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2018-2019 BIC Teaching Guide

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2018-2019 BIC Teaching Guide Collin College DigitalCommons@Collin Book in Common Center for Scholarly and Civic Engagement 9-1-2018 2018-2019 BIC Teaching Guide Marta Moore Editor Follow this and additional works at: https://digitalcommons.collin.edu/bookincommon Recommended Citation Moore, Marta Editor, "2018-2019 BIC Teaching Guide" (2018). Book in Common. 10. https://digitalcommons.collin.edu/bookincommon/10 This Article is brought to you for free and open access by the Center for Scholarly and Civic Engagement at DigitalCommons@Collin. It has been accepted for inclusion in Book in Common by an authorized administrator of DigitalCommons@Collin. For more information, please contact [email protected]. BOOK-IN-COMMON TEACHING GUIDE 2018-2019 Collin College Book-in-Common Committee 2017-2018 BOOK-IN-COMMON CONTRIBUTORS Letha Clair Robertson Casey L. Carter Khimen Cooper Linda Sears Gary H. Wilson Lisa A. Kirby Dallie Clark Debra St. John Jules Sears Gloria Cockerell Kay Mizell Lubna Javeed Lisa Hull Forrester Melisa Blackmore William Brannon Ryan Fletcher Marta Moore Helen McCourt Stephanie James Joan Kennedy Gerald Sullivan Melissa Johnson EDITOR Marta Moore CONTACTS For more information about the Book-in-Common Program please see the website www.collin.edu/academics/bookincommon or contact one of our coordinators: Name Role e-mail Betty Bettacchi District Coordinators [email protected] Ryan Fletcher [email protected] Catie Brooks Central Park Campus [email protected] Coordinator Cheryl Wiltse Preston Ridge Campus [email protected] Coordinator Marta Moore Editor [email protected] 2 TABLE OF CONTENTS 2017-2018 Book-in-Common ................................................................. 2 Contributors ................................................................................................ 2 Editor ......................................................................................................... 2 Contacts ..................................................................................................... 2 Editor’s Introduction .................................................................................... 4 From the Publisher ....................................................................................... 5 Creative Responses ................................................................................. 6 Letha Clair Robertson -- Questions Prompted by Monet ................................... 7 Casey L. Carter -- An Accomplice to Dodds’ Smog: Music and Reflection .......... 8 Casey L. Carter – Do You Hear Me? NO! .....................................................11 Casey L. Carter -- The Creeping Motif of Death in the Air ...............................14 Marta Moore – Describing Our Experiences ...................................................17 Khimen Cooper – Two-Part Assignment ........................................................18 Linda Sears – Death in the Air: A Commentary on the Effects of the Environment on Cultural Representations ......................................................20 Assignments and Questions for Discussion .......................................... 23 Gary H. Wilson -- Teaching Perspectives and Student Assignments .................24 William Brannon – Elements of Fiction and Narrative .....................................29 Stephanie James -- Criminology Assignment .................................................30 Joan Kennedy – Discussion Topics and General Reflections ............................31 Lisa A. Kirby – Discussion Questions for Working Class Studies and English .....34 Dallie Clark -- Suggested Humanities Curriculum questions .............................35 Debra St. John—Political Science Research Paper Assignment ........................36 Jules Sears – English Labs ...........................................................................37 Gerald Sullivan – Three Assignments ............................................................42 Gloria Cockerell – Essay Questions ...............................................................45 Ryan Fletcher – Questions ...........................................................................47 Study Guides ......................................................................................... 48 Kay Mizell – Study Questions by Discipline ....................................................49 Lubna Javeed – INRW Study Guide ..............................................................57 Resources .............................................................................................. 