant streaming option through KU’s service Kanopy (free for registered KU students), it is listed on Blackboard. Otherwise an Amazon link to a movie rental option is given on Blackboard (usually the price is around $3.99). However, you can watch the movies using any source you like. Many of these movies are available through Netflix and other providers. Libraries may have DVDs of many of these well- known films. Movies posted on YouTube frequently have bad resolution and sometimes lack 4 subtitles, so it is best to avoid them in case of our featured weekly films. Make sure you watch all course movies with English subtitles unless you happen to be a native speaker of a film’s language.

No matter how you decide to access the movie, please make sure you watch the movie each week by Thursday evening at the latest, since your Movie Discussion Board Responses are due every Thursday at 10 p.m. (except Lesson 1 the first week when you can post the Response by Friday 10 p.m.). Planning is essential both for watching the movies in a quiet setting that will allow you to take notes and reflect on the movie, and for making sure you are able to find a copy of the movie (if you use Netflix, for example, you may need a couple of days to receive a DVD).

Grading Criteria

There are 8 weeks in this course and each week you can earn 100 points, for a total of 800 points at the end of the course. Each week you can receive the following points for the 5 required written components of the course:

 Quiz 1 on the weekly thematic “Readings & Visual Materials” (10 multiple-choice questions): 20 points  Quiz 2 on the weekly featured film/s (5 multiple-choice questions): 10 points  250-word Movie Discussion Board Response: 20 points  150-200-word Reply to another student’s response: 10 points  500-word Paper on the weekly featured film/s: 40 points

Grading Scale

Given that the maximum number of points is 800, your final grade will depend on the final number of points you earn. The final grade will be

A: 730-800 points

A-: 700-729

B+: 690-699

B: 630-689

B-: 620-629 5

C+: 610-619

C: 550-609

C-: 540-549

D+: 530-539

D: 470-529

D-: 460-469

F: 459 and under

Graded Elements of the Course

 Quiz 1 on Readings & Visual Materials (10 multiple-choice questions): 20 points

DUE ANY TIME OF THE WEEK BEFORE SUNDAY 10 P.M.

This quiz will include materials from the first part of each lesson, listed in each lesson’s the section titled “Reading & Visual Materials” (with the exception of final Lesson 8 that has a slightly different format). These materials include all theoretical readings (articles, chapters, books, etc.), video lectures, video clips, and short documentaries, which correspond to a given week’s topic, for example, Russian geography in Lesson1, Russian history in Lesson 2, etc.

When you study these materials, try to identify and retain the big ideas and basic facts, go for the big picture, and do not get bogged down in details. When reading or watching, ask yourself the question: what is the most important idea/thing here? Ideally you would take notes on your readings and visual sources; in case of texts, highlight what is essential. The 10 quiz questions usually are based on all or most items from the “Reading & Visual Materials” section, assigned in a given week, so do not skip any items unless they are marked “Optional” (that is rare). You can cover the materials in any order you like but the preferred order is the one in which the materials are listed because there is a logical progression to the sequence.

There is no time limit on taking the quiz, but Blackboard will shut down after 420 minutes. You can take Quiz 1 it only once, with the exception of Lesson 1 Quiz 1 which will be treated as a trial run. Lesson 1 Quiz 1 you can take twice. Your grade for that quiz will the higher grade of the two you receive if you decide to retake Lesson 1 Quiz 1.

 Quiz 2 on the weekly featured Movie Content (5 multiple-choice questions): 10 points 6

DUE ANY TIME OF THE WEEK BEFORE SUNDAY 10 P.M.

Since you need to post your Movie Discussion Board Response by each Thursday 10 p.m., you need to watch the weekly movie by then. Since Quiz 2 each week is purely factual, that is, it is about the content of the movie, it may be best to take the quiz after watching the movie.

Quiz 2 in each lesson checks your factual knowledge of the featured film or films. In other words, it is a quiz that checks whether you have watched the movie and understood the basic plot/story, setting, time of action, etc. There is no film interpretation or analysis involved. Assigned movie reviews, interviews, etc., from the section “Movie Reviews & Info” of each lesson are not part of this quiz. This is only about the content—where, who, when, etc.—of the weekly movie/s. However, you do need to read “Movie Reviews & Info” before you watch the movie in order to understand the movie and to use these materials in your discussion board postings and the Paper.

There is no time limit on taking the quiz but Blackboard will shut down after 420 minutes. However, you can take Quiz 1 only once, with the exception of Lesson 1 Quiz 2 that will be treated as a trial run: you can take Quiz 1 twice. Your grade for that quiz will be the higher grade of the two you receive if you decide to retake the quiz.

 250-word Movie Discussion Board Response (henceforth referred to as “Response”): 20 points

DUE BY EACH THURSDAY 10 P.M. with the exception of Lesson One when the deadline is Thursday 10 p.m. due to a short first week.

Every week you will post a 250-word (one page, double spaced, font size 12) Response to the question/prompt given on the board by Thursday 10 p.m. The earlier you post your Discussion Board Response to the movie, the better, since others will be able to comment on it. Also, try to post your board Response fairly close to when you watch the movie, so you still remember the movie well. As far as grading is concerned, there is a rubric posted on Blackboard.

 150-200-word Reply/Replies to another student’s response (henceforth referred to as “Reply”): 10 points

DUE BY EACH SUNDAY 10 P.M. at the latest but ideally earlier than that since you will also have to write your weekly Paper by Sunday 10 p.m.

During the course each week you need to post one 150-200-word Reply to other students' posts (you can address one student or more in your one weekly post). You are welcome to post more than one response to other students per week but one reply is mandatory. As far as grading is concerned, there is a rubric posted on Blackboard. 7

 500-word Paper on the Weekly Featured Film (henceforth referred to as “Paper”): 40 points

DUE BY EACH SUNDAY 10 P.M.

Each week you will submit a short Paper (500 words, i.e., two pages double spaced, font size 12, font Times New Roman). Your Paper will be based on the Movie Study Questions you are asked to read before you watch a given week’s movie or movies with the exception of Lesson 8 (week 8) when you will have a choice of three broader questions. In weeks 1-7 (Lessons 1-7), please read the Movie Study Questions before watching the film, mark questions that sound interesting to you, and take notes as you watch the movies. These notes will help you craft argument and supply film-based evidence when you answer the one question of your choice from the Movie Study Question list, which interests you most.

When you write your weekly 500-word Paper, please remember to state clearly which question you are answering. You have to construct an argument, which means that you will have to argue a point, using carefully chosen, specific evidence. Each essay has to begin with a thesis statement, which is a central idea of point of your paper. Please put the thesis in bold face, so it is obvious which sentence is the thesis statement. What should follow is a well-supported argument in support of your thesis statement. You need to use evidence to argue your point, and your evidence has to come from the movie itself in the form of references to scenes of movie, dialogue (what characters say--you are welcome to jot down a few good lines as you watch the movie), and main parts of any movie, such as plot (the development of the story), setting (the spaces and places shown in the movie), characters (usually human figures but they can also be collective characters, animals, etc), cinematography (how scenes are shot, which point of view is used, whether the movie is in color or black and white, etc.), sound (totality of what we hear in the movie, for example human speech, music, sounds pertaining to the setting in particular scenes, etc.), and other elements of the movie.

What if you have never thought about the abovementioned elements of a film earlier or you are not sure what writing about film critically involves? In Lesson 1 you will be asked to read an introduction to film analysis and terms in order to ease into thinking and writing about films critically and analytically, from A Short Guide to Writing about Film by Tim Corrigan (Pearson, 2014 and earlier editions); a link to the PDF is posted on Blackboard (the book is in public domain). Please refer to this book and particularly chapter 3 “Film Terms and Topics for Film Analysis and Writing,” as you write your 500-word papers each week. We are only reading excerpts from this book in Lesson 1 but you are welcome to go back to the film analysis terms and writing advice whenever you need to. Chapter 5 “Style and Structure in Writing” may be helpful with crafting academic prose.

Your weekly paper is worth 40 points each week (320 points total within 8 weeks), so your grade depends to a large degree on how well you write your papers. Please write your paper allowing ample time for revisions, and make sure you turn in your finished, revised paper, not a first draft. 8

As you write this paper, remember that it has to have a clear, well-supported structure, and to answer the question you chose. You may start writing your paper by brainstorming your answer, making an outline, formulating your thesis statement, and jotting down scenes or short quotations from the movie to be used as evidence. You are welcome to refer to materials from the “Movie Reviews & Info” section of each week. As you write, make sure each paragraph should possess its own central point supported by the rest of the paragraph. Brief (1-2- sentences) introduction and conclusion will enhance your paper. In the former you introduce your paper topic; the latter sums up your findings and/or may include a reflection on the paper as a whole or point to new perspectives that arise from your paper. Please proofread your paper for grammatical and stylistic errors, as well as typos.

As far as Paper grading is concerned, there is a rubric posted on Blackboard.

Note on Written Assignments, Q&A, and Virtual Classroom Conduct

Please remain respectful of your classmates and instructor when posting Responses, Replies, and Q&A section on the discussion boards. Our focus will be text and film analysis, so NO personal digressions, prolonged disputes, offensive language, displays of emotions, etc. will be tolerated. This is an inclusive, non-discriminatory virtual classroom and everyone will be treated equally and with respect. Be mindful of your tone.

The Response, Reply, and Paper have to be analytical and though-out, rather than impressionistic and/or emotional, and they should be written in academic, not colloquial style, although the discussion board Response and Reply are by definition more relaxed genres of writing, and they may be of a slightly lower register than your Paper. When you write, focus on the movie (or text) and write about the movie (or text). If you catch yourself on straying from movie analysis, go back. The subject matter of this course is such that politics and religion will be a part of discussions, but we will all strive for maintaining decorum in the virtual classroom. We may sometimes agree to disagree. When you write, think in terms of analytical arguments and evidence.

Summary of Deadlines by Task: Schedule of Submitting Graded Elements of the Course

 Quiz 1: Any time after you study texts and videos in the “Reading and Visual Info” section of each lesson (materials covered by Quiz 1 are clearly marked in this section “Reading and Visual Info” as such) but by Sunday 10 p.m. at the latest  Quiz 2 on the Weekly Movie Content: Any time after you watch the weekly movie/s but by Sunday 10 p.m. at the latest  250-word Movie Discussion Board Response: Thursday 10 p.m. except Lesson One (week 1) when the deadline is Friday 10 p.m. due to a short week  150-200-word Movie Discussion Board Reply/Replies to another student’s response: Sunday 10 p.m 9

 500-word Paper: Sunday 10 p.m.

All five written assignments due in a given week of the course have to be completed by the stated deadlines. The very last time to turn in ALL your work for the week is each Sunday 10 p.m. The only EXCEPTION is the Movie Discussion Board Response (initial posting) that is due each Thursday at 10 p.m. (except in week 1 this deadline is Friday 10 p.m.). Therefore you need to plan very carefully to manage all tasks within one week.

In case of illness, family emergency, accident, military orders, etc., please notify the instructor in writing as soon as possible that you will have difficulties with meeting a deadline. You will need to submit a note or a written proof of what caused your delay. In all other less serious causes of delay in turning in the 3 written assignments, 1 point for each day of lateness will be deducted from your overall score for your Response and Reply, and 2 points will be deducted per each day of lateness from the overall score for your Paper. The maximum delay can be 3 days; any assignment turned in after that will receive zero points, even if Blackboard accepts submission (the submission window will close 3 days after the deadline). 1-day delay is counted since the Thursday 10 p.m. or Sunday 10 p.m. deadline in 24-hour increments. Example 1: a student turns in his/her Paper on Monday at 9 p.m. instead of Sunday 10 p.m. and receives a deduction of 2 points for being 1 day late. Example 2: a student turns in his/her Movie Discussion Board Response on Saturday 3 p.m. (in weeks 2-8) instead of Thursday 10 p.m., and s/he and receives a 2-point deduction for being 2 days late.

