Hunter College AUR Detail June 2020

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Hunter College Academic University Report Detail June 2020

Action taken by the Hunter College Senate on May 13, 2020.

Part A: Academic Matters

Section AI: Special Actions

AI.1 New IPND Program

School of Urban Public Health/Nutrition Hunter College

Name of the Program and Degree Award: MS Nutrition

HEGIS #: 1306

NY State Program Code: 40250*

NEW Integrated Program In Nutrition & Dietetics (IPND)

Effective Date: Fall 2019

*One April 5, 2019 NYSED approved the M.S. program in Nutrition – Integrated Program in Nutrition & Dietetics (IPND) with IRP 40250

NUTR MS IPND Track Prerequisite Requirements General Chemistry w/lab, 4 credits Organic Chemistry w/lab, 4 credits Anatomy and Physiology I w/lab, 4 credits Anatomy and Physiology II w/lab, 4 credits Microbiology, 3 credits Biochemistry 3 credits Intro to Nutrition*, 3 credits Intro to Food Science* I, 3 credits Intro Statistics or higher, 3 credits Any Economics, Psychology, Anthro, or Sociology class, 3 cr TOTAL 28-34 prerequisite credits

2 *Can be taken as self-study for no credit with a challenge exam given by Hunter Nutrition 3x per year. Science prerequisites require a minimum grade of C. Nutrition/Food Science prerequisites require a minimum grade of B or 80% for the challenge exam.

NUTR MS DPD/Nutrition Courses (41 credits; 3 credits; each unless otherwise noted): PH 75000 Biostatistics or equivalent NUTR 71500 Food Service & Management NUTR 72000 Community Nutrition Education NUTR 72500 Nutrition Research NUTR 73300 Nutrition & Human Development NUTR 73100 Advanced Nutrition I NUTR 73200 Advanced Nutrition II NUTR 73400 Clinical Nutrition I NUTR 73500 Clinical Nutrition II NUTR 74600 Nutrition & Disease NUTR 74700 Advanced Nutrition & Assessment Lab (1 credit) NUTR 74800 Nutrition Assessment and Counseling (3 cr) NUTR 75600 Food Science & Environment NUTR 75700 Food Science & Environment Lab (1 credit) NUTR 78000-Capstone

Dietetics Courses (12 credits; 3 credits each) NUTR 70000 Seminar in Dietetics Practice NUTR 70100 Pre- Professional Practice-Clinical NUTR 70200 Pre-Professional Practice – Food Service NUTR 70300 Pre-Professional Practice –Community

Comprehensive Exam (no credit)

Total credits required for degree: 53 credits

3 Section AII: General Education Requirements

Remove from Humanities, Individual & Society: AFPRL AFPRL10400 Introduction to Puerto Rican and Latino Studies

Social Sciences, Humanities, Individual & Society AFPRL: AFPRL 10400 Introduction to Puerto Rican and Latino Studies

These courses are for an expedited review process for temporary Pathways approval for the summer and fall 2020 semesters. Full review will be conducted in the fall and they will be submitted for CCCRC approval for the first approval cycle in the Fall 2020. CUNY Common Core forms and sillabi are at the end of Hunter’s AUR.

Creative Expression Dance: DAN 15000 Design and Dance

Humanities, Individual & Society Classical & Oriental Studies: Hebrew HEBR 21400 Maimonides’ Guide to the Perplexed

HEBR 21500 Hebraic and Judaic Culture and Thought in the Medieval Islamic World

Jewish Studies: JS 25004 Gender and Modern Jewish History

Social Sciences, Humanities, Individual & Society AFPRL: AFPRL 10200 Latino Communities in the United States

AFPRL 24200 Puerto Rican History since 1898

Human Rights Program: HR 20000 Introduction to Human Rights

Political Science: POLSC 20100 Ancient to Early Modern Political Thought

Public Policy: PUPOL 10000 Introduction to Public Policy

Scientific World

Geography and Environmental Science: GTECH 10100 Digital Earth: The Impact of Geographic Technology Through the Ages

4 World Cultures & Global Issues

Classical & Oriental Studies: Hebrew: HEBR 20N01 Hebrew and Israeli Songs and Poems

Economics: ECO 29562 Economics and Film

Film and Media: FILM 29947 Economics and Film

Geography and Environmental Science: GEOG 27000 Regional Geography of Mexico, Central America And The Caribbean

GEOG 27100 Regional Geography of South America

History: HIST 27650 Middle East History-From the Beginning of Islam to 1800

HIST 27651 History of the Modern Middle East from 1800 to the Present

HIST 27100 Early Latin America

HIST 27200 History of Latin America in the 19th and 20th centuries

HIST 28900 Africa in the 19th and 20th Centuries

Public Policy: PUPOL 20N00 Global Pandemic Impacts

5 Section AIII: Changes in Degree Programs

AIII.1 Substantive Change in Programs – Changes to Progress Standards

Hunter College School of Education

Effective Term: Fall 2020

Adolescent Biology – MA (HEGIS: 0401.01| NYSED: 25585) Adolescent Biology – Adv Cert (HEGIS 0401.01 | NYSED 31900) Adolescent Chemistry – MA (HEGIS: 1905.01| NYSED: 25588) Adolescent Chemistry – Adv Cert (HEGIS 1905.01 | NYSED 31901) Adolescent Chinese – MA (HEGIS: 1199.01 | NYSED: 32374) Adolescent Earth Science – MA (HEGIS: 1917.01 | NYSED: 25581) Adolescent Earth Science – Adv Cert (HEGIS 1917.01 | NYSED 31902) Adolescent English – MA (HEGIS: 1501.01 | NYSED: 25604) Adolescent English – Adv Cert (HEGIS 1501.01 | NYSED 31895) Adolescent French – MA (HEGIS: 1102.01 | NYSED: 25616) Adolescent French – Adv Cert (HEGIS 1102.01 | NYSED 31896) Adolescent Italian – MA (HEGIS: 1104.01 | NYSED: 25613) Adolescent Italian – Adv Cert (HEGIS 1104.01 | NYSED 31897) Adolescent Latin – MA (HEGIS: 1109.01 | NYSED: 25607) Adolescent Latin – Adv Cert (HEGIS 1109.01 | NYSED 34590) Adolescent Mathematics – MA (HEGIS: 1701.01 | NYSED: 25597) Adolescent Mathematics – Adv Cert (HEGIS 1701.01 | NYSED 31905) Adolescent Physics – MA (HEGIS: 1902.01 | NYSED: 25591) Adolescent Physics – Adv Cert (HEGIS 1902.01 | NYSED 31903) Adolescent Social Studies – MA (HEGIS: 2201.01 | NYSED: 25601) Adolescent Social Studies – Adv Cert (HEGIS 2201.01 | NYSED 31904) Adolescent Spanish – MA (HEGIS: 1105.01 | NYSED: 25610) Adolescent Spanish – Adv Cert (HEGIS 1105.01 | NYSED 31898) Music Education – MA (HEGIS: 0832.00 | NYSED: 25575) Theatre Education – MA (HEGIS: 1007 | NYSED: 37578 / 37577) Visual Arts Education – MA (HEGIS: 0831.00 | NYSED: 37725 / 37723) Alt Cert Adolescent Biology – MA (HEGIS: 0899.50 | NYSED: 25584) Alt Cert Adolescent Chemistry – MA (HEGIS: 0899.50 | NYSED: 25587) Alt Cert Adolescent Earth Science – MA (HEGIS: 0899.50 | NYSED: 25581 / 25582) Alt Cert Adolescent Mathematics – MA (HEGIS: 0899.50 | NYSED: 25595)

6 Alt Cert Adolescent Physics – MA (HEGIS: 0899.50 | NYSED: 25590) Alt Cert Adolescent Spanish – MA (HEGIS: 0899.50 | NYSED: 25609) Alt Cert Music Education – MA (HEGIS: 0899.50 | NYSED: 25576) Alt Cert Theatre Education – MA (HEGIS: 0899.50 | NYSED: 37576) Alt Cert Visual Arts Education – MA (HEGIS: 0899.50 | NYSED: 37725) Adolescent Mathematics Professional – MA (HEGIS: 1701.01 | NYSED: 33012) Elementary Mathematics Specialist – MSEd (HEGIS: 0833.00 | NYSED: 37055) Dance Pre-K - 12 – MA (HEGIS: 1008.00 | NYSED: 35007) Alt Cert Dance Pre-K - 12 – MA (HEGIS: 0899.50 | NYSED: 37061)

HISTORY AND OBJECTIVES

Any given program may have 1 to 13 unique progress standards that students must adhere to in order to continue in the program and/or graduate, this has created a list of over twenty different regimes that apply to different programs across the School of Education. Managing this list of progress standards against the progress of all SOE students (3000+) every semester is a challenging endeavor. Because of the intricacies and the uniqueness to some of the progress standards and the vast number of SOE students, the failure of some students to progress is occasionally overlooked so that they are allowed to continue in the program. This may present a challenge later when faculty identify such students to counsel out of programs, students who might have been dismissed earlier. It also fosters inequality amongst students because of the difficulty administering the regime consistently.

Our objective is to develop progress standards that are more consistent in form across programs, easier to administer with fewer resources and errors, and that are clear to all students and faculty.

FROM TO Requirements for the Concentration: Requirements for the Concentration: **strikethrough what is to be changed. **underline the changes. Adolescent Biology - MA / Adv Cert Adolescent Biology - MA / Adv Cert Adolescent Chemistry - MA / Adv Cert Adolescent Chemistry - MA / Adv Cert Adolescent Chinese - MA Adolescent Chinese - MA Adolescent Earth Science - MA / Adv Cert Adolescent Earth Science - MA / Adv Cert Adolescent English - MA / Adv Cert Adolescent English - MA / Adv Cert Adolescent French - MA / Adv Cert Adolescent French - MA / Adv Cert Adolescent Italian - MA / Adv Cert Adolescent Italian - MA / Adv Cert Adolescent Latin - MA / Adv Cert Adolescent Latin - MA / Adv Cert Adolescent Mathematics - MA / Adv Cert Adolescent Mathematics - MA / Adv Cert Adolescent Physics - MA / Adv Cert Adolescent Physics - MA / Adv Cert Adolescent Social Studies - MA / Adv Cert Adolescent Social Studies - MA / Adv Cert Adolescent Spanish - MA / Adv Cert Adolescent Spanish - MA / Adv Cert

7 Music Education - MA Music Education - MA Theatre Education - MA Theatre Education - MA Visual Arts Education – MA Visual Arts Education – MA Alt Cert Adolescent Biology - MA Alt Cert Adolescent Biology - MA Alt Cert Adolescent Chemistry - MA Alt Cert Adolescent Chemistry - MA Alt Cert Adolescent Earth Science - MA Alt Cert Adolescent Earth Science - MA Alt Cert Adolescent Mathematics - MA Alt Cert Adolescent Mathematics - MA Alt Cert Adolescent Physics - MA Alt Cert Adolescent Physics - MA Alt Cert Adolescent Spanish - MA Alt Cert Adolescent Spanish - MA Alt Cert Music Education - MA Alt Cert Music Education - MA Alt Cert Theatre Education - MA Alt Cert Theatre Education - MA Alt Cert Visual Arts Education – MA Alt Cert Visual Arts Education – MA

A. 12-Credit Progress Standards for Matriculated Students 1. Minimum GPA for Retention - Graduate students must 1. Students must maintain an overall GPA of 3.0. maintain a minimum cumulative GPA of 3.0 to remain at 2. Students with more than one course grade below B in the Hunter College. Students whose grades fall below this first 12 credits of SEDC or SEDF course work will not be standard are required to raise their GPAs to at least 3.0 within allowed to continue in the program. one semester. 3. Students who receive a grade of F in any course, including arts and sciences courses, in the first 12 credits 2. No F in the first two semesters—students who receive a grade will not be allowed to continue in the program. of F or WU in any course in the first two semesters will not be 4. Students with one grade of IN (Incomplete) within the first allowed to continue in the program. 12 credits are restricted from registering for more than one additional course. Those with two or more INs will not 3. Progress holds due to Incomplete Grades - Students with two be allowed to register for any courses. or more INCs will not be allowed to register for any courses. Note: It is recommended that students with two or more INs take an official leave of absence 4. Key Program Course standards: 5. Advanced certificate students in Adolescent Education ● Students must receive a grade of at least a B in certain only: are required to take the Content Specialty Test key program courses. (CST) of the New York State Teacher Certification ● Students who receive a grade of F or WU in certain key Examinations and submit their scores to the School of program courses may not continue in the program. Education before completing 12 credits of course work. ● Key Program Courses are identified by the label (KC) in Students who do not receive a passing score on the CST the course title. may be required to enroll in additional subject specific courses.

8 B. Fieldwork Benchmarks 1. All field experiences and student teaching will take place in New York City public schools. 2. Any student who receives a grade of B-, C+ or C in a supervised field experience or student teaching or practicum course must apply to the chairperson of the department for permission to repeat that course, which may be repeated only once. Any student who receives a grade of F or WU may not reregister and will not be allowed to continue in the program. 3. Student teaching and practicum courses listed as "by permission only" will require that students have passed the EAS and the relevant CST certification exams. 4. Students must have no outstanding IN grades or admissions conditions in order to be given permission for student teaching or practicum course. Adolescent Mathematics Professional - MA Adolescent Mathematics Professional - MA Elementary Mathematics Specialist – MSEd Elementary Mathematics Specialist – MSEd

NONE LISTED 1. Minimum GPA for Retention - Graduate students must maintain a minimum cumulative GPA of 3.0 to remain at Hunter College. Students whose grades fall below this standard are required to raise their GPAs to at least 3.0 within one semester.

2. No F in the first two semesters—students who receive a grade of F or WU in any course in the first two semesters will not be allowed to continue in the program.

3. Progress holds due to Incomplete Grades - Students with two or more INCs will not be allowed to register for any courses.

4. Key Program Course standards: ● Students must receive a grade of at least a B in certain key program courses.

9 ● Students who receive a grade of F or WU in certain key program courses may not continue in the program. ● Key Program Courses are identified by the label (KC) in the course title. Dance Pre-K - 12 – MA Dance Pre-K - 12 – MA Alt Cert Dance Pre-K - 12 – MA Alt Cert Dance Pre-K - 12 – MA

A. 12-Credit Progress Standards for Matriculated Students 1. Minimum GPA for Retention - Graduate students must 1. Students must maintain an overall GPA of 3.0. maintain a minimum cumulative GPA of 3.0 to remain at 2. Students with more than one course grade below B in the Hunter College. Students whose grades fall below this first 12 credits of SEDC or SEDF course work will not be standard are required to raise their GPAs to at least 3.0 within allowed to continue in the program. one semester. 3. Students who receive a grade of F in any course, including arts and sciences courses, in the first 12 credits 2. No F in the first two semesters—students who receive a grade will not be allowed to continue in the program. of F or WU in any course in the first two semesters will not be 4. Students with one grade of IN (Incomplete) within the first allowed to continue in the program. 12 credits are restricted from registering for more than one additional course. Those with two or more INs will not 3. Progress holds due to Incomplete Grades - Students with two be allowed to register for any courses. or more INCs will not be allowed to register for any courses. Note: It is recommended that students with two or more INs take an official leave of absence. 4. Key Program Course standards: ● Students must receive a grade of at least a B in certain B. Fieldwork Benchmarks key program courses. 1. All field experiences and student teaching will take place ● Students who receive a grade of F or WU in certain key in New York City public schools. program courses may not continue in the program. 1. Any student who receives a grade of B-, C+ or C in a ● Key Program Courses are identified by the label (KC) in supervised field experience or student teaching or the course title. practicum course must apply to the chairperson of the department for permission to repeat that course, which may be repeated only once. Any student who receives a grade of F or WU may not reregister and will not be allowed to continue in the program. Rationale: With over 70 unique programs, almost all of which have progress standards and/or fieldwork benchmarks, the project of standardizing progress standards across programs school-wide would be beneficial for students, faculty and staff.

5. Consultation Statement:

10 a) Is the proposed change likely to affect other Departments or Programs? [ ] NO [ X ] YES – If yes, list department/program: Depts within the Arts & Sciences Has the Department/Program been consulted? [ ] NO [ X ] YES b) Does this affect the Library? [ X ] NO [ ] YES Have you consulted the subject liaison? [ ] NO [ ] YES For new courses or programs, please consult. AIII.2 The following is the revised curriculum for Economics MA Program leading to the MA degree.

MASTER OF ARTS IN ECONOMICS Hunter College, CUNY

Proposed Changes in a Degree Program

Program Name and Degree Awarded: Master of Arts in Economics HEGIS Code: 2204.00 NY State Program Code: 02497 MHC Code HEGIS Code (when applicable): Note: Codes can be found in the State's Inventory of Registered Programs at http://www.nysed.gov/heds/irpsl1.html)

Effective term: Fall 2021

Program Learning Outcomes:

By the end of the program students will be able to:

• Demonstrate ability to apply economic analysis to specific problems arising in a diversity of subfields of the discipline (Critical thinking) • Formulate testable hypotheses based on economic principles and design appropriate mechanisms for testing these hypotheses (Quantitative reasoning) • Employ statistical software and coding to clean and prepare data and carry out econometric analyses of cross-section and panel data sets (Data analytic research skills) • Effectively communicate the application of economic reasoning, quantitative methods and evidence in a professional setting (Communication)

Detailed Description of the Proposed Modification(s):

The Department of Economics proposes to revise the program leading to the Master of Arts in Economics to:

1. Allow professionally-oriented students to complete a structured empirical research project via a new practicum course instead of a thesis.

2. Introduce a required course in data analysis and research methods that will provide tools for students to conduct independent empirical, data analytic projects.

3. Introduce a practicum that provides a structured environment for completing the thesis or research project.

4. Require a course in mathematical techniques of economics analysis that will better prepare students for graduate study.

History and Objectives

The Department of Economics currently offers an MA program. We propose to modify the MA program to (1) provide better training in research practice for career-oriented students and (2) structure requirements to facilitate completion in one calendar year by both career-oriented and research-oriented students by offering some key courses in the winter and summer sessions.

A primary objective of the proposed changes is to increase completion rates and placement success for the MA degree. A secondary objective is to increase enrollments in the MA program from within and outside of Hunter College. This will be done by (1) offering new research methods courses in winter and summer and (2) establishing a project-based option for professionally-oriented students.

FROM (strikethrough what will be changed) TO (underline the changes) List of Course List of Course Prefix, Five Digit Course Number (XXXXX), and Name Crs. Prefix, Five Digit Course Number (XXXXX), and Name Crs. Requirements for Admission Requirements for Admission In addition to the other Requirements for Admission to Hunter, the In addition to the other Requirements for Admission to Hunter, following departmental requirements must be met: at least 18 the following departmental requirements must be met: at least 9 credits of undergraduate courses in economics, at least 9 credits credits of undergraduate or graduate courses in economics, at of undergraduate courses in mathematics, and two letters of least six credits of undergraduate or graduate courses in recommendation from college teachers, including one from a mathematics, statistics or computer science, and two letters of member of an economics department. The credits in economics recommendation from college teachers. The credits in must include at least six in principles of economics, and at least mathematics must include one semester of calculus. three in each of the following courses: economic statistics, introductory econometrics, intermediate microeconomics, and intermediate macroeconomics. The credits in mathematics must include two semesters of calculus and one of matrix algebra. Intermediate microeconomics, intermediate macroeconomics,

12 introductory econometrics, calculus I and II, and matrix algebra are prerequisites for required courses in the MA program.

Students who have not completed these courses at the time of admission will be required to complete the needed course(s) during their first semester at Hunter. (Completion of such courses cannot be counted towards the MA.)

Requirements for the Degree Program: Requirements for the Degree Program: Of the 30 credits required for the degree, at least 24 must be The degree requires 30 credits. All candidates are required to devoted to courses in economics. The remaining 6 may be taken complete the following 18 credits of coursework. in related fields with permission of the department. All candidates are required to complete the following. ECO 70000 Techniques of Economic Analysis ECO 70100 Microeconomic Theory ECO 70300 Macroeconomic Theory ECO 70100 Microeconomic Theory ECO 72100 Linear Econometric Analysis ECO 70300 Macroeconomic Theory ECO 72200 Nonlinear Econometric Analysis ECO 72100 Linear Econometric Analysis ECO 72700 Data Analytics and Research Methods ECO 72200 Non-Linear Econometric Analysis In addition, a candidate is required to complete 9 credits of elective coursework. A candidate may choose from among The degree can be earned in two ways: graduate courses in economics or up to 6 credits in graduate 1. Completion of 27 credits of course work and 3 credits of Thesis courses in related fields and the remaining in graduate courses Research. Students must submit a satisfactory master’s thesis in economics. written under the supervision of a member of the economics faculty. Requirements for the degree may be completed in one of two ways: 2. Completion of 30 credits of course work. Students must 1. 3 credits of Thesis Research (ECO 79800). Students must prepare a supervised extended research paper in two of their submit a satisfactory master’s thesis written under the courses and earn at least a B+ on each paper. supervision of a member of the economics faculty.

2. 3 credits of a practicum in empirical analysis (ECO 79700)

13 Sub-total 30 Sub-total 21 Electives ______ET electives+ Electives ___9___ ET electives+ Total credits required: 30 Total credits required: 30

Note: The proposal should show the complete text of existing requirements and of proposed requirements. The State Education department requires that all program changes include a complete listing of required courses. Please make sure to list ALL courses required prior to the major.

4. Rationale: A primary objective of the proposed changes is to increase completion rates and placement success for the MA degree. A secondary objective is to increase enrollments in the MA program from within and outside of Hunter College. This will be done by (1) offering new research methods courses in winter and summer and (2) establishing a project-based option for professionally-oriented students.

Consultation Statement: a. Is the proposed change likely to affect other Departments or Programs? [x ] NO [ ] YES – If yes, list department/program: Has the Department/Program been consulted? [ ] NO [ ] YES [ ] N/A

b. Does this affect the Library? [x ] NO [ ] YES Have you consulted the subject liaison? [ ] NO [ ] YES [ ] N/A

AIII.3 The Following is a Change in Admission Requirements to the Animal Behavior and Conservation MA Program

Psychology Department/School of Arts and Sciences

Program Name and Degree Awarded: Master’s of Arts in Animal Behavior and Conservation HEGIS Code: 2001.01 NY State Program Code: 34737 MHC Code HEGIS Code (when applicable):

Effective term: Fall 2021

14 Detailed Description of the Proposed Modification(s):

The Animal Behavior and Conservation (ABC) MA program appeals to remove the GRE from its admission requirements.

History and Objectives:

The Animal Behavior and Conservation (ABC) MA program is a 36-credit research-oriented degree that enables students interested in animal behavior, animal welfare and conservation to develop and enhance their research skills and understanding of the behavior of animals and acquire credentials for employment in related fields.

In the past few years the Admissions Committee of the ABC program has not considered GRE as a critical component of the application for admission. From our experience working with MA students, GRE does not successfully measure applicants’ preparedness, neither does it accurately portray their academic potential, often to the student’s disadvantage. We have observed that other factors such as relevant academic background, high undergraduate GPA, as well as extensive practical and research experience, play a much more significant role in accurate assessment of our program candidates. Thus, we propose this change as a means to remove nonessential barriers to graduate school access for prospective students, as well as an incentive to attract applicants from unique, non-traditional backgrounds, who further enrich our program demographics and productivity.

FROM TO **strikethrough what will be changed **underline the changes Program Name: Animal Behavior and Conservation MA Program Name: Animal Behavior and Conservation MA Admission Requirements Admission Requirements Students must hold a bachelor’s degree comparable to that from Students must hold a bachelor’s degree comparable to that from Hunter College. Twelve undergraduate credits in psychology, Hunter College. Twelve undergraduate credits in psychology, including courses in statistics and experimental psychology, are including courses in statistics and experimental psychology, are generally required; however, students lacking this but with high generally required; however, students lacking this but with high undergraduate GPA and general GRE scores may be admitted undergraduate GPA may be admitted without a strong without a strong background in psychology. Applicants are ranked background in psychology. Applicants are ranked according to according to their undergraduate grade point average, GRE exam their undergraduate grade point average, letters of scores, letters of recommendation, and personal statement, as recommendation, and personal statement, as well as prior well as prior course work and experience relevant to animal course work and experience relevant to animal behavior and behavior and conservation. General GRE scores are optional for conservation. those students who hold the Advanced Certificate in Animal Behavior and Conservation from Hunter College. Thesis Requirement Thesis Requirement The MA thesis is a report of individual research supervised by a The MA thesis is a report of individual research supervised by a faculty member in the Hunter College Department of Psychology. faculty member in the Hunter College Department of Psychology.

15 The thesis must be approved by the student’s thesis committee, The thesis must be approved by the student’s thesis committee, consisting of the supervisor plus at least another reader, and by consisting of the supervisor plus at least another reader, and by the ABC Director. An oral presentation and comprehensive the ABC Director. An oral presentation and comprehensive examination in the area of the MA thesis, conducted by the thesis examination in the area of the MA thesis, conducted by the committee, is required. thesis committee, is required. List of Course (Prefixes, Numbers, Names, Crs.) List of Course (Prefixes, Numbers, Names, Crs.) (Please include a complete list of existing and proposed (Please include a complete list of existing and proposed requirements) requirements)

Curriculum Curriculum The MA consists of 36 credits in graduate-level course, and all The MA consists of 36 credits in graduate-level course, and all courses listed carry three credits. Most courses are offered after courses listed carry three credits. Most courses are offered after 5:30 p.m. so that students can work while in the program. The 5:30 p.m. so that students can work while in the program. The sequence of course offerings enables students taking 3 courses sequence of course offerings enables students taking 3 courses (9 credits) per semester to graduate in 2 years. (9 credits) per semester to graduate in 2 years. Required Courses 18 credits Required Courses 18 credits

1. PSYCH 69000 - Independent Research in Psychology • PSYCH 69000 - Independent Research in Psychology 2. PSYCH 73900 - Research Methods in Animal Behavior (A, B) • PSYCH 73900 - Research Methods in Animal Behavior (A, B) -or- • -or- 3. PSYCH 70100 - Advanced Experimental Psychology I • PSYCH 70100 - Advanced Experimental Psychology I -or- • -or- 4. PSYCH 74700 - Experimental Social Psychology • PSYCH 74700 - Experimental Social Psychology 5. PSYCH 70500 - Statistical Methods in Psychology I • PSYCH 70500 - Statistical Methods in Psychology I 6. PSYCH 70701 - Thesis Research • PSYCH 70701 - Thesis Research 7. PSYCH 71700 - Animal Behavior and Conservation in Captivity • PSYCH 71700 - Animal Behavior and Conservation in and the Wild (B) Captivity and the Wild (B) 8. PSYCH 75103 - Basic Psychological Processes 1: Perception, • Learning and Comparative Cognition (S, B) PSYCH 75103 - Basic Psychological Processes 1: Perception, Learning and Comparative Cognition (S, B) Elective Courses (minimum of 9 credits from the following) Elective Courses (minimum of 9 credits from the following)

1. PSYCH 64100 - Comparative Psychology (B) 1. PSYCH 64100 - Comparative Psychology (B) 2. PSYCH 69000 - Independent Research in Psychology 2. PSYCH 69000 - Independent Research in Psychology 3. PSYCH 69100 - Independent Research in Psychology 3. PSYCH 69100 - Independent Research in Psychology 4. PSYCH 69200 - Independent Research in Psychology 4. PSYCH 69200 - Independent Research in Psychology 5. PSYCH 71600 - Animal Behavior I: Mechanisms of Behavior (B) 5. PSYCH 71600 - Animal Behavior I: Mechanisms of Behavior (B)

16 6. PSYCH 71751 - Field Study in Animal Behavior and 6. PSYCH 71751 - Field Study in Animal Behavior and Conservation (B) Conservation (B) 7. PSYCH 71800 - Ethology (Animal Behavior II – Behavioral 7. PSYCH 71800 - Ethology (Animal Behavior II – Behavioral Ecology) (B) Ecology) (B) 8. PSYCH 73000 - Psychology of Learning (B) 8. PSYCH 73000 - Psychology of Learning (B) 9. PSYCH 75400 - Applied Animal Welfare & Behavior (B) 9. PSYCH 75400 - Applied Animal Welfare & Behavior (B) 10. PSYCH 75700 - Animal Thinking and Communication (S, B) 10. PSYCH 75700 - Animal Thinking and Communication (S, B) 11. PSYCH 75800 - Conservation Biology/Psychology 11. PSYCH 75800 - Conservation Biology/Psychology 12. PSYCH 75000 - Special Topics in Psychology 12. PSYCH 75000 - Special Topics in Psychology

Major 18 Major 18 Sub-total Electives 18 Sub-total Electives 18 Total credits required 36 Total credits required 36 Rationale: A single paragraph of justification. There has been a growing national trend amongst graduate programs to waive the GRE requirement as a firm pre-requisite for admission. According to recent literature on the topic, the predictive validity of GRE scores on graduate student success is limited (Moneta-Koehler, (2017). Meta-analysis of 1753 independent studies of life sciences programs showed mostly weak or negative correlations between general GRE scores and indicators of graduate school success such as first-year GPA, faculty ratings and degree completion (Kuncel, 2001).

Program Learning Outcomes: 1. Knowledge base in the field of Animal Behavior & Conservation: Students acquire knowledge of key concepts and principles and overarching themes in animal behavior, animal cognition, conservation psychology/biology, animal welfare science, comparative psychology and research methods. Students acquire credentials for employment in fields related to ABC. 2. Scientific inquiry and critical thinking: Students learn to reason scientifically, gain information literacy skills, interpret statistical information, and learn to interpret and design studies in animal behavior and cognition. 3. Ethical and Social Responsibility in a Diverse World: Students learn to apply ethical standards in conducting and evaluating psychological and behavioral research, build and enhance interpersonal relationships, adopt values that build community at local, national, and global levels. 4. Communication: Students learn communication skills to disseminate research findings, and to apply psychological content and skills to a range of career goals, exhibit self-efficacy and self-regulation, develop and refine project management skills, enhance their teamwork capacity, and develop meaningful professional direction for life after graduation.

Consultation Statement: Is the proposed change likely to affect other Departments or Programs? [ x ] NO [ ] YES – If yes, list department/program: Specify the nature of the consultation:

Does this affect the Library? [ x ] NO [ ] YES Have you consulted the subject liaison? [ x ] NO [ ] YES For new courses or programs, please consult.

18 AIII.4 The Following is a Change in Degree Program

Department of German

Program Name and Degree Awarded: German Lang & Lit BA HEGIS Code: 1103 NY State Program Code: 33646 MHC Code HEGIS Code (when applicable): 60161 Note: Codes can be found in the State's Inventory of Registered Programs at http://www.nysed.gov/heds/irpsl1.html)

Effective term: Fall 2020

History and Objectives: 1. We have long stipulated that any course counted toward the German major must be conducted in German, because it is paramount that our majors reach advanced language proficiency if they are to compete for internships, graduate programs, and job placements that require language skills. While not relaxing this requirement of 24-30 credits conducted in German, we now propose to add 3 credits to the major that may be conducted in English, either in our department or in a related discipline. Hunter has strong offerings in German history and culture, taught in English, not only in our department but also across the campus; German majors who choose to take advantage of these will incorporate a broader range of topics into their studies and develop a stronger transdisciplinary base of cultural literacy.

2. Our advanced courses in German (numbered 3xxxx and 4xxxx) are designated as either level I or level II; German majors complete level I courses before moving on to level II courses, which are the most advanced we offer. Currently, German majors are required to complete one level II literature course, or three credits (numbered 34000-35900; also 44400) in order to complete the major. Going forward, they will be required to complete two level II courses (numbered 34000-38500; also 44400).

The purpose of the level II requirement is to ensure that each graduating major can succeed in a rigorous advanced course that requires the linguistic capacity and cultural competence for engaging in intellectual discourse in written and spoken German. In addition to our level II literature courses, students can also demonstrate such capacity and competence in GERMN 38500, our level II special-topics language course. By adding GERMN 38500 to the list of courses that satisfy our level II requirement, we will better meet the goals and interests of those German majors whose primary focus is not on literature, but rather on language-focused topics such as current events and periodicals (38501), advanced grammar (38503), and translation (38504). GERMN 38500 attracts a great deal of student interest and we will be able to offer it more regularly once it satisfies our level II major requirement.

At the same time as we are making our level II requirement more flexible by expanding it to include GERMN 38500 and appeal to those students whose primary interest is not German literature, we are also deepening it by requiring majors to complete two level II courses rather than one. Increasingly, we find that our majors need two courses with the extensive reading and writing requirements of level II in order to meet our program learning outcomes and attain advanced language proficiency.

19 This change also simplifies the presentation of the major requirements to students. Working with our faculty to map out completion of the major, students will be able to choose the two level-II courses that most appeal to them, whether both language-focused, both literature- focused, or spread across both areas of our program.

FROM TO **strikethrough what will be changed **underline the changes Program Name: Program Name List of Course (Prefixes, Numbers, Names, Crs.) List of Course (Prefixes, Numbers, Names, Crs.) (Please include a complete list of existing and proposed (Please include a complete list of existing and proposed requirements) requirements) Courses Required for the Major (24-30 credits) Courses Required for the Major (27-33 credits)

Elementary and Intermediate German Language Courses (12 Elementary and Intermediate German Language Courses (0- credits) 12 credits) GERMN 10100 - Elementary German I GERMN 10100 - Elementary German I GERMN 10200 - Elementary German II GERMN 10200 - Elementary German II GERMN 20100 - Intermediate German I GERMN 20100 - Intermediate German I GERMN 20200 - Intermediate German II GERMN 20200 - Intermediate German II GERMN 10300 - Intensive Elementary German may be GERMN 10300 - Intensive Elementary German may be substituted for GERMN 10100 and GERMN 10200 substituted for GERMN 10100 and GERMN 10200 GERMN 20000 - Intensive German 2 and 3 may be substituted GERMN 20000 - Intensive German 2 and 3 may be substituted for GERMN 10200 and GERMN 20100. for GERMN 10200 and GERMN 20100. GERMN 20300 - Intensive Intermediate German may be GERMN 20300 - Intensive Intermediate German may be substituted for GERMN 20100 and GERMN 20200. substituted for GERMN 20100 and GERMN 20200. Note: Between 3 and 12 credits of these courses may be waived Note: Between 3 and 12 credits of these courses may be waived if students have prior knowledge of German. Prior knowledge will if students have prior knowledge of German. Prior knowledge will be determined by a departmental placement test. be determined by a departmental placement test.

Advanced Courses in German Language and Literature (18 - Advanced Courses in German Language and Culture (21 - 27 24 credits) credits) Students who begin their German study in college (GERMN Students who begin their German study in college (GERMN 10100 and GERMN 10200 or equivalent on the transcript) must 10100 and GERMN 10200 or equivalent on the transcript) must take an additional total of 18 credits in Advanced German take an additional total of 21 credits in Advanced German Language and Literature Courses numbered above GERMN Language and Culture Courses numbered GERMN 24000 and 30000. Students who began their German study before entering above. Students who began their German study before entering college (no GERMN 10100 and GERMN 10200 or equivalent on college (no GERMN 10100 and GERMN 10200 or equivalent on the transcript) must take a total of 24 credits in Advanced the transcript) must take a total of 27 credits in Advanced

20 German Language and Literature Courses numbered above German Language and Culture Courses numbered GERMN GERMN 30000. Note: Courses on German literature or culture 24000 and above. Note: Only one course on German culture taught in English cannot be used to fulfill requirements for a taught in English may be used to fulfill requirements for a German major. German major.

Advanced courses in language, level I (30100 - 31200): Advanced courses in language, level I (30100 - 31200): GERMN 30100 - Advanced German Comprehension and GERMN 30100 - Advanced German Comprehension and Conversation Conversation GERMN 30200 - Advanced German Conversation and GERMN 30200 - Advanced German Conversation and Composition Composition GERMN 31000 - Advanced German Language Studies GERMN 31000 - Advanced German Language Studies GERMN 31200 - Introduction to Business German GERMN 31200 - Introduction to Business German

Advanced courses in literature, level I (32000 - 33900): Advanced courses in literature, level I (32000 - 33900): GERMN 32000 - Studies in German Literature and Language GERMN 32000 - Studies in German Literature and Language GERMN 32100 - Individual and Society in Modern German GERMN 32100 - Individual and Society in Modern German Literature Literature GERMN 32200 - German Civilization GERMN 32200 - German Civilization GERMN 32300 - Women in German Literature GERMN 32300 - Women in German Literature GERMN 32400 - Post-Feminist German Literature and Film GERMN 32400 - Post-Feminist German Literature and Film GERMN 32700 - Modern Swiss Literature GERMN 32700 - Modern Swiss Literature GERMN 32800 - German Children’s and Adolescent Literature GERMN 32800 - German Children’s and Adolescent Literature GERMN 33400 - The German Short Story and Novelle GERMN 33400 - The German Short Story and Novelle GERMN 33500 - German Radio Plays: Hoerspiel GERMN 33500 - German Radio Plays: Hoerspiel GERMN 33600 - German Lyric Poetry GERMN 33600 - German Lyric Poetry GERMN 33900 - German Drama from Naturalism to Present GERMN 33900 - German Drama from Naturalism to Present

Advanced courses in literature, level II (34000 - 35900): Advanced courses in literature, level II (34000 - 35900): GERMN 34100 - German Drama from Age of Goethe to GERMN 34100 - German Drama from Age of Goethe to Naturalism Naturalism GERMN 34200 - The German Novel GERMN 34200 - The German Novel GERMN 34300 - German Literature from Its Origins to the Age of GERMN 34300 - German Literature from Its Origins to the Age of Goethe Goethe GERMN 34400 - Readings in Classical Period of German GERMN 34400 - Readings in Classical Period of German Literature Literature GERMN 34500 - Literature of Weimar Republic GERMN 34500 - Literature of Weimar Republic GERMN 34600 - German Literature of the 1930s and 1940s GERMN 34600 - German Literature of the 1930s and 1940s

21 GERMN 34700 - German Literature 1945-1995 GERMN 34700 - German Literature 1945-1995 GERMN 34800 - East German Literature (1945-1990) GERMN 34800 - East German Literature (1945-1990) GERMN 35000 - Austrian Literature GERMN 35000 - Austrian Literature GERMN 35300 - Goethe’s Faust GERMN 35300 - Goethe’s Faust GERMN 35900 - German Literary Seminar GERMN 35900 - German Literary Seminar

Advanced courses in language, level II (all course numbers Advanced courses in language, level II (all course numbers beginning with 38500); beginning with 38500); GERMN 38501 - The German Press of Today: Reading and GERMN 38501 - The German Press of Today: Reading and Understanding Newspapers and Magazines Understanding Newspapers and Magazines GERMN 38502 - Advanced Business German GERMN 38502 - Advanced Business German GERMN 38503 - German Grammar for Upper- Level Discourse GERMN 38503 - German Grammar for Upper- Level Discourse

Special projects: Special projects: GERMN 44400 - Seminar Studies in German Literature and GERMN 44400 - Seminar Studies in German Literature and Language Language GERMN 49100 - Honors Project GERMN 49100 - Honors Project GERMN 49200 - Independent Study in German GERMN 49200 - Independent Study in German GERMN 49300 - Individual Studies Project in German Studies GERMN 49300 - Individual Studies Project in German Studies GERMN 49800 - Internship GERMN 49800 - Internship

German Culture Courses Conducted in English GERMN 24000 – German Thought and Culture: A Survey (W) GERMN 24100 – German Fairy Tales in Translation (W) GERMN 36300 – Goethe’s Faust in English Translation GERMN 37200 – Germany in the Twenties GERMN 37300 – German-Jewish Love Stories in Literature and Film after 1945 (W) GERMN 37400 – Masterpieces of German Literature in English Translation (W) GERMN 37900 – Studies/Seminar Studies in German Literature in English Translation HIST 33640 – Germany Since 1914 HIST 34103 – Berlin: Capital of the 20th Century HIST 38461: Hitler’s Germany 1919-1945 PHILO 31800 – Revolutions in Modern Philosophy (W) PHILO 31900 – Marxist and Critical Theory (W)

22 PHILO 38068 – Kant (W) PHILO 38070 – Hegel (W) PHILO 38076 – Marx (W) PHILO 38078 – Nietzsche (W) PHILO 38083 – Heidegger (W) POLSC 25400 – Government and Politics in Western Europe (W) POLSC 32200 – Social and Economic Policies in Western Europe and the United States (W)

Additional Information Additional Information At least twelve credits must be earned by taking advanced At least nine credits must be earned by taking advanced classes classes in German literature and culture (numbered 32000- in German literature and culture (numbered 32000-35900; also 35900; also 44400). Three or more of these credits must be from 44400). At least six credits must be from level II courses level II literature courses (numbered 34000-35900; also 44400). (numbered 34000-38500; also 44400). Majors are permitted to substitute one level I literature course (numbered 32000-33900) with a level II language course (any course with a number that begins with 38500).

Major Major Sub-total 24-30 Sub-total 27-33 Electives 0 Electives 0 Total credits required 24-30 Total credits required 27-33 Rationale: A single paragraph of justification. These changes (1) allow German majors to benefit from Hunter’s strong and often transdisciplinary offerings in German history and culture across the campus, (2) allow them to choose either a literature or a language track for their advanced study if they so desire; and (3) provide them with two courses that support attainment of our most advanced program learning outcomes.

Program Learning Outcomes: Upon completion of the German major students will: • demonstrate an understanding of German culture and literature, past and present • comprehend spoken and written German to the level of examining and discussing German prose, drama, poetry, and periodicals • identify main ideas and supporting details of informational and literary texts in German • compose written correspondence, descriptions, narrations, summaries and analysis in German on a variety of topics • demonstrate intercultural awareness

23 Consultation Statement: a) Is the proposed change likely to affect other Departments or Programs? [ x ] NO [ ] YES – If yes, list department/program: Specify the nature of the consultation: b) Does this affect the Library? [ x ] NO [ ] YES Have you consulted the subject liaison? [ x ] NO [ ] YES For new courses or programs, please consult.

AIII.5 The following is the revised curriculum for Economics BA Program.

BACHELOR OF ARTS IN ECONOMICS Hunter College, CUNY

Proposed Changes in a Degree Program

Program Name and Degree Awarded: Bachelor of Arts in Economics HEGIS Code: 2204.00 NY State Program Code: 02496 MHC Code HEGIS Code (when applicable): 60155 Note: Codes can be found in the State's Inventory of Registered Programs at http://www.nysed.gov/heds/irpsl1.html)

Effective term: Fall 2021

Program Learning Outcomes:

Upon completion of the Hunter College B.A. in Economics, students will be able to:

• Apply economic analysis to problems in real world situations; understand current economic events; and evaluate specific economic policy proposals (Critical thinking) • Use economic theory and empirical evidence to evaluate the validity of economic arguments and merits of policy proposals, including interpreting and assessing statistical results. (Quantitative reasoning) • Apply economic analysis to real world situations, deriving clear solutions where possible and addressing problems that do not have unique answers by explaining tradeoffs and pre-conditions. (Problem solving) • Develop critical and quantitative reasoning skills specific to particular sub-fields of economics. (Specialized knowledge) • Explain economic and policy issues effectively in written and oral form using correct economic logic, stating relevant assumptions and supported by evidence. (Communication)

24 Detailed Description of the Proposed Modification(s):

The Department of Economics proposes to revise the BA program in Economics to streamline our minimum grade requirements for required courses and simplified language identifying other courses offered by the department that do not count toward the major.

History and Objectives

The Department of Economics recently made ECO 100 the first course in Economics for Economics and Accounting majors and the first course in economics for non-majors. We also recently began a program leading to a Certificate in Business Studies and have some new courses with a new BUS prefix to address needs in that area. The changes in this proposal address inconsistencies in current program language in the context of those modifications.

FROM (strikethrough what will be changed) TO (underline the changes) List of Course List of Course Prefix, Five Digit Course Number (XXXXX), and Name Prefix, Five Digit Course Number (XXXXX), and Name Crs. Crs. Requirements for the BA in Economics Requirements for the BA in Economics

A. Math Sequence (0-13 credits) A. Math Sequence (0-13 credits) • MATH 10100 - Algebra for College Students * -or- MATH 101EN • MATH 10100 - Algebra for College Students * -or- MATH Algebra for College Students - Enhanced* 101EN Algebra for College Students - Enhanced* • MATH 10150 - Mastery of Symbolic Computation • MATH 10150 - Mastery of Symbolic Computation • MATH 12400 (STEM) - College Algebra and Trigonometry * -or- • MATH 12400 (STEM) - College Algebra and Trigonometry * - MATH 12500 (STEM) Precalculus* -or- MATH 12550 (STEM) or- MATH 12500 (STEM) Precalculus* -or- MATH 12550 (STEM) Precalculus with Workshop* Precalculus with Workshop* • MATH 14000 - Mathematical Reasoning Workshop* • MATH 14000 - Mathematical Reasoning Workshop* unless unless students earn a grade of B- or above in MATH 12550 students earn a grade of B- or above in MATH 12550 (STEM). (STEM). • MATH 15000 (STEM) - Calculus I -or- MATH 15200 (STEM) • MATH 15000 (STEM) - Calculus I -or- MATH 15200 (STEM) Calculus for Life and Social Sciences Calculus for Life and Social Sciences (MATH 15000 (STEM) or MATH 15200 (STEM) must be (MATH 15000 (STEM) or MATH 15200 (STEM) must be completed with a grade of C or better to be accepted for credit completed with a grade of C or better to be accepted for credit towards the major. MATH 15000 (STEM) is preferred for towards the major. MATH 15000 (STEM) is preferred for students students who will take additional MATH courses.) who will take additional MATH courses.) B. Required Economics Courses (21 credits) B. Required Economics Courses (21 credits) ECO 10000 - Introduction to Economics

25 ECO 10000 - Introduction to Economics * ECO 20000 - Principles of Microeconomics ECO 20000 - Principles of Microeconomics * ECO 20100 - Principles of Macroeconomics ECO 20100 - Principles of Macroeconomics * ECO 22100 - Economic Statistics ECO 22100 - Economic Statistics ** ECO 30000 - Intermediate Microeconomics ECO 30000 - Intermediate Microeconomics ECO 30100 - Intermediate Macroeconomics ECO 30100 - Intermediate Macroeconomics ECO 32100 - Introduction to Econometrics ECO 32100 - Introduction to Econometrics Notes: Notes: Required courses must be completed with a grade of C or better *must be completed with a grade of C or better to be accepted for to be accepted for credit towards the major. credit towards the major. **must be completed with a grade of C, CR or better to be accepted for credit towards the major and to serve as prerequisites for other courses in the major. C. Elective courses C. Elective courses 12 additional credits shall be satisfied by other economics The remaining 12 credits needed to complete the 33-credit major courses offered by the department. No courses with ACC or BUS shall be satisfied by other economics courses offered by the prefixes may be credited towards the economics major. In department. No courses in accounting or business law may be addition, ECO 19600, ECO 26100, ECO 29600 and ECO 49700 credited toward the economics major. No more than 3 credits in are not credited towards the economics major. Graduate elective courses may be at the 100-level. Students may take an courses may apply with department permission. optional capstone experience as part of their electives. ECO 49600 Honors Seminar in Economics Students may take an optional capstone experience as part of ECO 49900 Honors Project their electives. ECO 40000 Senior Seminar: The big (economics) picture and ECO 49600 Honors Seminar in Economics getting ready for life after college ECO 49900 Honors Project ECO 40000 Senior Seminar: The big (economics) picture and Note getting ready for life after college

*These courses may be counted for credit in more than one Note program. Students planning on taking more than one semester of calculus should take MATH 15000 (STEM) rather than MATH *These courses may be counted for credit in more than one 15200 (STEM). program. Students planning on taking more than one semester of calculus should take MATH 15000 (STEM) rather than MATH Additional Information 15200 (STEM).

Additional Information

26 Majors are advised to complete MATH 15000 (STEM)/MATH 15200 (STEM) and ECO 22100 within their first 75 credits of Majors are advised to complete MATH 15000 (STEM)/MATH college work and ECO 30000 or ECO 30100 within their first 90 15200 (STEM) and ECO 22100 within their first 75 credits of credits. For students already at or beyond these points when they college work and ECO 30000 or ECO 30100 within their first 90 become majors, such courses should be taken within the first 12 credits. For students already at or beyond these points when credits following declaration of the major. The department may they become majors, such courses should be taken within the waive the requirement of any of the above or other courses upon first 12 credits following declaration of the major. satisfactory proof of course equivalency. Credits from courses waived through substitution or examination do not count toward the major.

The following courses may not be counted toward the major: ECO 19600, ECO 29600, ECO 26100, ECO 49700. Sub-total 21-34 Sub-total Electives __12____ ET electives+ Electives ______ET electives+ Total credits required: 33-46 Total credits required:

4. Rationale: The primary objective of the proposed changes is to better identify, cultivate and prepare highly capable BA students for enrollment in the MA Program in Economics.

Consultation Statement: a. Is the proposed change likely to affect other Departments or Programs? [ ] NO [x ] YES – If yes, list department/program: CS Has the Department/Program been consulted? [ ] NO [ ] YES [ ] N/A

Computer Science has been consulted on the CS requirement. Math has been consulted on the Math requirement, which has not changed from the BA/MA Program.

b. Does this affect the Library? [x ] NO [ ] YES Have you consulted the subject liaison? [ ] NO [ ] YES [ ] N/A

27 Section AIV: New Courses

AIV.1.1 Department of Economics New Course Proposal

Course Title Personal Finance Prefix & Five Digit Course BUS 12000 Number Pre and/or Co Requisites Pre-requisite: CUNY Math Proficiency (specify which are pre-, co-, or both) Contact Hours 3 (per week) Credits 3 Liberal Arts [ X ] Yes [ ] No [ ] Not Applicable Grading Scale: A/F Undergraduate A-F; Graduate A-C, F; C/NC Core Requirement __X__ Not Applicable ____ English Composition ____ Math and Quantitative Reasoning ____ Life and Physical Science ____ Scientific World ____ Creative Expression ____ U.S. Experience in its Diversity ____ World Cultures and Global Issues ____ Individual and Society (Humanities or Social Sciences:______)

List all attributes and requirements (W, P&D, STEM, GER, majors, minors, etc.) Mode of instruction: (see Web Enhanced syllabus checklist.)

28 • Course Description: A. A brief description for the College Catalog. Personal Finance teaches the economic and mathematical skills needed to make informed decisions about money. Topics may include financial statements, the time value of money, consumer credit, savings, investment fundamentals, housing decisions, insurance and personal taxation. We focus on costs and benefits associated with individual choices as well as behavioral strategies that can improve the odds of success.

None

• Rationale: (Do not remove questions) A. Nature of the proposed course: 1. If the proposed course is part of a new academic program, refer to the overall objectives of the program (i.e., on a cover sheet or Appendix) 2. If the proposed course is part of an established academic program, present a rationale that includes: a. The advantages offered by the proposal and/or the needs met by the course (i.e., student, departmental, community, job market needs);

As job security and traditional pensions decline, individuals take on more responsibility for their own financial security. Good decisions about loans, investments, retirement savings and other financial matters require understanding some basic economics, both classical and behavioral, and the fundamentals of statistics and financial math. This course aims to fill that need, including for students with no plans to take another math or econ course. By the very nature of the material it satisfies the learning objectives for the Quantitative Reasoning Core requirement.

b. The way in which the proposed course relates to other courses within the department of origin;

The most closely related course in the Econ department is ECO 26600, Personal Financial Economics. That course has a prerequisite of ECO 10000, and includes significantly more theoretical material. Students are expected to develop a deeper understanding of the economics of finance. There are other courses in the department that also focus on finance, but they do so from the perspective of the business corporation (ECO 36500 Corporate Finance) or the professional investor (ECO 36600 Investments). This new course has a dual function: to teach personal finance and the mathematical and statistical concepts necessary to understand it. Additionally, students will learn to use the quantitative tools the math-shy will find most useful: in particular, spreadsheets and calculators, both online and physical. It does not serve as a pre-requisite to other courses in Economics.

29 c. The way in which the course relates to courses in other departments, divisional or interdisciplinary programs (if appropriate, possibilities for interdisciplinary use might be given);

None known.

d. Justification for any substantial overlap with other courses in the college curriculum, indicating the unique/specific focus of the course proposed;

No overlap known.

e. Please specify if this course was offered as a topics or experimental course in the past and state the prefix and number.

Offered as ECO 19601 in Spring 2020 and Fall 2020.

f. List of courses, if any, which are to be withdrawn when the new course is adopted.

None.

B. The following additional information must be supplied in the special instances noted: 1. When ENGL 12000 is to be specified as a Pre- or co-requisite, the rationale must justify this in terms of the writing that is to be done in the course. 2. In the case of courses given in non-organized classes such as field work, internship, independent study, etc., an explanation must be given as to how the student will earn the credits consistent with the student effort required in organized classes. It should be noted that a course may not carry more credits than contact hours. Laboratory courses usually carry one credit per two contact hours.

• Projected Enrollment

ECO 19601 was capped at 30 students for its maiden voyage in spring 2020. Thirty are enrolled, even though the course does not count for any major or Pathways requirement. We expect at least twice that many will be interested going forward.

• Consultation Statement a) Is the proposed change likely to affect other Departments or Programs? [ X ] NO [ ] YES – If yes, list department/program:

30 Specify the nature of the consultation: Math was consulted. Prof. Cherkas was enthusiastic.

b) Is this course cross-listed? If so, please list all courses affected. NO

c) Does this affect the Library? [ X ] NO [ ] YES Have you consulted the subject liaison? [ ] NO [ X ] YES For new courses or programs, please consult.

AIV.1.2 Department of Economics

New Course Proposal

Course Title Creating Value Through Marketing Prefix & Five Digit Course BUS 21000 Number Pre and/or Co Requisites ECO 10000 (specify which are pre-, co-, or both) Contact Hours 3 (per week) Credits 3 Liberal Arts [ X ] Yes [ ] No [ ] Not Applicable Grading Scale: Undergraduate A-F A-F; Graduate A-C, F; C/NC

31 Core Requirement __X__ Not Applicable ____ English Composition ____ Math and Quantitative Reasoning ____ Life and Physical Science ____ Scientific World ____ Creative Expression ____ U.S. Experience in its Diversity ____ World Cultures and Global Issues ____ Individual and Society (Humanities or Social Sciences:______)

List all attributes and Counts as elective for Business Certificate requirements (W, P&D, STEM, GER, majors, minors, etc.) Mode of instruction: (see Web enhanced syllabus checklist.)

• Course Description: A. A brief description for the College Catalog.

Marketing creates value for customers, and therefore value for organizations. This course introduces students to the strategic concepts, practical decision-making and most common metrics required for a successful marketing plan, while also exploring the connections between marketing and other business functions.