70 Melissa Johnson – Powerpoint Slides ............................................................71 Helen McCourt and Melissa Johnson -- Videos ...............................................72 Lisa Hull Forrester – Bibliography of Online resources ....................................73 Melissa Blackmore -- Library and Online Sources ...........................................87 3 EDITOR’S INTRODUCTION The 2018-2019 Teaching Guide exemplifies the Collin College Book-in-Common Committee’s commitment to the goal of a year-long, college-wide engagement with an important book and its author. In fact, this year’s content is especially comprehensive—its dimensions include: Content for a wide range of disciplines, including the visual arts, music, English, history, economics, journalism, criminology, political science, humanities, INRW, working class studies, and environmental science. Support for a variety of teaching modalities including class discussion, journaling and reflection, essay and research paper assignments, annotated bibliographies, and creative assignments. Connection with many “hot-topics” including urban crime and justice, the trade-offs between environmental and economic concerns, dysfunctional government bodies, and even “fake news.” The materials contained here will deepen our thinking and strenghten our teaching. Please join me in thanking the contributors who have generously made this year’s Guide a reality. --Marta Moore 4 FROM THE PUBLISHER ABOUT THE AUTHOR Kate Winkler Dawson joined the University of Texas at Austin's School of Journalism as a senior lecturer in 2009. Before then, she was on the faculty of Fordham University's Marymount College for two years. A seasoned documentary producer, news writer and TV news producer, her work has appeared in the New York Times, the Washington Post, United Press International in London, WCBS News, ABC News Radio, Fox News Channel, “PBS NewsHour” and “Nightline.” She's on the board of the Texas Center for Actual Innocence and lives in Austin, Texas with her family. BOOK SUMMARY In winter 1952, London automobiles and thousands of coal-burning hearths belched particulate matter into the air. But the smog that descended on December 5th of 1952 was different; it was a type that held the city hostage for five long days. Mass transit ground to a halt, criminals roamed the streets, and 12,000 people died. That same month, there was another killer at large in London: John Reginald Christie, who murdered at least six women. In a braided narrative that draws on extensive interviews, never-before-published material, and archival research, Dawson captivatingly recounts the intersecting stories of the these two killers and their longstanding impact on modern history. 5 CREATIVE RESPONSES 6 LETHA CLAIR ROBERTSON -- QUESTIONS PROMPTED BY MONET Between 1899 and 1901, Claude Monet visited and painted London several times. As Dawson cites on page 77, Monet was enchanted with the London fog. He described the smog as hanging on the city’s architecture like a giant cloak. In effect the smog made the inorganic organic. The artist painted some 40 canvases during these visits, such as this one from the Metropolitan Museum of Art: https://www.metmuseum.org/art/collection/search/437128 How does Monet’s impression compare or contrast to Dawson’s text? Which do you find more impactful – the image or the written word? Compare and contrast Monet’s Houses of Parliament… With photographs of London during the Great Smog…. Why might Londoners not have initially been concerned with the smog? 7 CASEY L. CARTER -- AN ACCOMPLICE TO DODDS’ SMOG: MUSIC AND REFLECTION “His announcement sent a shock wave through Churchill’s ministries – the death toll was incredibly high… The fog “was a catastrophe of the first magnitude in which, for a few days, death-rates attained a level that has been exceeded only rarely during the past hundred years.”” 1 Movie and television producers have used music to influence how audiences perceive what is happening on the screen. Think back to Chapter Nine, Squeezed, in Dawson’s Death in the Air. Jot down your perceptions, initial thoughts, and the rough facts. Take a moment and repeat the steps for Chapter Eleven, Illumination. (If you need to review the chapters briefly, do so in a quiet space.) After collecting your thoughts on paper, take a few days and get away from the material. Then, download the two instrumental tracks included in this module: London Fog The Fog of War REFLECTION ONE: Using Glass’ London Fog2, play the track on constant repeat until you have read enough of the Chapter Nine to advance through the action prompts. o Reread three different sections of Chapter Nine. 1 Kate Winkler Dawson, Death in the Air (New York: Hachette Books, 2017), 206. 2 Philip Glass, Dracula: London Fog (n.p.: Orange Mountain Music, 2006), CD Track 12. CD. 8 o After you are finished with your second read, jot down your perceptions and the
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