Game Plan

You need to devise a plan of action for all the moving pieces in this course. Your plan will depend on your overall schedule. It might be best to stick to your plan each week, since all lessons have the same format. You do have a lot of time and freedom between the start of each week on Monday and your final submission of all written assignments for this course by the following Sunday 10 p.m. (only the Response being due on Thursdays 10 p.m. except week 1 when deadline is Friday 10 p.m).

In terms of planning, it may make most sense to start with “Reading & Visual Materials” and to take Quiz 1, and to proceed to the movie part of the week: reading “Movie Reviews & Info,” watching the movie, taking Quiz 2, writing the Movie Discussion Board Response, he follow-up Discussion Board Reply, and the Paper. However, you can adjust the order of tasks to your schedule any way you wish except it is essential that you read “Movie Reviews & Info” materials before watching the weekly featured film. Please do not attempt to watch our course films “cold” without any background information because they might not be fully comprehensible, and if you do not understand the movie, your Quiz 2, Movie Discussion Board Response, the follow-up Reply, and Paper will suffer.

Technology Requirements

 A stable internet connection  A compatible browser and operating system (https://en- us.help.blackboard.com/Learn/Student/Getting_Started/Browser_Support)  Microsoft Office (http://technology.ku.edu/office )  Adobe Acrobat PDF Reader (https://acrobat.adobe.com/us/en/acrobat/pdf-reader.html )  Access to your @ku.edu email address that is checked regularly

Integrity

Do not plagiarize. Students are responsible for adhering to the University of Kansas guidelines on academic integrity. You should cite works from which you borrow ideas or quotes, and clearly mark when you are using someone else’s ideas or words. KU Policy on plagiarism and other academic misconduct can be found at http://www.studenthandbook.ku.edu/HDBK_09- 10/codes.shtml#Academic_Misconduct

Your papers will be submitted to SafeAssign, an online plagiarism detector (or another similar system) to which the University subscribes. Any paper you submit to me to satisfy the requirements of this class should be written specifically for this class; identical (or near identical) papers submitted for both this class and another will be considered as a specific type of plagiarism and will not be accepted.

Disabilities

The Academic Achievement & Access Center (AAAC) coordinates accommodations and services for all KU students who are eligible. If you have a disability for which you wish to request accommodations and have not contacted the AAAC, please do so as soon as possible. Their office is located in 22 Strong Hall; their phone number is (785) 864-4064. Information about their services can also be found at http://disability.ku.edu. Please contact me privately with regard to your needs in this course.

Communication with the Instructor

Contact information: E-mail: [email protected] or via Blackboard. If you have a general question that other students may have too, please post on the Blackboard discussion board, so other students can benefit from reading it or may even answer it. The instructor will check both her e-mail and Blackboard multiple times during the week, including weekends, usually between noon and 10 p.m. 11

NOTE: The instructor reserves the right to make minor changes to the syllabus and course if such a need arises. Each change will be announced.

LESSONS 1-8 (8 WEEKS)

Lesson One: Introducing Contemporary Russia: Place, People, Politics

Featured film: Leviathan (dir. Andrei Zviagintsev, 2014)

Lesson Two: History of Russia and the Soviet Union

Featured film: Burnt by the Sun (dir. Nikita Mikhalkov, 1994)

Lesson Three: Fall of the Soviet Union and Post-Communist Transition

Featured film: Brother (dir. Alexei Balabanov, 1997, Russia)

Lesson Four: Russian and Soviet Culture

Featured film: Russian Ark (dir. Aleksandr Sokurov, 2000, Russia)

Lesson Five: Introducing Eastern Europe: Place, People, Politics

Featured film: White (dir. Krzyszof Kieslowski, 1994, Poland, France, and Switzerland)

Lesson Six: East European History

Featured film: No Man's Land (dir. Denis Tanovic, 2001, Bosnia and Herzegovina, Slovenia, Belgium, France, Italy, Great Britain

Lesson Seven: East European Culture

Two featured films: Son of Saul (dir. Laszlo Nemes, 2015, Hungary) and Ida (dir. Pawel Pawlikowski, 2013, Poland and Denmark)

Lesson Eight: Current Issues in Eastern Europe and Russia

Featured documentary film: The Babushkas of Chernobyl (dir. Anne Bogart and Holly Morris, 2015, United States)

LESSON ONE: INTRODUCING CONTEMPORARY RUSSIA: PLACE, PEOPLE, POLITICS (Blackboard view)

Note: Only Lesson One is copied here from Blackboard in its entirety. Lesson Two-Eight include all the introductions, objectives, and tasks only, but not descriptions of materials, movie reviews, study questions, etc. (available upon request).

Table of Content

 Instructions for navigating this lesson  Introduction  Lesson 1 Special Instruction  Objectives & Tasks  Reading & Visual Materials  KU CREES Interactive Map of Russia and Eurasia  Map of Russia and Basic Information about Russia  Russia Country Profile (Library of Congress, 2006)  Russian Geography Basic Info (10 questions and answers)  Article "See What Life Is Like in a Siberian Village" by Eve Conant and Elena Anosova (The National Geographic, March 2018)  Article "The Resistible Rise of Vladimir Putin" by Stephen Kotkin (Foreign Affairs, March-April 2015, 1-14)  Documentary Movie: The Power of Putin (BBC, 2018, 42 minutes)  Lesson 1 Quiz 1: Russian Geography and Basic Facts  Book excerpts from A Short Guide to Writing about Film by Tim Corrigan (Pearson, 2012, 8th edition)  Movie Reviews & Info: Leviathan  Movie Study Questions for Leviathan  Lesson 1 Movie to Watch: Leviathan (dir. Andrei Zviagintsev, 2014, Russia, 142 minutes)  Lesson 1 Quiz 2 on Movie Content (Leviathan)  Lesson 1 Movie Discussion Board Response & Reply  Lesson 1 Paper  Questions? (Discuss here)

INTRODUCTION

This week will give you an overview of the complex entity called Russia: the largest country in the world in terms of land area, located on two continents, with varied landforms and bodies of water, spanning several time and climate zones, inhabited by close to two hundred ethnic groups, with a long and complex history. Today Russia is one of major political powers, and as such receives wide coverage in the media. In order to understand what Russia position Russia occupies today on the political arena, one must first gain an understanding of the basics: where the country is located, who lives within its borders, and how Russia functions today politically, with respect to both internal and foreign policy. Our point of entry to Russia will be a recent film Leviathan (dir. Andrei Zviagintsev, 2014). This movie, set in northwest Russia and shot near Murmansk on the Barents Sea, shows us a concrete place in Russia, local inhabitants and their life, politics, and links to Moscow, the capital of Russia. This film will be supplemented by readings on basic Russian geography, demographics, politics, and religion.

SPECIAL INSTRUCTIONS

The first part of each week's lesson is reading and watching all items in the "Reading & Visual Materials." These are secondary materials, such as articles, chapters, book excerpts, current news, etc., and less frequently primary sources (fiction, non-fiction, poetry, etc.), as well as visual materials, such as video lectures, music videos, movie clips, etc., in order to expand your knowledge of the broader topic studied in a given week (for example, geography, history, culture, etc.). Our weekly movies are always linked to the week's topic. This week our topic of interest is "Russia: Place, People, Politics." In other words, you will be learning about physical, human, and political geography of Russia, basic facts concerning Russia (its population, religions, economics, political system, etc.). You will also be given an overview of current Russian politics, centered around the figure of President Vladimir Putin. This and every week, after you read and watch assigned materials from the section called "Reading & Visual Materials," you will complete a 10-question Lesson 1 Quiz 1 (multiple choice) based on these materials. There is no time limit on completing Quiz 1, although Blackboard will shut down the quiz after 420 minutes, i. e., 7 hours of quiz taking. The Quiz 1 deadline falls always on Sunday 10 p.m. This week it is Sunday, June 10, 10 p.m.

Each week you will also watch a movie pertaining to the given week's topic. The link to the website where the movie is available for free or for a small fee, is provided. Before you watch the movie, you are asked to read selected reviews and/or interviews, to peruse movie websites (when available), and to be familiarize yourself with similar materials that will help you understand the movie. All these materials are in the section called Movie Reviews & Info in each lesson. You are also asked to read Movie Study Questions. It is essential that you read all these movie-related materials prior to watching the movie.

After you watch the movie, you will be asked to complete a 5-question Movie Content Quiz (multiple choice, no time limit but Blackboard locks after 420 minutes/7 hours of quiz taking), to write a 250-word Movie Discussion Board Response and post it on the discussion board by each Thursday 10 p.m. (this first week of the course the deadline is extended to Friday 10 p.m.), to write and post a 150-200-word Movie Discussion Board Reply to another 15 student's or students' Response/s, as well as to write a 500-word Paper that will answer one of the Movie Study Questions (except only in Lesson 8 a prompt will be provided). The deadline for both the Movie Discussion Board Reply to another student's or students' Response/s and 500-word Paper is each Sunday at 10 p.m. Points will be deducted for delays up to 3 days (24-hour increments); for detailed rules on point deduction due to tardiness, please see the syllabus. Do your best to meet the course deadlines; if you fall behind, it might be difficult or impossible to make up for lost time. The key to completing all tasks on time is doing it incrementally every day or almost every day. You have lots of materials to read and watch, and you need time to do and process it all ,and then complete 2 quizzes per week and 3 writing assignments.

OBJECTIVES AND TASKS

 Students will gain a basic understanding of the physical, human, and political geography of Russia.  Students will locate on the map and briefly characterize basic physical features of Russia (such as, main mountain ranges, bodies of water, etc.), largest areas and cities, time/climate zones, as well as natural and political borders.  Students will be able to identify basic facts about Russia, such as its population, country capital, main religions, etc.  Students will be able to to name Russia's current President, delineate his rise to power, and characterize his domestic and foreign policies.  Students will analyze selected socio-political issues facing Russia today.  Students will be able to explain what film analysis is, and to name, describe, and use basic film analysis terms, which are sine qua non for analyzing featured weekly films.  Students will discuss the themes of the movie Leviathan in the context of reviews and articles about the movie.  Students will relate their knowledge of Russia's main characteristics as a country to the weekly featured film Leviathan.

The tasks for this week are:

 Studying the KU CREES Interactive Map of Russia and Eurasia, including the basic information on the countries of the region.  Studying the online political map of Russia and reading accompanying information.  Reading the Library of Congress country profile of Russia.  Reading the 10 questions and answers from the from the Russian Mentor website (section on Geography only).  Reading an illustrated article "See What Life Is Like in a Siberian Village" (The National Geographic, March 2018).  Reading an article "The Resistible Rise of Vladmir Putin: Russia's Nightmare Dressed Like a Daydream" by Stephen Kotkin (Foreign Affairs, March-April 2015).  Watching a documentary "The Power of Putin" (BBC, 2018).  Completing a 10-question Lesson 1 Quiz 1 on Russian Geography & Basic Country Facts, based on articles and other materials listed in the section titled "Reading & Visual Materials." 16

 Reading excerpts on film analysis and film terms from the book A Short Guide to Writing about Film by Tim Corrigan (Pearson, 2012).  Reading Movie Reviews & Info pertaining to the movie Leviathan.  Reading Movie Study Questions pertaining to Leviathan.  Watching this week's featured movie Leviathan.  Completing 5-question multiple choice Lesson 1 Quiz 2 about the content of this week's featured movie Leviathan.  Writing and posting a 250-word Movie Discussion Board Response.  Writing and posting a 150-200-word Reply to another student's Movie Discussion Board Response.  Writing a 500-word Paper that answers one Movie Study Question.