B. Writing Requirement: the number of papers and their approximate length, the extent to which library or electronic research is expected, or a statement of other writing requirements. Any absence of a formal writing requirement must be specified. Students will complete multiple written assignments related to a semester-long group project: - Situation analysis: 5-8 pages - Audience research: 5-8 pages - Distribution recommendation: 2-3 pages - Price recommendation: 2-3 pages - Messaging: 2-3 pages - Channel recommendation: 2-3 pages - Interactive marketing recommendation: 3-5 pages - KPIs and evaluation plan: 2-4 pages - Strategic marketing plan: 10-15 pages

32 There will also be some assignments that require students to complete a provided template: - Positioning table - Brand wheel

Library and electronic research will be required, especially for the Situation Analysis and Audience Research assignments.

• Rationale: (Do not remove questions) C. Nature of the proposed course: 1. If the proposed course is part of a new academic program, refer to the overall objectives of the program (i.e., on a cover sheet or Appendix) 2. If the proposed course is part of an established academic program, present a rationale that includes: a. The advantages offered by the proposal and/or the needs met by the course (i.e., student, departmental, community, job market needs);

This course will be an elective course for the Hunter Certificate in Business Studies, and will be open to all Hunter students as a general college elective. Marketing is a necessary business function for any organization, as it defines the way the organization creates and delivers value to its customers. An understanding of the principles of marketing theory and practice will provide students with a valuable complement to many future career paths. There is no existing course meeting this need. Initial student and employer response has been highly favorable.

b. The way in which the proposed course relates to other courses within the department of origin;

Concepts from the course will connect with material covered in the core courses for the Certificate in Business Studies: ECO 10000 (Introduction to Economics), BUS 22500 (Survey of Accounting), BUS 26100 (Introduction to Entrepreneurship), and BUS 49700 (Business Studies Capstone and Internship).

c. The way in which the course relates to courses in other departments, divisional or interdisciplinary programs (if appropriate, possibilities for interdisciplinary use might be given);

Marketing draws on a wide range of disciplines in addition to economics and accounting, including psychology, sociology, media studies, computer science, and more. d. Justification for any substantial overlap with other courses in the college curriculum, indicating the unique/specific focus of the course proposed;

There is some overlap with two other courses:

33 1) SOC 31301: Consumer Behavior—some overlap with those classes addressing consumer research, marketing concepts, and marketing promotion as examples of practical applications of consumer behavior theory. The proposed new course establishes these concepts in the context of a cohesive marketing plan, with broader strategic foundations than consumer behavior alone.

2) MEDP 39991: Strategic Communication and Marketing for the Arts—some overlap, but the MEDP course focuses on communication, which is only one set of tools out of the many used in marketing. The proposed course addresses all aspects of marketing decision making, and embeds communication as part of a broader strategic discussion.

a. Please specify if this course was offered as a topics or experimental course in the past and state the prefix and number.

The course is currently being offered a special topics course (ECO 29601) in Spring 2020 and Fall 2020. It has 32 students enrolled from a range of majors. Initial student feedback has been very positive. b. List of courses, if any, which are to be withdrawn when the new course is adopted.

No courses will be withdrawn when this course is adopted.

A. The following additional information must be supplied in the special instances noted: 1. When ENGL 12000 is to be specified as a Pre- or co-requisite, the rationale must justify this in terms of the writing that is to be done in the course. 2. In the case of courses given in non-organized classes such as field work, internship, independent study, etc., an explanation must be given as to how the student will earn the credits consistent with the student effort required in organized classes. It should be noted that a course may not carry more credits than contact hours. Laboratory courses usually carry one credit per two contact hours.

• Projected Enrollment

40 students per term

• Consultation Statement a) Is the proposed change likely to affect other Departments or Programs? [ X ] NO [ ] YES – If yes, list department/program: Specify the nature of the consultation:

34 b) Is this course cross-listed? If so, please list all courses affected.

This course is not cross-listed

c) Does this affect the Library? [ ] NO [ X ] YES Have you consulted the subject liaison? [ ] NO [ X ] YES For new courses or programs, please consult.

AIV.2.1 DEPARTMENT OF ECONOMICS

Course Title Data Analytics and Research Methods Prefix & Five Digit Course ECO 72700 Number Pre and/or Co Requisites Pre-Requisites: ECO 70000, ECO 70100, and ECO 72100 (specify which are pre-, co-, or both) Contact Hours 3 (per week) Credits 3 Liberal Arts [ x ] Yes [ ] No [ ] Not Applicable Grading Scale: A-C, F Undergraduate A-F; Graduate A-C, F; C/NC Core Requirement __x__ Not Applicable ____ English Composition ____ Math and Quantitative Reasoning ____ Life and Physical Science ____ Scientific World ____ Creative Expression ____ U.S. Experience in its Diversity ____ World Cultures and Global Issues ____ Individual and Society (Humanities or Social Sciences:______)

35 List all attributes and MA in Economics requirements (W, P&D, STEM, GER, majors, minors, etc.) Mode of instruction: (see Web enhanced syllabus checklist.)

• Course Description: A. A brief description for the College Catalog.

Data Analytics and Research Methods is a course in data analytics and empirical research methods including the writing of empirical research in economics. It is designed to teach modern computer-based data analytics skills and to develop skills in communicating economic research in writing. The course is project-based, with grades based on written submissions supporting a larger project.

• Rationale: (Do not remove questions) A. Nature of the proposed course: 1. If the proposed course is part of a new academic program, refer to the overall objectives of the program (i.e., on a cover sheet or Appendix) NA 2. If the proposed course is part of an established academic program, present a rationale that includes: a. The advantages offered by the proposal and/or the needs met by the course (i.e., student, departmental, community, job market needs);

The course prepares students for project and thesis research by integrating data analytics, research and writing skills. The course is organized around learning a core set of skills and procedures common to all quantitative research in economics through a course project.

The course will be taken after the first semester of graduate econometrics (ECO 72100) and the new requirement Mathematical Economics (ECO 70000). It will be taken before or concurrent with the second semester of econometrics (ECO 72200). The department intends to offer the course during the winter session to enable students to complete the MA degree in one calendar year, but the course may also be taken in the second

36 semester. The course will be a pre-requisite for Practicum in Empirical Analysis (ECO 79700) for students choosing a project option for the MA degree, or as a pre-requisite to registration for the Master’s Thesis (ECO 79800) for students taking a thesis

a. The way in which the proposed course relates to other courses within the department of origin; The course integrates skills developed in course work on data analytics, computer programming and economic theory. b. The way in which the course relates to courses in other departments, divisional or interdisciplinary programs (if appropriate, possibilities for interdisciplinary use might be given); The course integrates skills developed in computer science coursework with skills developed in economics coursework. The course has future possibilities as a methods course across the social sciences. c. Justification for any substantial overlap with other courses in the college curriculum, indicating the unique/specific focus of the course proposed; There is minimal overlap with existing courses. d. Please specify if this course was offered as a topics or experimental course in the past and state the prefix and number. The course will be offered as an experimental course (ECO 79527) for the first time in Summer 2020. e. List of courses, if any, which are to be withdrawn when the new course is adopted. No courses will be withdrawn.

• Projected Enrollment: 30 students per year

• Consultation Statement a) Is the proposed change likely to affect other Departments or Programs? [ x ] NO [ ] YES – If yes, list department/program: Specify the nature of the consultation:

b) Is this course cross-listed? If so, please list all courses affected. NA

37 c) Does this affect the Library? [ x ] NO [ ] YES Have you consulted the subject liaison? [ ] NO [ ] YES For new courses or programs, please consult.

AIV.2.2 Department of Economics

Course Title Practicum in Empirical Analysis Prefix & Five Digit Course ECO 79700 Number Pre and/or Co Requisites (specify All Pre-requisites: which are pre-, co-, or both) ECO 70000, ECO 70100, ECO 70300, ECO 72100, ECO 72200, and ECO 72700

Contact Hours 3 (per week) Credits 3 Liberal Arts [ x ] Yes [ ] No [ ] Not Applicable Grading Scale: P/F Undergraduate A-F; Graduate A-C, F; C/NC Core Requirement _x___ Not Applicable ____ English Composition ____ Math and Quantitative Reasoning ____ Life and Physical Science ____ Scientific World ____ Creative Expression ____ U.S. Experience in its Diversity ____ World Cultures and Global Issues ____ Individual and Society (Humanities or Social Sciences:______)

List all attributes and MA in Economics requirements (W, P&D, STEM, GER, majors, minors, etc.) Mode of instruction: (see syllabus Web enhanced checklist.)

38 • Course Description: A. A brief description for the College Catalog.

Practicum in Empirical Analysis is a course in conducting and writing empirical research in economics, culminating in the production of a research project satisfying the graduation requirements for the MA in Economics. The course is designed to build on skills acquired in the prerequisite graduate courses in the program, with students independently preparing a research paper from a set of pre-selected topics and data.

B. Writing Requirement: the number of papers and their approximate length, the extent to which library or electronic research is expected, or a statement of other writing requirements. Any absence of a formal writing requirement must be specified. Student projects would range from about 20-40 pages in length, inclusive of tables and figures. Library resources will be used for literature review of academic journals. Students will obtain data from government, private or library sources.

• Rationale: (Do not remove questions) A. Nature of the proposed course: 1. If the proposed course is part of a new academic program, refer to the overall objectives of the program (i.e., on a cover sheet or Appendix) NA 2. If the proposed course is part of an established academic program, present a rationale that includes: a. The advantages offered by the proposal and/or the needs met by the course (i.e., student, departmental, community, job market needs);

The course is designed to guide students through completion of an independent research project in economics. The structured approach is intended to increase completion rates compared to the less structured thesis option.

b. The way in which the proposed course relates to other courses within the department of origin;

The course is designed to be taken after completion of all MA core courses, and serves to integrate course work into a research program.

c. The way in which the course relates to courses in other departments, divisional or interdisciplinary programs (if appropriate, possibilities for interdisciplinary use might be given); The course is focused on economic research and as such has limited links to other graduate programs.

d. Justification for any substantial overlap with other courses in the college curriculum, indicating the unique/specific focus of the course proposed; NA

39 e. Please specify if this course was offered as a topics or experimental course in the past and state the prefix and number. NA

f. List of courses, if any, which are to be withdrawn when the new course is adopted. None

The project produced in the course fulfills the project requirement for the Master’s in Economics. Students in the program must either take Practicum in Empirical Analysis (ECO79700) or Thesis Research (ECO79800).

The course will be taken after completion of all MA core courses.

• Projected Enrollment: 20 students per year

• Consultation Statement a) Is the proposed change likely to affect other Departments or Programs? [ x ] NO [ ] YES – If yes, list department/program: Specify the nature of the consultation:

b) Is this course cross-listed? If so, please list all courses affected. No

c) Does this affect the Library? [ x ] NO [ ] YES Have you consulted the subject liaison? [ ] NO [ ] YES For new courses or programs, please consult.

40 Section AV: Changes in Course Number, Title, Description, Credits, Hours, Co- or Pre-Requisites.

AV.1.1 Substantive Change in DAN 73700

Department of Dance

FROM (strikethrough the changes) TO (underline changes) Course Title MFA Project MFA Thesis Project

Prefix & Five DAN 73700 DAN 73700 Digit Course Number

Pre and/or Co Prereq: DAN 73000, DAN 73300, DAN 73500, DAN Prereq: DAN 73000, DAN 73300, DAN 73500, DAN Requisites 74400, DAN 74000, DAN 74200, DAN 70100 74400, DAN 74000, DAN 74200, DAN 70100 (specify which are pre-, co-, or both)

Hours (per week) 3 hours 3 hours

Credits 8 cr. 4 cr.

Description The development, supported by regular faculty The development, supported by regular faculty mentorship, of at least 30 minutes of original mentorship, of at least 30 minutes of original choreography. The work will be presented in a formal choreography. The work will be presented in a formal venue at Hunter College or another suitable performance venue at Hunter College or another suitable space. A reflective paper synthesizing process, product performance space. A reflective paper synthesizing and context will culminate the project. process, product and context will culminate the project. Must be taken twice.

41 Liberal Arts [X ] Yes [ ] No [ ] Not Applicable [X ] Yes [ ] No [ ] Not Applicable

Grading Scale: A-C, F A-C, F Undergraduate A-F; Graduate A- C, F; C/NC

Core _X___ Not Applicable __X__ Not Applicable Requirement ____ English Composition ____ English Composition ____ Scientific World ____ Scientific World ____ Math and Quantitative Reasoning ____ Math and Quantitative Reasoning ____ Creative Expression ____ Creative Expression ____ Life and Physical Science ____ Life and Physical Science ____ U.S. Experience in its Diversity ____ U.S. Experience in its Diversity ____ World Cultures and Global Issues ____ World Cultures and Global Issues ____ Individual and Society (Humanities or Social ____ Individual and Society: (Humanities or Social Sciences:______) Sciences: ______)

List all other MFA in Dance MFA in Dance designations (W, P&D, STEM, GER, Foreign Language, majors, minors, etc.)

Mode of In Person In Person instruction: (see syllabus checklist.) Effective Term: Spring 2021

42 Rationale: The course was originally intended to be two concurrent semesters at 4 credits each semester. Somehow, it became an 8-credit course on CUNYfirst. Since we are now enrolling Dance MFA students, for the first time in the history of Hunter College, in their final project work for the MFA Degree, we are requesting that this mistake be rectified and listed in the future as 4 credits, to be taken twice. Each student, with their ‘reader’, will develop the independent work necessary to fulfill the course outline. The content of the course has not changed. The hope is that officially, on paper and in CUNYfirst, it will become a 4-credit course to be taken twice over the course of two semesters instead of an 8-credit course upon initial enrollment. The first course is the preparation period for both the creative work and the final paper. The second semester is the formal presentation of these two components.

• Consultation Statement: 1. Is the proposed change likely to affect other Departments, units, or programs? [ X ] NO [ ] YES – If yes, list department/program: Specify the nature of the consultation:

2. Is this course cross-listed? If so, please list all courses affected.

3. Does this affect the Library? [ X ] NO [ ] YES Have you consulted the subject liaison? [ ] NO [ ] YES [ X] N/A For new courses or programs, please consult.

AV.2.1 Substantive Change in PT 88900

Department of Physical Therapy, School of Health Professions FROM (strikethrough the changes) TO (underline changes) Course Title Clinical Affiliation III Clinical Experience III Prefix & Five Digit PT 88900 PT 88900 Course Number Pre and/or Co PT 88600, PT 88800 PT 88600, PT 84000, PT 85000 Requisites (specify which are pre-, co-, or both) Hours (per week) 9 weeks 9 weeks Credits 4.5 4.5

43 Description This is the third of four clinical experiences throughout the This is the third of four clinical experiences throughout curriculum. the curriculum.

Liberal Arts [ ] Yes [ ] No [ X ] Not Applicable [ ] Yes [ ] No [ X ] Not Applicable Grading Scale: C/NC C/NC Undergraduate A-F; Graduate A- C, F; C/NC

Core Requirement __x__ Not Applicable _x___ Not Applicable ____ English Composition ____ English Composition ____ Scientific World ____ Scientific World ____ Math and Quantitative Reasoning ____ Math and Quantitative Reasoning ____ Creative Expression ____ Creative Expression ____ Life and Physical Science ____ Life and Physical Science ____ U.S. Experience in its Diversity ____ U.S. Experience in its Diversity ____ World Cultures and Global Issues ____ World Cultures and Global Issues ____ Individual and Society (Humanities or Social ____ Individual and Society: (Humanities or Social Sciences:______) Sciences: ______) List all other designations (W, P&D, STEM, GER, Foreign Language, majors, minors, etc.) Mode of instruction: Effective Term: Spring 2021

Rationale: During a curriculum revision in 2015, the Department of Physical Therapy intended to change the title all of the Clinical Affiliation I to IV courses (PT 80600, PT 88600, PT 88900, PT 89000) to Clinical Education I to IV. PT 88900 Clinical Affiliation III was accidentally omitted from this change. We would like to rectify this omission so that all Clinical Education courses are similarly named.

• Consultation Statement:

44 a) Is the proposed change likely to affect other Departments, units, or programs? [ x ] NO [ ] YES – If yes, list department/program: Specify the nature of the consultation:

b) Is this course cross-listed? No If so, please list all courses affected.

c) Does this affect the Library? [ x ] NO [ ] YES Have you consulted the subject liaison? [ x ] NO [ ] YES For new courses or programs, please consult.

AV.3.1 Routine Change in Course Prefix

Department of Economics

FROM (strikethrough the changes) TO (underline changes) Course Title Survey of Accounting Survey of Accounting Prefix & Five Digit ACC 22500 BUS 22500 Course Number Pre and/or Co Pre-requisites: Not open to undergraduate Accounting Pre-requisites: Not open to undergraduate Accounting Requisites majors majors (specify which are pre, co, or both) Hours (per week) 3 3 Credits 3 3

45 Description An introductory accounting survey course designed An introductory accounting survey course designed specifically for non-majors to gain understanding of specifically for non-majors to gain understanding of business terminology and the role of accounting in business terminology and the role of accounting in business environment. It will specifically focus on business environment. It will specifically focus on providing students with the ability to understand and providing students with the ability to understand and effectively analyze financial information using the effectively analyze financial information using the financial statements of a company (as an external financial statements of a company (as an external user), user), as well as internal company information that will as well as internal company information that will enhance enhance business decision- making process such as business decision- making process such as budgeting budgeting (as an internal user), combining both (as an internal user), combining both financial and financial and managerial accounting areas. It will also managerial accounting areas. It will also briefly introduce briefly introduce the basics of non-profit accounting the basics of non-profit accounting while highlighting while highlighting differences between for-profit and differences between for-profit and non-profit accounting non-profit accounting information needs and information needs and presentations. For non- presentations. For non-accounting majors only. accounting majors only.

Liberal Arts [ x ] Yes [ ] No [ ] Not Applicable [x ] Yes [ ] No [ ] Not Applicable Grading Scale: A-F A-F Undergraduate A-F; Graduate A-C, F; C/NC

List all other - Course is used in the Hunter Business Certificate and in designations the Hunter Arts Management Certificate (W, P&D, STEM, GER, Foreign Language, majors, minors, etc.)

Mode of instruction: Web-Enhanced Web-Enhanced (see syllabus checklist.) Effective Term: Spring 2021 Rationale: The Department of Economics is introducing a BUS prefix for courses that have a business orientation and do not count for the Economics or Accounting majors.

46 AV.3.2 Routine Change in Course Prefix

Department of Economics

FROM (strikethrough the changes) TO (underline changes) Course Title Essentials of Business Law Essentials of Business Law Prefix & Five Digit ACC 23000 BUS 23000 Course Number Pre and/or Co Pre-requisites: Not open to undergraduate Accounting Pre-requisites: Not open to undergraduate Accounting Requisites majors majors (specify which are pre, co, or both) Hours (per week) 3 3 Credits 3 3 Description An introductory business law survey course designed An introductory business law survey course designed specifically for non-majors to allow them to gain an specifically for non-majors to allow them to gain an understanding of basic legal concepts and terminology understanding of basic legal concepts and terminology and the role of law in the business environment. It will and the role of law in the business environment. It will specifically focus on the legal issues often specifically focus on the legal issues often encountered encountered in business, including contract law, in business, including contract law, property law, property law, negotiable instruments, secured negotiable instruments, secured transactions and transactions and bankruptcy, business entities. bankruptcy, business entities. For non-accounting majors only. For non-accounting majors only.

Liberal Arts [ x ] Yes [ ] No [ ] Not Applicable [x ] Yes [ ] No [ ] Not Applicable Grading Scale: A-F A-F Undergraduate A-F; Graduate A-C, F; C/NC

47 List all other - Course is used in the Hunter Arts Management designations Certificate and is an elective in the Hunter Business (W, P&D, STEM, Certificate GER, Foreign Language, majors, minors, etc.)

AV.3.3 Routine Change in Course Prefix

Department of Economics

FROM (strikethrough the changes) TO (underline changes) Course Title Introduction to Entrepreneurship Introduction to Entrepreneurship Prefix & Five Digit ECO 26100 BUS 26100 Course Number Pre and/or Co Pre-requisites: Pre-requisites: Requisites Open only to upper sophomores Open only to upper sophomores (specify which are ECO 22100 or MATH 10000 or MATH 10200 or MATH ECO 22100 or MATH 10000 or MATH 10200 or MATH pre, co, or both) 10400 or MATH 12500 or MATH 15000 or MATH 15500 10400 or MATH 12500 or MATH 15000 or MATH or STAT 11300 or STAT 21200 or STAT 21300 15500 or STAT 11300 or STAT 21200 or STAT 21300 Hours (per week) 3 3 Credits 3 3

48 Description Business enterprise fundamentals through the lens of a Business enterprise fundamentals through the lens of new business; identifying market opportunities to meet a new business; identifying market opportunities to consumer need and create economic value in a new meet consumer need and create economic value in a way; methods to convert an opportunity into a viable new new way; methods to convert an opportunity into a business. Does not count toward the Economics and viable new business. Does not count toward the Accounting majors. Economics and Accounting majors.

Liberal Arts [ x ] Yes [ ] No [ ] Not Applicable [x ] Yes [ ] No [ ] Not Applicable Grading Scale: A-F A-F Undergraduate A-F; Graduate A-C, F; C/NC

List all other - Course is used in the Hunter Business Certificate designations (W, P&D, STEM, GER, Foreign Language, majors, minors, etc.)

AV.3.4 Routine Change in Course Prefix

Department of Economics

FROM (strikethrough the changes) TO (underline changes) Course Title Business Studies Capstone and Internship Business Studies Capstone and Internship

49 Prefix & Five Digit ECO 49700 BUS 49700 Course Number Pre and/or Co Department permission required Department permission required Requisites (specify which are pre, co, or both) Hours (per week) 3 3 Credits 3 3 Description The capstone experience for the Business Certificate is The capstone experience for the Business Certificate is an internship in which students will do meaningful work an internship in which students will do meaningful work and have opportunities to learn about the broader and have opportunities to learn about the broader organization in order to develop an overview of the organization in order to develop an overview of the business and its challenges. The Internship seminar is business and its challenges. The Internship seminar is designed to help students reflect on their collective designed to help students reflect on their collective experiences and gain a more global perspective on experiences and gain a more global perspective on multiple businesses, their goals, and their role in helping multiple businesses, their goals, and their role in to achieve those goals. Does not count for economics or helping to achieve those goals. Does not count for accounting majors. Permission based on fulfillment of all economics or accounting majors. Permission based on other certificate course requirements and having a fulfillment of all other certificate course requirements qualifying (96 hours or more over 15 weeks) internship or and having a qualifying (96 hours or more over 15 job in place. weeks) internship or job in place.

Liberal Arts [ x ] Yes [ ] No [ ] Not Applicable [x ] Yes [ ] No [ ] Not Applicable Grading Scale: A-F A-F Undergraduate A-F; Graduate A-C, F; C/NC

List all other - Course is used in the Hunter Business Certificate designations (W, P&D, STEM, GER, Foreign Language, majors, minors, etc.)

50 Mode of instruction: Online (synchronous) Online (synchronous) (see syllabus checklist.) Effective Term: Spring 2021 Rationale: The Department of Economics is introducing a BUS prefix for courses that have a business orientation and do not count for the Economics or Accounting majors.

AV.4.1 Substantive Change in HEBR 32100

Department of Classical and Oriental Studies Hebrew and Hebraic Studies Program College of Arts and Sciences

FROM (strikethrough the changes) TO (underline changes) Course Title Talmudic Literature Introduction to Talmudic Literature in Translation Prefix & Five Digit HEBR 32100 HEBR 22300 Course Number Pre and/or Co Prerequisite HEBR 202 ENGL 12000 Requisites (specify which are pre-, co-, or both) Hours (per week) 3 3 Credits 3 3 Description Selections from Talmud and Midrash. Introduction to the structure, content, and formation of the Talmudic corpus and the history of its interpretation and application. All texts studied in English translation.

Liberal Arts [ x ] Yes [ ] No [ ] Not Applicable [ x ] Yes [ ] No [ ] Not Applicable Grading Scale: Undergraduate A-F; Graduate A- A-F A-F C, F; C/NC

51 Core Requirement ____ Not Applicable ____ Not Applicable ____ English Composition ____ English Composition ____ Scientific World ____ Scientific World ____ Math and Quantitative Reasoning ____ Math and Quantitative Reasoning ____ Creative Expression ____ Creative Expression ____ Life and Physical Science ____ Life and Physical Science ____ U.S. Experience in its Diversity ____ U.S. Experience in its Diversity ____ World Cultures and Global Issues __x_ World Cultures and Global Issues ____ Individual and Society (Humanities or Social ____ Individual and Society: (Humanities or Social Sciences:______) Sciences: ______) List all other P&D/A P&D/A designations (W, P&D, STEM, GER 3/A GER 3/A GER, Foreign Language, majors, Counts toward Hebrew major and Hebraic Studies Minor Counts toward Hebrew major and Hebraic Studies minors, etc.) Minor

Mode of Web Enhanced Web enhanced instruction: (see syllabus checklist.) Effective Term: Spring 2021

• Rationale: Because of the college’s enrollment strictures, for the foreseeable future we will be able to offer this course only in English translation and only if it fulfills a Pathways requirement.

• Consultation Statement: d) Is the proposed change likely to affect other Departments, units, or programs? [ xxx ] NO [ ] YES – If yes, list department/program: Specify the nature of the consultation:

e) Is this course cross-listed? If so, please list all courses affected.

f) Does this affect the Library? [ x ] NO [ ] YES Have you consulted the subject liaison? [ ] NO [ ] YES For new courses or programs, please consult.

52 AV.5.1 Substantive Change in DAN 10100

Department of Dance

FROM (strikethrough the changes) TO (underline changes)

Course Title Fundamentals of Contemporary Dance Technique Fundamentals of Contemporary Dance Technique Prefix & Five Digit DAN 10100 DAN 10100 Course Number Pre and/or Co Prereq: minimum 12 credits N/A Requisites (specify which are pre-, co-, or both) Hours (per week) 3 hours 4 hours

Credits 2 cr. 2 cr.

Description Survey of concepts involved in understanding and Survey of concepts involved in understanding and integrating physicality and creativity through integrating physicality and creativity through movement. movement. Review of basic skills required for Review of basic skills required for further study. May be further study. May be taken two times for credit with taken two times for credit with permission of the permission of the department. department. All required classes are not offered every semester. All required classes are not offered every semester. Annual meetings with dance advisers are essential Annual meetings with dance advisers are essential for for both majors and minors in order to assure that both majors and minors in order to assure that required required coursework will be completed in time for coursework will be completed in time for graduation. graduation. Liberal Arts [X ] Yes [ ] No [ ] Not Applicable [X ] Yes [ ] No [ ] Not Applicable

Grading Scale: A-F A-F Undergraduate A-F; Graduate A-C, F; C/NC

53 Core Requirement _X___ Not Applicable __X__ Not Applicable ____ English Composition ____ English Composition ____ Scientific World ____ Scientific World ____ Math and Quantitative Reasoning ____ Math and Quantitative Reasoning ____ Creative Expression ____ Creative Expression ____ Life and Physical Science ____ Life and Physical Science ____ U.S. Experience in its Diversity ____ U.S. Experience in its Diversity ____ World Cultures and Global Issues ____ World Cultures and Global Issues ____ Individual and Society (Humanities or ____ Individual and Society: (Humanities or Social Social Sciences:______) Sciences: ______) List all other GER 2/D GER 2/D designations BA in Dance BA in Dance (W, P&D, STEM, BA/MA in Dance BA/MA in Dance GER, Foreign BA in Dance Education BA in Dance Education Language, majors, minors, etc.) Mode of instruction: In Person In Person (see syllabus checklist.) Effective Term: Spring 2021

Rationale: The Fundamentals of Contemporary Dance courses were somehow left out of the course-time changes made for all of our technique classes a few years ago. We are rectifying this error so that all the technique classes in the Dance Department meet two times a week for the same length of time, 1 hour and 50 minutes. Currently the Fundamentals of Contemporary Dance classes are only 1 hour and 15 minutes long. This makes no sense. There is no pedagogical rationale to have this class meet for a different amount of time. We are simply attempting to regularize our schedule to the best advantage for the students. The Fundamentals of Contemporary Dance classes are the lowest level technique classes and need this amount of time, as they have in Fundamentals of Ballet, to truly develop material for the students to learn adequately.

2. Is this course cross-listed? If so, please list all courses affected.

3. Does this affect the Library? [ X ] NO [ ] YES Have you consulted the subject liaison? [ ] NO [ ] YES [ X] N/A For new courses or programs, please consult.

AV.5.2 Substantive Change in DAN 10200

Department of Dance

FROM (strikethrough the changes) TO (underline changes) Course Title Dance, Dancers and the Audience Dance in Culture Prefix & Five Digit DAN 10200 DAN 10200 Course Number Pre and/or Co Prereq: minimum 12 credits N/A Requisites (specify which are pre-, co-, or both) Hours (per week) 3 hours 3 hours

Credits 3 cr. 3 cr.

Description Lecture demonstration course designed to introduce Lecture demonstration course designed to introduce students to the art of dance through analysis of students to the art of dance through analysis of history, history, dance style and socio-political dance style and socio-political underpinnings. This underpinnings. This course includes participation in course includes participation in both lecture and both lecture and movement sessions. movement sessions. All required classes are not offered every semester. All required classes are not offered every semester. Annual meetings with dance advisers are essential Annual meetings with dance advisers are essential for for both majors and minors in order to assure that both majors and minors in order to assure that required coursework will be completed in time for required coursework will be completed in time for graduation. graduation.

55 Liberal Arts [X ] Yes [ ] No [ ] Not Applicable [X ] Yes [ ] No [ ] Not Applicable

Grading Scale: A-F A-F Undergraduate A-F; Graduate A-C, F; C/NC Core Requirement ____ Not Applicable ____ Not Applicable ____ English Composition ____ English Composition ____ Scientific World ____ Scientific World ____ Math and Quantitative Reasoning ____ Math and Quantitative Reasoning __X__ Creative Expression __X__ Creative Expression ____ Life and Physical Science ____ Life and Physical Science ____ U.S. Experience in its Diversity ____ U.S. Experience in its Diversity ____ World Cultures and Global Issues ____ World Cultures and Global Issues ____ Individual and Society (Humanities or ____ Individual and Society: (Humanities or Social Social Sciences:______) Sciences: ______) List all other GER 2/D GER 2/D designations BA in Dance BA in Dance (W, P&D, STEM, GER, BA/MA in Dance BA/MA in Dance Foreign Language, BA in Dance Education BA in Dance Education majors, minors, etc.) Mode of instruction: In Person In Person (see syllabus checklist.) Effective Term: Spring 2021

Rationale: Dance, Dancers & the Audience is an antique title from the beginnings of 1970 and needs to be updated to reflect the course as it is taught in the year 2020. The Dance Department Faculty have deliberated and come to a consensus that the title “Dance in Culture” is more representative of the forward thinking of the dance world and much clearly represents what the course will be about.

• Consultation Statement: 1. Is the proposed change likely to affect other Departments, units, or programs? [ X ] NO [ ] YES – If yes, list department/program:

56 Specify the nature of the consultation:

2. Is this course cross-listed? If so, please list all courses affected.

3. Does this affect the Library? [ X ] NO [ ] YES Have you consulted the subject liaison? [ ] NO [ ] YES [ X] N/A For new courses or programs, please consult.

AV.5.3 Substantive Change in DAN 23200

Department of Dance

FROM (strikethrough the changes) TO (underline changes) Course Title 20th-Century Dance History Global Dance History Prefix & Five Digit DAN 23200 DAN 23200 Course Number Pre and/or Co Prereq: minimum 12 credits N/A Requisites (specify which are pre-, co-, or both) Hours (per week) 3 hours 3 hours Credits 3 cr. 3 cr. Description Readings, lectures, films, discussions of 20th Readings, lectures, films, discussions of 20th century century ballet, modern, social and popular theatre ballet, modern, social and popular theatre dance forms; dance forms; analysis of individual styles and analysis of individual styles and cultural trends. cultural trends. All required classes are not offered every semester. All required classes are not offered every semester. Annual meetings with dance advisers are essential for Annual meetings with dance advisers are essential both majors and minors in order to assure that required for both majors and minors in order to assure that coursework will be completed in time for graduation. required coursework will be completed in time for graduation.

57 Liberal Arts [X ] Yes [ ] No [ ] Not Applicable [X ] Yes [ ] No [ ] Not Applicable

List all other GER 2/D GER 2/D designations BA in Dance BA in Dance (W, P&D, STEM, BA/MA in Dance BA/MA in Dance GER, Foreign BA in Dance Education BA in Dance Education Language, majors, minors, etc.) Mode of instruction: In Person In Person (see syllabus checklist.) Effective Term: Spring 2021

Rationale: The cause for the title change is to be more current and better reflect the historical perspective that the course offers. The history of dance encompasses much more than just the 20th century and can begin with The Renaissance, sometimes prior and go up to 20th century.

• Consultation Statement: 1. Is the proposed change likely to affect other Departments, units, or programs?

58 [ X ] NO [ ] YES – If yes, list department/program: Specify the nature of the consultation:

2. Is this course cross-listed? If so, please list all courses affected.

3. Does this affect the Library? [ X ] NO [ ] YES Have you consulted the subject liaison? [ ] NO [ ] YES [ X] N/A For new courses or programs, please consult.

AV.6.1 Routine Change in Course

Department of Political Science

FROM (strikethrough the changes) TO (underline changes) Course Title Introduction to International Politics Introduction to International Relations Prefix & Five Digit POLSC 11500 POLSC 11500 Course Number Pre and/or Co ENGL 12000 (prereq or coreq) English 12000 (prereq or coreq) Requisites (specify which are pre, co, or both) Hours (per week) 3.0 3.0 Credits 3.0 3.0 Description Diplomacy, power, war, peace, terrorism, nationalism, Diplomacy, power, war, peace, terrorism, nationalism, imperialism, the UN, structures and processes of world imperialism, the UN, structures and processes of world politics. politics. Liberal Arts [ x] Yes [ ] No [ ] Not Applicable [ x] Yes [ ] No [ ] Not Applicable Grading Scale: Undergraduate A-F Undergraduate A-F Undergraduate A-F; Graduate A-C, F; C/NC

59 List all other W, Flexible Core-World Cultures & Global Issues W, Flexible Core-World Cultures & Global Issues designations (W, P&D, STEM, GER, Foreign Language, majors, minors, etc.) Mode of instruction: Web-Enhanced Web-Enhanced (see syllabus checklist.) Effective Term: SP 2021 Rationale: Title “International Relations” is more in line with disciplinary norms and our minor, the International Relations Minor. Course serves as one of three introductions available in POLSC department to the discipline of political science.

AV.6.2 Routine Change in Political Science

Department/Program/School of .....Arts and Sciences......

FROM (strikethrough the changes) TO (underline changes) Course Title Russian National Interests: Past and Present Russian National Interests: Past and Present Prefix & Five Digit POLSC 37800 POLSC 37800 Course Number Pre and/or Co English 12000, and POLSC 11500 or 11700 (or Prereq: ENGL 12000; and (POLSC 11500 or POLSC Requisites (specify permission of the instructor) 25000 or POLSC 11700 or POLSC 27000). which are pre-, co-, or both) Hours (per week) 3 3 Credits 3 3 Description In a contemporary, historical and comparative In a contemporary, historical and comparative context, context, this course will explore the factors this course will explore the factors influencing debates on influencing debates on and definitions of Russia’s and definitions of Russia’s national interests, the national interests, the strategies for promoting those strategies for promoting those interests and the interests and the implications for Russia and the implications for Russia and the international system. international system. Liberal Arts [ X ] Yes [ ] No [ ] Not Applicable [ X ] Yes [ ] No [ ] Not Applicable

60 Grading Scale: Undergraduate A-F Undergraduate A-F Undergraduate A-F; Graduate A-C, F; C/NC

List all other W W designations BA in Political Science International Relations BA in Political Science International Relations Subfield (W, P&D, STEM, GER, Subfield Foreign Language, majors, minors, etc.)

Mode of instruction: P P (see syllabus checklist.) Effective Term: Spring 2021 Rationale: The department replaced POLSC 11500 with POLSC 27000and POLSC 11700 with 25000. This course was not updated to reflect these prerequisite changes; we are attempting to clean this up. Since the department is offering POLSC 11500 again, we would like to keep 11500 as a prerequisite while also allowing students who may have taken 27000 or 25000 prior to the change the ability to register for POLSC 37800.

AV.6.3 Routine Change in Pre-requisite

Department of Political Science

FROM (strikethrough the changes) TO (underline changes) Course Title War and Strategy War and Strategy Prefix & Five Digit POLSC 37900 POLSC 37900 Course Number Pre and/or Co Prereq: ENGL 12000 and (POLSC 27000 or POLSC Prereq: ENGL 12000 and (POLSC 11500 or POLSC Requisites (specify 28200) 27000 or POLSC 28200). which are pre-, co-, or both) Hours (per week) 4 4

61 Credits 4 4 Description An examination of strategy and wars between states, An examination of strategy and wars between states, within states, and between states and transnational within states, and between states and transnational groups. Focuses on how strategy affects the avoidance, groups. Focuses on how strategy affects the avoidance, outbreak, conduct, and consequences of war and the outbreak, conduct, and consequences of war and the difficulty of devising strategies that successfully link difficulty of devising strategies that successfully link political ends and military means. political ends and military means.

Liberal Arts [ X ] Yes [ ] No [ ] Not Applicable [ X ] Yes [ ] No [ ] Not Applicable Grading Scale: Undergraduate A-F Undergraduate A-F Undergraduate A-F; Graduate A- C, F; C/NC

List all other W W designations BA in Political Science International Relations Subfield BA in Political Science International Relations Subfield (W, P&D, STEM, GER, Foreign Language, majors, minors, etc.)

Mode of P P instruction: (see syllabus checklist.) Effective Term: Spring 2021 Rationale: The Political Science department is returning to offering POLSC 11500 as the main introductory gateway course into international relations and will no longer be offering POLSC 27000 on a regular basis. Also, allowing 11500 to serve as a prerequisite brings this class into alignment with other 300-level political science classes in international relations.

62 AV.6.4 Substantive Change in Course Pre-requisite

Department of Political Science

FROM (strikethrough the changes) TO (underline changes) Course Title International Political Economy International Political Economy Prefix & Five Digit POLSC 37600 POLSC 37600 Course Number Pre and/or Co ENGL 12000 or the equivalent; POLSC 27000 (or POLSC Prereq: ENGL 12000; and (POLSC 11500 or POLSC Requisites (specify 11500 prior to 9/2010) 27000 or POLSC 27500). which are pre-, co-, or both) Hours (per week) 4 4 Credits 4 4 Description Examination of the intersection of politics and economics Examination of the intersection of politics and economics at the international level through a careful reading and at the international level through a careful reading and analysis of dominant theoretical approaches and their analysis of dominant theoretical approaches and their application to central debates concerning the politics of application to central debates concerning the politics of trade, money and finance, development and globalization. trade, money and finance, development and globalization. Liberal Arts [ X ] Yes [ ] No [ ] Not Applicable [ X ] Yes [ ] No [ ] Not Applicable Grading Scale: Undergraduate A-F Undergraduate A-F Undergraduate A-F; Graduate A- C, F; C/NC Core Requirement ___X_ Not Applicable __X__ Not Applicable ____ English Composition ____ English Composition ____ Scientific World ____ Scientific World ____ Math and Quantitative Reasoning ____ Math and Quantitative Reasoning ____ Creative Expression ____ Creative Expression ____ Life and Physical Science ____ Life and Physical Science ____ U.S. Experience in its Diversity ____ U.S. Experience in its Diversity ____ World Cultures and Global Issues ____ World Cultures and Global Issues ____ Individual and Society (Humanities or Social ____ Individual and Society: (Humanities or Social Sciences:______) Sciences: ______)

63 List all other W W designations BA in Political Science International Relations Subfield BA in Political Science International Relations Subfield (W, P&D, STEM, GER, Foreign Language, majors, minors, etc.) Mode of Web-Enhanced instruction: (see syllabus checklist.) Effective Term: Spring 2020

Rationale: The Political Science department is returning to POLSC 11500 as the main introductory gateway course into international relations, and will no longer be offering POLSC 27000 on a regular basis. Also, allowing 11500 to serve as a prerequisite brings this class into alignment with other 300-level political science classes in international relations. POLSC 27500 and 37600 are both international political economy classes, so the concepts learned in 27500 will help students greatly in 37600

AV.6.5. Routine Change in Pre-requisite

Department of Political Science

FROM (strikethrough the changes) TO (underline changes) Course Title Causes of War Causes of War Prefix & Five Digit POLSC 38200 POLSC 38200 Course Number Pre and/or Co Prereq: ENGL 12000 and POLSC 27000 or POLSC Prereq: ENGL 12000 and POLSC 11500 or POLSC Requisites (specify 28200. 27000 or POLSC 28200. which are pre-, co-, or both) Hours (per week) 4 4 Credits 4 4 Description An analysis of the causes of war and peace for both civil An analysis of the causes of war and peace for both civil and interstate wars including especially the role of and interstate wars including especially the role of bargaining, but also the roles alliances, arms races, bargaining, but also the roles alliances, arms races, rivalries, and institutions. rivalries, and institutions.

64 Liberal Arts [ X ] Yes [ ] No [ ] Not Applicable [ X ] Yes [ ] No [ ] Not Applicable Grading Scale: Undergraduate A-F Undergraduate A-F Undergraduate A-F; Graduate A- C, F; C/NC

Section VI: Courses Withdrawn NONE.

Section VII: Affiliation Agreements

AVII.1. International Agreement Between Hunter College and Universidad Antonio de Nebrija

RESOLVED: Hunter College of the City University of New York requests that the Chancellor of the City University of New York authorize its Presdient or her designee to execute an international student exchange agreement on behalf of Hunter College with the Universidd Antonio de Nebrija in Madrid, Spain. Netiher party to this agreement is obliged to pay monetary considerations to the other.

65 The agreement is for a three-year period beginning January 1, 2020 and shall include up to two two-year options for the College to renew in its best interest. The Agreement shall be subject to the approval as to form by the University Office of General Counsel.

EXPLANATION: This agreement will enable students enrolled in Hinter College’s Universidad Antonio de Nebrija exchange program to study at the Universidad Antonio de Nebrija and fulfill their Spanish twelve (12) credit minimum Spanish language course requirement and students at the Universidad Antonio de Nebrija to study at Hunter College of the City University of new York. The equivalent of one (1) exchange student per institution per academic year or two (2) semesters exchange students per academic year are expected tp participate.

CUNY COMMON CORE FORMS AND SYLLABI:

DAN 15000

66 Catalogue Description Introduction to design (costume, lighting, sound and multimedia) for dance performances and other performance art practices.

Special Features (e.g., linked courses) Sample Syllabus Syllabus must be included with submission; 5 pages max recommended Indicate the status of this course being nominated:

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 US Experience in its Diversity Scientific World Reasoning Creative Expression Life and Physical Sciences Waivers for Math and Science Courses with more than 3 credits and 3 contact hours

Waivers for courses with more than 3 credits and 3 contact hours will only be accepted in the required areas of “Mathematical and Quantitative Reasoning” and “Life and Physical Sciences.” Three credit/3-contact hour courses must also be available in these areas. If you would like to request a waiver please Waiver requested check here: If waiver requested: Please provide a brief explanation for why the course will not be 3 credits and 3 contact hours. If waiver requested: Please indicate whether this course will satisfy a major requirement, and if so, which major requirement(s) the course will fulfill.

67 Learning Outcomes

In the left column explain the course assignments and activities that will address the learning outcomes in the right column.

C. Creative Expression A Flexible Core course must meet the three learning outcomes in the right column. The course will use on-line digital video/photo archives and readings to examine the design choices in the areas of scenic, costumes, • Gather, interpret, and assess information from a variety of lighting, sound, and multi-media of major works of dance and sources and points of view. performance art. Students will use a variety on digital and on-line tools to research and study past and current dance performances. Students will analyze designs for dance and evaluate and critique • Evaluate evidence and arguments critically or analytically. designs within the performance context for which it was created. Students will utilize digital presentation and creative collaboration • Produce well-reasoned written or oral arguments using tools to conceive and communicate their own conceptual design evidence to support conclusions. work.

A course in this area (II.C) must meet at least three of the additional learning outcomes in the right column. A student will:

Students will learn to identify the fundamental concepts and • Identify and apply the fundamental concepts and methods methodologies of scenic design, lighting design, costume design, of a discipline or interdisciplinary field exploring creative sound design, and multi-media design in dance performances and expression, including, but not limited to, arts, other performance art practices. Students will apply the concepts and communications, creative writing, media arts, music, and methodologies in final projects based on conceptual works presented theater. at the end of the semester. • Analyze how arts from diverse cultures of the past serve as a foundation for those of the present, and describe the

significance of works of art in the societies that created them.

68 Students will evaluate the underlaying concepts of designs for dance and performance art based on the complete performance work, the • Articulate how meaning is created in the arts or history of the art form, and the historical- sociological context in which communications and how experience is interpreted and it was created. Students will interpret the designs based on the conveyed. choices made by the various collaborative artists working on a dance performance.

• Demonstrate knowledge of the skills involved in the

creative process. Students will use on-line digital video/photo archives and on-line archives of published performance reviews and critical essays to conduct research on major works of dance and performance art and examine the design choices in the areas of scenic, costumes, lighting, sound, and multi-media of these works. For their final project, • Use appropriate technologies to conduct research and to students will use Google Sketch-up, Vectorworks, Adobe photoshop, communicate. Adobe Premiere, Qlab, Audacity and other digital tools to create their design works for dance performance. Students will use Zoom, Powerpoint or other digital tools to present and communicate their work.

å Design and Dance: Dan 15000 Sec:01 Fall 2020 – Thomas Hunter Hall – Room 605 Monday & Thursday 2:45pm - 4pm Partially Online or Fully Online, possible

Instructor: Burke Brown- Adjunct Professor, Lighting Designer & Production Manager email: [email protected] mobile: 646-259-5142 office: 212-396-6966 Office: Room TH 609-B Office Hours: Available by Appointment Dance Department Office: TH 614

Course Description This course provides an introduction to design for dance performances and other performance art practices. The course will use on-line digital video/photo archives and readings to examine the design choices in the areas of scenic, costumes, lighting, sound, and multi-

69 media of major works of dance and performance art. Students will evaluate the designs based on the complete performance work, the history of the art form, and the historical- sociological context in which it was created.

Students will use a variety on digital and on-line tools to research and study past and current dance performances. Students will utilize digital presentation and creative collaboration tools to conceive and communicate their own conceptual design work.

Learning Outcomes - Identify and apply the fundamental concepts and methodologies of performance design. - Analyze designs for dance and evaluate and critique designs within the performance context for which it was created. - Create designs for dance using analog and digital tools then share and communicate the designs using remote collaboration tools.

Required Text Ingham, Rosemary. From Page to Stage, How Theatre Designers Make Connections Between Scripts and Images, Heinemann.

Course Requirements - Complete all homework assignments and reading assignments for the class they are due. Doing so is necessary to fully participate in class. See the late policy below. - Participate all discussion board activities. - Complete all written assignments as assigned. - Attend one on-line virtual Hunter College Dance Department performance and write a formal critique of each performance.

Classroom Expectations Attend all synchronous classroom sessions – either on-line or in person as decided by CUNY.

Writing Expectations Journal Style Essays – Journal-style observation essays can be informal and first-person. These essays require depth of thought and original observations, but do not require a formal thesis and structure. Grammar and spelling are still important. Formal Critique Essay – Formal critique essays should be high quality essay with formal structure and a specific thesis. Depth of thought and original observations are critical. Your subjective opinion will be important in these critiques, but you will need to support your opinion with objective analysis and evaluations. Formal structure requires an introduction, a cohesive argument and a conclusion. Essays with more than five spelling or grammatical errors will not be graded and will be returned to the student. Students can choose to correct the errors and resubmit the essay. Resubmitted essays will be considered late.

Final Grading 30%- Attendance/ Participation in Synchronous Learning 20%- Homework / Participation in Asynchronous Learning & Discussion Boards 20%- Written Assignments

70 2 Assignments 30%- Final Project

Fall 2020 Calendar - Draft Week Topics - Lecture Assignments Due 1 Introductions and Design Vocabulary/ Research Practices 2 Costume Design History Readings as assigned Participate in Discussion Board 3 Costume Design Practice Viewing of Video of Performance with notable Costume Design Students Present Costume Design Concept – Mood Board 4 Scenic Design History Readings as assigned Participate in Discussion Board 5 Scenic Design Practice Viewing of Video of Performance with notable Scenic Design Students Present Scenic Design Concept - Sketch 6 Lighting Design History Readings as assigned Participate in Discussion Board 7 Lighting Design Practice Viewing of Video of Performance with notable Lighting Design Students Present Lighting Design Concept - Research 8 Sound Design History Readings as assigned Participate in Discussion Board 9 Sound Design Practice Viewing of Video of Performance with notable Sound Design Students Present Sound Design Concept – Audio Research 10 Multi-Media Design History Readings as assigned Participate in Discussion Board 11 Multi-Media Design Practice Viewing of Video of Performance with notable Costume Design Students Present Scenic Design Concept – Video Research 12 Over-View of Current Design Practices Select Final Project 13 First Draft of Student Design Work First Draft of Final Project is Due Presented 14 Second Draft of Student Design Work Second Draft of Final Projects Presented and Critiqued Presented 15 Final Presentations of Student Design Final Draft of Final Project is Presented and Critiqued Work 16 Final Presentations of Student Design Final Draft Critiques and Presentations Continued Work Final Exam FINAL EXAM Final Papers Due

72 Changes to the Syllabus Except for changes that substantially affect implementation of the evaluation (grading) statement, this syllabus is a guide for the course and is subject to change with advance notice. Changes to the syllabus will be announced on Blackboard.

I. Incomplete (INC) The Hunter College policy regarding the grade of INC (Incomplete) is as follows. The grade of INC (Incomplete) may be given, at the discretion of the instructor, only in cases where debilitating injury, illness or other serious personal problems prevent the completion of course work by the end of the semester in which the student is registered for the course. In order for an INC to be awarded, an official contract must be completed and signed by the instructor and the student before the end of the semester. The student is allowed only one semester to complete the designated work; if the terms of the contract are not followed, the INC grade turns into an FIN. If the faculty member wishes to extend the deadline for the student to complete the coursework beyond one semester, the faculty member and the student must enter into a written contract clearly specifying the deadline. This contract must be written during the semester following the one in which the course was taken. The student must be aware that the INC grade will change to a FIN grade until the work is completed. The written contract must accompany the change of grade form. If a student has not filed a contract with the faculty member but still wishes to complete the work and have a FIN grade changed, the student can appeal to the Senate Grade Appeals Committee. The appeal must include the reason for failing to complete the work and must be accompanied by a supporting letter from the faculty member who issued the INC grade or, if the faculty member is no longer at the college, from the department chair. Appeals with no endorsement will be denied.

II. Credit-No Credit (CR/NC) Dance majors must earn a grade of C or better in all DAN courses required for the major. Dance Majors may NOT elect the grade of CR/NCR in these courses.

III. Withdrawal Refer to Hunter College Office of Registrar's Rules and Regulation

Academic Integrity Statement Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

ADA Statement In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter College is committed to ensuring educational access and accommodations for all its registered students. Hunter College’s students with disabilities and medical conditions are encouraged to

73 register with the Office of AccessABILITY for assistance and accommodation. For information and appointment contact the Office of AccessABILITY located in Room E1214 or call (212) 772-4857 /or VRS (646) 755-3129.”

Hunter College Policy on Sexual Misconduct In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender-based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY- sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College. a. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772-4444). b. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123. CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual-Misconduct-12-1-14- with-links.pdf

HEBR 21400

74 Co-requisites N/A (if none, enter N/A) Catalogue Description Study of this work on English with reference to Maimonides’ influence of the development of medieval Aristotelianism

Special Features (e.g., linked courses) Sample Syllabus Syllabus must be included with submission; 5 pages max recommended Indicate the status of this course being nominated:

x current course revision of current course a new course being proposed CUNY COMMON CORE Location

75 Learning Outcomes

In the left column explain the course assignments and activities that will address the learning outcomes in the right column.

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. D. Individual and Society A Flexible Core course must meet the three learning outcomes in the right column. Assess Maimonides’ creative harmonization of Judaism and the Arabic-Aristotelian philosophical tradition by comparing it to other strains of Jewish thought, and interpret his specific claims mindful of the varying traditional and esoteric approaches to his work. This is accomplished on an ongoing basis especially in weekly preparation • Gather, interpret, and assess information from a variety of assignments (of approximately 300 words each) and in the class sources and points of view. discussions that draw on them. Assignments typically require students to interpret passages in Maimonides’ philosophical work and to evaluate how he aligns biblical sources with his Aristotelian convictions, bearing in mind different conceptions of Maimonides’ purpose in composing the work. Examine and evaluate the cogency of Maimonides’ arguments and of later interpretations of his work in the above-mentioned weekly preparation assignments that address specific passages in his philosophical treatise, in class discussions that draw on those • Evaluate evidence and arguments critically or analytically. assignments, and in an 1,800-word paper requiring original analysis of passages in his earlier and later works that illustrate the development of his thought. Compose a term paper of approximately 1,800 words, based on primary and secondary readings, concerning Maimonides’ position on the reasons for biblical commandments and on the attendant • Produce well-reasoned written or oral arguments using narrower question of the place of asceticism in Jewish practice. evidence to support conclusions. Students must produce well-constructed arguments citing specific formulations from the primary source material.

A course in this area (II.D) must meet at least three of the additional learning outcomes in the right column. A student will:

76 Apply the methods governing the field of medieval religious philosophy by examining, in class and in the above-mentioned preparation assignments, specific passages in Maimonides’ • Identify and apply the fundamental concepts and methods philosophical work, mindful of the medieval Arabic-Aristotelian of a discipline or interdisciplinary field exploring the principles that underlie his discussion and inform his nuanced efforts relationship between the individual and society, including, to read biblical and ancient rabbinic texts substantially as but not limited to, anthropology, communications, cultural expressions of concepts affirmed by that philosophical tradition. In studies, history, journalism, philosophy, political science, the keeping with the outline of course sessions, these concepts psychology, public affairs, religion, and sociology. include—among several others—the nature of the divine, ethics, and the broader mandate and destiny of human beings.

• Examine how an individual's place in society affects

experiences, values, or choices. Assess, especially in a well-constructed term paper (referenced above), the development of Maimonides’ thought—as reflected in his various works—on ethical and moral conduct specifically as it is • Articulate and assess ethical views and their underlying expressed in biblical commandments and Jewish practice. The term premises. paper calls for close evaluation of Maimonides’ views on asceticism in his legal work and later philosophical work and for assessment of their consistency.

