Volume 11 2020-2021 Cover Image: The Basilica of St. Francis, Assisi, Italy Photograph taken by Britt Haas, January 1, 2020 Gleanings: A Journal of First-Year Student Writing Siena College Volume 11 2020-2021 Editors: All of the work included in this journal was written by students who were enrolled in Siena’s First Year Dr. Britt Haas Seminar during the 2020 – 2021 academic year. Dr. Kim Stein This required course prepares students for the intellectual rigors of college life and beyond by building critical thinking and communication skills as Selection Committee: well as by fostering creativity and advocacy. Dr. Britt Haas Throughout this two-semester seminar, students are encouraged to reflect upon and discuss the vast Dr. Kim Stein amounts of reading and writing that they do both inside and outside the classroom. Professor Kelly D’Souza Siena College is committed to showcasing the intellectual and engaging work being accomplished on its campus, so Gleanings was created as a means of celebrating some of the finest and most provocative Correspondence and requests for copies first-year student writing completed each year. may be sent to: * * * * * * Dr. Britt Haas While slight editorial changes have been made to these Co-Director of First Year Seminar works, they were purposely kept to a minimum. The Siena College FYS team deems it important to preserve the authentic voices, the authorial choices, and the integrity of the 515 Loudon Road assignments when compiling this journal. Loudonville, NY 12211 [email protected] Table of Contents Andrew Auletta 5 When Fact Meets Fiction Sofia Bock 9 Viva La Raza Christina Coppola 14 Climate Change Under President Trump Reagan I. Delaney 17 Nature Through the Lens of a Pandemic Rachael D’Onofrio 21 Claudia and the Importance of Positive Representation in Children’s Literature Nico Delucia Gargano 24 Saving Corporal Price Miranda Gilbert 28 The Stonewall Riots: How the Criminlized LGBTQ+ Community Initiated Societal Change Shanna Guzman 34 The Spiteful Cylce from those Entitled: The Influce of Intraracial Prejudice on Women of Color’s Well-being Marisa Herr 41 The Moans that Won’t (and Shouldn’t) Quit Joshua Hume 44 Jon Stewart: Comedy as Social Commentary Meghan Johnsson 47 The Impact of the Portrayal of God as a Man Clare Frances Kelly 51 On the Water, Women Find Their Value in the World Madison Kenney 55 How Jim Jones and David Koresh Used a Prophecy to Brainwash Church Followers Sally King 59 Our Leadership is Sorely Lacking Lillian Kronau 65 Always the Saint, Rarely the Leper: A Look into Equality in Society Isabella LaCroix 67 Injustice Within Women’s Incarceration: The Inhumane Treatment of Woemn in United States Correctional Institutions Jonathan Limey 76 Music in Cinematography: Music’s Emotional and Beneficial Manipulation of Film Audiences Sarah Lindecke 82 Good Versus Evil, But Only in Fiction Mairead O’Donnell 86 Medical Misogyny: The Lack of Research and Attention on Women’s Health Issues Leading to Ignored Symptoms, Misdiagnoses, and Unjust Death Juliusz Paluchowski 92 Coca-Cola in Pop Culture Lindsay Perrillo 101 Eden: Paradise or Purgatory? William Siebert 104 HIV/AIDS and the Legacy of Trauma Madeleine Sloan 108 We are Living in a Time that My Children Will Learn About in School Victoria Spadaro 111 Lead by Example Greta Rebeka Stjade 115 Fighting for Freedom: The Impact of Legalizing Prostitution on Human Trafficking Alexandria Tsamis 120 Inequities in Employment: Challenges to Reentry In this analysis regarding whether it is better to use fact or fiction to teach children about real world problems, the author considers both sides of the debate, acknowledges the merits of each, and ultimately argues that the melding of the two is the best course of action. In doing so, the author demonstrates a clear understanding of what “they say” in order to successfully support his “I say.” When Fact Meets Fiction By Andrew Auletta Prof. D’Souza- Heroes Teaching children about the realities of the world is certainly a challenging task. Accompanying this challenge is the debate concerning whether to use fiction or nonfiction to teach children about complex problems, events, and figures. Of course, many do recognize that in children’s education, stark realism is overbearing and ineffective. At the same time, many would agree that educational resources for children shouldn’t be excessively fictionalized to the point where formal learning becomes significantly minimized. Thus, the best approach to teaching children about real world problems is to utilize facets of fiction to illustrate real world problems. Fiction’s use in contextualizing complex realities has been both recognized and scrutinized. In “The Red Angel,” G.K. Chesterton identifies the benefits of fairy tales in the face of critics who are skeptical about the appropriateness of fictional horror in fairy tales. Chesterton’s argument is that fear is simply a natural aspect of life, and should therefore be embraced, not ignored, especially in education. Fairy tales, Chesterton