READING & VISUAL MATERIALS

Quiz 1 Materials

Note: Quiz 1 checks your general familiarity with the materials below, so please take notes on the most important points of texts, video lectures, short documentaries, and other materials we will be using as Quiz 1 materials.

 KU CREES Interactive Map of Russia and Eurasia: http://crees.ku.edu/interactive- map#Political map of Russia and accompanying information: http://www.nationsonline.org/oneworld/map/russia-political-map.htmRussia country profile at the Library of Congress site: (https://www.loc.gov/rr/frd/cs/profiles/Russia.pdf)  Russian Mentor: 10 questions and answers in the Geography section: http://russianmentor.net/dtcl/index.htm  Illustrated article "See What Life Is Like in a Siberian Village" (The National Geographic, March 2018). Text: Eve Conant, photographs Elena Anosova: https://www.nationalgeographic.com/magazine/2018/03/siberian-village-russia- photography/  Article "The Resistible Rise of Vladmir Putin: Russia's Nightmare Dressed Like a Daydream" by Stephen Kotkin (Foreign Affairs, March-April 2015, 1-14): http://stephenkotkin.com/wp-content/uploads/2015/03/23_Kotkin.pdf  Documentary movie The Power of Putin (BBC, 2018, 42 minutes): https://www.google.com/search?q=youtube+rise+of+putin&ie=utf-8&oe=utf- 8&client=firefoxb- 1ab

End of Quiz 1 Materials

Book excerpts from A Short Guide to Writing about Film by Tim Corrigan (Pearson, 2012, 8th edition):

 Chapter 1, sections "Why Write about the Movies?" and "Your Audience and the Aims of Film Criticism" on pages 1-8. 17

 Chapter 1, sections "Critical Essay" and "Opinion and Evaluation" on pages 12-17 (skip exercises at bottom of 17).  Chapter 2 "Beginning to Think, Preparing to Watch, and Starting to Write," excerpts on pages 18-27.  Chapter 3 "Film Terms and Topics for Film Analysis and Writing," 36-76.

Weekly Featured Film-related Materials

Note: Quiz 2 on Featured Movie Content checks your factual knowledge of the weekly featured film only, such as the movie's plot, characters, time and place of action, etc. Technically speaking, you can take Quiz 2 solely on the basis of having watched the movie, since all questions are about the movie itself, not secondary readings about the movie. However, these are difficult movies and you need to know some context to understand what is going on in the movie even at the basic level. Reading movie-related the reviews, interviews, etc., will help you understand what goes on the film: who is who, what happens, where and when the action is set, etc. (such are questions of all Quizzes 2). The secondary readings, occasional videos of interviews, analyses of clips, etc., collected in each lesson's section titled "Movie Reviews & Info" will help you write the Movie Discussion Board Response, the follow-up Reply to another student's Response, and the weekly Paper.

 Movie Reviews & Info on this week's featured movie Leviathan:

. “Director’s Note” from the film’s official website: http://sonyclassics.com/leviathan/ . Review of the movie by Manola Dargis in the New York Times: https://www.nytimes.com/2014/12/25/movies/leviathan-turns-on-a- modern-day-job.html . Review of the movie by Godfrey Cheshire on the Roger Ebert website: https://www.rogerebert.com/reviews/leviathan-2014 . Review of the movie by Shaun Walker in The Guardian: https://www.theguardian.com/film/2014/nov/06/leviathan-director-andrei- zvyagintsev-russia-oscar-contender-film . Article "A Russian Master of the "Dark Side' in Film" about Andrei Zviagintsev by Neil MacFarquhar in the New York Times: https://www.nytimes.com/2018/02/23/world/europe/andrey-zvyagintsev- russia-loveless.html

 Movie Study Questions for Leviathan

Quiz 2 Material

 Featured film Leviathan (dir. Andrei Zviagintsev, 2014, 142 minutes): https://www.amazon.com/Leviathan-Roman-Madyanov/dp/B00WAIQ4V4

KU CREES Interactive Map of Russia and Eurasia

Please study in-depth the Interactive Map of Russia and Eurasia (this includes former Soviet republics that are now indepenedent countries). Apart from studying the map, please click on Russia and countries in Eurasia to carefully read and take notes on the main country characteristics. Countries in Eurasia include Armenia, Azerbaijan, and Georgia in the Caucasus, as well as Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan in Central Asia. Turkey is the only other country in Eurasia, and is listed here for the sake of completeness of information, but is not a part of this course. The section on Eastern Europe is not a part of this lesson (we will get there in Lesson 5), but you may want to click on it in order to see what countries are considered Eastern Europe.

Map of Russia and Basic Information about Russia

Open the link http://www.nationsonline.org/oneworld/map/russia-political-map.htm and study closely the map of Russia, noting the main physical features (size, mountain ranges, bodies of water, and other), the capital main cities, borders with other countries, etc. Please read the basic information included with the map.

Russia Country Profile (Library of Congress, 2006)

Russian Geography Basic Info (10 questions and answers)

The provided link is to an interactive tool for learning basic facts of Russia's geography (choose Section One: Russian Geography Questions 1-10). The Geography Section is set up as a quiz, but you will not be using it as a quiz. Once you answer a simple question about Russian geography, a windows opens up and provides an explanation of the correct answer. You are expected to read this information and retain the main points. These main points will be used in the final quiz that you will take at the end of Lesson One.

Article "See What Life Is Like in a Siberian Village" by Eve Conant and Elena Anosova (The National Geographic, March 2018)

One of Russia's largest regions is Siberia that stretches east of the Ural Mountains through all of Russian Asia to the Pacific Ocean. The article and photographs we will be reading this week give us a glimpse of life there. Please read article "See What Life Is Like in a Siberian Village" by Eve Conant (text) and Elena Anosova (photography) from The National Geographic (March 2018).

Article "The Resistible Rise of Vladimir Putin" by Stephen Kotkin (Foreign Affairs, March-April 2015, 1-14)

This article "The Resistible Rise of Vladimir Putin" by Stephen Kotkin (Foreign Affairs, March- April 2015, pages 1-14) will help you understand current Russian politics and President Vladimir Putin's rise to power. Consequently you will be able to put this week's featured movie Leviathan in the socio-political context of today's Russia. 19

Documentary Movie: The Power of Putin (BBC, 2018, 42 minutes)

This documentary on Putin, produced by BBC in 2018, will help you understand the basic tenets of political landscape in Russia today, and to be able to use this knowledge to interpret this week's movie Leviathan: https://www.google.com/search?q=youtube+rise+of+putin&ie=utf- 8&oe=utf-8&client=firefox-b-1-ab

Lesson 1 Quiz 1: Russian Geography and Basic Facts

Select the best answer (2 points x 10 questions = 20 points). You have two attempts at taking Quiz 1 this week (only week 1). The first attempt is a trial run that will allow you to get familiar with the quiz format, types of questions, etc. Quiz 1 (first attempt) has to be taken by the deadline of Sunday June 10, 10 p.m. You can retake Quiz 1 until Friday June 15 10 p.m. if you wish (Lesson 1 only). Your final grade will be the higher one of the two grades.

Book excerpts from A Short Guide to Writing about Film by Tim Corrigan (Pearson, 2012, 8th edition)

Since you are asked in this course to be writing about films whose topics concern Russia and Eastern Europe, we will read excerpts from the book A Short Guide to Writing about Film by Tim Corrigan (Pearson, 2012, 8th edition). In the assigned parts of the book, the author discusses what "film analysis" implies and what elements of movies can be analyzed: content (themes) and form (for example, plot/story, narrative structure, characters, setting, cinematography, soundtrack, etc.). This particular reading from Corrigan's book is not covered by any quiz but your 3 weekly written assignments--Paper, Movie Discussion Board Response, and Movie Discussion Board Reply to another student's initial posting--can only be well done if you follow the guidelines presented by Corrigan in his A Short Guide to Writing about Film. Please make sure you understand the following concepts he discusses in Chapter 3 "Film Terms and Topics for Film Analysis and Writing," since you will not be able to write the 3 aforementioned written assignments successfuly without familiarity with these terms: theme, narrative, plot/story, characters, point of view, mise-en-scene (includes setting, decoration, props, costumes, lighting, etc.), cinematography (types of shots and editing), and sound.

The book excerpts to be read include:

 Chapter 1, sections "Why Write about the Movies?" and "Your Audience and the Aims of Film Criticism" on pages 1-8  Chapter 1, sections "Critical Essay" and "Opinion and Evaluation" on pages 12-17 (skip exercises at bottom of 17)  Chapter 2 "Beginning to Think, Preparing to Watch, and Starting to Write," excerpts on pages 18-27  Chapter 3 "Film Terms and Topics for Film Analysis and Writing," 36-76. This is a long chapter excerpt, so please skip sample essays and other auxiliary matter, and only focus 20

on understanding the following terms given below, if you don't have much time. You are encouraged to return to this chapter and Corrigan's book every week when you write your Paper and Discussion Board Response and Reply. Film analysis terms from Chapter 3 to understand and use in your written tasks in this course: theme, narrative, plot/story, characters, point of view, mise-en-scene (means "all that has been put into the scene" and includes setting, decoration, props, costumes, lighting, etc.), cinematography (types of shots and editing), and sound. You can also find the Glossary of terms at the end of Corrigan'sbook, which you may find useful when thinking and writing about films.

Movie Reviews & Info: Leviathan

"Movie Reviews & Info" are reviews, interviews, articles, and other background materials to be completed before you watch the weekly featured film. This week I attach the two New York Times movie reviews also in a PDF form. As the syllabus indicates, if the direct link given here does not work for whatever reason, The New York Times, The Washington Post, The New Yorker, The Economist, and other periodicals of this kind are accessible for free through the KU library system for registered students: https://lib.ku.edu/

Reviews & Info on Leviathan

 Peruse the film’s official website: http://sonyclassics.com/leviathan/, and read closely “Director’s Note”  Read Manola Dargis’s review of the movie in The New York Times (a PDF of this review is also attached in this section): https://www.nytimes.com/2014/12/25/movies/leviathan- turns-on-a-modern-day-job.html  Read Godfrey Cheshire’s review on the Roger Ebert website: https://www.rogerebert.com/reviews/leviathan-2014  Read Shaun Walker’s review in The Guardian: https://www.theguardian.com/film/2014/nov/06/leviathan-director-andrei-zvyagintsev- russia-oscar-contender-film  Read Neil MacFarquhar’s article in The New York Times (also a PDF of this article is attached): https://www.nytimes.com/2018/02/23/world/europe/andrey-zvyagintsev- russia-loveless.html

Movie Study Questions for Leviathan

These study questions have to be read carefully prior to watching the film. Please take notes as you watch the movie, so you are able to provide evidence from the movie when you answer one question about the movie in your 500-word Paper due on Sunday, June 10, 2018 at 10 p.m.

Study Questions for Leviathan (dir. Andrei Zviaginstev, 2014, Russia)

1. How does the film’s director Andrei Zviagintsev articulate the main themes of his film in his “Director’s Note” on the film’s official website? What themes do critics see in the film and what themes would you say are important in the film? 21

2. Andrei Zviagintsev states in his “Director’s Note” that his film is “rooted in the Russian land” because he “feels no kinship… with anything else.” What role does the land/landscape play in the film? Why is Russia’s Arctic coast the setting for the film? How is the land imagery linked to the film’s themes? How would you describe the landscape depicted in the film and how do critics write about it (for example, Manola Dargis in the NYT: “The austere splendor of this scenery – with its craggy mountains, sweeps of treeless land and pools of water – makes a fitting stage for the characters, who match the landscape’s severity"). 3. How do you understand the “imposing” (Manola Dargis’s term in the NYT review) movie title, derived both from the biblical Leviathan a book titled Leviathan by Thomas Hobbes (1651)? Who is the "Leviathan" in the movie? Why do you think the director give his movie this title? (You might need to do basic online research to get information about the biblical Leviathan and Hobbes' book Leviathan.) 4. The film’s protagonist Nikolai (Kolia) is often compared to Job from the Book of Job in the Bible. In what ways is he a “modern-day Job” (Manola Dargis’s review in the NYT)? 5. How does the film comment on faith, religion, and the Russian Orthodox church specifically? How do you interpret Roger Cheshire’s statement that “the corrosive intertwining of politics and religion is a provocative theme in Leviathan” (Roger Cheshire's review on the Roger Ebert's film website)? 6. Why has the film not had the warmest reception in Russia, according to Neil MacFarquhar’s article in the NYT, which says the film received “applause in Hollywood but scorn at home”? What image of today’s Russia does the film present? Is this depiction of Russia positive or negative?