• Articulate ethical uses of data and other information

resources to respond to problems and questions. Identify the influence of Maimonides—and the rationalist school of religious thought that he represents—on communities and subcommunities within the modern religious sphere, and analyze and evaluate reactionary responses to this school of thought. This is accomplished chiefly in sessions nearer to the end of the semester, • Identify and engage with local, national, or global trends or which directly address the influence of Maimonides on rationalist ideologies, and analyze their impact on individual or schools of Jewish thought and on communities—past and present— collective decision-making. that have embraced such approaches in their ritual observance, educational systems, etc. These class discussions also include examples of resistance to these rationalist approaches and of controversies that such resistance has sparked.

77 Hunter College Department of Classical and Oriental Studies Division of Hebrew and Hebraic Studies

HEBR 21400 – Maimonides’ Guide to the Perplexed

Course Objectives and Content

The Guide to the Perplexed by Moses Maimonides (12th-century Egypt) represents the effort by one of Judaism’s most influential figures to interpret traditional Jewish faith and practice in line with the brand of Aristotelian philosophy that he embraced. Students will gain understanding of Maimonides’ methods and of his approaches to key issues, including the nature of the divine, creation, metaphysical realities and causation, the purpose of the world and its components, the nature and mandate of human beings, providence and evil, prophecy, ethics, the ideal society, divine commandments, and biblical interpretation. Students will also be introduced to varying approaches to interpreting Maimonides’ intentions, as well as to his legacy and impact.

Required Text

Maimonides’ Guide of the Perplexed, trans. M. Friedlander, available online at http://www.sacred-texts.com/jud/gfp/#contents. Other primary and secondary readings, generally online, will be provided with assignments.

Expected Learning Outcomes

Students will learn to:

1. Assess Maimonides’ creative harmonization of Judaism and the Arabic-Aristotelian philosophical tradition by comparing it to other strains of Jewish thought, and interpret his specific claims mindful of the varying traditional and esoteric approaches to his work. This is accomplished on an ongoing basis especially in weekly preparation assignments (of approximately 300 words each) and in the class discussions that draw on them. Assignments typically require students to interpret passages in Maimonides’ philosophical work and to evaluate how he aligns biblical sources with his Aristotelian convictions, bearing in mind different conceptions of Maimonides’ purpose in composing the work. 2. Examine and evaluate the cogency of Maimonides’ arguments and of later interpretations of his work in the above-mentioned weekly preparation assignments that address specific passages in his philosophical treatise, in class discussions that draw on those assignments, and in an 1,800-word paper requiring original analysis of passages in his earlier and later works that illustrate the development of his thought. 3. Compose a term paper of approximately 1,800 words, based on primary and secondary readings, concerning Maimonides’ position on the reasons for biblical commandments and on the attendant narrower question of the place of asceticism in Jewish practice. Students must produce well-constructed arguments citing specific formulations from the primary source material.

78 In addition, students will learn to:

a. Apply the methods governing the field of medieval religious philosophy by examining, in class and in the above-mentioned preparation assignments, specific passages in Maimonides’ philosophical work, mindful of the medieval Arabic-Aristotelian principles that underlie his discussion and inform his nuanced efforts to read biblical and ancient rabbinic texts substantially as expressions of concepts affirmed by that philosophical tradition. In the keeping with the outline of course sessions, these concepts include—among several others—the nature of the divine, ethics, and the broader mandate and destiny of human beings. b. Assess, especially in a well-constructed term paper (referenced above), the development of Maimonides’ thought—as reflected in his various works—on ethical and moral conduct specifically as it is expressed in biblical commandments and Jewish practice. The term paper calls for close evaluation of Maimonides’ views on asceticism in his legal work and later philosophical work and for assessment of their consistency. c. Identify the influence of Maimonides—and the rationalist school of religious thought that he represents—on communities and subcommunities within the modern religious sphere, and analyze and evaluate reactionary responses to this school of thought. This is accomplished chiefly in sessions nearer to the end of the semester, which directly address the influence of Maimonides on rationalist schools of Jewish thought and on communities—past and present—that have embraced such approaches in their ritual observance, educational systems, etc. These class discussions also include examples of resistance to these rationalist approaches and of controversies that such resistance has sparked.

Method of Evaluation

The final grade will be calculated based on the following:

(1) Ten written preparation assignments (1 point each), usually one per week, of approximately 300 words each. These assignments require the student to read and analyze specific passages in Maimonides’ Guide and, in some cases, his earlier works, and to provide thoughtful answers to questions on the basis of this analysis. Mindful of the biblical and rabbinic texts that constrain Maimonides’ positions, students will typically be asked to explain how he endeavors to harmonize the concepts articulated in these texts with his substantially Aristotelian worldview.

(2) Term paper (30 points), based on guided readings and questions regarding Maimonides’ approach to biblical commandments. Students will be asked to summarize Maimonides wider approach based on the relevant chapters in the Book III of the Guide, and to trace his attitude toward asceticism based on his statements regarding specific biblical commandments in the Guide and in his earlier works.

(3) Midterm exam (30 points).

(4) Final exam (30 points). Session Outline

Week 1 session 1 Basic introductions to the classical Jewish tradition, the Greek philosophical tradition, and to the biography of Maimonides

Week 1 session 2 (assignment #1 due) Introduction to Maimonides’ works; evaluation of his objective in the Guide based select passages in the introduction

Week 2 session 1 Maimonides Principles of Faith; the question of divine attributes and Maimonides’ “negative theology” (Guide 1:58, 68)

Week 2 session 2 (assignment #2 due) Divine attributes and ambiguous biblical terminology (Guide 1:1)

Week 3 session 1 Creation and the questions of eternity and divine initiative (Guide 2:13); “esotericism” and necessary vs. true beliefs (Guide 3:28)

Week 3 session 2 (assignment #3 due) “Angels” and intellects (Guide 1:49; 2:6)

Week 4 session 1 The nature and “psychology” of human beings (Maimonides’ Eight Chapters, ch. 1)

Week 4 session 2 Human “psychology” continued

Week 5 session 1 (assignment #4 due) Biblical interpretation and the Story of Adam and Eve (Guide 2:29–30)

Week 5 session 2 Purpose of biblical stories (Guide 3:50)

Week 6 session 1 (assignment #5 due) 13th-century interpretation in the Maimonidean tradition

Week 6 session 2 Interpretations of Jacob’s Ladder (Guide 1:15; 2:10)

Week 7 session 1

80 The purpose of the world (“teleology”) (Guide 1:69; 3:13, 25)

Week 7 session 2 Summary and review for midterm

Week 8 session 1 MIDTERM EXAM

Week 8 session 2 (assignment #6 due) Divine providence and free will (Guide 3:17–18)

Week 9 session 1 The problem of evil (selections from Guide 3:8–12, 22–23)

Week 9 session 2 (assignment #7 due) Prophecy (selections from Guide 2:32–47)

Week 10 session 1 Prophecy continued; the uniqueness of Moses

Week 10 session 2 Prophecy concluded; discussion of written assignment (assignment #8 due)

Week 11 session 1 Ethics and the golden mean (selections from Eight Chapters and Mishneh Torah)

Week 11 session 2 Ethics and the golden mean continued

Week 12 session 1 (assignment #9 due) The mandate of humans and the quest for immortality (selections from Guide 3:51–54)

Week 12 session 2 Mandate of humans continued

Week 13 session 1 (assignment #10 due) Summary of scholarly approaches to the Guide; examples of nontraditional approaches

81 Week 13 session 2 A taste of the Kabbalistic approach to the Guide

Week 14 session 1 Reactions to Maimonides in the medieval period and his impact

Week 14 session 2 Maimonides’ legacy today: Rationalist schools of Jewish thought and their impact on practice

Week 15 session 1 Maimonides’ legacy continued: Rationalism, reactions, and counter-reactions

Week 15 session 2 Final Exam

Academic Integrity Statement: Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.

Sexual Misconduct Policy: In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender-based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY- sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College.

Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College’s Public Safety Office (212-772-4444).

All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College’s Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123.

CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual-Misconduct-12-1- 14-with-links.pdf

82 ADA Statement: In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter College is committed to ensuring educational access and accommodations for all its registered students. Hunter College’s students with disabilities and medical conditions are encouraged to register with the Office of AccessABILITY for assistance and accommodation. For information and appointment contact the Office of AccessABILITY located in Room E1214 or call (212) 772-4857 or TTY (212) 650-3230.

HEBR 215

CUNY Common Core 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 contact hours unless the college is seeking a waiver for another type of Math or Science course that meets major requirements. NOTE: Completed forms, along with a course syllabus, should be submitted to Lara Miranda-Moran ([email protected]). College Hunter Course Prefix and Number HEBR 215 (e.g., ANTH 101, if number not assigned, enter XXX) Course Title Hebraic and Judaic Culture and Thought in the Medieval Islamic World Department(s) Department of Classical and Oriental Studies Discipline Hebraic and Jewish Studies Credits 3 Contact Hours 3 Pre-requisites ENGL 120 (if none, enter N/A) Co-requisites N/A (if none, enter N/A) Catalogue Description A study of medieval Hebraic and Judaic writings from several individual leaders of Judaic thought in North Africa and the Middle East in English translation. Emphasis will be given to the traditional as

well as the innovative aspects of the material, and how thinkers respond to societal trends vis-a-vis co-religionists and the broader Islamic contexts.

83 Special Features (e.g., linked courses) Sample Syllabus Syllabus must be included with submission; 5 pages max recommended Indicate the status of this course being nominated:

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 (Humanities) Reasoning US Experience in its Diversity Scientific World Life and Physical Sciences Creative Expression Waivers for Math and Science Courses with more than 3 credits and 3 contact hours

84 Learning Outcomes

In the left column explain the course assignments and activities that will address the learning outcomes in the right column.

D. Individual and Society A Flexible Core course must meet the three learning outcomes in the right column. This course explores a range of sources, including primary and secondary documents. Primary sources by individual rabbinic thinkers are juxtaposed with other primary sources (non-Judaic as • Gather, interpret, and assess information from a variety of well as historical accounts) as well as secondary sources sources and points of view. contextualizing the social and historical scene. In class discussions, students are encouraged to collate different perspectives on a number of issues related to Jewish life and society. Students read several texts each week, and are encouraged to analyze differing arguments about matters of law, philosophy, and spiritual thought. These texts present a rich field for critical analysis, and are augmented by additional media (powerpoints, videos, • Evaluate evidence and arguments critically or analytically. ancillary texts). Class discussions are formulated around close readings of the texts, including whole class interactions with the professor as well as small breakout group activities. Students will demonstrate their understanding by submitting several short written exercises (300 words) interpreting the subject matter and drawing from discussed course literature. Students will learn how to properly include quotes and explanations from the texts as supporting evidence for their written arguments in these regular • Produce well-reasoned written or oral arguments using assignments. For the end-of-term project, students will submit an evidence to support conclusions. annotated bibliography and follow-up term paper focusing on a particular individual or movement within the corpus of our course. Students will be able to contextualize and argue through the evidence how the contribution of this individual (or school of thought) has informed larger trends in Jewish society and been engaged with

85 and mitigating the surrounding influences from the Islamic societ(ies) that they operated within.

A course in this area (II.D) must meet at least three of the additional learning outcomes in the right column. A student will:

This course explores the relationships between individuals and • Identify and apply the fundamental concepts and methods society by identifying and applying fundamental concepts from of a discipline or interdisciplinary field exploring the several different fields, including cultural anthropology, history, relationship between the individual and society, including, cultural studies, sociology, and religion. The course readings present but not limited to, anthropology, communications, cultural a range of disciplinary perspectives, and the written exercises ask studies, history, journalism, philosophy, political science, students to apply fundamental concepts brought out in these psychology, public affairs, religion, and sociology. readings by the class discussions.

• Examine how an individual's place in society affects

experiences, values, or choices. This course examines myriad ethical viewpoints, including the impact of minority status on conjuring and exercising religious law, intra- and inter-ethnic conflict and subsequent results in communal • Articulate and assess ethical views and their underlying leadership, as well as the place of a our vantage point in the study of premises. historical and cultural contexts when informed by modern, Western academic sensibilities.

• Articulate ethical uses of data and other information

resources to respond to problems and questions. This course examines the works of several thought leaders having local and global impacts in Jewish society, covering different • Identify and engage with local, national, or global trends or geographic and historical locales. Furthermore, an important aspect ideologies, and analyze their impact on individual or of the course is the study of how surrounding social and political collective decision-making. contexts shape rabbinic thought and leadership.

86 Hunter College Department of Classical and Oriental Studies Division of Hebrew and Hebraic Studies Hebrew 215 (sec 001) Spring 2019 Hebraic and Judaic Culture and Thought in the Medieval Islamic World Wednesdays 10:10AM – 1:00PM Professor Samuel R. Torjman Thomas Office: 1349B Office Hours: By appointment Email: [email protected]

Course Description The purpose of this course is to explore the history and culture of the Jews living in the Islamic world from the rise of Islam to the seventeenth century. Topics to be covered include the relationship between Judaism and Islam, between centers of Jewish life throughout the Islamic world, and developments in Jewish law, philosophy, and the arts. Particular attention will be given to the ways in which the Jewish experience was shaped by the surrounding Islamic cultural, social, and intellectual milieu.

Course Objectives Students will gain a working knowledge of Jewish history in the Islamic world, from the seventh to the seventeenth centuries. Students will be able to appreciate and offer insights into developments during this period in rabbinics, philosophy, and the arts. Students will be able to articulate a nuanced understanding of the interculturality between Jewish and Islamic societies.

Class Attendance Policy You are allowed two unexcused absences and three excused absences for the entire semester. If you have a medical issue and are required to miss class, you must provide a doctor’s note to that effect. All other absences must be cleared with the professor in advance. Additional absences from class will affect your attendance and participation grade.

Code of Courtesy Arrive on time with your cell phone silenced. Please do not use your cell phone, Blackberry or iPhone during class time. Bring the appropriate book. Give the professor your full attention. Do not chat, text, or surf the Internet . Remain in the room until the lecture or section ends. Conduct yourself in a manner respectful to all present. Never hesitate to ask a question, to express a doubt, or to request clarification.

87 Assigned Texts There are two assigned texts for this course available for purchase at Shakespeare & Co. (Lexington Avenue between 68 th and 69 th streets) ● Norman Stillman. 1979. The Jews of Arab Lands: A History and Source Book . Philadelphia, PA: Jewish Publication Society of America. ● Hunter College Course Pack (Akademos): Hebraic Culture in the World of Islam, HEBR21500

Any additional readings will be available on Blackboard. 1 Assignments and Percentages of Final Grade Attendance and Participation (20%) I expect students to come to class on time, having completed the assigned reading and ready to participate. If students are not coming to class prepared with the reading, I will institute weekly quizzes that will figure into the attendance and participation grade. While each week some class time will be dedicated to lecture, students are encouraged to ask questions. Midterm Exam (20%) The exam will be in class and will cover material from both readings and lectures. See the class schedule for details. Response Postings on Discussion Board (20%) At several points in the semester, there will be questions presented on Blackboard, in the Discussion Board. You must answer these questions and respond to two other student postings. You will be assessed on the quality of your response to the questions and to your peers. Responses to questions should be 250-500 words; responses to peers should be 100-250 words. All postings must be completed by 11:00pm, the day it is due. Annotated Bibliography (20%) Compile a bibliography formatted in Chicago Style of at least 10 peer-reviewed scholarly studies. Each entry must be accompanied with a short summary and evaluation (100-200 words). All entries must be pertinent to the course material. Final Paper (20%) There will be one large written assignment of 4-6 pages, due at the end of the semester. This will be a research-based topic, which must include a bibliography with at least three published sources. Published sources are books and articles from peer-reviewed journals.

ALL ASSIGNMENTS MUST BE SUBMITTED ELECTRONICALLY THROUGH BLACKBOARD. NO PHYSICAL COPIES PLEASE.

Expectations • Students are expected to attend class on time, participate actively, and refrain from disruptive behavior such as talking, passing notes and text messaging while class is in session.

88 • Reading assignments are to be completed before class on the day for which they are assigned. Written assignments are to be turned in at the beginning of class on the day for which it is assigned. Papers should be typed, double spaced, and stapled. BE SURE TO PROOFREAD YOUR WORK. Sloppy and careless grammar will lower your grade. • The CUNY Policy on Academic Integrity will be strictly enforced. Any violation of these regulations, including acts of plagiarism or cheating will be dealt with on an individual basis according to the severity of the misconduct. If you are unsure about what constitutes plagiarism please consult with me before handing in written work. • It is your responsibility to be alert and pay attention to announcements in this class. The syllabus, the sequence of lectures and the nature of the assigned work is all subject to change. 2 Class Schedule (Please prepare the readings listed for each particular class date IN ADVANCE) **additional suggested reading 1/30 Introduction to the Course; syllabus; expectations. Pre-Islamic Jewish life. 2/6 Perspectives on Studying the Middle East and North Africa; Background on Middle Eastern Jewry prior to Islam • Said, Edward. 1994. Orientalism. Vintage Books: New York. (1-28) (on Blackboard) • Buruma, Ian. 2004. “The Origins of Occidentalism,” The Chronicle of Higher Education 2/04:B10-12. (on Blackboard) ** http://cojs.org/social_and_religious_life_in_diaspora_-332_bce-7th_century_ce) The Emergence of Islam: History and Religion • Lapidus, Ira, 2002. A History of Islamic Societies. Cambridge: Cambridge University Press (3-53). (2/13* No Class) 2/20 The First Encounter between Muhammad and the Jews • Stillman, Norman. 1979. Jews of Arab Lands. (3-21; 113-151) The Legal Position of Jews in Islamic Society • Stillman, Norman. 1979. Jews of Arab Lands. (22-39; 149-162) • Newby, Gordon. 2009. “Jews of Hijaz” in A History of the Jews of Arabia. University of South Carolina Press. (49-77). (on Blackboard) **Lewis (67-106) Response to “Question One” on Discussion Board (BB), comparing approaches to history between Lapidus, Stillman, and Newby. Utilize Said and Buruma in your historiographical response. DUE 2/25 2/27 Defining the Geonic Period and its Primary Sources • Brody, Robert. 1998. The Geonim of Babylonia and the Shaping of Medieval Jewish Culture. New

89 Haven, Connecticut: Yale University Press. (19-34) • Rabinowich, The Iggeret of Sherira Gaon pg. 1-11; 124-160 The Geonic Academies and Role of the Gaon and the Exilarch • Brody, Robert. 1998. The Geonim of Babylonia and the Shaping of Medieval Jewish Culture. New Haven, Connecticut: Yale University Press. (54-82) • Stillman, Norman. 1979. Jews of Arab Lands. (171-183) 3 3/6 The Intellectual World of the Geonim • Brody, Robert. 1998. The Geonim of Babylonia and the Shaping of Medieval Jewish Culture. New Haven, Connecticut: Yale University Press. (185- 232) Saadya Gaon • “Saadiah Gaon,” Encyclopaedia Judaica 17:606-614 **Brody, 235-249. 3/13 - Saadya Gaon (cont.) • Sarah Strousma, “Saadya and Jewish "Kalam" The Cambridge Companion to Medieval Jewish Philosophy, (71-90). • Saadya Gaon, “Book of Beliefs and Opinions: Introduction”. Karaites, Revolt, and Heresy • Meira Polliack, “Rethinking Karaism: Between Judaism and Islam,” AJS Review 30:1 (2006), 67-93 • Leon Nemoy, Karaite Anthology , 11-20; 83-107 Response to “Question Two” on Discussion Board (BB), on the Geonim. DUE 3/18 3/20 MIDTERM EXAM The Cairo Genizah • Goitein, S. D., 1900-1985.: A Mediterranean society; the Jewish communities of the Arab world as portrayed in the documents of the Cairo Geniza / Berkeley, University of California Press, 1967. Vol. I Pp. 1-28 “Introduction” Vol. II Choose one of the following to present in class: a) Pp. 219-228 Cantors and Other Religious Functionaries

90 b) Pp. 261-272 Druggists, Pharmacists, Perfumers, Preparers of Potions c) Pp. 289-299 Interfaith Symbiosis and Cooperation ** Goitein, “The Mediterranean Scene During the High Middle Ages (969-1250)” (Pp. 29-74) ** Stefan Reif, A Jewish Archive from Old Cairo , 1-23; 181-208 4 3/27 - North Africa and al-Andalus • Stillman, Norman. 1979. Jews of Arab Lands. 40-57 The Rise of Andalusian Jewry: The Historical Context • Menocal, Maria Rosa. 2002. Ornament of the World. Boston: Little, Brown, and Company. (15-50) • Abraham Ibn Daud, The Book of Tradition, The Story of the Four Captives **“Morocco,” “Algeria,” “Tunisia.” In Encyclopedia of Jews in the Islamic World. Leiden: Brill. ** Gerber, Jane. 1992. The Jews of Spain . New York, NY: The Free Press. (27-58, 60-89).

4/3 “The Good Life” • Scheindlin, Raymond. 1986. Wine, Women and Death . Oxford: Oxford University Press. (1-17) • Cole, Peter. 2007. The Dream of the Poem. Princeton: Princeton University Press. (1-13). Language in al-Andalus • Dunash ben Labrat: Cole, 23-27, 361-365 Poetry in al-Andalus: Love and Spirituality • Scheindlin, Wine, Women and Death (77-101) • Scheindlin, Ray. 1991. The Gazelle. Philadelphia: Jewish Publication Society. 33-51, 96-107 • Cole, 74-75 **“Dunash ben Labrat, “Menahem ibn Saruq,” “Yehudi ben Sheshet” in Encyclopedia Judaica **Excerpt from Maḥ beret Menaḥ em, Ibn Saruq, with introduction by Herschell Filipowski (1854).

4/10 - Yehuda Halevy • Menocal, Maria Rosa. 2002. Ornament of the World. Boston: Little, Brown, and Company.(158-173) • Brann, Ross. 1987. “Judah Halevi: The Compunctious Poet.” Prooftexts 7/2:123-143.Emerging Philosophical Thought in Al- Andalus ** Barry Kogan, “Judah Halevi and his use of Philosophy in the Kuzari,” The Cambridge Companion to Medieval Jewish Philosophy, 111-136. Response to “Question Three” on Discussion Board (BB), on Sephardi approaches to Hebrew language. DUE 4/15

91 5 Annotated Bibliography Assigned - DUE 5/6

4/17 - Maimonides: Life and Times • Isadore Twersky, A Maimonides Reader “Introduction”, 1-23. • Joel Kraemer, “The Islamic Context of Medieval Jewish Philosophy,” The Cambridge Companion to Medieval Jewish Philosophy, 38-68. 4/30 - Maimonides: Philosophy • Davidson, Herbert. 2005. Moses Maimonides: The Man and His Works. Oxford: Oxford University Press, 352-386 ** Joel Kraemer, Maimonides , 125-141.

5/7 - Maimonides Rabbinic Responsa • Stillman, (233-246) Maimonides’ “Epistle to the Yemenites” • Farmer, H.G. 1933. “Maimonides on Listening to Music” Journal of the Royal Asiatic Society 4:867-884. ** Shiloah, A. 1995. Music in the World of Islam. Detroit: Wayne State University Press. (31-43) Response to “Question Four” on Discussion Board (BB), on Maimonides. DUE 5/13

5/15* - The Sephardi Diaspora • Ray, Jonathan. 2008. “New Approaches to the Jewish Diaspora: The Sephardim as a Sub-Ethnic Group.” Jewish Social Studies 15/1:10-31. Student Synopses of Annotated Bibliography In class presentation of research Safed in the Ottoman Sphere; The Kabbalistic Fellowship • Stillman, 87-94, 290-300 ** Fine, Lawrence. 2003. Physician of the Soul, Healer of the Cosmos: Isaac Luria and His Kabbalistic Fellowship. Stanford: Stanford University Press. (19-77) **Fine, 78-123 **“Israel Najara” In Encyclopedia of Jews in the Islamic World. Leiden: Brill. Final Paper DUE (5/20) on Blackboard

92 JS25004 CUNY Common Core 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 contact hours unless the college is seeking a waiver for another type of Math or Science course that meets major requirements. NOTE: Completed forms, along with a course syllabus, should be submitted to Lara Miranda-Moran ([email protected]). College Hunter Course Prefix and Number JS 25004 (e.g., ANTH 101, if number not assigned, enter XXX) Course Title Gender and Modern Jewish History Department(s) Jewish Studies, History, Women’s and Gender Studies Discipline Jewish Studies, History, Women’s and Gender Studies Credits 3 Contact Hours 45 Pre-requisites N/A (if none, enter N/A) Co-requisites N/A (if none, enter N/A) Catalogue Description This course will analyze the influence of gender on modern Jewish history. Special attention will be paid to the unique historical experience of Jewish women over the past several centuries. Students will be introduced to the major events in modern Jewish history as well as the ways historians use

gender analysis to investigate how people lived in the past. Special Features (e.g., linked courses) Sample Syllabus Syllabus must be included with submission; 5 pages max recommended Indicate the status of this course being nominated:

current course revision of current course a new course being proposed

93 CUNY COMMON CORE Location

94 Learning Outcomes

In the left column explain the course assignments and activities that will address the learning outcomes in the right column.

D. Individual and Society A Flexible Core course must meet the three learning outcomes in the right column. By completing Course Readings, students will be be exposed to the ways historians gather, interpret, and assess events and historical evidence and come to differing points of view. Moreover, Course Lectures will delve into issues of historiography, further exposing students to how scholars can examine information in various ways and articulate different, sometimes • Gather, interpret, and assess information from a variety of sources conflicting, understandings of the same historical and points of view. events, social issues, or people from the past. Finally, through Class Discussions, students will be encouraged to offer their own points of view, to consider the perspectives of other students, and to engage in respectful debate with their peers using a common set of historical events and facts. Students will complete two Midterm Assignments. For these assignments, students will need to gather evidence from course readings and lectures and make an informed argument about the scholars they have read. This will require that they think about the underlying scholarly arguments presented by historians and offer • Evaluate evidence and arguments critically or analytically. their own analytical voice in articulating which historians they found more convincing and what types of historical arguments they found more compelling. Additionally, for the Final Research Assignment, students will be expected to independently gather historical evidence, engage with various historiographic arguments, and

95 present their own, unique scholarly voice in assessing a prominent historical figure who represents the major themes of the course. For their Midterm Assignments, students will be expected to have completed Course Readings thoroughly and to mobilize historical evidence from those readings in order to articulate an informed historiographic argument. These assignments require students to offer a thesis and a conclusion supported by • Produce well-reasoned written or oral arguments using evidence the facts, figures, and events that they are exposed to to support conclusions. from Course Readings and Lectures. Additionally, the Final Research Assignment will require students to collect and present historical evidence, found independently, that supports a developed and informed historical argument.

A course in this area (II.D) must meet at least three of the additional learning outcomes in the right column. A student will:

This course will introduce students to the fundamental themes and ideas of the fields of Jewish Studies and Women’s/Gender Studies. Through Course Readings and Course Lectures, students will learn about the basic scholarship, intellectual tools, and leading thinkers underlying these two fields, both of which intersect with • Identify and apply the fundamental concepts and methods of a major academic disciplines such as history, religious discipline or interdisciplinary field exploring the relationship studies, cultural studies, and ethnic studies. Students between the individual and society, including, but not limited to, will be expected to relay their command of the anthropology, communications, cultural studies, history, fundamental concepts in these fields in their Midterm journalism, philosophy, political science, psychology, public affairs, Assignments and their Final Research Paper. After religion, and sociology. completing the course, students will have been exposed to important social concepts that they will be able to apply to a number of humanities or social science disciplines they encounter as undergraduates and beyond. Through Course Readings, Course Lectures, and Class • Examine how an individual's place in society affects experiences, Discussions, students will learn how gender and values, or choices. religious identities have fundamentally shaped historical

96 experiences of peoples from the past and how they have affected these historical figures’ politics, economic activities, and sense of culture. In particular, students will grapple with the historical experiences of Jewish women, and how Jewish women have experienced major historical turning-points differently than non-Jews and Jewish men. Students will be expected to mobilize these basic concepts in completing their Midterm Assignments and for informing their Final Research Project.

• Articulate and assess ethical views and their underlying premises.

• Articulate ethical uses of data and other information resources to

respond to problems and questions. This course is designed to provide a global history of Jews and gender. Therefore, through Course Lectures and Course Readings, students will become with acquainted largescale, global transformations such as the imperial politics of Empires, transnational migrations, and the emergence of modern nationalism, and how these concepts have Jewish politics, gender identities, and the behaviors of historical figures. Moreover, for several weeks Course Lectures and Course Readings will focus on American Jewry, • Identify and engage with local, national, or global trends or particularly Jewish life in New York City, and therefore ideologies, and analyze their impact on individual or collective students will be exposed to issues of national and local decision-making. importance as we explore the Jewish history of the US and New York City. In their Midterm Assignments, students will need to evaluate a number of Course Readings, meaning they will compare and contrast historical analysis of Jews across a wide range of geographic spaces, time periods, and political and social conditions. In completing the course, students will become familiar with many of the fundamental global trends that have made the modern world, as well as key historical turning points in national and local history, and

97 how this expansive terrain of history has led people from the past to make a wide variety of differing decisions concerning politics, economic activity, and indentity.

Gender and Modern Jewish History HIST 25022-01; JS 25004-01; WGSS 29012-01 Professor Aaron Welt Summer 2020 [email protected]; [email protected]

This course will analyze the influence of gender on modern Jewish history. Special attention will be paid to the unique historical experience of Jewish women over the past several centuries. Students will be introduced to the major events in modern Jewish history as well as the ways historians use gender analysis to investigate how people lived in the past.

Learning Outcomes:

- Gather, interpret, and assess information from a variety of sources and points of view.

- Evaluate evidence and arguments critically or analytically.

- Produce well-reasoned written or oral arguments using evidence to support conclusions.

- Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring the relationship between the individual and society, including, but not limited to, anthropology, communications, cultural studies, history, journalism, philosophy, political science, psychology, public affairs, religion, and sociology.

- Examine how an individual's place in society affects experiences, values, or choices.

- Identify and engage with local, national, or global trends or ideologies, and analyze their impact on individual or collective decision- making.

Course Objectives:

All students in this course will sharpen their academic skills in a number of key areas that are crucial to undergraduate scholarship. Additionally students will learn the fundamental tools that scholars use in Jewish Studies, gender studies, and other relevant academic disciplines, such as:

98 -Learning the broad outlines and major events of modern Jewish History.

-Learning how to integrate analysis of gender into approaching and understanding the past.

-Using a broad array of primary and secondary sources to construct well-informed essays and written assignments. -Discussing scholarship on modern Jewish history and gender theory with peers and classmates.

-Garnering good habits of scholarship, such as timely submission of assignments (including weekly readings), accumulating knowledge throughout the entirety of the semester, and developing unique and independent ideas and arguments about the relevant historical subject material.

Academic Honesty:

Please see the full Statement on Plagiarism on the Department's website: http://www.hunter.cuny.edu/history/departmental-policy-on- plagiarism/

The CUNY Policy on Academic Integrity can be found here: http://catalog.hunter.cuny.edu/content.php?catoid=32&navoid=7677

Please see the RWC explanation of Documentation Citation and Plagiarism: http://www.hunter.cuny.edu/rwc/repository/files/the-documented-essay/guides-to-research-and-writing-from-sources/Quotation- Paraphrase-Plagiarism.pdf

The instructor will give further instruction on how to complete footnotes and citations properly and any questions regarding this matter should be directed towards the instructor.

Course Assignments and Grading Breakdown:

• Class Participation (10%) – Students are expected to attend every class, take notes, abstain from electronics not related to classroom activities, and engage in thoughtful and respectful discussion with their peers. This necessarily entails completing the assigned readings on time and being prepared to offer their insights in class discussions. Generally, Thursday’s class will involve more discussion, rather than lecturing, and so students must have completed the readings by Thursday. If students will miss class, and particularly if a student will miss multiple classes, the student should contact the instructor ahead and provide documentation for why the student is not able to be present. • Midterms 1 and 2 (15% each, 30% in total) – Students will complete two Midterms. For this assignment, students should compare and contrast two or more readings from that section of the semester. To compare and contrast readings, students should consider issues such as; what historical actors did each historian analyze? What historical evidence did different historians use to make their

99 arguments? Was one historian more convincing than another? Both Midterms should be 2 – 3 pages in length (12-point font, doubled space, normal margins). Midterm #1 will be due on Thursday, March 5th and Midterm #2 will be due on Thursday, April 23rd. • Film Review (15%) – In Week 9, the class will watch the film Yentl. In Week 10, a Film Review of the movie will be due in which students offer a critical analysis of the film’s portrayal of Jewish history. Students should use primary and secondary source readings from the class in constructing their analysis, as well as information from course lectures. If a student is unable to attend class on the day we watch the film, the student is responsible for watching the film on the student’s own time. The Film Review should be 3 – 4 pages (12-point font, double-spaced, normal margins). • Final Exam (20%) – During the final week of class, the instructor will post the Final Exam on the Blackboard website. This Final Exam will consist of three questions, of which the student will answer one of these questions over 5 – 6 pages (12-point font, double spaced, normal margins). The exam questions will be broad and relate to the general class themes. Students should use course readings (primary and secondary) and course lectures to answer the question in an insightful manner and demonstrating that the student has absorbed and thought about the history, concepts, and ideas that scholars use to understand gender and modern Jewish history. More instruction on this assignment will be given by the instructor in the second half of the semester. • Biography (25%) – Students will complete an 8 – 10 page (12-point font, double spaced, normal margins) analytical biography of a woman or man from modern Jewish history. Students should use an autobiography of the person they will analyze, as well as relevant secondary source literature, and write a compelling and historically-informed portrait of this person life. The Biography should answer basic questions, such as: what is the historical significance of the subject of the Biography? How does her/his life educate modern readers about role of gender in modern Jewish history? What does her/his biography tell us about a respective chapter in modern Jewish history? What have other scholars written about this person – do you agree/disagree with their analysis? Early on in the course, the instructor will provide a list of autobiographies of Jewish women that students can use to pick which person they will write their biography about. After choosing the person and book, students should identify other relevant scholarship that will be necessary in writing up the Biography. Students can choose either a woman or a man, but their Biography must include a gender analysis of the person and her/his time period. Further instruction on this assignment will be given in class throughout the semester by the instructor.

Students have the option of receiving a Credit/No Credit final grade. Note that No Credit will replace grades of D or F, but not for WU, IN, or FIN. Please also be aware that this option is available up until the date of the Final Exam.

Credit/No Credit is an agreement between a student and the student’s instructor or professor. Students requesting grading according to this system must satisfy whatever requirements have been set by the instructor, complete all the assignments, and take the final examination. It should be noted that the grade of No Credit shall be used only to replace the academic grades of D and F. It shall not be used to replace the grades of WU or IN. A No Credit grade may not override the FIN grade.

The Credit/No Credit system may be elected by students up until the beginning of the final exam (or the due date for handing in the last term paper, if there is no final exam).

Course Schedule

Week 1: Course Introduction. Why Study Gender and Modern Jewish History?

100 Readings: Deborah Dash Moore and Marion Kaplan, Gender and Modern Jewish History, Introduction. Judith Baskin, “Integrating Gender Studies into Jewish Studies,” Shofar Vol. 9, No. 4 (Summer 1991) pgs. 92 – 97. Paula Hyman, “Gender and the Shaping of Modern Jewish Identities,” Jewish Social Studies Vol. 8, No. 2/3 (Winter – Spring, 2002) pgs. 151 – 161. Week 2: The Origins of Modern Jewish History Readings: Tova Rosen, Unveiling Eve; Reading Gender in Medieval Hebrew Literature (Philadelphia: University of Pennsylvania Press, 2003) ch. 5. Debby Koren, “Divorce Out of Love: A Sixteenth-Century Woman’s Story,” Nashim No. 21 (Spring 2011) pgs. 7 – 23. Week 3: Jewish Men and Women in the Ashkenazi World Readings: Moshe Rosman, “The History of Jewish Women in Early Modern Poland; An Assessment,” in Polin; Studies in Polish Jewry Volume 18. Gluckel of Hameln, The Memoirs of Gluckel of Hameln, Introduction and Book I Week 4: Mame-Loyshn Readings: David Fishman, The Rise of Modern Yiddish (Pittsburgh: Pittsburgh University Press, 2005) ch. 1.Gluckel of Hameln, The Memoirs of Gluckel of Hameln, Book II Week 5: Gender and Jews in Imperial Europe Readings: ChaeRan Freeze, Jewish Marriage and Divorce in Imperial Russia, Introduction, Ch.1. Gluckel of Hameln, The Memoirs of Gluckel of Hameln, Book III Week 6: Jewish Women and Men in the Shtetl Readings: ChaeRan Freeze, Jewish Marriage and Divorce in Imperial Russia, Ch. 2 Midterm #1 Due on Thursday Week 7: Gendered Emancipations Readings: Tova Cohen, “The Maskilot; Feminine or Feminist Writing?” in Polin: Studies in Polish Jewry Vol. 18. Michael Mayer, Gender and Jewish History, Ch. 9 Week 8: Gendered Migrations Screening of Yentl Readings: Rebecca Kobrin, Gender and Jewish History, Ch. 5. Annette Igra, Wives Without Husbands; Marriage, Desertion, and Welfare in New York, 1910 – 1935 (Chapel Hill: UNC Press, 2007) Introduction, Ch. 1. Week 9: The “New” (Jewish) Woman Film Review Due Thursday Readings: Susan Glenn, Daughters of the Shtetl; Life and Labor in the Immigrant Generation (Ithaca: Cornell University Press, 1990) Introduction, Ch. 5. Sarah Imhoff, Masculinity and the Making of American Judaism (Bloomington: Indiana University Press, 2017) Ch. 7 Week 10: The Gendered Dynamics of Pre-State Zionism Readings: Max Nordau, “Jewry of Muscle.” Marjorie Feld, “ ‘An Actual Working Out of Internationalism’: Russian Politics, Zionism, and Lillian Wald’s Ethnic Progressivism,” Journal of the Gilded Age and Progressive Era Vol. 2, No. 2 (April 2003) pgs. 119 – 150. Week 11: Gender and Jews in the Periphery Readings: Victor Mirelman, “The Jewish Community Versus Crime: The Case of White Slavery in Buenos Aires,” Jewish Social Studies Vol. 46, No. 2 (Spring 1984) pgs. 145 – 168. Jessica Margalin, “Modernizing Moroccan Jews: The AIU Alumni Association in Tangier, 1893 – 1913,” The Jewish Quarterly Review Vol. 101, No. 4 (Fall 2011) pgs. 574 – 603. Marion Kaplan, Gender and Jewish History, Ch. 7. Week 12: The Shoah and Gender

101 Readings: Dalia Ofer, Gender and Jewish History, Ch. 8. Marion Kaplan, “Did Gender Matter During the Holocaust?” Jewish Social Studies Vol. 24, No. 2 (Winter 2019) pgs. 37 – 56. Midterm # 2 Due on Thursday, April 23rd Week 13: The Constructions of Israeli Men and Women Readings: Matan Boord, “Creating the Labor-Zionist Family; Masculinity, Sexuality, and Marriage in Mandate Palestine,” Jewish Social Studies Vol. 22, No. 3 (Spring/Summer 2017) pgs. 38 – 67. Michael Alexander, Gender and Jewish History, Ch. 20. Week 14: An American Jewish Feminist Mystique? Readings: Kathleen Laughlin, “ ‘Our Defense Against Despair’ : The Progressive Politics of the National Council of Jewish Women After Word War II,” in A Jewish Feminine Mystique? Jewish Women in Postwar America (New Brunswick: Rutgers University Press, 2010). Week 15: Gender and the Contemporary Jewish World Readings: Beth Wenger, Gender and Jewish History, Ch. 2. Isabelle Kershner, “A Revolution in Jewish Learning, With Women Driving the Change,” New York Times (Jan. 4th, 2020)

Policy for Students with Disabilities:

In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter College is committed to ensuring educational access and accommodations for all its registered students. Hunter College’s students with disabilities and medical conditions are encouraged to register with the Office of AccessABILITY for assistance and accommodation. For information and an appointment contact the Office of AccessABILITY, located in Room E1214B, or call (212) 772-4857 or (212) 650-3230.

E-mail: [email protected] Web: http://www.hunter.cuny.edu/studentservices/access

Students should feel free and comfortable to discuss with the instructor any concerns regarding this matter and should know that all information shared will be kept strictly confidential.

Hunter College’s Policy on Sexual Misconduct:

The CUNY Policy on Sexual Misconduct can be found here: http://catalog.hunter.cuny.edu/content.php?catoid=32&navoid=7602

Students are strongly encouraged to immediately report incidents of sexual violence by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College’s Public Safety Office (212-772-4444).

Students are also encouraged to contact the College’s Title IX Campus Coordinator, Dean John Rose ([email protected] or 212- 650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123.

102 AFPRL 10200 CUNY Common Core 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 contact hours unless the college is seeking a waiver for another type of Math or Science course that meets major requirements. NOTE: Completed forms, along with a course syllabus, should be submitted to Lara Miranda-Moran ([email protected]). College Hunter Course Prefix and Number AFPRL 10200 (e.g., ANTH 101, if number not assigned, enter XXX) Course Title Latino Communities in the United States Department(s) AFRICANA AND PUERTO RICAN/LATINO STUDIES Discipline Social Science Credits 3 hrs 3 cr Contact Hours Pre-requisites N/A (if none, enter N/A) Co-requisites N/A (if none, enter N/A) Catalogue Description GER 2/B PD/A

Migration, ethnicity, community life and public policy issues of Latinos groups compared to the Puerto Rican experience.

Special Features (e.g., linked courses) Sample Syllabus Syllabus must be included with submission; 5 pages max recommended Indicate the status of this course being nominated:

current course revision of current course a new course being proposed

103 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. Social Mathematical and Quantitative Sciences Reasoning US Experience in its Diversity Scientific World Life and Physical Sciences Creative Expression Waivers for Math and Science Courses with more than 3 credits and 3 contact hours

Waivers for courses with more than 3 credits and 3 contact hours will only be accepted in the required areas of “Mathematical and Quantitative Reasoning” and “Life and Physical Sciences.” Three credit/3-contact hour courses must also be available in these areas. If you would like to request a waiver please Waiver requested check here: If waiver requested: Please provide a brief explanation for why the N/A course will not be 3 credits and 3 contact hours. If waiver requested: Please indicate whether this course will satisfy a major requirement, and if so, which major N/A requirement(s) the course will fulfill.

104 Learning Outcomes

In the left column explain the course assignments and activities that will address the learning outcomes in the right column.

D. Individual and Society A Flexible Core course must meet the three learning outcomes in the right column. By assessing leading scholarship, documentaries, interviews and govt. reports about Latinos, the students can establish comparative analysis of the settlement, formations and • Gather, interpret, and assess information from a variety of sources institutional building of Latino communities from an and points of view. interdisciplinary framework.

Using the Blackboard platform, the students engage in virtual discussions and demonstrate the application of class concepts. The vocabulary/concept assignment allows them to grasp significant theories on the topic. Response • Evaluate evidence and arguments critically or analytically. assignments will assess the level of student’s critical analytical skills using readings assigned or other materials.

Through the mid-term exam, students will be able to identify patterns of community building and socioeconomic conditions to it (multiple choice/essay questions). In the final exam, • Produce well-reasoned written or oral arguments using evidence students evaluate Latino's activism and coalition with other to support conclusions. minority groups, such as African Americans.

A course in this area (II.D) must meet at least three of the additional learning outcomes in the right column. A student will:

Students are analyzing how race, gender, ethnicity, and • Identify and apply the fundamental concepts and methods of a class, and other forms of social differentiation influence the discipline or interdisciplinary field exploring the relationship establishment of Latino communities. These aspects are between the individual and society, including, but not limited to, assessed, giving an exercise for the final exam where anthropology, communications, cultural studies, history,

105 students analyze the US census and how the racial/ethnic journalism, philosophy, political science, psychology, public affairs, classification could apply or not to Latinos taking into religion, and sociology. consideration the US binary racial narrative. The students are asked in their final exam to apply these concepts multidisciplinary concepts to explain social processes such as back-and-forth movement, return, and transnationalism.

The students are required to develop a small response paper where they evaluate the DACA/Dreamer program using government legislation, data, statistics, and current news, to • Examine how an individual's place in society affects experiences, evaluate the representation of Latinos in core educational values, or choices. institutions that embodies U.S. culture and society.

• Articulate and assess ethical views and their underlying premises.

• Articulate ethical uses of data and other information resources to respond to problems and questions. In Blackboard postings, students evaluate (short reports, newspaper articles, oral interviews) the circumstances that • Identify and engage with local, national, or global trends or led the emergence of political and social movements and ideologies, and analyze their impact on individual or collective Latinos' responses to it. decision-making.

106 HUNTER COLLEGE DEPARTMENT OF AFRICANA AND PUERTO RICAN/LATINO STUDIES Latino Communities in the United States AFPRL 102:01/081 Fully Online/Distance Learning Fall 2020

Prof. Milagros Denis-Rosario, Ph.D. Office: HW1709 Email: [email protected] Off. Phone: (212) 772-5144 Zoom Office Hours: T 2:30-3:30 and by appointment

Teaching materials (AVAILABLE @ Shakespeare Bookstore and COGNELLA):

Milagros Denis-Rosario and Luis Álvarez-López, Editors. Pioneers and New Comers. A Latino History in the United States. Cognella Academic Publishing, First Edition, 2019. Also available in digital format

Note: In addition to the textbook described below, readings that do not appear in the text will be available on Blackboard.

Course Description

This course is a survey of the social, cultural, economic, and political developments shaping Latinos and their communities in the United States. The history of Mexican Americans, Puerto Ricans, and other Latino-Caribbean communities, as well as the “new” populations of the Latin American Diaspora, are studied in the course. By combining lectures, intensive class discussions, films, historical scholarship, and current demographic, studies we will address the various ways in which identity and culture are socially constructed and actively contested through different uses of space. We will also evaluate the degree in which race, gender, class, and regional divisions intersect among Latinos.

Learning Outcomes

Students will:

• Gather, interpret, and assess information from a variety of sources and points of view via a comparative analysis of theoretical and methodological approaches to community formation. • Evaluate evidence and arguments critically or analytically. • Produce well-reasoned arguments to support a thesis in written and oral forms. • Identify and apply the fundamental concepts and methods of

107 a discipline or interdisciplinary field exploring the relationship between the individual and society, including, but not limited to, anthropology, communications, cultural studies, history, journalism, philosophy, political science, psychology, public affairs, religion, and sociology. • Analyze and discuss common institutions or cultural patterns of life in U.S. society and how they influence, or are influenced by, race, ethnicity, class, gender, sexual orientation, belief, or other forms of social differentiation from both a historical and contemporary perspectives. • Identify and engage with local, national, or global trends or ideologies, and analyze their impact on individual or collective decision- making by evaluating the circumstances that led the emergence of Latinos as a community and their impact in US society.

CLASS SCHEDULE

Week 1 August 26, Begins Fall Semester

Online Introduction, Definitions and Labels (via Zoom or Blackboard collaboration) @ 11am Discussion of Syllabus and Class Structure/Organization Who is a Latino/a/x? Some Facts

Posting #1 Latino as a label. Carlos Andrés Gómez performs "Juan Valdez" (Live at the Nuyorican Poets Café). Open 8/30-9/15

UNIT I. Historicizing and Theorizing about Latinos

Week 2 Monday, August 31 Arreola, “Hispanic American Legacy, Latino American Diaspora” in Pioneers and New Comers (hereafter Pioneers)

September 2 “WD” to students who officially drop a course

Week 3 Monday, September 7 Siordia and Farias, “A Multilevel Analysis of Latino’s Economic Equality: A Test of the Minority Group Test Theory” in Pioneers

Submission # 1 Vocabulary and questions for “A Multilevel Analysis” (Blackboard Exercise File) Due 9/13 @ 11:59pm

UNIT II. Looking for Work, Building Communities

Week 4 Monday, September 14 Badillo, “Tejanos, Mexican Immigrants, and Mexican American Communities” in Pioneers

September 16, First day of withdrawal with a grade of "W." No refund of tuition. Posting # 2 Documentary: “Paraíso” Open 9/14-9/20

108

Week 5 Monday, September 21 Whalen, “Colonialism, Citizenship, and Community Building in the Puerto Rican Diaspora: A Conclusion” in Pioneers

Submission # 2 Vocabulary and questions on this reading textbook and (Blackboard Exercise File) Due 9/27

UNIT III. New Immigrants. New Communities

Week 6 Tuesday, September 29 (9/28 no classes, Tuesday follows Monday schedule) Logan and Zhang, “Cubans and Dominicans is There a Latino Experience in the United States?” in Pioneers.

Week 7 Monday, October 5 Verdaguer, “Divergent Latino Immigrant Stories: Salvadorans and Peruvians in America” in Pioneers NYT Documentary: “Undocumented and Underage” (Blackboard)

Week 8 Monday October 12 González, Harvest of Empire, chapter 9 “Colombians and Panamanians: Overcoming Division and Disdain” (in Blackboard)

Online Review for Mid-Term Exam @ 11am

Online Midterm Exam opens on 10/13 from 7:00am -10/18@11:59pm

UNIT IV. Asserting Their Rights: Latinos Civil Rights

Week 9 Wednesday, October 14 (Wednesday follows Monday schedule) Bender, “Viva la Raza: Urban Latinos and the Chicano Movement.” in Pioneers

Submission #3 Vocabulary and questions on “Viva la Raza” (Blackboard Exercise File) Due 10/25

Posting #3 Documentary: Chicano! The History of the Mexican American Civil Rights Movement (1996). Open from 10/19-10/25

Week 11 Monday, November 2 López, “New York, Puerto Ricans, and the Dilemmas of Integration” in Pioneers

November 5 Last day to withdraw from a course with a grade of "W"

109 Week 12 Monday, November 9 Morales, “Latina Activism” in Pioneers.

Submission # 4 Vocabulary and questions on “Latina Activism” (Blackboard Exercise File) Due 11/15

UNIT V. Migration and Transnationalism: Opportunities and Challenges

Week 13 Monday, November 16 Moran-Taylor, “Guatemalans Ladino and Maya Migra Landscape: The Tangible and Intangible Outcome of Migration” in Pioneers Posting #4 Open 11/16-11/22

UNIT VI. Ni blancos ni negros Latinos and the Politics of Race and Identity

Week 14 Monday, November 23

Fergus et al. “Construction of Race and Ethnicity for and by Latinos” and M. Ramírez, “Statement of Support of Black Lives Matter” in Pioneers

Posting # 5 Mireya Navarro, “For Many Latinos, Racial Identity is more Culture than color” The New York Times (in Blackboard)

FALL RECESS 11/26-11/29

ASSIGNMENT #1 (Due 11/30): DACA/Dreamers and current Immigration Crisis (See instructions in Blackboard)

Week 15 Monday, December 7 Tato Laviera, “AmeRican” and Rodolfo “Corky” González “I am Joaquín” (excerpt) in Pioneers

Submission # 5 Vocabulary and questions about poems by Laviera and González” (Blackboard Exercise File) Due 12/13

On line Review for Final Exam @ 11am

Final Exam (Open from 12/14 until 12/17)

End of Fall Semester 12/20

110 Grading Method:

Grades will be calculated in accordance to the following. A total of 100 points will be accumulated as follows:

Class participation/Attendance 10% (5 submissions of Vocabulary and questions) 1 Midterm Exam 30% 1 Online DACA assignment (@10pts) 15% 5 Online postings (5 @3 pt. ea.) of comments in Blackboard related to assigned readings 15% 1 Final Exam 30%

Explanation of grade requirements and instructions:

Every Monday, the Instructor will post in Blackboard course materials a PowerPoint with voice, which the students must listen at their own pace within a week. In addition, students must read the assigned weekly readings and take note of the concepts and terms highlighted in it at the end of each chapter. Periodic online class meetings (usually on a Monday @ 11am) are designated in the syllabus. Please write them in your calendars.

1. Class participation/Attendance/Discussion questions (10 points): All the students must prepare the vocabulary questions assigned according to the dates given in the syllabus. with the discussion questions that are part of the readings. They are at the end of each chapter and also in Blackboard under Course materials file.

2. Mid-term (30 points): The Mid-term exam primarily includes the material covered in class, beginning with week one. Discussion questions that are part of each reading will be used as material to design the exam. Format and expectations will be discussed during the review session.

3. Online DACA/DREAMERS assignment (15 points): The student will go in Blackboard and look for file titled “Immigration, DACA/DREAMERS) and will write a 3-4 pages double space essay addressing the topic as described in file. This assignment is designed for students expand internet research and develop writing skills with online reliable sources.

4. Discussion Forum (15 points): This exercise is designed to allow students to discuss virtually a specific topic. For each forum, the students must reply to the Instructor’s prompt and comment to classmates’ postings (as prompted by the Instructor, making a total of 3 replies.

5. Final Exam (30 points): Mid-term exam primarily includes the material covered in class, beginning with week one. Discussion questions that are part of each reading will be used as material to design the exam. Format and expectations will be discussed during the review session.

111 Specific Instructions about the Discussion Forum or postings:

The class has a “Discussion Forum,” which is designed to allow students to discuss virtually a specific topic. For each forum the students must reply to the Instructor’s prompt and comment to the classmates’ postings (as prompted by the Instructor, making a total of 3 replies.

General Instructions for Postings:

There is a total of 5 postings @ 3 pts each for a total of 15 points. There are no make-ups for missing the discussion board assignments.

1. Check the syllabus and read the assigned readings for that week.

2. Go to the “Discussion Board” for that week, read my comments/questions and respond to it. Then read your classmate’s comments and follow up his/her comment by posting to the thread. For each thread, you must enter your comments by the due date @11:59PM at so that we all have the chance to comment upon each other posts.

Creative Ways to answer postings. In addition to answer the Instructor’s prompt students must use these guidelines to weigh into the discussion always addressing your classmate in a respectful manner. In addition:

1. Ask a probing question 2. Share an insight from having read your peers’ posting or expand on it 3. Offer an opinion and support it with evidence found in reading 4. Validate an idea with your own experience 5. Make a suggestion Essential Policies:

Statement on Academic Integrity: “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

ADA Policy

112 AccessABILITY, located in Room E1214B, to secure necessary academic accommodations. For further information and assistance, please call: (212) 772- 4857 or (212) 650-3230.”

Policy on Sexual Misconduct

“In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender-based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY- sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College.

1. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772- 4444). 2. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or

Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123.

CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual- Misconduct-12-1-14-with- links.pdf

113 AFPRL 24200 CUNY Common Core 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 contact hours unless the college is seeking a waiver for another type of Math or Science course that meets major requirements. NOTE: Completed forms, along with a course syllabus, should be submitted to Lara Miranda-Moran ([email protected]). College Hunter Course Prefix and Number AFPRL 24200 (e.g., ANTH 101, if number not assigned, enter XXX) Course Title Puerto Rican History since 1898 Department(s) AFRICANA AND PUERTO RICAN/LATINO STUDIES Discipline Social Science Credits 3 cr Contact Hours 3 hrs Pre-requisites N/A (if none, enter N/A) Co-requisites N/A (if none, enter N/A) Catalogue Description GER 2/B PD/A Sociohistorical, political and economic analysis of Puerto Rico dating from the U.S. invasion to the present.

Special Features (e.g., linked courses) Sample Syllabus Syllabus must be included with submission; 5 pages max recommended Indicate the status of this course being nominated:

current course revision of current course a new course being proposed

114 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. Social Mathematical and Quantitative Sciences Reasoning US Experience in its Diversity Scientific World Life and Physical Sciences Creative Expression Waivers for Math and Science Courses with more than 3 credits and 3 contact hours

Waivers for courses with more than 3 credits and 3 contact hours will only be accepted in the required areas of “Mathematical and Quantitative Reasoning” and “Life and Physical Sciences.” Three credit/3-contact hour courses must also be available in these areas. If you would like to request a waiver please Waiver requested check here: If waiver requested: Please provide a brief explanation for why the N/A course will not be 3 credits and 3 contact hours. If waiver requested: Please indicate whether this course will satisfy a major requirement, and if so, which major N/A requirement(s) the course will fulfill.

115 Learning Outcomes

In the left column explain the course assignments and activities that will address the learning outcomes in the right column.

D. World Cultures and Global Issues A Flexible Core course must meet the three learning outcomes in the right column. By assessing leading scholarship, documentaries, interviews and govt. reports about Puerto Rico, the students can acquire a comprehensive understanding of the island’s sociohistorical • Gather, interpret, and assess information from a variety of trajectory. Also, analyzing such developments will expand students sources and points of view. of theoretical and methodological approaches to history.

Using the Blackboard platform discussions, the students engage in virtual discussions and demonstrate the application of class • Evaluate evidence and arguments critically or analytically. concept and to grasp significant theories on the topic.

In the mid-term, students will apply concepts discussed during the semester and through the small essay question section they will be able to demonstrate how to interpret social processes. Besides, • Produce well-reasoned written or oral arguments using students will be able to tackle legislative documents and pieces of evidence to support conclusions. legislation, such as the Foraker and Jones Acts.

A course in this area (II.D) must meet at least three of the additional learning outcomes in the right column. A student will:

116 As a final requirement, students are required to produce an 8-10 pages research paper using a historical methodology. They are going to follow the historical methods or protocol of selecting the • Identify and apply the fundamental concepts and methods of topic, preparing a research statement, using the library, and a discipline or interdisciplinary field exploring the relationship develop a cohesive paper in contemporary issues such as the between the individual and society, including, but not limited impact of the Debt/PROMESA, hurricane María, and COVID-19 on to, anthropology, communications, cultural studies, history, the island. In their research, students will be able to demonstrate journalism, philosophy, political science, psychology, public an understanding of the topic and connecting historical events with affairs, religion, and sociology. policy-making and colonialism.

• Examine how an individual's place in society affects experiences, values, or choices. Through the “Discussion Forum” feature on Blackboard, students will evaluate and discuss in a virtual forum, speeches, oral interviews, and documentaries and assess the circumstances that led to the emergence of the Nationalist and independence • Identify and engage with local, national, or global trends or movements. Also, they will be able to evaluate policies that led to ideologies, and analyze their impact on individual or collective the overhaul of the Puerto Rican economy that resulted in the decision-making. massive migration of Puerto Ricans to the United States. Finally, analyzing how race, gender, ethnicity, and class and other forms of social differentiation influence the historical process.

117 HUNTER COLLEGE DEPARTMENT OF AFRICANA AND PUERTO RICAN/LATINO STUDIES Puerto Rican History since 1898 AFPRL 242:01/LACS 434:25 Fall 2020 Fully Online/Distance Learning Syllabus

Prof. Milagros Denis-Rosario, Ph.D. Office: HW1709 Email: [email protected] Off. Phone: (212) 772-5144 Zoom Office Hours: Th 2:30-3:30 and by appointment

Teaching materials (AVAILABLE @ Shakespeare Bookstore and Amazon):

César J. Ayala and Rafael Bernabe. Puerto Rico in the American Century. A History since 1898. Chapel Hill: The University of North Carolina Press, 2007.

Note: In addition to the textbooks described above, readings that do not appear in the main textbook will be available on Blackboard.

A. Course Description

The Spanish-Cuban-American War of 1898, in particular, represents an important historical milestone in Puerto Rico. The United States presence in Puerto Rico is marked by the development of a neo-colonial system and a sugar plantation economy. Citizenship, political struggle, nationalism and self-definition are key issues during this period. These changes are followed by the massive migration of Puerto Ricans to the mainland United States. The “back and forth” movement of Puerto Ricans between the island and the mainland United States adds another dimension to the island’s history. The emerging issues of transnational identities associated with the historical process are, therefore, explored in this course both from historical and cultural perspectives.

B. Learning Outcomes

Students will:

• Gather, interpret, and assess information from a variety of sources and points of view by being exposed to leading scholarship, documentaries, interviews and reports via a comparative analysis of theoretical and methodological approaches to the historical process. • Evaluate evidence and arguments critically or analytically by examining government reports and piece of legislations intended to establish a new political regime. Compare and outline the complexities of the Spanish and American colonial systems. • Produce well-reasoned arguments to support a thesis in written and oral forms by identifying the main institutional changes that

118 took place under the new colonial rule. • Identify and apply the fundamental concepts and methods of history field by exploring the relationship between the individual and society, including, but not limited to, anthropology, communications, cultural studies, history, journalism, philosophy, political science, psychology, public affairs, religion, and sociology. • Identify and engage with local, national, or global trends or ideologies, and analyze their impact on individual or collective decision- making by evaluating the circumstances that led the emergence of the Nationalist movement. •

SCHEDULE

UNIT I: CONQUEST AND COLONIZATION

Week 1 (8/27) Boriquén: Its Conquest and Colonization. A Profile of the Population

Online class Meeting @ 11am

Introduction and discussion of the syllabus (via Zoom or Blackboard Collaboration).

ASSIGNMENT #1 (DUE 9/13): Watch PowerPoint on: Fernando Picó, History of Puerto Rico, chapters 2-4 and 11 and Olga Jiménez, Puerto Rico, chapter 8 (in Blackboard). Write a three-page (double space) summary of the PowerPoint presentation highlighting the main historical event that took in Puerto Ric from 1493-1897. Submit the summary in Blackboard Click on “Assignments/Tests” and follow instructions of how to upload the document. Due Date 9/13

UNIT II. PUERTO RICO UNDER A NEW? COLONIAL ORDER

September 2 “WD” to students who officially drop a course

Week 2: (8/31) The Spanish-American War and the Rise of American Imperialism on Puerto Rico

C. Ayala and R Bernabe (hereafter Ayala and Bernabe), Puerto Rico in the American Century, chapter 1. Kelvin Santiago-Valle, “Still Longing for de Old Plantation,” American Studies International 37:3 (in Blackboard. Slide show—Images of Porto Rico and its Peoples 1898-1920s

Posting # 1 (Open from 8/31-9/6)

Week 3: (9/7) “Porto Rico:” A New Colonial Model, 1900-1930 and the Insular Laws

119 Ayala and Bernabe, Puerto Rico in the American Century, chapters 2 and 3 (Discussion of excerpts from “Report on the Island of Porto Rico” and “The Organic Act 1900” in Blackboard) Submission of Questions/Vocabulary # 1 on Ayala and Bernabe Chapter 2 Due 9/13

September 16, First day of withdrawal with a grade of "W." No refund of tuition.

Week 4: (9/14) The Question of Education American Citizenship

Ayala and Bernabe, chapter 4; Solsiree del Moral, Negotiating Empire. The Cultural Politics of Schools in Puerto Rico, 1898-1952, chapter 3 (in Blackboard)

Posting #2 (open from 9/14-9/20)

UNIT III. THE NATION-BUILDING PROJECT

Week 5: (9/21) Modernization

Ayala and Bernabe, chapters 7 and 8. Submission # 2 Questions and Vocabulary on Ayala and Bernabe Chapters 7 and 8 Due 9/27

Week 6: (9/28) The Nationalist Movement

Margaret Power, “The Puerto Rican Nationalist Party, Transnational Latin American Solidarity, and the United States during the Cold War,” in Human Rights and Transnational Solidarity if Cold War Latin America. Edited by Jessica Stites Mor. [in Blackboard].

Week 7: (10/5) Gender and Class

Gladys Jiménez-Muñoz, “Race” and Class among Nacionalista Women in Interwar Puerto Rico: The Activism of Dominga de la Cruz Becerril and Trina Padilla de Sanz.” Caribbean Review of Gender Studies, Issue 12 (2018), 169-198. (Blackboard) Submission # 3 Questions and Vocabulary on “Race” and Class. Due 10/11

Week 8: (10/12) Gender and Work

Félix O. Muñíz-Mas, “Gender Work and Institutional Change in the Early Stage of Industrialization” (in Blackboard) Posting # 3 (Open 10/12-10/18)

Online Class Meeting to Discuss Material for Mid-term, Thursday, 10/15 @ 1 pm

120 ON-LINE MIDTERM EXAM (Open from 10/16 @ 7AM -10/19 @ 11:59PM)

UNIT IV. NATIONAL IDENTITY AND RACE TALKS

WEEK 9: (10/19) Puerto Rico, A Raceless Nation?

Milagros Denis-Rosario, “Deciphering the Notion of a Raceless Nation: Racial Harmony and Discrimination in Puerto Rican Society,” Latino Studies, volume 18, number 1 (Spring 2020), 45-65 (in Blackboard).

Posting #4: (Open 10/19-10/25)

WEEK 10: (10/26) The Nuances of Race in Puerto Rican Society

Isar P. Godreau, "Slippery Semantics: Race Talk and Everyday Uses of Racial Terminology in Puerto Rico." Centro Journal 20, no. 2 (Fall 2008): 4-33; Ed Morales, “‘Mi negro’: Embracing my blackness as a Puerto Rican man,” The Washington Post, Sept. 14, 2018. (in Blackboard).

November 1 Submission of theme for research paper project via Blackboard

November 5 Last day to withdraw from a course with a grade of "W"

UNIT V. FORCED MIGRATION, COMMUNITY ACTIVISM AND CONTEMPORARY ISSUES

Week 11: (11/9) The Debt and other Catastrophes

Edwin Meléndez and Charles R. Venator-Santiago, “Introduction to Puerto Rico Post-Maria: Origins and Consequences of a Crisis” Centro. Journal for the Center for Puerto Rican Studies. Vol XXX No 3 (Fall 2018), 5-29. (In Blackboard file titled: Hurricane María). Submission # 4 Questions and Vocabulary on Meléndez and Venator-Satiago. Due 11/15

Week 12: (11/16) The Impact Hurricane María

Iris Morales. Voices from Puerto Rico: Post-Hurricane María. Iris Morales, Editor. (In Blackboard file “Hurricane María”). Selected chapters.

Week 13: (11/23) Collective Uproar and Re-Actions

121 Verónica Dávila and Marisol LeBrón, “How music took down Puerto Rico’s governor,” The Washington Post, August 1, 2019. https://www.washingtonpost.com/outlook/2019/08/01/how-music-took-down-puerto-ricos-governor/ (Blackboard File titled: Anti-Rosselló Protest)

11/25-11/29 THANKSGIVING

Week 14: (11/30) The Earthquakes and the COVID-19 Pandemic

Catherine Kim “As Puerto Rico prepares for the pandemic, residents fear the government hasn’t learned from Hurricane Maria,” Vox. https://www.vox.com/2020/4/9/21213212/puerto-rico-coronavirus-covid-19

Week 15: (12/10) Online Presentations of Research Papers

Week 16: (12/18) Submission of final paper online

Grading Method:

Grades will be calculated in accordance to the following. A total of 100 points will be accumulated as follows:

9. Questions/vocabulary assignments (5@2pts) 10% 10. Summary of chapters (Picó/Jiménez) 10% 11. Response paper (1) 20% 12. Mid-term Examination 25% 13. Discussion Board/Postings (5@ 2pt. ea.) 10% 14. Research Paper 25% Total: 100%

Explanation of grade requirements and instructions:

Every Monday, the Instructor will post in Blackboard course materials a PowerPoint with voice, which the students must listen at their own pace within a week. In addition, students must read the assigned readings take note of the concepts and terms highlighted in it. Online class meetings are designated in the syllabus. Please write them in your calendars. Periodic online class meetings (usually on a Thursday @ 1pm) are designated in the syllabus. Please write them in your calendars.

6. Class participation/Attendance/Discussion questions (10 points): The class format will consist of Socratic Method/critical thinking lectures, films and discussions based on required readings. Please come prepared! On specific dates, students must submit

122 the written exercises (5 in total @ 2pts).

7. Summary of Jiménez and Picó chapters (10 points): Students are going to watch the PowerPoints presentations based on, Fernando Picó, History of Puerto Rico, chapters 2-4 and 11 and Olga Jiménez, Puerto Rico, chapter 8 (all in Blackboard). Then write ONE-page summary per chapter (1.5 space summary for each chapter) totaling exactly 5 pages no more or less. Each page must have in the heading author/the number of the chapter (for example: Picó, chapter 2). You are going to submit the summary in Blackboard-look under “Assignments/Tests” and follow instructions of how to submit word documents. Do not send the Instructor any attachment with the summaries. Due Date 9/9

8. Mid-term examination (25 points): The Mid-term exam primarily includes the material covered in class, beginning with week one. Format and expectations will be discussed during the review session.

9. Online response/analytical assignment (20 points): In Blackboard student will look for a file titled “The Jones Act” and will write a 4-page (no less) double space essay addressing the topic as described in file. This assignment is designed for students to expand internet search and develop writing skills with online reliable sources.

10. Discussion Forum (10 points): designed to allow students to discuss virtually a specific topic. For each forum, the students must reply to the Instructor’s prompt and comment to classmates’ postings (see the instructions) making a total of 2 replies. a. General Instructions for Postings: There is a total of 5 postings, from which will receive 10 pts. There are no make- ups for missing postings. Instructions of postings consist of:

i. Check the syllabus and read the assigned readings for that week. ii. Go to the “Discussion Board” for that week, read my comments/questions and respond to it. Then read your classmate’s comments and follow up his/her comment by posting to the thread. iii. For each thread, you must enter your comments by the due date @11:59PM at so that we all have the chance to comment upon each other posts.

b. Creative ways to answer postings. Postings in Blackboard: will serve to assess student’s critical analytical skills in a virtual forum. In addition to answer the Instructor’s prompt students must use these guidelines to weigh into the discussion always addressing your classmate with respect. In addition:

6. Ask a probing question 7. Share an insight from having read your peers’ posting 8. Offer an opinion and support it with evidence found in reading 9. Validate an idea with your own experience 10. Make a suggestion 11. Expand on your classmate posting

123 11. Research paper (25 points): As a final requirement for this course, students must write a group paper and develop it into an oral presentation on any topic based on contemporary topics in Puerto Rican society (i.e. the Debt/PROMESA, post-María, responses of Diaspora, anti-Rosselló protests, cultural manifestations, racial responses and etcetera). Or selecting a chapter from Voices from Puerto Rico and develop it into a paper. The paper must include one primary source (report, image, document, film, etc.) and backed it up with secondary readings. The project must trace or identify historical linkage with the island’s history or Puerto Rican experiences. Each group (maximum of five) is expected to submit in the assigned date presentation/paper proposal, outline and annotated bibliography. The written portion of the paper must be 8-10 pages (cover & references pages do not count) original work, computer-typed and double-spaced on font 12 letter size paper, Chicago or MLA style with no less than five references. You will be graded on the small oral presentation/proposal of your research paper.

Essential Policies:

ADA Policy

“In compliance with the American Disability Act of 1990 (ADA) and with Section 504 of the Rehabilitation Act of 1973, Hunter College is committed to ensuring educational parity and accommodations for all students with documented disabilities and/or medical conditions. It is recommended that all students with documented disabilities (Emotional, Medical, Physical, and/or Learning) consult the Office of AccessABILITY, located in Room E1214B, to secure necessary academic accommodations. For further information and assistance, please call: (212) 772- 4857 or (212) 650-3230.”

Policy on Sexual Misconduct

3. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772- 4444).

124 4. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or

Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123.

CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual- Misconduct-12-1-14-with- links.pdf

HR 20000

CUNY Common Core 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 contact hours unless the college is seeking a waiver for another type of Math or Science course that meets major requirements. NOTE: Completed forms, along with a course syllabus, should be submitted to Lara Miranda-Moran ([email protected]). College Hunter Course Prefix and Number HR 20000 (e.g., ANTH 101, if number not assigned, enter XXX) Course Title Introduction to Human Rights Department(s) Human Rights Program Discipline Credits 3 credits Contact Hours 3 Pre-requisites ENG 120 (if none, enter N/A) Co-requisites N/A (if none, enter N/A)

125 Catalogue Description An introduction to the study of human rights. It explores the historical, philosophical, and legal roots of human rights as a political idea and institutionalized practice. It also addresses the contested nature of human rights as an idea and practice in contemporary societies. In addition to providing an

introduction to the subject, the course is a requirement for students minoring in Human Rights or pursuing a Human Rights Certificate. Special Features (e.g., linked courses) Sample Syllabus Syllabus must be included with submission; 5 pages max recommended 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 Mathematical and Quantitative X Individual and Society Social Science Reasoning US Experience in its Diversity Scientific World Life and Physical Sciences Creative Expression Waivers for Math and Science Courses with more than 3 credits and 3 contact hours

126 Learning Outcomes

In the left column explain the course assignments and activities that will address the learning outcomes in the right column.

D. Individual and Society A Flexible Core course must meet the three learning outcomes in the right column. The syllabus and mode of instruction challenge students to assess human rights norms and institutions, as well as existing violations and protections, from multiple • Gather, interpret, and assess information from a variety of perspectives. Students learn how to research and report on sources and points of view. human rights violations, and how to interpret current reports produced by treaty bodies. Multiple interpretations of the documents and writings on human rights are considered. Each class involves the critical evaluation of arguments and evidence from a range of different sources, with a diversity • Evaluate evidence and arguments critically or analytically. of arguments. The course aims at challenging students to think critically, both in class and in their written work. In a series of required papers, extensive class participation, and a take-home final, this course puts a focus on • Produce well-reasoned written or oral arguments using developing students’ abilities in reasoning and presenting evidence to support conclusions. effective written and oral arguments.

A course in this area (II.D) must meet at least three of the additional learning outcomes in the right column. A student will:

This course introduces human rights as an interdisciplinary course of study and existing world practice which applies • Identify and apply the fundamental concepts and methods of a ethical and legal norms to better understand and to hopefully discipline or interdisciplinary field exploring the relationship improve the standing of individuals in relation to state power between the individual and society, including, but not limited and as equal members of society with human dignity. It to, anthropology, communications, cultural studies, history, draws on many disciplines including, philosophy, political journalism, philosophy, political science, psychology, public science, sociology, history, law, anthropology, and public affairs, religion, and sociology. affairs.

127 The study of human rights focuses on the protection and fulfillment of individual’s basic rights, including civil and political rights, as well as social, economic, and cultural rights. It investigates core world challenges like genocide • Examine how an individual's place in society affects and other atrocities, while also considering how human experiences, values, or choices. rights can help with issues of gender equality and the prevention of violence against women, as well as applying to the challenge of climate change and our relation to the environment. A core aspect of the course is to articulate the way human rights function as ethical norms (as well as legal ones), to enable criticism of practices that violate them (e.g., in cases of violence) or that fail to fulfill human rights desiderata (especially for meeting people’s basic needs). Attention is • Articulate and assess ethical views and their underlying given to the problem of universalism and cultural premises. relativism—the challenge of whether these norms can be fully universal and the extent to which they can be understood as varying culturally and in different social contexts. The ethical use of data and information is discussed, • Articulate ethical uses of data and other information resources particularly in connection with the generation of human to respond to problems and questions. rights reports. Human rights represent a central national and global trend that has influenced individual and collective decision-making and has the potential for much greater influence going forward. The course analyzes the present applicability of human rights and the legal institutions—national, regional, • Identify and engage with local, national, or global trends or or global—that protect them. It also considers possible ideologies, and analyze their impact on individual or collective critiques that may be made of human rights. It evaluates their decision-making. potential for greater influence over world and national politics in the future, in the interest of helping to create more peaceful forms of society that better meet the needs of individuals and respect their dignity.

128 HUNTER COLLEGE HR 200: INTRODUCTION TO HUMAN RIGHTS

SYLLABUS COURSE DESCRIPTION

This course introduces the philosophical and historical foundations of human rights, explores the normative expression of rights in treaties and non-treaty instruments (“soft law”), and assesses the strengths and weaknesses of United Nations and regional human rights implementation and enforcement mechanisms. Issues that frequently arise in human rights advocacy are explored, including the permissible limitations on human rights; state responsibility for human rights abuses by non-state actors; and challenges to the legitimacy of human rights, including claims of culture and tradition to justify human rights violations. Gender and human rights, genocide and the debate over military intervention, and the cutting-edge field of human rights and the environment are also examined. The course also engages in critical examination of ethical and strategic issues in human rights advocacy.

COURSE OBJECTIVES AND LEARNING OUTCOMES Summary: This course is designed to provide knowledge of basic human rights concepts, norms, instruments and institutions. By the end of the course, students will have gained introductory knowledge of the historical development of the concept of human rights, of core human rights treaties and non-treaty instruments, of United Nations and regional human rights mechanisms and how to use them in advocacy, and of debates within human rights. Students will also demonstrate ability to analyze a situation from a human rights perspective. Through short writing assignments, students will gain experience in articulating a position and providing supporting arguments. The course is a requirement for students minoring in Human Rights or pursuing a Human Rights Certificate. This course aims to meet three general learning outcomes and five specific outcomes in regard to enhancing students’ understanding of the Individual and Society. The three general learning outcomes and the way the course will address them are as follows: 1) To gather, interpret, and assess information from a variety of sources and points of view. The course syllabus and mode of instruction will challenge students to assess human rights norms and institutions, as well as existing violations and protections, from multiple perspectives. Students learn how to research and report on human rights violations, and how to interpret current reports produced by treaty bodies. Multiple interpretations of the documents and writings on human rights are considered. 2) To evaluate evidence and arguments critically or analytically. Each class will involve the critical evaluation of a set of arguments and the consideration of empirical evidence concerning human rights and their violation or fulfillment, using a range of different sources, with a diversity of arguments. In class discussion and in written work, the course will aim at challenging students to think critically about the material.

129 3) To produce well-reasoned written or oral arguments using evidence to support conclusions. To this end, the course will require a series of papers, extensive class participation, and a take-home final. In all of this work, the focus will be on developing students’ abilities in reasoning and on presenting effective written and oral arguments. The five learning outcomes for understanding the Individual and Society are as follows: 1) To identify and apply the fundamental concepts and methods of an interdisciplinary field exploring the relationship between the individual and society and drawing on a range of relevant disciplinary knowledge. More specifically, this course introduces human rights as an interdisciplinary course of study and existing world practice which applies ethical and legal norms to better understand and to hopefully improve the standing of individuals in relation to state power and as equal members of society with human dignity. It will draw on many disciplines including political science, sociology, history, and anthropology from the social sciences, as well as on philosophy, law, and public affairs. 2) To examine how an individual's place in society affects experiences, values, or choices. The study of human rights focuses on the protection and fulfillment of individual’s basic rights, including civil and political rights, as well as social, economic, and cultural rights. It investigates core world challenges like genocide and other atrocities, while also considering how human rights can help with issues of gender equality and the prevention of violence against women, as well as applying to the challenge of climate change and our relation to the environment. 3)To articulate and assess ethical views and their underlying premises. A core aspect of the course is to articulate the way human rights function as ethical norms (as well as legal ones), to enable criticism of practices that violate them (e.g., in cases of violence) or that fail to fulfill human rights desiderata (especially for meeting people’s basic needs). Attention is given to the problem of universalism and cultural relativism—the challenge of whether these norms can be fully universal and the extent to which they can be understood as varying culturally and in different social contexts. 4) To articulate ethical uses of data and other information resources to respond to problems and questions. The ethical use of data and information will be discussed, for example, in connection with the generation of human rights reports. 5) To identify and engage with local, national, or global trends or ideologies, and analyze their impact on individual or collective decision-making. Human rights represent a central national and global trend that has influenced individual and collective decision- making and has the potential for much greater influence going forward. The course analyzes the present applicability of human rights and the legal institutions—national, regional, or global—that protect them. It also considers possible critiques that may be made of human rights. It evaluates their potential for greater influence over world and national politics in the future, in the interest of helping to create more peaceful forms of society that better meet the needs of individuals and respect their dignity.

COURSE MATERIALS

Required textbook:

130 Jack Donnelly and Daniel J. Whelan, International Human Rights, Routledge, 5th ed. 2018 ISBN: 9780813349480 (paperback) http://hunter.textbookx.com/institutional/

If no URL is provided in the Syllabus, readings other than those in the textbook will be posted on Blackboard. A number of these are excerpts from longer articles. For those interested in seeing the full text of those articles, a URL is provided in the Syllabus.

All the international and regional human rights treaties we will examine are available at: http://hrlibrary.umn.edu/instree/ainstls1.htm

The core UN human rights treaties are also available in a paperback that may be purchased online from the U.N., Barnes and Noble, and elsewhere: The Core International Human Rights Treaties (United Nations, 2014) ISBN: 9789211542028

GRADING METHOD AND SCALE 1. Class participation: 15% 2. Paper 1 (due in Class 5): 20% 3. Paper 2 (due in Class 8): 20 % 4. Paper 3 (due in Class 13): 20% 5. Final Examination: 25 %

Being prepared to participate in class discussions is a requirement of the course. Preparation for class therefore requires having read and thought about the assigned readings for each class. Attendance will be taken in every class. Class participation entails more than being on time for every class and being present in class; it entails active engagement in discussion, sharing your thoughts, raising questions, and contributing in group exercises.

If you are unable to attend and participate in class for any reason, you must notify me via email at least 24 hours before the class stating the reason for the absence. Lateness to two classes will be equivalent to one day’s absence. Absence from class is not an excuse for not submitting assignments. In case of personal or medical emergency, notify the instructor as soon as possible.

Important note regarding paper deadlines: I am strict about paper deadlines and will not grant an extension unless it is an extreme, unanticipated emergency and where almost all the work for the paper has been completed. All assignments must be

131 submitted by the due date. Late assignments will receive a deduction of 1/3 of a grade per day late and will not be accepted if more than a week late.

Communication Policy Be sure you have registered for the course with a current email address that you checked regularly. Any course updates and other communications will be sent to the class list via email and posted to Blackboard. I may be reached at [email protected] and in general, will be able to answer an email within 24–48 hours.

Hunter College Policy on Academic Integrity (required on all syllabi by Senate resolution) “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

Plagiarism is using someone else’s words or ideas as your own, without attribution. If you are quoting a source, use quotation marks and cite the source. If you are paraphrasing what someone else said or wrote, cite the source. Even unintentional failure to cite the source of material you quote or paraphrase is plagiarism. In class I will go over some examples of when to use quotation marks and cite the source, and when you still need to cite a source even if you are not quoting verbatim, to illustrate. When you are writing a paper for this course, if you have any questions at all whether you should cite a source or use quotation marks, please feel free to email me and ask; I’ll be happy to explain further.

Hunter College ADA Policy (Suggested language from the Office of AccessABILITY) ”In compliance with the American Disability Act of 1990 (ADA) and with Section 504 of the Rehabilitation Act of 1973, Hunter College is committed to ensuring educational parity and accommodations for all students with documented disabilities and/or medical conditions. It is recommended that all students with documented disabilities (Emotional, Medical, Physical, and/or Learning) consult the Office of AccessABILITY, located in Room E1214B, to secure necessary academic accommodations. For further information and assistance, please call: (212) 772- 4857 or (212) 650-3230.” Hunter College Policy on Sexual Misconduct (required on all syllabi by Senate resolution) “In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender-based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY- sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College. a. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD

132 Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772-4444). b. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123. CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy- on-Sexual-Misconduct-12-1- 14-with-links.pdf

COURSE OUTLINE AND READINGS

Note: Except for changes that substantially affect implementation of the evaluation (grading) statement, this syllabus is a guide for the course and is subject to change with advance notice. Any changes to this syllabus will be posted to Blackboard and sent to the class list via email.

Class 1: Introduction  Introductions of students and instructor  Introduction to concepts of human rights through group exercise. To be distributed in class: o Lincoln Memorial Program from the 1963 March on Washington o March on Washington Organizing Manual, 1963: Note especially pages 3-4 −Why We March o Handout with examples from 1947-1953 of African-American activists in the U.S. petitioning the United Nations  Overview of course, syllabus, assignments, class requirements

Class 2: Historical Development of Human Rights; The Universal Declaration of Human Rights This class will begin with a presentation by a member of the Writing Center staff on the many resources the Center provides to students. We will then move on to discussion of the development of human rights and the Universal Declaration of Human Rights.Donnelly and Whelan, Chapter 1: “Human Rights in Global Politics: Historical Perspective”  M. Glenn Johnson, “A Magna Carta for All Mankind: Writing the Universal Declaration of Human Rights,” pp 19-71 in Johnson and Symonides, The Universal Declaration of Human Rights: A History of its Creation and Implementation 1948-1998 (UNESCO, 1998)  Universal Declaration of Human Rights  Washington Post, Editorial, “Redefining Human Rights: Should the U.S. mix basic freedoms with health care and education?” December 27, 2009 http://www.washingtonpost.com/wp- dyn/content/article/2009/12/26/AR2009122601427.html

133 Class 3: Theories of human rights; Issues of universalism and cultural relativism  Donnelly and Whelan, Chapters 2-4 (Theories of Human Rights; The Relative Universality of Human Rights; The Unity of Human Rights)  Abdullahi An-Na’im (1992) “Toward a Cross-Cultural Approach in Defining International Standards of Human Rights,” in An-Na’im, ed., Human Rights in Cross-Cultural Perspectives: A Quest for Consensus (excerpts)  Statement to UN General Assembly of Karima Bennoune, UN Special Rapporteur in the field of cultural rights, on universality and cultural diversity, October 23, 2018 https://www.ohchr.org/EN/NewsEvents/Pages/DisplayNews.aspx?NewsID=23762&LangID=E

Class 4: Introduction to UN Human Rights Treaties: International Covenant on Civil and Political Rights  Handout on treaty terminology and overview of treaty ratification  Preamble and articles 1-27 of the International Covenant on Civil and Political Rights (ICCPR)  Brief biography of legendary labor activist Dolores Huerta, who together with Cesar Chavez founded the United Farm Workers. She received the Eleanor Roosevelt Human Rights Award from President Clinton. https://www.womenshistory.org/education- resources/biographies/dolores-huerta  Series of short videos of Dolores Huerta speaking about how she led the historic grape boycott to gain better working conditions for farmworkers (NOTE: On my computer, these videos worked in Internet Explorer but not in Chrome) https://www.makers.com/profiles/591f27805bf6236c3464b1b8

Class 5: Introduction to UN Human Rights Treaties: International Covenant on Economic, Social and Cultural Rights  Excerpts from transcript of UN General Assembly discussion and adoption of Universal Declaration of Human Rights, December 1948  Preamble and articles 1-25 of the International Covenant on Economic, Social and Cultural Rights  OHCHR, Key concepts on ESCRs -What are examples of violations of economic, social and cultural rights? https://www.ohchr.org/EN/Issues/ESCR/Pages/WhatareexamplesofviolationsofESCR.aspx  OHCHR, Frequently Asked Questions on Economic, Social and Cultural Rights, Fact Sheet No. 33 https://www.ohchr.org/Documents/Publications/FactSheet33en.pdf

Paper #1 due Paper assignment: Write 500 – 600 words explaining what violations of human rights listed in the International Covenant on Civil and Political Rights (ICCPR) were faced by Dolores Huerta and/or her colleagues in their struggle for the rights of farmworkers. In Class 3, I will go over examples of how to present this analysis.

Class 6: UN Treaty-Based Mechanisms and How to Use Them in Human Rights Advocacy  Donnelly and Whelan, Chapter 5: “Global Multilateral Mechanisms “Stephanie Farrior, “International Reporting

134 Procedures,” in Hurst Hannum, ed., Guide to International Human Rights Practice (Univ. of Pennsylvania Press, 2004)  UN Committee on the Elimination of Racial Discrimination (CERD) review of the United States: o Concluding Observations and Recommendations: United States of America, 2014 (excerpts on voting rights, racist hate speech, environmental pollution, racial profiling, and gun violence) o UN Human Rights Network, Template for Civil Society Actors Follow-up Information on the CERD recommendations https://ushrnetwork.org/uploads/Resources/imadr- ushrn_template_for_civil_society_actors_follow- up_information_on_the_cerd_recommendations.pdf  CEDAW review of Switzerland: Impact on women’s human rights of Swiss bank financial secrecy and of tax policy o Center for Human Rights and Global Justice, Press release, CEDAW calls Switzerland to account for effects of its tax policies on women’s rights (Nov. 28, 2016) https://chrgj.org/2016/11/28/cedaw-calls-switzerland-to-account-for- effects-of-its-tax- policies-on-womens-rights/ o UN Committee on the Elimination of Discrimination against Women, Concluding Observations and Recommendations: Switzerland, 2016 (excerpts)  OHCHR, Individual Complaint Procedures under the United Nations Human Rights Treaties, Fact Sheet No. 7, Rev. 2 (2013), pp 3-12.  Skim the headings in this document: OHCHR, Human Rights Treaty Bodies – Individual Communications https://www.ohchr.org/en/hrbodies/tbpetitions/Pages/IndividualCommunications.aspx

Class 7: UN Charter-Based Mechanisms: Human Rights Council  OHCHR, Human Rights Council, pp. 2-22. https://www.ohchr.org/Documents/HRBodies/HRCouncil/HRC_booklet_EN.pdf  Permanent Mission of Switzerland to the UN in Geneva, The Human Rights Council: A practical guide (2015) , pp 4-26 https://www.eda.admin.ch/dam/eda/en/documents/publications/InternationaleOrganisationen/Un o/Human-rights-Council-practical- guide_en  UPR Info, The Civil Society Compendium: A comprehensive guide for Civil Society Organisations engaging in the Universal Periodic Review (2017) o p. 53: UPR Advocacy Checklist o pp. 54-55: S.M.A.R.T. Recommendations: “The SMART method adds helpful criteria for writing precise and action- oriented recommendations. These should be specific, measurable, achievable, relevant and time-bound.” https://www.upr-info.org/sites/default/files/general- document/pdf/upr_info_cso_compendium_en.pdf  UPR Info, Beyond Promises: The Impact of the UPR on the Ground (2014) o pp. 5-7: Executive Summary; UPR success stories o pp. 52-58: States – Preparing for the UPR and responding to recommendations https://www.upr- info.org/sites/default/files/general- document/pdf/2014_beyond_promises.pdf

135  Ted Piccone, 5 myths about the U.N. Human Rights Council (The Brookings Institution, Dec. 8, 2015) https://www.brookings.edu/opinions/5-myths-about-the-u-n-human-rights-council/  An example of how states use the Human Rights Council to promote their positions: o European Union, The European Union and the Review of the Human Rights Council (2011)  Video (8 minutes 11 seconds): UN Special Procedures https://www.youtube.com/watch?time_continue=11&v=l0vT_1gjdWc

Class 8: Regional Human Rights Regimes  Donnelly and Whelan, Chapter 6: “Regional Human Rights Regimes” Class focus -- The Inter- American System for protecting human rights:  Inter-American Commission on Human Rights, Petition and Case System: Informational Brochure, pp 5-10  Case Study: Jessica Gonzales v. USA – the landmark Inter-American Commission on Human Rights decision finding the U.S. government responsible for human rights violations in failing to protect Jessica Lenahan (formerly Gonzales) and her three children from domestic violence . ACLU, Jessica Gonzales v. USA https://www.aclu.org/cases/jessica-gonzales-v-usa . Video (9 minutes, 40 seconds): The Gonzales Case: International Human Rights at Home, https://www.youtube.com/watch?v=sw58d7xLnus . Inter-American Commission on Human Rights, Press Release: IACHR Publishes Report on Cas [sic] Jessica Lenahan of the United States http://www.oas.org/en/iachr/media_center/PReleases/2011/092.asp . Lenora Lapidus, ACLU Women’s Rights Project, Jessica Lenahan Lived Through a Domestic Violence Nightmare and Emerged as a Heroic Advocate for Police Reform https://www.aclu.org/blog/womens-rights/violence-against- women/jessica-lenahan- lived-through-domestic-violence-nightmare  Review the list of Rapporteurs of the Inter-American Commission on Human Rights, and click one to see what activities are undertaken http://www.oas.org/en/iachr/media_center/PReleases/2011/092.asp

Paper #2 due Paper assignment: Write 600-800 words comparing the strengths and weaknesses for human rights protection of any two of the following mechanisms; state which of the two is more effective in your view, and why. o UN human rights treaty bodies o UN thematic special procedures o Universal Periodic Review

Class 9: Genocide and Other Mass Atrocities; The Responsibility to Protect; Debates over Military Intervention  United States Holocaust Memorial Museum o Introduction to the Holocaust

136 https://encyclopedia.ushmm.org/content/en/article/introduction-to-the-holocaust o The Final Solution: Overview https://encyclopedia.ushmm.org/content/en/article/final-solution-overview o Deportations to Killing Centers https://encyclopedia.ushmm.org/content/en/article/deportations-to-killing-centers o Places at Risk of Genocide and Related Crimes against Humanity https://www.ushmm.org/confront-genocide/cases  Donnelly and Whelan, Chapter 10: Humanitarian Intervention  HBO video (10 minutes, 52 seconds), This Is Where The Rohingya Genocide Happened https://www.youtube.com/watch?v=_Az2yPZOtlQ (May 28, 2018)  International Council for Human Rights Policy, Human Rights Crises: NGO Responses to Military Interventions (2002) https://reliefweb.int/sites/reliefweb.int/files/resources/0E6015150D76455249 257418000DE208-115.pdf  Treaty provisions: o UN Charter, Preamble and Articles 1, 2(7), 55 and 56 o Convention against Genocide o Handout on UN and regional human rights treaty provisions on the right to life

Class 10: A Cornerstone of Human Rights: The Rights to Equality and Non-Discrimination  Handout of human rights treaty provisions on equality and non-discrimination  Excerpts from: o Daniel Moeckli, “Equality and Non-discrimination,” in Daniel Moeckli, Sangeeta Shah, Sandesh Sivakumaran, eds., International Human Rights Law (Oxford Univ. Press 2010) o Johannes Morsink, “Colonies, Minorities, and Women's Rights,” in The Universal Declaration of Human Rights: Origins, Drafting, and Intent (University of Pennsylvania Press 1999) o Kevin Boyle and Anneliese Baldaccini, “A Critical Evaluation of International Human Rights Approaches to Racism,” in Sandra Fredman, ed., Discrimination and Human Rights: The Case of Racism (Oxford Univ. Press 2001)  UN Women, Video (3 minutes 38 seconds): o “CEDAW Quick & Concise: The principle of substantive equality” https://www.youtube.com/watch?v=rI8lNB-XMIk  CERD General Recommendation No. 30 on discrimination against non-citizens (2005)  UN Human Rights Committee, General Comment No. 28 on Article 3 (The equality of rights between men and women) (2000)  UN Special Rapporteur on the rights of migrants, Hungary: Government’s declared migrant ‘crisis’ does not correspond to reality and leads to human rights violations, says UN expert (July 17, 2019)

137 https://www.ohchr.org/EN/NewsEvents/Pages/DisplayNews.aspx?NewsID=24831&LangID=E  Russell Brandom, Op-Ed, “Amazon needs to come clean about racial bias in its algorithms,” The Verge, May 23, 2018 https://www.theverge.com/2018/5/23/17384632/amazon-rekognition-facial- recognition-racial-bias-audit-data  Yolande Tomlinson, Intersectionality: A Tool for Realizing Human Rights https://www.newtactics.org/blog/intersectionality-tool-realizing-human-rights

Class 11: What are the Permissible Limitations on the Exercise of Human Rights?  Handout: List of limitations and derogations clauses in international and regional human rights treaties  Case study: The Right to Protest o UN Special Rapporteur on Freedom of Peaceful Assembly and of Association, The Right to Freedom of Peaceful Assembly: Best Practices Fact Sheet http://freeassembly.net/wp- content/uploads/2014/11/Freedom-of-Assembly- best-practices-factsheet.pdf ACLU, The Dakota Access Pipeline Company Is Abusing the Judicial System to Silence Dissent https://www.aclu.org/blog/free-speech/rights-protesters/dakota-access-pipeline-company- abusing-judicial-system- silence o Article 19, The Right to Protest: Principles on the protection of human rights in protests https://www.article19.org/resources/the-right-to-protest-principles-on-the-protection-of- human-rights-in-protests/ o Article 19, The Right to Protest Principles: Background Paper https://www.article19.org/data/files/medialibrary/38581/Protest-Background-paper-Final- April-2016.pdf Katie Redford, Earthrights International, Democracy is in Danger. We areHere To Protect the Protest https://earthrights.org/blog/democracy-is-in-danger-we-arehere-to-protect-the-protest/ o Earthrights International, Major Global NGOs Launch “Protect the Protest” Task Force https://earthrights.org/media/major-global-ngos-launch-protect-the-protest-task-force/ • Human rights issues in preventing and countering violent extremism o Report of the High Commissioner for Human Rights, Outcome of the panel discussion on the human rights dimensions of preventing and countering violent extremism (Aug. 3, 2016)

Class 12: Gender and Human Rights  Excerpts from: o Alice M. Miller, “Sexuality, Violence Against Women, and Human Rights: Women Make Demands and Ladies Get Protection,” Health and Human Rights Vol. 7, No. 2 (2004) https://cdn2.sph.harvard.edu/wp- content/uploads/sites/125/2013/07/4-Miller.pdf o Stephanie Farrior, “Human Rights Advocacy on Gender Issues: Challenges and Opportunities,” Oxford Journal of Human Rights Practice, Vol. 1, No. 1 (2009) https://ssrn.com/abstract=1422736 o Michael O'Flaherty, “The Yogyakarta Principles at Ten,” Nordic Journal of Human Rights, Vol. 33, No.4 (2015)

138 o Makau Mutua, “Sexual Orientation and Human Rights: Putting Homophobia on Trial,” African Sexualities: A Reader, Sylvia Tamale, ed., Pambazuka Press, 2011 file:///C:/Users/STF/Downloads/SSRN-id1893040.pdf  International Gay and Lesbian Human Rights Commission, Equal and Indivisible: Crafting Inclusive Shadow Reports for CEDAW: A handbook for writing shadow/alternative reports for CEDAW incorporating human rights issues related to sexual orientation, gender identity and gender expression, pp 2-10 https://www.outrightinternational.org/sites/default/files/287-1.pdf  Bayard Rustin: the gay black pacifist at the heart of the March on Washington (The Guardian, Aug. 23, 2013)

Class 13: Human Rights and the Environment  Marcos Orellana, “Keynote Address, Conference: Habitat for Human Rights,” Vermont Law Review, Vol. 40, Issue 3 (2015) http://lawreview.vermontlaw.edu/wp- content/uploads/2016/07/40VtLRev417-Orellana.pdf  John Knox, UN Special Rapporteur on human rights and the environment, Video (30 minutes 25 seconds): Human Rights and Environment: Prof. Knox Keynote Speech at 2014 UNITAR-Yale Conference https://www.youtube.com/watch?v=3hdME9T8MsY  David Boyd, UN Special Rapporteur on human rights and the environment, Video (2 minutes 14 seconds): Clean Air is a human right https://www.youtube.com/watch?v=5MzHMZA5r7o&feature=youtu.be  Frontline Defenders Video (12 minutes 46 seconds): Berta Cáceres - Guardiana de los Ríos https://www.frontlinedefenders.org/en/berta-c%C3%A1ceres-guardiana-de-los-r%C3%ADos  Stephanie Farrior, IntLawGrrls blog posts: o Environmental racism case against U.S. declared admissible by Inter-American Commission (April 19, 2010) http://www.intlawgrrls.com/2010/04/environmental-racism-case-against- us.html o Dr. Filartiga, torture, and the environment (Jan.24, 2011) http://www.intlawgrrls.com/2011/01/dr-filartiga-torture- and-environment.html Paper #3 due Paper assignment: Drawing on the readings thus far this semester, write a response of 600-800 words to either (your choice) of the following propositions: o “Cultural relativism is an appropriate limitation on human rights, including the right to non- discrimination. After all, cultural rights are recognized in the core international human rights instruments.” o “The genocide against the Rohingya in Myanmar is a tragedy. Human rights groups should have called for military intervention to stop it.”

Class 14: Issues in Transnational Human Rights Advocacy  Donnelly and Whelan, Chapter 9: Transnational Human Rights Advocacy  Makau Mutua, “Savages, Victims, and Saviors: The Metaphor of Human Rights,” Harvard International Law Journal, Vol. 42, No. 1 (2001) (excerpts) https://ssrn.com/abstract=1525547  Eileen Pittaway, Linda Bartolomei and Richard Hugman, “’Stop Stealing Our Stories’: The Ethics of Research with Vulnerable

139 Groups,” Oxford Journal of Human Rights Practice, Vol. 2, No. 2 (2010) https://academic.oup.com/jhrp/article/2/2/229/2188714  Telling their own stories and finding empowerment in the process: Guatemala – Girls Tell Their Own Advocacy Story in Film '¡PODER!' https://womensenews.org/2014/04/guatemalan-girls-tell-own-story-in-film-poder/  ¡PODER! (16 minutes 8 seconds): This docu-drama handed the reins over indigenous Mayan girls from Guatemala to tell how they challenged their local mayor to increase girls' access to health care and education. This different way of filmmaking ended up being an empowering process itself. https://riseuptogether.org/poder/

Class 15: Human Rights: Challenges and Critiques These readings present a range of challenges to human rights protection, as well as critiques of human rights.  Philip Alston, “The Populist Challenge to Human Rights,” Oxford Journal of Human Rights Practice, Volume 9, Issue 1, February 2017, Pages 1–15,https://doi.org/10.1093/jhuman/hux007  OHCHR, UN budget shortfalls seriously undermine the work of the Human Rights Treaty bodies https://www.ohchr.org/EN/NewsEvents/Pages/DisplayNews.aspx?NewsID=24621&LangID=E  Stephanie Farrior, Inter-American Commission on Human Rights (IACHR) financial crisis: Suspends hearings; 40% staff layoffs to come (IntLawGrrls blog, May 24, 2016)  Inter-American Human Rights Network, The Silent Checkmate against the IACHR http://interamericanhumanrights.org/the-silent-checkmate-against-the-iachr/  Human Rights Watch, The Costs of International Advocacy: China’s Interference in United Nations Human Rights Mechanisms (Sept. 5, 2017)  Samuel Moyn, Op-Ed, How the Human Rights Movement Failed, New York Times, April 23, 2018 https://www.nytimes.com/2018/04/23/opinion/human-rights-movement-failed.html  Ignacio Saiz, Economic inequality and human rights: towards a more nuanced assessment [a response to Samuel Moyn], April 26, 2018 http://www.cesr.org/economic-inequality-and-human- rights-towards-more-nuanced-assessment  Roger Cohen, Op-Ed, “Trump’s Ominous Attempt to Redefine Human Rights,” New York Times, July 12, 2019 https://www.nytimes.com/2019/07/12/opinion/trump-pompeo-human-rights.html  National Catholic Register, Pompeo Launches New ‘Commission on Unalienable Rights’: The new State Department commission seeks to provide an antidote to the contemporary manipulation of the understanding of human rights to advance preferred political agendas (July 13, 2019) http://www.ncregister.com/blog/laurettabrown/pompeo-launches- new-commission-on- unalienable-rights  Masha Gessen, “Mike Pompeo’s Faith-Based Attempt to Narrowly Redefine Human Rights,” The New Yorker (July 10, 2019) (excerpts) https://www.newyorker.com/news/our-columnists/mike- pompeos-faith-based-attempt-to-narrowly-redefine- human-rights

140 Final Exam The Final Exam will be a timed open-book, open-notes take-home exam. You will have a total of four hours to complete it once you access it; the exam will become accessible as of the first day of Exam Period.

POLSC 20100 CUNY Common Core 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 contact hours unless the college is seeking a waiver for another type of Math or Science course that meets major requirements. NOTE: Completed forms, along with a course syllabus, should be submitted to Lara Miranda-Moran ([email protected]). College Hunter Course Prefix and Number POLSC 201 (e.g., ANTH 101, if number not assigned, enter XXX) Course Title Ancient to Early Modern Political Thought Department(s) Political Science Discipline Political Theory Credits 3 Contact Hours 3 Pre-requisites English 120 or equivalent (if none, enter N/A) Co-requisites N/A (if none, enter N/A) Catalogue Description Probing, critical analyses of the works Thucydides, Plato, Aristotle, Cicero, Augustine, and Machiavelli – which together form the foundation of the Western tradition of political theory. This course is the first of three courses in the Department of Political Science that address three basic

eras in that tradition. The course emphasizes close textual readings engaged with the authors’ various contexts. Special Features (e.g., linked courses)

141 Sample Syllabus Syllabus must be included with submission; 5 pages max recommended Indicate the status of this course being nominated:

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 US Experience in its Diversity Scientific World Reasoning Creative Expression Life and Physical Sciences Waivers for Math and Science Courses with more than 3 credits and 3 contact hours Waivers for courses with more than 3 credits and 3 contact hours will only be accepted in the required areas of “Mathematical and Quantitative Reasoning” and “Life and Physical Sciences.” Three credit/3-contact hour courses must also be available in these areas. If you would like to request a waiver please Waiver requested check here: If waiver requested: Please provide a brief explanation for why the course will not be 3 credits and 3 contact hours. If waiver requested: Please indicate whether this course will satisfy a major requirement, and if so, which major requirement(s) the course will fulfill.

142 Learning Outcomes

In the left column explain the course assignments and activities that will address the learning outcomes in the right column.

D. Individual and Society A Flexible Core course must meet the three learning outcomes in the right column. Students read, discuss and compare several original texts • Gather, interpret, and assess information from a variety of covering classical, early Christian and early Republican sources and points of view. traditions. Students write critical essays on the readings using clear conceptual analysis and argumentation, grounded in plausible • Evaluate evidence and arguments critically or analytically. textual interpretations. Students produce reasoned and well-written arguments based on textual evidence that generate a sustained argument and • Produce well-reasoned written or oral arguments using conclusion. Students are challenged to demonstrate evidence to support conclusions. comprehension of the texts and related issues during the class – which involves both lecture and discussion.

A course in this area (II.D) must meet at least three of the additional learning outcomes in the right column. A student will:

Students apply fundamental methods in political theory to texts • Identify and apply the fundamental concepts and methods covering classical, early Christian and early Republican of a discipline or interdisciplinary field exploring the traditions. The role of the individual in the political state is relationship between the individual and society, including, examined through the lenses of anthropology, cultural studies, but not limited to, anthropology, communications, cultural history, journalism, philosophy, political science, psychology, studies, history, journalism, philosophy, political science, public affairs, religion, and sociology. psychology, public affairs, religion, and sociology. Students examine how Greek, Roman, early Christian, and early modern republican thinkers address the individual’s place in society. Readings highlight the ethical dimension in politics • Examine how an individual's place in society affects and how it interacts with individual and societal dispositions. experiences, values, or choices. All of the authors regard human conflict as pernicious and seek to ameliorate it in through the perspective generated in their

143 texts. The meaning of these texts for students is interpreted so as to press students to think about the relationship between the texts’ meanings and their historical contexts, on the one hand, and the contemporary world as well as their WORLD, on the other. Students examine and discuss how Greek, Roman, early Christian, and early modern republican thinkers address the ethical dimensions of politics. Readings provide uniquely deep • Articulate and assess ethical views and their underlying and thorough bases for their arguments – much more premises. searching than most modern treatments of political ethics. As a result, students develop new dimensions of their own ethical and political sensibilities.

• Articulate ethical uses of data and other information

resources to respond to problems and questions.

Students examine how the texts address politics and ethics in • Identify and engage with local, national, or global trends or non-partisan ways, and discuss how they provide a fresh ideologies, and analyze their impact on individual or perspective on our conflict- and rights-driven politics collective decision-making.

144 Hunter College, CUNY John R. Wallach POLSC 201 Hunter West 1701 Fall, 2020 (212) 772-5671/5500 Mondays & Thursdays, 11:10-12:25 [email protected] HW 1729 ‘Off. Hrs.’ M, 12:30-1:30; Th., 4-5 and by appt.

ANCIENT TO EARLY MODERN POLITICAL THOUGHT

This course counts as the first part of the Department of Political Science's upper-division sequence in the history of (mostly Western) political thought. Its focus is the major texts and themes from ancient to early modern political thought. In particular, the course emphasizes the ancient Greek writings of Thucydides, Plato and Aristotle, Cicero's Roman political ethics, Augustine's integrations of the classical tradition of Greece and Rome with Christianity, and Machiavelli's break with Christian political ethics and revival of classical republicanism. The works we shall read have provided the original vocabularies and conceptual orientations for European intellectual and political traditions, particularly for our ideas of history and political theory, democracy and despotism, liberty and equality, justice and injustice, virtue and vice, citizenship and community, the soul and the state. This course about ancient texts has become even more relevant as the conventions of modernity are undermined by socio-economic inequality, transnational warfare, the upsurge of episodic political violence, climate change, technological breakthroughs of social media, and the upheavals caused by the agents of global capitalism – all of which call for us to rethink politics imaginatively. In our twenty-first century, little seems certain; much seems new, but, in fact, our political lives still express ancient ideas, in altered forms. As a result, this course consists of an ongoing dialogue between the present and the past by way of these texts, their intended meanings and historical effects, and our lives.

Learning Outcomes

Dedicated work in this course will provide you the tools for becoming a knowledgeable participant in these dialogues and cultured, human beings. Its intended “learning outcomes” enable you grasp the basic texts in the Western tradition of political theory in ways that reveal their lessons and their limitations for us. The works taught in this class traditionally compose the “core” of a high- quality liberal arts college education. The writing assignments are designed to develop your skills in critically evaluating the meaning and significance of complex texts in sustained arguments.

Class Format/Emphases/Assignments/Grading/Rules

Each class involves lecture and discussion. I emphasize the importance of careful, close reading of the assigned texts as narratives and arguments, along with attention to their historical contexts. Students must make every effort to complete the reading assignments scheduled for each class day before the class begins. Not doing so results in deduction from your final grade. We will adapt the class format to the online venue so as to make it as worthwhile as possible for all students.