asserts, show children that “limitless fears have a limit” (Chesterton). One can concede that author G.K. Chesterton has valid points concerning the benefits of fiction in children’s education, particularly in his dismissal of critics’ arguments that including horror justifies rejecting fairy tales as a whole. However, one can also recognize a need for a sense of increased realism within children’s education that Chesterton neglects to discuss--one that goes beyond the strictly fictional problems and characters in fairy tales. Perhaps one of the most famous franchises to date that successfully accomplishes the merger of fiction and nonfiction is Superman. Superman has been beloved by children around the world for nearly a century. To state the obvious, Superman is a work of fiction. However, the Adventures of Superman reflects the real-life milieu and problems of the time periods in which he has existed, giving the Superman stories a sense of true authenticity and realism. Over time, Superman evolved from an optimistic New Dealer beaming with hope in the face of the Great Depression to an ardent Reaganite. His villains are usually historical figures such as Hitler and Stalin (Tye 48) or everyday criminals, rather than demons and goblins. Superman is a fictional character who stands guard over many children’s beds at night, much like Roland, Sigurd, and St. George whom Chesterton mentions, though they each serve a different purpose. By defeating realistic villains, 5 Superman provides children with comfort concerning problems that are a part of their lives. Sure, a child’s imagination can create a plethora of scary characters and situations, but they also experience and are affected by numerous concrete challenges that they don’t fully understand. Superman not only puts complex fears into perspective for young children, he also illustrates what Chesterton emphasizes in explaining that these real fears have a limit. Therefore, the Superman franchise is a prime example of the effectiveness of combining fiction and non-fiction when educating children about real-world problems. Today, another media product that demonstrates the effectiveness of a fusion between fiction and non-fiction is Lin-Manuel Miranda’s Broadway musical Hamilton. In fact, the inclusion of the musical in schools’ history curricula has demonstrated that Hamilton is regarded as a successful educational tool. It is especially important to emphasize that the effectiveness of the musical in educating children lies in its fictionalized aspects, giving increased strength to the arguments of G.K. Chesterton. These fictionalized aspects include the unorthodox use of rap and pop culture to convey the story of Alexander Hamilton, an immigrant who became a founding father. By utilizing these aspects of modern culture, Hamilton has bridged the gap between current events and history, providing students with an effective medium to learn about contemporary issues. Educators like Brendan Bell, a U.S. history, government, and economics teacher at Cristo Rey High School, have emphasized their students’ connection to music, specifically rap, and their ability to discern the messages within it (Berman). Therefore, Hamilton’s use of rap to communicate ideas is a key tenet in its effectiveness as an educational tool. Bell, who mainly teaches children of immigrants, goes on to say how his students can “relate the experience then to the experience now” (qtd. in Berman) by focusing on the perception of immigrants and their opportunities. Miranda further bridges the gap between then and now by casting minority actors/actresses to play the roles of white male and female historical figures. By representing the full extent of diversity in America today in the makeup of his cast, Miranda paints a culturally accurate picture of present-day America that assists everybody in relating to the musical and its messages. Not only can students of immigrants watch the play and see themselves, but the diverse cast further contextualizes the fact that these issues of immigrant opportunity surround us all. The fictionalized aspects of the play effectively educate children about contemporary issues because the production conveys the historical facts that one typically associates with formal learning from works of nonfiction. Eight-year-old superfan Juliet Forrest is evidence of this, as senior editor of Time, Eliza Berman, notes. Not intrigued by the handful of popular TV characters, Juliet Forrest decided she wanted her birthday party centered around Hamilton. Her friends didn’t assemble around a pinata, but instead waited patiently for the quill in order to sign the “Kids Constitution.” She did not even receive the traditional gifts associated with a children’s birthday party. As a substitute for Barbie dolls and bracelet makers, the guests brought $10 bills to donate to a children’s charity co-founded by Eliza Hamilton in 1806 (Berman). Juliet Forrest is simply one 6 example of a multitude that demonstrates the educational impact of Hamilton.