Lesson 1 Movie to Watch: Leviathan (dir. Andrei Zviagintsev, 2014, Russia, 142 minutes)

This week's movie Leviathan (dir. Andrei Zviagintsev, 2014, Russia, 142 minutes), which you have to watch, can be streamed from Amazon for $3.99: https://www.amazon.com/Leviathan- Roman-Madyanov/dp/B00WAIQ4V4

As the syllabus indicates, it is entirely up to you where you find the movie to watch: you can get it from Netflix or another streaming or rental service, you can get a DVD from a library, etc. Whenever possible, I provide a link to a free instant streaming copy of the weekly featured film, usually through KU Libraries' free service called Kanopy. About a third of the movies for this course is available via Kanopy. The remaining movies you can rent in diverse formats through commercial and library services. Most featured films we will watch are highly-awarded, famous movies easily available for rental and/or purchase. Please make sure you watch the movie with English subtitles unless you are a native speaker or are a fluent speaker of the languages used in the movies.

Lesson 1 Quiz 2 on Movie Content (Leviathan) 22

Select the best answer (2 points x 5 questions = 10 points). You have two attempts at taking Lesson 1 Quiz 2 this week (only week 1) as a trial run that will allow you to get familiar with the quiz format, types of questions, etc. Lesson 1 Quiz 2 ( first attempt) has to be taken by the deadline Sunday June 10 10 p.m. You can retake Quiz 2 until Friday June 15 10 p.m. if you wish. Your final grade will be the higher one of the two grades.

Lesson 1 Movie Discussion Board Response & Reply

Please post a 250-word (one page, double spaced, font size 12) Movie Discussion Board Response to the question below on the board this week by Friday, June 8, 10 p.m. Normally your response will be due every week by Thursday 10 p.m. but the first week of instruction is shorter than all other weeks except week 8 by one day, so this affects the deadline for posting your response. The earlier you post your discussion board response to the movie, the better, since others will be able to comment on it. Also, try to post your board response fairly close to when you watch the movie, so you still remember it well.

Remember that during the course you need to post one Movie Discussion Board Reply per week to other student's or students' responses (you can respond to one or more students in your post). You are welcome to post more responses than one but one is mandatory. The final deadline for posting the Reply to another student's Response is Sunday 10 p.m.

This week's discussion board prompt: In what sense do nature/physical geography and politics intersect in the movie Leviathan? (In order to unpack this question, you may first consider where Kolya's house is located in the movie, and why and for whom this location is attractive. Why does the town mayor want this particular site? At the end of the movie, what do we see built on the site of Kolya's house? How do you interpret the movie's ending in terms of how geography and politics intersect? You do not have to answer all these questions, of course, but they might help you with understanding and answering the main question.

Lesson 1 Paper

Every week you will submit a short Paper (500 words, i.e., two pages double spaced, font size 12, font Times New Roman). Your Paper will answer one of the Movie Study Questions you are asked to read before you watch the weekly featured movie. Your paper is due every Sunday by 10 p.m. This week it is due on Sunday, June 10 at 10 p.m. Please take notes as you watch the movie, since those notes will help you both to better understand the movie, and to gather evidence necessary for answering the question of your choice from the Movie Study Question list. When you write, please follow the instructions below closely. 23

When you write your weekly 500-word Paper, please remember to state clearly which question you are answering. You have to construct an argument, which means that you will have to argue a point, using carefully chosen evidence. Each essay has to begin with a thesis statement, which is a central idea of point of your paper. Please put the thesis in bold face, so it is obvious which sentence is the thesis statement). What follows is an argument in support of your thesis statement. You evidence has to come from the movie in the form of references to scenes of movie, dialogue (what characters say--you are welcome to jot down a few good lines as you watch the movie), and elements of the movie, such as plot (the arrangement of the story), setting (the spaces and places shown in the movie), characters (usually human figures), cinematography (how scenes are shot, which point of view is used, whether the movie is in color or black and white, etc.), sound (totality of what we hear in the movie, for example human speech, music, sounds pertaining to the setting in particular scenes, etc.), and other building blocks of the movie. Do not guess anything or assume with no justification for your assumption; you need to present evidence for your claims.

Golden rule of film and literature paper writing: PLEASE NO PLOT RETELLING. The instructor has seen the movie and does not need to read a plot summary. Even more importantly, in your Paper you are showcasing your ANALYTICAL SKILLS, so a mere film summary will not do. Please interpret, discuss, and critically evaluate films in your papers, but do not retell plots. Of course, you can and should refer to chosen elements of the plot when needed, but do not simply describe what you saw take place on screen chronologically as you watched the movie. (The same rule applies to the Discussion Board Responses and Replies: no plot retelling, please.)

How do we write a paper with a clear, well-supported structure? You may start working on your paper by writing a brief outline, formulating your thesis statement, and preparing a list of scenes or short quotations from the movie to be used as evidence. As you write, each paragraph should possess its own mini-thesis supported by the rest of the paragraph. Extended introduction and conclusion are not necessary in a short 500-page paper but a brief introduction (one-sentence is plenty) and conclusion will enhance your paper. In the former you introduce your paper topic; the latter sums up your findings and/or may include a more general reflection. Please remember to proofread your paper for grammatical and stylistic errors, as well as typos.

Optional: If you would like to get more information on how to write a paper for this class (and not only this class), please consult Chapter 5 "Style and Structure in Writing" in Tim Corrigan's book A Short Guide to Writing about Film (Pearson, 2012, 8th edition, pages 108-123). This is not a required chapter in our course, but if you have questions about style and structure in academic writing, you might read this chapter or in the next few weeks. Advice given there pertains to writing in general and is invaluable if you wrote for the humanities and social sciences courses. And, of course, please go back often during this course to Chapter 3 to refresh your memory of film analysis terms. Link to the free book in public domain: https://english11048f16.files.wordpress.com/2016/08/282572321-corrigan-guide-to- writing-about-film.pdf

LESSON TWO: History of Russia and the Soviet Union

This week we will explore the history of Russia and the Soviet Union, integrating our knowledge of Russian physical, human, and political geography gained in the preceding week, with an overview of historical processes that have taken place on Russia's vast territory in the last 1,200 years. Our focus will be the 20th century, since its turbulent and often tragic history has conditioned the political reality in which the population of Russia and we all live today, Even more specifically, we will zero in on the Russian Revolution of 1917 because it fuelled the creation of the Soviet Union that in turn fell apart in 1991; Russia's current socio-political status is underlyingly linked to the fall of the Soviet Union (more on it in Lesson 3).

Our visual entry point to Russian history will be this week's featured film Burnt by the Sun (dir. Nikita Mikhalkov, 1994), which takes place in Russia in 1936, roughly two decades after the October Revolution of 1917. When, in the aftermath of the Revolution Russia became the communist state known as the Soviet Union, its inhabitants, who had previously lived in imperial Russia, had to encounter and process the dramatically different new socio-political reality both in the public sphere and in the private sphere of everyday existence. This week's film shows the juxtaposition of the two epochs in Russian history: pre-1917 and post-1917, while examining the effects the Revolution had on the lives of people under communism, particularly in the mid to late 1930s which were the time of Stalin's "Great Purge." In that period of history, also known as "Stalin's Terror," up to 1.2 million people were executed and/or sent to gulags (prison-like labor camps)--where many of them died due to inhumane conditions--for being largely undefined "enemies of the people" ("charges" were usually vague and/or trumped up: spying, taking part in counter-revolutionary activities, opposing the government, being ideologically suspect, etc.). The height of the "Great Purge" was between 1936 and 1938, and this is the time period that this week's movie revisits and refracts.

Objectives & Tasks

The objectives for this week are:

 Students will be able to identify and outline major historical events in Russia and the Soviet Union, with a special focus on the last hundred years 1917-2018.  Students will name and characterize briefly main political figures in Russian history.  Students will examine the causes, processes, and results of one of the most important events in Russian history, namely, the Russian Revolution 1917 (also called the October Revolution).  Students will gain an understanding of the term "Stalinism" and "Stalinist Purges" of he 1930, which are the backdrop of this week's movie.  Students will relate the major events from Russian and Soviet history to the historical period and issues presented in this week's movie.  Students will analyze elements of this week's movie, such as the theme of history and memory, the movie's setting that contrasts the center and periphery, gender dynamics, etc.

The tasks for this week are:

 Watching the movie The Animated History of Russia.  Reading Introduction and the first 6 chapters from Russian History: A Very Short Introduction by Geoffrey Hosking (Oxford University Press, 2012). Chapters 1-4 can be skimmed/read only for main information; Introduction and Chapters 5-6 have to be read closely.  Reading the article on Russian Revolution "From Tsar to U.S.S.R.: Russian Chaotic Year of Revolution" by Orlando Figes (National Geographic, History Magazine, October 25, 2017).  Watching the video lecture What if the Russian Revolution Never Happened?  Watching the video lecture What if Stalin Never Came to Power?  Completing a 10-question Readings & Visual Materials Quiz on Russian History.  Reading Movie Reviews & Info pertaining to the movie Burnt by the Sun.  Reading Movie Study Questions pertaining to the movie Burnt by the Sun.  Watching the movie Burnt by the Sun.  Completing a 5-question Movie Content Quiz on the movie Burnt by the Sun.  Writing and posting a 250-word Movie Discussion Board Response.  Writing and posting a 150-200-word Movie Discussion Board Reply to another student's post.  Writing a 500-word Paper that answers one question from the Movie Study Questions.

LESSON THREE: Fall of the Soviet Union and Post-Communist Transition

This week we will focus on recent Russian history since the fall of the Soviet Union in 1991, and post-communist transformations that included a shift to market economy, privatization of state industries and subsequent creation of the new social group consisting of very wealthy "oligarchs," access to the West and westernization, the end of wars in which the Soviet Union was engaged and of the Cold War (at least for a while), rise of crime and corruption, and changes in the culture of everyday life, among others. The collapse of the Soviet Union was one of the most important events in 20th-century European and world history. The collapse had external and internal results: it caused momentous shifts in political power across the globe, and started the ongoing process of changing the Soviet society into the post-communist one. In a way we may compare 1991 to 1917--the topic of our last unit--in the sense that the whole world people had known as reality, changed, essentially, overnight. People had to make sense of new rules (and ubiquitous chaos) and orient themselves in the new country.

This week's reading and visual materials discuss the 1980s in the Soviet Union when Mikhail Gorbachev's new doctrines of perestroika (restructuring) and glasnost (openness, transparency) were instituted and eventually led to the fall of the communism. The fall of Berlin wall in 1989 is presented as a harbinger of the collapse of the Soviet Union. We will analyze what happened in the first 25 years following the fall. Most importantly, we will read recorded stories of regular people who describe in their own words how 1991 affected their lives. These interviews were collected and edited by Svetlana Alexievich, in her book Secondhand Times. Alexievich is the 26

2015 winner of the Nobel Prize in Literature; she writes in Russian, is of Ukrainian and Belorussian descent, and lives in Minsk, Belarus. We will also look at diverse photographs taken in the first post-communist decade in Russia.