145 The graded work for the course consists of explanation of and commentary on quotations from the early readings; two analytical and interpretive essays – one on Plato and Aristotle; the second on Cicero, Augustine, and Machiavelli – each @ 7 pp. (6- 8=acceptable), an in-class final (two essays), and regular class attendance and class participation. Papers may be rewritten, with your final grade for the paper stemming from an average of the grade on the initial and rewritten paper – with no possible lower grade resulting from a rewritten paper.

The subjects of your graded, written work and their proportions of your final grade are: (1) The Promise and Problems of Athenian Democracy (15%) – due Tuesday, Sept. 27; (2) Platonic and Aristotelian Political Theory (30%) – due Monday, Nov. 7; (3) Republicanism and Early Christianity (30%) – due Friday, Dec. 16; (4) Final Exam (20%) – Tuesday, Dec. 20 (9-11 a.m.); (5) Class attendance and participation (5%) Statement on Academic Integrity

Hunter College regards acts of academic dishonesty (e.g. plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The college is committed to enforcing the CUNY policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures. Your papers will be submitted for scrutiny to a reliable software program that identifies duplication.

ADA Compliance

In compliance with the American Disability Act of 1990 (ADA) and with Section 504 of the Rehabilitation Act of 1973, Hunter College is committed to ensuring educational parity and accommodations for all students with documented disabilities and/or medical conditions. It is recommended that all students with documented disabilities (Emotional, Medical, Physical, and/or Learning) consult the Office of AccessABILITY located in Room E1124 to secure necessary academic accommodations. For further information and assistance, please call (212) 772-4857/TTY (212) 650-3230.

Sexual Misconduct In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender-based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY- sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College. a. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772-4444). b. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212- 650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123. CUNY Policy on Sexual Misconduct http://www.hunter.cuny.edu/diversityandcompliance/repository/files/cuny-policy-on-sexual-misconduct.pdf

146 TEXTS

The following books include most of the required reading for the course. (Some will be scanned onto files and put on Blackboard.) I urge you to purchase them; they are available at Shakespeare's (on Lexington Ave., near E. 69th). All of the required readings are or soon will be on reserve in the Hunter Library.

Sophocles, Antigone (Cambridge)

Thucydides, The War of the Peloponnesians and the Athenians [WoPA] (Cambridge)

Plato, The Trial and Death of Socrates [TDS] (Hackett) Plato The Republic (Penguin) Aristotle Nicomachean Ethics (Oxford) Aristotle The Politics and the Constitution of Athens (Cambridge) Cicero On Duties (Cambridge) Augustine The City of God Against the Pagans [CG] (Cambridge) Machiavelli The Portable Machiavelli (Penguin)

OUTLINE OF LECTURES & ASSIGNMENTS

8/27 (Th) – Introduction to Course

Part I -- Political Crises and Political Theory in Athenian Democracy

8/31 (M) – The Political Crisis of Conventional Wisdom

Reading: Sophocles, Antigone (entire)

9/3 (Th) – Roots of Athenian Political Power, Democracy, and Empire

Reading: Thucydides, WoPA), Bk. I

9/10 (Th) – The Periclean Vision

Reading: Thucydides, WoPA, Bk. II.1-78, 93-103

9/14 (M) – Crises of Political Discourse

147

Reading: Thucydides, WoPA, Bk. III; IV.14-41, 58-73, 82-88, 94-123; V. 1-26, 84-115

9/17 (Th) – Political Thought and the Collapse of the Athenian Empire

Reading: Thucydides, WoPA, Bks. VI-VIII

9/21 (M) – Socratic Citizenship

Reading: Plato, Apology of Socrates (in TDS)

9/24 (Th) Socrates, Religious Norms, and Political Laws in Athens

Reading: Plato, Euthyphro and Crito (in TDS)

* * * TAKE-HOME due at beginning of class, SEPTEMBER 27 * * *

Part II – Ancient Greek Theories of Justice

10/1 (Th) – Plato’s Socrates and Athenian Justice

Reading: Plato, Republic, Bk. I

10/5 (M) B The Grounds of Justice: Virtues of Soul and State in a Theoretical Community

Reading: Plato, Republic, Bks. II-IV

10/8 (Th) B Philosophy and the Achievement of Justice

Reading: Plato, Republic, Bks. V-VII

10/14 (Wed – Hunter Monday) -- Unjust States & Souls, and Justice as Happiness

Reading: Plato, Republic, Bks. VIII-X

10/15 (Th) B Natural Teleology and Ethical Virtue

148 Reading: Aristotle, Nicomachean Ethics, Bks. I-II

10//19 (M) – Justice and the Individual

Reading: Aristotle, Nicomachean Ethics, Bks. V, VIII-IX, X

10/22 (Th) -- The Natures of Man and the Polis

Reading: Aristotle, Politics, Bks. I-II

10/26 (M) -- Citizenship and Constitutions

Reading: Aristotle, Politics, Bk. III

10/29 (Th) -- Political Conflict and the Political Art of Statesmanship

Reading: Aristotle, Politics, Bks. IV-VI

11/2 (M) -- Aristotle's Natural Political Ideal

Reading: Aristotle, Politics, Bks. VII-VIII

* * * PAPER I hardcopy due at the beginning of class on Tuesday, NOVEMBER 8 * * * [e-file due on Thursday, November 5]

Part III – Republicanisms and Early Christianity

11/5 (Th) – The Roman Republic, Cyclical Constitutions, and Stoicism

Reading: Polybius, Histories, Bk. VI (excerpts, available via Bb) Cicero, On Duties, Bk. I

11/9 (M) -- Republican Virtue

Reading: Cicero, On Duties, Bks. II-III.

11/12 (Th) The Two Cities and the Fall of Rome

149

Reading: Augustine, CG, I, IV, V, XIV.28; XV.1-8: XVII.1-3; XVIII.1-2

11/15 (M) B Free Will and Sin

Reading: Augustine, CG, XII.1-8, 22, 26-28; XIII.1-7, 14-16; XIV.1-8, 16-27

11/19 (Th) – Christian Love as Political Virtue

Reading: Augustine, CG – XIX; XX; XXII.29-30

11/23 (M) -- Politics and the Early Modern State

Reading: Machiavelli, The Portable Machiavelli, 60-71, 77-126

11/30 (M) -- Political Virtu

Reading: Machiavelli, The Portable Machiavelli, 126-166

12/3 (M) -- Recasting Roman Republicanism in Renaissance Florence

Reading: Machiavelli, The Portable Machiavelli, 167-287

12/7 (F.) -- Republicanism and Political Necessity

Reading: Machiavelli, The Portable Machiavelli, 287-418

*** PAPER II due by beginning of class, Tuesday DECEMBER 11***

12/10 (M) – Review for Final Exam

* * * FINAL EXAM: Tuesday, December 20 – 9:00-11:00 a.m. * * *

150 PUPOL 10000 CUNY Common Core 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 contact hours unless the college is seeking a waiver for another type of Math or Science course that meets major requirements. NOTE: Completed forms, along with a course syllabus, should be submitted to Lara Miranda-Moran ([email protected]). College Hunter Course Prefix and Number PUPOL 100 (e.g., ANTH 101, if number not assigned, enter XXX) Course Title Introduction to Public Policy Department(s) Public Policy Program Discipline Liberal Arts Credits 3 Contact Hours 45 Pre-requisites ENGL 120 (if none, enter N/A) Co-requisites (if none, enter N/A) Catalogue Description PUPOL 100 is an interdisciplinary course designed to introduce students to basic concepts in policy studies. It will acquaint students with public policy as a field of study, the basic elements of the policy-making process, and a variety of approaches for applying distinct modes of analysis (political,

economic, demographic, statistical, qualitative, normative). In addition to a textbook and select articles, the course uses practical case studies that address a range of policy problems. Special Features (e.g., linked courses) Sample Syllabus Syllabus must be included with submission; 5 pages max recommended Indicate the status of this course being nominated:

current course revision of current course a new course being proposed

151 CUNY COMMON CORE Location

152 Learning Outcomes

In the left column explain the course assignments and activities that will address the learning outcomes in the right column.

D. Individual and Society A Flexible Core course must meet the three learning outcomes in the right column. The course offers discussion of the debates surrounding how to best analyze public policies, emphasizing the key differences between economic and political approaches. • Gather, interpret, and assess information from a variety of sources Students will be trained in analytic thinking as foundational and points of view. knowledge of public policy processes and outcomes, and gain a thorough understanding the policy making process.

Students will reconcile conflicting evidence and contrary positions about various policies, especially as expressed in the course literature but also in public discourse. They will • Evaluate evidence and arguments critically or analytically. gain a comprehensive knowledge of current and historical policy problems and an understanding of their complexities.

Students will enhance writing skills, including the ability to summarize the main points of arguments succinctly, explain theories clearly, use language precisely, demonstrate command of social science terminology related to public • Produce well-reasoned written or oral arguments using evidence policy, and, in the course of writing, use abstract theories and to support conclusions. concepts to deepen understanding of evidence for assessing public policies and alternatives. They will learn to organize arguments in logical sequence and have opportunities to give oral presentations.

A course in this area (II.D) must meet at least three of the additional learning outcomes in the right column. A student will:

153 The course provides an introduction to theories of the policy process taking into account the key comparative • Identify and apply the fundamental concepts and methods of a contextual aspects of political systems that serve to influence discipline or interdisciplinary field exploring the relationship policy formulation and implementation. Public Policy is an between the individual and society, including, but not limited to, interdisciplinary field, and students will be exposed to anthropology, communications, cultural studies, history, theories that emerge from political science, sociology, journalism, philosophy, political science, psychology, public affairs, economics, and psychology and will be encouraged to bring religion, and sociology. in perspectives from their respective majors. The course will introduce intersectional issues of race, class, gender, disability, sexuality, etc. and provide students with • Examine how an individual's place in society affects experiences, the opportunity to develop, frame, and analyze arguments values, or choices. that incorporate these unique lenses in the formulation of public policy. The course will teach students about values of public good and how the incorporation of values such as democracy, • Articulate and assess ethical views and their underlying premises. privacy, right, voice and dissent, are upheld in society. The course will allow students to develop a facility for using abstract concepts and theories regarding U.S. public policy to deepen understanding of the facts of specific policies and • Articulate ethical uses of data and other information resources to learn to use those facts to evaluate the validity of empirical respond to problems and questions. claims about policy. Students will learn to apply qualitative and/or quantitative methods to solve real-world problems. The course will be concerned with the substantive details of both the current policies adopted by government, as well as important alternative (proposed) policies that have yet to be adopted nationwide. Students will attempt to arrive at some • Identify and engage with local, national, or global trends or conclusions about the effectiveness and efficiency of the ideologies, and analyze their impact on individual or collective policies they study and what can be realistically done to decision-making. improve public policy today given the current political climate and the prevailing orientation to approach public policy solutions.

154

PUPOL100 Introduction to Public Policy Spring 2020

Instructor: Robyn Rowe, PhD Email: [email protected] [email protected] Phone: 917.993.0812

Time: Thursday 1.10 – 4.00P M Room: Roosevelt House Room

Course Description: This course is designed to give students a broad overview of the public policymaking process, the primary theories and concepts for analyzing public policy, and a survey of critical issues in different public policy areas. The course is divided into discrete sections. First, the course provides an introduction to theories of the policy process taking into account the key contextual aspects of the American political system that serve to influence policy formulation and implementation. Second, the course offers discussion of the debates about how to best analyze public policies emphasizing the key differences between economic and political approaches. Third, the course examines a number of different policy areas. When examining these policies, we will be concerned with using our theoretical tools for understanding the policy process and how to best analyze policy in each area. We will also be concerned with the substantive details of these policies, including both the current policies adopted by government, and as well important alternative (proposed) policies that have yet to be adopted nationwide. Throughout our discussions, we will be examining the equity, effectiveness, efficiency, and inclusivity of the policies we will be studying. We will explore alternative policies and possibilities for improving public policy today given the current political climate and the prevailing orientation to approach public policy solutions. Students will write an op-ed and undertake a project that involves an in-depth exploration and analysis of a policy and a final presentation of policy brief. The final exam will be a take home assignment involving short responses to open-ended questions.

155 Learning Goals: The course is designed so that each student will have opportunity to: (1) improve critical thinking skills, including the capacity to grasp abstract concepts and theories regarding U.S. public policy; (2) develop a facility for using these abstract concepts and theories to deepen understanding of the facts of specific policies; (3) learn to use those facts to evaluate the validity of empirical claims about policy; (4) reconcile conflicting evidence and contrary positions about various policies, especially as expressed in the literature but also in public discourse; (5) improve public speaking skills and engage with others more reflexively in public policy debates; and (6) enhance writing skills, including in particular the ability to summarize the main points of arguments succinctly, explain theories clearly, use language precisely, demonstrate command of social science terminology related to public policy, and in the course of writing use abstract theories and concepts to deepen understanding of evidence for assessing public policies and alternatives.

Course Materials:

Required Textbook (It will be available as a pdf free for you to download from Blackboard; you can also find it online and at the Shakespeare Bookstore.):

Kraft, M. and Furlong, S. 2018. Public Policy: Politics, Analysis, and Alternatives, 6th Edition. CQ Press,

Additional Textbooks (Also available as pdfs on Blackboard):

Cairney, P. 2012. Understanding Public Policy: Theories & Issues

Ginsberg, B. et al., 2019. We the People: An Introduction to American Politics, 12th Ed. (New York: Norton.

McClain, P. & S.C Tauber ,2017. American Government in Black and White: Diversity and Democracy, 3rd Ed. (New York: OUP)

**All other required materials will be available on Blackboard or online via links in the syllabus.

Course Requirements:

Course Evaluation Breakdown Policy Op-Ed 15% Project Part I 20% Project Part II 20%

156 Project Presentation 10% Final Exam 20% Overall Participation 15% TOTAL 100%

Reading: The textbook is for reference. Read it for background. Come to class prepared to focus more on the assigned articles linked below and provided on Blackboard. Both are important but discussion in class centers on the articles.

Op-Ed: Write a short (around 800 words) opinion piece about a policy – an actually past/present/propsed policy or one you/someone else propose/s; can be national, state or local. For further guidelines see: https://www.nytimes.com/2017/08/25/opinion/tips-for-aspiring-op-ed-writers.html https://guestpost.com/blog/2019/02/guide-writing-washington-post/

Policy Project: Students should choose a policy for a topic by mid-semester and confirm topic with me! For the project, students must select a specific policy (proposed or enacted, past or present, national or local). Choose a policy that you can readily research. 1. Part I: Policy Analysis (6-8 pages, double spaced) Students will draw on the policy analysis framework in the textbook to critical analyze and discuss their chosen policy. In doing so they will demonstrate their ability to apply concepts discussed in class to specific and concrete cases of public policy. Further guidelines and prompts will be posted on Blackboard. 2. Part II: Policy Brief (6-8 pages, double spaced) Students will draw on insights gained from Part I of the project to produce Part II, a policy brief, that will propose a new policy or a change in an existing policy. In this part of the project students will have the opportunity to build their arguments for the policy change by drawing on conclusions from the previous analysis and conceptual and theoretical frameworks covered in class to dive into the history and trajectory of the policy; its constitutive discourses and paradigms; its framing and feedback effects. The brief will also involve a discussion of intended effects of policy in terms of equity, inclusivity, effectiveness, efficiency, and democracy. **To complete this part, you MUST conduct at least one (1) interview (to be discussed in class) with someone involved in any part of policy processes or outcomes/effects (potential/existing) of your policy. 3. Policy Presentation (time limit TBA) In this final part of the project students will present their policy analysis and brief to the class. In addition to cover the key points of these documents, student will need to explain how they propose to go about enacting their policy/change. Students must be prepared to ask questions of and respond to, their colleagues.

157 Final Exam (Take-home): The exam will ask students to apply ideas from the required texts to address specific issues raised in the articles assigned in the course outline. Class discussions will give students a chance to work on their applications of the required texts to the assigned additional readings. The exam will be take-home. Exam should be typed, doubled-spaced, completed using Microsoft Word and submitted via email.

Overall Class Participation: Class attendance is required. Students should be on time for the start of class. If you cannot attend class, you need to let me know ahead of time and to get approval for your excuse. More than three unexcused absences result in a reduction of the final grade. Your participation grade will be determined by both attendance and in-class discussion particularly concerning the readings.

Late Assignments and Make-Ups: The following are acceptable reasons for excused absences and late assignments: 1) serious illness; 2) illness or death of family member; 3) school trips; and 4) major religious holidays, and 5) other circumstances found by the instructor to be ‘reasonable cause for nonattendance.’ It is the student's responsibility to inform me of the absence, preferably in advance of the missed class. The burden of proof is on the student to provide sufficient documentation regarding the nature of the absence. The question of make-ups will be dealt with on a case by case basis. **If you know that you will need an extension for an assignment, contact me ASAP!*

Academic Integrity, Cheating and Plagiarism: It is assumed that students in this course will work independently and that all work submitted for a grade is the work of that student. I consider the violation of this policy (including plagiarism) to be a very serious offense and will pursue any offense to the full extent permitted by the university.

Respect: Please respect everyone and their contributions to class discussions.

Access: Should you require use of accommodation or assistance from access services, please see: http://www.hunter.cuny.edu/studentservices/access

158 COURSE SCHEDULE AT A GLANCE

WEEK DATE TOPIC 1 Jan 30 Introduction to Course: Syllabus & Overview 2 Feb 06 What is Public Policy? PART I. U.S. Political, Structural & Institutional Context for Policy Making 3 Feb 13 Public Policy Context: American Politics and Institutions 4 Feb 20 Public Policy Context: Neoliberalism, Inequalities, and the rise of Trump OP-ED ASSIGNMENT PART II. Theories of Public Policy Making 5 Feb 27 Policy Process, Decision Making, & Structural Influences on Policy 6 Mar 05 Policy Analysis & Problem Definition 7 Mar 12 Power & Agenda Setting 8 Mar 19 Social Construction & Policy Feedback POLICY ANALYSIS DUE 9 Mar 26 Policy Paradigms, Critical Junctures & Gradual Institutional Change PART III. Applying Theory to Practice & Policy Debate 10 Apr 02 Economic Policy SPRING RECESS 11 Apr 23 Social Policy I: Poverty & Income Support Policies 12 Apr 30 Social Policy II: Health & Social Care Policies Part IV. Making Change 13 May 07 Social Rights, Social Movements, Counter Publics, & Policy Change POLICY BRIEF DUE 14 May 14 Student Presentations 15 May 21 Final Class- Overview & Review FINAL EXAM

159 Detailed Schedule of Readings & Assignments

Part I. Introduction

1 Jan 30 Introduction to Course: Syllabus & Overview

* We will review the syllabus and assignments AND discuss how to read for this class – there is a lot of reading but if you follow my rules for how to read for this class, it will not/should not require an excessive amount of time. Your focus should be on critical thinking not on learning details.

***Read the Syllabus!!!

2 09/04 What is Public Policy?

ESSENTIAL READING: Kraft, M. and Furlong, S. 2018. Public Policy, pp 36-48.

P. Cairney, 2012. Understanding Public Policy, Ch 2.

PART II. U.S. Policy Making Context

3 Feb 13 Public Policy Context: American Politics and Institutions

ESSENTIAL READING: Kraft, M. and Furlong, S. 2018. Public Policy, pp 48-64 and Ch 2.

McClain & Tauber, American Government in Black and White, Ch 1.

FURTHER READING: Ginsberg, B. et al., 2019. We the People (New York), Ch 1-3

160 McClain & Tauber, American Government Ch 2, 3.

Listen: ‘Framed’, Cunningham, Lillian (Host). “Constitutional: A podcast about America,” Washington Post

Write your Op-Ed *Start by thinking of a policy; browse websites of major news sources such as New York Times, Washington Post, NPR, WNYC, MSNBC…

4 Feb Public Policy Context: Neoliberalism, Inequalities, and the rise of Trump 20 OP-ED ASSIGNMENT

ESSENTIAL READING: Brown, Wendy, 2019. In the Ruins of Neoliberalism: The Rise of Antidemocratic Politics in the West (New York: Columbia University Press), Intro, pp. 1-32. [Blackboard]

Jane Coaston interviews Kimberlé Crenshaw, ‘The Intersectionality Wars’ Vox, May 2019. Bernhard, M., & O’Neill, D. (2019). Trump: Causes and Consequences. Perspectives on Politics, 17(2), 317-324. [Blackboard]

Bernhard, M., & O’Neill, D. (2019). Trump: Causes and Consequences (the Sequel). Perspectives on Politics, 17(3), 643-644. [Blackboard]

EXPLORE Center on Budget & Policy Priorities (CBPP), ‘Chart book: Tracking the Post-Great Recession Economy,’ updated Aug 19, 2020.

CBPP. 2020. A Guide to Statistics on Historical Trends in Income Inequality.

**U.S. Census. 2019. Income and Poverty in the United States: 2018

**World Inequality Simulator *Inequality.org: The Facts: Income, Wealth, Race

Masha Gessen, ‘The Weaponization of National Belonging,’ New Yorker, June 2019

FURTHER READING: ** Schram, S. F. 2015. The Return of Ordinary Capitalism: Neoliberalism, Precarity, Occupy (Oxford), Ch. 1.

161 **Gilens, M. & Benjamin Page, “Testing Theories of American Politics: Elites, Interest Groups and Average Citizens” Perspectives on Politics, 12:3 (2014): 564-81. [Blackboard]

**Thelen, K. (2019). The American Precariat: U.S. Capitalism in Comparative Perspective. Perspectives on Politics, 17(1), 5-27. [Blackboard]

Lieberman, R., Mettler, S., Pepinsky, T., Roberts, K., & Valelly, R. (2019). The Trump Presidency and American Democracy: A Historical and Comparative Analysis. Perspectives on Politics, 17(2), 470-479. [Blackboard]

Green, J., & McElwee, S. (2019). The Differential Effects of Economic Conditions and Racial Attitudes in the Election of Donald Trump. Perspectives on Politics, 17(2), 358-379. [Blackboard]

Lopez Bunyasi, T. (2019). The Role of Whiteness in the 2016 Presidential Primaries. Perspectives on Politics, 17(3), 679-698. [Blackboard]

Bachrach P. and Baratz, 1962. “Two Faces of Power,” APSR, 56: 4, 947-52. [Blackboard]

Cho, S. Kimberlé Williams Crenshaw, and Leslie McCall. ‘Toward a Field of Intersectionality Studies: Theory, Applications, and Praxis,’ Signs 38, no. 4, Intersectionality: Theorizing Power, Empowering Theory (Summer 2013): 785-810.

Part II. Concepts & Theories of Public Policy Making

5 Feb 27 The Policy Process; Decision Making; & Structural Influences on Policy

ESSENTIAL READING: Kraft, M. and Furlong, S. 2018. Public Policy, Ch. 3.

P. Cairney, Understanding Public Policy, Ch 1: pp. 5-17; Ch 2: 30-43; Chs 5 & 6 (94-132)

*In class activity: bring one (1) example of ‘muddling through’ AND one (1) example of how structures (race, class, gender, inequality…) effect policy – it can be a short op-ed, article, video, podcast, tweet…

FURTHER READING: Charles Lindblom, “The Science of ‘Muddling Through,’” Public Administration Review 19(1959): 79-88. [Blackboard]

P. Cairney, Understanding Public Policy, Chs 4 & 7

162 6 Mar 05 Policy Analysis & Problem Definition

ESSENTIAL READING: Kraft, M. and Furlong, S. 2018. Public Policy, Chs 4, 5, 6

Stone, D. 2011. Policy Paradox (New York: W.W. Norton), Chapter 1. [Blackboard]

U.S. Centers for Disease Control (CDC) Policy Analysis Guide

**In class we will do a group policy analysis of Medicare for All (Bill), in the form presented to Congress. For further information see: KFF on other proposals Medicare for All and other information on single payer and public options for health care.

Commonwealth Fund Podcast The Dose explaining Medicare for All (and follow links to read/listen to other coverage/ explainers)

Matt Breunig and People’s Policy Project on Medicare for All

FURTHER READING: A ‘real life’ example of economic/efficiency-oriented evaluation of Medicaid expansion: The Oregon Project ‘Summary of Findings’: summary only

7 Mar 12 Power & Agenda Setting

ESSENTIAL READING: Stone, D. 1989. “Causal Stories and the Formation of Policy Agendas.” Political Science Quarterly. Vol. 104, No. 2, Summer. 281-300. [Blackboard]

Cairney, P. 2012. Understanding Public Policy, Ch 3 ‘Power & Public Policy;’ & pp. 182-192.

**In Class we will analyze how policy problems are defined, how agendas are set and how these processes are constitutive of power relations by looking at immigration policy

BRING in an article or piece of research from an official source or major national news source or think tank from the past year relevant to immigration policy & the Trump travel ban, for example:

163 Pew Research, Key Facts about U.S. Immigration Policies and Proposed Changes, May 17, 2019

CBPP Report on ‘Public Charge Rule’ to limit immigration

Politico on Trump’s travel ban

FURTHER READING Roger Cobb et al., “Agenda Building as a Comparative Process,” APSR, 70 (1976), 126-38. [Blackboard]

Listen: Alison Kodjak, ‘What if We Treated Gun Violence Like a Public Health Crisis?’ All Things Considered, NPR, Nov 15, 2017.

8 Mar 19 Social Construction & Policy Feedback POLICY ANALYSIS DUE

ESSENTIAL READING: Anne Schneider and Helen Ingram,1993. “Social Construction of Target Populations: Implications for Politics and Policy,” American Political Science Review, 87, 334-347. [Blackboard]

**Béland, D. and Schlager, E. 2019. ‘Varieties of Policy Feedback Research: Looking Backward, Moving Forward.’ Policy Stud Journal, 47: 184-205. [Blackboard]

**Mettler, Suzanne, ‘The Welfare Boogeyman,’ NY Times, 2018.

**USDA, work requirements for SNAP (‘food stamps’)

FURTHER READING Sanford Schram, “Trump’s Latest Bid to Punish the Poor,” Jacobin, June 26, 2018.

Piatak. J. 2017. ‘Understanding the Implementation of Medicaid and Medicare: Social Construction and Historical Context’ Administration & Society. 49 issue: 8, page(s): 1165-1190. [Blackboard]

Vesla Weaver & Amy Lerman ‘Political Consequences of the Carceral State.’ American Political Science Review, 4 (2010), 818-33. [Blackboard]

164 Hertel-Fernandez, A. 2018. Policy Feedback as Political Weapon: Conservative Advocacy and the Demobilization of the Public Sector Labor Movement. Perspectives on Politics 364-79.

Flores, R. D. and A Schacter. 2018. ‘Who are the “Illegals”? The Social Construction of Illegality in the United States’ American Sociological Review 83, 5, (October), 839-868. [Blackboard]

Pierson, P. 1993. “When Effect Becomes Cause: Policy Feedback and Political Change,” World Politics, 45: 4, 595-628. [Blackboard]

9 Mar 26 Policy Paradigms, Critical Junctures & Gradual Institutional Change

ESSENTIAL READING: Cairney, P. 2012. Understanding Public Policy, Ch. 11

Orloff, Ann Shola & Bruno Palier, 2009. ‘The Power of Gender Perspectives: Feminist Influence on Policy Paradigms, Social Science, and Social Politics, Social Politics 16, 4, Winter 2009, 405–412.

Schram, S. F. 2015. The Return of Ordinary Capitalism: Neoliberalism, Precarity, Occupy (Oxford), Ch. 1.

FURTHER READING Mahoney, James & Thelen, Kathleen. 2010. A Theory of Gradual Institutional Change. In Explaining Institutional Change (Cambridge) 1-37.

Hall, P. (1993). Policy Paradigms, Social Learning, and the State: The Case of Economic Policymaking in Britain. Comparative Politics, 25(3), 275-296. [Blackboard]

Hacker, J. “Privatizing Risk without Privatizing the Welfare State: The Hidden Politics of Social Policy Retrenchment in the United States,” American Political Science Review, 98, 2 (May 2004): 243-60. [Blackboard]

PART III. Applying Theory to Practice & Policy Debate

10 Apr 02 Economic Policy

ESSENTIAL READING: Kraft, M. and Furlong, S. 2018. Public Policy, Ch 7.

165 Ginsberg, B. et al., 2019. We the People (New York), Ch 16.

**Center for Budget and Policy Priorities (CBPP). 2019. Review these components of Tax & Spending: Federal Revenue Federal Payroll Taxes Wealthy households’ taxation Earned Income Tax Credit (EITC)

CBPP on Trump Tax Cuts leaving low- and moderate-income Americans behind

Tax Policy Center Analysis of Tax Cuts & Jobs Act of 2017

Tax Policy Center. 2018. (1 pg. TABLE) historical decline in the top marginal rate

FURTHER READING: **Ott, Julia 2017. ‘How Tax Policy Created the 1%’ Dissent, April 18, 2017.

Schram, S. F. 2015. The Return of Ordinary Capitalism: Neoliberalism, Precarity, Occupy (Oxford), Ch. 1 (as above- review)

**Mishel & Shieder, 2016. As Union Membership Has Fallen, The Top 10 Percent Have Been Getting A Larger Share of Income, EPI

**Boris, Eileen 2015. ‘Force & Shadow in the Making of Precarity: Racialized Bodies and State Power,’ Kalfou, 2, 2 (Fall), 305-315. [Blackboard]

EPI on minimum wage, unions & inequalities

*BLS, US Union Membership 2018-2019

*C. Crain, ‘State of the Unions,’ New Yorker, Aug 19. 2019.

Apr 09 SPRING RECESS

Apr 16 SPRING RECESS

166

11 Apr 23 Social Policy I: Poverty, Social Security & Income Support Policies

ESSENTIAL READING: **Kraft, M. and Furlong, S. 2018. Public Policy, Ch. 9.

**Ginsberg, B. et al., 2019. We the People (New York), Ch 17: pp 677-689, 700-709.

**Boris, E. 1995. ‘The racialized gendered state: Constructions of citizenship in the United States,’ Social Politics, 2, 2: 160–80. [Blackboard]

Amaral, Lindsay Drane 2020. Why Trump’s new food stamp rule is about cruelty, not responsibility Washington Post Jan 2020.

Greenstein, R. 2019. Misguided Trump Administration Rule Would Take Basic Food Assistance from Working Families, Seniors, and People with Disabilities (CBPP).

FURTHER READING: **Glitterman, D. 2014. ‘The Politics of Supporting Low-Wage Workers & Families,’ in Béland, et al. Oxford Handbook of U.S. Social Policy. [Blackboard]

Weaver, R K. 2014. ‘Temporary Assistance for Needy Families [TANF]’ in Béland, et al. Oxford Handbook of U.S. Social Policy. [Blackboard]**Read part on outcomes, 364-66.

Nathaniel Lewis, ‘The Welfare State Is in Tatters,’ Jacobin, 2018.

CBPP Policy Basics: Earned income Tax Credit (EITC)

CBPP Policy Basics: Top 10 Facts about Social Security

CBPP Policy Basics SNAP

*Basic Income Earth Network (BIEN), About Basic Income

*Daniel Zamora, The Case Against A Basic Income, Jacobin 12/28/2017.

167

12 Apr 30 Social Policy II: Health & Social Care Policies

ESSENTIAL READING: Kraft, M. and Furlong, S. 2018. Public Policy, Ch. 8.

Ginsberg, B. et al., 2019. We the People (New York), Ch 17: pp 691-700.

*Commonwealth Fund, States’ take up of waivers to introduce Medicaid Work Requirements

*Michel, S. 2014. Care and Work-Family Policies. In Oxford Handbook of U.S. Social Policy. Oxford University Press [Blackboard]

**Meyer, M. H. & Hausauer, J. 2014. Long-Term Care for the Elderly. In Béland, D., et al, Oxford Handbook of U.S. Social Policy, OUP. [Blackboard]

FURTHER READING: **Caplan, M.A. and Ricciardelli, L. (2016), Institutionalizing Neoliberalism: 21st‐Century Capitalism, Market Sprawl, and Social Policy in the United States. Poverty & Public Policy, 8: 20-38. [Blackboard]

** Pereira, S. Jan 17, 2020. ‘De Blasio's NYC Budget Braces for Massive Medicaid Cuts, 'Longer Wait Times', Gothamist.

Politico NY on Cuomo’s Plan for NY State Medicaid Budget Jan. 2020.

See above for Medicare for All links: KFF on other proposals Medicare for All and other information on single payer and public options for health care.

Commonwealth Fund Podcast The Dose explaining Medicare for All (follow links to read/listen to more)

Matt Breunig and People’s Policy Project on Medicare for All

National Economic & Social Rights Initiative (NESRI), ‘What is the Human Right to Health and Health Care?’

Part IV. Making Change

168

13 May 07 Social Rights, Social Movements, Counter Publics, & Policy Change POLICY MEMO/BRIEF DUE

ESSENTIAL READING: **Boris et al. 2015. Enforcement Strategies for Empowerment: Models for the California Domestic Worker Bill of Rights, UCLA Research & Policy Briefs, 30 (May 2015), 1-22.

Mie Inouye, ‘Organizing and Being Organized’ Jacobin 11/01/2019.

Ishkanian, Armine and Glasius Marlies 2017. Resisting neoliberalism? Movements against austerity and for democracy in Cairo, Athens and London. Critical Social Policy, 38(3), 527–546.

Action Based Research Methods

Frances Fox Piven, ‘Throw Sand in the Gears of Everything,’ The Nation, Jan 18, 2017.

Skocpol, T. (2019). Making Sense of Citizen Mobilizations against the Trump Presidency. Perspectives on Politics, 17(2), 480-484. [Blackboard]

**In class debate: How do we make change?

FURTHER READING: Courtenay W. Daum, ‘Counterpublics and Intersectional Radical Resistance: Agitation as Transformation of the Dominant Discourse,’ New Political Science, 39:4 (2017), 523-537. [Blackboard]

Listen: Sarah Jaffe and Michelle Chen, ‘Belabored Podcast #182: (Slowly) Seizing the Means of Production: How would the workplace be different if the workers owned it?’, August 23, 2019. OR Sarah Jaffe and Michelle Chen, Belabored Podcast #192: Unions for All, with SEIU Local 26, Jan. 24, 2020.

Della Porta, D. 2017. Political economy and social movement studies: The class basis of anti-austerity protests Anthropological Theory, 17, 4: 453-473. [Blackboard]

169

14 May 14 Student Presentations

15 May 21 Final Class- Overview & Review

FINAL EXAM

GTECH 10100 CUNY Common Core 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 contact hours unless the college is seeking a waiver for another type of Math or Science course that meets major requirements. NOTE: Completed forms, along with a course syllabus, should be submitted to Lara Miranda-Moran ([email protected]). College Hunter Course Prefix and Number GTECH 101 (e.g., ANTH 101, if number not assigned, enter XXX) Course Title Digital Earth: The Impact of Geographic Technology Through the Ages Department(s) Geography and Environmental Science Discipline Credits 3.0 Contact Hours 3.0 Pre-requisites (if none, enter N/A) Co-requisites (if none, enter N/A)

170 Catalogue Description We are living in a digital and data-intensive era where looking up directions using web maps such as Google or Bing maps, or using GPS devices to search for the nearest Starbucks location, or

requesting a ride share location-based service such as Uber from one’s smartphone has become routine. Geospatial technologies enable us to capture, store, process and display a vast amount of geographic information about the Earth and the environment, including where we are in relation to the people and places we care about. These technologies are foundational to our rapidly changing modern lives. This course will serve as an introduction to geospatial technologies, how they have evolved over time, and how their development has changed our world. Special Features (e.g., linked courses) Sample Syllabus Syllabus must be included with submission; 5 pages max recommended Indicate the status of this course being nominated:

current course revision of current course a new course being proposed CUNY COMMON CORE Location

171 Please indicate whether this course will satisfy a major requirement, and if so, which major requirement(s) the course will fulfill.

172 Learning Outcomes

In the left column explain the course assignments and activities that will address the learning outcomes in the right column.

E. Scientific World A Flexible Core course must meet the three learning outcomes in the right column. Students will be assigned reading materials throughout the course which will then be used as the basis for class discussions and activities facilitated by the instructor. Because of the nature of class discussions, this learning outcome will be assessed by questions and comments offered by the students, and their responses to one another that indicate information synthesis, critical thinking, and active listening. For example, students will read various personal journal entries and personal accounts of early explorers Henry Hudson, Robert Juet, • Gather, interpret, and assess information from a variety of sources and Abacuk Pricket to investigate early positioning tools, and points of view. methods, and the role of latitude and longitude during Hudson’s four voyages. Students will also evaluate maps and information on the Hudson voyages from online resources such as the Mariners Museum interactive map and The Hudson interactive map from National Geographic Following the reading assignment and online activity, students will be prepared to discuss the numerous challenges and conflicts of early navigation presented in the primary and online sources. Students will be assigned to read select passages from Mark Monmonier’s “How to Lie with Maps” in conjunction with a lecture on the principles of • Evaluate evidence and arguments critically or analytically. cartography and ethical mapping practices. Students in small groups will evaluate the potential misuse of maps and spatial information by examining modern and

173 historical maps using the New York Public Library’s digital map collections and other web resources. Please see “How to Lie with Maps Chapter 2: Elements of the Map” for a sample of the reading assignment. The learning outcome will be assessed by the students’ ability to examine the a map and communicate with their group and instructor the elements of the map design that may lead to misuse or misinterpretation. Students in small groups will examine the distortions, advantages, and disadvantages of the Mercator and Gall- Peters projections. The students will then engage in a class discussion presenting well-reasoned arguments based on the smaller group activity as to the use of Gall- • Produce well-reasoned written or oral arguments using evidence Peters as an alternative to Mercator, and the continued to support conclusions. use of the Mercator projection, as well as explore the political implications of map projections and map design. This learning outcome will be assessed through the quality of the small working group discussions and the larger class discussion.

A course in this area (II.E) must meet at least three of the additional learning outcomes in the right column. A student will:

Students will be given lab assignments throughout the semester to reinforce the foundational concepts of geographic technology presented in the course and to gain experience using various tools to address geographic problems. Through these exercises, this learning outcome will be assessed by the successful • Identify and apply the fundamental concepts and methods of a application of the geographic concepts using the discipline or interdisciplinary field exploring the scientific world, specific tools and workflows. For example, students will including, but not limited to: computer science, history of science, explore how a geographic information system (GIS) can life and physical sciences, linguistics, logic, mathematics, utilize spatial as well as non-spatial information by psychology, statistics, and technology-related studies. linking the latter directly to a location. Using QGIS, a desktop GIS, students will join New York State county geometry data (spatial data) to tabular census data (non- spatial data). In doing so, the students will gain an understanding of a mapping process commonly used by

174 professional cartographers, and the use of spatial and non-spatial information in a GIS. Please see “Lab 2: Joining Data with QGIS” for more information. Similarly, in the attached class activities “Georeferencing with the NYPL Map Warper” and “Georeferencing with Google Earth” (adapted from Carlton University), students will use the New York Public Library’s Map Warper online tool and the desktop version of Google Earth to georeference historical map images to present-day maps, comparing the two methods of adding geographic context to static images. Through class and lab assignments, students will use geospatial tools to examine and solve geographic problems. This learning outcome will be assessed through brief writing assignments in which the students will present not only the solution but the process through which the solution was reached or decisions were made. For example, students will use the open source web mapping platform, OpenStreetMap, to determine what essential services and facilities are not • Demonstrate how tools of science, mathematics, technology, or mapped in their areas and add those features to the map. formal analysis can be used to analyze problems and develop This assignment, “Lab 3: introduction to solutions. OpenStreetMap”, will demonstrate how the use of participatory mapping tools and particularly OpenStreetMap can provide communities with updated information in the time of COVID-19, or other local or global emergencies. Students will then submit a brief write-up including their observations of the features present in their area and the decisions they made to improve the map. For the final project, students will explore the question, “How is geospatial technology changing the world?” by conducting a research project on a specific topic of their • Articulate and evaluate the empirical evidence supporting a choosing. Students will be guided in choosing scientific or formal theory. appropriate journal articles and resources related to the course material, or the use of geospatial technologies related to the students’ own research. Students will

175 present the contents of the article to the class in an oral presentation and submit a written report using the article and other related sources. The reports and presentations should include a critical evaluation of the hypotheses, methods, and results presented in their articles. Furthermore, the report should discuss the role and impact of geospatial technologies in the students’ area of interest. Students will be evaluated by the three project deliverables: article submission (Is the article appropriate to the class content and from an appropriate source?), class presentation (Was the article presented in a clear and understandable way?), and the final report (Does the paper state the research problem or focus; identify data and methods; discuss results, limitations, and future work? Are data sources appropriately cited?). Please see “Final Project” for a full description. The lectures on Participatory GIS and Web Maps listed on the course syllabus will include class discussions exploring participatory and web mapping as complements and/or alternatives to traditional mapping practices. Students will also evaluate the use of smartphone-based sensor networks (people as sensors) • Articulate and evaluate the impact of technologies and scientific and the limitations of volunteer geographic information discoveries on the contemporary world, such as issues of personal in the context of information and communication privacy, security, or ethical responsibilities. technology access disparities. Furthermore, in “Lab 4: Introduction to Google MyMaps”, students will demonstrate a knowledge of ethical design practices by creating interactive web maps using Google MyMaps. This lab will reinforce the considerations and responsibilities of map makers. The use of modern geospatial technologies and the increasing public concern over privacy are ubiquitous throughout the topics presented in the course, especially • Understand the scientific principles underlying matters of policy or in the units focusing on the applications of global public concern in which science plays a role. navigation satellite systems, census data, and web mapping. Class discussions of privacy are built into the units covering such topics. These empower students to

176 examine of the misuses, limitations, and compromises considered in developing and working with geospatial technologies as individuals and as a society. This learning outcome will be assessed through class discussions and by the inclusion of these issues in the students’ final project and other assignments.

177

GTECH 10100 Digital Earth Spring 2020 Wednesday 9:10 AM to 12:00 PM Hunter North 1022 Instructor: Mishka Vance Email: [email protected] Please include “GTECH 10100” in the subject line and sign your full name as it appears in CUNYfirst. It is preferred that you use your Hunter email. Office: HN 1032 Office hours : Wednesdays, by appointment only Course Description GTECH 101 Digital Earth is a unique undergraduate-level course designed to provide an introduction to geospatial technologies, the geographic principles that underlie such technology, and the role that the technology plays in society. Topics include the voyages of Henry Hudson, the mapping of disease, the practice of redlining in the United States, creating interactive web maps with Google MyMaps, location-based services such as Uber, the use of smartphones in disaster relief, the virtual geographies in online gaming, and more. Through class activities and discussions, readings, hands-on lab assignments, and a final research project, students will develop an understanding of geospatial concepts as well as common workflows using various mapping applications such as Google Earth and QGIS. There is no required textbook but the course relies heavily on the use of web-based resources including but not limited to Google Maps, OpenStreetMap, Census Bureau Geocoder, and the New York Public Library suite of digital mapping resources This course is designed to be inclusive of all majors and programs of study, yet will provide an essential and practical foundation for those continuing on to advanced geography coursework and related fields. Expected Learning Outcomes 1. Describe the underlying concepts of today’s geospatial technologies. 2. Understand the role of geospatial technologies in society. 3. Develop the relevant computer knowledge and basic skills needed to use geospatial technologies on the web. 4. Explore the varied applications of geospatial technologies. Software Used in Class All software used in class can be accessed from an internet browser, including Google Maps, Google Earth, and the NYPL Map Warper. Course Readings There is no required text for this course. Any readings will be provided by the instructor via Blackboard. Students, however, are encouraged to explore topics of interest outside of class through scholarly articles, news sources, books, and other resources.

Student Evaluation 1 Lab assignments and in-class activities (60%) A series of lab assignments and in-class activities will constitute 60% of the grade required for this course. In-class activities and lab assignments will be handed out and explained during class. Lab assignments are due before the beginning of class on the due date. In-class activities are due at the end of the class session. Final project (30%) During the semester students will work on a final project on a theme of their choice. Students will then present their work in the last session of the semester. Detailed instructions for the final project will be given in class. Participation (10%) Students are expected to attend all lectures and lab sessions, and participate in all discussions and activities both in the classroom and on Blackboard. Late Submission and Exam Policies ● 50% of the grade is deducted for late assignments submitted after the regular due date and time. No points can be earned for late or missing in-class activities. ● No points can be earned for assignments submitted later than one week after the regular due date and time. ● There will be no exams given for this course but the instructor may administer unannounced quizzes during regular class time. Based on your final score, you will be assigned a letter grade based on the numerical standards that can be found in the Hunter College Undergraduate Catalogue at http://catalog.hunter.cuny.edu/ . Incomplete and/or Credit/No Credit as a Final Grade A final grade of IN (incomplete) will not be given in this course (with the exception of death, serious illness, or other documented emergency circumstances). Incompletes must be requested in writing prior to the last class session (with the exception of an unforeseen emergency as outlined above) and will be given only if the student's grade is at “C” or above at the time the IN is filed, and with evidence of a satisfactory reason. At the time you request an IN, you must also complete a Contract to Resolve an Incomplete Grade (form available at the college) and get my signature. Otherwise, I will average your existing grades based on the course grading rubric and record the grade you have earned. To qualify for a final grade of CR/NC (Credit/No Credit), you must have completed all course requirements (exams, quizzes, in-class and homework assignments, labs, and the final course project) and have satisfactory attendance and participation. If even one of these requirements are not met, you will be ineligible to receive CR/NC. You must request the CR/NC option prior to beginning the second exam on Wednesday, May 1 st , and submit the CR/NC form no later than Wednesday, May 8 th , the last regular class meeting of the semester. The policy and form is available online at http://www.hunter.cuny.edu/advising/how-to/file-credit-no-credit-cr-nc . Course Policies Communication All email messages about this course should include "GTECH 101" in the subject line and be signed with your full name as it appears in CUNYfirst. It is preferred that you use your Hunter email. Web-enhancement Everything pertaining to this course will be communicated through BlackBoard. You are required to check the BlackBoard course site on a daily basis. All changes to the syllabus will be announced on the course home page. All lecture and lab materials are accessible through BlackBoard, and this is also the place where you upload your 2 assignments to. Your exams and lab assignments will be graded based on what you have uploaded to BlackBoard and this is where you will find your grades and may access course statistics that help you to assess your standing at any given time. Lab Access The lab(s) (room HN 1090B) are generally open 7 days a week, 24 hours a day, and students with appropriate access are entitled to work in these labs when the labs are not being used for teaching (On days when the entire college is closed, access to the labs is restricted to those students who have gained prior permission to use the labs). Additional information on labs and lab policies is available here: http://www.geo.hunter.cuny.edu/techsupport/rules.html . Please ensure you have a Geography account - login and password. You will still be responsible for handing in the labs on time if your account is suspended because of non-compliance. If you do not have a Department of Geography computer account you must complete the application found at http://www.geo.hunter.cuny.edu/techsupport/comp_account.html . Class Climate Hunter has made a conscientious effort to increase diversity in the student, staff and faculty member populations. To ensure that all class members feel welcomed and equally able to contribute to class discussions, we will all endeavor to be respectful in our language, our examples, and the manner in which we conduct our discussions and group work. If you have any concerns about the climate of the class, please contact me. Academic Standards Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures. Plagiarism, dishonesty, or cheating in any portion of the work required for this course will be punished to the full extent allowed according to Hunter College regulations. Be sure and reference all material you use. If you have any questions, please contact me! ADA Policy : In compliance with the American Disability Act of 1990 (ADA) and with Section 504 of the Rehabilitation Act of 1973, Hunter College is committed to ensuring educational parity and accommodations for all students with documented disabilities and/or medical conditions. It is recommended that all students with documented disabilities (Emotional, Medical, Physical, and/or Learning) consult the Office of AccessABILITY to secure necessary academic accommodations. Hunter College Policy on Sexual Misconduct

In compliance with the CUNY Policy on Sexual Misconduct, Hunter College affirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender-based harassment retaliation against students, employees, or visitors, as well as certain intimate relationship. Students who have experienced any form of sexual violence on or off campus (including CUNY-sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College. A. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College’s Public Safety Office (212-772-4444). B. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College’s Title IX Campus Coordinator, Dean John Rose ( [email protected] or 212-650-3262), or Colleen Barry 3 ( [email protected] or 212-772-4534) and seek complementary services through the Counseling and Wellness Services Office, Hunter East 1123. The CUNY Policy on Sexual Misconduct can be found here: http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual-Misconduct-12-1-14-with-links.pdf Course Schedule Week Date Topic Assignments 1 Jan 29 Introduction to Geospatial Technologies 2 Feb 5 Early Navigation 3 Feb 12 NO CLASS - COLLEGE CLOSED 4 Feb 19 Coordinate Systems and Map Projections Lab 1: Introduction to Google Earth 5 Feb 26 Global Positioning Systems (GPS) Lab 1 due 6 Mar 4 Applications of GPS 7 Mar 11 Geospatial Data Lab 2: Introduction to QGIS 8 Mar 18 NO CLASS Remote Instruction beginning March 19th Lab 2 due 9 Mar 25 Geospatial Data Analysis 10 Apr 1 NO CLASS Remote Instruction resumes April 2nd 11 Tues, Apr 7 ON-SITE VISIT TO NYPL CANCELLED Nature of Cartography 11 Apr 8 NO CLASS – SPRING BREAK 12 Apr 15 US Census and Populations Articles due

13 Apr 22 Participatory GIS Lab 3: Introduction to Open Street Maps 14 Apr 29 Geovisualization and Web Maps Lab 4: Introduction to Google MyMaps/ArcGIS Online Lab 3 due 15 May 6 Remote Sensing Lab 4 due 16 May 13 Future of Geospatial Technology 17 May 20 Article Presentations 9:10 AM to 12:00 noon Final Reports due Syllabus Changes Changes to the syllabus are possible. Except for changes that substantially affect implementation of the evaluation (grading) statement, the current syllabus is a guide for the course and is subject to change. All changes will/would be announced on BlackBoard, which you are expected to check daily. 4

HEBR 20N01 CUNY Common Core 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 contact hours unless the college is seeking a waiver for another type of Math or Science course that meets major requirements. NOTE: Completed forms, along with a course syllabus, should be submitted to Lara Miranda-Moran ([email protected]). College Hunter Course Prefix and Number HEBR 20N01 (e.g., ANTH 101, if number not assigned, enter XXX) Course Title Hebrew and Israeli Songs and Poems Department(s) Classical and Oriental Studies Discipline Hebrew Credits 3 Contact Hours 3 Pre-requisites N/A (if none, enter N/A)

Co-requisites N/A (if none, enter N/A) Catalogue Description Study and appreciation of 20th-21st-century Hebrew and Israeli songs and poems and their cultural significance. Translations provided; no knowledge of Hebrew required.

Special Features (e.g., linked courses) Sample Syllabus Syllabus must be included with submission; 5 pages max recommended Indicate the status of this course being nominated:

current course revision of current course x 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 X World Cultures and Global Issues Individual and Society Mathematical and Quantitative US Experience in its Diversity Scientific World Reasoning Creative Expression Life and Physical Sciences Waivers for Math and Science Courses with more than 3 credits and 3 contact hours

Learning Outcomes

In the left column explain the course assignments and activities that will address the learning outcomes in the right column.

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. D. Individual and Society A Flexible Core course must meet the three learning outcomes in the right column. By way of preparation for each set of songs/poems, students will develop the skills to examine relevant socio-historical background and assess the social realities that gave rise to the attendant creative expressions and the specific symbols that they employ. Students will also compare points of view of • Gather, interpret, and assess information from a variety of sources different writers of the same era and assess their and points of view. contributions to the wider corpus. The latter objective is accomplished on an ongoing basis, especially in weekly preparation assignments (of approximately 300 words each) and in class discussions. By the same token, in assignments and in class, students will learn to examine and evaluate social, cultural, and linguistic contributions to the development of the relevant corpora, • Evaluate evidence and arguments critically or analytically. identifying the mutual influence of texts and historical circumstances. To develop skills of expression and analysis, students will compose a weekly assignment of approximately 400 words, based on their weekly preparation, class discussion, and self- • Produce well-reasoned written or oral arguments using evidence guided research, tying together the weekly theme. (Note: to support conclusions. Each “week” of this summer course is the equivalent of approximately two-and-a-half weeks of a standard semester.)

A course in this area (II.D) must meet at least three of the additional learning outcomes in the right column. A student will:

• Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring the relationship between the individual and society, including, but not limited to,

anthropology, communications, cultural studies, history, journalism, philosophy, political science, psychology, public affairs, religion, and sociology. On a consistent basis, students will develop an appreciation of how the ideology, values, and background of writers are • Examine how an individual's place in society affects experiences, reflected in their poetry and songs. This is a fundamental values, or choices. component of nearly all assignments and class discussions. In the substantial part of the course that addresses the work of poets and songwriters of various ideological movements— Zionist and otherwise—students will develop an understanding of the ethics and values of these movements • Articulate and assess ethical views and their underlying premises. as they are reflected in the attendant songs and poems, and how these ethics and values are (or are not) reflected in the activities of these writers and movements.

• Articulate ethical uses of data and other information resources to

respond to problems and questions. In the case of songs that played a role in social movements, students will develop an understanding —by way of the attendant class discussions and assignments—of the relevant trajectory of influence; i.e., from ideology to song to • Identify and engage with local, national, or global trends or social and political impact. This extends to Hebrew and ideologies, and analyze their impact on individual or collective Arabic songs that played—and continued to play—roles of decision-making. various kinds in Israeli culture as well as songs reflecting the European nationalist environment that contributed to the formation of the State.

Hunter College Department of Classical and Oriental Studies Division of Hebrew and Hebraic Studies

HEBR 20N01 – Hebrew and Israeli Songs and Poems

Course Objectives and Content

The culture of Hebrew poetry and song took a significant turn after the rise of Zionism. It continued to evolve dramatically as the state of Israel was established, with its continued development reflecting language creation and linguistic advancement, wars and other global events, and internal crises and other socio-cultural realities. In this course, students will study poems and songs and the history behind them and develop an appreciation of the place of poems and songs within the historical, cultural, and social framework that formed a nation and shaped its history. The course encompasses several themes, ranging from peace and wartime songs to lullabies and other children songs, and it introduces students to a cross-section of poets spanning several generations. The course also addresses key issues such as the development of individual songs over time and the historical realities that these changes reflect. English translations of material will be provided.

Required Texts

All texts will be provided by instructor, generally in electronic form.

Expected Learning Outcomes

Basic Outcomes:

4. By way of preparation for each set of songs/poems, students will develop the skills to examine relevant socio-historical background and assess the social realities that gave rise to the attendant creative expressions and the specific symbols that they employ. Students will also compare points of view of different writers of the same era and assess their contributions to the wider corpus. The latter objective is accomplished on an ongoing basis, especially in weekly preparation assignments (of approximately 300 words each) and in class discussions. . 5. By the same token, in assignments and in class, students will learn to examine and evaluate social, cultural, and linguistic contributions to the development of the relevant corpora, identifying the mutual influence of texts and historical circumstances.

