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Course Submission Form Course Submission Form Instructions: All courses submitted for the Common Core must be liberal arts courses. Courses may be submitted for only one area of the Common Core. All courses must be 3 credits/3 hours unless the college is seeking a waiver for a 4-credit Math or Science course (after having secured approval for sufficient 3-credit/3-hour Math and Science courses). All standard governance procedures for course approval remain in place. College Kingsborough Community College Course Number Yiddish 30 Course Title Yiddish Literature in Translation l Department(s) Foreign Languages Discipline Language and Literature Subject Area Enter one Subject Area from the attached list. Yiddish Credits 3 Contact Hours 3 Pre-requisites English 12 Mode of Instruction Select only one: x In-person Hybrid Fully on-line Course Attribute Select from the following: Freshman Seminar Honors College Quantitative Reasoning Writing Intensive X Other (specify): Liberal Arts/ Gen Ed Catalogue Designed for non-Yiddish speaking students, course consideration is on the emergence of Yiddish writers in the Description modern world. Emphasis is on the main literary personalities and their major contributions. All readings and discussions in English. Syllabus Syllabus must be included with submission, 5 pages max Waivers for 4-credit Math and Science Courses All Common Core courses must be 3 credits and 3 hours. Waivers for 4-credit courses will only be accepted in the required areas of Mathematical and Quantitative Reasoning and Life and Physical Sciences. Such waivers will only be approved after a sufficient number of 3-credit/3-hour math and science courses are approved for these areas. If you would like to Waiver requested request a waiver please check here: If waiver requested: Please provide a brief explanation for why the course will be 4 credits. If waiver requested: Please indicate whether this course will satisfy a major 1 requirement, and if so, which major requirement(s) the course will fulfill. Indicate the status of this course being nominated: x current course revision of current course a new course being proposed CUNY COMMON CORE Location Please check below the area of the Common Core for which the course is being submitted. (Select only one.) Required Flexible English Composition World Cultures and Global Issues Individual and Society Mathematical and Quantitative x US Experience in its Diversity Scientific World Reasoning Creative Expression Life and Physical Sciences Learning Outcomes In the left column explain the assignments and course attributes that will address the learning outcomes in the right column. • • • • • • • • • • • • • • • • 2 II. Flexible Core (18 credits) Six three-credit liberal arts and sciences courses, with at least one course from each of the following five areas and no more than two courses in any discipline or interdisciplinary field. • • • • • • • • • B. U.S. Experience in its Diversity A Flexible Core course must meet the three learning outcomes in the right column. Students will recognize and have a general knowledge and • Gather, interpret, and assess information from a variety of sources appreciation for the contributions of modern Yiddish writers to US and points of view. experience in its diversity, from the inception of Modern Yiddish Literature in the second half of the nineteenth century until the present. Information is gathered, interpreted and assessed from the textbook, class lectures, supplementary readings of short stories not included in the text, articles on critical thought, contemporary readings in the media, film, and music (Yiddish lyrics). Students’ presentations also include varied points of view. • Students will be able to determine the point of view, • Evaluate evidence and arguments critically or analytically. values, or intent of instructive material. They will understand the ideologies inherent in the various genres of Yiddish literature gain an understanding for differences in culture and also perceive connections within the subject matter and across disciplines. • Students will be able to analyze and interpret representative writings of Modern Yiddish literary personalities, especially the “classical trio,” the three founding fathers of Modern Yiddish Literature: Mendele Mokher Sefarim (Shalom Yaakov Abramovitsh), Shalom Aleichem (Shalom Rabinovitsh), and L. I. Peretz.; to understand their influence on the US experience and to relate these works to contemporary life today. Thus, while Shalom Aleichem had produced his Tevye series in the United States (adapted for stage and film several times, most famously as Fiddler on the Roof), the literary masterpieces of Mendele and Peretz, who never left European soil, have nevertheless impacted Yiddish theatrical production in the United States and 3 have been reworked into modern literary forms in the US. For example, Mendele’s Yiddish novels The Travels of Benjamin III, a picaresque satire that parodies life in the Pale of Settlement, and the romantic novel and social satire, Fishke the Lame, have been translated into English and published by Schocken Books in 1996. Fishke the Lame has been recast into the Yiddish film, “The Light Ahead,” that reflects the artistic peak of American Yiddish film. It is at the same time an attack on shtetl life and a romance of an impoverished couple who yearn for emancipation from the superstitions and corruption of the shtetl. David Opatoshu and Helen Beverly dramatize the characters of Fishke and Hodel, two poor and physically disabled lovers who dream of a new life in Odessa. The film, which was produced in 1939 under the direction of Edgar Ulmer, has been restored by the National Center for Jewish Film and is often viewed on campuses throughout the United States. Students will evaluate themes as abuse and/or vulnerability of women, social morality, effects of poverty and unemployment and relate them to their personal worlds and contemporary life in the US. Students will analyze “A Night in the Old Marketplace,” the recent adaptation of Peretz’s 1907 play by Grammy award-winning Frank London into a multimedia production that mixes Jewish music, jazz, and world beats. Students will evaluate the combination of profound musings with vaudeville inspired comedy. • Students will gain knowledge of the major trends that contributed towards the development of Modern Yiddish Literature (Haskalah, Hasidism, Socialism, Anti-Semitism), and which, in turn, generated Yiddish theater and cinema in the United States. • Students will compare the film “Tevye der Milkhiger” and the latter “Fiddler on the Roof” to the literary work from which it derived. Students will be able to interpret instructive material, to summarize information accurately, to reduce information into meaningful components for analysis, to perceive and create logical coherence and discernible themes and patterns across different bodies of information. The student will be able to articulate and argue his positions; to • Produce well-reasoned written or oral arguments using evidence to develop his thoughts and perspectives on the reading material, to support conclusions. formulate and understand his own values and to understand 4 others’ values, and to make informed value decisions. Students will support their conclusions as a result of gaining an understanding of the folk culture, traditions, and tensions of Jewish communities in the shtetls of Poland and the Pale of Settlement; an understanding of the forces that resulted in the disintegration of the shtetl and knowledge of the mores and values of the Jewish immigrant. Thus they will be able to analyze and critique the works that chronicled the cultural heritage of the shtetl and that described the socioeconomic conditions of the Jewish immigrants in America; to relate the subject matter to their personal lives; to react personally to the literature read, and to correlate, synthesize, and integrate the diversity of information and ideas. A course in this area (II.B) must meet at least three of the additional learning outcomes in the right column. A student will: Communications and Literature: • Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring the U.S. experience in its Yiddish theater and film drew from the classics of Yiddish diversity, including, but not limited to, anthropology, communications, cultural studies, economics, history, political science, psychology, literature and has served to artistically express and preserve public affairs, sociology, and U.S. literature. Yiddish classics by masters which included Jacob Gordin, Mendele Mokher Sefirm, Shalom Aleichem, Peretz, Opatoshu, Hirsbein, Pinski, Ansky, Asch, I.J. Singer, and Isaac Bashevis Singer. Yiddish film and theater are invaluable not only for their literary value and historical record of the Jews of Eastern Europe but as a record of the mores and values of the immigrants who fled to America. They are invaluable for a statement of their socio-economic problems, their hopes, joys, and disappointments, in particular the realism and horror of the sweatshops and the difficulties of maintaining one’s Jewish identity and ties to the traditional past while striving to acculturate and adjust to the new. Students will explore “the Golden Era of Yiddish Theatre,” and the importance of the Second Avenue Yiddish theatres for the 3.5 million Jews who settled in the US between 1888 and 1925. They will evaluate the Golden Era of Yiddish Theatre, which refers to the eighteen year career
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