As this week's featured movie Brother (dir. Alexei Balabanov, 1997, Russia) shows, the fall of the Soviet Union meant that young people had to invent new modes of life for themselves. The movie tells the story of Danila, who is a very young former Russian soldier who had just returned to Russia from the war in Chechnya, and who moves to St. Petersburg from the provinces, after he gets in a fight in the small town where his mother lives and where he went after demobilization. Our featured film will serve as a cinematic example to how life changed dramatically for Russian citizens in the first decade after the fall of communism in 1991, and beyond. The young protagonist's search for his path in life parallels Russia's search for identity in the post-communist transition period.

Objectives & Tasks

The objectives for this week are:

 Students will be able to summarize the main events, causes, and results of the fall of communism in the Soviet Union in 1991.  Students will be able to outline what has happened on the political arena in Russia in the last 27 years since the fall of the Soviet Union.  Students will relate the collapse of communism in 1991 to issues with which Russia struggles today, and also to present-day globally relevant issues.  Students will explain the importance of the Fall of the Berlin Wall in 1989 for the collapse of the Soviet Union.  Students will define the terms "Cold War," "iron curtain," "perestroika," "glasnost," and "post-communist transition."  Students will interpret Svetlana Alexievich's oral history interviews in which Russians discuss and evaluate the fall of communism in 1991 and its effect on their lives, from various perspectives.  Students will describe diverse facets of everyday life in Russia in the 1990s, following the dismantling of the Soviet Union, based on oral interviews, photographs, the weekly movie, articles, and other materials.  Students will identify elements of the weekly featured film Brother, which reflect the post-communist transition, and they will also analyze form and content of the film.

The tasks for this week are:

 Watching the video lecture "Fall of the Soviet Union Ended Explained in Five Minutes."  Watching the video lecture "What if the Cold War Never Ended?"  Reading the article "The Soviet Union Is Gone, but It's Still Collapsing" (Foreign Policy, December 22, 2016).  Watching the newscast The Berlin Wall Falls 1989 (NBC, November 10, 1989).  Watching documentary movie: Russia: 25 Years since USSR (BBC, 2016). 27

 Reading Chapter 7 and Conclusion from last week's book Russian History: A Very Short Introduction by Geoffrey Hosking (Oxford University Press, 2012).  Reading the article "Perestroika and Glasnost" (www.history.com).  Watching the recording of the Metallica concert in Moscow (September 29, 1991).  Looking closely at the photos and reading the illustrated article "53 Photos of Life in Russia in the Decade after the Collapse of the Soviet Union" (Business Insider, December 1, 2017).  Reading excerpts from the collection of interviews Secondhand Time: The Last of the Soviets: An Oral History by 2015 Nobel Prize winner Svetlana Alexievich (Random House, 2016).  Taking a 10-question Quiz 1 on The Fall of the Soviet Union.  Reading Movie Reviews & Info about the weekly featured movie Brother.  Reading Movie Study Questions pertaining to this week's movie.  Watching this week's featured movie Brother.  Completing Quiz 2: Movie Content on Brother.  Writing and posting a 250-word Movie Discussion Board Response.  Writing and posting a 15-200-word Movie Discussion Board Reply to another student's or students' post from this week.  Writing a 500-word Paper that answers one Movie Study Question.

LESSON FOUR: Russian and Soviet Culture

This week we will explore Russian and Soviet culture: music, literature, visual arts, a dash of architecture, and film that is our constant companion in this course. To know a culture of a country, nation, or ethnic group is important since culture refracts what goes in society and politics at a particular historical moment (it can be a decade or a century); products of culture reflect collective preoccupations of given time periods. Our tour of Russian culture will start with rock music to continue thinking about Russian rock music of the 1990s when we watched the movie Brother. This week we will listen to a song "This Train Is on Fire!" by the famous band Aquarium (1987) as an example of politically-engaged popular music toward the end of the Soviet Union. We will also listen to a song by Vladimir Vysotsky (1974), a celebrated dissident, actor, and a "bard," that is, a singer of protest ballads whose songs of dissent were a part of collective culture in Soviet society. Next, we will read about rap battles that are considered one of few spaces of free speech in today's Russia. We will read about a famous rap battle of 2017, have a chance to listen to it, and we will watch a 2017 music video from the winner Gnoyny.

Literature will be our next focus, although for many Vysotsky's song lyrics are poetry, as is rap for some, since the definition of what literature and art are is to a large degree subjective and malleable. You have already read prose of the 2015 Nobel Prize winner in Literature Svetlana Alexevich, who writes in Russian, despite being a citizen of Belarus, and whose ethnic heritage is Ukrainian-Belorussian. One's ethnic backgrounds and question of citizenship are also pertinent in the case of another Jewish-Russian/American Nobel Prize winner in Literature Joseph Brodsky who was exiled from Russia, settled in the United States in 1972, and received the Nobel Prize in literature in 1987. In the field of literature, we will also listen to a TED talk about 28

Leo Tolstoy, a famous novelist who lived in the 19th century. His famous books include War and Peace and Anna Karenina.

We will move on to visual arts and go back in time to the Middle Ages when Russian icons originated. They are religious paintings typical for the Russian Orthodox religion; icons have been painted in Russia since the 10th century to this day. We will also talk about 20th-century Russian fine arts, particularly the Avant-garde movements of the first decades of the century. Our third art form of interest will be propaganda posters that were a specific genre of a visual propaganda tool in the Soviet Union. Finally, we will explore the Hermitage Museum in St. Petersburg, taking virtual tours of both its art collection housed in the building complex that was built by Tsar Peter the Great and served as a palace of Russian tsars until 1917, and of the Hermitage Theater commissioned by Empress Catherine the Great, in which a part of this week's featured movie takes place. We will finish our investigation of these selected phenomena in Russian culture, with a movie Russian Ark (dir. Aleksandr Sokurov, 2000), which takes the viewers onto a grand tour through the Hermitage Museum, as well through a figurative journey across centuries of Russian history and culture.

Objectives & Tasks

The objectives for this week are:

 Students will evaluate a music video and listen to Vladimir Vysotsky and the rock band Aquarium as examples of politically engaged, dissident music in the Soviet Union.  Students will discuss a famous rap battle in Russia (2017) and watch a music video by the winner rapper Gnoyny.  Students will interpret one essay by Russian Nobel Prize winner Joseph Brodsky (1987), titled "Less Than One," thereby gaining knowledge of everyday life in the Soviet Union.  Students will explore one of the most famous novels in world literature War and Peace by Leo Tolstoy (1867).  Students will characterize the Russian icon as an art form.  Students will discuss Russian fine arts in the 20th century, and in particular the Avant- garde art of Malevich and Kandinsky.  Students will investigate Soviet propaganda posters--form, content, and function--as popular art that served as propaganda in the Soviet Union..  Students will describe the Hermitage Museum in St. Petersburg and the Hermitage Theater it houses, and they will compare the existing museum to its representation in this week's featured film Russian Ark.  Students will analyze this week's film Russian Ark as a cinematic work that discusses issues of Russian history, memory, culture, art, and national identity.

The tasks for this week are:

 Watching 2 Russian music videos, listening to sample songs by Vladimir Vysotsky and Aquarium, and reading song lyrics.  Reading about the 2017 rap battle between Oxxxymiron and Gnoyny and evaluating the winner's new music video. 29

 Reading Joseph Brodsky's short biography and his essay "Less than One" that portrays his life in Soviet Russia until his expulsion in 1972.  Watching the video lecture on Russian 19th-century prose writer Leo Tolstoy.  Reading the article on the "icon" as a form of Russian religious painting.  Watching the video lecture on Russian art of the 20th century.  Reading two illustrated articles on Soviet propaganda posters.  Watching two video tours of the Hermitage Museum and the Hermitage Theater which is part of the museum complex.  Completing the 10-question Reading & Visual Materials Quiz on Russian Culture.  Reading Movie Reviews & Info pertaining to the movie Russian Ark.  Reading Movie Study Questions before watching the movie.  Watching the documentary about the making of this week's featured movie, titled In One Breath.  Watching this week's movie The Russian Ark.  Completing the 5-question Movie Content Quiz.  Writing and posting a 250-word Discussion Board Movie & Literature Response.  Writing and posting a Movie Discussion Board Reply to another student's initial Response.  Writing a 500-word Paper that answers one Movie Study Question.

LESSON FIVE: Introducing Eastern Europe: Place, People, Politics

This week we are switching gears and starting the second half of the course, which will focus on Eastern Europe. To begin with, we will define "Eastern Europe"--which is a somewhat vague and often contested term that has changed historically and is sometimes used interchangeably with the terms "Central Europe" and "East Central Europe"--and we will analyze the locus and profiles of 20 countries that are a part of Eastern Europe for the purposes of this course (again, there exist various takes on which countries can be called "East European"). Out of these 20 countries, 6 are former Soviet republics (Belarus, Estonia, Lithuania, Latvia, Moldova, and Ukraine), 7 countries grew out of former Yugoslavia (Bosnia and Herzegovina, Croatia, Kosovo, Macedonia, Montenegro, Serbia, and Slovenia). 2 countries grew out of former Czechoslovakia (the Czech Republic and Slovakia), and the remaining 5 ones are: Albania, Bulgaria, Hungary, Poland, and Romania.

We will approach that region from the viewpoint of physical, human, and political geography, focusing on physical features of landscape, political borders, demographics, languages, religion, and current socio-political situation. Our time is finite and therefore in Lesson 1 we will zero in on diverse countries and cities in Eastern Europe via watching documentary movies about Poland and Belarus, as well as Romania OR Bulgaria (very different countries in the region: Poland: a member of the EU and a west Slavic country, Belarus--a former Soviet republic and the last stronghold of communism in Eastern Europe, and Romania OR Bulgaria--predominantly Orthodox Christian and both located in South-Eastern Europe on the Black Sea). We will also take a tour of one of the famous capitals: Budapest (Hungary) OR Prague (the Czech Republic). (Next week we will investigate the 7 countries of South-Eastern Europe, i.e., the Balkans.) Our 4 30 lessons on Eastern Europe will focus (to a degree) on Poland (Lesson 5), the 7 countries of the former Yugoslavia, i.e, the Balkans (Lesson 6), Hungary (Lesson 7), and Ukraine (Lesson 8). Although all 4 lessons contain also material on many other East European countries, these are the geographic foci of the four weeks, and they provide a good selective coverage of East-Central European countries that belong to the E.U. (Poland and Hungary), the Balkan countries, and Ukraine--a former republic of the Soviet Union, currently entangled in its eastern part in a war with Russia.

We will summon our knowledge of the fall of the Soviet Union in 1991, gained in Lesson 4, to explore the collapse of the Soviet Bloc and the former Yugoslavia in East Europe in 1989-91. Our case study this week will be a celebrated Polish feature film White (dir. Krzysztof Kieslowski, 1994, Poland, France, and Switzerland), which was made within five years of the fall of communism in Eastern Europe in 1994. The movie presents Poland's switch to market economy in the first post-communist years, via the figure of a down-and-out hairdresser who amasses wealth in shady dealings of the "wild capitalism" of the 1990s. The movie also introduces the issue of cultural differences between "The East" and "The West," and as such, the film offers a commentary on the topic of unified Europe and European Union's expansion in 2004 when 8 East European countries joined the EU, followed by Romania and Bulgaria in 2007, and Croatia in 2013.