6. To develop skills of expression and analysis, students will compose a weekly paper of approximately 400 words, based on their weekly preparation, class discussion, and self-guided research, tying together the weekly theme. (Note: Each “week” of this summer course is the equivalent of approximately two-and-a-half weeks of a standard semester.)

Additional Outcomes:

1. On a consistent basis, students will develop an appreciation of how the ideology, values, and background of writers are reflected in their poetry and songs. This is a fundamental component of nearly all assignments and class discussions.

2. In the substantial part of the course that addresses the work of poets and songwriters of various ideological movements—Zionist and otherwise—students will develop an understanding of the ethics and values of these movements as they are reflected in the

attendant songs and poems, and how these ethics and values are (or are not) reflected in the activities of these writers and movements.

3. In the case of songs that played a role in social movements, students will develop an understanding —by way of the attendant class discussions and assignments—of the relevant trajectory of influence; i.e., from ideology to song to social and political impact. This extends to Hebrew and Arabic songs that played—and continued to play—roles of various kinds in Israeli culture as well as songs reflecting the European nationalist environment that contributed to the formation of the State.

Method of Evaluation

The final grade will be calculated based on the following:

(1) Class participation (20%).

(2) Five written preparation assignments (one per week) of approximately 300 words each (10%).

(3) Four written assignments (one at the end of each of the first four weeks) of approximately 400 words each, synthesizing the theme of the relevant week (40%).

(2) Final exam (30%).

Session Outline

Week 1 session 1

General introduction to Hebrew poetry and its genres throughout the ages, including the biblical, medieval, and modern periods. Students will learn how identify cultural keywords, will be presented with examples of poems from different genres and ages, will analyze and compare them and will be able to point at select historical events and concepts emerging from the texts.

Week 1 session 2

Biblical writing: David’s Lament: its historic background, poetic features, and events leading to its writing.; The contemporary use of this lament in the renewing Zionist culture and in the modern state of Israel. The “Yizkor” prayer and its different versions: the different purposes for which it was usedin the last seven decades. The Prayer for the State of Israel: a comparison across different communities and religious denominations and its evolution through the last 70 years.

Week 2 session 1

Longing for Israel in medieval writing: Yehuda (Judah) Halevi as a representative of his age: historical and biographical background and select compositions. The theme of longing for Zion including “My Heart is in the East,” “Zion do you wonder”: analysis and establishment of of the common trending religious symbols and emerging rhetorical tools. Comparison to to other themes including love songs, Friendship songs and obituaries. Comparison to additional poets including Ibn Ezra and Rabbi Shmuel Hanagid and modern compositions on their songs including Met Av U-Met Elul.

Week 2 session 2

Introduction to Zionism in the context of 19th-century European nationalism; examination of selections from Haim Nachman Bialik his influence, and the impact of his poetry on Zionism. Connecting ”,על השחיטה“ and ,”בעיר ההריגה including “In the City of Slaughter Bialik’s Zionist activity to his writing, his move to Israel, and examination of his love songs, children songs, and Aggadic themes.

Week 3 session 1

Nathan Alterman, Shaul Tchernichovsky, and “Rachel”: analysis and comparison of three writers of different backgrounds who seek a common objective; their different and conflicting perceptions of the emerging new country and the expression of these perceptions in their poetry. Comparison of poems from different themes: love songs, national songs, and Israel-praise songs of each poet including: “The Silver Platter,” My Kinneret,” and “Creed.”

Week 3 session 2

Israel’s war of independence: history, select poems and their place in the formation of symbols and myths in the common memory of the emerging nation; role of the Bible in this process and the notable omission of rabbinic and medieval motifs while adapting this poetry to the new emerging Israeli symbols. Review of select poems relating to battles, victories and fallen soldiers. Comparison of poets including Haim Guri and Haim Hefer and songs including “Dudu,” “Baab el-Waad,” “Shir Ha-Raot,” “The Jeep”, “Rabbotai Ha-Historiyah Chozeret.”.

Week 4 session 1

Poetry and song in the early decades of the State of Israel: “Jerusalem of Gold” the song’s evolution and its impact pre- and post-1967. Examination of other selections reflecting the new political realities and social and cultural challenges: The military bands and their cultural and morale contribution. Israeli-Greek music and opening to Mediterranean music. Arik Einstein, Shalom Hanoch and Uri Zohar – the new generation of the new Israeli native artist.

Week 4 session 2 The 1970s: Songs and poetry reflecting social changes and the upheaval wrought by the Yom Kippur war. Pre-1973 war songs compared with post 1967-war including comparison of Naomi Shemer’s “Lu Yehi” to her earlier “Jerusalem of Gold,” Nasser is waiting The attrition war the disconnect between the front lines ”.על שלושה פשעי דמשק“ ,”היה לי חבר היה לי אח“ / ”נפגשנו שוב (דודו זכאי) .for Rabin vs .”מרדף/ירון לונדון“ ,”שלחי לי תחתונים וגופיות“ and civil population and the widening gaps in Israeli society reflecting in songs to include

Week 5 session 1

The 1980s and beyond: Hebrew and Arabic compositions reflecting new political developments, the songs “Salam” and “Halelya”. Poems and songs reflecting ideological and social changes, including the emergence of individualism, theopening of the Israeli society to the western world and double-winning of the Eurovision song contest with “Abanibi and Haleluya”, and the process of identification with America; the influence of US music on the Israeli artistic scene and copycat of Beatles songs such as The ballade of John and .”ג'ון בריון/Yoko, Yesterday; westerns including Big Bad John

Week 5 session 2

Summary, review, and final exam.

CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual-Misconduct-12-1- 14-with-links.pdf

ADA Statement: In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter College is committed to ensuring educational access and accommodations for all its registered students. Hunter College’s students with disabilities and medical conditions are encouraged to register with the Office of AccessABILITY for assistance and accommodation. For information and appointment contact the Office of AccessABILITY located in Room E1214 or call (212) 772-48257 or TTY (212) 650-3230.

ECO 29562 CUNY Common Core 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 contact hours unless the college is seeking a waiver for another type of Math or

Science course that meets major requirements. NOTE: Completed forms, along with a course syllabus, should be submitted to Lara Miranda-Moran ([email protected]). College Hunter Course Prefix and Number ECO 295.62 (e.g., ANTH 101, if number not assigned, enter XXX) Course Title Economics and Film Department(s) Economics Discipline Economics Credits 3 Contact Hours 3 Pre-requisites (if none, enter N/A) Co-requisites N/A (if none, enter N/A) Catalogue Description If you ask any economist, they will insist that economics is everywhere in our lives, and it is very useful for understand how and why people do what they do. Narrative film does something similar. It

focuses a microscope on our behavior and allows us to see the human condition in a new light. This course uses films from all over the world as examples of human behavior to illustrate foundational economic concepts such as tradeoffs made under scarcity. This course is intended for economics majors to better appreciate the humanistic side of their discipline and for artists and others to find a way into a powerful tool for solving social problems. Special Features (e.g., linked courses) Sample Syllabus Syllabus must be included with submission; 5 pages max recommended Indicate the status of this course being nominated:

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.)

Learning Outcomes

In the left column explain the course assignments and activities that will address the learning outcomes in the right column.

A. World Cultures and Global Issues A Flexible Core course must meet the three learning outcomes in the right column. A student will: Students will read economics research and watch films that are about the same general subject, but from two different • Gather, interpret, and assess information from a variety of sources disciplines and points of view. Before every class they will and points of view. complete quiz questions that require them to interpret where

the two viewpoints overlap and where they diverge in their treatment of difficult economic and policy situations.

Students will choose an issue in economics that interests them and find a paper and a film about this issue. Students will make a 10-minute presentation in class comparing the perspective we get from the economic research and from the film. Are the filmmakers missing some important • Evaluate evidence and arguments critically or analytically. understanding that an economist would have? Are the economists forgetting something important that the filmmakers have grasped? Is one more or less correct than the other? What can we learn from both? Every student will lead a discussion of one reading and one film over the course of the semester. This means the student identifies a main conclusion they drew from the reading or film, with a list of three pieces of evidence that support this • Produce well-reasoned written or oral arguments using evidence takeaway. They lead a discussion in class about their main to support conclusions. conclusions. Students are graded on how clear the takeaways are and how well they lead the discussion in class.

A course in this area (II.A) must meet at least three of the additional learning outcomes in the right column. A student will:

Introductory lectures in this course will cover a broad overview of the fields of economics and art film. Students • Identify and apply the fundamental concepts and methods of a watch a film from a different country each week in the course. discipline or interdisciplinary field exploring world cultures or global They also read one chapter or research paper about a basic issues, including, but not limited to, anthropology, economic theory or experiment each week. The instructor communications, cultural studies, economics, ethnic studies, has a PhD in economics and did research in international foreign languages (building upon previous language acquisition), development for 10 years. He also is an MFA student in Film geography, history, political science, sociology, and world at Hunter, so he is uniquely qualified to combine disciplines to literature. explore culture on a global scale. Topics that students will read about, watch films about, and discuss in class include historical roots of economic prosperity, the legacy of colonialism in economic growth and • Analyze culture, globalization, or global cultural diversity, and in culture, the role of aspirations in determining economic describe an event or process from more than one point of view. growth and social identity, current views on climate change and in particular how the most vulnerable can survive in the

face of increasing risk, and the role of paternalism and freedom in helping people realize their potential as human beings. Films shown in the course come from Zambia, Mali, Belgium, Ghana, Georgia, France, Egypt, Sri Lanka, Senegal, Israel, Russia, Brazil, and Chile. All of them tackle important political, economic, and social issues in their respective • Analyze the historical development of one or more non-U.S. countries. The reading list for articles related to economic societies. theory and evidence cover work done in many more countries than those listed already here. This course has a strong international focus.

• Analyze the significance of one or more major movements that

have shaped the world's societies.

• Analyze and discuss the role that race, ethnicity, class, gender, language, sexual orientation, belief, or other forms of social differentiation play in world cultures or societies.

• Speak, read, and write a language other than English, and use

that language to respond to cultures other than one's own.

Economics in Narrative Film (ECO 29562) Hunter College Department of Economics

Professor Ty Turley Email: [email protected]

Course Description

If you ask any economist, they will insist that economics is everywhere in our lives, and it is very useful for understand how and why people do what they do. Narrative film does something similar. It focuses a microscope on our behavior and allows us to see the human condition in a new light. This course uses films from all over the world as examples of human behavior to illustrate foundational economic concepts such as tradeoffs made under scarcity. This course is intended for economics majors to better appreciate the humanistic side of their discipline and for artists and others to find a way into a powerful tool for solving social problems.

Learning Objectives

During this course, students will: • Interpret economics research and films that are about the same general subject, but from two different disciplines and points of view. • Explore one economic issue through economic research and film, comparing the perspectives and evidence gleaned from each. They will summarize their analysis in a class presentation. • Lead a class discussion analyzing the perspectives and evidence derived from one pair of films and readings on the course syllabus. • Identify and apply the fundamental concepts and methods of both the discipline of economics and international art film. • Analyze social issues and describe economic theory and policy from the point of view of economists and filmmakers/artists.

By the end of this course, students will: • Be familiar with current trends in fiction and non-fiction film dealing with economic issues in developed and developing countries. • Know the economists and filmmakers doing work on economic issues in developed and developing countries.

Prerequisites

Eco 100 is a prerequisite for this course. You can also get permission from the instructor. You should have an interest in film and economic policy. You must also be able to read and understand the texts we will be discussing. This will be easier if you’ve had an introductory course in economics, but we will review all needed concepts in class. I do not expect you to understand everything, but you must be willing to try, and willing to ask questions about what you do not understand. You must also be willing to watch movies with subtitles.

Articles, Texts, and Films

You will be expected to read certain articles and book chapters each week and watch one movie every week. The schedule at the end of the syllabus indicates all reading and watching that should be done before the lecture. There is a short quiz that you must complete before class to help you start thinking analytically about the required reading and viewing.

All articles we read will be given to you on Blackboard. Some films are available online for free. For those that are not, we will provide those to you.

Assignments

Your grade will be based on six assessments and assignments in this course:

1. Attendance / Participation / Attitude

Students are graded subjectively by Professor Turley based on their level of engagement in the course. Engagement will be measured by attendance, tardiness or early exits, making comments, asking and answering questions, and effort. Students should check in with Professor Turley if they have any questions about scores and how to improve them.

2. Weekly Quiz: Due before every class Students in this course are asked to read economics research and watch films that are about the same general subject, but from two different disciplines and points of view. They fill out an online quiz by midnight the night before every class. In the quiz they write short responses that require them to interpret where the two viewpoints overlap and where they diverge in their treatment of difficult economic and policy situations. The point of this quiz is to focus students’ reading and watching and help remind them to prepare for class.

3. Reading and Film Discussions Every student must lead a discussion of one reading and one film over the course of the semester. This means the student identifies a main conclusion they drew from the reading or film, with a list of three pieces of evidence that support this takeaway. They lead a discussion in class about their main conclusions. Students are graded on how clear the takeaways are and how well they lead the discussion in class.

4. Comparison Presentation Students choose an issue in development that they are interested in and find a paper and a film about this issue. Students make a 10-minute presentation in class comparing the perspective we get from the economic research and from the film. Are the filmmakers missing some important understanding that an economist would have? Are the economists forgetting something important that the filmmakers have grasped? Is one more or less correct than the other? What can we learn from both?

5. Film Treatment Students write a three-page treatment for a film they would like to make. It could be a fiction or non-fiction film. It should concern issues we have discussed in class. We will discuss in class how to write a treatment.

Exams

There are no exams in this course.

Grading

Your grade will be based on the following possible points: 1. Attendance / Participation / Attitude 200 2. Weekly Quizzes 200 3. Reading and Film Discussions 200 4. Comparison Presentation 200

5. Film Treatment 200

Total 1000

Hunter College Policy on Academic Integrity • Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy of Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.

Special Accommodations • ADA Policy: In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter College is committed to ensuring educational parity and accommodations for all students with documented disabilities and/or medical conditions. Students with documented disabilities (Emotional, Medical, Physical, and/or Learning) should consult the Office of AccessABILITY (Room E1214B, 212-772- 4857 or 212-650-3230) for any necessary academic accommodations. • If you need accommodations because of accessABILITY or military service issues speak to me as early as possible in the semester.

Hunter College Policy on Sexual Misconduct • In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender-based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY-sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College. a. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772- 4444). b. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123.

CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual-Misconduct-12-1-14-with links.pdf

Course Schedule

Date Economics Movies Week 1 Poverty and Witch Killing I am Not a Witch 2018 Witches Unrated

Week 2 Evidence in Policymaking (video) Two Days, One Night 2014 Experimental PG-13 Economics Evaluations with Impact (video) and RCTs

Week 3 Rx: Human Nature Workingman’s Death Ashraf 2013 2005 Nutrition and Unrated Health

Week 4 Hope Springs a Trap The Machine Which The Economics, May 12, 2012 Makes Everything Hope Disappear Hope as Capability (Paper or video) 2012 Unrated

Week 5 Review and recap – discussion of the big picture so far Week 6 Overview The Class Learning 2008 Education World Bank World Development Report 2018 PG-13

Post Primary Education Initiative Executive Summary JPAL 2013

Week 7 Women Empowerment and Economics 678 2010 The Family Unrated

Week 8 Agricultural Insurance and Economic Dheepan Development 2014 Risk Cole and Xiong 2017 R

Week 9 Product Innovations for Financial Inclusion Atlantics (video) 2019 Lending and Karlan 2013 Unrated Saving Savings by and for the Poor Karlan Ratan and Zinman 2013

Week 10 Review and recap – discussion of the big picture so far Week 11 Some Consequences of Having too Little Sharqiya Shah Mullainathan and Shafir 2013 2012 Scarcity Unrated Development Economics Though the Lens of Psychology Mullainathan 2005

Week 12 Productivity Timbuktu Mind, Society, and Behavior 2014 Employment PG-13

Week 13 Envirodevonomics The Salt of the Earth Greenstone Jack 2013 2014 Environmental PG-13 Economics

Week 14 Paternalism versus Freedom? (Paper or We Come as Friends video) 2014 Paternalism Duflo 2012 Unrated

The Case for Contamination Appiah 2006

Week 15 Student presentations

FILM 29947 CUNY Common Core 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 contact hours unless the college is seeking a waiver for another type of Math or Science course that meets major requirements. NOTE: Completed forms, along with a course syllabus, should be submitted to Lara Miranda-Moran ([email protected]). College Hunter Course Prefix and Number FILM 29947 (e.g., ANTH 101, if number not assigned, enter XXX) Course Title Economics and Film Department(s) Film and Media Discipline FILM Credits 3 Contact Hours 3 Pre-requisites N/A (if none, enter N/A) Co-requisites N/A (if none, enter N/A) Catalogue Description If you ask any economist, they will insist that economics is everywhere in our lives, and it is very useful for understand how and why people do what they do. Narrative film does something similar. It

focuses a microscope on our behavior and allows us to see the human condition in a new light. This

course uses films from all over the world as examples of human behavior to illustrate foundational economic concepts such as tradeoffs made under scarcity. This course is intended for economics majors to better appreciate the humanistic side of their discipline and for artists and others to find a way into a powerful tool for solving social problems. Special Features (e.g., linked courses) Sample Syllabus Syllabus must be included with submission; 5 pages max recommended Indicate the status of this course being nominated:

current course revision of current course a new course being proposed CUNY COMMON CORE Location

Learning Outcomes

In the left column explain the course assignments and activities that will address the learning outcomes in the right column.

A. World Cultures and Global Issues A Flexible Core course must meet the three learning outcomes in the right column. A student will: Students will read economics research and watch films that are about the same general subject, but from two different disciplines and points of view. Before every class they will • Gather, interpret, and assess information from a variety of sources complete quiz questions that require them to interpret where and points of view. the two viewpoints overlap and where they diverge in their treatment of difficult economic and policy situations. Students will choose an issue in economics that interests them and find a paper and a film about this issue. Students will make a 10-minute presentation in class comparing the perspective we get from the economic research and from the film. Are the filmmakers missing some important • Evaluate evidence and arguments critically or analytically. understanding that an economist would have? Are the economists forgetting something important that the filmmakers have grasped? Is one more or less correct than the other? What can we learn from both? Every student will lead a discussion of one reading and one film over the course of the semester. This means the student identifies a main conclusion they drew from the reading or film, with a list of three pieces of evidence that support this • Produce well-reasoned written or oral arguments using evidence takeaway. They lead a discussion in class about their main to support conclusions. conclusions. Students are graded on how clear the takeaways are and how well they lead the discussion in class.

A course in this area (II.A) must meet at least three of the additional learning outcomes in the right column. A student will:

Introductory lectures in this course will cover a broad • Identify and apply the fundamental concepts and methods of a overview of the fields of economics and art film. Students discipline or interdisciplinary field exploring world cultures or global

watch a film from a different country each week in the course. issues, including, but not limited to, anthropology, They also read one chapter or research paper about a basic communications, cultural studies, economics, ethnic studies, economic theory or experiment each week. The instructor foreign languages (building upon previous language acquisition), has a PhD in economics and did research in international geography, history, political science, sociology, and world development for 10 years. He also is an MFA student in Film literature. at Hunter, so he is uniquely qualified to combine disciplines to explore culture on a global scale. Topics that students will read about, watch films about, and discuss in class include historical roots of economic prosperity, the legacy of colonialism in economic growth and in culture, the role of aspirations in determining economic • Analyze culture, globalization, or global cultural diversity, and growth and social identity, current views on climate change describe an event or process from more than one point of view. and in particular how the most vulnerable can survive in the face of increasing risk, and the role of paternalism and freedom in helping people realize their potential as human beings. Films shown in the course come from Zambia, Mali, Belgium, Ghana, Georgia, France, Egypt, Sri Lanka, Senegal, Israel, Russia, Brazil, and Chile. All of them tackle important political, economic, and social issues in their respective • Analyze the historical development of one or more non-U.S. countries. The reading list for articles related to economic societies. theory and evidence cover work done in many more countries than those listed already here. This course has a strong international focus.

• Analyze the significance of one or more major movements that

have shaped the world's societies.

• Analyze and discuss the role that race, ethnicity, class, gender, language, sexual orientation, belief, or other forms of social differentiation play in world cultures or societies.

• Speak, read, and write a language other than English, and use

that language to respond to cultures other than one's own.

Economics in Narrative Film (FILM 29947) Hunter College Department of Economics

Professor Ty Turley Email: [email protected]

Course Description

Learning Objectives

Prerequisites

You should have an interest in film and economic policy. You must also be able to read and understand the texts we will be discussing. I do not expect you to understand everything, but you must be willing to try, and willing to ask questions about what you do not understand. You must also be willing to watch movies with subtitles.

Articles, Texts, and Films

All articles we read will be given to you on Blackboard. Some films are available online for free. For those that are not, we will provide those to you.

Assignments

Your grade will be based on six assessments and assignments in this course:

6. Attendance / Participation / Attitude Students are graded subjectively by Professor Turley based on their level of engagement in the course. Engagement will be measured by attendance, tardiness or early exits, making comments, asking and answering questions, and effort. Students should check in with Professor Turley if they have any questions about scores and how to improve them.

7. Weekly Quiz: Due before every class Students in this course are asked to read economics research and watch films that are about the same general subject, but from two different disciplines and points of view. They fill out an online quiz by midnight the night before every class. In the quiz they write short responses that require them to interpret where the two viewpoints overlap and where they diverge in their treatment of difficult economic and policy situations. The point of this quiz is to focus students’ reading and watching and help remind them to prepare for class.

8. Reading and Film Discussions Every student must lead a discussion of one reading and one film over the course of the semester. This means the student identifies a main conclusion they drew from the reading or film, with a list of three pieces of evidence that support this takeaway. They lead a discussion in class about their main conclusions. Students are graded on how clear the takeaways are and how well they lead the discussion in class.

9. Comparison Presentation Students choose an issue in development that they are interested in and find a paper and a film about this issue. Students make a 10-minute presentation in class comparing the perspective we get from the economic research and from the film. Are the filmmakers missing some important understanding that an economist would have? Are the economists forgetting something important that the filmmakers have grasped? Is one more or less correct than the other? What can we learn from both?

10. Film Treatment Students write a three-page treatment for a film they would like to make. It could be a fiction or non-fiction film. It should concern issues we have discussed in class. We will discuss in class how to write a treatment.

Exams

There are no exams in this course.

Grading

Your grade will be based on the following possible points: 6. Attendance / Participation / Attitude 20 7. Weekly Quizzes 20 8. Reading and Film Discussions 20 9. Comparison Presentation 20 10. Film Treatment 20

Total 100

Hunter College Policy on Sexual Misconduct • In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender-based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY-sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College. c. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772- 4444).

d. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123.

CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual-Misconduct-12-1-14-with links.pdf

Course Schedule

Date Economics Movies Week 1 Poverty and Witch Killing I am Not a Witch 2018 Witches Unrated

Week 2 Evidence in Policymaking (video) Two Days, One Night 2014 Experimental PG-13 Economics Evaluations with Impact (video) and RCTs

Week 3 Rx: Human Nature Workingman’s Death Ashraf 2013 2005 Nutrition and Unrated Health

Week 4 Hope Springs a Trap The Machine Which The Economics, May 12, 2012 Makes Everything Hope Disappear Hope as Capability (Paper or video) 2012 Unrated

Week 5 Review and recap – discussion of the big picture so far

Week 6 Overview The Class Learning 2008 Education World Bank World Development Report 2018 PG-13

Post Primary Education Initiative Executive Summary JPAL 2013

Week 7 Women Empowerment and Economics 678 2010 The Family Unrated

Week 8 Agricultural Insurance and Economic Dheepan Development 2014 Risk Cole and Xiong 2017 R

Week 9 Product Innovations for Financial Inclusion Atlantics (video) 2019 Lending and Karlan 2013 Unrated Saving Savings by and for the Poor Karlan Ratan and Zinman 2013

Week 12 Productivity Timbuktu Mind, Society, and Behavior 2014 Employment PG-13

Week 13 Envirodevonomics The Salt of the Earth Greenstone Jack 2013 2014 Environmental PG-13 Economics

Week 14 Paternalism versus Freedom? (Paper or We Come as Friends video) 2014 Paternalism Duflo 2012 Unrated

The Case for Contamination Appiah 2006

Week 15 Student presentations

GEOG 27000 CUNY Common Core 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 and must be 3 credits. STEM waiver courses do not need to be approved by the Common Core Course Review Committee. The form should not be used for STEM waiver courses. College HUNTER COLLEGE Course Prefix GEOG 27000 and Number (e.g., ANTH 101, if number not assigned, enter XXX) Course Title REGIONAL GEOGRAPHY OF MEXICO, CENTRAL AMERICA AND THE CARIBBEAN Department(s) GEOGRAPHY AND ENVIRONMENTAL SCIENCE Discipline GEOGRAPHY Credits 3.0 Contact Hours 3.0 Pre-requisites (if N/A none, enter N/A)

Co-requisites (if N/A none, enter N/A)

Catalogue Analysis of relationship of natural environment to economic, social and political life of Mexico, Central Description America and West Indies.

Special Features (e.g., linked courses) Sample Syllabus Syllabus must be included with submission, 5 pages max recommended

Indicate the status of this course being nominated:

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.)

Learning Outcomes

In the left column explain the course assignments and activities that will address the learning outcomes in the right column.

World Cultures and Global Issues

A Flexible Core course must meet the three learning outcomes in the right column.

1. Gather, interpret, and assess information about world regions Gather, interpret, and assess information from a variety of sources and from a variety of print and electronic sources in order to identify points of view. major historical, cultural, economic, and political paths that make Mexico, Central America and the Caribbean (hereafter Middle America) distinct, and provide a basis for shared cultural understandings, and tie Middle America into the complex global society we live in today. Students will synthesize the information from the course textbook, lectures, supplemental reading materials, maps, statistical datasets, newspapers, documentary films, and class discussions and will compare concerns and challenges specific to Middle America.

LO#1 will be pursued throughout the course and assessed in multiple ways on the exams, chapter quizzes, and writing assignments; critical thinking will be developed using in-class group assignments and discussions and digital wring with discussion boards and reflection papers. Please see SA #1, 2, 3. 2. Evaluate, critically and analytically, evidence and arguments Evaluate evidence and arguments critically or analytically. concerning geographic processes that have shaped specific features and exert profound influence on Middle America (e.g., natural resource distribution and use, global climate change, population growth, economic globalization, migration, food production, and de-industrialization, among others) as well as theories that explain them (e.g. overpopulation, environmental determinism, geopolitics, world-systems theory, and cultural imperialism, among others). Differentiating between competing

explanations and supporting arguments will allow students to reflect on those issues facing Middle America based on scientific evidence while also understanding the political nature of these issues and proposed solutions.

LO#2 will be assessed via exam questions as well as short essays Please see SA #1 and 2 3. Produce well-reasoned written, digital, visual, and oral Produce well-reasoned written or oral arguments using evidence to arguments pertaining to key concerns and challenges to support conclusions. sustainability for Middle America and do so comparatively and from more than one point of view. Examples include the Columbian Exchange; the impact of the Cold War on Middle America; the restructuring of society during the neoliberal turn of the last several decades; the reshaping of the region due to emigration and diasporic communities.

LO#4 will be assessed by combining forms of analysis and argumentation in individual written assignments, and exam questions, map-and data-based analytical assignments, short essays, digital writing assignments, and group-based class discussions, and homework assignments. Please see SA #2

A course in this area (II.A) must meet at least three of the additional learning outcomes in the right column. A student will:

4. Identify and apply fundamental geographical concepts (e.g. Identify and apply the fundamental concepts and methods of a discipline scale, place, space, region, movement) and methods (e.g. or interdisciplinary field exploring world cultures or global issues, thematic maps, on-line and interactive digital maps, population including, but not limited to, anthropology, communications, cultural studies, economics, ethnic studies, foreign languages (building upon pyramids, statistical tables, and stories about place) that provide previous language acquisition), geography, history, political science, a unique geographic perspective into the interaction between sociology, and world literature. natural and social systems in Middle America, challenges to sustainability, and connections to other world regions, especially North America.

LO#4 will be assessed through exam questions, data-based assignment, group digital writing assignments, and in-class discussions and assignments. Please see SA #1 and 2 5. Analyze cultural processes specific to Middle America but in the Analyze culture, globalization, or global cultural diversity, and describe an context of historical origins and spatial diffusion of, for example, event or process from more than one point of view. Spanish and Portuguese languages and Christianity that shape this region’s specific environmental and socioeconomic circumstances. Students will differentiate between the perspectives on, for example, sustainability within and outside Middle America (e.g., the issue of population control, women’s and queer rights, deforestation, development needs, renewable energy uses and epidemiology).

LO#5 will be assessed throughout the course when discussing a specific region using chapter quizzes; in-class group critical thinking assignments; short essays; video- based comparison and discussion; digital writing assignments. Please see SA # 2 6. Course will analyze the relationships between the global, the Analyze the historical development of one or more non-U.S. societies. regional and the local, particularly how places are inserted in regional and global processes. Course will analyze the historical, economic, cultural, social and physical characteristics of Middle America, notably how they came to be, their main role and function and how they are changing. Course will analyze the how human activities and the regional environment interact, particularly how societies reflect their regional environment.

geographies and contemporary implications of colonization and formation of the Spanish and Portuguese empires, economic globalization, warfare and border conflicts, voluntary and forced migrations, diffusion of world cultures, agriculture, energy systems, food systems, industrialization, and other forms of economic and cultural production. These movements will be analyzed in terms of their geographic dimensions with a focus on the global, regional, and, when relevant, local scale as well as questions of borders, national identity, and state policies.

LO# 7 will also be assessed throughout because it constitutes the main subject matter of the course. Relevant exam questions (see Sample Midterm questions) will ask students to explain the processes under study while many assignments will examine outcomes of migrations, colonial borders; cultures; economic development; global warming, and others. Please see SA #3 Analyze and discuss the role that race, ethnicity, class, gender, language, sexual orientation, belief, or other forms of social differentiation play in world cultures or societies. Speak, read, and write a language other than English, and use that language to respond to cultures other than one's own. Geography 27000/LACS 434XX: Geography of Mexico, Central America and the Caribbean Department of Geography and Environmental Science SYLLABUS AND COURSE OUTLINE Instructor: Ramiro Campos Term: Fall 2020 Office: Office Number 1032N Class Meeting Days: Tuesdays, Fridays Class Meeting Hours: 2:10 pm – 3:25 pm E-Mail: [email protected] Class Location: HN 1022/or FULLY Online Office Hours: Tuesdays, 4:00 pm – 5:00 pm; other times by appointment ONLY Course Mode: W (Web enhanced)

Course Description

This course introduces learners the region of South America from a geographical perspective. The course will introduce students into the methods of geographical inquiry by focusing on the environments and societies of South America. This course will place special emphasis on the cultural and transnational geographies of South America as well as examine the cultural geographies, environmental histories and environmental/social sustainability movements.

Course Overview This course will introduce learners to look at the world from a geographical perspective. This means that concepts of space, place, location, scale, borders and regions will shape our inquiry. In turn these concepts will help learners describe major characteristics of natural environments, economies, and cultures of the South America in order to identify the main challenges they face today on the path to sustainability and equity. Having a broad and integrative approach to understanding cultural, economic, political and environmental phenomena will in turn allow for students to develop the critical thinking and reflective skepticism that can lead to environmental and social sustainability.

Course Objectives / Student Learning Outcomes (SLOs) for the BA Geography/BA in LACS The course is designed to introduce learners to the region of South America from a geographical perspective. At the end of the course, learners will be able to

1. Identify and define South America as a cultural region, as well as understand the racial, gendered and indigenous legacies of the societies of South America, as assessed through map quizzes, low-stakes quizzes and discussion board assignments that relate to these legacies 2. Analyze the historical, political, cultural and economic relationships that South America has to the rest of the world, as assessed through map quizzes, low-stakes quizzes and discussion board assignments that relate to these connections 3. Identify and critically analyze models of social and economic development in South America and how these have changed over time as assessed through low-stakes quizzes and discussion board assignments as well as the final exam 4. Clearly and effectively communicate about issues associated with social justice and development in South America in writing and verbal formats by produce well-reasoned written (discussion boards), digital (Slide Presentations), and oral arguments (in- depth class discussion sessions) pertaining to key concerns and challenges to sustainability

Required Texts and Materials Required texts 1. Blouet, Brian W and Olwyn M. Blouet 2015. Latin America and the Caribbean: A Systematic and Regional Survey 7th edition. Wiley. ISBN 978-1118729847 2. Morales, Ed. 2019. Fantasy Island: Colonialism, Exploitation, and the Betrayal of Puerto Rico. Bold Type Books. ISBN- 13: 978-1568588995 3. Additional Readings: will be posted on Blackboard

Hunter College Policy on Academic Honesty

Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures. Plagiarism, dishonest, or cheating in any portion of the work required for this course will be punished to the full extent allowed according to Hunter College regulations.

Students with Disabilities In compliance with the American Disability Act of 1990 (ADA) and with Section 504 of the Rehabilitation Act of 1973, Hunter College is committed to ensuring educational parity and accommodations for all students with documented disabilities and/or medical conditions. It is recommended that all students with documented disabilities (Emotional, Medical, Physical, and/or Learning) consult the Office of AccessABILITY, located in Room E1214B, to secure necessary academic accommodations. For further information and assistance, please call: (212) 772- 4857 or (212) 650-3230. If you need disability-related accommodations for your work in this course, please let me know.

Mental Health: If you or someone you know is experiencing distress, there are resources available at Hunter College to assist you. The Counseling and Wellness Services division at Student Affairs offer free and confidential short-term counseling to students. Please visit their website for all contact information: http://www.hunter.cuny.edu/cws/counselingservices/welcome.

Syllabus Change Policy Except for changes that substantially affect implementation of the evaluation statement, this syllabus should be considered a guide for the course and subject to change with advance notice.

Change(s) to this syllabus will be announced via Blackboard.

Hunter College Policy on Sexual Misconduct In compliance with the CUNY Policy on Sexual Misconduct, Hunter College affirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender-based harassment retaliation against students, employees, or visitors, as well as certain intimate relationship. Students who have experienced any form of sexual violence on or off campus (including CUNY- sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College. a. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610- 7272) or their local police precinct, on contacting the College’s Public Safety Office (212-772-4444) b. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College’s Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) of Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123.

Basis for Overall Semester Grade.

Percent of Assessment Final Grade Class Participation 10%

Six quizzes (5% each) 30% 4 online/2 in-class map quizzes Five Discussion Board Assignments 30% (6% each) Mid Term Exam 10% Final Exam 20% 100%

Most of your semester grade will depend on your attendance and participation in class as this will form the basis of the discussion board assignments and quizzes. Other specifics as to the nature of the assignments will be explained on Blackboard for each assignment. No late assignments will be accepted past the due date. No grades of "incomplete" or IN will be given except in cases of extreme circumstances. A CR/NC grading option is available as per Hunter College guidelines. CR/NC forms must be submitted to the instructor no later than 15 minutes prior to the final exam. I will not accept CR/NC forms once the final exam has begun.

The Hunter College grading system is used in this course. http://catalog.hunter.cuny.edu/content.php?catoid=32&navoid=7880

Grade Dissemination All grades will be posted on Blackboard in a timely manner. Delays to your grades might occur in cases where I may give an extension (to the whole class) or a weather emergency, etc.

Course Policies: Grades There are no individual extensions for assignments, quizzes, or the final exam UNLESS in the case of a documented medical emergency.

Extra Credit Policy: There will be no extra credit assignments given for this course Grades of "Incomplete": No incomplete grades will be given.

Email: Please e-mail me ONLY after you have checked Blackboard for any announcements. My e-mail address is [email protected].

Course Policies: Student Expectations

Rubrics will be used to grade your Blackboard assignments and class/seminar participation. Each Blackboard assignment will be graded for two categories: completing the assignment (for four points) which will consist of a 500-800 word reflection piece; and responding to at least four peers’ assignments (for two points) in a coherent and constructive manner as to produce more discussion by your peers.

Please check Blackboard for the different rubrics used for the different assessments used in this course.

1. Most of the Discussion Board assignments will require a substantial amount of reading, and much of it from the Luciano text. Please make every effort to read the second text. A copy will be placed on reserve in the Library. 2. The online quizzes will be placed on Blackboard at the end of each chapter/topic during the first half of the semester. They are meant to assess your learning. They will be based primarily on text material and lecture notes. 3. The mid-term and exam will be based on the Luciano text and in-class discussions. Please pay attention as to how the instructor and your peers discuss the issues presented from the course material. 4. Although the syllabus indicates that the course will go into depth of three subregions of South America in the final three weeks, please rest assured that in the weeks before we will be examining the entire region. Student interest and participation can, of course, lead the discussions and course material to other areas of the region!!!! Just ask!!!! 5. You should consider yourself a scholar in this course, not just a student. You will be expected to learn how to produce knowledge, not just receive it. Any lecture period can develop into a seminar format at any time. I encourage you to ask questions and I expect you to answer other students’ question. We always learn best from our peers. 6. Should you need to contact me, please email me at [email protected], with GEOG 27100 in subject line and sign your name as it appears in CUNYFirst. I will do my best to respond within 48 hours, except for the weekends, when I might take longer. 7. Please follow these links for discussion board etiquette and guidelines a. https://www2.uwstout.edu/content/profdev/rubrics/discuss_etiquette.html b. https://www.youtube.com/watch?v=tVqWcrMPxfY c. http://online.purdue.edu/comm/masters-in-communication/resources/netiquette-for- graduate-school-students

Course Outline All Dates Tentative WEEK SUBJECT Look out for: READING(S) Week 1 Introducing Latin • Blouet/Blouet Ch 1 America • Please see Blackboard for additional material Weeks 2 and 3 Cultural and Historical First Map • Blouet/Blouet Ch 3 Geography Quiz • Morales Ch 1 IN CLASS • Please see Blackboard for additional material Weeks 4 and 5 Diversifying • Blouet/Blouet Ch 6 Economies • Blouet/Blouet Ch 4 (79-88 only) • Morales Ch 2 and 3 Oct Break No Classes Scheduled

Weeks 6 and 7 People and Society • Blouet/Blouet Ch 5 • Morales Ch 4

• Please see Blackboard for additional material MID TERM EXAM Weeks 8 and 9 Changing Physical November 5 • Blouet/Blouet Ch 2 Environments Last day to • Please see drop the Blackboard for course additional material Weeks 10 and The Contemporary Second • Blouet/Blouet Ch 7 11 City Map Quiz • Please see IN-CLASS Blackboard for additional material

Week 12-13 Puerto Rico • Morales Ch 5, 6, 7

Week 14 West Indies Brain Drain • Blouet/Blouet Ch 9

Week 15 Central America • Blouet/Blouet Ch 11 • Morales 8, 9 Dec 17 FINAL TBD EXAM

Sample Assignment #1

In-class discussion Item #4

Poor and colonized people have marginalized from the mainstream of the economy since the dawn of colonialism. This however does not always mean they are silent or complicit in their situation. While referring to the Morales text and to the readings thus far this semester, discuss the following questions:

1. How do the recent struggles of the Puerto Rican people similar to those of the Central American caravan with respect to

directly challenging neoliberal hegemony?

2. How does the colonial status of Puerto Rico distinguish its debt from its Antillean neighbors?

3. Why is the migrant caravan and the aftermath of Hurricane Maria such a threat to Trump’s polarization of the US,

according to Morales?

Sample Assignment #2

Department of Geography and Environmental Science of Hunter College--CUNY GEO 270/LACS 434 Regional Geography of Middle America Mid-Term Exam

Please write your answers in the Blue Book. You do not need to write out the questions you are answering. Please note: An excellent answer clearly identifies, summarizes, and explains main concepts and identifies embedded or implicit issues, addressing their relationships to each other. Partial credit will be given ONLY to clearly written answers of appropriate length.

Part ONE (one point each): Answer ONLY TWO (2) of the following questions with at least three (3) clearly written sentences. 1. How is mestizaje a geographical example of ascribed status in Mexico? 2. How is syncretism evident in Mexico today? 3. How are maroons a geographic expression of the Ma’afa? 4. What is the natural increase rate and how is it tied to the demographic transition?

Part TWO (one point each): Answer ONLY TWO (2) of the following questions with at least three (3) clearly written sentences. 1. How was the encomienda system an example of how religion and economics blended in the colonial Cenral American landscapes? 2. How is the idea of “haciendas in a sea of traditional agriculture” an example of a cultural landscape? 3. How is fair trade coffee an example of dynamism in the nodes of a commodity chain? 4. Describe one demographic impact of the Columbian Exchange in Puerto Rico.

Part THREE (three points): Answer ONLY ONE (1) of the following questions with at least five (5) clearly written sentences. 1. What comparisons can be made between Sao Tome and Cuba when examining the idea of cultural landscapes? 2. How are chinampas an example of cultural landscapes?

Sample Assignment # 3

1. The latifundio-minifundio system a. Was a holdover from the Amazonian Rain Garden b. Was a holdover from the Tawantinsuyo Empire c. Was a holdover from US Imperialism d. Was a holdover from the Roman Empire *

2. The latifundio-minifundio system a. Allowed for the development of a class society mainly based on dispossession and loss of usufruct * b. Allowed for the development of a class society mainly based on miscegenation c. Allowed for the development of a class society mainly based on syncretism d. Abolished the class society based on the worship of the Inti and promoted worship of the Pachamama

3. Cultural landscape refers to a. The planting of native plants to promote the populations of pollinators in an area b. The imprint that cultures leave on a region’s topography and vegetation * c. The clothing that lower caste women are forced to adopt throughout a culture region d. The religious practices that lower castes are forced to adopt by a hegemonic power

4. An example of sequent occupance in Middle America can be a. The Acropolis in Athens b. Churches built atop of Aztec temples * c. The occupation of Spanish troops of Cusco d. The principle that people can act by themselves, as when the Tupac Amaru rebelled against the Crown

5. The Columbian exchange refers to a. An underground, informal economy based on exchanging dollars for local currency b. Exchange networks between the Spanish and Portuguese c. The formation of an Atlantic World based on the transfers of crops, diseases, peoples and technologies across the Atlantic Ocean * d. The formation of the Modern world based on the ideas of liberalism, namely free trade, individual property rights, and individual human rights

6. Colonialism is best referred to a system of domination AND a. Exploitation *

b. Westernization c. Globalization d. Liberalization

7. An absentee landlord system a. Is a legacy of the Roman Empire * b. Is that student that frequently skips Friday geography class c. Led to the tradition of primogeniture d. Led to the creation of a system of communal land tenure and usufruct

8. An absentee landlord system a. Can most likely lead to a political system based on urban bias * b. Will most likely lead to a system of communal land tenure and usufruct c. Will dismantle the tradition of primogeniture d. Can most likely lead to soil erosion as grazing animals do not any ecological benefit

9. An indirect consequence of Moorish rule in al-Andalus for Middle America was a. Granting latifundios to victorious Christian military leaders in the ethno-religious wars against the indigenous peoples of Mexico * b. Continuing the Moorish tradition of religious tolerance to minorities c. Spanish Conquistadors using the qibla to face towards Mecca while praying d. Continuing the Moorish tradition of ostracizing ambitious leaders

10. An indirect consequence of Moorish rule in al-Andalus for South America was a. Iberian women were less likely to migrate to Middle America, leading to miscegenation * b. Continuing the Moorish tradition of religious tolerance to minorities c. High rates of migration of Europeans to South America d. Expulsion of Catholics from Tawantinsuyo

11. Which spatial phenomenon is MOST associated with “sacred trust”? a. Minifundio b. Encomienda * c. Pandemic d. Ascribed status

12. Which spatial phenomenon is MOST associated with “sacred trust”? a. Colonialism * b. Liberalism

c. Epidemiology d. Candomble 13. A pandemic is a. A high incidence of exam failure due to not properly studying for the first exam b. An epidemic of infectious disease that has spread through human populations across a large region * c. The effect of distance decay on an area organized around a node d. The geographical imaginaries that inform peoples sense of place

14. Ascribed status is MOST associated with a. maroons * b. Atlantic World c. Columbian Exchange d. Food security

15. Agency is MOST associated with a. maroons * b. Epidemics c. Syncretism d. Absentee landlords

16. Hinterland development reflects a. How the Spanish were able to weaponize Old World diseases against Tenochtitlan b. How Evangelical Christianity is spreading in the El Salvador c. The importance in studying colonial patterns of miscegenation to understand social stratification today d. The importance of understanding linkages between economic cores and peripheries *

17. Contagious diffusion is MOST associated with a. Cocoliztli and smallpox * b. Evangelical Christianity c. Roman Catholic Christianity d. Criollos

18. The plantation system based on kidnapping African for slave labor had its inception in a. Brazil b. Cuba c. Haiti

d. São Tomé *

19. The Four Traditions of Geography are a. Really Five Traditions b. Earth Science, Regional Geography, Spatial, Human-Environment Interaction * c. secularism, reason and progress, modernity d. A rebirth of classical Roman and Greek inspired art in Italy

20. Measures used to calculate the HDI: a. Are based solely on econometric principles such as GNI per capita and PPP b. Use a complex mix measures that include such factors as health care and education * c. Tend to favor urbanization patterns rather than rural development d. Tend to favor Christians rather than Muslims

21. One goal of this regional geography course is to help learners a. Understand the many linkages that the region has to the rest of the world * b. Understand why Colombian coffee is superior to Brazilian coffee c. Understand why Brazilian samba is superior to Colombian vallenato d. Help gain an appreciation for financial investment opportunities in Latin America

22. Geography can be best described as a. The study of the human and physical characteristics of a place * b. The study of ancient human artifacts c. The study of the motivations of great historical leaders d. A course you wish you didn’t enroll in

23. The Anthropocene is a. A really hard course taught by Professor Campos during the Spring semesters b. A signature wrestling move by the Undertaker c. A hoax because President 45 said so d. A proposed epoch dating from the commencement of significant human impact on the Earth's geology and ecosystems, including, but not limited to, anthropogenic climate change * 24. Middle America is best described as a region because of all the below except: a. Common cultural traits b. United by physical contiguity c. Common colonial histories

d. They are all very good dancers * 25. Lines of latitude run a. Parallel to the Equator * b. Meet at the poles c. Expand away from each other as they approach the Equator d. Form 90-degree angles when they reach the Equator 26. Map projections such as the Mercator projection a. Distort shape in favor of direction * b. Distort direct in favor of shape c. Distort size in favor of shape d. Distort continuity in favor of distance 27. Site and situation are concepts used to a. Help understand the great religions of the world b. Help understand weather pattern anomalies that occur as you travel closer to the South Pole c. Help understand the physical attributes of a place as well as its connections to other places * d. Helps with three-dimensional modeling of buildings in urban areas of Latin America

28. The Pre-Columbian Era refers to a. The period of human habitation in the Americas prior to the arrival of Europeans * b. The period of human habitation in the Americas prior to Independence c. The period of human habitation in the Americas prior to Neoliberalism d. The period of human habitation in the Americas prior to Colombian polleras 29. A consequence of the Columbian Exchange was a. The decline in the Silk Roads as the basis for the world economic system * b. Large scale fatal epidemics in Europe and North Africa c. The Sack of Baghdad in 1258 d. That industrialization spread from Mexico to Iberia 30. Which is LEAST associated with the Atlantic World? a. Maroons b. Site and Situation c. Hinterland development d. Homogeneous cultures *

31. The Maafa is the name given to what used to be called: a. triangular slave trade * b. mental slave trade c. rural to urban migration

d. Qibla

GEOG 27100 CUNY Common Core 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 and must be 3 credits. STEM waiver courses do not need to be approved by the Common Core Course Review Committee. The form should not be used for STEM waiver courses. College HUNTER COLLEGE Course Prefix GEOG 27100 and Number (e.g., ANTH 101, if number not assigned, enter XXX) Course Title REGIONAL GEOGRAPHY OF SOUTH AMERICA Department(s) GEOGRAPHY AND ENVIRONMENTAL SCIENCE Discipline GEOGRAPHY Credits 3.0 Contact Hours 3.0 Pre-requisites (if N/A none, enter N/A) Co-requisites (if N/A none, enter N/A)

Catalogue Analysis of relationship of natural environment to economic, social and political life of South America. Description

Special Features (e.g., linked courses) Sample Syllabus Syllabus must be included with submission, 5 pages max recommended

Indicate the status of this course being nominated:

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.)

Learning Outcomes

In the left column explain the course assignments and activities that will address the learning outcomes in the right column.

World Cultures and Global Issues

A Flexible Core course must meet the three learning outcomes in the right column.

8. Gather, interpret, and assess information about world regions Gather, interpret, and assess information from a variety of sources and from a variety of print and electronic sources in order to points of view. identify major historical, cultural, economic, and political paths that make South America distinct, and provide a basis for shared cultural understandings, and tie South America

into the complex global society we live in today. Students will synthesize the information from the course textbook, lectures, supplemental reading materials, maps, statistical datasets, newspapers, documentary films, and class discussions and will compare concerns and challenges specific to South America. LO#1 will be pursued throughout the course and assessed in multiple ways on the exams, chapter quizzes, and writing assignments; critical thinking will be developed using in-class group assignments and discussion and digital wring with discussion boards and reflection papers Please see SA #1, 2, 3 9. Evaluate, critically and analytically, evidence and arguments Evaluate evidence and arguments critically or analytically. concerning geographic processes that have shaped specific features and exert profound influence on South America (e.g., natural resource distribution and use, global climate change, population growth, economic globalization, migration, food production, and de-industrialization, among others) as well as theories that explain them (e.g. overpopulation, environmental determinism, geopolitics, world-systems theory, and cultural imperialism, among others). Differentiating between competing explanations and supporting arguments will allow students to reflect on those issues facing South America based on scientific evidence while also understanding the political nature of these issues and proposed solutions. LO#2 will be assessed via exam questions as well as short essays. Please see SA #1, 2 10. Produce well-reasoned written, digital, visual, and oral Produce well-reasoned written or oral arguments using evidence to arguments pertaining to key concerns and challenges to support conclusions. sustainability for South America and do so comparatively and from more than one point of view. Examples include the Columbian Exchange; the impact of the Cold War on South America; the restructuring of society during the neoliberal

turn of the last several decades; the reshaping of the region due to emigration and diasporic communities. Students will do so by combining forms of analysis and argumentation in individual written assignments, and exam questions, map-and data-based analytical assignments, short essays, digital writing assignments, and group-based class discussions. Please see SA # 2

A course in this area (II.A) must meet at least three of the additional learning outcomes in the right column. A student will:

11. Identify and apply fundamental geographical concepts (e.g. Identify and apply the fundamental concepts and methods of a discipline scale, place, space, region, movement) and methods (e.g. or interdisciplinary field exploring world cultures or global issues, thematic maps, on-line and interactive digital maps, including, but not limited to, anthropology, communications, cultural studies, economics, ethnic studies, foreign languages (building upon population pyramids, statistical tables, and stories about previous language acquisition), geography, history, political science, place) that provide a unique geographic perspective into the sociology, and world literature. interaction between natural and social systems in South America, challenges to sustainability, and connections to other world regions, especially North America.

LO#4 will be assessed through exam questions, data-based assignments, group digital writing assignments, and in-class discussions and assignments. Please see SA #1, 2 12. Analyze cultural processes specific to South America but in Analyze culture, globalization, or global cultural diversity, and describe an the context of historical origins and spatial diffusion of, for event or process from more than one point of view. example, Spanish and Portuguese languages and Christianity that shape this region’s specific environmental and socioeconomic circumstances. Students will differentiate between the perspectives on, for example, sustainability within and outside South America (e.g., the issue of population control, women’s and queer rights, deforestation, development needs, renewable energy uses and epidemiology).

LO#5 will be assessed throughout the course when discussing a specific region using chapter quizzes; in-class group critical thinking assignments; short essay; video- based comparison and discussion; digital writing assignments Please see SA #2 13. Course will analyze the relationships between the global, Analyze the historical development of one or more non-U.S. societies. the regional and the local, particularly how places are inserted in regional and global processes. Course will analyze the historical, economic, cultural, social and physical characteristics of South America, notably how they came to be, their main role and function and how they are changing. Course will analyze the how human activities and the regional environment interact, particularly how societies reflect their regional environment.

LO#6 will be assessed throughout the course when discussing a specific region using semester quizzes; in-class group critical thinking assignments; short essays; video- based comparison and discussion; digital writing assignments Please see SA #1, 2, 3 14. Analyze the significance of major movements that have Analyze the significance of one or more major movements that have shaped South America. Particular attention will be paid to shaped the world's societies. historical geographies and contemporary implications of colonization and formation of the Spanish and Portuguese empires, economic globalization, warfare and border conflicts, voluntary and forced migrations, diffusion of world cultures, agriculture, energy systems, food systems, industrialization, and other forms of economic and cultural production. These movements will be analyzed in terms of their geographic dimensions with a focus on the global, regional, and, when relevant, local scale as well as questions of borders, national identity, and state policies.

LO# 7 will also be assessed throughout because it constitutes the main subject matter of the course. Relevant exam question

will ask students to explain the processes under study while many assignments will examine outcomes of migrations, colonial borders; cultures; economic development; global warming, and others. Please see SA # 3 Analyze and discuss the role that race, ethnicity, class, gender, language, sexual orientation, belief, or other forms of social differentiation play in world cultures or societies. Speak, read, and write a language other than English, and use that language to respond to cultures other than one's own. Geography 27100/LACS 43462: Geography of South America Department of Geography and Environmental Science SYLLABUS AND COURSE OUTLINE

Instructor: Ramiro Campos Term: Fall 2021 Office: Office Number 1032N Class Meeting Days: Tuesdays, Fridays Class Meeting Hours: 2:10 pm – 3:25 pm E-Mail: [email protected] Class Location: HN 1022/or FULLY Online Office Hours: Tuesdays, 4:00 pm – 5:00 pm; other times by appointment ONLY Course Mode: W (Web enhanced) Course Description This course introduces learners the region of South America from a geographical perspective. The course will introduce students into the methods of geographical inquiry by focusing on the environments and societies of South America. This course will place special emphasis on the cultural and transnational geographies of South America as well as examine the cultural geographies, environmental histories and environmental/social sustainability movements.

Course Objectives / Student Learning Outcomes (SLOs) for the BA Geography/BA in LACS

The course is designed to introduce learners to the region of South America from a geographical perspective. At the end of the course, learners will be able to

5. Identify and define South America as a cultural region, as well as understand the racial, gendered and indigenous legacies of the societies of South America, as assessed through map quizzes, low-stakes quizzes and discussion board assignments that relate to these legacies 6. Analyze the historical, political, cultural and economic relationships that South America has to the rest of the world, as assessed through map quizzes, low-stakes quizzes and discussion board assignments that relate to these connections 7. Identify and critically analyze models of social and economic development in South America and how these have changed over time as assessed through low-stakes quizzes and discussion board assignments as well as the final exam 8. Clearly and effectively communicate about issues associated with social justice and development in South America in writing and verbal formats by produce well-reasoned written (discussion boards), digital (Slide Presentations), and oral arguments (in- depth class discussion sessions) pertaining to key concerns and challenges to sustainability

Required Texts and Materials Required texts 4. Blouet, Brian W and Olwyn M. Blouet 2015. Latin America and the Caribbean: A Systematic and Regional Survey 7th edition. Wiley. ISBN 978-1118729847 5. Pellegrino Luciano. 2017. Neoliberal Reform in Machu Picchu: Protecting a Community, Heritage Site, and Tourism Destination in Peru. Rowman and Littlefield. ISBN 978- 1498545969 6. Additional Readings: will be posted on Blackboard

Hunter College Policy on Academic Honesty Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures. Plagiarism, dishonest, or cheating in any portion of the work required for this course will be punished to the full extent allowed according to Hunter College regulations.

Change(s) to this syllabus will be announced via Blackboard.

Basis for Overall Semester Grade.

Percent of Assessment Final Grade Class Participation 10%

Six quizzes (5% each) 30% 4 online/2 in-class map quizzes Five Discussion Board Assignments 30% (6% each) Mid Term Exam 10% Final Exam 20% 100%

The Hunter College grading system is used in this course. http://catalog.hunter.cuny.edu/content.php?catoid=32&navoid=7880

Grade Dissemination

All grades will be posted on Blackboard in a timely manner. Delays to your grades might occur in cases where I may give an extension (to the whole class) or a weather emergency, etc.

Course Policies: Grades There are no individual extensions for assignments, quizzes, or the final exam UNLESS in the case of a documented medical emergency.

Extra Credit Policy: There will be no extra credit assignments given for this course

Grades of "Incomplete": No incomplete grades will be given.

Email: Please e-mail me ONLY after you have checked Blackboard for any announcements. My e-mail address is [email protected].

Course Policies: Student Expectations

Please check Blackboard for the different rubrics used for the different assessments used in this course.

8. Most of the Discussion Board assignments will require a substantial amount of reading, and much of it from the Luciano text. Please make every effort to read the second text. A copy will be placed on reserve in the Library. 9. The online quizzes will be placed on Blackboard at the end of each chapter/topic during the first half of the semester. They are meant to assess your learning. They will be based primarily on text material and lecture notes. 10. The mid-term and exam will be based on the Luciano text and in-class discussions. Please pay attention as to how the instructor and your peers discuss the issues presented from the course material. 11. Although the syllabus indicates that the course will go into depth of three subregions of South America in the final three weeks, please rest assured that in the weeks before we will be examining the entire region. Student interest and participation can, of course, lead the discussions and course material to other areas of the region!!!! Just ask!!!! 12. You should consider yourself a scholar in this course, not just a student. You will be expected to learn how to produce knowledge, not just receive it. Any lecture period can develop into a seminar format at any time. I encourage you to ask questions and I expect you to answer other students’ question. We always learn best from our peers. 13. Should you need to contact me, please email me at [email protected], with GEOG 27100 in subject line and sign your name as it appears in CUNYFirst. I will do my best to respond within 48 hours, except for the weekends, when I might

take longer. 14. Please follow these links for discussion board etiquette and guidelines a. https://www2.uwstout.edu/content/profdev/rubrics/discuss_etiquette.html b. https://www.youtube.com/watch?v=tVqWcrMPxfY c. http://online.purdue.edu/comm/masters-in-communication/resources/netiquette-for- graduate-school-students

Course Outline All Dates Tentative WEEK SUBJECT Look out for: READING(S) Week 1 Introducing Latin • Blouet/Blouet Ch 1 America • Please see Blackboard for additional material Weeks 2 and 3 Cultural and Historical First Map • Blouet/Blouet Ch 3 Geography Quiz • Luciano Ch 1 IN CLASS • Please see Blackboard for additional material Weeks 4 and 5 Diversifying • Blouet/Blouet Ch 6 Economies • Blouet/Blouet Ch 4 (79-88 only) • Luciano Ch 2 and 3 Oct Break No Classes Scheduled 

Weeks 6 and 7 People and Society • Blouet/Blouet Ch 5 • Luciano Ch 4 and 5

• Please see Blackboard for additional material MID TERM EXAM Weeks 8 and 9 Changing Physical November 5 • Blouet/Blouet Ch 2 Environments Last day to • Please see drop the Blackboard for course additional material Weeks 10 and The Contemporary Second Map • Blouet/Blouet Ch 7 11 City Quiz • Please see IN-CLASS Blackboard for additional material

Week 12-13 Amazonia • Blouet/Blouet Ch 14

Week 14 Brazil • Blouet/Blouet Ch 13 Week 15 Andean South America • Blouet/Blouet Ch 12 • Luciano Ch 6 and 7 Dec 17 FINAL TBD EXAM

Sample Assignment #1

For this discussion board assignment, we will use the concept of commodity chains to explore Machu Picchu and Colombia as neoliberal spaces. We will define commodity chains as nodes of production and distribution where nature is metabolized in order to produce consumer goods in a global market (that is dynamic and segmented). These nodes are 1. Dynamic 2. Ignores previous ways of viewing the market as binaries of supply and demand or core and periphery 3. Decenters the State (Westphalian System) in the world market and focuses on linkages and market forces (products rather than nations are important) 4. Dramatizes the clash of social formations We will define neoliberalism as a return to liberal (classical economics) which rejects previous regimes of government intervention in the economy (agrarian reforms, ISI, protectionism, Marxism, etc) with these specific characteristics: 1. Government austerity programs 2. Privatization and deregulation 3. Loss of communal properties (dispossession) 4. Contested by both local and global social formations (local people, local and global NGO’s and activists, etc.)

Please follow these links before addressing the journal articles:

1. https://www.youtube.com/watch?v=kYXiegTXsEs (from 2011) 2. https://www.youtube.com/watch?v=hvUaK6nH-8g

Please answer the following two questions: 1. How are the ideas presented by Rick Steves and Sayo Ayodele expressed in Chapters 2-4 of the Luciano text and the three tourism geography articles? 2. Specifically, how is neoliberalism used as the framework to explore conservation and development strategies and how is neoliberalism used as the framework to understand birds, heritage and travel?

Sample Assignment #2

Department of Geography and Environmental Science of Hunter College--CUNY GEO 271/LACS 434 Regional Geography of South America Fall 2019 Final Exam--#NiUnaMenos

Please write your answers in the Blue Book. You do not need to write out the questions you are answering. Please note: An excellent answer clearly identifies, summarizes, and explains main concepts and identifies embedded or implicit issues, addressing their relationships to each other. Credit will be given ONLY to clearly written answers of appropriate length.

Part ONE (two points each): Answer ONLY TWO (2) of the following questions with at least four (4) clearly written sentences. 1. How does the CIC in Curitiba contradict Prebisch’s ideas of development? 2. What might happen to Amazonia if keystone species were to lose their habitat? 3. What role did hegemony play in conservation efforts in Machu Picchu? 4. Explain one reason why the populations of South America have not advanced along the Epidemiologic Transition.

Part TWO (two points each): Answer ONLY TWO (2) of the following questions with at least four (4) clearly written sentences. 1. How is Haussmannization evident in South American cities today? 2. How are indicator species positively associated with agroecology? 3. How does considering commodity chains contradict the Hamburger Hypothesis?

Part THREE (four points each): Answer ONLY TWO (2) of the following questions with at least seven (7) clearly written sentences. 1. How did the Columbian Exchange refute Malthusian concepts of food production with respect to guano? 2. How has intersectional feminism informed thinking of public health issues in Brazil? 3. How does seeing Amazonia as a city network enrich our understanding of a frontier ethic with respect to current deforestation patterns?

Part FOUR (four points): Answer ONLY ONE (1) of the following questions with at least seven (7) clearly written sentences. Answer a second question for extra credit. Answer a third for more extra credit. 1. In what ways does #NiUnaMenos challenge machismo in South American cities?

2. What are some positive externalities associated with sustainable cities, with respect to #11 of the Sustainable Development Goals? 3. How is resource extractive urbanism different from previous modes of resource extraction in South America? Sample Assignment #3

1. Which of the following statements is most true of the Griffen-Ford model? a. The slums and poverty-stricken neighborhoods of the Latin American city occupy the outer urban ring as well as least desirable sectors leading away from the city center. * b. The peninsulares traditionally lived in the outer urban rings c. The industrial parks were areas of industry set up by the Inka Empire. d. The Spine leading away from the CBD is an example of continentality

2. The Griffen-Ford model is based mostly on the: a. Demographic Transition Model b. Concentric Zone Model * c. Higgs-Boson Model d. Urban Realms Model

3. The Spine leading away from the CBD is an example of: a. Continentality b. Haussmannization * c. Le Corbusier’s vision of cities d. The Kerner Commission’s Legacy on Latin American Cities

4. The Industrial Parks found many South American cities are mostly likely a legacy of: a. Prebisch’s ideas about development and dependency * b. The US War on Drugs c. Le Corbusier’s vision of cities d. The Kerner Commission’s Legacy on Latin American Cities

5. The growth of the Periferico of the Griffen-Ford Model is an example of: a. The success of the Rostovian Model of Development b. Urbanization without development * c. The Demographic Transition failing in Latin America d. Eminent Domain being used to provide government housing

6. The Industrial Park in many South America cities may now be the likely location of: a. FDI * b. The T virus c. The Demographic Transition d. Reclamation ecology

7. The Griffen-Ford Model bears a striking resemblance to the basic European city model in that a. the urban poor live on the outskirts of the city * b. the urban poor live near the Market c. there is a demonstrated lack of a boulevard which provides a basis for economic segregation d. the rich choose to live near the Industrial Park

8. The Griffen-Ford model is most associated with: a. Eisenhower b. Le Corbusier c. Vitruvius * d. Daenerys Targaryen

9. The Ten Books of Architecture by Vitruvius a. Were instrumental in the morphology of colonial African and Latin American cities centered on a grid pattern * b. Were instrumental in destroying Old Paris and rebuilding it based on Boulevards c. Allowed for the growth of the American city into a series of Edge Cities surrounding a Central City d. Based mainly on the sector model, which incorporated economies of agglomeration in developing an understanding of city economic growth

10. The Laudato Si is an example of a. Biocentrism applied to a global scale * b. Economic externalities applied to the oceans c. Riparian water rights ignored in favor of economic growth d. How the Clean Water Act can help minimize pollution while allowing for it through the use of permits

11. The increased attention to biodiversity with respect to sustainable development reflects a. The influence of deep ecology which states that all life has intrinsic value independent of human needs * b. The idea that wetlands such as the bays on the South Shore of Long Island to not provide an ecological function c. The idea that invasive species can easily replace keystone species d. The idea that keystone species can easily replace invasive species

12. The Griffin–Ford Model is: a. A model of development that involves import substitution strategies b. A model of the urban structure of the Latin American city * c. The idea that the terms of trade work against the agricultural exporting countries d. Influenced by a strategic decision by President Eisenhower

13. Which of the following is NOT a characteristic of the idealized Spanish colonial town in Latin America? a. A central square or plaza b. A grid layout c. A church or cathedral in the very center of town d. Modernist architecture *

14. The following person had the most influence on the morphology of the Latin American city: a. Jane Jacobs b. Dwight Eisenhower c. Baron von Haussmann * d. Robert Moses

15. Favelas are an example of: a. African/Roman Catholic syncretism in Brazil b. Great economic inequalities in Brazil * c. The idea that good music can shape how cities grow d. The idea that highways are not necessary for the morphology of future cities

16. The growth of the outskirts of the cities of South America is an example of a. Success of the structural transformation in the Global South b. Failure of structural adjustment programs in North America c. Failure of the OPEC Model d. Technocratic planning which ignored the poor and marginal populations of the city *

17. The building of boulevards to beautify a city and to segregate it and protect the elite from urban rebellions is known as: a. Sprawl b. Blockbusting c. Gentrification d. Haussmannization *

18. An example of promoting biodiversity is a. Buying shade grown coffee * b. Owning a Pika as a pet to keep their populations high c. Promoting hydroelectric power because it is a clean, renewable source of energy d. Destroying invasive species such as the tamarisk, ruddy duck and gopher tortoise

19. Two examples of a bulk-reducing industry are: a. High-carb and high sugar diet industries b. Amazon Prime (package delivery) and Uber (transportation) industries c. High-protein and high fiber diet industries d. Steel and aluminum industries *

20. One of the main contributions that Le Corbusier has had on South American cities is a. the use of bulldozers to tear down favelas b. the increased use of boulevards and hi-rises to reduce sprawl * c. Postmodern architecture which uses elaborate Romanesque ornamentation such as pedestals, columns and statues on buildings d. the use of domes and columns on state and municipal palaces

21. Viewing the Amazon as a frontier is shaping cities in the by viewing the rainforest as a. frontier as a source of national pride and cooperation amongst settlers b. frontier as an idyllic landscape where animals live harmoniously with Man c. frontier the first step in the quest to find the answer to the Riddle of Green Fire d. frontier as a source of wealth and must be brutally tamed and exploited *

22. Under neoliberalism a. Inequality has disappeared in South America b. Indigenous groups have regained not just autonomy, but full sovereignty c. Commodity chains produce cities * d. Fourth wave feminism has been promoted in schools and churches 23. A watershed is a. Where Aquaman keeps his power tools b. an area of land where rain collects and drains off into a larger body of water * c. How Sea World musicians practice scales d. An understanding of deserts as a carbon sink for greenhouse gases

24. A biome is

a. A series of contiguous climax communities * b. Bionic predators of the rain forest c. A chart demonstrating 30-year averages on monthly temperature and precipitation d. The same as a habitat

25. A biome differs from a climate zone in that a. Biomes do not benefit from the interactions of solar radiation and precipitation patterns b. Climate zones demonstrate environmental resistance c. Biomes are a contradiction of the hydrologic cycle d. Biomes are a combination of plants and animals that may share multiple climate zones *

26. An ecological consequence of the Columbian Exchange is that a. Introduced species always harm the native flora and fauna b. Climate zones are increasingly determined by megafauna c. The Yanomami are no longer “Fierce People” and have converted to the Laudato SI d. There are new keystone and indicator species adjusting to everchanging biomes *

27. Positive externalities associated with sustainable cities include all of the following except: a. Clean air b. Safe drinking water c. Protection from climate change d. Northward shift of tropical savannahs *

28. Ecosystem services associated with sustainable cities include all of the following except: a. Air purification b. Uber/Lyft * c. Groundwater recharge d. Storm surge protections

29. #Ni Una Mas is a fourth wave feminist movement protesting femicide and began in a. Buenos Aires * b. Hempstead c. Rio de Janeiro d. Managua

30. CODHY is most related to a. Gabriela Mistral b. A musical form similar to reggaeton c. Stages 3 and 4 of the Epidemiological Transition * d. Sustainable city efforts in Latin America

HIST 27650 CUNY Common Core 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 contact hours unless the college is seeking a waiver for another type of Math or Science course that meets major requirements. NOTE: Completed forms, along with a course syllabus, should be submitted to Lara Miranda-Moran ([email protected]). College Hunter Course Prefix and Number Hist 276.50 (e.g., ANTH 101, if number not assigned, enter XXX) Course Title Middle East History-From the Beginning of Islam to 1800 Department(s) History Discipline History Credits 3 Contact Hours 3 Pre-requisites N/A (if none, enter N/A) Co-requisites N/A (if none, enter N/A) Catalogue Description History 276.50 is a survey that acquaints the student with the origins and development of the history and civilization of the Middle East since the advent of Islam in the Arabian Peninsula until 1800 when Napoleon’s invasion of Egypt changed the course of Middle Eastern (and European) history.

As a result, the concentration of this course is on the Muslim experience in the Middle East. Non- Muslim populations are also considered in relation to the dominant Muslim culture. This course

introduces Middle East history through the voices of the makers of that history and, consequently, the majority of the primary sources are translations of works written by scholars and intellectuals from the region. This course describes and analyzes the historical development of religious, educational, social, and legal institutions in the Middle East in the imperial and early modern periods, and the relevance of those institutions to the world today. Special Features (e.g., linked courses) Sample Syllabus Syllabus must be included with submission; 5 pages max recommended Indicate the status of this course being nominated:

current course revision of current course a new course being proposed CUNY COMMON CORE Location

Learning Outcomes

In the left column explain the course assignments and activities that will address the learning outcomes in the right column.

A. World Cultures and Global Issues A Flexible Core course must meet the three learning outcomes in the right column. A student will: Students read sources that engage in major debates in the field; consider different points of view in these debates; • Gather, interpret, and assess information from a variety of sources places them within their historical contexts and analyzes their and points of view. strengths and weaknesses over time. Students read primary sources to interpret them in their historical contexts; and analyze the central arguments and • Evaluate evidence and arguments critically or analytically. the evidence used by scholars to support their arguments. Each student chooses a primary source in which they write an analysis paper and present their findings to the class. • Produce well-reasoned written or oral arguments using evidence Findings include analysis of the thesis, context, evidence and to support conclusions. strengths or weaknesses of argumentation.

A course in this area (II.A) must meet at least three of the additional learning outcomes in the right column. A student will:

Students gain skills in historical methodology and research • Identify and apply the fundamental concepts and methods of a through critical use of sources drawn from authors writing in discipline or interdisciplinary field exploring world cultures or global the pre-modern Islamic world. They learn to apply a variety of issues, including, but not limited to, anthropology, ideas and concepts, such as continuity, change over time, communications, cultural studies, economics, ethnic studies, context, causation and corroboration, in order to understand foreign languages (building upon previous language acquisition), how majority Muslim communities change and adapt to geography, history, political science, sociology, and world common human experience. literature.

• Analyze culture, globalization, or global cultural diversity, and

describe an event or process from more than one point of view.

Students engage in analyzing the historical development of majority-Muslim cultures from the Middle East and North • Analyze the historical development of one or more non-U.S. Africa from the beginning of Islam to 1800. They are societies. introduced to political, social, and cultural changes over multiple centuries and major geographical regions. Students are introduced to, and gain depth of understanding of, major political, religious and social movements in the pre- • Analyze the significance of one or more major movements that modern Middle East and North African including, but not have shaped the world's societies. limited to, the Sunni/Shi’i division, the Mu’tazilite, Kharijite and Sufi movements, and later the Wahhabis. • Analyze and discuss the role that race, ethnicity, class, gender, language, sexual orientation, belief, or other forms of social differentiation play in world cultures or societies.

• Speak, read, and write a language other than English, and use

that language to respond to cultures other than one's own.

Hist. 276.50 - Middle Eastern History-From the Beginning of Islam to 1800 Prof. Karen Kern e-mail: [email protected]

History 276.50 acquaints the student with the origins and development of the history and civilization of the Middle East from the 7th to the 18th centuries -- since the advent of Islam in the Arabian Peninsula until 1800 when Napoleon’s invasion of Egypt changed the course of Middle Eastern (and European) history. As a result of this focus, we naturally concentrate on the Muslim experience in the Middle East.

Course Learning Outcomes: Upon completing this course, students should have a clear understanding of the major issues in pre- modern Middle East history. You should be able to • identify and interpret primary sources within their historical contexts. • analyze the central argument in secondary sources and to determine the author’s use of evidence in making his/her argument. • appraise and describe how trends in the Middle East developed in the imperial and early modern periods. • explain these issues in well-crafted essays.

Requirements: Examinations: There will be two midterm examinations. The first midterm exam is scheduled for Thursday, October 6th. The second midterm exam is scheduled for Monday, November 7th. These exams are taken during class time, and will be based on class lectures

and discussions, the assigned reading material and film presentations. The midterms will consist of multiple choices, term identifications, the significance of primary source passages, and an essay question. At the beginning of each class you will receive a list of important terms to study for the examinations.

Final take-home essay exam. The final examination will be a take-home essay due by hard copy in my office and uploaded to turnitin.com. The final exam will ask you to respond to one of the important historiographic questions that has been discussed in class. You should respond to this essay with an 8-10 page essay, plus endnotes (Chicago Manual of Style format) and bibliography. This essay should be double spaced, have one-inch margins, and use 12 point font. Spelling and grammar is essential to a well-written essay, so be sure to have your essay proofread.

Oral presentations and analysis paper: An oral presentation and analysis paper is required of each student and is calculated as part of your grade. These in-class presentations consist of a critical summary of an assigned primary source. The length of time for your presentation is determined by the material. Your critical summary should discuss the particular problems, concepts, positions of the author and the text within the historical context. Your presentation and paper should include the following analysis: \ • What is the thesis of the reading? Where there are multiple theses, then you should mention each thesis and discuss which one you consider more significant. • What is the historical period during which the author is writing this piece, and how does this historical period inform the work? • What kinds of evidence (sources) does the author use in his/her discussion/argument? Is this evidence strong and convincing? • Include two or three historical questions from the reading that you consider important enough to generate a class discussion.

Attendance: Attendance is mandatory and factored into the final grade. The attendance policy is as follows: attendance credit is dependent on your presence in class for the full 75 minutes scheduled for each session.

Grading: Full attendance - 4%, Regular, thoughtful participation in class discussions - 6% Oral presentation 5% Accompanying analysis paper - 20% 1st Midterm Exam - 15% 2nd Midterm Exam – 20% Final exam - 30% \ Required Texts: The following books are required reading and are available at Shakespeare & Co. Bookstore and on reserve in the library. Ira Lapidus, A History of Islamic Societies, Third Edition, Cambridge University Press, 2014; Fazlur Rahman, Islam, University of Chicago Press, 2nd edition, 2002; Rippin and Knappert, Textual Sources for the Study of Islam, (TS), University of Chicago Press, 1990; and William H. McNeil, Marilyn Robinson Waldman, The Islamic World, (IW) University of Chicago Press, 1983. Carol Berkin, The History Handbook, latest edition.

Additional readings are on e-reserves and noted in the syllabus as (e-res). You can access E-reserves through the library website. You will need to use the code – “kern276” to gain entry. These readings are required for this course and you will be tested on this material.

Class Schedule and Readings

Introduction Introduction

Muhammad, the Prophet of Islam. Arabia before Muhammad. Reading: Lapidus, Preface, Chapters 1, 2, and 3. Discussion: Thabit, “The Death of the Knight Rabia, Called Boy Longlocks,” IW 6-8; Khansa, “A Sisters Grief,” IW 8-9; Ibn al-Kalbi, Book of Idols, IW 9-13.

From Muhammad’s birth to the Hijra. Reading: Lapidus, Chapter 4 Discussion: Ibn Ishaq, “Biography of the Messenger of God,” IW 14-27; “The night journey and ascension of Muhammad” TS 68-72.

The Development of Tradition Medina to the final Pilgrimage Discussion: “Muhammad as a statesman: the constitution of Medina;” TS 80-82; “Muhammad’s end,” TS 82-85.

Film: The Arabs Make Their Entrance

The Formation of the Islam. The Qur’an Readings: Lapidus, Chapter 14, and 15, pg. 118-127; Rahman, Chapter 2. Discussion: Quranic selections, IW 29-67.

The Hadith. Reading: Lapidus, Chapter 15, pg. 128-132; Rahman, Chapter 3. Discussion: Ibn Khaldun on “The Science of Hadith,” E-res.; selections of Hadith Literature: “Al-Bukhari on drink,” TS 72-76; “Muslim on reciting Surah 1 in prayer,” TS 76-77; “Abu Dawud on medicine,” TS 77-80. The Abbasid State and Division in Islam. Abu Bakr to the Abbasid Revolution

Reading: Lapidus, Chapters 5 through 8; and 11 and 12. Discussion: “Death of Uthman,” by Tabari, IW 76-79; Shiism: “The speeches and letters of `Ali ibn Abi Talib,” TS 135-139; “The death of Husayn,” TS 139-142; “The death camp,” TS 142-44.

The Islamic State under the Abbasids. Reading: Lapidus, Chapter 9, 13, and 10. Film: Once Upon a Time: Baghdad During the Abbasid Dynasty and The Muslim Town: Life Under the Chalifate

First midterm exam.

Development of the law Political and religious sectarianism. Readings: Lapidus, Chapter 16; Rahman, Chapter 10. Discussion: The Sermons of Abu Hamza the Khariji, E-res.; Hasan al-Basri’s letter to the Caliph, TS 115-21.

Law and Ritual Readings: Lapidus, Chapter 15, pg. 132-134; Rahman, Chapter 4 and Chapter 6. Discussion: “Al-Baghdadi on the Pillars of Islam,” TS 89-94; “Al-Shafi’i’s Risala (From the Treatise),” IW 136-142. Film: Inside a Sharia Court

The Mystical Path. The development of mystical practice Reading: Lapidus, Chapter 15, pg. 134-138 and Chapter 23; Rahman, Chapter 8 and 9. Discussion: “Ibn Hanbal’s Traditions on Muhammad’s Asceticism,” TS 158-159; Al-Hallaj, “The Saint and His Fate,” in Schroeder, E- res.; Al-Ghazzali: “From That Which Delivers From Error,” IW 207-239; Hasan al-Basri’: “Letter to `Umar II,” IW 79-81

Film: I Am A Sufi, I Am a Muslim

Philosophy. Islamic Philosophy. Readings: Lapidus, Chapter 22; Rahman, Chapter 7. Discussion: Autobiography of Avicenna, “Life of a Philosopher,” in Arberry, Aspects of Islamic Civilization, E-res.; Al-Farabi: From the Attainment of Happiness, IW 166-171.

Gender Relations and Education. Woman and Islam. Reading: Lapidus, Chapter 17 and 21; Leila Ahmed, Women and Gender in Islam, Chapter 3, 4, and 5, E-res.

Discussion: Spellberg, “Political Action and Public Example: `A’isha and the Battle of the Camel,” E-res; Serinity Young, “Biographies of Sufi Women,” E-res.

Islamic education. Readings: Rahman, Chapter 11. Discussion: George Makdisi, “Madrasa and University in the Middle Ages,” E.res; Ibn Batuta: From Travels, IW 274-308. Film: The Surveyed The World: Exploring the Arab Empire and Beyond

Week 12. The enemies within and without Second midterm exam.

The enemies within and without. Readings: Lapidus, Chapter 10 and 24; J. J. Saunders A History of Medieval Islam, Chapters 8, “The Ismaili Schism;” Chapter 12, “The Mongol Disaster.” E-res. Discussion: `Abbasid decline: “Ibn Miskawaih: From the Experience of the Nations,” IW, 177-180; Mongols: “Ibn al-Athir: From Great History,” IW 248-253; “Juvaini: From the History of the World Conqueror,” IW 253-272; Ibn Khaldun, from The Muqaddima, Chapter 3, sections 1 - 15 and 23-26, E-res.

Week 13. Spain and the End of Empire. Muslim Spain Lapidus, Chapter 27. Film: The Andalusian Epic: Islamic Spain

The End of the Abbasid Empire. Muslim thinkers reflect on themselves - crusaders in their midst. Reading: Lapidus, Chapter 18 and 20; Hitti, “The Crusades,” E-res. Discussion: Robert the Monk, “Pope Urban II’s Call to the First Crusade”; Anna Comnena, From The Alexiad, E-res.; Franks in the Holyland, The First Crusade, E-res.; and Fall of Jerusalem to Saladin, E-res.; Usama: From Memoirs, IW 185-206.

The Gunpowder Empires. The Ottomans - from Empire to Republic Reading: Lapidus, Chapter 30 through 33. Discussion: Kritovoulos: From “History of Mehmed the Conqueror,” IW 312-336; “Letters from Selim and Isma`il” IW 338-344; “Busbecq: From the Turkish Letters,” IW 344-352.

Film: The Ottoman Empire.

The Second Flowering. Centuries of great empires

The Safavids. Reading: Lapidus, Chapter 34. Discussion: “Report of the Carmelite Mission to Persia,” IW 373-391

Empires in the pre-modern period. The Mughals. Readings: Lapidus, Chapter 35. Discussion: The Mughal Akbar: Abu’l Fazl: From the Book of Akbar, IW 354-373.

Film: The Mughals, The Story of India

The End of the Pre-Modern Period. Beginnings of colonialism Reading: Lapidus, Chapter 44 and 45; Holt, “Two Challenges: The Wahhabis and Bonaparte, E-res. Discussion: Jabarti’s account of the French in Egypt, E-res. . FINAL EXAM – TBA

HIST 27651 CUNY Common Core 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 contact hours unless the college is seeking a waiver for another type of Math or Science course that meets major requirements. NOTE: Completed forms, along with a course syllabus, should be submitted to Lara Miranda-Moran ([email protected]). College Hunter Course Prefix and Number Hist276.51 (e.g., ANTH 101, if number not assigned, enter XXX) Course Title History of the Modern Middle East from 1800 to the Present Department(s) History Discipline History Credits 3

Contact Hours 3 Pre-requisites N/A (if none, enter N/A) Co-requisites N/A (if none, enter N/A) Catalogue Description History 27651 is a survey of Middle East history spanning from the period of the time of the great Ottoman and Persian empires, to the present. This course introduces modern Middle East history through the voices of the makers of that history and, consequently, the majority of the primary

sources are translations of works written by scholars, intellectuals, and artists from the region. Geographically, the course concentrates on lands of the former Ottoman Empire, particularly present-day Turkey, Syria, Iraq, Egypt, and North Africa, plus Iran. Thematically, topics covered are concerned with state formation and the impact of European imperialism on Middle East politics and society. The primary focus of the course is on intellectual history and examines the views of scholars on issues such as nationalism, pan-Arabism, political Islam, women’s rights, colonization, decolonization, and revolutions. Special Features (e.g., linked courses) Sample Syllabus Syllabus must be included with submission; 5 pages max recommended Indicate the status of this course being nominated:

current course revision of current course a new course being proposed CUNY COMMON CORE Location

If you would like to request a waiver please Waiver requested check here: If waiver requested: Please provide a brief explanation for why the course will not be 3 credits and 3 contact hours. If waiver requested: Please indicate whether this course will satisfy a major requirement, and if so, which major requirement(s) the course will fulfill.

Learning Outcomes

In the left column explain the course assignments and activities that will address the learning outcomes in the right column.

A course in this area (II.A) must meet at least three of the additional learning outcomes in the right column. A student will:

Students gain skills in historical methodology and research • Identify and apply the fundamental concepts and methods of a through critical use of sources drawn from authors writing in discipline or interdisciplinary field exploring world cultures or global the modern Islamic world. They learn to apply a variety of issues, including, but not limited to, anthropology, ideas and concepts, such as continuity, change over time, communications, cultural studies, economics, ethnic studies, context, causation and corroboration, in order to understand foreign languages (building upon previous language acquisition), how majority Muslim communities change and adapt to geography, history, political science, sociology, and world common human experience. literature.

• Analyze culture, globalization, or global cultural diversity, and

describe an event or process from more than one point of view. Students engage in analyzing the historical development of majority-Muslim cultures from the Middle East and North • Analyze the historical development of one or more non-U.S. Africa from the empires period to the present. They are societies. introduced to political, social, and cultural changes over multiple centuries and major geographical regions. Students are introduced to, and gain depth of understanding of, major political, and social movements in the modern Middle East and North African including, but not limited to, Wahhabism, nationalism, pan-Islam and pan-Arabism, • Analyze the significance of one or more major movements that various forms of feminism, colonialism, decolonization, and have shaped the world's societies. 20th century revolutionary movements such as the Young Turks, the FLN, Zionism and the PLO, the Iranian Revolution, and the Arab Spring. • Analyze and discuss the role that race, ethnicity, class, gender, language, sexual orientation, belief, or other forms of social differentiation play in world cultures or societies.

• Speak, read, and write a language other than English, and use

that language to respond to cultures other than one's own.

Hist. 276.51 – History of the Modern Middle East from 1800 to the Present Prof. Karen Kern

Course Description: This class is a survey of Middle East history spanning from the period of the great Ottoman and Persian empires to the present. This course introduces modern Middle East history through the voices of the makers of that history and, consequently, the majority of the primary sources are translations of works written by scholars, intellectuals, and artists from the region.

Geographically, the course concentrates on lands of the former Ottoman Empire, particularly present-day Turkey, Syria, Iraq, Egypt, and North Africa, plus Iran. Thematically, we are concerned with state formation and the impact of European imperialism on Middle East politics and society. The primary focus of the course is on intellectual history and examines the views of scholars on issues such as nationalism, pan-Arabism, political Islam, women’s rights, colonization, decolonization, and revolutions.

Course Learning Outcomes: Upon completing this course, • You should be able to identify and interpret primary sources within their historical context. • You should be able to analyze the central argument in secondary sources and to determine the author’s use of evidence in making his/her argument. • You should be able to appraise and describe how current trends in the Middle East developed from the imperial and early modern periods to the mid-nineteenth and twentieth centuries. • You should be able to explain these issues with respect to the end of colonialism and the establishment of nation state systems and their various political systems.

Requirements: Examinations: There will be two midterm examinations. These exams are taken during class time, and will be based on class lectures and discussions, the reading material, and film presentations. The midterms will consist of multiple choices, term identifications, primary source passages, and an essay question. Final take-home essay exam. The final examination will be a take- home essay that will ask you to respond to one of the important historiographic questions that has been discussed in class. Instructions to follow.

Attendance: Attendance is mandatory and factored into the final grade.

Grading: Full attendance - 4%, Regular, thoughtful participation in class discussions - 6% Oral presentation 5% Accompanying analysis paper - 20%

1st Midterm Exam - 15% 2nd Midterm Exam – 20% Final exam - 30%

Required Texts: The following required texts are available at Shakespeare and Co. Bookstore: William L. Cleveland, A History of the Modern Middle East, Boulder, Co., Westview Press, 5th edition, 2013; and Leila Ahmed, Women and Gender in Islam, New Haven, Yale University Press, 1992; Akram Fouad Khater, Sources in the History of the Modern Middle East, Boston/New York, Houghton Mifflin, second edition, 2010. Additional articles are required readings for this course and can be accessed through E-Reserves on the Hunter College Library website (E-res). You can access these articles with the following password – kern276. Mary Lynn Rampolla, A Pocket Guide to Writing in History, 7th edition NY, St Martin’s Press, 2012.

Class Schedule and Readings

Week 1 – Introduction to the course - the Middle East from the 6th to 15th centuries Introductory Background Readings: (please read this material during the first couple of weeks) Cleveland, The Modern Middle East, pp. 1-33; Ahmed, Women and Gender in Islam, pp. 1-123; Khater, Sources in the History of the Modern Middle East, pp. 1-6.

The Period of Empires: the Safavids and Ottomans in the 15th - 17th Centuries. • Cleveland, pp. 34-52. • Valensi, “Holofernes,” and “In the Heart of the Seraglio,” pp. 23-44 (E-res). Primary Source Readings: • McNeill, “Letters from Selim and Isma`il,” pp. 338-44 (E-res). • Film The Ottoman Empire: The War Machine

Week 2 - External Threats and Responses in the 18th and 19th Centuries. • Itzkowitz, “Ottoman Consciousness,” pp. 87-109 (E-res). • Savory, “Decline and Fall of the Safavids,” pp. 226-54 (E-res). Primary Source Readings: • Valensi, “Greater tyranny the world has never seen or imagined,” and “At the Sublime Porte,” pp. 69-87 (E-res). • Mustafa Ali, Mustafa Ali’s Description of Cairo of 1599, pp. 25-53 (E-res).

Napoleon in Egypt • Cleveland, “The Beginnings of the Era of Transformation,” and “Forging a New Synthesis,” pp. 53-74. Primary Source Reading: • al-Jabarti, “Introduction and Chronicle” pp. 19-33 (E-res).

Week 3 – Impact of imperialism • Cleveland, “The Ottoman Empire and Egypt during the Era of the Tanzimat,” pp. 75-94. Primary Source Readings: • Khater, “Hatt-i Serif Decree...” pp. 11-14; • “Sultan Abdul Majid’s Islahat Fermani Decree...” pp. 14-18 (E-res) • Khater, “An Ottoman Government Decree Defines the Official Notion of “Modern” Citizen, June 19, 1870” pp. 14-16.

Week 4 –New “isms.” Pan-Islamic Reform • Cleveland, “Response of Islamic Society,” pp. 109-21. Primary Source Readings: • Khater, “Jamal al-Din al-Afghani Answers Ernest Renan’s Criticism of Islam,” pp. 25-31. • `Abduh, “Islam, Reason and Civilization,” pp. 24-28 (E-res).

Week 5 –First midterm exam

Pan Arabism • Antonious, “The Infant Movement: 1868-1908," pp. 79-100 (E-res). Primary Source Readings: • Kawakibi, “The Excellence of the Arabs,” pp. 78-80 (E-res). • Anonymous, “Announcement to the Arabs, Sons of Qahtan,” pp. 83-88 (E-res).

Week 6 - Egypt goes its own way • Reread Cleveland, “Egypt During the Era of Civilian Reform,” pp. 86-94; Egypt and Iran in the Late Nineteenth Century,” pp. 95-101. Primary Source Readings: • Al-Tahtawi, “Fatherland and Patriotism,” pp. 11-15 (E.res). • Khater, “An Egyptian Khedival Decree Establishes a European-Controlled Public Debt Administration,” pp. 40-43. • “Convention on Free Navigation of the Suez Canal...” pp. 54-57 (E.res).

Rise of women’s movements • Ahmed, pp. 127-207. Primary Source Readings: • Khater, “Q.Amin Argues for the Emancipation of Women in Egypt,” pp. 61-65; “Articles in Iranian Magazines...,” pp. 71- 74; “Bahithat al-Badiya Advocates Greater Educational and Economic Rights for Women,” pp. 74-83. • “Nazira Zein el-Din, an Egyptian Feminist, Comments on the Unveiling and Veiling of Women, 1928,” pp. 100-108 (E.res).

• Khater, “Rifa’a Tahtawi Reflects on Paris, Its People, Their Ideas, and Lives in the 1820s,” pp. 58-61. • Khater, “Dishing Democracy: Satellite Television in the Arab World, July 31,” 2007, pp. 361-65. • Film - Dishing Democracy

Week 7 - Revolutions • Cleveland, “Era of Young Turks and the Iranian Constitutionalists,” pp. 122-36; Egypt and Iran in the Late Nineteenth Century,” pp. 101-108. Primary Source Readings: • Edib, “Constitutional Revolution of 1908,” pp. 252-72 (E.res). • “The Concession for the Imperial Bank in Iran, January 30, 1889,” pp. 57-61 (E.res). • Khater, “Mirza Malkum Khan Satirizes Iran’s Central Government and Religious Elites,” pp. 17-24; “The Concession for the Tobacco Monopoly in Iran, March 8, 1890,” pp. 43-45.

World War I and the end of empires • Cleveland, “World War I and the End of the Ottoman Order,” pp. 137-58. Primary Source Readings: • Khater, “Henry Morgenthau Recounts Aspects of Nationalist-Driven Ethnic Cleansing of Armenians in Turkey,” pp. 144- 50; “The American King-Crane Commission Report...,” pp. 160-67; “Division of the Ottoman Empire: The Treaty of Sevres,” pp. 112-118; “The Husayn-McMahon Correspondence...,” pp. 104-107; “The Balfour Declaration...,” pp. 107- 112. • Arab Government of the Hijaz, “Vindication of Arab National Rights,” pp. 94-96 (E-res).

Week 8 – The Interwar Period • Cleveland, “The Struggle for Independence: the Interwar Era to the End of World War II,” and “Authoritarian Reform in Turkey and Iran,” pp. 159-78; and “Arab Struggle for Independence,” pp. 179-220. • Ahmed, “Divergent Voices;” “Struggle for the Future;” and “Conclusion,” pp. 189-248. Primary Source Readings: • “Mustafa Kemal (Atatürk) Outlines His Vision...,” pp. 145-52 (E.res). • Khater, “Syrian Michel `Aflaq Addresses the Relationship between Arabism and Islam,” pp. 130-36. • Khater, “Hasan al-Banna Proclaims Egyptian Nationalism....” pp. 136-41.

Palestine to the establishment of Israel • Cleveland, “Palestine Mandate & Birth of Israel,” pp. 221-51. Primary Source Readings: • Khater, “Leo Pinsker, a Jewish Intellectual, Proposes a `Jewish Homeland’,” pp. 89-97; “Ahad Ha-Am’s `The Jewish State and the Jewish Problem’,” pp. 97-103. • Khater, “The Zionist Organization’s Memorandum to the Peace Conference in Versailles Asks for Support for the

Establishment of a Jewish State in Palestine,” February 3, 1919, pp. 150-58. • Khater, “The Resolution of the General Syrian Congress at Damascus Proclaims Arab Sovereignty over Greater Syria, July 2, 1919,” pp. 158-60.

Week 9 - Second Midterm exam

Arab-Israeli wars • Cleveland, “Israel and the Palestinians from 1948 to the 1970s,” pp. 322-43. Primary Source Readings: • Kanafani, “Land of Sad Oranges,” pp. 75-80 (E.res). • Elon, “Innocents at Home” pp. 148-186 (E.res). • Khater, “The Arab Case for Palestine and the Case for a Binational State,” pp. 179-90; “Present Harry Truman’s Statement Supporting Jewish Immigration into Palestine,” pp. 190-93. • “Basic Documents of the PLO;” Arafat, “The Palestinian Problem: Causes and Solutions,” pp. 257-65 (E.res). • Eban, “Zionism and Diaspora Jews” pp. 293-97 (E.res).

Week 10- Egyptian Independence • Cleveland, “The Middle East in the Age of Nasser: the Egyptian Base” and “The Radicalization of Arab Politics,” pp. 280- 321. Primary Source Readings: • The Arab Ba`th Party, “Constitution,” pp. 233-41 (E.res). • Nasser, “The Morrow of Independence,” pp. 74-81 (E.res). • Khater, “Egyptian President Abdel Nasser Resigns from Office...,” pp. 220-224.

Distinctive Path of Turkey, 1945-70s - Turkish road to democracy • Cleveland, “Democracy and Authoritarianism in Turkey and Iran,” pp. 253-79. Primary Source Readings: • “Human Rights Activist Yilmaz Ensaroglu...,” pp. 271-75 (E.res). • Khater, “A Kurdish Activist’s Letter Appealing to Berna Yilmaz...,” pp. 320-23.

Week 11 – Algeria Film – Battle of Algiers • “The Program of L’Étoile Nord-Africaine: Full Independence for Algeria,” pp. 159-61 (E.res). • “The Projet Blum-Violette: The Proposed Enfranchisement of Muslims in Algeria,” pp. 222-25 (E.res). • “Shaykh Ben Badis Pronounces a Fatwa...,” pp. 225-226 (E.res). • “The Platform of the Islamic Salvation Front...,” pp. 306-309 (E.res).

Week 12 – Israel and Palestine after 1967 • Cleveland, “Changing Patterns of War and Peace” pp. 369-72. Primary Source Readings: • Benvenisti, Conflicts and Contradictions, pp. vii-46 (E.res). • Shehadeh, Samed: Journal of a West Bank Palestinian, pp. vii-19 (E.res). • Gettleman/Schaar “Reaching for Peace: United Nations Security Council Resolutions (1967, 1973),” pp. 201-204; “Transformation of Palestinian Politics,” pp. 204-211 (E.res).

Palestine-Israeli Peace Process and Beyond • Cleveland, “Challenges to the Existing Order: The Palestinian Intifada and the 1991 Gulf War,” pp. 439-62; “A Peace so Near, A Peace so Far: Israeli-Palestinian Relations Since the 1991 Gulf War,” pp. 463-86. Primary Source Readings: • Gettleman/Schaar, “The Peace Process- Principles of a Peace Agreement - Oslo, Norway, 1993,” pp. 211-214; “Yitzhak Rabin..;” “Taba..,” pp. 214-220; “Arial Sharon...;” “Marwan Barghouti...,” pp. 222-228; “Palestinian Urgent Appeal...,” and “George W. Bush...,” pp. 230-234 (E.res). • Khater, “Prime Minister Rabin’s Speech to Knesset on Israeli Occupation of Palestinian Territories, April 18, 1994,” pp. 249-51. • Khater, Hanan Mikhail-Ashrawi, “The Meaning of the Intifada (1989),” pp. 252-54. • Khater, “Report on Arab Israelis: Breaking the Stranglehold of Alienation, October 27, 2000,” pp. 254-59.

Week 13 – Iran road to authoritarianism - Fall of monarchy, rise of political Islam • Cleveland, “Democracy and Authoritarianism in Turkey and Iran,” pp. 255-79. • Baraheni, “Masculine History: The Background of the Monarchy in Iran,” pp. 486-495 (E.res). Primary Source Readings: • M. Abedi & M. Fischer, “An Iranian Village Boyhood,” pp. 320-35 (E.res). • Khater, “Asadollah Alam’s Diary Details Some Elements of the Shah of Iran’s Rule in 1976 and 1977,” pp. 200-208.

Week 14 – Iran and its Revolution • Cleveland, “The Iranian Revolution and the Revival of Islam,” pp. 345-68. Primary Source Readings: • Khater, “Ayatollah Ruhollah Khomeini Denounces the Rule of the Shah of Iran,” pp. 229-232; “American Consular Documents Reveal U.S. Diplomats’ Assessment of the Revolution in Iran,” pp. 241-245. • Karpat, “New Islamic Fundamentalism…,” pp. 496-516 (E.res). • Film - Iran: A Revolution Betrayed (1983)

Iraq and Saddam Hussein (and Hafiz al-Asad of Syria) • Zubaida, “The Fragments Imagine the Nation: The Case of Iraq,” 205-215 (E.res).

• Cleveland, “Consolidation of Authoritarian Rule in Syria and Iraq…,” pp. 414-37. Primary Source Readings: • Khater, “Iraq’s Saddam Hussein Proclaims History as a Tool for Educating the Masses...,” pp. 208-212. • Khater, “The Massacre of the Muslim Brothers of Syria in Hama, 1982,” pp. 245-49. • Khater, “Don’t Attack Saddam, by former U.S. National Security Advisor Brent Scrowcroft, August 15, 2002,” pp. 352-54. • Khater, “Bush Recasts Rationale for War after Report, October 10, 2004,” pp. 354-56.

Week 15 - Terrorism in the World • Cleveland, “The Arabian Peninsula in the Petroleum Era,” pp. 393-413; “Patterns of Continuity and Change in Turkey, Iran, and Lebanon” pp. 487-504; “America’s Troubled Moment in the Middle East,” pp. 505-21. • Hyman, “Nationalism in Afghanistan,” pp. 299-315 (E.res). • Rashid, “The Taliban: Exporting Extremism,” pp. 22-35 (E.res). Primary Source Readings: • Khater, “Islamic Fundamentalist Usama Bin Laden Calls on Muslims to Take Up Arms Against America,” pp. 293-300. • “Jihad Against Jews and Crusaders,” pp. 363-65 (E.res). • Khater, “Reflections on the terrorist Attacks of September 11, 2001,” pp. 300-306. • Khater, “Egyptian Writer Sayyid Qutb Articulates a New, Influential Vision of Jihad, 1964,” pp. 269-78. • Khater, “Bin Laden and Obama’s Invasion, November 2008,” pp. 377-79.

Conclusion: Perspectives on the Middle East Islam and the West - Clash of Civilizations? • Huntington, “The Clash of Civilizations,” pp. 22-49 (E.res). • Cleveland, “The 2011 Arab Uprisings,” 522-40.

Final Examination – TBA

HIST 27100 CUNY Common Core 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 contact hours unless the college is seeking a waiver for another type of Math or Science course that meets major requirements. NOTE: Completed forms, along with a course syllabus, should be submitted to Lara Miranda-Moran ([email protected]). College Hunter

Course Prefix and Number Hist 27100 (e.g., ANTH 101, if number not assigned, enter XXX) Course Title Early Latin America Department(s) History Discipline History Credits 3 Contact Hours 3 Pre-requisites N/A (if none, enter N/A) Co-requisites N/A (if none, enter N/A) Catalogue Description This course provides an overview of the early political, economic, cultural and social history of Latin America (1490s to 1820s). The course encompasses the history of Spanish America as well as Portuguese Brazil, but emphasis will be on the former. Among the topics covered are pre-

Columbian indigenous societies in the Americas; the personal, regional and transnational impact of the encounter between European, African and Native peoples; evolving land, labor and production arrangements; Christian evangelization and the role of the Catholic Church in colonial society; the character and reach of imperial authority; racial, ethnic, caste and gender relations; popular resistance and protest; and the ideological and material underpinnings of emergent independence movements in the early 19th century. Special Features (e.g., linked courses) Sample Syllabus Syllabus must be included with submission; 5 pages max recommended 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 x World Cultures and Global Issues Individual and Society Mathematical and Quantitative US Experience in its Diversity Scientific World Reasoning Creative Expression Life and Physical Sciences Waivers for Math and Science Courses with more than 3 credits and 3 contact hours

Learning Outcomes

In the left column explain the course assignments and activities that will address the learning outcomes in the right column.

A. World Cultures and Global Issues A Flexible Core course must meet the three learning outcomes in the right column. A student will: Students read sources that introduce them to major debates and issues in the field; they are exposed to different points of view and interpretations and are guided to situate sources • Gather, interpret, and assess information from a variety of sources and interpretations within specific historical contexts while and points of view. critically assessing the strengths and weaknesses of historical arguments over time. Students read and interpret primary sources with attention to voice, intent, audience, location and historical context; they • Evaluate evidence and arguments critically or analytically. identify and analyze the central arguments and evidence marshaled by scholars to support their interpretations. Students are asked to select a primary source, analyze it, and develop an interpretive argument that connects evidence from the primary source, bolstered by relevant secondary • Produce well-reasoned written or oral arguments using evidence source material, to a major theme or debate (slavery, to support conclusions. Church/State power, race/ethnic/gender and social relations, etc.) examined over the course of the semester.

A course in this area (II.A) must meet at least three of the additional learning outcomes in the right column. A student will:

Students learn to identify and apply the methodological tools • Identify and apply the fundamental concepts and methods of a and concepts typical of the discipline of History through discipline or interdisciplinary field exploring world cultures or global critical engagement with primary and secondary sources issues, including, but not limited to, anthropology, produced by various observers and scholars of early or communications, cultural studies, economics, ethnic studies, colonial Latin America. Students learn to apply the concepts foreign languages (building upon previous language acquisition), of continuity, change over time, context, causation and geography, history, political science, sociology, and world corroboration in order to understand and analyze the literature.

transformation of the region and its native societies as a result of the imposition of Iberian colonial rule and the region’s integration within transnational circuits of migration, trade, consumption and power.

• Analyze culture, globalization, or global cultural diversity, and

describe an event or process from more than one point of view. Students are introduced to the history of the region that came to be known as “Latin America” encompassing South America, Central America and Mexico as well as major portions of the contemporary southwestern United States, and the Caribbean, in the wake of Iberian contact, • Analyze the historical development of one or more non-U.S. colonization and conquest from the late 15th century through societies. the movements of independence and birth of national republics in the early 19th century. They are introduced to the political, religious, social, economic, cultural, demographic and environmental changes over multiple centuries and geographical regions. Students are introduced to and gain an understanding of major religious, political, economic and social movements shaping the history of the region that became known as Latin America, including but not limited to, the impact of mass, forced Christian evangelization and conversion of native peoples; catastrophic demographic collapse; the mass importation of African slaves and consolidation of • Analyze the significance of one or more major movements that transnational capitalist economies and circuits of exchange have shaped the world's societies. based on extractive industries like sugar, grain, silver and gold; and the impact of immigration, migration and transnational circulation of people, ideas, and commodities in shaping movements of political emancipation, the abolition of slavery, and the birth of independent republics in the early 19th century. Students analyze and discuss the role that race, ethnicity, class, gender, language, belief, and other forms of social • Analyze and discuss the role that race, ethnicity, class, gender, differentiation played in shaping the history of early Latin language, sexual orientation, belief, or other forms of social America as well as the region’s integration within a complex differentiation play in world cultures or societies. and extensive transnational system encompassing

exchanges between North, Central, and South America, the Caribbean, Europe, Africa and Asia.

• Speak, read, and write a language other than English, and use

that language to respond to cultures other than one's own.

Hist 27100 -- Early Latin America Prof. Mary Roldán [email protected]

This course provides an overview of the early political, economic, cultural and social history of Latin America (1490s to 1820s). The course encompasses the history of Spanish America as well as Portuguese Brazil, but emphasis will be on the former. Among the topics covered are pre-Columbian indigenous societies in the Americas; the personal, regional and transnational impact of the encounter between European, African and Native peoples; evolving land, labor and production arrangements; Christian evangelization and the role of the Catholic Church in colonial society; the character and reach of imperial authority; racial, ethnic, caste and gender relations; popular resistance and protest; and the ideological and material underpinnings of emergent independence movements in the early 19th century.

Required Texts: (available for purchase at Shakespeare and Co and also on Reserve at Hunter Main Library; used copies of required texts are widely available online)

Mark A Burkholder and Lyman L. Johnson, Colonial Latin America, 7th ed. (Oxford U Press, 2008 or later edition); ISBN: 9780199865888 [Textbook page numbers listed in the syllabus refer to the 2010 edition; follow Chapter numbers and sub-headings if you use an older edition]

David Sweet and Gary Nash, Struggle and Survival in Early Colonial America (U of California Press, 1981/1982); ISBN: 9780520045019

Required Reading but Optional Purchase:

A “Course Reader” that includes copies of materials put on Electronic Reserve by the Library and managed through Blackboard will be available for purchase from Shakespeare and Co Bookstore. The Reader will be printed on demand, so if you wish to order it, request it at Shakespeare and Co. and they will print you a copy. You are not required to purchase the Reader but you are responsible for doing the assigned readings of primary sources, all of which are available electronically through Blackboard under “Course Materials.” THE PASSWORD FOR ACCESSING LIBRARY ERES RESERVE AT HUNTER LIBRARY IS: roldan271.

Course Learning Outcomes: Upon completing this course, students should have a clear understanding of the major issues and debates in early Latin American history from the 1400s through the 1820s. Students should be able to  Analyze primary and secondary sources and situate these within their historical contexts  Identify and analyze the central argument in secondary sources to assess the author’s use of evidence in making his/her/their argument  Demonstrate an understanding of continuity, change over time, context, causation and corroboration to assess the role of geographic location, labor/production arrangements, ethnicity/race/caste/and gender status, and the presence or absence of imperial administrative and religious institutions in shaping divergent colonial experiences as these evolved from the 15th century through the Independence movements of the early 19th century.  Explain these issues while taking into account questions of periodization, interpretation and evidence in well-crafted essays employing proper citation, a clear thesis and appropriate primary and secondary source analysis.

Course Requirements:

Students are required to attend lectures. Time is set aside in every class meeting for discussion. Students should come to class prepared to discuss the assigned readings and make connections between these and the material presented in lecture. (Students are allowed three absences from lecture over the course of the semester before points will be taken off from the participation grade.) A sign- in sheet will circulate at the beginning of every class. Please make sure to sign-in to ensure you receive credit for attendance and participation. Lectures will provide the framework for thinking about the readings in a broader regional and transnational context while the readings will highlight or illustrate specific issues or themes raised in lecture. The readings and the lectures are intended to be complementary. To do well in this course you will need to grasp the broad trends presented in lectures, and ground these trends in the details about specific regions, individuals, or events provided by the readings. Outlines of the major issues covered in lecture are posted on a weekly basis on Blackboard and may serve as study guides for quizzes, examinations and required essays.

Grading:

15% -- Participation: 5% (attendance); 10% (discussion) 20% -- Quizzes: 5 over the course of the semester, dates noted on syllabus (9/17; 10/8; 10/29; 11/17; 12/8); if you take all 5, you may drop your lowest grade 20% -- Midterm, October 20 (in class); you will be asked to write a few sentences identifying particular people, events, or policies and their significance. The identifications will be drawn from material covered in the readings and lectures from weeks 1-7 (inclusive). 25% -- Document Analysis (800-1000 words (4-5p), November 26 (due in class) 20% -- Final Exam: The final exam will include multiple choice identification questions (people, events, places, etc) and a broad interpretive essay in which you will be asked to use concrete examples taken from the readings and lectures over the course of the semester to think about continuity and change over time in the colonies.

Absolutely no late papers/assignments will be accepted. Make ups only with a valid medical excuse.

IF YOU ARRIVE 20 MINUTES LATE TO THIS CLASS YOU WILL BE MARKED ABSENT. Please be sure to sign-in in order to guarantee that your presence in class is recorded. Excused absences are those that involve a medical or family emergency or the observance of a religious holiday, however, students are expected to provide proof of said emergency or to notify the instructor in advance of an absence for religious reasons so that arrangements for missed work may be made. Participation in team sports and away games are not excused absences. Students missing class for a school sport will be solely responsible for making up any work they may miss in the course.

A Note on Courtesy: Please be courteous to both me and your fellow students by not getting up randomly during class to wander out, get a snack, check your phone, etc. Please try to make sure you eat and go to the bathroom BEFORE class begins to minimize disruptions. Thank you.

PLEASE SILENCE and STORE YOUR MOBILE PHONE DURING CLASS. Laptop use in class is at the discretion of the instructor.

Academic Integrity, AccessABILITY and Sexual Misconduct Policies:

Hunter College regards acts of academic dishonesty (e.g. plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.

In compliance with the American Disability Act of 1990 (ADA) and with Section 504 of the Rehabilitation Act of 1973, Hunter College is committed to ensuring educational parity and accommodations for all students with documented disabilities and/or medical conditions. It is recommended that all students with documented disabilities (Emotional, Medical, Physical and/ or Learning) consult the Office of AccessABILITY located in Room E1124 to secure necessary academic accommodations. For further information and assistance please call (212- 772- 4857)/TTY (212- 650- 3230).

Hunter College Policy on Sexual Misconduct in compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender-based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY-sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College.

b. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123.

Please consult the History Department website for the full policy on plagiarism (available at http://www.hunter.cuny.edu/history/plagiarism.shtml

Any student found to have plagiarized their work will receive a FAILING grade for the assignment in question and possibly the course in addition to any pertinent disciplinary sanctions required by the College.

Course Schedule and Readings

Wk 1: Early Latin America: Overview and Introduction 9/1 (M) LABOR DAY (NO CLASS)

9/3 (W) Introduction -- People, Geography, History Read: Burkholder/Johnson, Ch. 1, “America, Iberia and Africa”(1-33) (33p)

Wk 2: The Age of Conquest: America and Spain 9/8(M) Violent Encounters in the Caribbean Read: *Lunenfeld, “Columbus’s First Voyage” (8p) Burkholder/Johnson, Ch. 1, “Atlantic Africa …” (33-48) (15p)

9/10(W) Mexico and Peru Read: *Burns [Diaz del Castillo] “The Marvels of the Aztec Capital” (5p) *Lunenfeld, “The Assault on Peru” (9p) *Mills and Taylor [Harris], “The Coming of the White People” (10p) Burkholder, Ch. 2, “The Age of Conquest” (52-77) (25p)

Wk 3: The Age of Conquest: Portugal, Brazil, Africa 9/15 (M) The Circuit of Sorrow and Profit Read: *Conrad, doc 1.2 “The Enslavement Process …” (5p) Burkholder, Ch.2 “The Age of Conquest: Brazil ….” (77-91) (14p)

9/17 (W) Colonial Bureaucracy: State and Church Read: *Mills and Taylor, “The Evils of Cochineal, Tlaxcala, Mexico (1553)” (4p)

Burkholder, Ch. 3 “Ruling New World Empires” (94-107) (13p)

**Quiz #1 (in class)

*indicates item on Blackboard and in Document Reader Wk 4: Ruling New World Empires 9/22 (M) The Church Read: Sweet and Nash, “Martin Ocelotl: Clandestine Cult Leader (1530s)” (128-41) (13p) *Mills and Taylor, “José de Acosta on the Salvation of the Indians (1588)” (6p) Burkholder, Ch. 3 (continued) “The Colonial Church …” (107-120) (14p)

9/24 (W) NO CLASS

Wk 5: Population and Labor 9/29 (M) Migration, Immigration, Servitude and Wage Labor Read: Sweet and Nash, “Miguel Hernández, Master of Mule Trains” (298-310) (12p) Sweet and Nash, “Enrico Martinez: Printer and Engineer” (331-45) (14p) Burkholder, Ch.4 “Population and Labor” (123-144) (21p)

10/1 (W) Slavery and the Slave Trade Read: *Conrad, doc 1.3 “A Portuguese Doctor Describes the Suffering of Black Slaves ….” (8p) Sweet and Nash, “Francisca: Indian Slave” (274-91) (17p) Burkholder, Ch.4 (continued) “Population and Labor: Slavery …” (144-155) (11p)

Wk 6: Production, Exchange and Defense 10/6 (M) Mining and Sugar Industries Read: *Conrad, doc 2.1 “An Italian Jesuit Advises Sugar Planters on the Treatment of Their Slaves”; doc 2.2 “A Royal Decree on the Feeding of Slaves (6p) Burkholder, Ch.5 “Production, Exchange …”(156-173) (17p)

10/8 (W) Taxation, and Defense Read: Sweet and Nash, “Hernando de Valencia: Tax Promoter” (311-30) (19p) Burkholder, Ch. 5 “Taxation …” (173-192) (19p) Quiz #2 (in class)

Wk 7: Social Economy: Caste and Class 10/13 (M) NO CLASS – COLUMBUS DAY

10/15 (W) Gender and Marriage, Caste and Class Read: Richard Boyer, “Women, La Mala Vida, and the Politics of Marriage” (34p) (Blackboard under “Course Materials” but NOT in Reader) Burkholder, Ch.6 “ The Social Economy …” (195-218) (23p)

Wk 8 Social Economy: Caste and Class 10/20 (M) MID TERM (in class)

10/22 (W) Working the System: Family and Social Networks Read: Sweet and Nash, “Beatriz de Padilla: Mulatta Mistress and Mother” (247-56) (11p) Burkholder, Ch.7 “The Family and Society” (225-248) (23p)

**Please view the Movie: I, The Worst of All (107 minutes) on Reserve in Hunter Library before next class

Week 9: Living in an Empire 10/27 (M) Convents, Intellectual Life, The Inquisition Read: *Mills and Taylor, “Sor Juana Inés de la Cruz’s Letter to Sor Filotea (1691)” (8p) Burkholder, Ch. 8 “Living in an Empire” (249-294) (45p)

*indicates item on Blackboard and in Document Reader 10/29 (W) Cities, Merchants, Urban vs Rural Life Read: *Lugar, “Merchants” (24p) Sweet and Nash, “Catarina de Monte Sinay: Nun and Entrepreneur”(257-73) (16p) ** Quiz #3 (in class)

Week 10: Imperial Expansion 11/3 (M) Society and Economy in Spanish America (17th and 18th centuries) Read: Burkholder, Ch. 9 “Imperial Expansion” (298-308) (10p) Sweet and Nash, “Micaela Angela Carrillo: Widow and Pulque Dealer” (362-75) (13p)

11/5 (W) Society and Economy in Brazil (17th and 18th centuries) Read: Burkholder, Ch. 9 “Brazil in the Age of Expansion …” (308-320) (12p) *Conrad, doc 2.4 “The Masters and the Slaves: A Frenchman’s Account of Society in Rural Pernambuco …”(8p); doc 3.10 “Slave Workers at the Diamond Washings

of … Minas Gerais” (3p); doc 9.3 “The Great Seventeenth Century Quilombo of Palmares …” (11p)

Please view the movie:The Mission (125 minutes) on Reserve in Hunter Library before next class

Week 11: The Age of Reform in the Spanish Colonies and Brazil 11/10 (M) Enlightenment Thought and Political Absolutism Read: Burkholder, Ch.9 “The Enlightenment …” (320-49) (29p)

11/12 (W) Tightening the Screws of Empire Read: *Juan and de Ulloa, “Cartagena” (41-45); “Porto Bello” (55-58); “Quito” (126-34); and “Lima” (226-231) *Conrad, doc 9.12 “The Slaves’View of Slavery: A Plantation Rebellion …” (4p)

Week 12: Economy and Society in the Age of Reform 11/17 (M) Administrative Reforms, Taxation, Defense Read: Sweet and Nash, “Francisco Baquero: Shoemaker and Organizer” (86-101) (15p) Sweet and Nash, “Damiana de Cunha: Catechist and Sertanista” (102-118) (16p)

**Quiz #4 (in class)

11/19 (W) Impact of the Bourbon Reforms Read: *Manuel Londoño, The Last Will and Testament of a Colonial Priest and Miner in Nueva Granada (Colombia) (Please Note: read this document carefully and prepare questions/observations about what this last will and testament written on the eve of the Wars of Independence may tell us about late colonial society and the impact of 18th century reforms and changes. We will discuss it in class in preparation for the Document Analysis Assignment due: 11/26)

Week 13: Reform and Rebellion in Late Colonial Society

11/24 (M) Reform and Rebellion in the Andes

Read: Burkholder, Ch.9 “Protest and Popular Insurrections” (350-354) (4p) *Mills and Taylor, “Taxonomy of a Colonial Riot; The Arequipa Disturbances of 1780” (18p) MacFarlane, “Civil Disorders and Popular Protests in Late Colonial New Granada” (on Blackboard under “Course Materials” but NOT in Reader) (17-54) (37p)

*indicates item on Blackboard and in Document Reader

11/26 (W) The Tupac Amaru Rebellion in Peru and its Aftermath Read: No Readings – Happy Thanksgiving!

**Document Analysis due in class

Week 14: Crisis and Collapse of Empire

12/1 (M) Wars in Europe and Crisis for Spain and Portugal Read: Burkholder, Ch. 10 “Crisis and Political Revolution” (357-364) (7p)

12/3 (W) Independence Movements in the Andes Read: *Selected Writings of Bolivar, 12.“Proclamation to the People of Venezuela” (1813); 30 “Thoughts on the Present State of Europe, with Relation to America”(1814); 41”Reply of a South American to a Gentleman of this Island” (1815) (27p)

Week 15: Independence Movements and their Aftermath

12/8 (M) Independence in Mexico Read: Burkholder, Ch.10 “Governments of Resistance …” (364-90) (26p)

** Quiz #5 (in class) 12/10 (W) Aftermath of Independence in Brazil and Spanish America Read: *Selected Writings of Bolivar, 318 “A Panoramic View of Spanish America” (9p)

Week 16: End of Course 12/15 (M) Review Session for Final Exam

*indicates item on Blackboard and in Document Reader

HIST 27200

CUNY Common Core 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 contact hours unless the college is seeking a waiver for another type of Math or Science course that meets major requirements. NOTE: Completed forms, along with a course syllabus, should be submitted to Lara Miranda-Moran ([email protected]). College Hunter Course Prefix and Number Hist 27200 (e.g., ANTH 101, if number not assigned, enter XXX) Course Title History of Latin America in the 19th and 20th centuries Department(s) History Discipline History Credits 3 Contact Hours 3 Pre-requisites N/A (if none, enter N/A) Co-requisites N/A (if none, enter N/A) Catalogue Description This course surveys the social, political, cultural, and economic history of Latin America from the 1820s to the present. The approach is thematic, chronological and comparative. Selective country histories will be used over the course of the semester to examine and illustrate the impact of

commonly experienced tensions, events and influences, but the focus will not be on in-depth, individual country histories. Instead, we will use examples drawn from various countries to think comparatively and critically about how Latin America confronted such challenges as the shift to

independence from centuries of colonial rule; ideological struggles between Liberals and Conservatives in the nineteenth century; the rise of export economies, foreign investment, and neo- imperialist threats; migration, immigration, urbanization, and industrialization; the growth of popular participation and mass political movements; and the impact of armed revolution and military repression. The concluding weeks of the course will focus on the debt crisis of the 1980s, the rise of the drug economy, and demands for greater political and cultural pluralism spearheaded by new social movements. Special Features (e.g., linked courses) Sample Syllabus Syllabus must be included with submission; 5 pages max recommended 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 x World Cultures and Global Issues Individual and Society Mathematical and Quantitative US Experience in its Diversity Scientific World Reasoning Creative Expression Life and Physical Sciences Waivers for Math and Science Courses with more than 3 credits and 3 contact hours

Learning Outcomes

In the left column explain the course assignments and activities that will address the learning outcomes in the right column.

A course in this area (II.A) must meet at least three of the additional learning outcomes in the right column. A student will:

century Latin America. Students learn to apply the concepts foreign languages (building upon previous language acquisition), of continuity, change over time, context, causation and geography, history, political science, sociology, and world corroboration in order to understand and analyze how the literature. multiethnic, racial, and socially diverse groups in different countries within the region changed and adapted in response to common human experience.

• Analyze culture, globalization, or global cultural diversity, and

describe an event or process from more than one point of view. Students are introduced to major themes/issues shaping the history of the former Iberian colonies in South America, Central America and Mexico, as well as the Caribbean islands of Cuba and the Dominican Republic. They are • Analyze the historical development of one or more non-U.S. introduced to the major political, religious, social, economic, societies. cultural, demographic and environmental issues shaping human experience in the region from the early 19th century through the early 2000s.

• Analyze the significance of one or more major movements that

have shaped the world's societies. Students analyze and discuss the role that race, ethnicity, class, gender, language, sexual orientation, belief and other forms of social differentiation play in shaping collective and individual Latin American experience and history over time, at • Analyze and discuss the role that race, ethnicity, class, gender, the level of the individual, the nation, the region, and in some language, sexual orientation, belief, or other forms of social cases, within a global context as transnational networks differentiation play in world cultures or societies. emerge in the 20th century to organize in defense of indigenous, afro-descendent, LGBTQ, women’s, worker’s and environmental rights.

• Speak, read, and write a language other than English, and use

that language to respond to cultures other than one's own.

Hist 27200 -- History of Latin America 19th and 20th Centuries Prof. Mary Roldán

[email protected]

Course Description: This course surveys the social, political, cultural, and economic history of Latin America from the 1820s to the present. The approach is thematic, chronological and comparative. Selective country histories will be used over the course of the semester to examine and illustrate the impact of commonly experienced tensions, events and influences, but the focus will not be on in-depth, individual country histories. Instead, we will use examples drawn from various countries to think comparatively and critically about how Latin America confronted such challenges as the shift to independence from centuries of colonial rule; ideological struggles between Liberals and Conservatives in the nineteenth century; the rise of export economies, foreign investment, and neo-imperialist threats; migration, immigration, urbanization, and industrialization; the growth of popular participation and mass political movements; and the impact of armed revolution and military repression. The concluding weeks of the course will focus on the debt crisis of the 1980s, the rise of the drug economy, and demands for greater political and cultural pluralism spearheaded by new social movements.

Course Learning Outcomes: Upon completing this course, students should have a clear understanding of the major issues and debates characterizing Latin American history from the 1820s through the 2000s. Students should be able to  Analyze primary and secondary sources and situate these within their historical contexts  Identify and analyze the central argument in secondary sources to assess the author’s use of evidence in making his/her/their argument  Demonstrate an understanding of continuity/change over time, context, causation, and corroboration in shaping how Latin Americans confronted the shift from colonial rule to independence; the rise of export economies, foreign investment, and neo- imperialist threats; migration, immigration, urbanization, and industrialization; the growth of popular participation and mass political movements; and the impact of armed revolution and military repression from the 19th through the end of the 20th century  Explain these issues while taking into account questions of periodization, interpretation and evidence in well-crafted essays employing proper citation, a clear thesis and appropriate primary and secondary source analysis.

Required Texts (available for purchase at Shakespeare and Co. Bookstore and on reserve at Hunter Library):

John Chasteen, Born in Blood and Fire: A Concise History of Latin America (W.W. Norton and Co.) ISBN: 978-0-393-91154-1

Mariano Azuela, The Underdogs: A Novel of the Mexican Revolution (Penguin Classics, 2008); ISBN: 0143105272; (many available used – any edition is fine)

Mark Danner, The Massacre at El Mozote (Vintage, 1994); ISBN: 067975525X (many available used at $3)

Course Reader – available for purchase at Shakespeare and Co. All readings also available through electronic reserve in the Hunter Library.

Some readings (identified in the syllabus as such) on Blackboard under “Course Materials.” Electronic reserve (ERES) readings and those in Reader are identified with an asterisk (*) on the syllabus. Networked resources (journal articles) available online through Hunter Library Databases such as ProQuest.

Course Requirements: Students are required to attend lectures. Time will be set aside in lecture for discussion of assigned readings. Students should come to class prepared to discuss the assigned readings and make connections between these and the material presented in lecture. (Students are allowed three absences from lecture before points will be taken off from the participation grade. A sign- in sheet will circulate at the beginning of every class. Please make sure to sign-in to ensure you receive credit for attending.) Lectures will provide the framework for thinking about the readings while the readings will highlight or illustrate with specific examples the themes and issues covered in lectures. Lectures and readings are intended to be complementary. To do well in this course, you will need to grasp the broad trends presented in lectures and ground these trends in the details about specific countries, individuals or events provided by the readings.

Grading: 15% -- Participation: 5% (attendance); 10% (discussion) 20% -- Quizzes: 5 over the course of the semester, dates noted on syllabus; if you take all 5, you may drop your lowest grade; listed by date in the syllabus 25% -- Mid-term: (in class); Multiple Choice (30%) questions and an essay (70%) focused on Azuela’s The Underdogs and the Mexican Revolution 20% -- Document Analysis (750 words/about 4-5p): hard and electronic copy to: [email protected] and Turnitin.com due by 5pm 20% --In Class Final Exam: Multiple Choice or short identifications (40%) and Essay Question (60%)

Please read the following carefully:

Absolutely no late papers/assignments will be accepted. Make ups only with a valid medical excuse. IF YOU ARRIVE 20 MINUTES LATE TO THIS CLASS YOU WILL BE MARKED ABSENT. Please be sure to sign-in in order to guarantee that your presence in class is recorded. Excused absences are those that involve a medical or family emergency or the observance of a religious holiday, however, students are expected to provide proof of said emergency or to notify the instructor in advance of an absence for religious reasons so that arrangements for missed work may be made. Participation in team sports and away games are not excused absences. Students missing class for a school sport will be solely responsible for making up any work they may miss in the course.

PLEASE SILENCE and STORE YOUR MOBILE PHONE DURING CLASS. Laptop use in class is at the discretion of the instructor.

Academic Integrity, AccessABILITY and Sexual Misconduct Policies:

Hunter College regards acts of academic dishonesty (e.g. plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.

In compliance with the American Disability Act of 1990 (ADA) and with Section 504 of the Rehabilitation Act of 1973, Hunter College is committed to ensuring educational parity and accommodations for all students with documented disabilities and/or medical conditions. It is recommended that all students with documented disabilities (Emotional, Medical, Physical and/ or Learning) consult the Office of AccessABILITY located in Room E1124 to secure necessary academic accommodations. For further information and assistance please call (212- 772- 4857)/TTY (212- 650- 3230).

a. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772-4444). b. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123.

Please consult the History Department website for the full policy on plagiarism (available at http://www.hunter.cuny.edu/history/plagiarism.shtml

Course Schedule and Readings

Wk 1: Introduction 1/30 (M) Introduction to Latin America 2/1 (W) Movements for Independence Read: Simón Bolívar, “The Jamaica Letter, 1815” at: http://faculty.smu.edu/bakewell/BAKEWELL/texts/jamaica-letter.html Chasteen, ch.3, 2011 ed. “Independence” (87-110)

Wk 2: Republican Dreams, Economic Realities (1820s-1850s) 2/6 (M) The Aftermath of Independence Read: Chasteen, “Countercurrents: The Gaze of Outsiders” (111-114) and ch.4 “Postcolonial Blues” (117-143) 2/8 (W) Plantation Economies Read: *John G.F. Wurdemann, “A Physician’s Notes on Cuba” (1840s), The Cuba Reader (39-43) *Rafael Duharte, “Santiago de Cuba’s Fugitive Slaves,” The Cuba Reader (69-73)

Wk 3: Frontiers, Factionalism, Federalism (1850s-1870s) 2/13 (M) NO CLASS

2/15 (W) Federalism and Centralism – QUIZ #1 Read:

Chasteen, “Countercurrents: The Power of Outsiders” (144-147); ch.5

“Progress” (149-176) and “Countercurrents: International Wars” (177-179)

Wk 4: The Gilded Age: Progress and its Discontents (1870s-1910s) 2/20 (M) NO CLASS – TUESDAY FOLLOWS MONDAY SCHEDULE

2/21 (T) “Civilization” and “Barbarism” Read:

*José Hernández, “Gauchos in and out of the State,” The Argentina Reader

(131-140) *Nils Jacobsen, “Civilization and its Barbarism,” (82-102)

2/22 (W) The City: Immigrants, Urbanization, Modernity

Read: Chasteen, ch. 6, “Neocolonialism” (181-200)and “Countercurrents: New Immigration to Latin America” (211-215) *James Scobie, “The Paris of South America” (170-181)

Wk 5: Neo-Colonialism: Central America and Cuba (1870s-1910s) 2/27 (M) Banana A Day Keeps the Doctor Away? Read: Chasteen, ch. 6, “Neocolonialism” (200-209) Skidmore, “Independence for Central America,” (89-97) and “The William Walker Affair” (100) (on BLACKBOARD under “Course Reserve”) José Martí, “Our America” at: www.csus.edu/indiv/o/obriene/art111/readings/JoseMartiOurAmerica.rtf

2/29(W) One Master for Another? Cuba -- QUIZ #2 Read: *“The Platt Amendment,” “Imperialism and Sanitation,” and “The Independent Party of Color,” (147-149; 150-53 and 163-165) *Political Cartoons of Cuban/ Puerto Rican independence (80-81; 88-89; 122-23; 126-27; and 174-75) from Latin America in Caricature

Wk 6: The Porfiriato and the Mexican Revolution (1870s-1910s) 3/5 (M) Liberal Reform and Porfirian Reaction (1870s-1910) Read:

*“Mexico” (150-156) and “The Mexican Revolutionaries” (285-292) in Clayton and Coniff, A History of Modern Latin America Mariano Azuela, The Underdogs (3-77)

3/7 (W) The Mexican Revolution Read: Azuela, The Underdogs (78-161)

Wk 7: Modernity and its Discontents: The Inter-War Years (1920s-1930)

3/12 (M) The Impact of the Mexican Revolution

Read: Chasteen, ch. 7, “Nationalism” (217-233)

In Class video: Diego Rivera’s Murals (30 minutes)

3/14 (W) Mid-term (in class) (covers readings and lectures through the Mexican Revolution (end of week 6)

Wk 8: From Empire to Republic and Mass Politics in Brazil (1880s-1940s) 3/19 (M) Republican Brazil: From Slave Plantation to Urban Factory Read: George Reid Andrews, “Black and White Workers in Sao Paulo, 1888-1928,” Hispanic American Historical Review, 68: 3 (Aug. 1988): 491-524; http://www.jstor.org/stable/2516517 (networked resource accessible through library database) *June Hahner, “To the Young Seamstresses of Sao Paulo” (1906) and “Recollections of a Rio Textile Worker (218-221)

3/21 (W) Vargas: Populism, Fascism, Estado Novo Read: Chasteen, Ch. 7, “Nationalism: ISI and Activist Governments of the 1 930s”(233-247) * Pinto, “City of Mist” (110-112) and “Ordinary People: Five Lives

Affected by Vargas-Era Reforms” (206-221) from The Brazil Reader.

Wk 9: Mass Politics, Populism, Fascism (1930s-1950s): Argentina, Colombia 3/26 (M) Argentina: Evita, Perón, Populism Read: Chasteen, “Countercurrents: Populist Leaders of the 20th Century” (248-251) and Ch. 8, “Revolution” (253-268) *Evita, In My Own Words (62-64; 66-68; 71) *D. James, “Perón and the People” (273-295)

3/28 (W) Colombia: Gaitán and the Bogotazó (Photo Essay and Lecture) Read: Skidmore, Colombia: “Politics and Policies: Patterns of Change” (203-211) (ON BLACKBOARD under “Course Reserve”) Gaitán, “El País Político, 1945” (ON BLACKBOARD under “Course Reserve”) (4p)

Wk 10: Nationalist Movements and Cold War (1950s) 4/2 (M) Guatemala: The Collapse of Nationalist Reforms -- QUIZ #3 Read: National Security Archive Electronic Briefing Book No.4, CIA and Assassinations: The Guatemala 1954 Documents by Kate Doyle and Peter Kornbluth at: http://www.gwu.edu/~nsarchiv/NSAEBB/NSAEBB4 “Clandestine Grandaddy of Central America”: “La Voz de la Liberación” at: http://www.pateplumaradio.com/central/guatemala/vozlib.html

4/4 (W) The Cuban Revolution Read: Chasteen, ch.8 “Revolution: The Cuban Revolution” (269-279) *“Politics, Corruption and Decay” in Skidmore and Smith, Modern Latin America (302-318) Fidel Castro, “History Will Absolve Me, 1953” (skim) at: http://www.marxists.org/history/cuba/archive/castro/1953/10/16.htm * “Zippy Goes to Cuba” (604-606) in The Cuba Reader

Wk 11: Spring Break—NO CLASS 4/9 (M) No Class

4/11 (W) No Class

Wk 12: Liberation and Reaction (1950s-1970s) 4/16 (M) Liberation Theology, Alliance for Progress, Guerrilla Movements Read: Chasteen, “Countercurrents: Liberation Theology” (280-283) *Torres, “Revolutionary Priest” (12-14; 306-310; 390-393) (12p) *Vazquez, “Turmoil at the Nacional” in My Life as a Colombian Revolutionary (22-37) (25p)

4/18 (W) The Rise of National Security States Read: Chasteen, Ch. 9 “Reaction” (285-302) Peter Kornbluh, The Pinochet File (various docs) (ON BLACKBOARD Under “Course Reserves”) (44p)

Wk 13: State Terror, Dictatorships, Human Rights (1970s-1980s) 4/23 (M) Read: *Brian Loveman and Tom Davies, “Argentina” (174-180) and “Chile” (198-207) in The Politics of Anti-Politics

4/25 (W) Read: *Marjorie Argosín, “Irma Muller” (207-217) *Bonafini, “The Madwomen of the Plaza de Mayo” (431-439) (also on Blackboard)

4/27: Document Analysis due by 5pm: select one document (Argosín, Bonafini, Kornbluh or any speech in Loveman and Davies) and write a (750 word/ 4-5p) essay analyzing and placing the document you have selected within the broader historical context of this period of military rule. Please submit a typed, double-spaced electronic copy of your essay to: [email protected] . (Citation style: author, page # in body of text).

Wk 14: Revolution and Reaction (Central America)(1980s-1990s)

4/30 (M) Cold War in Central America

Read: Chasteen, Ch 9 “Reaction: The Last Cold War Battles: Central America” (302-312) Mark Danner, Massacre at El Mozote (read about half)

5/2 (W) Neoliberalism and Civil War

Read: Mark Danner, Massacre at El Mozote (finish book)

Wk 15: The Rise of the Drug Economy and Social Movements (1980s-2000s) 5/7 (M) Illicit Commodities, Guerrillas, Paramilitaries Read: Chasteen, “Countercurrents: La Violencia, Pablo Escobar, and Colombia’s Long Torment” (313-316) Ch. 10 “Neoliberalism” (319-340) *Molano, “Silences” (79-96)

5/9 (W) Political Shifts and Cultural Pluralism – QUIZ #4 Read: *“Rights of Amerindians in the 1991 Constitution” in Clayton and Conniff, A History of Modern Latin America (421) Donna Lee Van Cott, “Latin America’s Indigenous Peoples,” Journal of Democracy, Oct 2007, vol. 18, Iss 4 : 127-142: http://muse.jhu.edu.proxy.wexler.hunter.cuny.edu/journals/journal_of_democracy/v018/18.4van-cott.html

Wk 16: 5/14 (M) Review Session

*Indicates reading included in Course Reader/ on Blackboard and ERES

5/23 (W) FINAL EXAM: 3-5PM in HW 507

HIST 28900

CUNY Common Core 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 contact hours unless the college is seeking a waiver for another type of Math or Science course that meets major requirements. NOTE: Completed forms, along with a course syllabus, should be submitted to Lara Miranda-Moran ([email protected]). College Hunter Course Prefix and Number HIST 28900 (e.g., ANTH 101, if number not assigned, enter XXX) Course Title Africa in the 19th and 20th Centuries Department(s) History Discipline History Credits 3 Contact Hours 3 Pre-requisites ENGL 12000 (if none, enter N/A) Co-requisites ENGL 12000 (if none, enter N/A) Catalogue Description Historical explanation of independent Africa rising after colonialism and adjusting to modernization.

Special Features (e.g., linked courses) Sample Syllabus Syllabus must be included with submission; 5 pages max recommended

Indicate the status of this course being nominated:

X current course revision of current course a new course being proposed CUNY COMMON CORE Location

Learning Outcomes

In the left column explain the course assignments and activities that will address the learning outcomes in the right column.

A. World Cultures and Global Issues A Flexible Core course must meet the three learning outcomes in the right column. A student will:

Readings and paper assignment based on analyzing primary and secondary sources. Primary sources include conflicting • Gather, interpret, and assess information from a variety of sources points of view, for example letters from colonial officials and and points of view. speeches by independence leaders. Lectures and class discussions throughout the course focus on how to evaluate the biases in historical sources and so critically engage with historical arguments. We thoroughly examine the silences present within the evidence at hand (i.e archives--both written and oral) and the challenges of accessing those whose voices are not readily apparent in common sources. Readings include, among others, colonial archival sources, such as letters from colonial officers. Students are then tasked with "reading against the grain" to analyze how the writer's own positionality impacted their written observations, and how to evaluate this evidence • Evaluate evidence and arguments critically or analytically. more holistically by incorporating other evidence, such as oral histories. We also discuss how to evaluate oral sources.

In written assignments, both the short paper and the mid-term and final exams, students are required to analyze an argument pertaining to African history based on class discussions and readings. For example, one midterm essay question asks students to analyze the argument, discussed in readings, that the current periodization of history into "colonial" and "post-colonial" eras is misleading as the "colonial" era never really ended. Students then have to

construct an essay with their own analysis that engages the opposing arguments of the various scholars we read and discuss. Paper assignment and midterm and final essays that require • Produce well-reasoned written or oral arguments using evidence students to use course materials to craft an evidence based to support conclusions. thesis statement. In class discussions of readings.

A course in this area (II.A) must meet at least three of the additional learning outcomes in the right column. A student will:

• Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring world cultures or global Lectures and readings identify the fundamental concepts and issues, including, but not limited to, anthropology, methods of history while exploring how interdisciplinary communications, cultural studies, economics, ethnic studies, methods, including ethnography, can build historical foreign languages (building upon previous language acquisition), knowledge. geography, history, political science, sociology, and world literature. All assignments and lectures focus on diverse regions of “Africa” and the effects of globalization (in terms of trade, • Analyze culture, globalization, or global cultural diversity, and colonialism, decolonization, neo-liberalism, and describe an event or process from more than one point of view. democratization).

Readings, lectures, and assignments all focus on different • Analyze the historical development of one or more non-U.S. regions and ethno-linguistic groups in sub-Saharan Africa. societies.

• Analyze the significance of one or more major movements that

have shaped the world's societies. Readings, lecture, and assignments all consider the • Analyze and discuss the role that race, ethnicity, class, gender, construction and evolution of notions of identity as related to language, sexual orientation, belief, or other forms of social race, ethnicity, class, gender, and religion in different African differentiation play in world cultures or societies. cultures and societies.

• Speak, read, and write a language other than English, and use

that language to respond to cultures other than one's own.

Africa in the 19th and 20th Centuries Professor Jill Rosenthal HIST 28900-01

Monday/Thursday 11:10-12:25 Fall 2016 Room W508 Office: HW 1509 Office Hours: Monday, 3:00-5:00 and by appointment Credits: 3 Contact Hours (per week): 3

Introduction

This class explores the local and transnational relationships that have shaped sub-Saharan African power structures and societies since the 19th century. At the center of our exploration are the myriad and evolving connections that link African polities and societies with a globalizing world. We will see that there is no such place as “Africa,” rather we will study diverse groups of people who confronted the changes of the 19th and 20th centuries in unique ways. These centuries saw African societies involved in global struggles for resources and influence. By 1896, European powers had divided the continent among them. African peoples resisted, manipulated, and acquiesced to these new rulers and boundaries according to their diverse traditions, beliefs, and resources.

The course begins by exploring notions of power and authority within pre-colonial African societies as a framework for understanding the continuities and changes within African politics over the last two centuries. The majority of the course then focuses on African initiatives and experiences of capitalism, colonization, and independence. Through case studies examining such topics as religion, colonial rule, patronage, nationalism, development, public health, and gender, this course enables students to critically analyze the diverse interactions, opportunities, and constraints that inform African histories. Having completed the course, students will acquire the skills necessary to question the stereotypes that dominant many popular representations of “Africa.”

It is impossible to examine the changes that occurred throughout sub-Saharan Africa during one semester. Instead, this course focuses on major debates in African history and studies. We will examine the nature of pre-colonial state formation and the role of African polities within the trans-Atlantic and Indian Ocean slave trades. We will explore the paradoxical role of colonizers, who ruled efficiently, haphazardly, with greed and brutality, and sometimes with compassionate neglect—frequently exhibiting all of the above within different regions of the same colony or within the same colony at different times. Throughout we will seek to explore how different African people imagined the changes their societies experienced, how they perceived of their options and constraints and the processes through which they imagined alternate futures.

Course Learning Outcomes: By the end of this course students will be able to: -Analyze how “Africa” became constituted as an object of knowledge and intervention during the 19th and 20th centuries. -Gather, interpret, and assess information from a variety of sources and points of view. -Evaluate evidence and arguments about Africa’s past critically and analytically. -Craft well-reasoned written and oral arguments using historical evidence to support conclusions. -Analyze culture, globalization, and global cultural diversity, and describe events and processes from more than one point of view. -Analyze and discuss the role that race, ethnicity, class, gender, language, sexual orientation, and beliefs play in African cultures and societies.

-Analyze the historical development of various African societies over the 19th and 20th centuries. - Identify, interpret, and critically evaluate primary and secondary sources and identify the perspectives and biases of the various authors encountered therein. -Analyze dominant narratives around such topics as slavery and the slave trade, state formation, colonization, and democratization. -Integrate social, economic, and political historical perspectives in order to untangle the processes of continuity and change within African history and beyond. -Articulate how ideas about the past, particularly those associated with justice and injustice, continue to influence current events.

Please note: Over 50% of the grade for this class is based on written work.

Assignments

Class Participation: 10% Students must regularly participate in class. On Fridays, students are expected to come to class having done all readings assigned and ready to participate in discussion.

Short Paper: 25% To be based on a primary source discussed in class and at least ONE secondary source. The short paper must be 4-6 double spaced pages and follow standard writing mechanics (including citations, see below). The paper is due NO LATER than Monday, November 28.

Midterm: 25% The Midterm will take place in class Monday, October 31, and will consist of short identifications and one short written essay.

Final Exam:40% The Final Exam is scheduled to take place Monday, December 19, 11:30-1:30, and will consist of short identifications and longer essays based on class readings, lectures, and discussions.

Course Policies:

The syllabus is subject to change throughout the semester.

Absences and Late Work: Attendance is required. Please notify me of any absence due to illness or family/personal emergencies in advance whenever possible. Repeated absences and tardiness will affect your grade. More than TWO absences without notice from your advisor, dean, or healthcare provider will result in a significant reduction in your participation grade. Late work will be reduced 1/3 letter grade for each day beyond the deadline. Any assignment more than 3 days late will receive no credit. Extensions will be granted only in extraordinary circumstances, ask PRIOR to the due date.

Readings Students are expected to come to class on Thursdays having done the readings and prepared to discuss the viewpoints and content therein. All readings that are not required for purchase will be found on blackboard or via Hunter libraries.

Accommodations For Students With Disabilities In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter College is committed to ensuring educational access and accommodations for all its registered students. Hunter College’s students with disabilities and medical conditions are encouraged to register with the Office of AccessABILITY for assistance and accommodation. For information and appointment contact the Office of AccessABILITY located in Room E1214B or call (212) 772-4857 /or f: (212) 650-3230/or vp: (646) 755-3129. Email:[email protected] Web: http://www.hunter.cuny.edu/studentservices/access

Required for Purchase:

Iliffe, John. Africans: the history of a continent. Cambridge University Press, 1995. ISBN 0521484227

Jacobs, Nancy. African History through Sources: Volume I. Colonial Contexts and Everyday Experiences, c. 1850-1946. Cambridge University Press, 2014. ISBN 9781107679252

Week 1: Thursday, August 25: Introduction and State Formation

Binyavanga, Wainaina, “How to Write About Africa” http://granta.com/How-to-Write-about-Africa/

Week 2: Slavery and the Slave Trade Monday, August 29 Thursday, September 1

Trouillot, Michel-Rolph. Silencing the Past: Power and the Production of History. New York: Beacon Press, 1995. P. 10-30

Jacobs, Nancy. African History through Sources: Volume I. Colonial Contexts and Everyday Experiences, c. 1850-1946. Cambridge: Cambridge University Press, 2014. P. 24-30

Week 3: Abolition and “Legitimate” Trade (Yoruba and Asante) Monday September 5 (Labor Day, No Class) Thursday September 8

Getz, Trevor R., and Liz Clarke. Abina and the Important Men: A Graphic History. Oxford: Oxford University Press, 2015.

Iliffe, John. Chapter 7 “The Atlantic Slave Trade,” p. 131-163 in Africans: The History of a Continent. Cambridge: Cambridge University Press 1995.

Week 4: Guns, Ivory, and Slaves in Eastern Africa during the 19th Century Monday September 12 Thursday September 15

Richard Reid “Human Booty in Buganda” in Henri Medard and Shane Doyle ed.s Slavery in the Great Lakes Region of East Africa. New York: James Currey 2007. P 152-159.

Jacobs, Nancy. African History through Sources: Volume I. Colonial Contexts and Everyday Experiences, c. 1850-1946. Cambridge: Cambridge University Press, 2014. P. 30-34; 51-53.

Chretien, Jean-Pierre. "The Great Lakes of Africa: Two Thousand Years of History, trans. Scott Straus. New York: Zone, 2006. P 21-39

Week 5: Southern Africa during the 19th Century Monday September 26 Thursday September 29

Hamilton, Carolyn. Terrific majesty: the powers of Shaka Zulu and the limits of historical invention. New Africa Books, 1998. Chapter 1. (Full Text Available via Hunter Libraries)

Jacobs, Nancy. African History through Sources: Volume I. Colonial Contexts and Everyday Experiences, c. 1850-1946. Cambrdige: Cambridge University Press, 2014. P. 39-43; 55-60

Week 6: Colonial Invasion (Missionaries and Force) Monday October 3 (No Class) Thursday October 6

Iliffe, John. Chapter 9: “Colonial Invasion” pp 193-218, in Africans: The History of a Continent. Cambridge: Cambridge University Press 1995.

Jacobs, Nancy. African History through Sources: Volume I. Colonial Contexts and Everyday Experiences, c. 1850-1946. Cambridge: Cambridge University Press, 2014. P. 63-71; 77-79; 114-128; 139-146.

Week 7: Colonial Rule, Gender, and Resistance Monday October 10 Thursday October 13

Amadiume, Ifi, Chapter 8 “The Erosion of Women’s Power,” in Male Daughters, Female Husbands: Gender and sex in an African society. London: Zed Books Ltd, 1987. Available through Hunter Libraries Online (ACLS)

White, Luise. Comforts of Home: Prostitution in Colonial Nairobi. Chicago: University of Chicago Press, 1990. Selections TBA. Available through Hunter Libraries Online (ACLS and ebrary)

Jacobs, Nancy. African History through Sources: Volume I. Colonial Contexts and Everyday Experiences, c. 1850-1946. Cambridge: Cambridge University Press, 2014. P. 168-172; 227-231

Week 8: World Wars and Rebellion (Labor and Mau Mau) Monday October 17 Thursday October 20

Mamdani, Mahmood. Citizen and Subject: Contemporary Africa and the Legacy of Late Colonialism. Princeton: Princeton University Press, 1996. Selections from the Introduction, and Ch. II: Decentralized Despotism, pgs. 16-18, 21-23, 37-61

Jacobs, Nancy. African History through Sources: Volume I. Colonial Contexts and Everyday Experiences, c. 1850-1946. Cambridge: Cambridge University Press, 2014. P. 199-206; 214-216; 287-289; 291-293; 306-311

Week 9: Decolonization and Nation-Building (Congo, Biafra) Monday October 31 *MIDTERM exam in class* Thursday November 3

Cooper, Frederick. Chapter 1; 13 in Decolonization and African Society: The Labor Question in French West Africa. Cambridge: Cambridge University Press, 1996. wa Thiong'o, Ngugi. A Grain of Wheat. New York: Penguin, 2012. Selections TBA.

Week 10: Cold War (Socialism and Dictatorships) Monday November 7 Thursday November 10

Wrong, Michela. In the Footsteps of Mr. Kurtz: Living on the Brink of Disaster in the Congo. New York: Harper Collins, 2005. P. 76-81; 147-150; 189-209.

Week 11: Development Monday November 14 Thursday November 17

Moyo, Dambisa. Dead Aid: Why Aid is not Working and How There is a Better Way For Africa. New York: Farrar, Straus and Girauz, 2009. P. 18-25.

Ferguson, James. Global Shadows: Africa in the Neoliberal World Order. Durham: Duke University Press, 2006. Introduction and Ch. 3, pgs. 1-24, 69-88.

Week 12: Structural Adjustment and Oil Monday November 21 Thursday November 24 (No Class, Thanksgiving)

Harvey, David. "Neo-liberalism as creative destruction." Geografiska Annaler. Series B. Human Geography (2006): 145-158.

Uvin, Peter. Aiding Violence: The Development Enterprise in Rwanda. New York: Kumarian Press, 1998. P 23-42

Week 13: Cold War and Decolonization (Southern Africa) Monday November 28 *Short Paper Due* Thursday December 1

Magaziner, Dan, “Two Stories about Art, Education, and Beauty in Twentieth-Century South Africa,” American Historical Review 118, no. 5 (2013): 1403-1429.

Mandela, Nelson. Long Walk to Freedom. Hachette UK, 2013. Selections TBA.

Week 14: Democratization (Apartheid, Rwanda) Monday December 5 Thursday December 8

Lemarchand, Rene. “Genocide in the Great Lakes: Which genocide? Whose genocide?” African Studies Review 41:1, (1998), 3-16

Courtemanch, Gil. A Sunday at the Pool in Kigali. New York: Canongate Press, 2004. Selections TBA.

Week 15: Urbanization and HIV Monday December 12 (one class)

Ashforth, Adam. "An Epidemic of Witchcraft? The implications of AIDS for the post-apartheid state." African Studies 61.1 (2002): 121- 143.

PUPOL 20N00 CUNY Common Core 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 contact hours unless the college is seeking a waiver for another type of Math or Science course that meets major requirements. NOTE: Completed forms, along with a course syllabus, should be submitted to Lara Miranda-Moran ([email protected]). College Hunter Course Prefix and Number PUPOL 20N00 (e.g., ANTH 101, if number not assigned, enter XXX) Course Title Course Title: Global Pandemic Impacts Long Title: The Global Pandemic and its Impact: Preparing for the Future, Interdisciplinary Perspectives Department(s) Public Policy Program Discipline Liberal Arts - Interd Credits 3 Contact Hours 45 Pre-requisites ENGL 12000 (if none, enter N/A) Co-requisites N/A (if none, enter N/A)

Catalogue Description This course will explore the big questions raised by the global pandemic through an interdisciplinary lens of critical inquiry and analytic frameworks that will bring in perspectives from the social sciences, humanities, and STEM fields. The instructors for this course will represent diverse

departments/Schools at Hunter and will offer readings and interpretations from their disciplinary focus that is required to gain a holistic understanding of the crisis and its aftermath. The readings and discussions will focus on the following areas: 1. The far-reaching economic, social, political, and community-level impacts of the pandemic; 2. The policy responses that are needed to build and strengthen safety nets for affected communities; 3. Looking to the future, the nature of local, national and global health-related and emergency response protocols for preparedness that must be established to withstand shocks of this scale. Special Features (e.g., linked courses) Fully Online Sample Syllabus Syllabus must be included with submission; 5 pages max recommended Indicate the status of this course being nominated:

current course revision of current course a new course being proposed CUNY COMMON CORE Location

If waiver requested: Please indicate whether this course will satisfy a major requirement, and if so, which major requirement(s) the course will fulfill.

Learning Outcomes

In the left column explain the course assignments and activities that will address the learning outcomes in the right column.

A. World Cultures and Global Issues A Flexible Core course must meet the three learning outcomes in the right column. A student will:

This intentionally interdisciplinary course will expose students to the intersectional factors of the current public health crisis from a variety of perspectives drawn from individual instructors’ expertise. Students will learn to identify credible sources of authority based on data and scientific evidence. • Gather, interpret, and assess information from a variety of sources They will synthesize information from course readings and and points of view. reflect on them bringing critical thinking and analysis to their writing and discussions. The goal of the course is to demonstrate the far-reaching economic, social, and political impact of the pandemic, and to explore comprehensive public policy solutions.

Develop creative, viable, reasoned, and ethical policy recommendations—grounded in critical thought, empirical analysis, and frameworks that address the public good—to • Evaluate evidence and arguments critically or analytically. solve dynamic and complex challenges that are often characterized by social, political, economic, scientific, or technological needs in the contemporary world.

Communicate analyses and arguments about complex issues • Produce well-reasoned written or oral arguments using evidence clearly and effectively, both in written assignments and oral to support conclusions. presentations.

A course in this area (II.A) must meet at least three of the additional learning outcomes in the right column. A student will:

• Identify and apply the fundamental concepts and methods of a The instructors for this course will represent diverse discipline or interdisciplinary field exploring world cultures or global departments/Schools at Hunter and will offer readings and issues, including, but not limited to, anthropology, interpretations from their disciplinary focus that is required to communications, cultural studies, economics, ethnic studies, gain a holistic understanding of the crisis and its aftermath. foreign languages (building upon previous language acquisition), Readings and discussions will derive from their areas of geography, history, political science, sociology, and world expertise. literature. With the pandemic beng a global phenomenon that has impacted people across the world and produced a variety of disparate response efforts, an assessment of current public • Analyze culture, globalization, or global cultural diversity, and policy is necessary to evaluate resiliency to future shocks. describe an event or process from more than one point of view. This will be accomplished with class discussions, written assignments and a final presentation.

• Analyze the historical development of one or more non-U.S.

societies. Through class discussions and reading students will gain an understanding ofprevious pandemics and responses from a • Analyze the significance of one or more major movements that historical perspective, as well as The far-reaching economic, have shaped the world's societies. social, political, and community-level impacts of the pandemic • Analyze and discuss the role that race, ethnicity, class, gender, language, sexual orientation, belief, or other forms of social differentiation play in world cultures or societies.

• Speak, read, and write a language other than English, and use

that language to respond to cultures other than one's own.

The Global Pandemic and its Impact: Preparing for the Future, Interdisciplinary Perspectives

Summer 2020 Course 1st Session: June 1st to July 21st Tuesday/Thursday, 11:40 AM to 2:00 PM

Online via Zoom: https://us02web.zoom.us/j/88616896480

Course Description

The impact of the rapid spread of COVID-19 has been felt throughout the world. More than 180 countries have reported cases bringing the total number of those confirmed with the virus to more than 3.6 million worldwide with a death toll of more than 250,000 and growing daily. The economic shock of the pandemic has reverberated globally as countries have implemented stay-at-home orders, closed schools and offices, and required only essential employees to report to work. Hospitals working at the frontline of the pandemic have been overwhelmed with widespread community-level transmissions while healthcare personnel have reported chronic shortage of PPE and testing kits. Governments have launched unprecedented public-health and economic responses from the United States’ Coronavirus Aid, Relief, and Economic Security (CARES) Act, which allocated $2 trillion, with possibly more appropriations to come, for assistance to workers, families and businesses, and expanded health provisions to the suspension of mortgage payments in Italy, Germany and the U.K., among other measures. Elected leaders face the difficult task of balancing the very real and enormous needs of residents of their countries while maintaining economic productivity in the midst of frayed safety nets.

The fallout from a deadly pandemic and a contracted global economy of this magnitude has revealed the deep fissures of existing and chronic inequalities in the world along the dimensions of job security, capacities of overburdened public health systems, limited ability for local economies to withstand shocks and risks, access to technology and digital divides, governance, emergency preparedness and coordination at multiple levels of government. A variety of clear policy failures have already been identified and increasingly debated. These failures likely played a critical factor in the lack of an early and comprehensive response by the U.S. and calls for an urgent need for better and more coordinated scientific intelligence and data sharing at the highest levels. These failures also point out deficiencies in public policy arenas to take on large scale, uncertain, and disruptive threats that have come to be increasingly associated with extreme weather patterns as a result of climate change, and global pandemics like COVID-19 and SARS.

This course will explore the big questions raised by the global pandemic through an interdisciplinary lens of critical inquiry and analytic frameworks that will bring in perspectives from the social sciences, humanities, and STEM fields. The instructors for this course will represent diverse departments/Schools at Hunter and will offer readings and interpretations from their disciplinary focus that is required to gain a holistic understanding of the crisis and its aftermath. The readings and discussions will focus on the following areas: 1. The far- reaching economic, social, political, and community-level impacts of the pandemic; 2. The policy responses that are needed to build and strengthen safety nets for affected communities; 3. Looking to the future, the nature of local, national and global health-related and emergency response protocols for preparedness that must be established to withstand shocks of this scale.

Course Outcomes

Students will:

● Learn complex, global challenges from multiple perspectives and understand how each discipline offers a unique interpretive lens; ● Understand the interrelated/intersectional sets of factors related to a global health crisis;

● Identify credible sources of authority and the use of data in public policy ● Communicate analyses and arguments about complex issues clearly and effectively, both in written assignments and oral presentations. ● Develop creative, viable, reasoned, and ethical policy recommendations—grounded in critical thought, empirical analysis, and frameworks that address the public good—to solve dynamic and complex challenges that are often characterized by social, political, economic, scientific, or technological needs in the contemporary world.

Readings

Each faculty member in the course will provide material for the week of her or his lecture.

Course Assignments and Grading

Each student will be assessed based on the following criteria:

● Participation (20%)

● Assignment for each week (25%): 2-3 page reflection papers based on readings and discussions for the week. Students will bring an analysis of the issues, and offer a commentary based on critical thinking to their writing. They could answer a prompt given by the instructor or simply provide a analysis of the readings (7 short reflection papers total for the semester).

● Final assignment (30%): Students will work in groups for a final project on “COVID-19 and Neighborhoods” with the instructors for the course who will provide guidance. Each group will submit a 7-10 page paper as a part of their final grade.

● Final Presentation (25%): On the last day of class, each group will present their work with PowerPoint slides.

15 Class meetings:

June 2: Introduction to the Course: Themes for the course, interdisciplinary perspectives to understand the global impact and intersectional issues to consider to move forward.

Instructors: William Solecki and Shyama Venkateswar

June 4: Guest Lecture 1 – The Spread of COVID-19, Virology, Epidemiology and Public Health

Instructors: Shirley Raps and Ellen McCabe

Readings:

June 9: Class Discussions led by Shyama Venkateswar

June 11: Guest Lecture 2 – Social and Economic Impacts of the Pandemic Across Different Spectrums – Urban and rural, Global North and Global South, Wealthy and Poor

Instructors: Partha Deb and Matthew Baker

Readings:

June 16: Class Discussions led by Shyama Venkateswar

June 18: Guest Lecture 3 – Understanding COVID-19 Impacts – Psychological, Inequality, Work, and Gender Dimensions

Instructors: Catherine Raissiguier, WGS

Readings:

June 23: Class Discussions led by Shyama Venkateswar

June 25: Guest Lecture 4 – Capacity to Respond I – Individual, Community, National and International: Institutions and Governance

Instructor: Sanford Schram

Readings:

June 30: Class Discussions led by William Solecki

July 2: Guest Lecture 5 – Building Capacity to Respond II– Science, Medicine, and Vaccine

Instructors: Instructors from Biological Sciences/Public Health

Readings:

July 7: Class Discussions led by William Solecki

July 9: Guest Lecture 6 – Building Capacity to Respond III – Education, Knowledge, Data, and Technology

Instructors: Joseph Viteritti and Catherine Voulgarides

Readings:

July 14: Class Discussions led by William Solecki

July 16: Guest Lecture 7 – Resiliency and Withstanding Future Shocks

Instructors: Peter Marcotullio and William Solecki

Readings:

July 21: Group Final Project Presentations

Instructors: William Solecki and Shyama Venkateswar

Hunter College Policy on Academic Integrity “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

ADA Policy “In compliance with the American Disability Act of 1990 (ADA) and with Section 504 of the Rehabilitation Act of 1973, Hunter College is committed to ensuring educational parity and accommodations for all students with documented disabilities and/or medical conditions. It is recommended that all students with documented disabilities (Emotional, Medical, Physical, and/or Learning) consult the Office of AccessABILITY, located in Room E1214B, to secure necessary academic accommodations. For further information and assistance, please call: (212) 772- 4857 or (212) 650-3230.”

Hunter College Policy on Sexual Misconduct “In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender-based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY- sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College.

a. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772-4444). b. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Hunter College Syllabus Checklist Updated April 27, 2017 4 Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123.

CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on-SexualMisconduct-12-1-14-with- links.pdf