Objectives & Tasks

The objectives for this week are:

 Students will explain what the term "Eastern Europe" means.  Students will analyze basic facts about Eastern Europe and its countries: its physical geography, populations, languages, and its positioning between Western Europe and Russia.  Students will identify relevant countries, capitals, and borders on the map of Eastern Europe.  Students will list East European countries that belong to the European Union.  Students will briefly characterize the 1989-91 collapse of Communist governments in East European countries and former Yugoslavia, and will evaluate the effects of the 1989-91 collapse from today's perspective.  Students will describe chosen countries of the region--Poland, Belarus, and Romania or Bulgaria--and one of the two major East European capitals: Budapest (Hungary) or Prague (the Czech Republic), as depicted in documentary films.  Students will relate their knowledge of Eastern Europe, the collapse of the Soviet Bloc, and post-communist transition to the discussion of Kieslowski's film White that depicts changes in Poland after 1989.  Students will evaluate critically Krzysztof Kieslowski's film White (1994) vis-a-vis the Russian film Brother (1997) that was also made shortly after the collapse of communism, and similarly depicts disintegration of the old socio-political system, marked by the switch to market economy, westernization, and adjustment to new reality.

The tasks for this week are:

 Reading an article "The Concept of Eastern Europe in Past and Present" by Thomas Grob.  Reading and studying "KU Interactive Map of Eastern Europe," as well as reading and taking notes on basic facts and bios of 20 East European countries.  Studying the political "Map of Eastern Europe" (Nations Online).  Studying the "Interactive Map of Member States of the European Union (Nations Online).  Reading excerpts from the book Eastern Europe!: Everything You need to Know about the History (and More) of a Region that Shaped Our World and Still Does by Tomek Jankowski (New Europe Books, 2013).  Watching a documentary movie The Revolutions of 1989 (Radio Free Europe, November 6, 2009, 6 minutes).  Reading an essay "Once upon a Time in 1989: How the West Is Now Learning the Hard Lessons of the East" by Slavenka Drakulic (Eurozine, August 4, 2017).  Watching a documentary movie Poland Rediscovered: Cracow, Auschwitz, Warsaw by Rick Steves (2014, 26 minutes).  Watching a documentary movie Belarus: Undercover in Europe's Last Dictatorship (Channel 4 News, May 22, 2014, 12 minutes).  Watching a documentary movie Romania, made by Rick Steves (2017, 25 minutes) OR Bulgaria (2017, 25 minutes).  Watching a documentary movie Prague, made by Rick Steves (2015, 25 minutes) OR Budapest: The Best of Hungary, made by Rick Steves (2014, 26 minutes).  Completing the 10-question Quiz on Eastern Europe: Place, People, Politics.  Reading/watching Movie Reviews & Info on White.  Reading Movie Study Questions for White.  Watching this week's featured movie White.  Completing the weekly 5-question Quiz on Movie Content.  Writing and posting a 250-word Discussion Board Movie Response.  Writing a 150-200-word Discussion Board Movie Reply to another student or students.  Answering one question from the Movie Study Questions in the form of a 500-word Paper.

LESSON SIX: EAST EUROPEAN HISTORY

This week we will study the history of Eastern Europe, focusing primarily on the 20th century and two most recent wars that engaged multiple East European countries: World War II (1939- 45) and the wars of Yugoslav succession, also called "the Balkan wars" (1991-2001). We will build on our knowledge of basic facts related to Eastern Europe to explore the history of this complex region. History is the necessary context that will allow us to understand Eastern Europe's current socio-political situation and culture. Geographically, this week we will zero in on the Balkans (specifically former Yugoslavia) and the 7 new countries that demanded independence as nation states in the aftermath of the death of the longtime leader of Yugoslavia, 32

Josif Tito (1892-1980), which led to subsequent Balkan wars. To this end we will watch documentaries and video lectures about the successor states of former Yugoslavia. We will also become familiar with an evaluation of the current situation in that region.

Our cinematic example of recent history of the Balkans will be a movie titled No Man's Land (dir. Denis Tanovic, 2001, Bosnia and Herzegovina, Slovenia, Belgium, France, Italy, and United Kingdom). The film received an Academy Award (Oscar) for the Best Foreign Language Film in 2002 and the Best Screenplay at the 2002 Cannes Film Festival. This international co- production--note that film co-productions have been a sign of the closer cooperation between Eastern and Western Europe after 1989/91--tells the story of one day in the war in Bosnia in the 1990s, following the fall of communism in and the disintegration of Yugoslavia. The protagonists of the movie are two soldiers, a Bosnian and a Bosnian Serb, who are trapped in a barricade--the "no man's land"--with a third soldier lying on a land mine and unable to move for fear of explosion. The movie also depicts the U.N. peace-keeping forces that are trying to help the three soldiers with moderate success, as well as Western journalists who report on the war to their home countries. No Man's Land is primarily a movie about the ethnic groups fighting in Bosnia, but it also explores the relationship between East Southern Europe (the Balkans) and the West.

Objectives & Tasks

The objectives for this week are:

 Students will discuss the causes, main events, and effects of World War II in Eastern Europe and the world.  Students will explain the term "Cold War" with reference to the countries of Eastern Europe.  Students will briefly define the following terms: "genocide," "gulag," "Holocaust," and "Holodomor" ("Famine" in Ukrainian).  Students will give 3 examples of genocides in Eastern Europe of the 20th century.  Students will analyze the break-up of Yugoslavia and ensuing wars in the Balkans (former Yugoslavia).  Students will enumerate the 7 countries formed after the former Yugoslavia's collapse, and summarize the process of Kosovo declaring independence from Serbia in 2008.  Students will identify the 3 religions that dominate in the Balkans, and will discuss the ethnic and religious groups in Bosnia and Herzegovina.  Students will link their knowledge of the Balkans to the region's situation today.  Students will interpret this week's movie No Man's Land, linking the theme of the war in Bosnia in the 1990s to today's politics.

The tasks for this week are:

 Reading excerpts (chapters 7 and 8, and an insert "Home Is Where the Border Is!") from book Eastern Europe!: Everything You need to Know about the History (and More!) of a Region that Shaped Our World and Still Does by Tomek Jankowski (New Europe Books, 2013). 33

 Watching a video lecture "World War Two: Crash Course on World History #38" (October 11, 2012, 13 minutes).  Reading a book review "The Worst of the Madness" by Anne Applebaum (The New York Review of Books, November 11, 2010). The review discusses two books on 20th- century East European history: Bloodlands: Europe between Hitler and Stalin by Timothy Snyder, and Stalin's Genocides by Norman Naimark.  Watching a video lecture "What If Yugoslavia Reunited Today?" (January 27, 2018, 4 minutes).  Watching a video lecture "Geography Now! Bosnia and Herzegovina" (July 9, 2015, 11 minutes).  Watching a documentary movie How Did Kosovo Become an Independent Country? made by The Economist (February 15, 2018, 7 minutes).  Watching a documentary movie Dubrovnik and Balkan Side Trips by Rick Steves (August 19, 2013, 24 minutes).  Reading an article "Europe Is Facing a Potential Crisis in the Balkans. It Has to Act Soon" by Ivan Krastev (The Guardian, February 21, 2018).  Reading Movie Reviews & Info about this week's movie No Man's Land.  Reading and reflecting upon the Movie Study Questions concerning this week's movie No Man's Land.  Watching and taking notes on his week's featured movie No Man's Land (dir. Danis Tanovic, 2001, Bosnia and Herzegovina, Slovenia, Belgium, France, Italy, and United Kingdom, 98 minutes).  Writing the Movie Discussion Board Response.  Writing one Movie Discussion Board Reply to another student's response.  Writing Lesson 6 Paper.

OPTIONAL tasks:

 Watching a documentary movie Croatia: Adriatic Delights by Rick Steves (June 5, 2014, 24 minutes).  Watching a documentary movie The Best of Slovenia by Rick Steves (August 19, 2013, 24 minutes).

LESSON SEVEN: EAST EAUROPEAN CULTURES

Lesson 7 on East European Cultures is a bit different from the previous ones because it invites you to watch 2 East European films, not one. They were both made in the last few years, they are on one broad theme, and both received Oscars for the Best Foreign Language Film. Because we will watch 2 movies, there are fewer introductory materials in the first part of the lesson. To cover cultures of 20 countries that Eastern Europe is comprised of today is a daunting task; it is limited what we can do. We will mainly investigate film and literature, as well as pop/rock/folk music from Eastern Europe, as a bit of a "break" from more serious materials. Our music samples will come from 7 Eastern European countries. Our general geographic focus of film and literature will be Hungary, followed by Poland and Ukraine. Lesson 7 is a collage of literary, 34 cinematic, and musical fragments of culture of a region that encompasses 20 national cultures and many more ethnic cultures.

Two recent movies Son of Saul (dir. Laszlo Nemes, 2015, Hungary) and Ida (dir. Pawel Pawlikowski, 2013, Poland and Denmark), which received the highest critical accolades including Academy Awards (Oscars) for Best Foreign Language Film for each film, in 2016 and 2015, respectively, are the best starting point to understanding current preoccupations of East European cinemas, which are very much focused on the theme of historical memory, the Holocaust, and World War II. Before we delve into the watching of these two films that resonate with each other, we will look at a cultural map of Eastern Europe. Then we will watch a handful of video clips of folk and folk-inspired pop/rock music from diverse countries. We will move into the realm of literature and will read three poems by two Polish Nobel Prize Winners in Literature Czeslaw Milosz (received the Nobel Prize in 1980) and Wislawa Szymborska (Nobel Prize 1996), as well as a contemporary Ukrainian writer Serhiy Zhadan. These poems discuss a generalized war experience of loss, destruction, violence, homelessness, and the process of restoring peace, thus attaining a universal quality, since they do not discuss any particular wars, but rather explore the war phenomenon. Our literary excerpt is from Imre Kertesz's novel Fatelessness about Kertesz's real-life stay in Auschwitz and other death camps when he was a teenager during World War II (Kertesz is a 2002 Nobel Prize Winner in Literature from Hungary). His writing will lead us into the theme of the Holocaust that is the context for the two featured films. As historical context, we will read brief materials about the Holocaust, and we will listen to a testimony of one Auschwitz and other camps' survivor Henia Bryer.

Finally, we will analyze this week's two movies. Son of Saul is a more difficult one, since it is set almost exclusively in Auschwitz and tells the story of a Jewish-Hungarian prisoner Saul whose quest is to bury the body of a boy whom Saul takes for his son. Ida is set in the 1960s Poland and narrates the story of an 18-year-old Catholic novice who learns that she is in fact Jewish and goes on a quest to learn the fate of her parents who perished in the Holocaust, in the company of his newly discovered surviving troublemaker aunt. These two contemporary films from Eastern Europe are explorations of the complicated history of the region and post-1989 memories of World War Two. (You can watch these two movies in any order; Ida is shorter, lighter, and more of an art house flick, while Son of Saul is more intense and realistically depicting the horrors of Auschwitz.)

Objectives & Tasks

The objectives for this week are:

 Students will identify and show on the map three main macrocultures (civilizations) of Eastern Europe.  Students will listen to and evaluate critically folk and folk-inspired music from Eastern Europe.  Students will examine 3 East European poems about the war experience by two Polish Nobel prize Winners in Literature, Wislawa Szymborska and Czeslaw Milosz, and a contemporary Ukrainian writer Serhiy Zhadan. 35

 Students will characterize the Holocaust as a historical event, as well as Auschwitz as a World War II death camp, in order to put this week's two featured films in context.  Students will compare the Holocaust survivor Henia Bryer's recorded testimony of her imprisonment in Auschwitz and other camps to the literary report of arriving in Auschwitz as a 14-year-old, given by Imre Kertesz (1929-2016), a Jewish Hungarian writer, who received the Nobel Prize in Literature in 2002, for, inter alia, his novel Fatelessness (1975) about his Auschwitz and war experience.  Students will watch and analyze in a comparative way two East European, critically acclaimed featured movies of this week, unified by the theme of remembering and forgetting, historical memory, and the Holocaust: Son of Saul and Ida.

The tasks for this week are:

 Reading the map and the text accompanying "Map 4 Eastern Europe: Cultural" in The Palgrave Concise Historical Atlas of Eastern Europe, ed. Dennis P. Hupchick and Harold E. Cox, 2001 (one map and one page of text).  Listening to and evaluating the video recordings of the following performances of music from Eastern Europe. Note: there is no need to understand the lyrics or take extensive notes. This activity is meant as introductory exposure to a range of music practiced in East European cultures. o Song "Yanky" by band DakhaBrakha (Ukraine, 3 minutes). o Song "Prawy do lewego" by Kayah and Goran Bregovic (Poland and Bosnia, 5 minutes). o Song "Sciernisco" by Golec uOrkiestra (Poland, 3 minutes). o Song "Ostravo" by Jaromir Nohavica (The Czech Republic, 2 minutes). o "Romanian Folk Dances" by Bela Bartok (Hungary, 9 minutes). o "A Lonely Shepherd" played by Gheorghe Zamfir (Romania, 6 minutes). o Folk song "Ligo" (Latvia, 6 minutes).  Reading 3 poems: o "The End and the Beginning" by Wislawa Szymborska. o "A Song at the End of the World" by Czeslaw Milosz. o "Take Only What Is Most Important" by Serhiy Zhadan.  Reading article "Introduction to the Holocaust" (U.S. Holocaust Memorial Museum).  Reading article "Auschwitz" (U.S. Holocaust Memorial Museum).  Watching/listening to the "Holocaust Survivor Testimony: Prisoner Number A26188: Henia Bryer" (mandatory: 29 minutes; optional: all 43 minutes).  Reading a book excerpt from Fatelessness by Imre Kertesz (pages 100-119).  Completing Lesson 7 Quiz 1 on East European Cultures.  Reading Movie Reviews & Info on this week's movie Son of Saul.  Reading Movie Study Questions for Son of Saul.  Watching the movie Son of Saul (dir. Laszlo Nemes, 2015, Hungary, 107 minutes).  Reading Movie Reviews & Info on this week's movie Ida.  Reading Movie Study Questions for Ida.  Watching the movie Ida (dir. Pawel Pawlikowski, 2013, Poland and Denmark, 82 minutes).  Completing Lesson 7 Quiz 2 (5 questions total) on Son of Saul and Ida. 36

 Writing a weekly Movie Discussion Board Response and a Reply to another student's response.  Writing Lesson 7 Paper.

LESSON EIGHT: CURRENT ISSUES IN EASTERN EUROPE AND RUSSIA

This week we are wrapping up our 8 weeks of studying Russia and Eastern Europe. Lesson 8 has two foci: one is environmental issues, exemplified by the continued radioactive contamination of Eastern Europe and its neighbors in the aftermath of the 1986 Chernobyl nuclear disaster in then Soviet Union and present-day Ukraine. Our entry point to this issue is a full-length documentary film The Babushkas of Chernobyl (dir. Anne Bogart and Holly Morris, 2015, United States). The other goal of Lesson 8 could be summarized as "what's up?" and is an overview of the 2018 relevant issues this region faces today, In the "what's up" part of Lesson 8 other we will read a number of current news article, for example a summary of the situation in Russia by a number of journalists from, who wrote the multi-part report on the cusp of the soccer World Cup that takes place in Russia in June and July of this year. An article by Timothy Snyder sums up the current politics of President Putin. As for Eastern Europe, we will read Ivan Krastev's analysis of the political climate in Eastern Europe in spring 2018.

Week 8/Lesson 8 is two days shorter than our preceding weeks and I set aside 2 major issues as OPTIONAL or future reading in case you would like to learn more about. (You can, of course, skip this section altogether.)

 Political protests and art as practiced by an iconic punk rock group Pussy Riot whose 2012 Moscow anti-Putin performance resulted in the arrest, trial, and sentencing two young women to hard labor in prison 2012-14. A documentary movie tells this story best: Pussy Riot: A Movement (dir. Natasha Fissiak, 2013, United States).  The annexation of Ukrainian Crimea by Russia in 2014 and the war in the the Donbas region in Eastern Ukraine (2014-present). A documentary film Crimea. The Resistance (2016, Ministry of Information Policy of Ukraine) gives an overview of the annexation.

All these topics with which we end our course show Russia and Eastern Europe not as separate closed-off entities but players on the global arena: Chernobyl--the worst nuclear disaster in the world's history--affected Europe's and the world's ecology, Pussy Riot's protests are ongoing in different parts of the world and very much global, the annexation of Crimea and the war in eastern Ukraine have Russia and Ukraine, i.e., an East European country involved, with the monitoring of the European Union and the United Nations. Indeed, in a globalized world there are no local, regional actions or phenomena, which would not have a rippling effect globally.

Lesson 8 has a slightly different format from our previous lessons because the week is 2 days shorter than other course weeks. This week is different because there is no division into the first theoretical part of the lesson and the second movie part. We will not have a "topic" except for the issue of environmental concerns and the current news section. Lesson 8 first presents a couple of introductory materials, followed by a full-length documentary film, on the 1986 nuclear 37 explosion in Chernobyl (in the Soviet Union in 1986, in Ukraine today)--the worst nuclear explosion in the world's history. The second part of Lesson 8 presents a few articles unified by the overarching theme of current issues in today's Russia and Eastern Europe, and is called "2018 News.".

Quiz 1 and Quiz 2 remain unchanged this week: Quiz 1 on the two Chernobyl-related materials and 2018 News checks your knowledge of all "Reading & Visual Materials," i.e., all required (not optional) items except for the documentary movie. Quiz 2 checks the content of the documentary movie The Babushkas of Chernobyl (same format as any other week). The only real difference in Lesson 8 is that the 2 materials about the documentary film are a part of Quiz 1 materials. As usual, it is up to you which quiz you take first. Lesson 8 has no section "Movie Reviews & Info" or "Movie Study Questions," so do not worry about those. The absence of the latter means that your Paper will be based on questions articulated in the prompt, not on Movie Study Questions.

Following Paper 8 you will find OPTIONAL materials: articles and documentary films on two fascinating topics (please see below), which you might be interested in reading after the course ends (up to you, of course). Because of how short Lesson 8 is, these materials did not "fit" into week 8, but they are good.

 Art and the social protest as exemplified by the Russian punk band Pussy Riot whose two core members were sentenced to two years of prison for performing a song in 2012  Annexation of Crimea by Russia in 2014 and the ongoing war in eastern Ukraine's Donbas region (2014-present)

Objectives & Tasks

The objectives for this week are:

 Students will analyze history and consequences of the Chernobyl nuclear catastrophe of 1986.  Students will identify and characterize the current socio-political situation in Russia (corruption, organized crime, infrastructure, forms of dissent, human rights, freedom of journalistic reporting and media, etc.) as brought to focus by the 2018 soccer World Cup held in Russia.  Students will relate the current socio-political climate in Russia to the philosophy and policies of Russia's President Vladimir Putin.  Student will relate current issues in Russia to current issues in Eastern Europe, and will assess global links, as well as current and future impact of these issues world-wide.  Students will attribute, where applicable, the causes of current events and issues in Russia and Eastern Europe to precedents in history, and they will explain the larger historical, political, ethnic, and cultural context of these events and issues.  Students will compare the documentary film genre with a feature film as a medium for discussing socio-political, environmental, and other issues in the public sphere.

The tasks for this week are:

 Reading the book review "'History of a Tragedy' by Serhii Plokhy Review: Death of the Soviet Dream" of a book by Serhii Plokhy titled History of the Tragedy (Allen Lane, 2018), by Viv Groskop (The Guardian, May 20, 2018).  Watching the TED Talk on The Babushkas of Chernobyl by the film's director Holly Morris.  Watching the documentary film The Babushkas of Chernobyl (2015, dir. Holly Morris and Anne Bogart, 71 minutes).  Reading the article "The War in Ukraine Is More Devastating than You Know" by Cynthia Buckley, Ralph Clemm, et al. (The Washington Post, April 9, 2018).  Reading the article "Russia Uncovered: Writers on the World Cup Host Nation" by Andrew Roth, Rowan Moore, et al. (The Guardian, May 20, 2018).  Reading the article "Vladimir Putin's Politics of Eternity" by Timothy Snyder (The Guardian, March 16, 2018).  Reading the article "Eastern Europe's Illiberal Revolution" by Ivan Krastev (Foreign Affairs, May-June 2018).  Completing Lesson 8 Quiz 1 on Reading & Visual Materials (includes ALL texts and videos EXCEPT the documentary movie The Babushkas of Chernobyl).  Completing Lesson 8 Quiz 2 on Movie Content (The Babushkas of Chernobyl).  Writing and posting the 250-word Movie Discussion Board Response.  Writing and posting the 150-200-word Reply to another student on the Discussion Board.  Writing Lesson 8 Paper based on the prompt (read the questions carefully; this week there are NO Movie Study Questions).

11/28/2018 REES 311: Understanding Russia and Eastern Europe, Honors

Course Change Request

New Course Proposal In Workflow Date Submitted: 11/08/18 8:36 am 1. CLAS Viewing: REES 311 : Understanding Russia and Eastern Europe, Undergraduate Program and Honors Course Last edit: 11/12/18 8:45 am Coordinator Changes proposed by: a781h052 2. CUSA Subcommittee REES-MIN: Russian, East European, and Eurasian Studies, Programs 3. CUSA Committee Minor referencing this 4. CAC course REES-BA: Bachelor of Arts in Russian, East European, and 5. CLAS Final Eurasian Studies Approval 6. Registrar 7. PeopleSoft

Academic Career Undergraduate, Lawrence 8. UCCC CIM Support Subject Code REES Course Number 311 9. UCCC Preliminary Academic Unit Department Russian & East European St Vote 10. UCCC Voting School/College College of Lib Arts & Sciences Outcome Locations Lawrence 11. SIS KU Core

Do you intend to offer any portion of this course online? Contact 12. Registrar Yes 13. PeopleSoft

Please Explain 1. We are applying to add a 300-level section (REES 310 and Honors 311) to the existing courses Approval Path REES 110 and 111 Honors, since it was suggested to CREES by the Global and International 1. 11/19/18 1:25 pm

Studies Program that a 300-level course would be needed for their majors and minors. Likewise Rachel Schwien REES majors and minors, who elect to satisfy their basic REES requirement with REES 220/221, (rschwien): could use REES 310/311 as a 300-level or higher course (a certain number f course have to be Approved for 300+). There is a shortage of 300-level courses that are pre-approved for the REES and GIST CLAS majors and minors, and that are fully focused on non-Western cultures and can also satisfy Goal Undergraduate 4.2--which REES 110/111 do--and S (Social Studies). In sum, we see a need for REES 310/311 to Program and serve as continuation of REES 110/111, a course we have had running at CREES for decades, Course only at the basic level. The 300-level course would include ca. 15% more readings/visual Coordinator materials, and would include longer weekly papers (750 words, not 500 words). The Honors section 311 would also include a final oral history project, absent in the online version of REES 110/111. REES 310/311 could not be taken by students who have taken REES 110/111.

Title Understanding Russia and Eastern Europe, Honors

Transcript Title Undrstnding Russia&East Europe

Effective Term Spring 2019

Prerequisites None

Cross Listed Courses:

Credits 3

Course Type Lecture (Regularly scheduled academic course) (LEC)

Grading Basis A-D(+/-)FI (G11) https://next.catalog.ku.edu/courseleaf/approve/ 1/3 11/28/2018 REES 311: Understanding Russia and Eastern Europe, Honors Is this course part of the Yes University Honors Program? Are you proposing this Yes course for KU Core? Typically Offered Once a Year, Usually Spring

Repeatable for No credit?

Principal Course SC - Culture & Society Designator Course S - Social Sciences Designator Are you proposing that the course count towards the CLAS BA degree specific requirements? No

Will this course be required for a degree, major, minor, certificate, or concentration? Yes

Which Program(s)? Program Code - Name

(REES-MIN) Russian, East European, and Eurasian Studies, Minor

(REES-BA) Bachelor of Arts in Russian, East European, and Eurasian Studies

Supporting REES 110_310 F2018 syllabus.docx Documents

KU Core Information

Has the department approved the nomination of this course to KU Core? Yes

Name of person giving Vitaly Chernetsky Date of Departmental Approval 10/01/2018 departmental approval

Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)? Yes

Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)? Yes

https://next.catalog.ku.edu/courseleaf/approve/ 2/3 11/28/2018 REES 311: Understanding Russia and Eastern Europe, Honors Selected Learning Outcome(s):

Goal 4, Learning Outcome 2 State what assignments, readings, class discussions, and lectures will devote a majority of your course or educational experience to raising student awareness of, engagement with, and analysis of various elements of other-cultural understanding of communities outside the United States. (Please limit responses to 1000 characters.) As stated above, students read and watch approximately 56 articles and video materials on Russia and Eastern Europe in the semester plus watch 8 full-length films. The sheer mass of thematic material students have to process and respond to, constantly raises questions about “other-culture” and “cultural competency.” These and similar terms (“culture,” “otherness-foreignness-strangeness,” “socio-cultural changes,” etc.) are discussed before engagement with source materials, as well as during class discussions. Meta- discussions are fostered by the instructor and also initiated by students who contest definitions and meanings of terms by asking questions, such as, for example, “what is culture?” “Cultural competency” is discussed on the basis of examples of behaviors, habits, customs, and traditions about which students hear

Explain how your course or educational experience will develop the ability of students to discuss, debate, and analyze non-US cultures in relation to the students own value assumptions. (Please limit responses to 1000 characters.) REES 310/311 organically makes students question their “value assumptions” of non-U.S. cultures, since even at the level of nation- states the course familiarizes students with 28 countries, some of which have overlapping histories and related languages, but all of which clearly delineate their cultural heritage from other countries of the REE region. A good example is Russia that has approximately 180 ethnic group with only slightly fewer corresponding languages, 35 of which are official. This example alone shows how even most basic demographic data students hear in the first week of class raises issues of ethnicities, minorities, and “value assumptions” about them. In the context of the course this phrase means one’s way of evaluating diverse values, which may include, for example, one’s views on family, gender, religion, money, friendship, race, ethnic and other minorities, disability, manners and culture of everyday life, etc.

State what assignments, readings, class discussion, and lectures will be used to evaluate students'' work that documents and measures their grasp of global cultures and value systems through reflective written or oral analysis. (Please limit responses to 1000 characters.) 10. In this course students watch eight feature films; write a movie-related discussion board response and a subsequent reply to another student’s response (one of each per week); write eight short argumentative papers (one per week), and complete 16 quizzes (two per week). Below you see the final grade composition for both versions of REES 310/311.,,1. Quiz 1 on the weekly thematic “Readings & Visual Materials” (10 multiple-choice questions): 20 points,2. Quiz 2 on the weekly featured film/s (5 multiple-choice questions): 10 points,3. 250-word Movie Discussion Board Response: 20 points ,4. 150-200-word Reply to another student’s response: 10 points,5. 500-word Paper on the weekly featured film/s: 40 points

KU Core REES310-311_syllabus_online_2019_Nov9.docx Documents

Course Reviewer Rachel Schwien (rschwien) (11/19/18 10:23 am): holding for program change. Followed up with dept 11/19 Comments

Key: 12752

https://next.catalog.ku.edu/courseleaf/approve/ 3/3 REES 310/311

Understanding Russia and Eastern Europe

SYLLABUS

Course Description

Course Objectives

By the end of this course students will be able to:

Course “Reading & Visual Materials” (Texts/Video Lectures/Short Documentaries)

There are two books we will be using in this course extensively (we will read in excess of 100 pages from each book). Please make plans on how you will gain access to these books listed below.

Weekly Featured Films

Grading Criteria

Grading Scale

Given that the maximum number of points is 800, your final grade will depend on the final number of points you earn. The final grade will be

A: 730-800 points

A-: 700-729

B+: 690-699

B: 630-689

B-: 620-629 5

C+: 610-619

C: 550-609

C-: 540-549

D+: 530-539

D: 470-529

D-: 460-469

F: 459 and under

Graded Elements of the Course

 Quiz 1 on Readings & Visual Materials (10 multiple-choice questions): 20 points

DUE ANY TIME OF THE WEEK BEFORE SUNDAY 10 P.M.

 Quiz 2 on the weekly featured Movie Content (5 multiple-choice questions): 10 points 6

DUE ANY TIME OF THE WEEK BEFORE SUNDAY 10 P.M.

 250-word Movie Discussion Board Response (henceforth referred to as “Response”): 20 points

DUE BY EACH THURSDAY 10 P.M. with the exception of Lesson One when the deadline is Thursday 10 p.m. due to a short first week.

 150-200-word Reply/Replies to another student’s response (henceforth referred to as “Reply”): 10 points

DUE BY EACH SUNDAY 10 P.M. at the latest but ideally earlier than that since you will also have to write your weekly Paper by Sunday 10 p.m.

 500-word Paper on the Weekly Featured Film (henceforth referred to as “Paper”): 40 points

DUE BY EACH SUNDAY 10 P.M.

As far as Paper grading is concerned, there is a rubric posted on Blackboard.

Note on Written Assignments, Q&A, and Virtual Classroom Conduct

Summary of Deadlines by Task: Schedule of Submitting Graded Elements of the Course

 500-word Paper: Sunday 10 p.m.

Game Plan

Technology Requirements

Integrity

Disabilities

Communication with the Instructor

NOTE: The instructor reserves the right to make minor changes to the syllabus and course if such a need arises. Each change will be announced.

LESSONS 1-8 (8 WEEKS)

Lesson One: Introducing Contemporary Russia: Place, People, Politics

Featured film: Leviathan (dir. Andrei Zviagintsev, 2014)

Lesson Two: History of Russia and the Soviet Union

Featured film: Burnt by the Sun (dir. Nikita Mikhalkov, 1994)

Lesson Three: Fall of the Soviet Union and Post-Communist Transition

Featured film: Brother (dir. Alexei Balabanov, 1997, Russia)

Lesson Four: Russian and Soviet Culture

Featured film: Russian Ark (dir. Aleksandr Sokurov, 2000, Russia)

Lesson Five: Introducing Eastern Europe: Place, People, Politics

Featured film: White (dir. Krzyszof Kieslowski, 1994, Poland, France, and Switzerland)

Lesson Six: East European History

Featured film: No Man's Land (dir. Denis Tanovic, 2001, Bosnia and Herzegovina, Slovenia, Belgium, France, Italy, Great Britain

Lesson Seven: East European Culture

Two featured films: Son of Saul (dir. Laszlo Nemes, 2015, Hungary) and Ida (dir. Pawel Pawlikowski, 2013, Poland and Denmark)

Lesson Eight: Current Issues in Eastern Europe and Russia

Featured documentary film: The Babushkas of Chernobyl (dir. Anne Bogart and Holly Morris, 2015, United States)

LESSON ONE: INTRODUCING CONTEMPORARY RUSSIA: PLACE, PEOPLE, POLITICS (Blackboard view)

Table of Content

INTRODUCTION

SPECIAL INSTRUCTIONS

OBJECTIVES AND TASKS

The tasks for this week are:

READING & VISUAL MATERIALS

Quiz 1 Materials

End of Quiz 1 Materials

Book excerpts from A Short Guide to Writing about Film by Tim Corrigan (Pearson, 2012, 8th edition):

 Chapter 1, sections "Why Write about the Movies?" and "Your Audience and the Aims of Film Criticism" on pages 1-8. 17

Weekly Featured Film-related Materials

 Movie Reviews & Info on this week's featured movie Leviathan:

 Movie Study Questions for Leviathan

Quiz 2 Material

 Featured film Leviathan (dir. Andrei Zviagintsev, 2014, 142 minutes): https://www.amazon.com/Leviathan-Roman-Madyanov/dp/B00WAIQ4V4

KU CREES Interactive Map of Russia and Eurasia

Map of Russia and Basic Information about Russia

Russia Country Profile (Library of Congress, 2006)

Russian Geography Basic Info (10 questions and answers)

Article "See What Life Is Like in a Siberian Village" by Eve Conant and Elena Anosova (The National Geographic, March 2018)

Article "The Resistible Rise of Vladimir Putin" by Stephen Kotkin (Foreign Affairs, March-April 2015, 1-14)

Documentary Movie: The Power of Putin (BBC, 2018, 42 minutes)

Lesson 1 Quiz 1: Russian Geography and Basic Facts

Book excerpts from A Short Guide to Writing about Film by Tim Corrigan (Pearson, 2012, 8th edition)

The book excerpts to be read include:

Movie Reviews & Info: Leviathan

Reviews & Info on Leviathan

Movie Study Questions for Leviathan

Study Questions for Leviathan (dir. Andrei Zviaginstev, 2014, Russia)

Lesson 1 Movie to Watch: Leviathan (dir. Andrei Zviagintsev, 2014, Russia, 142 minutes)

Lesson 1 Quiz 2 on Movie Content (Leviathan) 22

Lesson 1 Movie Discussion Board Response & Reply

Lesson 1 Paper

When you write your weekly 500-word Paper, please remember to state clearly which question you are answering. You have to construct an argument, which means that you will have to argue a point, using carefully chosen evidence. Each essay has to begin with a thesis statement, which is a central idea of point of your paper. Please put the thesis in bold face, so it is obvious which sentence is the thesis statement). What follows is an argument in support of your thesis statement. You evidence has to come from the movie in the form of references to scenes of movie, dialogue (what characters say--you are welcome to jot down a few good lines as you watch the movie), and elements of the movie, such as plot (the arrangement of the story), setting (the spaces and places shown in the movie), characters (usually human figures), cinematography (how scenes are shot, which point of view is used, whether the movie is in color or black and white, etc.), sound (totality of what we hear in the movie, for example human speech, music, sounds pertaining to the setting in particular scenes, etc.), and other building blocks of the movie. Do not guess anything or assume with no justification for your assumption; you need to present evidence for your claims.

LESSON TWO: History of Russia and the Soviet Union

Objectives & Tasks

The objectives for this week are:

The tasks for this week are:

LESSON THREE: Fall of the Soviet Union and Post-Communist Transition

Objectives & Tasks

The objectives for this week are:

The tasks for this week are:

LESSON FOUR: Russian and Soviet Culture

Leo Tolstoy, a famous novelist who lived in the 19th century. His famous books include War and Peace and Anna Karenina.

Objectives & Tasks

The objectives for this week are:

The tasks for this week are:

LESSON FIVE: Introducing Eastern Europe: Place, People, Politics

Objectives & Tasks

The objectives for this week are:

The tasks for this week are:

LESSON SIX: EAST EUROPEAN HISTORY

Objectives & Tasks

The objectives for this week are:

The tasks for this week are:

OPTIONAL tasks:

LESSON SEVEN: EAST EAUROPEAN CULTURES

Objectives & Tasks

The objectives for this week are:

The tasks for this week are:

 Writing a weekly Movie Discussion Board Response and a Reply to another student's response.  Writing Lesson 7 Paper.

LESSON EIGHT: CURRENT ISSUES IN EASTERN EUROPE AND RUSSIA

Objectives & Tasks

The objectives for this week are:

The tasks for this week are: