1/22/2021 FREN 130: Critical Issues in Contemporary France

Course Change Request

New Course Proposal In Workflow Date Submitted: 12/10/20 12:51 pm 1. CLAS Viewing: FREN 130 : Critical Issues in Contemporary France Undergradua Last edit: 01/19/21 11:30 am Program and Changes proposed by: c668b037 Course Coordinator Academic Career Undergraduate, Lawrence 2. CUSA Subject Code FREN Course Number 130 Subcommitte 3. CUSA Comm Academic Unit Department French, Francophone, and Italian Studies 4. CAC School/College College of Lib Arts & Sciences 5. CLAS Final Approval Locations Lawrence 6. Provost's Offi Do you intend to offer any portion of this course online? 7. Registrar Yes 8. PeopleSoft

Please Explain Approval Pat This course is intended to grow the department's online course offerings in an effort both to meet 1. 01/15/21 9:38 the changing needs of our student communities in light of the COVID-19 pandemic and to serve an Rachel Schw undergraduate population outside of our department after the current crisis has passed. (rschwien):

Title Critical Issues in Contemporary France Approved for CLAS Transcript Title Contemporary France Undergradua Effective Term Fall 2021 Program and Course Catalog France is a society in transition. Profoundly altered by two World Wars and the aftermath of a colonial past, Coordinator Description French culture has been propelled, in the last century, into the complexities of a modern, globalized world. While we 2. 01/20/21 2:25 have faced many similar challenges in United States to those confronted by our French counterparts, this course will help us think Rachel Schw through the often drastically different outcomes of our respective approaches to such questions as immigration, national identity, (rschwien): education, and the perennial struggle between state and individual rights. This course is offered completely in English. It does not Approved for satisfy any requirements of the French major or minor. CUSA Subcommitte Prerequisites None Cross Listed Courses:

Credits 3

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

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

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

Repeatable for No credit?

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

https://next.catalog.ku.edu/courseleaf/approve/ 1/2 1/22/2021 FREN 130: Critical Issues in Contemporary France Will this course be required for a degree, major, minor, certificate, or concentration? No

Rationale for This course seeks to provide an English-language equivalent, appropriate to all levels of undergraduate students, of a long-time sta Course Proposal of our major/minor curriculum: FREN 430: La France d'aujourd'hui. This course has been a successful one among our majors and mino however, since it is taught only in French at present, it is not accessible to students outside of our department.

KU Core Documents

Course Reviewer Comments

K

https://next.catalog.ku.edu/courseleaf/approve/ 2/2 1/22/2021 GRK 315: Biblical and Imperial Greek

Course Change Request

New Course Proposal In Workflow Date Submitted: 01/13/21 6:52 pm 1. CLAS Viewing: GRK 315 : Biblical and Imperial Greek Undergradua Last edit: 01/13/21 6:52 pm Program and Changes proposed by: tswelch Course Coordinator Academic Career Undergraduate, Lawrence 2. CUSA Subject Code GRK Course Number 315 Subcommitte 3. CUSA Comm Academic Unit Department Classics 4. CAC School/College College of Lib Arts & Sciences 5. CLAS Final Approval Locations Lawrence 6. Provost's Offi Do you intend to offer any portion of this course online? 7. Registrar No 8. PeopleSoft

Title Biblical and Imperial Greek Approval Pat Transcript Title Biblical and Imperial Greek 1. 01/15/21 9:51 Effective Term Fall 2021 Rachel Schw (rschwien): Catalog This course surveys the post-classical development of Greek in the Hellenistic and Roman periods, with special Approved for Description attention given to the languages of the Bible. The course will focus on extending linguistic knowledge and CLAS developing an understanding of the historical development of Greek through close readings of selections from the Septuagint, New Undergradua Testament, and Greek authors of the Roman Empire, such as Lucian. We will examine how and why koine (“common”) Greek differs Program and from Classical Greek, and we will interpret these texts in light of the contact and conflict between different political, linguistic, ethnic, and Course religious communities that characterized the Hellenistic and Roman worlds. This course will be indispensable both for those interested Coordinator in the history and culture of Greece and Rome beyond the fifth century B.C., and for those interested in reading the Bible and early 2. 01/20/21 2:25 Christian writers. Rachel Schw Prerequisites GRK 108 or GRK 109 (rschwien): Approved for Cross Listed CUSA Courses: Subcommitte Credits 3

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

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

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

Repeatable for No credit?

Principal Course Designator Course W - World Culture Designator Are you proposing that the course count towards the CLAS degree specific requirements? No

Will this course be required for a degree, major, minor, certificate, or concentration? No https://next.catalog.ku.edu/courseleaf/approve/ 1/2 1/22/2021 GRK 315: Biblical and Imperial Greek

Rationale for This course will expand the department’s offerings in ancient Greek language, to complement other courses on Hellenistic and Rom Course Proposal history, and to respond to faculty and student interest in Biblical and post-classical Greek. Biblical and post-classical Greek is a notable in the Classics curriculum and will also support study in related fields (Religious Studies, Jewish Studies, History)

Supporting GRK 315 (002) syllabus.docx Documents KU Core Documents

Course Reviewer Comments

K

https://next.catalog.ku.edu/courseleaf/approve/ 2/2 GRK 315 Biblical and Imperial Greek

About the Course:

This course surveys the post-classical development of Greek in the Hellenistic and Roman periods, with special attention given to the languages of the Bible. The course will focus on extending linguistic knowledge and developing an understanding of the historical development of Greek through close readings of selections from the Septuagint, New Testament, and Greek authors of the Roman Empire, such as Lucian. We will examine how and why koine (“common”) Greek differs from Classical Greek, and we will interpret these texts in light of the contact and conflict between different political, linguistic, ethnic, and religious communities that characterized the Hellenistic and Roman worlds. This course will be indispensable both for those interested in the history and culture of Greece and Rome beyond the fifth century B.C., and for those interested in reading the Bible and early Christian writers.

Assessment:

10% participation 30% translation quizzes 30% final paper c. 2000 words 30% final exam

Grading scale: Points are scored out of a total of 100: the top ten constitute the “A” range, the next ten the “B” range, and so forth. The letter is accompanied by “+” or “-” if your score falls within the top or bottom 3 points of each range (e.g., 87-89.9= B+; 83-86.9 = B ; 80-82.9 = B- etc).

Policy for Missed Classes/Late Papers: Attendance at all meetings of the class is required. Every unexcused absence from class will cause your final grade in the course to be lowered one third of a letter grade (e.g., from A to A-). Assignments and term papers are to be emailed to me as a Word document.

Any assignment or paper received after this deadline will have a full letter grade deducted from the paper mark (e.g., an A paper will become a B), and an additional full letter grade will be deducted for each subsequent 24 hour period until the paper is submitted.

Academic Misconduct: Academic misconduct will not be tolerated in this class. An instructor may, with due notice to the student, treat as unsatisfactory any student work which is a product of academic misconduct. Cases of academic misconduct may result in any or all of the following penalties: reduction of grade, admonition, warning, censure, transcript citation, suspension, or expulsion. The following information about Academic Misconduct is discussed in Article II, Section 6 of the rules and regulations of the University Senate. “Academic misconduct by a student shall include, but not be limited to, disruption of classes; threatening an instructor or fellow student in an academic setting; giving or receiving of unauthorized aid on examinations or in the preparation of notebooks, themes, reports or other assignments; knowingly misrepresenting the source of any academic work; unauthorized changing of grades; unauthorized use of University approvals or forging of signatures; falsification of research results; plagiarizing of another's work; violation of regulations or ethical codes for the treatment of human and animal subjects; or otherwise acting dishonestly in research.”

It is your responsibility as a KU student to make sure you understand academic honesty and misconduct. The policy is described at this link: https://documents.ku.edu/policies/governance/USRR.htm#art2sect6

The website of the KU Writing Center provides some excellent information and resources on how to avoid plagiarism. http://www.writing.ku.edu/guides/index.shtml?1#plagiarism

Diversity and Inclusion: The University of Kansas supports an inclusive learning environment in which diversity and individual differences are understood, respected, and appreciated. We believe that all students benefit from training and experiences that will help them to learn, lead, and serve in an increasingly diverse society. All members of our campus community must accept the responsibility to demonstrate civility and respect for the dignity of others. Expressions or actions that disparage a person’s or group’s race, ethnicity, nationality, culture, gender, gender identity / expression, religion, sexual orientation, age, veteran status, or disability are contrary to the mission of the University. We expect that KU students, faculty, and staff will promote an atmosphere of respect for all members of our KU community.

Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the instructor’s expectation that ALL students experience this classroom as a safe environment. It is likely you may not agree with everything that is said or discussed in the classroom. Courteous behavior and responses are expected at all times. When you disagree with someone, be sure that you make a distinction between criticizing an idea and criticizing the person.

Accommodations: Student Access Services in the Academic Achievement and Access Center (AAAC) coordinates academic accommodations and services for all eligible KU students with disabilities (http://access.ku.edu/). If you have a disability for which you wish to request accommodations and have not contacted the AAAC, please do so as soon as possible (in 22 Strong Hall, or at 785-864-4064, V/TTY). If you think you may have a disability, you should contact AAAC to acquire the proper documentation.

Required Texts: - Hadavas ed. 2014 On the Death of Peregrinus: An Intermediate Greek Reader

PDFs of Biblical readings will be supplied on Blackboard. Students interested in reading beyond the class might be interested in purchasing full editions: - Alfred Rahlfs, Robert Hanhart (edd.), Septuaginta. - Metzger et al. (edd.), The Greek New Testament, 4th/5th Revised Edition

All other required readings will be posted on Blackboard (BB) throughout the semester.

Useful Lexical Tools: - Taylor, B. et al. (edd.), Analytical Lexicon to the Septuagint - Frederick William Danker, The Concise Greek-English Lexicon of the New Testament

Outline

1 Introduction, Letter of Aristeas (translation)

2 Septuagint: Genesis - Creation

3 Septuagint: Genesis - Babel

4 Septuagint: Genesis - Abraham

5 Septuagint: Exodus - Moses

6 Gospel of Luke

7 Gospel of Luke

8 Gospel of Luke

9 Gospel of Luke

10 Gospel of Luke

11 Lucian Death of Peregrinus

12 Lucian Death of Peregrinus

13 Lucian Death of Peregrinus

14 Lucian Death of Peregrinus

15 Lucian Death of Peregrinus - STOP DAY

Finals Week

1/22/2021 HIST 405: Women, Gender, and Sexuality in the North American West

Course Change Request

New Course Proposal In Workflow Date Submitted: 12/17/20 2:50 pm 1. CLAS Viewing: HIST 405 : Women, Gender, and Sexuality in the North Undergradua Program and American West Course Also listed as: WGSS 305 Coordinator 2. CUSA Last edit: 12/17/20 2:50 pm Subcommitte Changes proposed by: acon 3. CUSA Comm Academic Career Undergraduate, Lawrence 4. CAC 5. CLAS Final Subject Code HIST Course Number 405 Approval Academic Unit Department History 6. Provost's Offi 7. Registrar School/College College of Lib Arts & Sciences 8. PeopleSoft Locations Lawrence Do you intend to offer any portion of this course online? Approval Pat No 1. 01/15/21 9:43 Rachel Schw Title Women, Gender, and Sexuality in the North American West (rschwien): Transcript Title Women in the American West Approved for Effective Term Fall 2021 CLAS Undergradua Catalog This course will provide students with an overview of how the history of women have profoundly shaped and Program and Description given meaning to the development of the North American West (which includes present-day states and provinces in Course the U.S., Canada, and Mexico). The class will examine the lives of women who represent diverse backgrounds, lands, and time periods Coordinator in this western region. In addition to women, lectures, readings, and discussion will focus on the themes of gender, masculinity, class, 2. 01/20/21 2:25 race, ethnicity, sexuality, labor, and environment. Broad in chronological scope that spans pre-contact into the twenty-first century, this Rachel Schw course is not a comprehensive survey. Rather, the class will examine how women and groups of women across the region defended, (rschwien): survived, explored, cultivated, and imagined the West as a place that defined their homes, migrations, settlement patterns, as well as Approved for sites of captivity, displacement, war, and development. CUSA Subcommitte Prerequisites None

Cross Listed Code Title Courses: WGSS 305 Women, Gender, and Sexuality in the North American West

Credits 3

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

Grading Basis A-D(+/-)FIP (G09)

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

Repeatable for No credit?

Principal Course Designator Course H - Humanities Designator Are you proposing that the course count towards the CLAS degree specific requirements? No https://next.catalog.ku.edu/courseleaf/approve/ 1/2 1/22/2021 HIST 405: Women, Gender, and Sexuality in the North American West Will this course be required for a degree, major, minor, certificate, or concentration? Yes

Which Program(s)? Program Code - Name

(HIST-BA/BGS) History, B.A./B.G.S.

(HIST-MIN) History, Minor

Describe how: This course will fulfill the category 1 requirement for the history major and minor.

Rationale for This scope of this course topic is not currently available in the KU catalog. As a new faculty member, it is a course directly from my f Course Proposal that I would like to offer at KU.

Supporting WGSS Cross-list Approval email.pdf Documents KU Core Documents

Course Reviewer Comments

K

https://next.catalog.ku.edu/courseleaf/approve/ 2/2 1/22/2021 HIST 408: History of the Great Plains

Course Change Request

New Course Proposal In Workflow Date Submitted: 12/17/20 2:46 pm 1. CLAS Viewing: HIST 408 : History of the Great Plains Undergradua Last edit: 12/17/20 2:46 pm Program and Changes proposed by: acon Course Coordinator Academic Career Undergraduate, Lawrence 2. CUSA Subject Code HIST Course Number 408 Subcommitte 3. CUSA Comm Academic Unit Department History 4. CAC School/College College of Lib Arts & Sciences 5. CLAS Final Approval Locations Lawrence 6. Provost's Offi Do you intend to offer any portion of this course online? 7. Registrar No 8. PeopleSoft

Title History of the Great Plains Approval Pat Transcript Title History of the Great Plains 1. 01/15/21 9:44 Effective Term Fall 2021 Rachel Schw (rschwien): Catalog This course is an overview of the history of the North American Great Plains up to 1900. Today’s plains region Approved for Description comprises ten American states and three Canadian provinces, but it also connects dozens of Indigenous nations CLAS that (historically and presently) overlapped through seasonal migrations, trade, resources, and sacred lands. The Great Plains is a Undergradua unique geographical area that is united by several environmental traits: flatness, aridity, unusual elevations, and an abundance of Program and grasslands. It is also a region of North America characterized by significant cultural diversity, contested spaces, and national myths of Course empire and settlement. Lectures, readings, and discussion will cover these topics chronologically while emphasizing major themes of Coordinator ethnicity, race, gender, class, environment, politics, and economic development. 2. 01/20/21 2:25 Prerequisites None Rachel Schw (rschwien): Cross Listed Approved for Courses: CUSA Credits 3 Subcommitte

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

Grading Basis A-D(+/-)FIP (G09)

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

Repeatable for No credit?

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

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

Which Program(s)? https://next.catalog.ku.edu/courseleaf/approve/ 1/2 1/22/2021 HIST 408: History of the Great Plains

Program Code - Name

(HIST-MIN) History, Minor

(HIST-BA/BGS) History, B.A./B.G.S.

Describe how: This course will fulfill the Category 1 requirement for both the History major and minor.

Rationale for The scope of this course topic is not currently available in the KU catalog. As a new faculty member, it is a course directly from my f Course Proposal that I would like to offer at KU.

KU Core Documents

Course Reviewer Comments

K

https://next.catalog.ku.edu/courseleaf/approve/ 2/2 1/22/2021 POLS 688: U.S. Counterterrorism Approaches to International and Domestic Terror Groups

Course Change Request

New Course Proposal In Workflow Date Submitted: 09/04/20 9:47 am 1. CLAS Viewing: POLS 688 : U.S. Counterterrorism Approaches to Undergradua Program and International and Domestic Terror Groups Course Last edit: 12/08/20 2:06 pm Coordinator Changes proposed by: lpicke 2. CUSA Subcommitte POLS-MIN: Intelligence & National Security Studies Programs 3. CUSA Comm referencing this 4. CAC course 5. CLAS Final Approval 6. Provost's Offi 7. Registrar Academic Career Undergraduate, Lawrence 8. PeopleSoft

Subject Code POLS Course Number 688 Approval Pat Academic Unit Department Political Science 1. 08/28/20 9:56 School/College College of Lib Arts & Sciences Rachel Schw Locations Lawrence (rschwien): Approved for Do you intend to offer any portion of this course online? CLAS Yes Undergradua Program and Please Explain Course Online course Coordinator 2. 09/03/20 12:0 Title U.S. Counterterrorism Approaches to International and Domestic Terror Groups pm Transcript Title U.S.Counterterror Approaches Rachel Schw (rschwien): Effective Term Spring 2021 Rollback to Initiator Catalog The course will cover U.S. counterterrorism policy and practices historically and in the current era. For 3. 09/11/20 9:20 Description international (multinational) terrorism, the course will focus on how the historical actions of western powers Rachel Schw contributed to the rise of terrorist groups, as well as the evolution of U.S. responses to these groups. Groups examined could include (rschwien): Hamas and Al-Qaida. For domestic terrorism, the course will focus on the evolution of counterterrorism responses within the U.S., with Approved for particular attention to far-right terrorism, including the Oklahoma City Bombing. We will examine U.S. counterterrorism policy in the law, CLAS as well as in the practices of Intelligence, Department of Defense, and law enforcement. Undergradua Prerequisites POLS 125 or POLS 130 or permission from the instructor Program and Cross Listed Course Courses: Coordinator 4. 11/17/20 3:09 Credits 3 Rachel Schw (rschwien): Course Type Lecture (Regularly scheduled academic course) (LEC) Approved for Grading Basis A-D(+/-)FI (G11) CUSA Is this course part of the No Subcommitte University Honors Program? Are you proposing this No course for KU Core? Typically Offered Twice a Year, Fall and Spring

Repeatable for No credit?

https://next.catalog.ku.edu/courseleaf/approve/ 1/2 1/22/2021 POLS 688: U.S. Counterterrorism Approaches to International and Domestic Terror Groups Principal Course Designator Course S - Social Sciences Designator Are you proposing that the course count towards the CLAS degree specific requirements? No

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

Rationale for This course will fulfill an elective requirement for the INSS minor Course Proposal Supporting POLS688_syllabusinprocess.pdf Documents KU Core Documents

Course Reviewer Rachel Schwien (rschwien) (09/03/20 12:03 pm): Rollback: Please update course description to include reference to the domestic Comments groups that will be discussed Rachel Schwien (rschwien) (11/19/20 1:18 pm): POLS response to subcommittee feedback on course title - the term international terrorism designates groups that operate in more than one country. The term domestic terrorism designates groups that only operate in one country. The counterterrorism policie and tactics for addressing each of these are very different. Here case examples are provided, but they are not the limits of what will be discussed. It would be accurate to limit the title as the committee suggests

K

https://next.catalog.ku.edu/courseleaf/approve/ 2/2 1/22/2021 CLSX 171: Ancient Ethical Problems

Course Change Request

New Course Proposal In Workflow Date Submitted: 01/13/21 10:31 am 1. CLAS Viewing: CLSX 171 : Ancient Ethical Problems Undergradua Last edit: 01/15/21 8:55 am Program and Changes proposed by: c282j696 Course Coordinator Academic Career Undergraduate, Lawrence 2. CUSA Subject Code CLSX Course Number 171 Subcommitte 3. CUSA Comm Academic Unit Department Classics 4. CAC School/College College of Lib Arts & Sciences 5. CLAS Final Approval Locations Lawrence 6. Provost's Offi Do you intend to offer any portion of this course online? 7. Registrar No 8. PeopleSoft 9. UCCC CIM Title Ancient Ethical Problems Support 10. UCCC Prelim Transcript Title Ancient Ethical Problems Vote Effective Term Fall 2021 11. UCCC Voting Outcome Catalog This course introduces some of the fundamental ethical questions raised by Greek and Roman philosophers and 12. SIS KU Core Description considers how their answers to these questions can help us solve the social, political, and environmental problems Contact we face today. We will cover questions like “what makes a good friend?”, “would I be happier if I had more money?”, “do I have a 13. Registrar responsibility to protect the natural world?”, and “how can I make myself a better person?”. We will explore a number of ancient ethical 14. PeopleSoft theories that emerged in response to these problems, such as the Hedonism of Epicurus, the Intellectualism of the Socrates and the Stoics, and the Primitivism of the Cynics, and we will consider how these theories can be applied in the contemporary world. All readings will be in English; no knowledge of any ancient languages is required. Approval Pat

Prerequisites None 1. 01/15/21 8:56 Rachel Schw Cross Listed (rschwien): Courses: Approved for Credits 3 CLAS Undergradua Course Type Lecture (Regularly scheduled academic course) (LEC) Program and Grading Basis A-D(+/-)FI (G11) Course Coordinator Is this course part of the No University Honors Program? 2. 01/20/21 2:26 Rachel Schw Are you proposing this Yes course for KU Core? (rschwien): Approved for Typically Offered Every Two Years CUSA Repeatable for No Subcommitte credit?

Principal Course Designator Course H - Humanities Designator W - World Culture

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

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

https://next.catalog.ku.edu/courseleaf/approve/ 1/4 1/22/2021 CLSX 171: Ancient Ethical Problems

This course introduces a new 100-level ethics course to supplement our successful CLSX 384 ethics course. The difference is that Rationale for Course Proposal CLSX 171 explores ancient ethical theories and applies them to modern issues, whereas CLSX 384 applies modern ethical theories to ancient Greek drama.

KU Core Information

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

Name of person giving Tara Welch Date of Departmental Approval 1/13/2021 departmental approval

Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)? Yes Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)? Yes

Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. This course introduces students to a number of key ethical theories from the ancient world (e.g. the Hedonism of Epicurus, the Intellectualism of Socrates and the Stoics, and the Ethical Primitivism of the Cynics) and asks them to consider how these theories can be applied to ethical problems in the contemporary world. Students approach these ethical theories by analyzing and evaluating the assumptions, claims, evidence, arguments, and forms of expression in a variety of ethical texts from the ancient world. Learning about these ethical theories, the varying answers they give to contemporary ethical questions, and the differing meta-ethical foundations that underlie them, will help students critique their own ethical decision-making and engage more fully with the ethical issues they face in everyday life. Selected Learning Outcome(s):

Goal 1, Learning Outcome 1 State what assignments, readings, class discussion, and/or lecture topics instruct students how to analyze and evaluate assumptions, claims, evidence, arguments, and forms of expression; select and apply appropriate interpretive tools. (Please limit responses to 1000 characters). The lectures and readings of this class focus on encouraging students to analyze the ethical theories of a variety of ancient philosophical schools, and to evaluate their success in solving the problems of their own time period and those of the contemporary world. As such, instructional activities focus on teaching students the critical skills they need to evaluate arguments, as well as the historical skills they need to locate these arguments in their original context, and the integrative reasoning skills they need to apply these arguments to contemporary moral problems. To practice these skills outside of class, students will be asked to complete a number of “argumentative analysis exercises”. They will be asked to outline the argument of a text using the critical skills they have developed, then to evaluate the success of this text in its original context using the historical skills they have developed, and assess i relevance to today using creative reasoning skills.

List and discuss the assignments, projects and/or tests that will require students to form judgments about the assumptions or claims presented, analyze and synthesize information, and make evidence-based arguments to support conclusions. (Please limit responses to 1000 characters.) * The argumentative analysis exercises will require students to evaluate the coherence and success of the claims made by a variety ancient ethical texts. The final project of this course asks students to synthesize and creatively apply information, by considering how competing ancient ethical systems might help in solving a contemporary ethical problem. It will also ask them to judge which of these ethical systems is the most successful in helping them to solve this problem, and to provide evidence-based arguments for these claims.

Indicate the weight of the evidence (e.g., exams, projects, assignments) that will be used to document student performance in these tasks and how this evidence will determine a supermajority (greater than or equal to 60%) of the final grade. * https://next.catalog.ku.edu/courseleaf/approve/ 2/4 1/22/2021 CLSX 171: Ancient Ethical Problems The argumentative analysis exercises and final project comprise 60% of the grade of the course. Each of these will be used to document a student’s critical thinking skills: the argumentative analysis exercises will show their ability to analyze and evaluate the arguments found in a text, while the final project will ask them to make their own evidence-based argument, as they determine which 2 competing ancient ethical theories is most appropriate for solving a contemporary ethical problem. The remaining 40% of the cours will also involve critical thinking skills, as class participation will be focused on practicing these skills in group discussions; while their ethical journals will ask them to explain in a coherent and evidence-based manner what led them to make particular ethical decisions

Goal 5, Learning Outcome 1 State how your course or educational experience will present and apply distinct and competing ethics theories, each of which articulates at least one principle for ethical decision-making. (Please limit responses to 1000 characters.) Through readings and lectures, this course will introduce a number of ancient ethical theories that are applicable to today’s ethical problems. The course will cover ancient Hedonism (the pleasure we receive is the standard by which we should make ethical decisio and ancient Intellectualism (the application of reason to a moral problem is sufficient to ensure a correct ethical decision). In addition these main two ancient ethical theories, the course will also cover at least two others, which may include: Cynicism (moral decisions should be based on which action most closely aligns with our natural state); Skepticism (we will make the best decisions if we avoid dogmatism); and Pythagoreanism (we should make decisions on the basis that human and non-human animals have the same ethica status). Students will be asked to apply each of these ethical theories in class discussion/assignments (e.g., argumentative analysis exercises, final project).

Indicate and elaborate on how your course or educational experience will present and apply ethical decision-making processes. (Please limit responses to 1000 characters.) This course will present ethical decision-making processes by structuring our in-class exploration of competing ethical systems around the questions of what answers they give to practical ethical questions. For example, we will explore questions such as “should eat meat?”, by considering the different answers given to this question by the Stoics and the Pythagoreans, and analyzing the theoretical foundations of these competing answers. Students will then apply these decision-making skills outside the class as they tr to live one day according to each of these competing theories and record their experiences. In their final project they will present and evaluate competing theoretical approaches to solving an ethical issue in their everyday lives.

State what assignments, readings, class discussions, and lectures will present and apply particular ethics codes. (Please limit responses to 1000 characters.) Preparatory readings and in-class discussions will present students with a variety of important ethical systems, for example the Hedonism of the Epicureans (which posits pleasure as the criterion for ethical action), the Intellectualism of the early Socratic dialogu (which posits reason as the criterion for ethical action), and the Ethical Primitivism of the Cynics (which posits following nature as the criterion for ethical action). The argumentative analysis essays and the final project ask students to understand and analyze the specifics of these ethical theories. To apply these ethical systems, students will be asked to test out these ethical systems for a day to see how helpful they are in solving ethical problems in the modern world, and whether they have a positive or negative effect on their everyday lives. Students will be asked to record these experiences in a journal and discuss them with their peers in class.

Detail how students taking your course or participating in your educational experience will apply principles, decision-making processes, and, as appropriate, ethics codes to specific ethical dilemmas (such as case studies) in which important values conflict. (Please limit responses to 1000 characters.) Throughout the course, students will be faced with a number of ethical problems which are solved in different ways depending on ethical theory they adopt – in other words, problems that are solved in different ways depending upon one’s foundational values. In th second part of the course, we will focus on questions that provoke conflicting responses from the theories we have studied (e.g. “do I have a responsibility to protect the natural world?”; “will I be happier if I have more money?”) and consider the reasons for these different responses. The final project of the course will involve taking a contemporary ethical problem, analyzing how competing ancie ethical theories would solve this problem, and evaluating the success of each of these theories.

KU Core CLSX 171 Ancient Ethical Problems Syllabus.docx Documents

Course Reviewer Comments https://next.catalog.ku.edu/courseleaf/approve/ 3/4 1/22/2021 CLSX 171: Ancient Ethical Problems

K

https://next.catalog.ku.edu/courseleaf/approve/ 4/4 CLSX 171 “Ancient Ethical Problems” Sample Syllabus Prof. Gina White [email protected]

Overview: This course introduces some of the fundamental ethical questions raised by Greek and Roman philosophers and considers how their answers to these questions can help us solve the social, political, and environmental problems we face today. We will cover questions like “what makes a good friend?”, “would I be happier if I had more money?”, “do I have a responsibility to protect the natural world?”, and “how can I make myself a better person?”. Throughout this course, the majority of our readings will be taken from texts written in the ancient world. This will allow us to see the ways in which Greek and Roman philosophers framed these ethical questions, and to explore the wide variety of ethical theories that they developed in response to the moral problems they faced. In assignments and class discussions, we will focus both on analyzing the arguments given by ancient philosophers in support of their theories, and on considering how these theories might be applied to the contemporary world.

All readings will be in English; no knowledge of any ancient languages is required.

Course Goals: • To learn more about the ancient world, by exploring Greek and Roman ethical theories and considering these ideas in their original historical context • To improve your critical thinking skills, by helping you to analyze and evaluate the arguments made by ancient philosophers concerning correct ethical action • To understand how ethical theories inform everyday decision-making, and to consider how philosophical positions popular in the ancient world might help to solve contemporary ethical problems

Assignments: 1) Ethical Approaches Journal 30% During the course of this class you will be introduced to a number of ancient ethical theories that claim to give those that follow them the best possible life. To find out whether they really do help you lead a better life, your task is to “try on” each of these ethical theories for one day and to keep a journal of your experience. For each of these days (e.g. your “Live like an Epicurean Day”, your “Live like a Stoic Day” etc.) your journal should outline:

a) The ethical decisions that you faced (e.g. “should I have a cheese or a chicken sandwich for lunch?”; “should I go out with my friends, or do my homework?”; “should I take an Uber or walk to class?”; “should I feel angry about this?”). List at least 4. b) What decision you think you should have made, based on the philosophy you were following for that day, and why. Make sure you give your reasons for thinking that the philosophy in question would have favored one decision over another. To do this, think about the aims of each of these philosophies and the criteria they use for determining how best to reach these aims, and point to a passage in a primary text supporting this position if you can. c) How easy/difficult it was to work out what the right decision was, according to the ethical theory you were following. d) Whether you were actually able to follow this theory in practice (try your best, but obviously don’t do anything that’s going to break any laws/harm your GPA!). e) Whether following this theory made your day better or worse (or, if you couldn’t follow the action you think would have been prescribed by the theory, whether you think it would have made your day better or worse!).

2) Participation in Class Discussion 10% You will be expected to be prepared for every class, having done the reading and any other preparatory work, and to participate in class discussions and activities in a manner that is respectful and considerate of the opinions of your classmates.

3) Argumentative Analysis Exercises 30% There will be 4 argumentative analysis exercises in the course of the semester. Each of these exercises will ask you to produce a short (2 page) paper analysing and evaluating the argument of a section of a primary text. You will be asked to identify the ethical claims made in these sections of the text, as well as the arguments made for these claims, and any supporting evidence given in support of these arguments. You will then be asked to evaluate whether this argument is convincing in its own terms, as well as suggesting what kinds of modern ethical problems (if any) it might help us to solve.

The single lowest grade that you receive for an argumentative analysis exercise will be dropped.

4) Final Paper/Project 30% For your final project in this course, you will be asked to choose an ethical problem you might face in your everyday life, and consider how the ancient theories we have considered in this class might help you to solve it (e.g. “should I give my salary to charity?”, “should I have children?”, “should I run for political office?”). You must outline your ethical problem in detail, then choose 2 of the ethical approaches we have covered this semester and discuss how they would help you to approach your ethical problem (with reference to specific passages from the primary texts we have read). Finally, you will be expected to evaluate how helpful each of these theories is in approaching your problem. This project can be submitted either as a written paper, or as an audio recording (e.g. in the style of a podcast episode), but, whatever format you choose, you must quote and give citations from primary texts.

Policy for Missed Classes/Late Homework: Attendance at all meetings of the class is required; unexcused absences from class will affect your participation grade. Assignments must be handed in on time, or this will affect your grade in this component.

Accommodations and Inclusivity: This class welcomes students of all backgrounds, identities, and abilities. If there are circumstances that make our learning environment or activities difficult, if you have medical information that you need to share, or if you need specific arrangements in case the building needs to be evacuated, please let me know.

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

Academic Misconduct Policy: Academic misconduct will not be tolerated in this class. An instructor may, with due notice to the student, treat as unsatisfactory any student work which is a product of academic misconduct. Cases of academic misconduct may result in any or all of the following penalties: reduction of grade, admonition, warning, censure, transcript citation, suspension, or expulsion. The following information about Academic Misconduct is discussed in Article II, Section 6 of the rules and regulations of the University Senate. “Academic misconduct by a student shall include, but not be limited to, disruption of classes; threatening an instructor or fellow student in an academic setting; giving or receiving of unauthorized aid on examinations or in the preparation of notebooks, themes, reports or other assignments; knowingly misrepresenting the source of any academic work; unauthorized changing of grades; unauthorized use of University approvals or forging of signatures; falsification of research results; plagiarizing of another's work; violation of regulations or ethical codes for the treatment of human and animal subjects; or otherwise acting dishonestly in research.”

Sample Schedule:

Week 1: Ethical Problems: Ancient and Modern Session 1: What is an “ethical” problem? Reading for this session: Susan Sauvé Meyer, Ancient Ethics: A Critical Introduction, “What is Ancient Ethics?” p.1-5

Session 2: How can ancient ethical theory help us to solve modern ethical problems? Reading for this session: Aristotle, Eudemian Ethics, Book 1 (to end of 1216a)

Week 2: “What are the qualities of a good person?” Session 2: Arete (“excellence”) and Eudaimonia (“happiness”) Reading for this session: Annas, The Morality of Happiness, “Making sense of my life, as a whole” p.27-46

Session 1: The classical virtues Reading for this session: Plato, Protagoras, 1st half Work for this session: Textual analysis I: Socratic Virtues (do the Socratic virtues reflect the qualities that you think make a good person?)

Week 3: “How can I become a better person?” Session 1: Plato on moral progress: is virtue teachable? Reading for this session: Plato, Meno, 70a; Plato, Protagoras, 2nd half

Session 2: Aristotle on moral progress: does virtue come about through practice? Reading for this session: Aristotle, Nicomachean Ethics, Book 2 (to end of 1104b3 and 1105a17-1105b18) Work for this session: Textual analysis II: Aristotle on Virtue (do you think Aristotle is right that the way to become a good person is to practice good actions?)

Week 4: “How can I lead the best life?” I: Hedonism Session 1: “Pleasure” as the measure of correct action Reading for this session: O’Keefe, Epicureanism, Ch 11

Session 2: Epicurean practical ethics Reading for this session: Cicero, De Finibus, Book 1

Week 5: The Epicurean Life Session 1: Epicureanism in Practice Reading for this session: Epicurus, Letter to Menoeceus

Session 2: Life as an Epicurean: Problems and Benefits Work for this session: Journal entry 1 “Live like an Epicurean Day”

Week 6: “How can I lead the best life?” II: Intellectualism Session 1: “Reason” as the measure of correct action Reading for this session: Susan Sauvé Meyer, Ancient Ethics: A Critical Introduction, Ch 5 “The Stoics”

Session 2: Stoic practical ethics Reading for this session: Epictetus, Encheiridion (Handbook)

Week 7: The Stoic Life Session 1: Stoicism in Practice Reading for this session: Cicero, De Finibus, Book 3

Session 2: Life as a Stoic: Problems and Benefits Work for this session: Journal entry 2 “Live like a Stoic Day”

Week 8: The Peripatetic Life Session 1: The Aristotelian Mean Reading for this session: Aristotle, Nicomachean Ethics, Book 2 1106a12-end

Session 2: Life as a Peripatetic: Problems and Benefits Work for this session: Journal entry 3 “Live like a Peripatetic Day”

Week 9: “How can I lead the best life?” III: Primitivism Session 1: “Nature” as the measure of correct action Reading for this session: Desmond, Cynics, Ch. 3 “A Life According to Nature”

Session 2: Cynic practical ethics Reading for this session: Diogenes Laertius “Summary of Cynic Doctrines” (in Dobbin, The Cynic Philosophers)

Week 10: The Cynic Life Session 1: Cynicism in Practice Reading for this session: Lucian, “Demonax” and “Death of Peregrinus” (in Dobbin, The Cynic Philosophers)

Session 2: Life as a Cynic: Problems and Benefits Work for this session: Journal entry 4 “Live like a Cynic Day”

Week 11: “How can I make those around me better?” Session 1: Socratic inquiry Reading for this session: Plato, Apology, 20c-23c; Plato, Charmides, 158e-161b

Session 2: Laws and coercion Reading for this session: Plato, Laws, Book 10 (imprisonment, re-education, and the nocturnal council) Work for this session: conduct a Socratic elenchus on someone with a strong belief

Week 12: “What makes a good friend?” Session 1: How to be a good friend Reading for this session: Nehemas On Friendship, Ch 1

Session 2: Types of friendship Reading for this session: Aristotle, Nicomachean Ethics, Books 8-9

Week 13: “What responsibilities do I have to society?” Session 1: What duties do we have to our community? Reading for this session: Brennan, The Stoic Life, Ch 10; Arius Didymus, Handbook, Selections

Session 2: The responsibilities of the philosopher Reading for this session: Plato, Republic, Book 7 (to 521c) Work for this session: Textual analysis III: Plato on the Philosopher-King (do you think Plato is right that wise people have a social responsibility to engage in politics, even if it makes their own lives worse?)

Week 14: “Do I have a responsibility to protect the natural world?” Session 1: How are we related to the world around us? Reading for this session: Gill, “Stoicism and the Environment” https://modernstoicism.com/stoicism-and-the- environment-by-chris-gill/

Session 2: The Pythagorean arguments against eating meat Reading for this session: Plutarch, On the Eating of Meat Work for this session: Textual analysis IV: Plutarch on Eating Meat (are the arguments that Plutarch gives for not eating meat still relevant in today’s society?)

Week 15: “Would I be happier if I had more money?” Session 1: Stoics and Cynics on wealth as an indifferent Reading for this session: Diogenes Laertius “Teles” (in Dobbin, The Cynic Philosophers); Seneca, Letter 17

Session 2: Aristotle on money as a precondition for virtuous action Reading for this session: Aristotle, Nicomachean Ethics, Book 4 ch 1 and 2 1/22/2021 CLSX 365: Ancient Rome, Monuments, and Memory

Course Change Request

New Course Proposal In Workflow Date Submitted: 01/13/21 5:45 pm 1. CLAS Viewing: CLSX 365 : Ancient Rome, Monuments, and Memory Undergradua Last edit: 01/15/21 9:29 am Program and Changes proposed by: c282j696 Course Coordinator Academic Career Undergraduate, Lawrence 2. CUSA Subject Code CLSX Course Number 365 Subcommitte 3. CUSA Comm Academic Unit Department Classics 4. CAC School/College College of Lib Arts & Sciences 5. CLAS Final Approval Locations Lawrence 6. Provost's Offi Do you intend to offer any portion of this course online? 7. Registrar No 8. PeopleSoft 9. UCCC CIM Title Ancient Rome, Monuments, and Memory Support 10. UCCC Prelim Transcript Title Rome, Monuments & Memory Vote Effective Term Fall 2021 11. UCCC Voting Outcome Catalog This course explores the monuments and historical topography of the city of Rome, Italy across the Ancient, 12. SIS KU Core Description Medieval, Renaissance, Baroque, and Modern periods. Focusing on a series of case studies, monuments, and Contact urban spaces such as the Pantheon, the Colosseum, and the imperial forums, this course explores how public spaces change in their 13. Registrar usage and meaning over time. The course emphasizes Rome’s illustrious architects and artists, such as Michelangelo and Bernini, who 14. PeopleSoft attempted to modernize the “eternal city” by drawing on its ancient origins with such endeavors as New St. Peter’s Basilica. Throughout the course, students are challenged to compare the city of Rome to modern urban environments, and even to Lawrence, Kansas. All readings are in English; no prerequisites required. Approval Pat

Prerequisites None 1. 01/15/21 9:29 Rachel Schw Cross Listed (rschwien): Courses: Approved for Credits 3 CLAS Undergradua Course Type Lecture (Regularly scheduled academic course) (LEC) Program and Grading Basis A-D(+/-)FI (G11) Course Coordinator Is this course part of the No University Honors Program? 2. 01/20/21 2:26 Rachel Schw Are you proposing this Yes course for KU Core? (rschwien): Approved for Typically Offered Every Two Years CUSA Repeatable for No Subcommitte credit?

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

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

Which Program(s)? https://next.catalog.ku.edu/courseleaf/approve/ 1/3 1/22/2021 CLSX 365: Ancient Rome, Monuments, and Memory

Program Code - Name

(CLSX-BA/BGS) Classics, B.A./B.G.S.

Describe how: This course will count for the Archaeology and Art list in the Classics major.

Rationale for This course has been taught under various other headings within the Classics department since 2007; we are proposing it now with Course Proposal separate course number. It contributes a 300-level archaeology and art course for the Classics major and it fills a curricular gap (the reception of the city of Rome beyond the Classical period).

KU Core Information

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

Name of person giving Tara Welch Date of Departmental Approval 1/13/2021 departmental approval

Selected Goal(s)

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

Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)? Yes Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. In this course, students explore the city of Rome across time through a variety of arts and humanities disciplines (art history, archaeology, history, Classics, and literature). A major theme of the course is the change over time of ancient Rome’s major monuments and urban spaces as the city’s center of power dramatically shifted in the transition from Antiquity to the Medieval and Renaissance periods. Some of the main case studies include the Rome of Emperor Augustus (27 BCE – 14 CE), the Pantheon and Colosseum and their adaptive reuses as Christian churches and Medieval fortresses, Old and New St. Peter’s Basilica (4th c. CE / 16-17th c. CE), water displays in Ancient, Medieval, and Renaissance Rome, “romantic” Rome of the 19th century as seen through literature and painting, and Mussolini’s “Third Rome” in the 1920s to early 1940s.

Selected Learning Outcome(s):

Goal 3 - Humanities State how your course or educational experience will use assignments, readings, projects, or lectures to move students from their current knowledge to a deeper understanding of specific concepts fundamental to the area(s) in question. (Please limit responses to 1000 characters.) The course readings address themes and topics about Rome from different perspectives (archaeological, historical, art historical, literary). Class discussions are led each week by students working in groups, and traditional lecturing is limited to the explication of difficult or complex material. The course utilizes a variety of visual resources, from digital slides to Google Earth’s growing 3D representation of Rome, supplemented by the instructor’s vast personal archive of photographs and videos. The class also takes advantage of KU’s significant resources in the Spencer Museum of Art and Spencer Research Library, such as recently acquired prin and maps of Rome by legendary artist and architect Giovanni Battista Piranesi (1720-1778); one class assignment asks student to create a blog post about an item from these KU collections.

State what course assignments, readings, class discussions, and lectures will synthesize the development over time of the principle theories, and analytical methods of the discipline(s). (Please limit responses to 1000 characters.) Readings, class discussions, and quizzes help students understand the city of Rome through an interdisciplinary humanities approach. For one project, students are asked to put to use methodologies practiced by their professor, as they research and explore some detail how a particular monument, place, or space in ancient Rome developed and changed over time. The direction that their research takes is closely guided by the professor, depending on the individual needs of the students. Students present their work to t https://next.catalog.ku.edu/courseleaf/approve/ 2/3 1/22/2021 CLSX 365: Ancient Rome, Monuments, and Memory class (either as a 15-minute illustrated presentation or as a blog using the Blackboard Blog tool). For their final project, students take what they’ve learned about the city of Rome, and apply it to the smaller city of Lawrence, KS.

State what learning activities will integrate the analysis of contemporary issues with principles, theories, and analytical methods appropriate to the area in question. (Please limit responses to 1000 characters.) The lecture content and readings integrate contemporary urban issues, such as race, class, and ethnic divisions. One important ca study in this regard is the so-called Jewish Ghetto (“Ghetto di Roma”), where students consider the evidence for the early history of ancient Rome’s relationship with Jewish populations, and then trace that history through the Renaissance and Modern periods, up to the present day. A highlight of the educational experience is a trip to the Spencer Research Library, where the students have the uniq opportunity to view and analyze representations of the Jewish Ghetto on several large maps of Rome from the 16th to the 18th centuries. The course also features several other “master narratives” relevant to contemporary urban life, such as Rome’s infamous struggles with its image over time, or the vexing problem of who “owns” public space, and other problems that many cities have grappled with historically up to modern times.

State what course assignments, projects, quizzes, examinations, etc. will be used to evaluate whether students have a functional understanding of the development of these concepts, and can demonstrate their capability to analyze contemporary issues using th principles, theories, and analytical methods in the academic area. (Please limit responses to 1000 characters.) Quizzes, a midterm, and a final exam are used to assess whether students have a functional understanding of the main concepts the course; the assignments increase students’ ability to apply these understanding to other situations. In the sample syllabus, the culminating assignment asks the students to apply their knowledge of how cities develop to Lawrence, KS. Students analyze historica writings about how Lawrence was founded in the 1850s, how it experienced early civil and racial strife, how its neighborhoods and districts formed, and how it recently expanded since the 1950s with suburban development. Students weigh in on the ongoing debate about the cohesiveness of Lawrence’s downtown historic center, and consider whether we should preserve the historic center as cultural heritage. In this way, students demonstrate their ability to analyze contemporary issues using the analytical methods learned the course.

KU Core CLSX 365, Ancient Rome, Monuments, and Memory Syllabus.docx Documents

Course Reviewer Comments

K

https://next.catalog.ku.edu/courseleaf/approve/ 3/3 SAMPLE SYLLABUS

CLSX 365 Prof. Phil Stinson Fall 2021 Email: [email protected] T/Th 2:30-3:45 Office: Wescoe 1036 Spencer Museum 208 Tel: 785-864-3065

ANCIENT Rome, Monuments & memory

This course explores the architecture, art and historical topography of Rome, from antiquity through the city’s transformations in subsequent periods, including the Ancient, Medieval, Renaissance, Baroque, and Modern. We will investigate several major ancient Roman monuments and urban spaces, such as the Pantheon, the Colosseum, and the Imperial Forum, and explore their original uses and meanings as well as their later adaptations and changing functions and symbolisms over time. The course also emphasizes Rome’s illustrious architects and artists, such as Michelangelo and Bernini who modernized the city with such monuments as New St. Peter’s Basilica by drawing on its ancient origins.

*The course will take advantage of KU’s resources for the study of Rome held in the Spencer Museum and in the Spencer Research Library, such as recently acquired prints by Giovanni Battista Piranesi (1720-1778). 1

COURSE REQUIREMENTS

Required Readings: Course readings in the form of .pdf will be posted on Blackboard.

Grading: Quizzes (qty. 4): 20% Assignment 1: 10 % Assignment 2: 10 % Assignment 3: 10 % Midterm Exam: 15% Final Exam: 25% Participation: 10 %

Blackboard will calculate final grades on a percentage basis. Your professor does NOT round up grades. The +/- grading system will be used for the the final course grade.

1. Quizzes will cover the material discussed in the class meetings and the assigned readings. 2. No extra credit assignments will be provided. 3. Prof. Stinson uses Blackboard to calculate final semester grades and does not round up final semester grades. 4. The grading scale to be used for the final semester grades is as follows: 93.33-100 A; 90- 93.32 A-; 87.67-89.99 B+; 83.33-87.66 B; 80-83.32 B-, and so on until 60, below which = F.

Midterm and Final Exams: The Midterm and Final exams will cover the weekly lectures and the assigned readings. Review materials will be posted on Blackboard before exams.

Attendance: Consistent attendance ensures the strong possibility for success in this course and will comprise approximately one half of the Participation grade (10% of the final course grade). Should an emergency situation cause you to miss two or more consecutive class meetings, please contact Prof. Stinson immediately.

Acceptable excuses for missing the Midterm or Final exams are grave personal illness, death in the immediate family (which must be documented with an official note), or mandated religious observance.

Internet and Software Access 1. All students must have access to a reliable internet connection. 2. KU IT recommends using Firefox browser. Chrome usually works, but sometimes there are problems downloading pdfs. If problems occur with downloading pdfs, email Prof. Stinson immediately. 3. Adobe Reader or Adobe Acrobat are recommended to view the readings in pdf format Adobe Reader is freely downloadable.

Attendance 1. Consistent attendance ensures the strong possibility for success in this course. 2. Approved excuses for missing a deadline or a test must be documented either with a note from a physician or an email from a family member, and presented to the professor within 3 2 days following the missed commitment. Should an emergency situation cause you to miss consecutive meetings, contact the professor immediately. See also below. 3. Regarding religious observances, your professor honors all policies of the Office of Diversity and Equity

Email Correspondence: Pursuant to KU policy (http://policy.ku.edu/provost/electronic-mail- policy), all students enrolled in this course are required to check their KU email for important announcements about course content, changes to the schedule, instructions for assignments, deadlines, and other important information.

Academic Conduct: Any student caught engaging in cheating or plagiarizing may receive a “0” for the assignment or test in question and face further consequences. Consult “Academic Misconduct” in the KU Student Handbook. If you feel that you have been treated unfairly, talk directly with Prof. Stinson, or the Chair of Classics, Prof. Tara Welch.

Students with Access Needs: The Student Access Center coordinates accommodations and special services for all KU students who are eligible. Their office is located in Rm 22 Strong Hall; 785-864-4064. https://access.ku.edu/ . Your professor will work with the Student Access Center and you to meet your needs.

Additional Notes: Course materials are the property of the Professor. Commercial note-taking, and video and audio recordings of lectures and classes are prohibited pursuant of KU policy.

Fair Use The pdfs of readings and images used in course content are provided for educational usage consistent with Fair Use copyright law. As much as possible, images were chosen from the realm of public domain. Commercial distribution of courses content is prohibited.

Schedule (subject to change: see weekly announcements on Blackboard)

Week 1 – Introduction: The Lure of Rome T Jan. 17 Readings (2): Taylor, Ch. 1; Powell Reading discussion, group 1 Th Jan. 19

Week 2 – Rome of First Emperor Augustus (27 BC/BCE – 14 AD/CE) T Jan. 24 Reading: Stambaugh Reading discussion, group 2 Th Jan. 26 Quiz 1

Week 3 – Change Over Time: The Pantheon T Jan. 31 Readings (2): Wilson Jones; Marder Reading discussion, group 3 Th Feb. 2

Week 4 – Change Over Time: The Colosseum T Feb. 7 Readings (3) Beard; Connolly; Maszak Reading discussion, group 4 Th Feb. 9 Quiz 2 3

Week 5 – Changing Centers, Medieval and Renaissance Rome T Feb. 14 Reading: Taylor, Chaps. 17-20 Reading discussion, group 5 Th Feb. 16 Assignment 1 due, Colosseum vs. Pantheon

Week 6 – Change Over Time: St. Peter’s Old and New Basilicas T Feb. 21 Readings (2): Holloway; Hersey Reading discussion, group 6 Th Feb. 23

Week 7 – Review, Midterm Week T Feb. 28 Th Mar. 2 Midterm

Week 8 – Michelangelo’s Renovations to the Capitoline Hill T Mar. 7 Reading: Ackermann Reading discussion, group 7 Th Mar. 9

Week 9 – Spectacles of Fountains in Baroque Rome T Mar. 14 Readings: Rinne and Minor Reading discussion, group 8 Th Mar. 16 Quiz 3

Week 10 – Mapping Rome’s Historical Layers T Mar. 28 No Class (Rehak Symposium) Th Mar. 30 Visit to Spencer Research Library Reading: Maier Reading discussion, group 9

Week 11 – Piranesi’s Rome in the 18th century T Apr. 4 Visit to Spencer Museum. Reading: Pinto Th Apr. 6 Assignment 2 Blog Project due, commenting period begins

Week 12 – More Image Problems: Impressions of the 19th century City T Apr. 11 Readings: Wrigley; Varriano Reading discussion, group 10 Th Apr. 13 Quiz 4

Week 13 – Mussolini and the “Third Rome” T Apr. 18 Reading: Kostof Reading discussion, group 11 Th Apr. 20 Assignment 2 Blog Project commenting period ends

Week 14 – Mussolini and the Third Rome / Rome in Film T Apr. 25 Reading: Kostof Reading discussion, group 12 Th Apr. 27 Showing of film clips in class.

4 Week 15 – Rome in Film T May 2 Reading: Paul Reading discussion, group 13 Th May 4 Assignment 3 due, Memories of Rome in Lawrence, KS

Final Exam: Tuesday, May 9, 1:30-4:00 pm

5 1/22/2021 CLSX 378: Food and Drink in the Ancient Mediterranean

Course Change Request

New Course Proposal In Workflow Date Submitted: 01/13/21 2:44 pm 1. CLAS Viewing: CLSX 378 : Food and Drink in the Ancient Mediterranean Undergradua Last edit: 01/15/21 9:30 am Program and Changes proposed by: c282j696 Course Coordinator Academic Career Undergraduate, Lawrence 2. CUSA Subject Code CLSX Course Number 378 Subcommitte 3. CUSA Comm Academic Unit Department Classics 4. CAC School/College College of Lib Arts & Sciences 5. CLAS Final Approval Locations Lawrence 6. Provost's Offi Do you intend to offer any portion of this course online? 7. Registrar No 8. PeopleSoft 9. UCCC CIM Title Food and Drink in the Ancient Mediterranean Support 10. UCCC Prelim Transcript Title Food & Drink in Anc Mediterran Vote Effective Term Fall 2021 11. UCCC Voting Outcome Catalog This course examines the means of production and preparation, as well as the social role, of food and drink in 12. SIS KU Core Description Greek and Roman antiquity. The course will introduce students to different methodologies from anthropology and Contact sociology of food for studying patterns of production and consumption, and class discussions and assignments will ask students to 13. Registrar consider how the attitudes to and experience of food and drink in the ancient world differed from our own. All readings will be in English; 14. PeopleSoft no knowledge of any ancient languages is required.

Prerequisites None Approval Pat Cross Listed 1. 01/15/21 9:31 Courses: Rachel Schw Credits 3 (rschwien): Approved for Course Type Lecture (Regularly scheduled academic course) (LEC) CLAS Grading Basis A-D(+/-)FI (G11) Undergradua Program and Is this course part of the No University Honors Program? Course Coordinator Are you proposing this Yes course for KU Core? 2. 01/20/21 2:26 Rachel Schw Typically Offered Every Two Years (rschwien): Repeatable for No Approved for credit? CUSA Principal Course Subcommitte Designator Course H - Humanities Designator Are you proposing that the course count towards the CLAS degree specific requirements? No

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

Which Program(s)? Program Code - Name

(CLSX-BA/BGS) Classics, B.A./B.G.S. https://next.catalog.ku.edu/courseleaf/approve/ 1/4 1/22/2021 CLSX 378: Food and Drink in the Ancient Mediterranean Describe how: This course will count on the Classical Humanities list for the major.

Rationale for This course provides a 300-level course that fills a gap in our curriculum (food and drink), while also counting for two Core goals Course Proposal (pending approval). It will contribute to the Classical Humanities list within the Classics major.

KU Core Information

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

Name of person giving Tara Welch Date of Departmental Approval 1/13/2021 departmental approval

Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)? Yes Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)? Yes Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. This course asks students to engage with a fundamental aspect of intercultural difference, by introducing them to the varied attitudes towards food and drink in the ancient Mediterranean world. Students will interpret the cultural and social importance of eating and drinking by means of a variety of different perspectives taken from the anthropology and sociology of food. They will read foundational texts from the social sciences (e.g. Barthes, Lévi-Strauss, Bourdieu, Douglas) and develop the practical research skills essential to these discipline (e.g. the production of a field journal; the writing of a thick description of a meal; and utilizing the methods of experimental archaeology to reproduce an ancient meal). Over the course, students will be asked to apply these perspectives both to the ancient world and to their own cultures, so gaining a sensitivity to cultural diversity in these areas and gaining a better sense of their own assumptions and value systems. Selected Learning Outcome(s):

Goal 3 - Social Sciences State how your course or educational experience will use assignments, readings, projects, or lectures to move students from their current knowledge to a deeper understanding of specific concepts fundamental to the area(s) in question. (Please limit responses to 1000 characters.) This course will introduce students to a number of foundational approaches in the anthropology and sociology of food by asking students to read influential works of scholarship (e.g. Barthes, Lévi-Strauss, Bourdieu, Douglas). Students will apply their understand of these concepts to the analysis of the cultures of the ancient Mediterranean. For example, they will read Bourdieu’s analysis of clas based consumption in 20th century France alongside an article that applies this critique to the dining habits of the Roman world, whic will allow them to observe and evaluate the practical applications of these theoretical approaches. Students will have the opportunity explore these methods further in class discussions, and will apply at least one of these anthropological/sociological approaches to a new research question in their final project.

State what course assignments, readings, class discussions, and lectures will synthesize the development over time of the principle theories, and analytical methods of the discipline(s). (Please limit responses to 1000 characters.) Introductory lectures help students situate each of the methodological approaches studied in this course within their historical and disciplinary contexts. The pairing of readings of classic texts in anthropology and sociology with contemporary articles applying these methods to the ancient world will allow students to see the development of these approaches over time, as well as the ways in which they can be adapted to interpret different kinds of evidence. Students will synthesize the approaches they have learned throughout th semester in their final projects and exams, where they will be presented with material from the ancient world and asked to apply the tools they have learned throughout the semester to interpret this material.

https://next.catalog.ku.edu/courseleaf/approve/ 2/4 1/22/2021 CLSX 378: Food and Drink in the Ancient Mediterranean

State what learning activities will integrate the analysis of contemporary issues with principles, theories, and analytical methods appropriate to the area in question. (Please limit responses to 1000 characters.) Over the course, students will be asked to compare their own attitudes to food and drink to those of the inhabitants of the ancient Mediterranean world. During the course of the semester, they will be asked to make a number of entries in a food journal as well as t produce a thick description of a meal that they attend. This is designed to help students become more critical of the role of food in ou own society, develop the skills in data recording and analysis and ethnography, and also to show them that the interpretative structure that they have encountered in this course can be applied to contemporary society. We will also address the parallels between ancien and contemporary issues in class, for example, the impact of plagues and climate changes on food supply and the status of meat as luxury item.

State what course assignments, projects, quizzes, examinations, etc. will be used to evaluate whether students have a functional understanding of the development of these concepts, and can demonstrate their capability to analyze contemporary issues using th principles, theories, and analytical methods in the academic area. (Please limit responses to 1000 characters.) Students will be expected to analyze their food journals using the interpretative approaches we have covered in class (for example considering how their own approach to food may be part of a cultural communicative act, as Barthes suggests, or whether their own avoidance of particular food products might be influenced by cultural taboos, as Douglas posits). In their final examination, they will b presented with material from the ancient world and asked to apply the tools they have learned throughout the semester to interpret th material. In their final project they will have the opportunity either to engage in experimental archaeology by preparing and consuming and ancient recipe, or to write a research paper in which they apply one of the interpretative approaches we have covered in class to new research question.

Goal 4, Learning Outcome 2 State what assignments, readings, class discussions, and lectures will devote a majority of your course or educational experience to raising student awareness of, engagement with, and analysis of various elements of other-cultural understanding of communities outside the United States. (Please limit responses to 1000 characters.) This course is designed to provide students with the tools they need to engage with and analyze the culinary and food production practices of various human societies. Students will be asked to apply these tools particularly to the analysis of the societies of ancien Greece and Rome, but also to their own as a comparison. We will consider important cultural issues such as: attitudes to alcohol, gendered roles in food preparation, food as conspicuous consumption, food taboos and tastes, and food as a social ritual. By explorin such topics, students will receive a deep insight into the everyday lives of the cultures of ancient Greece and Rome, as well as a grea awareness of the diversity of the human experience.

Explain how your course or educational experience will develop the ability of students to discuss, debate, and analyze non-US cultures in relation to the students own value assumptions. (Please limit responses to 1000 characters.) Students will be expected throughout the course to apply the approaches of cultural anthropology to their own culture, thus allowin them to analyze the practices of Greece and Rome in relation to their own. They will be expected to produce a food journal in which they outline their own consumption and then interpret the cultural meaning and importance of these practices in light of the methodological approaches studied throughout the semester. Students will also be asked to produce and compare “thick descriptions of a meal that they have attended and a meal in the ancient world. By applying the same approaches to their own and another culture students will be invited to see the contingency of cultural practices, and to examine the reasons for and meanings behind cultural differences in dining.

Detail how your course or educational experience will sensitize students to various cultural beliefs, behaviors, and practices through other-cultural readings and academic research on cultural competency so that students may be better prepared to negotiate cross- cultural situations. (Please limit responses to 1000 characters.) This course will sensitize students to the cultural beliefs, behaviors, and practices of the ancient Mediterranean world through clos study of original source material and current scholarship from History, Classics, Sociology, and Anthropology. Students will not only b introduced to the unique (and sometimes unexpected) attitudes to food found in the historical documents of these ancient cultures; th will also be expected to imaginatively take on the role of a participant in one of these cultures in their “thick description” exercise, as w as to physically adopt the practices of another culture in their final project, if they choose to reconstruct a meal from the ancient world By asking students to interrogate their own food-related attitudes and practices and their relationship to those in the ancient world, th course will also develop students’ ability to negotiate cross-cultural situations through an increased awareness of the contingency of their own cultural attitudes.

https://next.catalog.ku.edu/courseleaf/approve/ 3/4 1/22/2021 CLSX 378: Food and Drink in the Ancient Mediterranean

State what assignments, readings, class discussion, and lectures will be used to evaluate students'' work that documents and measures their grasp of global cultures and value systems through reflective written or oral analysis. (Please limit responses to 100 characters.) Students will be evaluated on their grasp of the food culture of the ancient Mediterranean by means of class discussion (where the will be expected to evaluate a variety of perspectives for interpreting cultural attitudes to food, and apply these to the ancient world); a final examination (where they will be expected to identify a number of historical sources and describe how they might contribute to ou understanding of the food consumptions of the ancient world); their “thick description” project (where they need to imaginatively reconstruct the experience of attending an ancient meal from our source texts); and a final project (where they must either a) write a paper answering a new research question concerning one of the topics we have covered in class, or b) prepare and consume an ancient meal and analyze what they learned from this experience about the culture from this meal originated).

KU Core CLSX 378 Food and Drink in the Ancient Mediterranean Syllabus.docx Documents

Course Reviewer Comments

K

https://next.catalog.ku.edu/courseleaf/approve/ 4/4 CLSX 378 “Food & Drink in the Ancient Mediterranean” Sample Syllabus Prof. Gina White [email protected]

Overview: Have you heard the expression “you are what you eat”? The ways in which we produce, prepare, and consume food are fundamental to who we are as a society. They reveal our values (do we care if we waste food?); our relationship to the natural world (do we eat sustainably?); our social and economic connections (where does our food come from and how much does it cost to get to us?); and even our aesthetic preferences (what dishes do we consider “Instagram-worthy”?). Just as our relationship to food and drink can tell us a great deal about our own society, we can also learn about other societies by considering the attitudes that they hold towards these essential aspects of everyday life. In this course, we will explore what we can learn about the societies of the Ancient Mediterranean world – focusing, in particular, on Classical Greece and Rome – by examining their attitudes to food and drink and considering how they differ from our own.

To reconstruct the historical facts of the production, consumption, and representation of food and drink in the ancient world we will read and analyse a variety of primary sources. We will look, for example, at the archaeological evidence from ancient sites such as Pompeii; the documentary evidence provided by ancient shopping lists and recipes; and the literary evidence of ancient poetry and novels. In examining the cultural meanings and social consequences of these behaviours, we will draw upon a variety of different methodologies taken from fields such as cultural anthropology, sociology, and experimental archaeology and consider how the methods of social sciences are put to use in contemporary scholarship on ancient food.

Because we want to spend as much class time as possible focusing on what we can learn from our ancient sources and these modern approaches, it is important that you complete all preparatory readings before class. All readings will be in English; no knowledge of any ancient language is required.

Course Goals: • To learn more about another culture, by exploring the culinary attitudes and practices of the ancient Mediterranean and comparing these to our own • To understand what different methodologies can add to our knowledge of ancient food, and apply these methods in your own research • To improve your ability to analyse historical sources and understand and evaluate the claims made by contemporary historians

Required Texts: 1. Donahue, John F. 2015. Food and drink in antiquity: readings from the Graeco-Roman world: a sourcebook. London: Bloomsbury. [Referred to in this syllabus as “Donahue”] 2. Eds. Carole Counihan and Penny Van Esterik. 2013. Food and culture: a reader. 3rd edition. New York and London: Routledge. [Referred to in this syllabus as “Counihan & Van E”]

Assignments:

1) Food Journal and Commentary 20%

Throughout the course of the semester, you will be expected to make 3 entries in your online food journal.

These entries will outline the food and drink you consumed throughout a single day. You should provide information about: the contents of the food/drink; its method of preparation; the time you took to prepare/purchase it; the time you took to consume it and the circumstances of consumption (who did you eat with? What utensils did you use? etc.); why you consumed what you consumed (were your choices determined by health/convenience/social expectations/financial considerations/habit etc.).

In addition to your outline, each journal entry should also include a 300-500 word analysis of your consumption/preparation habits. What do your food and drink choices say about what you or the society around you values? How does your relationship with food differ from that of ancient Greeks and Romans? Why do you think your consumption habits are different to theirs (is it due to wealth, technology, trade routes, free time, tastes etc.)?

Each of these journal entries will be worth 5% of your total grade.

You will also be expected to comment on 3 journal entries made by your classmates. Your comments should be substantive (at least 300 words each) and should reflect on what you learned from reading their journal entry, as well as suggesting any additions/corrections (e.g. did they miss out any item of their meal which would not have been available in the ancient world?).

Your comments will be worth 5% of your total grade.

2) “Thick Description” Exercise 20%

This exercise will build upon the observation, recording, and analytical skills you developed in your journal and require you to write: a) a formal “thick description” of a meal you have participated in (c. 1000 words); b) as well as an imaginative description of a meal from an ancient culture of your choice (c. 500 words); and c) a cross-cultural comparison (c. 500 words).

For further information about how to write a “thick description”, please refer to the document “Tips for Writing Thick Descriptions for Ethnographies and Case Studies” on Blackboard.

3) Final Project 30%

For your final project, you have 2 options:

A) Experimental Archaeology Project: Prepare a dish from the ancient world; document this preparation (using photos or video); write-up a critical analysis of this experience (c. 1000 words).

The critical analysis must detail: a) what sources you used to reconstruct this ancient recipe; b) how confident you feel about the accuracy of this reconstruction and why; c) what alterations you had to make to the recipe in your own preparations (in terms of ingredients, utensils etc.); d) what kind of people would have prepared and eaten this dish/under what circumstances it would have been eaten; e) what you learned from this experience about food and its social meaning in the ancient Mediterranean world.

B) Research Paper: Write a research paper on a topic in ancient Mediterranean food and drink or its analysis, applying the methodologies we have used this semester (c. 2000 words).

You must include: a) a discussion of the methodological approach you are taking to your research question; b) citations of sources to support any claims you make about the ancient world.

C) Final Exams 20%

The midterm and final exams will focus on source analysis. You will be expected to identify a number of historical sources and describe how they might contribute to our understanding of the food consumptions of the ancient world, in light of the various approaches we have covered this semester.

D) Participation in Class Discussion 10%

You will be expected to be prepared for every class, having completed the reading and any other preparatory work in advance, and to participate in class discussions and activities in a manner that is respectful and considerate of the opinions of your classmates.

Policy for Missed Classes/Late Homework: Attendance at all meetings of the class is required; unexcused absences from class will affect your participation grade. Assignments must be handed in on time, or this will affect your grade in this component.

Accommodations and Inclusivity: This class welcomes students of all backgrounds, identities, and abilities. If there are circumstances that make our learning environment or activities difficult, if you have medical information that you need to share, or if you need specific arrangements in case the building needs to be evacuated, please let me know.

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

Academic Misconduct Policy: Academic misconduct will not be tolerated in this class. An instructor may, with due notice to the student, treat as unsatisfactory any student work which is a product of academic misconduct. Cases of academic misconduct may result in any or all of the following penalties: reduction of grade, admonition, warning, censure, transcript citation, suspension, or expulsion. The following information about Academic Misconduct is discussed in Article II, Section 6 of the rules and regulations of the University Senate. “Academic misconduct by a student shall include, but not be limited to, disruption of classes; threatening an instructor or fellow student in an academic setting; giving or receiving of unauthorized aid on examinations or in the preparation of notebooks, themes, reports or other assignments; knowingly misrepresenting the source of any academic work; unauthorized changing of grades; unauthorized use of University approvals or forging of signatures; falsification of research results; plagiarizing of another's work; violation of regulations or ethical codes for the treatment of human and animal subjects; or otherwise acting dishonestly in research.”

Sample Schedule:

Week 1: Food and Society Session 1: What food and drink can tell us about society • Robbins and Beech. 2020. Cultural Anthropology: A Problem Based Approach. “Culture and Meaning” esp. “An Anthropologist Looks at a Happy Meal” Session 2: Introduction to geography and chronology • Grimm, Veronika. 2007. “The Good Things that Lay at Hand,” in Food: The History of Taste, ed. Paul Freedman, 62-97. • Wilkins, John. 2012. “Food and Drink in the Ancient World”, in Writing Food History: A Global Perspective, ed. Claflin and Scholliers. • Wilkins, John. 2006. Timeline and Maps. Food in the Ancient World.

Week 2: The Everyday Diet Session 1: Evidence from Pompeii/Herculaneum • Roberts, Paul. 2019. Last Supper at Pompeii. [Selections on Blackboard] Session 2: The Everyday Roman Diet vs the Everyday American Diet • “Most Ancient Romans Ate Like Animals” http://www.livescience.com/27569-ancient-romans-atemillet.html Assignment: 1st Food Journal and Commentary

Week 3: Preparation Session 1: Anthropological Perspectives on Food Preparation • Lévi-Strauss, Claude. 1966. “The Culinary Triangle” in Counihan & Van E • Sutton, David. 2006. “Cooking Skills, the Senses, and Memory” in Counihan & Van E Session 2: Ancient Cookbooks; archaeological evidence • Dalby, Andrew, and Sally Grainger. 2012. The Classical Cookbook. [Selections on Blackboard]

Week 4: Nutrition Session 1: Osteoarchaeology • Bisel, Sara C., and Jane F. Bisel. 2002. "Health and nutrition at Herculaneum: An examination of human skeletal remains," in The Natural History of Pompeii, ed. Wilhelmina Jashemski, 451-475. • Killgrove, Kristina, and Robert H. Tykot. 2013. "Food for Rome: A Stable Isotope Investigation of Diet in the Imperial Period (1st–3rd Centuries AD)." Journal of Anthropological Archaeology 32.1: 28-38. Session 2: Archaeobotany • Ciaraldi, M. and Richardson, J., 2000. Food, Ritual and Rubbish in the Making of Pompeii. Theoretical Roman Archaeology Journal, (1999), pp.74–82. Assignment: 2nd Food Journal and Commentary

Week 5: Means of Production Session 1: Perspectives on Food Production • Johns Hopkins Food System Primer: “History of Agriculture” and “Industrialization of Agriculture” http://www.foodsystemprimer.org/food-production/history-of-agriculture/ http://www.foodsystemprimer.org/food-production/industrialization-of- agriculture/ • Diamond, J. 1999. “The Worst Mistake in the History of the Human Race” https://www.discovermagazine.com/planet-earth/the-worst-mistake-in-the- history-of-the-human-race • (optional – very technical and not required!) Kremer, M. 1993. “Population Growth and Technological Change: One Million B.C. to 1990” in Q J Econ. Session 2: Large-scale farms vs small scale production in the ancient world • Evi Margaritis and Martin K. Jones. 2008. “Greek and Roman Agriculture” and Geoffrey Kron. 2008. “Animal Husbandry,” both in Oxford Handbook of Engineering and Technology in the Classical World, ed. John P. Oleson.

Week 6: Food in Religious Contexts Session 1: Animal sacrifice and protein sources • “Eating, Drinking, and Believing: Food, Drink, and Religion” in Donahue Session 2: Understanding Food and Religion • Douglas, Mary. 1966. “The Abominations of Leviticus” in Counihan & Van E • OR Harris, Marvin. 1985. “The Abominable Pig” in Counihan & Van E [you will be assigned one of these, and asked to share the claims in the paper with a partner in class] Assignment: 3rd Food Journal and Commentary

Week 7: Food as Social Ritual Session 1: The Meal as Social Ritual • Hastorf, C. 2016. “The Practices of a Meal in Society” in The Social Archaeology of Food: Thinking about Eating from Prehistory to the Present • Barthes, Roland. 1961. “Toward a Psychosociology of Contemporary Food Consumption” in Counihan & Van E Session 2: The Symposium and convivium (literary and archaeological evidence) • “Eating, Drinking, and Sharing: The Social Context of Food” in Donahue Assignment: 3rd Food Journal and Commentary

Week 8: Alcohol Session 1: Alcohol Today and in History • Dietler, M. 2006. “Alcohol: anthropological/archaeological perspectives.” Annual Review of Anthropology 35: 229– 249. Session 2: Wine and beer in the ancient world • Wilkins, John. 2006. “Wine and Drinking” in Food in the Ancient World. • Nelson, Max. 2005. “The Two Drinking Ideologies of Ancient Europe” in The Barbarian’s Revenge: A History of Beer in Ancient Europe.

Week 9: Food and Status Session 1: Feasting • Petronius, The Dinner of Trimalchio • O’Connor, Kaori. 2015. The Never-ending Feast: the Anthropology and Archaeology of Feasting. [selections on Blackboard] Session 2: The Sociology of Dining • Wilkins, John. 2005. “The Social Context of Eating” in Food in the Ancient World. • Bourdieu, Pierre. 1979. “Distinction: A Social Critique of the Judgement of Taste” in Counihan & Van E Assignment: Thick Description Exercise

Week 10: Exotic Food Session 1: Spices in the Ancient World • Dalby, Andrew. 2000. Dangerous Tastes: Spices in World History. [Selections on Blackboard] • Vindolanda Tablets [Blackboard] Session 2: The Significance of Luxury Foods • Van der Veen, M. 2003. “When Is Food a Luxury?” World Archaeology, 34(3), 405-427.

Week 11: Famine and Malnutrition Session 1: Famine in the Ancient World • Garnsey, Peter. 1988. Famine and Food Supply in the Graeco-Roman World, chaps. 1 (“Famine and Shortage”) and 2 (“The Frequency of Food Crisis”). Session 2: Famine Today • Dahir, A. L. 2020. “‘Instead of Coronavirus, the Hunger Will Kill Us.’ A Global Food Crisis Looms”. NYTimes https://www.nytimes.com/2020/04/22/world/africa/coronavirus-hunger- crisis.html • Whit, W.C. 1999. “World Hunger” in A Sociology of Food and Nutrition.

Week 12: Food in Popular Culture Session 1: Food in ancient Comedy • Aristophanes, Knights [selections on Blackboard] • Wilkins, John. 2000. Ch 1 in The Boastful Chef: The Discourse of Food in Ancient Comedy. Session 2: Food in the media: comedy, “food porn” and the mukbang • Plautus, Pseudolus [selections on Blackboard] • Gowers, Emily. 1993. “Barbarian Spinach and Roman Bacon” in The Loaded Table Representations of Food in Roman Literature

Week 13: Food in Art Session 1: Funerary feasts and cornucopia • Beard, Mary. 2008. Pompeii: the Life of a Roman Town [selections on Blackboard] Session 2: Modern: from still life to Instagram • Malaguzzi, S. 2008. “From Allegory to Still Life” in Food and Feasting in Art. Assignment: Final Project

Week 14: Medicinal and Magical Food Session 1: Pliny, Galen, Hippocrates • “Eating, Drinking, and Living Healthy: Food, Drink, and Medicine” in Donahue Session 2: Modern medicines: herbal supplements, juice cleanses, aphrodisiacs • Chen, N. 2009. Ch 1 in Food, Medicine, and the Quest for Good Health.

Week 15: Final Discussion What have we learned? What questions do we have still to ask? How can studying food teach us about our own and other cultures?

1/22/2021 CLSX 381: Ancient Roman Gladiators and Spectacle

Course Change Request

New Course Proposal In Workflow Date Submitted: 01/14/21 1:25 pm 1. CLAS Viewing: CLSX 381 : Ancient Roman Gladiators and Spectacle Undergradua Last edit: 01/15/21 9:33 am Program and Changes proposed by: c282j696 Course Coordinator Academic Career Undergraduate, Lawrence 2. CUSA Subject Code CLSX Course Number 381 Subcommitte 3. CUSA Comm Academic Unit Department Classics 4. CAC School/College College of Lib Arts & Sciences 5. CLAS Final Approval Locations Lawrence 6. Provost's Offi Do you intend to offer any portion of this course online? 7. Registrar No 8. PeopleSoft 9. UCCC CIM Title Ancient Roman Gladiators and Spectacle Support 10. UCCC Prelim Transcript Title Anc Rmn Gladiators&Spectacle Vote Effective Term Fall 2021 11. UCCC Voting Outcome Catalog This course studies ancient Roman gladiators and spectacle – the public entertainment that included staged 12. SIS KU Core Description beast hunts, mock naval battles, chariot races, and the punishment of criminals. Students use historical, literary, and Contact archaeological approaches to study the development of gladiatorial combat and its reception in later periods. Emphasized topics may 13. Registrar include: slavery in ancient Rome, the relationship between politics and spectacle, the architecture and engineering of the Colosseum, 14. PeopleSoft the representation of gladiators in modern film and video games, and the intersection of violence and entertainment in ancient Roman and modern American culture. All readings are in English; no knowledge of Latin is required. Approval Pat Prerequisites None 1. 01/15/21 9:34 Cross Listed Rachel Schw Courses: (rschwien): Credits 3 Approved for CLAS Course Type Lecture (Regularly scheduled academic course) (LEC) Undergradua Grading Basis A-D(+/-)FI (G11) Program and Course Is this course part of the No University Honors Program? Coordinator 2. 01/20/21 2:27 Are you proposing this Yes course for KU Core? Rachel Schw (rschwien): Typically Offered Every Two Years Approved for Repeatable for No CUSA credit? Subcommitte Principal Course Designator Course W - World Culture Designator Are you proposing that the course count towards the CLAS degree specific requirements? No

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

Which Program(s)? Program Code - Name https://next.catalog.ku.edu/courseleaf/approve/ 1/3 1/22/2021 CLSX 381: Ancient Roman Gladiators and Spectacle (CLSX-BA/BGS) Classics, B.A./B.G.S.

Describe how: This course will count on the Classical Humanities list of the new Classics major.

Rationale for This course is on a topic that we expect to be of interest to students. It fills a curricular gap and provides a 300-level course that will Course Proposal contribute to the Classical Humanities list of the new Classics major.

KU Core Information

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

Name of person giving Tara Welch Date of Departmental Approval 1/13/2021 departmental approval

Selected Goal(s)

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

Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)? Yes Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. Public spectacles – gladiatorial combat, beast hunts, and public executions – are a major part of ancient Roman culture that reveal valuable information about social class, slavery, and politics. In this course, students analyze the distinctive ancient Roman culture of gladiators and spectacle and its accompanying value systems, in relation to their modern, Western assumptions about entertainment, sports, and violence. Through close study of historical texts, literary works, visual art, and archaeological evidence, students in this class will complete several assignments that encourage the recognition of differences between the ancient Roman attitudes toward public entertainment and contemporary American views. As a result of their cross-cultural study of this salient feature of daily life in Rome and America, students will be able to better understand important cultural ideas about public entertainment and violence. Selected Learning Outcome(s):

Goal 4, Learning Outcome 2 State what assignments, readings, class discussions, and lectures will devote a majority of your course or educational experience to raising student awareness of, engagement with, and analysis of various elements of other-cultural understanding of communities outside the United States. (Please limit responses to 1000 characters.) The majority of course readings come from primary sources written by non-US people, namely, the ancient Romans. Students rea written works that provide diverse perspectives on ancient Roman spectacle, from graffiti etched into the walls of Pompeii, to the writings of the Stoic philosopher Seneca, to the first-person account of a female Christian martyr forced to fight to the death in the arena. Students also study the rich material remains from ancient Rome that provide vital information about spectacle: monuments (e.g., Colosseum), mosaics depicting beast hunts, and frescoes from Pompeii depicting riots in the amphitheater. In smaller discussio question worksheets and longer assignments, students demonstrate other-cultural understanding of issues such as gender and the body in Roman narratives or modern films about gladiators.

Explain how your course or educational experience will develop the ability of students to discuss, debate, and analyze non-US cultures in relation to the students own value assumptions. (Please limit responses to 1000 characters.) Students begin by reading and discussing first-person accounts of participants in gladiatorial combat and third-person accounts fro observers that critiqued the violence and inhumanity of the Roman games. Secondary readings (e.g. Fagan’s The Lure of the Arena) analyze how modern and ancient audiences diverge and intersect in terms of their consumption of violent entertainment. Assignment reinforce these educational goals – for example, one assignment asks students to compare the spectacle of gladiatorial combat with spectacle of football. Students also compare the violent entertainment in gladiatorial games with how it is presented in contemporary https://next.catalog.ku.edu/courseleaf/approve/ 2/3 1/22/2021 CLSX 381: Ancient Roman Gladiators and Spectacle film (e.g. Gladiator, 2000) and video games (e.g. Ryse: Son of Rome, 2013). Students leave the course able to discuss and debate Roman cultural norms about spectacle and entertainment alongside their own value assumptions.

Detail how your course or educational experience will sensitize students to various cultural beliefs, behaviors, and practices through other-cultural readings and academic research on cultural competency so that students may be better prepared to negotiate cross- cultural situations. (Please limit responses to 1000 characters.) The primary source texts for the course give students multiple perspectives on ancient Roman spectacle: those of the marginalize fighters in the arena; those who held the power and wealth to stage the games in ancient Rome; and those who critiqued the games and their viewers. Also, a 2-week long unit on Rome’s Colosseum, from its completion in 80 CE to its function as a major tourist attraction in modern day Rome will allow students to study the evolution of Roman attitudes from antiquity through the present, tracki the evolving role played by this iconic yet controversial monument. A central secondary source for the course is G. Fagan’s The Lure the Arena, which includes several chapters that compare the audiences that gather to watch violent public spectacles across many cultures from ancient Rome to modern America, thus addressing spectacle as a cross-cultural phenomenon from the perspective of t viewer.

State what assignments, readings, class discussion, and lectures will be used to evaluate students'' work that documents and measures their grasp of global cultures and value systems through reflective written or oral analysis. (Please limit responses to 100 characters.) Primary and secondary readings directly focus on gladiators and spectacle within a broader cultural context (historical, gender, soc class, value systems etc.). Quizzes and daily in-class discussions allow students to master course material. To aid student engageme with scholarly articles, students complete a number of Reading Role Journals, which ask them to unpack important cultural issues expressed in the articles and form the basis for class discussion. One of these “roles”, the Connector, asks students to connect the ideas of the reading to contemporary concerns and to relate them to issues that they have encountered in other classes. Finally, seve writing assignments are used to document and measure student understanding of global cultures. For example, in their culminating fi project, students select a work from modern popular media and critique its presentation of ancient spectacle and audience response, using the various methods and approaches learned in the course.

KU Core AncRmGladSpec_Sample_Syllabus.docx Documents AncRmGladSpec_Sample_DQs.docx AncRmGladSpec_Sample_Writing_Assignment2.docx AncRmGladSpec_Sample_Writing_Assignment.docx

Course Reviewer Comments

K

https://next.catalog.ku.edu/courseleaf/approve/ 3/3 Ancient Roman Gladiators and Spectacle Classics 300x

Professor Emma Scioli (please call me Professor Scioli or Emma; my pronouns are she her hers) Email: [email protected] Office Wescoe 1033, 864-2546 (office phone)

Course Description This course introduces students to ancient Roman gladiators through the study of historical, literary, and archaeological evidence for their training, their social status, and the arenas in which they fought. Gladiatorial combat will be contextualized within the larger framework of Roman spectacle, public entertainment that included staged beast hunts, mock naval battles, and chariot races in addition to gladiatorial combat and the punishment of criminals. One focus of the course will be the development of Roman spectacle and the role of the gladiator from the Roman republic through the Roman empire and into the early Christian period. Through the study of spectacle, students will learn about slavery in ancient Rome, the relationship between politics and spectacle, the architecture and engineering of Rome’s Colosseum, and the stories of Christian martyrs who perished in the arena. Finally, the course will explore the representation of gladiators in modern popular media, thus allowing students not only to understand the intersection of violence and entertainment in ancient Roman culture but to explore parallels for this intersection in modern American culture as well.

1

Course Goals: Primary Sources: Ancient Rome To read and comprehend primary sources (textual and visual) from ancient Rome To learn Latin terms and technical vocabulary related to ancient spectacle To place primary sources into a larger historical and cultural context To trace the development of the Roman games from Republican through Christian Rome

Secondary Sources on ancient Rome To learn tools for comprehending a scholarly article or essay To use Reading Questions to help take notes on important points in articles To share responses to scholars’ ideas in articles by completing Reading Role Journals for small- group discussion To see how secondary scholarship helps us to understand primary sources and modern popular media

Primary Sources: Modern Popular Media To learn how to watch films and engage with other forms of visual media sensitively and critically To learn and use the basic methodologies of media studies To understand how to analyze individual elements of visual media To understand the relationship of popular media to their ancient and modern sources

Required Books for the Course: 1. Futrell, A. The Roman Games: A Sourcebook. Wiley-Blackwell (2006). 978-1405115698

2. Hopkins, K. and Beard, M. The Colosseum. Harvard UP (2011). 978-0674060319

3. Fagan G. The Lure of the Arena: Social Psychology and the Crowd at the Roman Games. Cambridge UP (2011). 978-09521185967.

2 Description of Assignments and Grading

Participation in discussion / attendance You will receive credit for participating in class discussion, group activities, and other in-class activities, and for showing evidence of having done the assigned reading and having prepared responses to the assigned reading questions, 12%

1. Quizzes and Tests, 30-minute in-class quizzes, 5 opportunities, 20% These will include identification of study terms and responding to previously assigned Reading Questions and Bb Assignments.

2. Final Project, 10% The final project will be a visual presentation, using the app VoiceThread. The presentation will allow you to engage with a work from modern popular media of your choosing, in which you critique its presentation of ancient spectacle.

Written Work 1. Responses to Discussion Questions (Blackboard Assignments), 6 opportunities, 18% 2. Reading Role Journals, 4 opportunities, a guideline for responding to works of secondary scholarship in anticipation of small-group discussion, 20% 3. Writing Assignments, 4 short essays that encourage reflection of themes discussed in class, 20%

This course counts toward the KU Global Awareness Program (GAP) certificate. The certificate will set you apart in a competitive job market and enhances applications for graduate school and fellowships. For more information on how to earn the GAP certificate, got to www.gap.ku.edu. Get credit for work you are already doing!

3 Ancient Roman Gladiators and Spectacle

Sample Discussion Questions pertaining to a reading comparing ancient spectacle with modern sports.

Attached Reading: 1. Garrett G. Fagan, “Gladiatorial Combat as Alluring Spectacle,” Ch. 31, The Blackwell Companion to Greco-Roman Sport and Spectacle (2014).

1. On p. 466, Fagan brings in a comparison with American football. In your own words, what is the nature of his comparison? Is it convincing to you?

2. List some of the explanations modern scholars have given for the “allure of sport.” Be sure to include Durkheim’s explanation in your list and make sure you understand what he means.

3. In section 3, Fagan writes about parallels between gladiatorial combat and modern sport; make notes here about what he says about “showmanship” in both cases.

4. What is the role of the “affective dispositions” of spectators in watching combat or sport?

Ancient Roman Gladiators and Spectacle

Sample Writing Assignment: Gender and Spectacle in the Martyrdom of Saint Perpetua

This assignment has two parts.

Part 1. Bring a copy of your opening paragraph (following the instructions in #1 in the Guidelines on the back) to class to share with a peer during a peer-review workshop in class.

Part 2. Come to class with a hard copy of your assignment formatted according to the instructions below.

Format for final draft: Length: about 450 words; about 1.5 pages Font: 12 pt.; Times New Roman Spacing: Double spaced Margins: 1 inch all around Horizontal header across the top: Your name, a creative title, the date. That’s it!

Reading to be done in advance: Re-read A. Futrell, The Roman Games, ch. 5 (“Christians and the Arena”), pages 179-183. Note: For more information about Perpetua and her martyrdom account, I have posted a reading by Joyce Salisbury from her book Perpetua’s Passion under Course Docs on BB. This short section gives context and explanation of the primary course on Perpetua that you have in Futrell. Use this as supplementary material to help you understand Perpetua’s account.

Prompt: The story of the martyrdom of the young Christian woman Perpetua is remarkable for several reasons. Among other points of interest, the account mixes vivid descriptions of Perpetua’s visions in the days leading up to her death with narration of her death in the arena.

As you re-read the narrative of her martyrdom in the Futrell book, first think about the presentation of gender in the story by answering these questions: how is Perpetua’s gender foregrounded in this narrative? How does the narrator draw attention to 1) Perpetua’s female social roles and 2) her female body?

Then think about how the narrative presents a connection between gender and spectacle in Perpetua’s dreams and in the reality of her sacrifice in the arena. Where do you see interesting connections between Perpetua’s gender and 1) the spectacles she describes for us in her “visions” and 2) the spectacle of her death for the live spectators of her martyrdom?

Your essay should contain 2 sources of evidence from the primary source as given in the Futrell chapter, properly cited, to support your argument.

Guidelines for Body of Essay: Your essay should include the following:

1. A strong introduction that contains a thesis statement explaining your understanding of the link between gender and spectacle in Perpetua’s story and references to (but NOT citations of) the evidence you are going to share as context for supporting your thesis. AVOID generalizations here.

2. Evidence from the primary sources to support your argument about the link between gender and spectacle (with proper citation from the texts). AVOID plot summary here.

3. Demonstration of a clear connection between your sources of evidence as they support your argument about gender and spectacle.

4. A strong concluding statement that revisits your thesis statement without merely repeating it, and reflects upon the evidence you have selected to support your point and how it has helped you make this point. Ancient Roman Gladiators and Spectacle

Sample Writing Assignment: Spectacularization and the vulnerability of the body in Stanley Kubrick’s Spartacus

Format: Length: about 2 pages; about 550 words Font: 12 pt.; Times New Roman Spacing: Double spaced Margins: 1 inch all around

Background: The vulnerability of the body (particularly the bodies of the enslaved and oppressed) is a central theme in Kubrick’s film Spartacus. In her article on Spartacus, “Animals or Romans,” Ina Rae Hark discusses instances in the film in which the bodies of the gladiators in Batiatus’ ludus are subjected to “spectacularization,” a process that reinforces the power of the one looking and suppresses the subjectivity of the one being looked at (p. 153).

Goal: The goal of this paper is to think about specific instances in the film Spartacus in which a human body is the object of “spectacularization” and to discuss two scenes in detail in which a character’s body is displayed, used, or looked at for the pleasure or consumption of an internal viewer. Then think about how these scenes confirm for us, the external viewers, a specific power dynamic between characters within the film.

Process: • Choose one of the following characters: Spartacus, Varinia, Antoninus. • Select two scenes (from different parts of the film) in which this character is subjected to spectacularization. • Create a thesis statement that articulates how you see this character’s vulnerability to a more powerful character demonstrated through the mechanism of spectacularization. • Present an analysis of each scene, in which you discuss the role of spectacularization and its relation to the power dynamic in each scene. Refer to details of the scenes in a way that shows that you have watched the scene closely. • End with a short conclusion about how your chosen scenes complement one another in terms of what they say about the relationship between viewing a vulnerable body and asserting power in the film.

1/22/2021 HIST 692: Independent Capstone

Course Change Request

New Course Proposal In Workflow Date Submitted: 11/20/20 2:24 pm 1. CLAS Viewing: HIST 692 : Independent Capstone Undergradua Last edit: 11/20/20 2:24 pm Program and Changes proposed by: acon Course Coordinator Academic Career Undergraduate, Lawrence 2. CUSA Subject Code HIST Course Number 692 Subcommitte 3. CUSA Comm Academic Unit Department History 4. CAC School/College College of Lib Arts & Sciences 5. CLAS Final Approval Locations Lawrence 6. Provost's Offi Do you intend to offer any portion of this course online? 7. Registrar No 8. PeopleSoft 9. UCCC CIM Title Independent Capstone Support 10. UCCC Prelim Transcript Title Independent Capstone Vote Effective Term Fall 2021 11. UCCC Voting Outcome Catalog This independent study is designated for students who did not, or are unable to, complete one of the 12. SIS KU Core Description department’s other capstone offerings (HIST 696 or HIST 691). The course will introduce students to the theory and Contact practice of historical inquiry and require a substantial research project. May not be repeated for credit. 13. Registrar Prerequisites Completion of 75 credit hours of undergraduate study, including HIST 301, and consent of the instructor. 14. PeopleSoft

Cross Listed Courses: Approval Pat

Credits 3 1. 12/04/20 10:0 am Course Type Seminar (SEM) Rachel Schw Grading Basis A-D(+/-)FIP (G09) (rschwien): Approved for Is this course part of the No University Honors Program? CLAS Undergradua Are you proposing this Yes course for KU Core? Program and Course Typically Offered As necessary Coordinator Please explain 2. 01/20/21 2:27 This independent study will be offered as needed for students who did not, or are unable to, Rachel Schw complete one of the department’s other capstone offerings (HIST 696 or HIST 691). If possible, it (rschwien): will meet in conjunction with a HIST 696 course. Approved for CUSA Repeatable for No Subcommitte credit?

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

Will this course be required for a degree, major, minor, certificate, or concentration? Yes https://next.catalog.ku.edu/courseleaf/approve/ 1/3 1/22/2021 HIST 692: Independent Capstone

Which Program(s)? Program Code - Name

(HIST-BA/BGS) History, B.A./B.G.S.

Describe how: This course will be required for the history major for a student who did not, or are unable to, complete one of the department’s other capstone offerings (HIST 696 or HIST 691).

Rationale for This course is designed to accommodate students who have failed to successfully complete or are unable to complete one of our Course Proposal standard capstones (HIST 696 or HIST 691). This course will allow them to earn the major and degree (Core) requirements necessary graduate.

KU Core Information

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

Name of person giving Luis Corteguera Date of Departmental Approval 11-17-2020 departmental approval

Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)? Yes Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)? Yes

Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. HIST 692 is an alternative to the capstone course for history majors and requires the completion of an original research project (usually, but not always, a paper). The course allows students to distill previously acquired skills and personal interests into the topic of their choice. In preparation for this class, our majors have taken a methods course (HIST 301) and at least two 500-level courses with a research component. Many of our students are double (or triple) majors and HIST 692 offers the opportunity for them to incorporate expertise in other disciplines into their research. Though an independent study, when possible HIST 692 will meet with a section of HIST 696 so that the student may benefit from peer collaboration and review. Selected Learning Outcome(s):

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

Explain how students will analyze and combine information from different areas and approach and explain existing questions and problems from new perspectives, pose new questions or generate new ideas. (Please limit responses to 1000 characters.) HIST 692 asks students to combine previously acquired research skills and personal interests into a research topic of their choice Many of our students are double (or triple) majors and HIST 692 offers the opportunity for them to incorporate expertise in other disciplines into their research. We predict that some students enrolling in this course may be returning students or students of a non- traditional age. They will be encouraged to apply their life experiences to the research questions they pursue.

If your course or course sequence expects students to develop a creative product, please detail the nature of this product and how will require students to think, react, and work in imaginative ways that produce innovative expressions and original perspectives. (Please limit responses to 1000 characters.) HIST 692 requires students to develop an original research project based chiefly on primary sources and situated within the broad scholarship of the chosen topic. This project is usually, but not always a historical essay. In fact, the nature of an independent study https://next.catalog.ku.edu/courseleaf/approve/ 2/3 1/22/2021 HIST 692: Independent Capstone offers the possibility for more creative research presentations: a wiki, historical fiction, multimedia piece, etc. Whatever the form, proje requirements include a well-developed thesis statement; knowledgeable use of primary and secondary sources; clarity of expression and proper formatted citations.,,The final product will result from scaffolded assignments and activities designed to guide students through the research process. In addition to one-on-one work with faculty, assignments may include visits to Watson Library and introductions to library staff; hands-on experiences at the Spencer Research Library; class analysis of model historical writing; extens peer review; and “writing in chunks” exercises.

Indicate the weight of the evidence in the overall grade of your course or educational experience that will evaluate students for integrative or creative thinking and how you will ensure that your syllabus reflects these assignment expectations. (Please limit responses to 1000 characters with countdown.) The majority of the overall course grade will be based on the successful completion of the research project. Professors will exercis some discretion in how credit is awarded for intermediate scaffolded assignments. The Department is in the process of establishing a set of best practices for our required courses. Those that are developed for HIST 691/696 will also be applied to HIST 692, thus ensuring cohesion across different sections of this course.

KU Core HIST 692 Sample Syllabus.docx Documents

Course Reviewer Comments

K

https://next.catalog.ku.edu/courseleaf/approve/ 3/3 **This syllabus is from a recent section of HIST 696 and demonstrates the combination of wide-ranging readings and individual research process that is standard in our capstone classes. Whenever possible, HIST 692 will be meet in conjunction with a section of HIST 696.**

HIST 696 McWorld: Consumption and Power Fall 2018

Professor Marie Grace Brown Wescoe 3644 Office Hours: MW 1-2:30 [email protected]

Course Objectives 1) To recognize and understand the relationships between power, commodities, and consumption.

2) To produce a 20-25 page paper of original research that stands as your best work.

Why Write? Many students claim that they hate writing. This is usually because they are frustrated with the outcome; students don’t know how to translate the good ideas in their head into a sophisticated essay. What they don’t realize is that good writing doesn’t happen overnight. Together as a class, we will work through the steps of constructing a research question, gathering evidence, writing a rough draft, revising, and, finally, submitting a polished essay that you can be proud of.

Why bother? Once you graduate and join the “real world” you will be expected to convey complex ideas in writing, whether it’s report for a client or an email to your boss. As a history major, you’ve already learned to collect and synthesize evidence and construct arguments. Unfortunately, most college classes don’t spend much time teaching you how to write. This course will give you the opportunity to strengthen your writing skills and develop successful writing habits that will serve you far beyond KU.

Grading Participation 25% Accountability Journals 15% Final Project 60% Source Analysis 10% Five Pages & Outline 20% Rough Draft 30% Final Draft 40%

**Note that the research proposal and the annotated bibliography are not graded.**

Participation: The course emphasizes camaraderie as much as content. Therefore, participation counts for 25% of your overall grade. Participation includes regular attendance, preparedness for class, active reading/writing/research on “work days,” and lively dialogue with me and your classmates throughout the semester.

Accountability Journals: There is only one rule for writing: Butt in Chair (BIC). And the only way to ensure that you sit down to write is to become accountable to yourself and others. For the last half of the semester you will be responsible for submitting entries in your Accountability Journal. In each entry (approximately 150 words), you will set manageable goals for the week and reflect upon tasks of the previous weeks which were or were not met. Be realistic! Set goals which you know you can meet. I will have access to your journals, but I will not be judging (grading) your goals. Because this is a critical part of the writing process, 15% of your grade will be based on how thoughtfully you engage with your own writing process, as evidenced in your journals.

Late-work policy: I will accept work that is turned in after the assigned due date. Work is penalized by a third of a letter grade for each class meeting that it is late. For example, a paper which was due on Tuesday but turned in at the next class on Thursday will drop from an A to an A-. If you find that you cannot complete your work on time for any reason, please contact me as soon as possible. I do not accept late work after the last day of class.

Email Policy: During the week, I make every effort to respond to student emails within 24 hours of the time they were sent. Like you, on the weekends I relax, and my response time may be a little longer. Please plan your queries about assignments accordingly.

Required Course Materials: Timothy Burke. Lifebuoy Men, Lux Women: Commodification, Consumption, and Cleanliness in Modern Zimbabwe. Durham: Duke University Press, 1996.

Pardis Mahdavi. Gridlock: Labor, Migration, and Human Trafficking in Dubai. Stanford: Stanford University Press, 2011.

David Vine. Base Nation: How U.S. Military Bases Abroad Harm America and the World. New York: Skyhorse Publishing, 2017.

All other course materials will be available on Blackboard (BB) or distributed in class.

Final Papers DUE Tuesday Dec 11, 2018 at 1:30pm ***** 8/20 NO CLASS Read: “Formulating a Research Question” excerpt from Pojmann, Doing History (BB)

To-do: One-on-one meetings with Professor Brown. Come prepared with two possible research topics.

8/27 Forced Labor, Fashion Icons Read: Matthew Hopper, Slaves of One Master: Globalization and Slavery in Arabia in the Age of Empire, pgs. 1-6, 40-104, 181-211 (BB)

Ask: What factors/forces led to Omani dates becoming an American holiday tradition? What was the relationship between American nouveaux riches, pearls, and African slave labor? According to Hopper, why does the East African slave trade end?

9/3 NO CLASS –Labor Day To-do: Research proposal DUE by 5pm Thursday, 9/6

9/10 Commodities, Power, Identity Read: Timothy Burke, Lifebuoy Men, Lux Women: Commodification, Consumption, and Cleanliness in Modern Zimbabwe, Introduction, Chs. 1, 3, 4, 6

Ask: What was the connection between soap, consumption, and civilization? How did merchants manufacture “needs” and tastes” in Zimbabwe in the first half of the 20th century? What tensions arose when Africans consumed “white” goods?

9/17 Global Power, Local Economies I Read: Pardis Mahdavi, Gridlock: Labor, Migration, and Human Trafficking in Dubai, pgs. 1- 3, Chs. 1, 3, 5-6

Ask: What is wrong with equating “trafficking” to sexual exploitation? How do we measure the agency of women who perform sex work? How are the rankings of the TIP system an assertion of American power and values?

9/24 Work Day –Watson To-do: Revised Research Proposal DUE

10/1 Global Power, Local Economies II Read: David Vine, Base Nation: How U.S. Military Bases Abroad Harm America and the World, Introduction, Chs. 1, 3-4, 7-9

Ask: What was the historical context for the establishment of military bases abroad? How are bases both apart from and a part of local economies? How might we consider institutions (like military bases) as historical actors in their own right?

10/8 Work Day –Watson To-do: Annotated Bibliography DUE by 5pm Thursday, 10/11

10/15 NO CLASS –Fall Break

10/22 Writing like a Historian Read: Wendy Pojmann, et al., “How do Historians Write?” in Doing History (BB)

To-do: Primary Source Analysis DUE Accountability journal #1 (for 10/22-10/28)

10/29 Authentic Traditions? Read: 1) Eric Hobsbawm “Inventing Traditions” in The Invention of Tradition (BB)

2) Elizabeth Buettner, “Going for an Indian” in Curried Cultures (BB)

Ask: How is tradition “invented’? What historical re-tellings were necessary for chicken tikka masala to become a “true British national dish”? What power relationships lay behind claims to multiculturalism?

11/5 Work Day –Your Choice To-do: Outline and Middle Five Pages DUE

11/12 One-on-One Meetings To-do: Accountability Journal #2 (for 11/12-11/18)

11/19 Rough Drafts Due To-do: Rough Draft DUE Accountability Journal #3 (for 11/19-11/25)

11/26 One-on-One Meetings To-do: Write and Revise Accountability Journal #4 (for 11/26-12/2)

12/3 Celebration of Success To-do: Write and Revise Accountability Journal #5 (for 12/3-12/11)

Final Papers due Thursday Dec 11, 2018 at 1:30pm

Course and University Policies: The Fine Print

Missed Exams and Incomplete Grades -No makeup exams will be given except for incapacitating illness or an emergency. Late work will not be accepted after the last day of class.

-Incomplete grades will be issued only in emergencies. It is the student’s responsibility to communicate any problems in completing the course directly to the professor as soon as possible.

- No “early” final or mid-term exams will be given and thus students should make their travel plans accordingly. The only exception to taking an exam at the assigned time is if the student has three or more final examinations scheduled on the same day. Students must notify their professor at least two weeks before Stop Day to arrange for an alternate date. See the Registrar for more information.

Plagiarism and Academic Misconduct - Plagiarism, passing off someone else’s words or ideas as your own, is a serious offense; but one that is all too easy when we have instant access to journals, articles, and books online. Here are two simple rules for avoiding plagiarism: 1) If you write word for word a sentence or phrase that appears in another source, you must put quotations around the word and cite the source in your footnotes. 2) If you borrow someone’s ideas, but put them in your own words, you must cite the source. Many students commit “unintentional” plagiarism by borrowing ideas, but neglecting to cite the source. When in doubt, cite! A student caught plagiarizing risks failing the assignment or automatically failing the course. In the event that a student concludes that she cannot submit original work on time, it is her responsibility to notify the professor or graduate assistant to discuss appropriate strategies.

-In addition to turning in hard copies of papers directly to the professor or graduate assistant, students must submit electronic copies of their work to the SafeAssign program on Blackboard. This will aid in making sure that any plagiarism will not be rewarded. Note that it is the student’s responsibility to deliver computer files that are in good shape and can be easily read. Submission of “corrupted” or unreadable files will lead to late penalties.

-Academic misconduct is not limited to plagiarism. It also includes forgery, cheating, and disruptive or disrespectful behavior. Some cases have also involved “unauthorized collaboration,” which includes the sharing of papers and other coursework between students. While discussion and sharing ideas is strongly encouraged, students who furnish their peers with work that they might copy from or submit themselves for a grade are subject to discipline. The University’s policy, procedures and definitions regarding academic misconduct are available here: http://www.writing.ku.edu/~writing/instructors/guides/academic_misconduct.shtml Definitions of inappropriate classroom behavior are defined in the Code of Student Rights and Responsibilities (CSRR), Article 22, Section C, and the University Senate Rules and Regulations, Section 2.4.6. Article 22 of CSRR also defines potential sanctions for these types of infractions. Penalties for students charged with academic misconduct may include failure of the assignment or failure of the course.

Intellectual Property and Note-taking Course materials prepared by the instructor, together with the content of all lectures and review sessions presented by the instructor, are the property of the instructor. Video and audio recording of lectures and review sessions without the consent of the instructor is prohibited. In the rare event that consent is given to record a lecture, such recordings may not be modified and must not be transferred or transmitted to any other person, whether or not that individual is enrolled in the course.

1/22/2021 CLSX 230: Greek Culture and Civilization

Course Change Request

Date Submitted: 01/14/21 3:41 pm In Workflow Viewing: CLSX 230 : Greek Culture Literature and Civilization 1. CLAS Last edit: 01/14/21 3:41 pm Undergradua Changes proposed by: tswelch Program and Accelerated Master of Arts in Classics Course Catalog Pages BA in Classical Antiquity Coordinator referencing this 2. CUSA course BA in Classical Languages BGS in Classical Antiquity Subcommitte BGS in Classical Languages 3. CUSA Comm 4. CAC 5. CLAS Final Academic Career Undergraduate, Lawrence Approval Subject Code CLSX Course Number 230 6. Registrar 7. PeopleSoft Academic Unit Department Classics 8. UCCC CIM School/College College of Lib Arts & Sciences Support 9. UCCC Prelim Do you intend to offer any portion of this course online? Vote

No 10. UCCC Voting Outcome Title Greek Culture Literature and Civilization 11. SIS KU Core Transcript Title Greek Culture&Civilization Literature&Civilization Contact 12. Registrar Effective Term Fall 2021 13. PeopleSoft Catalog An introduction to ancient Greek literature andcivilization.This course introduces Studied against the world Description historical and cultural background of their times will be writers of poetry and prose such as Homer, Sappho, the Approval Pat ancient Greeks, with a focus on Greek cultural beliefs, values, and social structures. tragedians, Aristophanes, Plato, and topics 1. 01/14/21 3:04 arising from the texts such as religion, athletics, oral performance, sexuality, and the development of literary genres. Topics covered Rachel Schw include: religious beliefs and practices; athletics and competition; oral performance; gender and sexuality; class, status, and (rschwien): slavery. The course surveys a wide variety of sources, including major literary works, inscriptions, legal texts, and personal Rollback to letters, as well as ancient art and archaeology. No knowledge of Greek is required; all readings will be in English. required and Initiator no prerequisite. 2. 01/15/21 8:57 Prerequisites None Rachel Schw Cross Listed (rschwien): Courses: Approved for CLAS Credits 3 Undergradua Course Type Lecture (Regularly scheduled academic course) (LEC) Program and Course Grading Basis A-D(+/-)FI (G11) Coordinator Is this course part of the No 3. 01/20/21 2:27 University Honors Program? Rachel Schw Are you proposing this Yes (rschwien): course for KU Core? Approved for Typically Offered CUSA Repeatable for No Subcommitte credit?

Principal Course HL - Literature & the Arts Designator Course H - Humanities Designator Are you proposing that the course count towards the CLAS degree specific requirements? No https://next.catalog.ku.edu/courseleaf/approve/ 1/4 1/22/2021 CLSX 230: Greek Culture and Civilization Will this course be required for a degree, major, minor, certificate, or concentration? No

Rationale for The course is being redesigned for three reasons: a) to fit the curriculum and requirements of the new Classics Major; b) to create s Course Proposal for a more regular study abroad component in the Classics course offerings; c) to propose the course for Core Goal 4.2. The same changes are being proposed for the honors version: CLSX 330.

Supporting CLSX 230_330 (002) syllabus.docx Documents

KU Core Information

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

Name of person giving Tara Welch Date of Departmental Approval 12/15/2020 departmental approval

Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)? Yes Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)? Yes Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. This course consists of reading, analyzing and interpreting the literature, material culture, and history of ancient Greece, a non-US culture. The works selected will involve a variety of written genres and archaeological remains. Central topics discussed include: gender and sexuality; race and ethnicity; class, status, and slavery; political culture; popular entertainment; social structures; value systems. Students examine the lives and worldviews of the Greeks, and learn to relate aspects of the Greek world to contemporary US culture. In addition, although Greek culture and civilization will be familiar to many, students also learn to recognise their own presuppositions about the Greeks and to situate the Greek sources in their historic and sociocultural contexts. In years with a study-abroad component, students come face-to-face with the remains of the ancient Greeks and encounter their living legacy in modern Greece. Selected Learning Outcome(s):

Goal 3 - Humanities State how your course or educational experience will use assignments, readings, projects, or lectures to move students from their current knowledge to a deeper understanding of specific concepts fundamental to the area(s) in question. (Please limit responses to 1000 characters.) Already approved for Goal 3AH

State what course assignments, readings, class discussions, and lectures will synthesize the development over time of the principle theories, and analytical methods of the discipline(s). (Please limit responses to 1000 characters.) Already approved for goal 3AH

State what learning activities will integrate the analysis of contemporary issues with principles, theories, and analytical methods appropriate to the area in question. (Please limit responses to 1000 characters.) Already approved for goal 3AH

State what course assignments, projects, quizzes, examinations, etc. will be used to evaluate whether students have a functional understanding of the development of these concepts, and can demonstrate their capability to analyze contemporary issues using th principles, theories, and analytical methods in the academic area. (Please limit responses to 1000 characters.) https://next.catalog.ku.edu/courseleaf/approve/ 2/4 1/22/2021 CLSX 230: Greek Culture and Civilization Already approved for goal 3AH

Goal 4, Learning Outcome 2 State what assignments, readings, class discussions, and lectures will devote a majority of your course or educational experience to raising student awareness of, engagement with, and analysis of various elements of other-cultural understanding of communities outside the United States. (Please limit responses to 1000 characters.) All readings, assignments, discussions and lectures require students to engage with key aspects of Greek culture and civilization. Students examine and discuss texts of Greek poets, historians, orators, and inscriptions together with the artistic and architectural remains. Topics include: Greek political culture; popular entertainment; attitudes to gender, sexuality, slavery; value systems; and constructions of Greek cultural, linguistic, and ethnic identity, as contrasted with foreigners. Assignments include a source analysis, a travel guide to a particular archaeological site or museum, and a research paper on a cultural topic, such as Athenian conceptions of freedom and citizenship. In versions with a study abroad component, students travel to Greece to see the material remains of Greek culture up close, to understand the daily life of ancient Greeks more fully, and to witness the contemporary cultural, political, and economic currency of the ancient Greeks in modern Greece.

Explain how your course or educational experience will develop the ability of students to discuss, debate, and analyze non-US cultures in relation to the students own value assumptions. (Please limit responses to 1000 characters.) This course integrates lecture, discussion, and assignments to develop students’ ability to interrogate their cultural assumptions an to discuss, debate, and analyze Greek culture. The course primarily concerns making students aware of their own perspectives and teaches them instead to approach the Greek world in its historical and sociocultural context. Students prepare written answers and a debate them in class. The source analysis assignment fulfils the same function. E.g., students consider the nature and function of gender roles and sexual identities in contemporary US culture and society, before examining evidence for the social seclusion of wom in Athens (e.g., Aristophanes’ Lysistrata, court speeches) and institutions of pederasty (vase painting, popular songs, laws). Alternatively students could discuss the artistic program of the Parthenon and the representation of non-Greeks, comparing it to the iconography and discourse about foreigners in the US.

Detail how your course or educational experience will sensitize students to various cultural beliefs, behaviors, and practices through other-cultural readings and academic research on cultural competency so that students may be better prepared to negotiate cross- cultural situations. (Please limit responses to 1000 characters.) This course sensitizes students to other-cultural beliefs, behaviors, and practices through the sustained study of ancient Greek culture. Discussion focuses on: 1) analysis and comprehension of Greek beliefs and practices; 2) comparison of Greek and US belief and practices; 3) evaluation of one’s own cultural biases. Central questions include: How do cultures create mythologies that support political and social institutions? How did Greek conceptions of status and gender differ from ours? Was Greece a slave-society? How class and wealth interact with imperialism? How does popular entertainment reinforce social norms? In versions of the class with a study abroad component, this goal is reinforced by students spending a week in Greece. Pre-study abroad sessions involve readings and discussion about the ethics of international tourism, cultural patrimony, and culture shock. The time in Greece also allows studen to use their new skills by negotiating cross-cultural situations.

State what assignments, readings, class discussion, and lectures will be used to evaluate students'' work that documents and measures their grasp of global cultures and value systems through reflective written or oral analysis. (Please limit responses to 100 characters.) In the attached syllabus, weekly tests assess comprehension of readings and features of the ancient Greece. Class discussion requires engagement with the material and reflection on ancient cultures for every meeting, while students must also present on a particular archaeological site, analyzing what the site reveals about Greek culture and life. Other assignments include 1) an academic analysis of various Greek sources on a topic, which helps students better understand how we can reconstruct our interpretations of ancient Greek culture; 2) a final project on an element of Greek culture of their choice; 3) a final exam in which students demonstrate their grasp of Greek culture and values through extended writing on course material. In years with a study abroad, the creation of a travel guide, involving the analysis of Greek archaeological sites, museums etc and description of how to negotiate contemporary cro cultural interactions, replaces the exam.

KU Core CLSX 230_330 (002) syllabus.docx Documents

https://next.catalog.ku.edu/courseleaf/approve/ 3/4 1/22/2021 CLSX 230: Greek Culture and Civilization

Tara Welch (tswelch) (01/13/21 6:55 pm): Somehow, I neglected to change the title. The title of the course should be "Greek Cultu Course Reviewer Civilization." RachelComments Schwien (rschwien) (01/14/21 3:04 pm): Rollback: per request

https://next.catalog.ku.edu/courseleaf/approve/ 4/4

CLSX 230/330 (Honors) Greek Culture & Civilization

About the Course:

This course introduces the world of the ancient Greeks, with a focus on Greek cultural beliefs, values, and social structures. Topics covered include: religious beliefs and practices; athletics and competition; oral performance; gender and sexuality; class, status, and slavery. The course surveys a wide variety of sources, including major literary works, inscriptions, legal texts, and personal letters, as well as ancient art and archaeology. This course is sometimes offered with a study-abroad component. Please confirm details with the instructor. No knowledge of Greek is required; all readings will be in English.

Assessment:

Participation and position statements 10% Online reading quizzes (weekly) 10% The lowest quiz mark you receive in the course of the semester will be dropped when calculating your final grade. Source Analysis and Comparison Exercise 20% You will be expected to complete a short source analysis and comparison exercise. CLAS 230 students will be expected to select two sources for analysis and comparison, CLAS 330 (Hons) students will be expected to select three sources. For each of these sources, you will be expected to evaluate their biases and historical value, and to discuss what contribution they can make to our understanding of Greek culture. Site Presentation 10% Final Paper 30% (due last day of classes) Choose an aspect of the culture of ancient Greece that we have discussed in this course. In a paper of c. 1500 words for CLSX 240 students or c. 2000 words for CLSX 340 (Hons) students: a) discuss how we know about this topic (what sources we have, how we can use these sources to reconstruct Greek culture); b) describe what we know about this topic from these sources and/or any issues that are still the subject of scholarly debate; c) evaluate the significance of this cultural issue (e.g., what impact did it have on Greek society? How do these attitudes make life in ancient Greece different from our lives today?). Final Exam 20% The final exam will consist of identification and commentary on sources, followed by an extended essay discussing an aspect of Roman culture. Possible essay questions will be circulated in advance.

Participation and online position statements:

You will be expected to be prepared for every class, having completed the reading and any other preparatory work in advance, and to participate in class discussions and activities in a manner that is respectful and considerate of the opinions of your classmates.

The participation grade will be based on both in-class participation and position statements responding to discussion questions for Friday classes. In order to encourage you to keep on top of readings and to make Friday discussions as fruitful as possible, full credit will only be given for posts made by Friday morning before class.

To do well in these discussions, you need to post c. 150 words in which you respond thoughtfully to one or more of the guiding questions from the weekly notes, with direct reference to the readings and other material from the week.

Grading scale: Points are scored out of a total of 100: the top ten constitute the “A” range, the next ten the “B” range, and so forth. The letter is accompanied by “+” or “-” if your score falls within the top or bottom 3 points of each range (e.g, 87-89.9= B+; 83-86.9 = B ; 80-82.9 = B- etc).

Policy for Missed Classes/Late Papers: Attendance at all meetings of the class is required. Every unexcused absence from class will cause your final grade in the course to be lowered one third of a letter grade (e.g., from A to A-). Assignments and term papers are to be emailed to me as a Word document.

Any assignment or paper received after this deadline will have a full letter grade deducted from the paper mark (e.g., an A paper will become a B), and an additional full letter grade will be deducted for each subsequent 24 hour period until the paper is submitted.

Academic Misconduct: Academic misconduct will not be tolerated in this class. An instructor may, with due notice to the student, treat as unsatisfactory any student work which is a product of academic misconduct. Cases of academic misconduct may result in any or all of the following penalties: reduction of grade, admonition, warning, censure, transcript citation, suspension, or expulsion. The following information about Academic Misconduct is discussed in Article II, Section 6 of the rules and regulations of the University Senate. “Academic misconduct by a student shall include, but not be limited to, disruption of classes; threatening an instructor or fellow student in an academic setting; giving or receiving of unauthorized aid on examinations or in the preparation of notebooks, themes, reports or other assignments; knowingly misrepresenting the source of any academic work; unauthorized changing of grades; unauthorized use of University approvals or forging of signatures; falsification of research results; plagiarizing of another's work; violation of regulations or ethical codes for the treatment of human and animal subjects; or otherwise acting dishonestly in research.”

It is your responsibility as a KU student to make sure you understand academic honesty and misconduct. The policy is described at this link: https://documents.ku.edu/policies/governance/USRR.htm#art2sect6

The website of the KU Writing Center provides some excellent information and resources on how to avoid plagiarism. http://www.writing.ku.edu/guides/index.shtml?1#plagiarism

Diversity and Inclusion: The University of Kansas supports an inclusive learning environment in which diversity and individual differences are understood, respected, and appreciated. We believe that all students benefit from training and experiences that will help them to learn, lead, and serve in an increasingly diverse society. All members of our campus community must accept the responsibility to demonstrate civility and respect for the dignity of others. Expressions or actions that disparage a person’s or group’s race, ethnicity, nationality, culture, gender, gender identity / expression, religion, sexual orientation, age, veteran status, or disability are contrary to the mission of the University. We expect that KU students, faculty, and staff will promote an atmosphere of respect for all members of our KU community.

Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the instructor’s expectation that ALL students experience this classroom as a safe environment. It is likely you may not agree with everything that is said or discussed in the classroom. Courteous behavior and responses are expected at all times. When you disagree with someone, be sure that you make a distinction between criticizing an idea and criticizing the person.

Accommodations: Student Access Services in the Academic Achievement and Access Center (AAAC) coordinates academic accommodations and services for all eligible KU students with disabilities (http://access.ku.edu/). If you have a disability for which you wish to request accommodations and have not contacted the AAAC, please do so as soon as possible (in 22 Strong Hall, or at 785-864-4064, V/TTY). If you think you may have a disability, you should contact AAAC to acquire the proper documentation.

Required Texts: Aristophanes 2015. Aristophanes: Frogs and Other Plays. Oxford: Oxford Classical Texts. Aristophanes 1998. Birds and Other Plays. Oxford: Oxford Classical Texts. Garland = Garland, R. 20142. Daily Life of the Ancient Greeks. Indianapolis: Hackett. OAG = Mee, C. and Spawforth, A. 2001. Greece: An Oxford Archaeological Guide. Oxford: OUP. Plato 20022. Plato: Five Dialogues: Euthyphro, Apology, Crito, Meno, Phaedo. Indianapolis: Hackett. Xenophon 1990. Conversations of Socrates. London: Penguin.

Other required readings will be posted on Blackboard (BB) throughout the semester. Outline

Week 1: Introduction, Origins, Myths - Introduction to the course; historical overview; polis - Polis and ethnos; origin myths and rituals

Week 2: Daily Life in Sparta - Spartan social and political life in overview - Growing up Spartan - Discussion: Work and play as a Spartan man

Week 3: Daily Life in Athens - Athenian social and political life in overview - Growing up Athenian - Discussion: Work and play as an Athenian man

Week 4: Citizens, Slaves, and Foreigners - Helots in Sparta - Slaves in Athens - Discussion: Apollodorus Against Neaira

Week 5: Religion - Practice and belief in the polis: Panathenaea - Panhellenic sanctuaries: Olympia and Delphi - Discussion: prayers from Dodona

Week 6: Performance culture - Competition: athletics, mousike, khoreia - Drama and the Dionysia - Discussion: Aristophanes Acharnians

Week 7: Women and Family - Life of Spartan Women - Athenian Women and Lysias 1 - Discussion: Aristophanes Lysistrata

Week 8: Sexuality and Rites of Passage - Sexuality: overview of evidence and approaches - Homosexuality and Greek pederasty - Discussion: ephebeia inscriptions

Week 9: Life on the Land - Greek agriculture - Archaeology of farming - Discussion: Xenophon Oeconomicus

Week 10: Pots and symposia - Food, drink, and social organisation - Athenian pottery and vase painting as a source - Discussion: archaeology of the symposium

Week 11: Courtroom Drama - Judicial institutions and responsibilities - Jury-duty and Aristophanes Wasps - Discussion: Lysias 24: disability and social security

Week 12: Philosophy and High Culture - Origins of philosophy and theoria - Gymnasia and Sophists - Discussion: Aristophanes vs Socrates

Week 13: Medicine and Technology - Doctors and midwives - Diet and votives - Discussion: Hippocrates The Sacred Disease

Week 14: Death and Dying - Beliefs about the afterlife - Burial practices - Initiation: Eleusis and Orphic tablets

Week 15: Writing week - Review - Stop Day!

Finals Week

CLSX 230/330 (Honors) [Spring study abroad] Greek Culture & Civilization

About the Course:

This course introduces the world of the ancient Greeks, with a focus on Greek cultural beliefs, values, and social structures. Topics covered include: religious beliefs and practices; athletics and competition; oral performance; gender and sexuality; class, status, and slavery. The course surveys a wide variety of sources, including major literary works, inscriptions, legal texts, and personal letters, as well as ancient art and archaeology. This course is sometimes offered with a study-abroad component. Please confirm details with the instructor. No knowledge of Greek is required; all readings will be in English.

How this semester will work:

This semester can be broken down into three parts: 1. regular classes in Lawrence before Spring Break 2. intensive study abroad in Greece over Spring Break 3. guided research in Lawrence after Spring Break.

In Lawrence: The classroom portion of this course will take place in the first half of the semester, before we leave for Greece. Each class will cover a particular theme or text and will consist of a mixture of lecture and discussion, structured around pre-circulated discussion questions. In these discussions you will be expected to be able to talk meaningfully about the materials in question, and so it is essential that you prepare the readings for each class in advance. There will be short (10 min) quizzes posted online every week, due Friday, covering the material from that week’s readings. You will also be expected to complete a short source analysis and comparison exercise.

In Greece: The days in Greece will be spent visiting archaeological sites and museums where we will be able to see up-close the material remains of the ancient Greek world. We will have some sessions with Study Abroad in the run-up to our departure to discuss the practicalities of the trip, but, academically, the most important thing to do is to keep up with all the class work before we leave so that you can get the most out of the experience when we are on-site. Before we leave, each student will choose one site on which to give an on-site presentation, and one theme or museum that will be the subject of the travel guide section they produce on their return to Lawrence.

After Greece: When we get back to Lawrence, there will be no more formal class meetings. Instead, you will be preparing your travel guide section, based on the theme or museum you selected before leaving for Greece, as well as a research paper based on a cultural theme of your choice. Your travel guide section should be submitted 2 weeks after we return from Greece (by Monday in Week 10). Your research paper should be 1500 words (CLAS 240) or 2000 words (CLAS 340). A 300 word paper proposal with provisional bibliography (including at least 1 primary source and at least 3 items of secondary scholarship) should be also be sent to me by Friday in Week 10. A complete draft of the paper is due Monday in Week 14, and the final paper is due on the last day of classes. Although you are not required to attend any classes after our Spring Break trip, I will be running a bibliography/library session in Week 0 and two paper preparation sessions in Week 10 and Week 13 which you may find useful - particularly if you do not have a lot of experience writing research papers in Classics. I will be also available for the rest of the semester during the assigned class periods if you would like to discuss your research papers, travel guide sections, or just chat more about Ancient Greece!

Assessment:

Participation, position statements, on-site preparation 15% Online reading quizzes (weeks 1-7) 5% The lowest quiz mark you receive in the course of the semester will be dropped when calculating your final grade. Source Analysis and Comparison Exercise 20% You will be expected to complete a short source analysis and comparison exercise. CLAS 230 students will be expected to select two sources for analysis and comparison, CLAS 330 (Hons) students will be expected to select three sources. For each of these sources, you will be expected to evaluate their biases and historical value, and to discuss what contribution they can make to our understanding of Greek culture. On-site presentation 10% You will need to choose an archaeological site or object on which to give a short presentation while we are on-site in Greece. A written version of the presentation will then be submitted to form part of the class travel guide. Travel Guide Section 20% Choose one theme, museum, or archaeological site that will be the subject of a section of a class travel guide based on our experiences in Greece, which will be compiled on our return to Lawrence. In c. 800 words, you need to highlight practicalities of visiting your chosen site/s, integrate the material and discussion from the course to produce a guided commentary to the material found on location, and illustrate your commentary with images (e.g., photos, maps). Final Paper 30% (due last day of classes) Choose an aspect of the culture of ancient Greece that we have discussed in this course. In a paper of c. 1500 words for CLSX 240 students or c. 2000 words for CLSX 340 (Hons) students: a) discuss how we know about this topic (what sources we have, how we can use these sources to reconstruct Greek culture); b) describe what we know about this topic from these sources and/or any issues that are still the subject of scholarly debate; c) evaluate the significance of this cultural issue (e.g., what impact did it have on Greek society? How do these attitudes make life in ancient Greece different from our lives today?).

Participation and online position statements:

You will be expected to be prepared for every class, having completed the reading and any other preparatory work in advance, and to participate in class discussions and activities in a manner that is respectful and considerate of the opinions of your classmates.

The participation grade will be based on both in-class participation and position statements responding to discussion questions every session before we leave for Greece. In order to encourage you to keep on top of readings and to make class discussions as fruitful as possible, full credit will only be given for posts made before each class.

To do well in these discussions, you need to post c. 150 words in which you respond thoughtfully to one or more of the guiding questions from the weekly notes, with direct reference to the readings and other material from the week.

Grading scale: Points are scored out of a total of 100: the top ten constitute the “A” range, the next ten the “B” range, and so forth. The letter is accompanied by “+” or “-” if your score falls within the top or bottom 3 points of each range (e.g, 87-89.9= B+; 83-86.9 = B ; 80-82.9 = B- etc).

Policy for Missed Classes/Late Papers: Attendance at all meetings of the class is required. Every unexcused absence from class will cause your final grade in the course to be lowered one third of a letter grade (e.g., from A to A-). Assignments and term papers are to be emailed to me as a Word document.

Any assignment or paper received after this deadline will have a full letter grade deducted from the paper mark (e.g., an A paper will become a B), and an additional full letter grade will be deducted for each subsequent 24 hour period until the paper is submitted.

Academic Misconduct: Academic misconduct will not be tolerated in this class. An instructor may, with due notice to the student, treat as unsatisfactory any student work which is a product of academic misconduct. Cases of academic misconduct may result in any or all of the following penalties: reduction of grade, admonition, warning, censure, transcript citation, suspension, or expulsion. The following information about Academic Misconduct is discussed in Article II, Section 6 of the rules and regulations of the University Senate. “Academic misconduct by a student shall include, but not be limited to, disruption of classes; threatening an instructor or fellow student in an academic setting; giving or receiving of unauthorized aid on examinations or in the preparation of notebooks, themes, reports or other assignments; knowingly misrepresenting the source of any academic work; unauthorized changing of grades; unauthorized use of University approvals or forging of signatures; falsification of research results; plagiarizing of another's work; violation of regulations or ethical codes for the treatment of human and animal subjects; or otherwise acting dishonestly in research.”

It is your responsibility as a KU student to make sure you understand academic honesty and misconduct. The policy is described at this link: https://documents.ku.edu/policies/governance/USRR.htm#art2sect6

The website of the KU Writing Center provides some excellent information and resources on how to avoid plagiarism. http://www.writing.ku.edu/guides/index.shtml?1#plagiarism

Diversity and Inclusion: The University of Kansas supports an inclusive learning environment in which diversity and individual differences are understood, respected, and appreciated. We believe that all students benefit from training and experiences that will help them to learn, lead, and serve in an increasingly diverse society. All members of our campus community must accept the responsibility to demonstrate civility and respect for the dignity of others. Expressions or actions that disparage a person’s or group’s race, ethnicity, nationality, culture, gender, gender identity / expression, religion, sexual orientation, age, veteran status, or disability are contrary to the mission of the University. We expect that KU students, faculty, and staff will promote an atmosphere of respect for all members of our KU community.

Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the instructor’s expectation that ALL students experience this classroom as a safe environment. It is likely you may not agree with everything that is said or discussed in the classroom. Courteous behavior and responses are expected at all times. When you disagree with someone, be sure that you make a distinction between criticizing an idea and criticizing the person.

Accommodations: Student Access Services in the Academic Achievement and Access Center (AAAC) coordinates academic accommodations and services for all eligible KU students with disabilities (http://access.ku.edu/). If you have a disability for which you wish to request accommodations and have not contacted the AAAC, please do so as soon as possible (in 22 Strong Hall, or at 785-864-4064, V/TTY). If you think you may have a disability, you should contact AAAC to acquire the proper documentation.

Required Texts: Aristophanes 2015. Aristophanes: Frogs and Other Plays. Oxford: Oxford Classical Texts. Aristophanes 1998. Birds and Other Plays. Oxford: Oxford Classical Texts. Garland = Garland, R. 20142. Daily Life of the Ancient Greeks. Indianapolis: Hackett. OAG = Mee, C. and Spawforth, A. 2001. Greece: An Oxford Archaeological Guide. Oxford: OUP. Plato 20022. Plato: Five Dialogues: Euthyphro, Apology, Crito, Meno, Phaedo. Indianapolis: Hackett. Xenophon 1990. Conversations of Socrates. London: Penguin.

Other required readings will be posted on Blackboard (BB) throughout the semester.

Outline

Week 1: Introduction, Origins, Myths - Introduction to the course; historical overview; polis - Polis and ethnos; origin myths and rituals

Week 2: Daily Life in Athens - Athenian social and political life in overview - Growing up Athenian - Discussion: Work and play as an Athenian man

Week 3: Slavery and Gender - Athenian slavery - Women and family - Discussion: Apollodorus and Against Neaira

Week 4: Philosophy, education, and sexuality - Gymnasia and Sophists - Greek pederasty - Discussion: Plato’s Symposium

Week 5: Courtroom Drama - Judicial institutions and responsibilities - Jury-duty and Aristophanes Wasps - Discussion: Lysias 24: disability and social security

Week 6: Life on the Ground - Archaeology of the agora and home - Food and farming - Discussion: Athenian pottery and vase painting as a source

Week 7: Death and Dying - Beliefs about the afterlife - Burial practices - Discussion: Eleusis and Orphic tablets

Spring Break: Study Abroad Intensive in Greece (sample itinerary) Day 1: Athens: Acropolis, Acropolis Museum, Plaka Day 2: Athens: Agora, Kerameikos, National Archaeological Museum Day 3: Corinth Day 4: Epidaurus, Mycenae Day 5: Olympia: site and museum Day 6: Delphi: site and museum Day 7: Athens: Peiraeus and Sounion

Week 8: no class Week 9: Monday Optional bibliography/library session (normal class time) Week 10: Monday Optional paper preparation session (normal class time) Travel guide section due 11:59pm Week 11: no class Week 12: no class Week 13: Monday Optional paper preparation session (normal class time) Week 14: Monday Paper draft due 11:59pm Week 15: Thursday Final paper die 11:59pm

1/22/2021 CLSX 240: Roman Culture and Civilization

Course Change Request

Date Submitted: 01/13/21 3:04 pm In Workflow Viewing: CLSX 240 : Roman Culture Literature and Civilization 1. CLAS Last approved: 10/27/20 4:35 am Undergradua Last edit: 01/13/21 3:04 pm Program and Changes proposed by: c282j696 Course Coordinator Accelerated Master of Arts in Classics Catalog Pages 2. CUSA BA in Classical Antiquity referencing this Subcommitte course BA in Classical Languages 3. CUSA Comm BGS in Classical Antiquity 4. CAC BGS in Classical Languages 5. CLAS Final Approval Academic Career Undergraduate, Lawrence 6. Registrar 7. PeopleSoft Subject Code CLSX Course Number 240 8. UCCC CIM Academic Unit Department Classics Support School/College College of Lib Arts & Sciences 9. UCCC Prelim Vote Do you intend to offer any portion of this course online? 10. UCCC Voting No Outcome 11. SIS KU Core Title Roman Culture Literature and Civilization Contact Transcript Title Roman Culture and Civ Roman 12. Registrar Literature&Civilization 13. PeopleSoft

Effective Term Fall 2021 2019 Approval Pat Catalog This course introduces Studied against the world historical and cultural background of ancient Rome, with a 1. 01/15/21 8:58 Description focus on their times will be authors such as Plautus, Vergil, Livy, Petronius, and topics arising from the texts such Rachel Schw as religion, oratory, slavery, political propaganda, the Roman cultural beliefs, values, and social structures. games, and the (rschwien): development of Roman literature. Topics covered include: religious beliefs An introduction to ancient Roman literature and Approved for practices; politics and empire; games and gladiators; gender and sexuality; class, status, and slavery. civilization. The course CLAS surveys a wide variety of sources, including literary works, inscriptions, legal texts, and personal letters, as well as ancient art Undergradua and archaeology. All readings will be in English; no knowledge of any ancient languages is required. Studied against the Program and historical and cultural background of their times will be authors such as Plautus, Vergil, Livy, Petronius, and topics arising from the texts Course such as religion, oratory, slavery, political propaganda, the Roman games, and the development of Roman literature.No knowledge of Coordinator Latin required and no prerequisite. 2. 01/20/21 2:27 Prerequisites None Rachel Schw (rschwien): Cross Listed Courses: Approved for CUSA Credits 3 Subcommitte

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

Grading Basis A-D(+/-)FI (G11) History 1. Oct 27, 2020 Is this course part of the No University Honors Program? Craig Jendza (c282j696) Are you proposing this Yes course for KU Core? Typically Offered Typically Once a Year

Repeatable for No credit?

Principal Course HL - Literature & the Arts Designator

https://next.catalog.ku.edu/courseleaf/approve/ 1/4 1/22/2021 CLSX 240: Roman Culture and Civilization Course H - Humanities Designator Are you proposing that the course count towards the CLAS degree specific requirements? No

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

Which Program(s)? Program Code - Name

(CLSX-BA/BGS) Classics, B.A./B.G.S.

Describe how: This course will count for the Classical Humanities list for the Classics major.

Rationale for This course is being redesigned to focus more on Roman culture and civilization instead of Roman literature, in order to better fit the Course Proposal curriculum and requirements of the new Classics major we are proposing. Additionally, we wish to provide students with another option satisfy Core Goal 4.2. The same changes are being proposed for the honors version: CLSX 340.

CLSX 240 and 340 syllabus.docx Supporting CLSX 240:Roman Literature and Civilization.pdf Documents

KU Core Information

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

Name of person giving Tara Welch Date of Departmental Approval 1/13/2021 departmental approval

Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)? Yes Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)? Yes Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. This course introduces students to the fundamental elements of a non-US culture: namely, that of Ancient Rome. Activities are designed to introduce students to the key cultural products of the Roman world (its literature, thought, and material culture) and to provide students with the tools they need to engage with and interpret these products. The key cultural products selected for analysis include a variety of written genres (e.g. poetry, history, oratory etc.) as well as archaeological remains (architecture, statuary, coins, etc.). Central topics discussed include: Roman gender, sexuality, race and ethnicity, political culture, popular entertainment, social structures, and value systems. Students will spend time relating these ancient, other-cultural communities to contemporary US culture through various readings, discussions, and assignments. Selected Learning Outcome(s):

Goal 3 - Humanities State how your course or educational experience will use assignments, readings, projects, or lectures to move students from their current knowledge to a deeper understanding of specific concepts fundamental to the area(s) in question. (Please limit responses to 1000 characters.) This course is already approved for this goal.

https://next.catalog.ku.edu/courseleaf/approve/ 2/4 1/22/2021 CLSX 240: Roman Culture and Civilization State what course assignments, readings, class discussions, and lectures will synthesize the development over time of the principle theories, and analytical methods of the discipline(s). (Please limit responses to 1000 characters.) This course is already approved for this goal.

State what learning activities will integrate the analysis of contemporary issues with principles, theories, and analytical methods appropriate to the area in question. (Please limit responses to 1000 characters.) This course is already approved for this goal.

State what course assignments, projects, quizzes, examinations, etc. will be used to evaluate whether students have a functional understanding of the development of these concepts, and can demonstrate their capability to analyze contemporary issues using th principles, theories, and analytical methods in the academic area. (Please limit responses to 1000 characters.) This course is already approved for this goal.

Goal 4, Learning Outcome 2 State what assignments, readings, class discussions, and lectures will devote a majority of your course or educational experience to raising student awareness of, engagement with, and analysis of various elements of other-cultural understanding of communities outside the United States. (Please limit responses to 1000 characters.) All readings, assignments, discussions and lectures require students to engage with the culture of ancient Rome. Students are expected to read and discuss the cultural products of ancient Rome, including: poetic, historical, and oratorical texts, as well as artist and architectural remains. Discussions and lectures will be focused on assessing how these various sources contribute to our understanding of Roman culture, and each class session is structured around a key cultural theme: e.g. political culture, popular entertainment, attitudes to gender and sexuality etc. Assignments include source analysis exercises, in which students are expected assess how a source from the Roman world can help us to understand Roman cultural attitudes and practices; weekly quizzes, in wh students will identify cultural products from readings/lectures and explain what they can tell us about Roman culture; and a final pape focused upon a cultural issue of a student’s choice.

Explain how your course or educational experience will develop the ability of students to discuss, debate, and analyze non-US cultures in relation to the students own value assumptions. (Please limit responses to 1000 characters.) Over the course, students will be asked to discuss, debate, and analyze the culture of ancient Roman in terms of their own perspectives and cultural viewpoints. Each class will be structured around a series of discussion questions, and in each session at le one question asks students to compare the culture of ancient Rome with that of their own and to consider what the impact of these cultural differences might be on everyday life. For example, in the sessions devoted to Roman gladiatorial combat, students will be asked to discuss how the form and function of Roman entertainment compares to contemporary entertainment. Students will take the cultural comparison skills they develop in these class discussions and apply them in their final paper, which requires them to assess t significance of an aspect of Roman culture and compare this to their own cultural attitudes.

Detail how your course or educational experience will sensitize students to various cultural beliefs, behaviors, and practices through other-cultural readings and academic research on cultural competency so that students may be better prepared to negotiate cross- cultural situations. (Please limit responses to 1000 characters.) This course sensitizes students to other-cultural beliefs, behaviors, and practices through the sustained study of ancient Roman cultural beliefs. Discussion focuses on 1) comprehension of Roman beliefs and practices, 2) comparison of Roman and US belief and practices, and 3) evaluation of one’s own cultural biases. Central questions include: How do cultures create mythologies that support their political institutions? How did Roman conceptions of ethnicity and gender differ from ours? How do class and wealth interact wit imperialism? How does entertainment reinforce social norms? By considering these elements of another culture, students will be mad aware of the diversity of human experience and the contingency of their own cultural values, thus preparing them for cross-cultural situations.

State what assignments, readings, class discussion, and lectures will be used to evaluate students'' work that documents and measures their grasp of global cultures and value systems through reflective written or oral analysis. (Please limit responses to 100 characters.) In the attached syllabus, the class discussions, in which students consider elements of ancient Roman culture and how they comp to US culture, are worth 10% of the final grade. The source analysis exercise and weekly quizzes (total 30% of grade) evaluate student’s ability to reconstruct the features of Roman culture from the evidence that we have available to us. The final exam (30%) an final paper (30%) synthesize source analysis and cultural interpretation, asking students to reconstruct Roman culture from the available sources, and then consider the significance of these cultural practices and the ways in which they differ from their own. https://next.catalog.ku.edu/courseleaf/approve/ 3/4 1/22/2021 CLSX 240: Roman Culture and Civilization

KU Core CLSX 240 and 340 syllabus.docx Documents CLSX 240 340 Roman Culture and Civilization Syllabus.docx

Course Reviewer Comments

https://next.catalog.ku.edu/courseleaf/approve/ 4/4 CLSX 240/340 (Honors) Roman Culture and Civilization Sample Syllabus Prof. Gina White [email protected]

Course Description: This course will introduce you to the culture and society of Ancient Roman and its provinces. We will examine what life was like for those living in the Ancient Roman world; what sources we can use to reconstruct this information; and how the lives and values of the Romans differed from our own. We will consider Roman attitudes to topics such as religion, oratory, slavery, gender, political propaganda, athletic competition, art, empire, and war, and compare them to our own. We will try to answer questions such as: “what was the cultural role of gladiatorial combat?”; “how did the Romans justify excluding women from political life?”; “why did Roman elites put resources into producing statues?”; “how and why did Roman imperial structures promote the spread of Christianity and establish it as a major world religion?”. To answer these questions, we will read classic works by Roman poets, orators, and historians, and study the material remains of the Roman world (e.g. its sculptures, mosaics, and temples). No knowledge of Latin is required and there are no prerequisites for this course.

Required Texts: Claridge, A. Rome: An Oxford Archaeological Guide. 2nd edition, 2010. (Referred to is this syllabus as “OAG”) Shelton, A. As the Romans Did, 2nd edition, 1998

Useful Texts (available in the library): M. Beard, Pompeii: the Life of a Roman Town, 2008 A. Cooley, Pompeii: a Sourcebook, 2004 J.B. Rives, Religion in the Roman Empire, 2007 H. Flower (ed), The Cambridge Companion to the Roman Republic, 2nd edition, 2014 G. Woolf, Rome: an Empire’s Story, 2012 P. Zanker, Roman Art, 2010 P. Zanker, The Power of Images in the Age of Augustus, 1998

Assessment: Class Participation 10% Each class will cover a particular theme or text and will consist of a mixture of lecture and discussion, structured around pre-circulated discussion questions. In these discussions you will be expected to be able to talk meaningfully about the materials in question, and so it is essential that you prepare the readings for each class in advance.

Quizzes 10% There will be short (10 min) quizzes at the beginning of every Friday session covering the material from that week’s readings. The lowest quiz mark you receive in the course of the semester will be dropped when calculating your final grade.

Source Analysis and Comparison Exercise 20% You will be expected to complete a short source analysis and comparison exercise. CLAS 240 students will be expected to select two sources for analysis and comparison, CLAS 340 (Hons) students will be expected to select three sources. For each of these sources, you will be expected to evaluate their biases and historical value, and to discuss what contribution they can make to our understanding of Roman culture.

Term Paper 30% (due before 10pm, 1st December) Choose an aspect of the culture of ancient Rome that we have discussed in this course. In a paper of c. 2000 words for CLSX 240 students or c. 3000 words for CLSX 340 (Hons) students: a) discuss how we know about this topic (what sources we have, how we can use these sources to reconstruct Roman culture?); b) describe what we know about this topic from these sources and/or any issues that are still the subject of scholarly debate; c) evaluate the significance of this cultural issue (what impact did it have on Roman society, how do these attitudes make life in ancient Rome different from our lives today?).

Final Exam 30% The final exam will consist of identification and commentary on sources, followed by an extended essay discussing an aspect of Roman culture. Possible essay questions will be circulated in advance.

Learning Outcomes: • Understand the key features of Roman culture and the ways in which it is similar to/different from our own • Critically engage with ancient source material and assess how varying sources can help us to reconstruct the culture of ancient Rome • Effectively communicate your views to an academic audience

Policy for Missed Classes/Late Homework: Attendance at all meetings of the class is required; unexcused absences from class will affect your participation grade. Assignments must be handed in on time, or this will affect your grade in this component.

Accommodations and Inclusivity: This class welcomes students of all backgrounds, identities, and abilities. If there are circumstances that make our learning environment or activities difficult, if you have medical information that you need to share, or if you need specific arrangements in case the building needs to be evacuated, please let me know.

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

Academic Misconduct Policy: Academic misconduct will not be tolerated in this class. An instructor may, with due notice to the student, treat as unsatisfactory any student work which is a product of academic misconduct. Cases of academic misconduct may result in any or all of the following penalties: reduction of grade, admonition, warning, censure, transcript citation, suspension, or expulsion. The following information about Academic Misconduct is discussed in Article II, Section 6 of the rules and regulations of the University Senate. “Academic misconduct by a student shall include, but not be limited to, disruption of classes; threatening an instructor or fellow student in an academic setting; giving or receiving of unauthorized aid on examinations or in the preparation of notebooks, themes, reports or other assignments; knowingly misrepresenting the source of any academic work; unauthorized changing of grades; unauthorized use of University approvals or forging of signatures; falsification of research results; plagiarizing of another's work; violation of regulations or ethical codes for the treatment of human and animal subjects; or otherwise acting dishonestly in research.”

It is your responsibility as a KU student to make sure you understand academic honesty and misconduct. The policy is described at this link: https://documents.ku.edu/policies/governance/USRR.htm#art2sect6

Course Outline: Week 1: Introduction to the Course and Mythical Beginnings of Rome 1a: A Brief Overview of Roman History 1b: Myths of Origin Livy, Book 1.1-7 (to “… called by its founder’s name.”); Virgil, Aeneid, 1.1-350; OAG “Hut of Romulus” (131-133) Discussion qs: * What can Virgil’s account of Rome’s ancestors (Aeneas and his Trojan crew) tell us about how the Romans perceived themselves? * What do Livy’s stories about the foundation of Rome tell us about what Romans considered to be good or bad personal qualities? * Do these accounts of Rome’s origins have a historical basis? If not, how can they help us to learn about the Roman world? * Does the US have any equivalent founding myths? What can these tell us about contemporary American vs Ancient Roman values?

Week 2: Roman Social Life 2a: The Roman Family Bradley “A Roman Family” * How did the Roman concept of “familia” differ from our own? * How do we know about the features of a typical Roman family (what sources do we have etc.)? * How do you think that demographic factors (life expectancy, infant mortality, age at marriage) influenced the dynamics of Roman family life? 2b: Class in the Roman World Brucia and Daugherty, “Roman Society” (Blackboard); primary source handout (Blackboard) * What were the different levels of Roman society? What rights/restrictions did each of these classes have? * What were the outward symbols of Roman class? Are there similar markers in American society today? * What was the importance of the institution of patronage? Do we have anything similar? * What can the literary authors on your primary source handout tell us about Roman social institutions and attitudes towards them? 2c: Patronage Shelton, As the Romans Did, “Patronage”; Martial (selections) (Blackboard) * What were the most important features of Roman patronage and what impact did this tradition have upon everday life in Rome? * Why do you think the Romans developed this institution – what value did it have for them? * How does Martial describe the realities of living in a society rooted in patronage? * How do you think you’d feel about living in this kind of a society and are there any similar institutions in society today?

Week 3: Roman Political Life in the Republic 3a: The Roman Constitution Polybius 6.1, 3-9, 11-18, and 56-7 (Blackboard) * What are the main features of the Roman Republican constitution, as described by Polybius? How does this constitution help the Roman state to maintain balance and equilibrium? * Can you see any problems with the Roman constitution? * In what ways did the founders of the French and American Republics look back to the Roman Republic? *How did Roman political life differ from political life today? 3b: Roman Public Life OAG “Roman Forum”; Quintus Cicero “On Running for the Consulship” (selections) (Blackboard) * What was the role of the Roman forum? Did it change throughout Roman history? * What tactics does Quintus propose for someone running for consulship? * Can Quintus’ account tell us anything about the kind of qualities that were expected or condemned in a Roman politician? * Would Quintus’ tactics work for someone trying to win an election today? 3c: Roman Oratory Cicero, Against Catiline I * What role did oratory have in Roman public life? * What fills this role in our own society? * What can the ways in which Cicero attacks his political opponents tell us about the values of the Romans?

Week 4: Republic to Empire 4a: Civil War Lucan, Civil War, 1-227 (Blackboard); Caesar, Civil Wars, 3.41-49, 89-96 (Blackboard); Cicero, Letters to Atticus, 8.3 (Blackboard) * How valuable are these three different sources for understanding the Civil Wars? * How do Lucan, Caesar, and Cicero vary in their representations of Pompey and Caesar? * What can these sources tell us about the impact of the civil wars on Roman life? 4b: Augustus and the Foundation of the Empire Augustus, Res Gestae (Blackboard); Suetonius, Life of Augustus (selections) (Blackboard) * How did Augustus present himself to the Roman people? * Why do you think that people supported his autocratic rule, even if it meant less political power for themselves? * 4c: The Augustan Building Project P. Zanker, The Power of Images in the Age of Augustus, pgs. 101-2, 110-118 (Blackboard); OAG “Ara Pacis”, “Campus Martius”, “Forum of Augustus” * Do you agree with Zanker’s analysis of the political and religious meanings of sculptural decorations in Augustan Rome? Do you think that these kinds of meanings would have been obvious to their Roman audiences? Can you think of any similar uses of iconography in the contemporary world?

Week 5: Life in the Empire: Rulers, Citizens, and Slaves 5a: Lifestyles of the Rich and Famous Tacitus, Annales, Books 12-16 (selections) (Blackboard); Petronius, Cena Trimalchionis (Blackboard); Juvenal, Satire 9.1-56; OAG “Domus Aurea” * How does Tacitus represent Nero and his relationship with the Roman people in his text? * Why was Nero’s Domus Aurea so unpopular, and was its unpopularity deserved? * How do Juvenal and Petronius portray dinner parties in imperial Rome? Why are these events the subject of satire, and are there any activities with a similar social position today? 5b: Everyday Lives of Citizens and Slaves J. Shelton, As The Romans Did pgs. 163-185 (Blackboard); Cooley, Pompeii: a Sourcebook, (selections) (Blackboard) * What different kinds of sources has Shelton collected on Roman slavery? What kind of information can each of these types of sources give us about Roman slavery and what problems do they pose? * Did you find any of the sources provided by Shelton surprising? Why? * What were the most common occupations at Pompeii? * How do the remains of food items found at Pompeii compare to the descriptions of dining we studied in the last session? * How does everyday life in Pompeii compare to our own? 5c: Source Analysis Introduction *** Source Analysis Assignment due in class on Friday Week 6 ***

Week 6: Traditional Roman Religion 6a: Traditional Roman Religion V. M. Warrior, Roman Religion pgs. 1-14 (Blackboard); Cooley, Pompeii: a Sourcebook, (selections) (Blackboard); Horace, Odes 3.6 (Blackboard) * What kind of deities were worshipped in Pompeii? * What evidence do we have for religious practice at Pompeii? Can we draw firm conclusions from these kinds of evidence? * How did the Romans view the relationship between their own gods and the gods of other cultures, for example, the Greek gods? * How did Roman attitudes to their gods differ from contemporary religious beliefs/practices? * What picture does Horace provide us of Roman fears concerning the incorrect worship of the gods? 6b: Other Attitudes to Religion Cicero, On the Nature of the Gods (selections) (Blackboard) * What attitude to traditional Roman religion is exhibited by the characters of this text? * What theories do they have about the nature of the gods? Why do you think they are motivated to adopt these theories? * Do you think these ideas limited to a particular class of Roman? * How do these views compare to contemporary views on religion? 6c (02/21): Library Session (finding research resources)

Week 7: Life in the Empire: War and Peace 7a: Roman Imperialism Horace, Odes, 3.2 and 3.3 (Blackboard); Wilfred Owen, “Dulce et Decorum Est”; OAG “Trajan’s column,” “Arch of Titus,” “Arch of Constantine” * What is Horace’s attitude to military service in Odes 3.2? How does this Wilfred Owen respond to this? Who do you think is more correct? * What do the prophecies in Horace Odes 3.3 tell us about the Roman attitude to their empire? * How did Roman emperors commemorate their military victories? * How did Roman imperial expansion change the lives of those at Rome? 7b: Roman and American Manifest Destiny Virgil, Aeneid selections (Blackboard) * What do the prophecies in Virgil’s Aeneid tell us about the Roman attitude to their empire? * How does this poem describe the relationship of the Roman people to the gods? * What do you think the function of this epic was in Roman culture and does anything have this position in our own culture? 7c: Life in the Army Vindolanda tablets (selections) (Blackboard) * What kinds of evidence do we have for life outside of Italy? * What was life like in the Roman army? * Why do you think a Roman might have joined the army, and how would their reasons compare to contemporary servicemen/women? * What other kinds of evidence would we need to learn more about life in the provinces?

Week 8: Gender and Sexuality 8a: Roman Women Cicero Pro Caelio (selections) (Blackboard); Vindolanda Tablet 291 (Blackboard); Pliny, Letters, 3.16 and 7.24 (Blackboard); Propertius, Elegies, 4.3 (Blackboard); OAG “Via Appia Tombs” * What sort of evidence do we have for the lives of women in the ancient world and what is its limitations? * What can the various sources we have read for this week tell us about how women were expected to behave in Ancient Rome and how they in fact did behave? * How do gender expectations in the Roman world compare to contemporary gender norms? 8b: Roman Masculinity Twelve Tables; Cicero De Officiis (selections) (Blackboard) * What was the patria potestas and what rights and responsibilities did it provide to the head of the household? * Apart from the legal imperatives placed upon the head of the household, were there any informal social constraints/expectations placed upon him that we can see from moral texts such as the De Officiis? 8c: Roman Sexuality M.B. Skinner, Sexuality in Roman and Greek Culture, pgs. 280-310 (Blackboard); Ovid, Art of Love (selections) (Blackboard); Catullus (selections) (Blackboard); Sulpicia, Elegies (Blackboard) * What evidence do we have for the ways in which the Romans conceptualised sex, gender, and sexuality? How do their views on these subjects differ from our own ideas? *How does Catullus’ poem about Julius Caesar (Skinner p.285) use sexual language to further his political invective? Is this sort of discourse still present in the modern world? * What do the poems of Sulpicia (a female poet), Catullus (a male), and Ovid (also a male) tell us about romantic encounters in Rome and the expected behaviours of men and women in these situations? How do these differ from the expectations of male and female behaviours in contemporary culture?

Week 9: Games and Relaxation 9a: Bread and Circuses M.T. Boatwright et al. The Romans pgs. 374-385 (Blackboard); OAG “Circus Maximus,” “Colosseum,” “Ludus Magnus,” “Baths of Caracalla” * What kinds of spectacles/events were put on during the Roman empire (in Rome itself and in provincial towns)? * Who paid for them? * What relationship did these events have to Roman religion and to the imperial administration? * Does any contemporary entertainment have a similar relationship to politics and religion? 9b: Attitudes to the Games Seneca, Letters, 7 (Blackboard); Tertullian, On Spectacles, 12, 19 (Blackboard); * Why do Seneca (a Stoic) and Tertullian (a Christian) object to the gladiatorial games? * What do you think the Roman audience found so entertaining about these violent events? * How do you think e.g. gladiatorial combat would be received by the public today and what would motivate this different response? 9c: Theatrical Competitions OAG “Theatre of Marcellus,” Plautus Amphitryon (selections) (Blackboard)

Week 10: The Physical Environment (30th March – 3rd April): 10a: Pompeii Video “Pompeii” (Blackboard) * Why is Pompeii such a good source of information for Roman culture? * Do you think that we should keep excavating new areas of Pompeii, or should we leave this to future generations who may have better means of preservation? 10b: Domestic Architecture M. Beard, Pompeii: the Life of a Roman Town (selections) (Blackboard) * What different kinds of housing are found at Pompeii? * What rooms are present in elite houses, and what can this tell us about elite lifestyles? * What rooms are present in lower class housing, and what can this tell us about lower class lifestyles? * What would an archaeologist from the future be able to tell about contemporary lifestyles from our own domestic architecture? 10c: Temples and Infrastructure Video (Blackboard) * What kinds of infrastructure did Roman towns and cities have? * Who built it and how was it funded? * How would the urban environment of a Roman town or city differed from our own and why?

Week 11: Portraits and Propaganda (6th – 10th April): 11a: Public Art P. Zanker, The Power of Images in the Age of Augustus (selections) (Blackboard) * What does the iconography of Augustan art tell us about the way in which the emperor wanted himself to be viewed by his contemporaries? * Can you think of a piece of public art today – what do you think it is trying to communicate about the person/society who dedicated it? 11b: Private Art P. Zanker, Roman Art (selections) (Blackboard) * What kinds of art did private citizens buy or commission in the Roman world? * Where was this art displayed and what was it trying to communicate? * Why do you think that the Romans invested such large resources into the production of art? 11c: Roman Coins Video and numismatic collection links (Blackboard) * Why do coins have images on them? * Why do you think these particular images were chosen for these coins? What are they trying to communicate to those who use them? * Does contemporary coinage communicate in the same way?

Week 12: Foreign Cults and Early Christianity (13th - 17th April): 12a: Mystery Cults at Rome Juvenal, Satire 6.522-541; Plutarch, Isis and Osiris 2-3; Apuleius, Metamorphoses, 11.1-6; video “Cult of Mithras” (Blackboard) * What similarities or differences were there between these cults and traditional Roman religion? * Do you agree that the cult of Mithras laid the ground for the spread of Christianity? * Who would have engaged in this kind of cult practice, and why? * What attitudes do the literary sources in this week’s reading show towards these foreign cults and how do they compare towards the attitudes shown to minority religions today? 12b: The Rise of Christianity Pliny the Younger, Letters, 10.96-7 (Blackboard); Rives, Religion in the Roman Empire pgs.196-201 (Blackboard); OAG “Catacombs of Callisto”; “San Clemente” * What was the Roman attitude to early Christianity and how did this change over time? * What can the evidence of the Roman catacombs tell us about the practises of the early Christians and how they differed from traditional Roman religion? 12c: Martyrdom and Heresy The Passion of St Perpetua and Felicity (selections) (Blackboard) * What can The Passion of St Perpetua and Felicity tell us about the treatment of early Christians? Do you think the first person accounts are real, or are they fictionalised? * What can these accounts tell us about class and gender in the Roman world?

Week 13: Roman Culture and Indigenous Cultures 13a: Germany and Gaul Tacitus, Germania (selections) * How is the culture of the Germans represented in this text? * How can a text like this, written by a Roman about another culture, help us to learn more about Roman culture? 13b: Roman Britain Caesar, Gallic Wars (selections); G. Woolf, Rome: an Empire’s Story, 2012 (selections) (Blackboard) * How is the culture of the Britons represented in this text? * Do you think this representation is accurate (why/why not)? * How did life in Britannia change under Roman rule? 13c: Roman Egypt G. Woolf, Rome: an Empire’s Story, 2012 (selections) (Blackboard) * How different is life in Egypt from life at Rome? * How “Romanised” is the province of Egypt? * How far does the indigenous culture of the province influence the lives of its Latin-speaking inhabitants?

Week 14: Roman Technology and Medicine 14a: Milling and Mining Video “What Did the Romans Know?” (Blackboard) * How did the Romans use technology to supply the raw materials necessary for their cultural products (e.g. food, sculptures etc.)? * What were conditions like for the slaves who extracted these raw materials? * What were the ecological consequences of Roman extraction techniques and can they be justified by the improvements they provided to quality of life? 14b: Medicine Pliny the Elder (selections) (Blackboard); Celsus (selections) (Blackboard) * How do you think the Romans came up with these medical treatments? * What can their medical treatments tell us about the way in which they viewed the natural world and man’s relationship to it? 14c: Warfare Frontinus, Stratagems (selections) (Blackboard) * How did Romans rely on technology for military success, and how important do you think their use of technology was to the success of their imperial project?

Week 15: Paper Writing Workshops ***Final week: paper writing week (no additional reading!)***

1/22/2021 CLSX 330: Greek Culture and Civilization, Honors

Course Change Request

Date Submitted: 01/13/21 7:02 pm In Workflow Viewing: CLSX 330 : Greek Culture Literature and Civilization, Honors 1. CLAS Last edit: 01/15/21 8:57 am Undergradua Changes proposed by: tswelch Program and Accelerated Master of Arts in Classics Course Catalog Pages Coordinator referencing this 2. CUSA course Subcommitte CLSX-BA/BGS: Classical Languages, B.A./B.G.S. Programs 3. CUSA Comm f i thi 4. CAC 5. CLAS Final Academic Career Undergraduate, Lawrence Approval Subject Code CLSX Course Number 330 6. Registrar 7. PeopleSoft Academic Unit Department Classics 8. UCCC CIM School/College College of Lib Arts & Sciences Support 9. UCCC Prelim Do you intend to offer any portion of this course online? Vote

No 10. UCCC Voting Outcome Title Greek Culture Literature and Civilization, Honors 11. SIS KU Core Transcript Title Greek Culture&Civilizatn,Hnrs Contact Literatr&Civilizatn,Hnrs 12. Registrar 13. PeopleSoft Effective Term Fall 2021

Catalog Honors version of CLSX 230. This course introduces the world of the ancient Greeks, with a focus on Approval Pat Description Greek cultural beliefs, values, and social structures. Topics covered include: religious beliefs and practices; 1. 01/15/21 8:57 athletics and competition; oral performance; gender and sexuality; class, status, and slavery. The course surveys a wide Rachel Schw variety of sources, including major literary works, inscriptions, legal texts, and personal letters, as well as ancient art and (rschwien): archaeology. An introduction to ancient Greek literature and civilization through extensive readings in primary Greektexts.No Approved for knowledge of Greek is required; all readings will be in English. required. CLAS Prerequisites Membership in the University Honors Program or consent of instructor. Undergradua Cross Listed Program and Courses: Course Coordinator Credits 3 2. 01/20/21 2:27 Course Type Lecture (Regularly scheduled academic course) (LEC) Rachel Schw (rschwien): Grading Basis A-D(+/-)FI (G11) Approved for Is this course part of the Yes No CUSA University Honors Program? Subcommitte Are you proposing this Yes course for KU Core? Typically Offered Every Two Years

Repeatable for No credit?

Principal Course HL - Literature & the Arts Designator Course H - Humanities Designator W - World Culture Are you proposing that the course count towards the CLAS degree specific requirements? No

https://next.catalog.ku.edu/courseleaf/approve/ 1/4 1/22/2021 CLSX 330: Greek Culture and Civilization, Honors Will this course be required for a degree, major, minor, certificate, or concentration? No

Rationale for The course is being redesigned for three reasons: a) to fit the curriculum and requirements of the new Classics Major; b) to create s Course Proposal for a more regular study abroad component in the Classics course offerings; c) to propose the course for Core Goal 4.2. The same changes are being proposed for the non-honors version: CLSX 230

Supporting CLSX 230_330 (002) syllabus.docx Documents

KU Core Information

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

Name of person giving Tara Welch Date of Departmental Approval 12/15/21 departmental approval

Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)? Yes Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)? Yes Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. This course consists of reading, analyzing and interpreting the literature, material culture, and history of ancient Greece, a non-US culture. The works selected will involve a variety of written genres and archaeological remains. Central topics discussed include: gender and sexuality; race and ethnicity; class, status, and slavery; political culture; popular entertainment; social structures; value systems. Students examine the lives and worldviews of the Greeks, and learn to relate aspects of the Greek world to contemporary US culture. In addition, although Greek culture and civilization will be familiar to many, students also learn to recognise their own presuppositions about the Greeks and to situate the Greek sources in their historic and sociocultural contexts. In years with a study-abroad component, students come face-to-face with the remains of the ancient Greeks and encounter their living legacy in modern Greece. Selected Learning Outcome(s):

Goal 3 - Humanities State how your course or educational experience will use assignments, readings, projects, or lectures to move students from their current knowledge to a deeper understanding of specific concepts fundamental to the area(s) in question. (Please limit responses to 1000 characters.) Already approved for goal 3AH

State what course assignments, readings, class discussions, and lectures will synthesize the development over time of the principle theories, and analytical methods of the discipline(s). (Please limit responses to 1000 characters.) Already approved for goal 3AH

State what learning activities will integrate the analysis of contemporary issues with principles, theories, and analytical methods appropriate to the area in question. (Please limit responses to 1000 characters.) Already approved for goal 3AH

State what course assignments, projects, quizzes, examinations, etc. will be used to evaluate whether students have a functional understanding of the development of these concepts, and can demonstrate their capability to analyze contemporary issues using th principles, theories, and analytical methods in the academic area. (Please limit responses to 1000 characters.) https://next.catalog.ku.edu/courseleaf/approve/ 2/4 1/22/2021 CLSX 330: Greek Culture and Civilization, Honors Already approved for goal 3AH

Goal 4, Learning Outcome 2 State what assignments, readings, class discussions, and lectures will devote a majority of your course or educational experience to raising student awareness of, engagement with, and analysis of various elements of other-cultural understanding of communities outside the United States. (Please limit responses to 1000 characters.) All readings, assignments, discussions and lectures require students to engage with key aspects of Greek culture and civilization. Students examine and discuss texts of Greek poets, historians, orators, and inscriptions together with the artistic and architectural remains. Topics include: Greek political culture; popular entertainment; attitudes to gender, sexuality, slavery; value systems; and constructions of Greek cultural, linguistic, and ethnic identity, as contrasted with foreigners. Assignments include a source analysis, a travel guide to a particular archaeological site or museum, and a research paper on a cultural topic, such as Athenian conceptions of freedom and citizenship. In versions with a study abroad component, students travel to Greece to see the material remains of Greek culture up close, to understand the daily life of ancient Greeks more fully, and to witness the contemporary cultural, political, and economic currency of the ancient Greeks in modern Greece.

Explain how your course or educational experience will develop the ability of students to discuss, debate, and analyze non-US cultures in relation to the students own value assumptions. (Please limit responses to 1000 characters.) This course integrates lecture, discussion, and assignments to develop students’ ability to interrogate their cultural assumptions an to discuss, debate, and analyze Greek culture. The course primarily concerns making students aware of their own perspectives and teaches them instead to approach the Greek world in its historical and sociocultural context. Students prepare written answers and a debate them in class. The source analysis assignment fulfils the same function. E.g., students consider the nature and function of gender roles and sexual identities in contemporary US culture and society, before examining evidence for the social seclusion of wom in Athens (e.g., Aristophanes’ Lysistrata, court speeches) and institutions of pederasty (vase painting, popular songs, laws). Alternatively students could discuss the artistic program of the Parthenon and the representation of non-Greeks, comparing it to the iconography and discourse about foreigners in the US.

Detail how your course or educational experience will sensitize students to various cultural beliefs, behaviors, and practices through other-cultural readings and academic research on cultural competency so that students may be better prepared to negotiate cross- cultural situations. (Please limit responses to 1000 characters.) This course sensitizes students to other-cultural beliefs, behaviors, and practices through the sustained study of ancient Greek culture. Discussion focuses on: 1) analysis and comprehension of Greek beliefs and practices; 2) comparison of Greek and US belief and practices; 3) evaluation of one’s own cultural biases. Central questions include: How do cultures create mythologies that support political and social institutions? How did Greek conceptions of status and gender differ from ours? Was Greece a slave-society? How class and wealth interact with imperialism? How does popular entertainment reinforce social norms? In versions of the class with a study abroad component, this goal is reinforced by students spending a week in Greece. Pre-study abroad sessions involve readings and discussion about the ethics of international tourism, cultural patrimony, and culture shock. The time in Greece also allows studen to use their new skills by negotiating cross-cultural situations.

State what assignments, readings, class discussion, and lectures will be used to evaluate students'' work that documents and measures their grasp of global cultures and value systems through reflective written or oral analysis. (Please limit responses to 100 characters.) In the attached syllabus, weekly tests assess comprehension of readings and features of the ancient Greece. Class discussion requires engagement with the material and reflection on ancient cultures for every meeting, while students must also present on a particular archaeological site, analyzing what the site reveals about Greek culture and life. Other assignments include 1) an academic analysis of various Greek sources on a topic, which helps students better understand how we can reconstruct our interpretations of ancient Greek culture; 2) a final project on an element of Greek culture of their choice; 3) a final exam in which students demonstrate their grasp of Greek culture and values through extended writing on course material. In years with a study abroad, the creation of a travel guide, involving the analysis of Greek archaeological sites, museums etc and description of how to negotiate contemporary cro cultural interactions, replaces the exam.

KU Core CLSX 230_330 (002) syllabus.docx Documents

https://next.catalog.ku.edu/courseleaf/approve/ 3/4 1/22/2021 CLSX 330: Greek Culture and Civilization, Honors Course Reviewer Comments

https://next.catalog.ku.edu/courseleaf/approve/ 4/4

CLSX 230/330 (Honors) Greek Culture & Civilization

About the Course:

This course introduces the world of the ancient Greeks, with a focus on Greek cultural beliefs, values, and social structures. Topics covered include: religious beliefs and practices; athletics and competition; oral performance; gender and sexuality; class, status, and slavery. The course surveys a wide variety of sources, including major literary works, inscriptions, legal texts, and personal letters, as well as ancient art and archaeology. This course is sometimes offered with a study-abroad component. Please confirm details with the instructor. No knowledge of Greek is required; all readings will be in English.

Assessment:

Participation and position statements 10% Online reading quizzes (weekly) 10% The lowest quiz mark you receive in the course of the semester will be dropped when calculating your final grade. Source Analysis and Comparison Exercise 20% You will be expected to complete a short source analysis and comparison exercise. CLAS 230 students will be expected to select two sources for analysis and comparison, CLAS 330 (Hons) students will be expected to select three sources. For each of these sources, you will be expected to evaluate their biases and historical value, and to discuss what contribution they can make to our understanding of Greek culture. Site Presentation 10% Final Paper 30% (due last day of classes) Choose an aspect of the culture of ancient Greece that we have discussed in this course. In a paper of c. 1500 words for CLSX 240 students or c. 2000 words for CLSX 340 (Hons) students: a) discuss how we know about this topic (what sources we have, how we can use these sources to reconstruct Greek culture); b) describe what we know about this topic from these sources and/or any issues that are still the subject of scholarly debate; c) evaluate the significance of this cultural issue (e.g., what impact did it have on Greek society? How do these attitudes make life in ancient Greece different from our lives today?). Final Exam 20% The final exam will consist of identification and commentary on sources, followed by an extended essay discussing an aspect of Roman culture. Possible essay questions will be circulated in advance.

Participation and online position statements:

You will be expected to be prepared for every class, having completed the reading and any other preparatory work in advance, and to participate in class discussions and activities in a manner that is respectful and considerate of the opinions of your classmates.

The participation grade will be based on both in-class participation and position statements responding to discussion questions for Friday classes. In order to encourage you to keep on top of readings and to make Friday discussions as fruitful as possible, full credit will only be given for posts made by Friday morning before class.

To do well in these discussions, you need to post c. 150 words in which you respond thoughtfully to one or more of the guiding questions from the weekly notes, with direct reference to the readings and other material from the week.

Grading scale: Points are scored out of a total of 100: the top ten constitute the “A” range, the next ten the “B” range, and so forth. The letter is accompanied by “+” or “-” if your score falls within the top or bottom 3 points of each range (e.g, 87-89.9= B+; 83-86.9 = B ; 80-82.9 = B- etc).

Policy for Missed Classes/Late Papers: Attendance at all meetings of the class is required. Every unexcused absence from class will cause your final grade in the course to be lowered one third of a letter grade (e.g., from A to A-). Assignments and term papers are to be emailed to me as a Word document.

Any assignment or paper received after this deadline will have a full letter grade deducted from the paper mark (e.g., an A paper will become a B), and an additional full letter grade will be deducted for each subsequent 24 hour period until the paper is submitted.

Academic Misconduct: Academic misconduct will not be tolerated in this class. An instructor may, with due notice to the student, treat as unsatisfactory any student work which is a product of academic misconduct. Cases of academic misconduct may result in any or all of the following penalties: reduction of grade, admonition, warning, censure, transcript citation, suspension, or expulsion. The following information about Academic Misconduct is discussed in Article II, Section 6 of the rules and regulations of the University Senate. “Academic misconduct by a student shall include, but not be limited to, disruption of classes; threatening an instructor or fellow student in an academic setting; giving or receiving of unauthorized aid on examinations or in the preparation of notebooks, themes, reports or other assignments; knowingly misrepresenting the source of any academic work; unauthorized changing of grades; unauthorized use of University approvals or forging of signatures; falsification of research results; plagiarizing of another's work; violation of regulations or ethical codes for the treatment of human and animal subjects; or otherwise acting dishonestly in research.”

It is your responsibility as a KU student to make sure you understand academic honesty and misconduct. The policy is described at this link: https://documents.ku.edu/policies/governance/USRR.htm#art2sect6

The website of the KU Writing Center provides some excellent information and resources on how to avoid plagiarism. http://www.writing.ku.edu/guides/index.shtml?1#plagiarism

Diversity and Inclusion: The University of Kansas supports an inclusive learning environment in which diversity and individual differences are understood, respected, and appreciated. We believe that all students benefit from training and experiences that will help them to learn, lead, and serve in an increasingly diverse society. All members of our campus community must accept the responsibility to demonstrate civility and respect for the dignity of others. Expressions or actions that disparage a person’s or group’s race, ethnicity, nationality, culture, gender, gender identity / expression, religion, sexual orientation, age, veteran status, or disability are contrary to the mission of the University. We expect that KU students, faculty, and staff will promote an atmosphere of respect for all members of our KU community.

Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the instructor’s expectation that ALL students experience this classroom as a safe environment. It is likely you may not agree with everything that is said or discussed in the classroom. Courteous behavior and responses are expected at all times. When you disagree with someone, be sure that you make a distinction between criticizing an idea and criticizing the person.

Accommodations: Student Access Services in the Academic Achievement and Access Center (AAAC) coordinates academic accommodations and services for all eligible KU students with disabilities (http://access.ku.edu/). If you have a disability for which you wish to request accommodations and have not contacted the AAAC, please do so as soon as possible (in 22 Strong Hall, or at 785-864-4064, V/TTY). If you think you may have a disability, you should contact AAAC to acquire the proper documentation.

Required Texts: Aristophanes 2015. Aristophanes: Frogs and Other Plays. Oxford: Oxford Classical Texts. Aristophanes 1998. Birds and Other Plays. Oxford: Oxford Classical Texts. Garland = Garland, R. 20142. Daily Life of the Ancient Greeks. Indianapolis: Hackett. OAG = Mee, C. and Spawforth, A. 2001. Greece: An Oxford Archaeological Guide. Oxford: OUP. Plato 20022. Plato: Five Dialogues: Euthyphro, Apology, Crito, Meno, Phaedo. Indianapolis: Hackett. Xenophon 1990. Conversations of Socrates. London: Penguin.

Other required readings will be posted on Blackboard (BB) throughout the semester. Outline

Week 1: Introduction, Origins, Myths - Introduction to the course; historical overview; polis - Polis and ethnos; origin myths and rituals

Week 2: Daily Life in Sparta - Spartan social and political life in overview - Growing up Spartan - Discussion: Work and play as a Spartan man

Week 3: Daily Life in Athens - Athenian social and political life in overview - Growing up Athenian - Discussion: Work and play as an Athenian man

Week 4: Citizens, Slaves, and Foreigners - Helots in Sparta - Slaves in Athens - Discussion: Apollodorus Against Neaira

Week 5: Religion - Practice and belief in the polis: Panathenaea - Panhellenic sanctuaries: Olympia and Delphi - Discussion: prayers from Dodona

Week 6: Performance culture - Competition: athletics, mousike, khoreia - Drama and the Dionysia - Discussion: Aristophanes Acharnians

Week 7: Women and Family - Life of Spartan Women - Athenian Women and Lysias 1 - Discussion: Aristophanes Lysistrata

Week 8: Sexuality and Rites of Passage - Sexuality: overview of evidence and approaches - Homosexuality and Greek pederasty - Discussion: ephebeia inscriptions

Week 9: Life on the Land - Greek agriculture - Archaeology of farming - Discussion: Xenophon Oeconomicus

Week 10: Pots and symposia - Food, drink, and social organisation - Athenian pottery and vase painting as a source - Discussion: archaeology of the symposium

Week 11: Courtroom Drama - Judicial institutions and responsibilities - Jury-duty and Aristophanes Wasps - Discussion: Lysias 24: disability and social security

Week 12: Philosophy and High Culture - Origins of philosophy and theoria - Gymnasia and Sophists - Discussion: Aristophanes vs Socrates

Week 13: Medicine and Technology - Doctors and midwives - Diet and votives - Discussion: Hippocrates The Sacred Disease

Week 14: Death and Dying - Beliefs about the afterlife - Burial practices - Initiation: Eleusis and Orphic tablets

Week 15: Writing week - Review - Stop Day!

Finals Week

CLSX 230/330 (Honors) [Spring study abroad] Greek Culture & Civilization

About the Course:

This course introduces the world of the ancient Greeks, with a focus on Greek cultural beliefs, values, and social structures. Topics covered include: religious beliefs and practices; athletics and competition; oral performance; gender and sexuality; class, status, and slavery. The course surveys a wide variety of sources, including major literary works, inscriptions, legal texts, and personal letters, as well as ancient art and archaeology. This course is sometimes offered with a study-abroad component. Please confirm details with the instructor. No knowledge of Greek is required; all readings will be in English.

How this semester will work:

This semester can be broken down into three parts: 1. regular classes in Lawrence before Spring Break 2. intensive study abroad in Greece over Spring Break 3. guided research in Lawrence after Spring Break.

In Lawrence: The classroom portion of this course will take place in the first half of the semester, before we leave for Greece. Each class will cover a particular theme or text and will consist of a mixture of lecture and discussion, structured around pre-circulated discussion questions. In these discussions you will be expected to be able to talk meaningfully about the materials in question, and so it is essential that you prepare the readings for each class in advance. There will be short (10 min) quizzes posted online every week, due Friday, covering the material from that week’s readings. You will also be expected to complete a short source analysis and comparison exercise.

In Greece: The days in Greece will be spent visiting archaeological sites and museums where we will be able to see up-close the material remains of the ancient Greek world. We will have some sessions with Study Abroad in the run-up to our departure to discuss the practicalities of the trip, but, academically, the most important thing to do is to keep up with all the class work before we leave so that you can get the most out of the experience when we are on-site. Before we leave, each student will choose one site on which to give an on-site presentation, and one theme or museum that will be the subject of the travel guide section they produce on their return to Lawrence.

After Greece: When we get back to Lawrence, there will be no more formal class meetings. Instead, you will be preparing your travel guide section, based on the theme or museum you selected before leaving for Greece, as well as a research paper based on a cultural theme of your choice. Your travel guide section should be submitted 2 weeks after we return from Greece (by Monday in Week 10). Your research paper should be 1500 words (CLAS 240) or 2000 words (CLAS 340). A 300 word paper proposal with provisional bibliography (including at least 1 primary source and at least 3 items of secondary scholarship) should be also be sent to me by Friday in Week 10. A complete draft of the paper is due Monday in Week 14, and the final paper is due on the last day of classes. Although you are not required to attend any classes after our Spring Break trip, I will be running a bibliography/library session in Week 0 and two paper preparation sessions in Week 10 and Week 13 which you may find useful - particularly if you do not have a lot of experience writing research papers in Classics. I will be also available for the rest of the semester during the assigned class periods if you would like to discuss your research papers, travel guide sections, or just chat more about Ancient Greece!

Assessment:

Participation, position statements, on-site preparation 15% Online reading quizzes (weeks 1-7) 5% The lowest quiz mark you receive in the course of the semester will be dropped when calculating your final grade. Source Analysis and Comparison Exercise 20% You will be expected to complete a short source analysis and comparison exercise. CLAS 230 students will be expected to select two sources for analysis and comparison, CLAS 330 (Hons) students will be expected to select three sources. For each of these sources, you will be expected to evaluate their biases and historical value, and to discuss what contribution they can make to our understanding of Greek culture. On-site presentation 10% You will need to choose an archaeological site or object on which to give a short presentation while we are on-site in Greece. A written version of the presentation will then be submitted to form part of the class travel guide. Travel Guide Section 20% Choose one theme, museum, or archaeological site that will be the subject of a section of a class travel guide based on our experiences in Greece, which will be compiled on our return to Lawrence. In c. 800 words, you need to highlight practicalities of visiting your chosen site/s, integrate the material and discussion from the course to produce a guided commentary to the material found on location, and illustrate your commentary with images (e.g., photos, maps). Final Paper 30% (due last day of classes) Choose an aspect of the culture of ancient Greece that we have discussed in this course. In a paper of c. 1500 words for CLSX 240 students or c. 2000 words for CLSX 340 (Hons) students: a) discuss how we know about this topic (what sources we have, how we can use these sources to reconstruct Greek culture); b) describe what we know about this topic from these sources and/or any issues that are still the subject of scholarly debate; c) evaluate the significance of this cultural issue (e.g., what impact did it have on Greek society? How do these attitudes make life in ancient Greece different from our lives today?).

Participation and online position statements:

You will be expected to be prepared for every class, having completed the reading and any other preparatory work in advance, and to participate in class discussions and activities in a manner that is respectful and considerate of the opinions of your classmates.

The participation grade will be based on both in-class participation and position statements responding to discussion questions every session before we leave for Greece. In order to encourage you to keep on top of readings and to make class discussions as fruitful as possible, full credit will only be given for posts made before each class.

To do well in these discussions, you need to post c. 150 words in which you respond thoughtfully to one or more of the guiding questions from the weekly notes, with direct reference to the readings and other material from the week.

Grading scale: Points are scored out of a total of 100: the top ten constitute the “A” range, the next ten the “B” range, and so forth. The letter is accompanied by “+” or “-” if your score falls within the top or bottom 3 points of each range (e.g, 87-89.9= B+; 83-86.9 = B ; 80-82.9 = B- etc).

Policy for Missed Classes/Late Papers: Attendance at all meetings of the class is required. Every unexcused absence from class will cause your final grade in the course to be lowered one third of a letter grade (e.g., from A to A-). Assignments and term papers are to be emailed to me as a Word document.

Any assignment or paper received after this deadline will have a full letter grade deducted from the paper mark (e.g., an A paper will become a B), and an additional full letter grade will be deducted for each subsequent 24 hour period until the paper is submitted.

Academic Misconduct: Academic misconduct will not be tolerated in this class. An instructor may, with due notice to the student, treat as unsatisfactory any student work which is a product of academic misconduct. Cases of academic misconduct may result in any or all of the following penalties: reduction of grade, admonition, warning, censure, transcript citation, suspension, or expulsion. The following information about Academic Misconduct is discussed in Article II, Section 6 of the rules and regulations of the University Senate. “Academic misconduct by a student shall include, but not be limited to, disruption of classes; threatening an instructor or fellow student in an academic setting; giving or receiving of unauthorized aid on examinations or in the preparation of notebooks, themes, reports or other assignments; knowingly misrepresenting the source of any academic work; unauthorized changing of grades; unauthorized use of University approvals or forging of signatures; falsification of research results; plagiarizing of another's work; violation of regulations or ethical codes for the treatment of human and animal subjects; or otherwise acting dishonestly in research.”

It is your responsibility as a KU student to make sure you understand academic honesty and misconduct. The policy is described at this link: https://documents.ku.edu/policies/governance/USRR.htm#art2sect6

The website of the KU Writing Center provides some excellent information and resources on how to avoid plagiarism. http://www.writing.ku.edu/guides/index.shtml?1#plagiarism

Diversity and Inclusion: The University of Kansas supports an inclusive learning environment in which diversity and individual differences are understood, respected, and appreciated. We believe that all students benefit from training and experiences that will help them to learn, lead, and serve in an increasingly diverse society. All members of our campus community must accept the responsibility to demonstrate civility and respect for the dignity of others. Expressions or actions that disparage a person’s or group’s race, ethnicity, nationality, culture, gender, gender identity / expression, religion, sexual orientation, age, veteran status, or disability are contrary to the mission of the University. We expect that KU students, faculty, and staff will promote an atmosphere of respect for all members of our KU community.

Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the instructor’s expectation that ALL students experience this classroom as a safe environment. It is likely you may not agree with everything that is said or discussed in the classroom. Courteous behavior and responses are expected at all times. When you disagree with someone, be sure that you make a distinction between criticizing an idea and criticizing the person.

Accommodations: Student Access Services in the Academic Achievement and Access Center (AAAC) coordinates academic accommodations and services for all eligible KU students with disabilities (http://access.ku.edu/). If you have a disability for which you wish to request accommodations and have not contacted the AAAC, please do so as soon as possible (in 22 Strong Hall, or at 785-864-4064, V/TTY). If you think you may have a disability, you should contact AAAC to acquire the proper documentation.

Required Texts: Aristophanes 2015. Aristophanes: Frogs and Other Plays. Oxford: Oxford Classical Texts. Aristophanes 1998. Birds and Other Plays. Oxford: Oxford Classical Texts. Garland = Garland, R. 20142. Daily Life of the Ancient Greeks. Indianapolis: Hackett. OAG = Mee, C. and Spawforth, A. 2001. Greece: An Oxford Archaeological Guide. Oxford: OUP. Plato 20022. Plato: Five Dialogues: Euthyphro, Apology, Crito, Meno, Phaedo. Indianapolis: Hackett. Xenophon 1990. Conversations of Socrates. London: Penguin.

Other required readings will be posted on Blackboard (BB) throughout the semester.

Outline

Week 1: Introduction, Origins, Myths - Introduction to the course; historical overview; polis - Polis and ethnos; origin myths and rituals

Week 2: Daily Life in Athens - Athenian social and political life in overview - Growing up Athenian - Discussion: Work and play as an Athenian man

Week 3: Slavery and Gender - Athenian slavery - Women and family - Discussion: Apollodorus and Against Neaira

Week 4: Philosophy, education, and sexuality - Gymnasia and Sophists - Greek pederasty - Discussion: Plato’s Symposium

Week 5: Courtroom Drama - Judicial institutions and responsibilities - Jury-duty and Aristophanes Wasps - Discussion: Lysias 24: disability and social security

Week 6: Life on the Ground - Archaeology of the agora and home - Food and farming - Discussion: Athenian pottery and vase painting as a source

Week 7: Death and Dying - Beliefs about the afterlife - Burial practices - Discussion: Eleusis and Orphic tablets

Spring Break: Study Abroad Intensive in Greece (sample itinerary) Day 1: Athens: Acropolis, Acropolis Museum, Plaka Day 2: Athens: Agora, Kerameikos, National Archaeological Museum Day 3: Corinth Day 4: Epidaurus, Mycenae Day 5: Olympia: site and museum Day 6: Delphi: site and museum Day 7: Athens: Peiraeus and Sounion

Week 8: no class Week 9: Monday Optional bibliography/library session (normal class time) Week 10: Monday Optional paper preparation session (normal class time) Travel guide section due 11:59pm Week 11: no class Week 12: no class Week 13: Monday Optional paper preparation session (normal class time) Week 14: Monday Paper draft due 11:59pm Week 15: Thursday Final paper die 11:59pm

1/22/2021 CLSX 340: Roman Culture and Civilization, Honors

Course Change Request

Date Submitted: 01/13/21 3:11 pm In Workflow Viewing: CLSX 340 : Roman Culture Literature and Civilization, Honors 1. CLAS Last approved: 10/27/20 4:35 am Undergradua Last edit: 01/13/21 3:11 pm Program and Changes proposed by: c282j696 Course Coordinator Accelerated Master of Arts in Classics Catalog Pages 2. CUSA referencing this Subcommitte course 3. CUSA Comm CLSX-BA/BGS: Classical Languages, B.A./B.G.S. 4. CAC Programs f i thi 5. CLAS Final Approval Academic Career Undergraduate, Lawrence 6. Registrar 7. PeopleSoft Subject Code CLSX Course Number 340 8. UCCC CIM Academic Unit Department Classics Support School/College College of Lib Arts & Sciences 9. UCCC Prelim Vote Do you intend to offer any portion of this course online? 10. UCCC Voting No Outcome 11. SIS KU Core Title Roman Culture Literature and Civilization, Honors Contact Transcript Title Roman Culture and Civ, Hon Roman 12. Registrar Literature&Civilizatn,Hn 13. PeopleSoft

Effective Term Fall 2021 2019 Approval Pat Catalog Honors version of CLSX 240. This course introduces the world of ancient Rome, with a focus on Roman 1. 01/15/21 8:59 Description cultural beliefs, values, and social structures. Topics covered include: religious beliefs An introduction to Rachel Schw ancient Roman Literature and practices; politics and empire; games and gladiators; gender and sexuality; class, status, and (rschwien): slavery. civilization through extensive readings in primary Roman texts. The course surveys a wide variety of sources, including Approved for literary works, inscriptions, legal texts, and personal letters, as well as ancient art and archaeology. All readings will be in CLAS English; no knowledge of any ancient languages is required. No knowledge of Latin required. Undergradua Prerequisites Membership in the University Honors Program or consent of instructor. Program and Course Cross Listed Courses: Coordinator 2. 01/20/21 2:27 Credits 3 Rachel Schw (rschwien): Course Type Lecture (Regularly scheduled academic course) (LEC) Approved for Grading Basis A-D(+/-)FI (G11) CUSA Is this course part of the Yes Subcommitte University Honors Program? Are you proposing this Yes History course for KU Core? 1. Oct 27, 2020 Typically Offered Typically Once a Year Craig Jendza Repeatable for No (c282j696) credit?

Principal Course HL - Literature & the Arts Designator Course H - Humanities Designator Are you proposing that the course count towards the CLAS degree specific requirements? No https://next.catalog.ku.edu/courseleaf/approve/ 1/4 1/22/2021 CLSX 340: Roman Culture and Civilization, Honors Will this course be required for a degree, major, minor, certificate, or concentration? Yes No

Which Program(s)? Program Code - Name

(CLSX-BA/BGS) Classics, B.A./B.G.S.

Describe how: This course will count for the Classical Humanities list for the Classics major.

Rationale for This course is being redesigned to focus more on Roman culture and civilization instead of Roman literature, in order to better fit the Course Proposal curriculum and requirements of the new Classics major we are proposing. Additionally, we wish to provide students with another option satisfy Core Goal 4.2. The same changes are being proposed for the non-honors version: CLSX 240.

Supporting CLSX 240 and 340 syllabus.docx Documents

KU Core Information

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

Name of person giving Tara Welch Date of Departmental Approval 1/13/2021 departmental approval 8/21/2019

Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)? Yes Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)? Yes Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. This course introduces students to the fundamental elements of a non-US culture: namely, that of Ancient Rome. Activities are designed to introduce students to the key cultural products of the Roman world (its literature, thought, and material culture) and to provide students with the tools they need to engage with and interpret these products. The key cultural products selected for analysis include a variety of written genres (e.g. poetry, history, oratory etc.) as well as archaeological remains (architecture, statuary, coins, etc.). Central topics discussed include: Roman gender, sexuality, race and ethnicity, political culture, popular entertainment, social structures, and value systems. Students will spend time relating these ancient, other-cultural communities to contemporary US culture through various readings, discussions, and assignments. Selected Learning Outcome(s):

Goal 3 - Humanities State how your course or educational experience will use assignments, readings, projects, or lectures to move students from their current knowledge to a deeper understanding of specific concepts fundamental to the area(s) in question. (Please limit responses to 1000 characters.) This course is already approved for this goal.

State what course assignments, readings, class discussions, and lectures will synthesize the development over time of the principle theories, and analytical methods of the discipline(s). (Please limit responses to 1000 characters.) This course is already approved for this goal.

State what learning activities will integrate the analysis of contemporary issues with principles, theories, and analytical methods appropriate to the area in question. (Please limit responses to 1000 characters.) https://next.catalog.ku.edu/courseleaf/approve/ 2/4 1/22/2021 CLSX 340: Roman Culture and Civilization, Honors This course is already approved for this goal.

State what course assignments, projects, quizzes, examinations, etc. will be used to evaluate whether students have a functional understanding of the development of these concepts, and can demonstrate their capability to analyze contemporary issues using th principles, theories, and analytical methods in the academic area. (Please limit responses to 1000 characters.) This course is already approved for this goal.

Goal 4, Learning Outcome 2 State what assignments, readings, class discussions, and lectures will devote a majority of your course or educational experience to raising student awareness of, engagement with, and analysis of various elements of other-cultural understanding of communities outside the United States. (Please limit responses to 1000 characters.) All readings, assignments, discussions and lectures require students to engage with the culture of ancient Rome. Students are expected to read and discuss the cultural products of ancient Rome, including: poetic, historical, and oratorical texts, as well as artist and architectural remains. Discussions and lectures will be focused on assessing how these various sources contribute to our understanding of Roman culture, and each class session is structured around a key cultural theme: e.g. political culture, popular entertainment, attitudes to gender and sexuality etc. Assignments include source analysis exercises, in which students are expected assess how a source from the Roman world can help us to understand Roman cultural attitudes and practices; weekly quizzes, in wh students will identify cultural products from readings/lectures and explain what they can tell us about Roman culture; and a final pape focused upon a cultural issue of a student’s choice.

Explain how your course or educational experience will develop the ability of students to discuss, debate, and analyze non-US cultures in relation to the students own value assumptions. (Please limit responses to 1000 characters.) Over the course, students will be asked to discuss, debate, and analyze the culture of ancient Roman in terms of their own perspectives and cultural viewpoints. Each class will be structured around a series of discussion questions, and in each session at le one question asks students to compare the culture of ancient Rome with that of their own and to consider what the impact of these cultural differences might be on everyday life. For example, in the sessions devoted to Roman gladiatorial combat, students will be asked to discuss how the form and function of Roman entertainment compares to contemporary entertainment. Students will take the cultural comparison skills they develop in these class discussions and apply them in their final paper, which requires them to assess t significance of an aspect of Roman culture and compare this to their own cultural attitudes.

Detail how your course or educational experience will sensitize students to various cultural beliefs, behaviors, and practices through other-cultural readings and academic research on cultural competency so that students may be better prepared to negotiate cross- cultural situations. (Please limit responses to 1000 characters.) This course sensitizes students to other-cultural beliefs, behaviors, and practices through the sustained study of ancient Roman cultural beliefs. Discussion focuses on 1) comprehension of Roman beliefs and practices, 2) comparison of Roman and US belief and practices, and 3) evaluation of one’s own cultural biases. Central questions include: How do cultures create mythologies that support their political institutions? How did Roman conceptions of ethnicity and gender differ from ours? How do class and wealth interact wit imperialism? How does entertainment reinforce social norms? By considering these elements of another culture, students will be mad aware of the diversity of human experience and the contingency of their own cultural values, thus preparing them for cross-cultural situations.

State what assignments, readings, class discussion, and lectures will be used to evaluate students'' work that documents and measures their grasp of global cultures and value systems through reflective written or oral analysis. (Please limit responses to 100 characters.) In the attached syllabus, the class discussions, in which students consider elements of ancient Roman culture and how they comp to US culture, are worth 10% of the final grade. The source analysis exercise and weekly quizzes (total 30% of grade) evaluate student’s ability to reconstruct the features of Roman culture from the evidence that we have available to us. The final exam (30%) an final paper (30%) synthesize source analysis and cultural interpretation, asking students to reconstruct Roman culture from the available sources, and then consider the significance of these cultural practices and the ways in which they differ from their own.

KU Core CLSX 240 and 340 syllabus.docx Documents CLSX 340:Roman Literature and Civilization, Honors.pdf CLSX 240 340 Roman Culture and Civilization Syllabus.docx https://next.catalog.ku.edu/courseleaf/approve/ 3/4 1/22/2021 CLSX 340: Roman Culture and Civilization, Honors

Course Reviewer Comments

https://next.catalog.ku.edu/courseleaf/approve/ 4/4 CLSX 240/340 (Honors) Roman Culture and Civilization Sample Syllabus Prof. Gina White [email protected]

Course Description: This course will introduce you to the culture and society of Ancient Roman and its provinces. We will examine what life was like for those living in the Ancient Roman world; what sources we can use to reconstruct this information; and how the lives and values of the Romans differed from our own. We will consider Roman attitudes to topics such as religion, oratory, slavery, gender, political propaganda, athletic competition, art, empire, and war, and compare them to our own. We will try to answer questions such as: “what was the cultural role of gladiatorial combat?”; “how did the Romans justify excluding women from political life?”; “why did Roman elites put resources into producing statues?”; “how and why did Roman imperial structures promote the spread of Christianity and establish it as a major world religion?”. To answer these questions, we will read classic works by Roman poets, orators, and historians, and study the material remains of the Roman world (e.g. its sculptures, mosaics, and temples). No knowledge of Latin is required and there are no prerequisites for this course.

Required Texts: Claridge, A. Rome: An Oxford Archaeological Guide. 2nd edition, 2010. (Referred to is this syllabus as “OAG”) Shelton, A. As the Romans Did, 2nd edition, 1998

Useful Texts (available in the library): M. Beard, Pompeii: the Life of a Roman Town, 2008 A. Cooley, Pompeii: a Sourcebook, 2004 J.B. Rives, Religion in the Roman Empire, 2007 H. Flower (ed), The Cambridge Companion to the Roman Republic, 2nd edition, 2014 G. Woolf, Rome: an Empire’s Story, 2012 P. Zanker, Roman Art, 2010 P. Zanker, The Power of Images in the Age of Augustus, 1998

Assessment: Class Participation 10% Each class will cover a particular theme or text and will consist of a mixture of lecture and discussion, structured around pre-circulated discussion questions. In these discussions you will be expected to be able to talk meaningfully about the materials in question, and so it is essential that you prepare the readings for each class in advance.

Quizzes 10% There will be short (10 min) quizzes at the beginning of every Friday session covering the material from that week’s readings. The lowest quiz mark you receive in the course of the semester will be dropped when calculating your final grade.

Source Analysis and Comparison Exercise 20% You will be expected to complete a short source analysis and comparison exercise. CLAS 240 students will be expected to select two sources for analysis and comparison, CLAS 340 (Hons) students will be expected to select three sources. For each of these sources, you will be expected to evaluate their biases and historical value, and to discuss what contribution they can make to our understanding of Roman culture.

Term Paper 30% (due before 10pm, 1st December) Choose an aspect of the culture of ancient Rome that we have discussed in this course. In a paper of c. 2000 words for CLSX 240 students or c. 3000 words for CLSX 340 (Hons) students: a) discuss how we know about this topic (what sources we have, how we can use these sources to reconstruct Roman culture?); b) describe what we know about this topic from these sources and/or any issues that are still the subject of scholarly debate; c) evaluate the significance of this cultural issue (what impact did it have on Roman society, how do these attitudes make life in ancient Rome different from our lives today?).

Final Exam 30% The final exam will consist of identification and commentary on sources, followed by an extended essay discussing an aspect of Roman culture. Possible essay questions will be circulated in advance.

Learning Outcomes: • Understand the key features of Roman culture and the ways in which it is similar to/different from our own • Critically engage with ancient source material and assess how varying sources can help us to reconstruct the culture of ancient Rome • Effectively communicate your views to an academic audience

Policy for Missed Classes/Late Homework: Attendance at all meetings of the class is required; unexcused absences from class will affect your participation grade. Assignments must be handed in on time, or this will affect your grade in this component.

Accommodations and Inclusivity: This class welcomes students of all backgrounds, identities, and abilities. If there are circumstances that make our learning environment or activities difficult, if you have medical information that you need to share, or if you need specific arrangements in case the building needs to be evacuated, please let me know.

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

Academic Misconduct Policy: Academic misconduct will not be tolerated in this class. An instructor may, with due notice to the student, treat as unsatisfactory any student work which is a product of academic misconduct. Cases of academic misconduct may result in any or all of the following penalties: reduction of grade, admonition, warning, censure, transcript citation, suspension, or expulsion. The following information about Academic Misconduct is discussed in Article II, Section 6 of the rules and regulations of the University Senate. “Academic misconduct by a student shall include, but not be limited to, disruption of classes; threatening an instructor or fellow student in an academic setting; giving or receiving of unauthorized aid on examinations or in the preparation of notebooks, themes, reports or other assignments; knowingly misrepresenting the source of any academic work; unauthorized changing of grades; unauthorized use of University approvals or forging of signatures; falsification of research results; plagiarizing of another's work; violation of regulations or ethical codes for the treatment of human and animal subjects; or otherwise acting dishonestly in research.”

It is your responsibility as a KU student to make sure you understand academic honesty and misconduct. The policy is described at this link: https://documents.ku.edu/policies/governance/USRR.htm#art2sect6

Course Outline: Week 1: Introduction to the Course and Mythical Beginnings of Rome 1a: A Brief Overview of Roman History 1b: Myths of Origin Livy, Book 1.1-7 (to “… called by its founder’s name.”); Virgil, Aeneid, 1.1-350; OAG “Hut of Romulus” (131-133) Discussion qs: * What can Virgil’s account of Rome’s ancestors (Aeneas and his Trojan crew) tell us about how the Romans perceived themselves? * What do Livy’s stories about the foundation of Rome tell us about what Romans considered to be good or bad personal qualities? * Do these accounts of Rome’s origins have a historical basis? If not, how can they help us to learn about the Roman world? * Does the US have any equivalent founding myths? What can these tell us about contemporary American vs Ancient Roman values?

Week 2: Roman Social Life 2a: The Roman Family Bradley “A Roman Family” * How did the Roman concept of “familia” differ from our own? * How do we know about the features of a typical Roman family (what sources do we have etc.)? * How do you think that demographic factors (life expectancy, infant mortality, age at marriage) influenced the dynamics of Roman family life? 2b: Class in the Roman World Brucia and Daugherty, “Roman Society” (Blackboard); primary source handout (Blackboard) * What were the different levels of Roman society? What rights/restrictions did each of these classes have? * What were the outward symbols of Roman class? Are there similar markers in American society today? * What was the importance of the institution of patronage? Do we have anything similar? * What can the literary authors on your primary source handout tell us about Roman social institutions and attitudes towards them? 2c: Patronage Shelton, As the Romans Did, “Patronage”; Martial (selections) (Blackboard) * What were the most important features of Roman patronage and what impact did this tradition have upon everday life in Rome? * Why do you think the Romans developed this institution – what value did it have for them? * How does Martial describe the realities of living in a society rooted in patronage? * How do you think you’d feel about living in this kind of a society and are there any similar institutions in society today?

Week 3: Roman Political Life in the Republic 3a: The Roman Constitution Polybius 6.1, 3-9, 11-18, and 56-7 (Blackboard) * What are the main features of the Roman Republican constitution, as described by Polybius? How does this constitution help the Roman state to maintain balance and equilibrium? * Can you see any problems with the Roman constitution? * In what ways did the founders of the French and American Republics look back to the Roman Republic? *How did Roman political life differ from political life today? 3b: Roman Public Life OAG “Roman Forum”; Quintus Cicero “On Running for the Consulship” (selections) (Blackboard) * What was the role of the Roman forum? Did it change throughout Roman history? * What tactics does Quintus propose for someone running for consulship? * Can Quintus’ account tell us anything about the kind of qualities that were expected or condemned in a Roman politician? * Would Quintus’ tactics work for someone trying to win an election today? 3c: Roman Oratory Cicero, Against Catiline I * What role did oratory have in Roman public life? * What fills this role in our own society? * What can the ways in which Cicero attacks his political opponents tell us about the values of the Romans?

Week 4: Republic to Empire 4a: Civil War Lucan, Civil War, 1-227 (Blackboard); Caesar, Civil Wars, 3.41-49, 89-96 (Blackboard); Cicero, Letters to Atticus, 8.3 (Blackboard) * How valuable are these three different sources for understanding the Civil Wars? * How do Lucan, Caesar, and Cicero vary in their representations of Pompey and Caesar? * What can these sources tell us about the impact of the civil wars on Roman life? 4b: Augustus and the Foundation of the Empire Augustus, Res Gestae (Blackboard); Suetonius, Life of Augustus (selections) (Blackboard) * How did Augustus present himself to the Roman people? * Why do you think that people supported his autocratic rule, even if it meant less political power for themselves? * 4c: The Augustan Building Project P. Zanker, The Power of Images in the Age of Augustus, pgs. 101-2, 110-118 (Blackboard); OAG “Ara Pacis”, “Campus Martius”, “Forum of Augustus” * Do you agree with Zanker’s analysis of the political and religious meanings of sculptural decorations in Augustan Rome? Do you think that these kinds of meanings would have been obvious to their Roman audiences? Can you think of any similar uses of iconography in the contemporary world?

Week 5: Life in the Empire: Rulers, Citizens, and Slaves 5a: Lifestyles of the Rich and Famous Tacitus, Annales, Books 12-16 (selections) (Blackboard); Petronius, Cena Trimalchionis (Blackboard); Juvenal, Satire 9.1-56; OAG “Domus Aurea” * How does Tacitus represent Nero and his relationship with the Roman people in his text? * Why was Nero’s Domus Aurea so unpopular, and was its unpopularity deserved? * How do Juvenal and Petronius portray dinner parties in imperial Rome? Why are these events the subject of satire, and are there any activities with a similar social position today? 5b: Everyday Lives of Citizens and Slaves J. Shelton, As The Romans Did pgs. 163-185 (Blackboard); Cooley, Pompeii: a Sourcebook, (selections) (Blackboard) * What different kinds of sources has Shelton collected on Roman slavery? What kind of information can each of these types of sources give us about Roman slavery and what problems do they pose? * Did you find any of the sources provided by Shelton surprising? Why? * What were the most common occupations at Pompeii? * How do the remains of food items found at Pompeii compare to the descriptions of dining we studied in the last session? * How does everyday life in Pompeii compare to our own? 5c: Source Analysis Introduction *** Source Analysis Assignment due in class on Friday Week 6 ***

Week 6: Traditional Roman Religion 6a: Traditional Roman Religion V. M. Warrior, Roman Religion pgs. 1-14 (Blackboard); Cooley, Pompeii: a Sourcebook, (selections) (Blackboard); Horace, Odes 3.6 (Blackboard) * What kind of deities were worshipped in Pompeii? * What evidence do we have for religious practice at Pompeii? Can we draw firm conclusions from these kinds of evidence? * How did the Romans view the relationship between their own gods and the gods of other cultures, for example, the Greek gods? * How did Roman attitudes to their gods differ from contemporary religious beliefs/practices? * What picture does Horace provide us of Roman fears concerning the incorrect worship of the gods? 6b: Other Attitudes to Religion Cicero, On the Nature of the Gods (selections) (Blackboard) * What attitude to traditional Roman religion is exhibited by the characters of this text? * What theories do they have about the nature of the gods? Why do you think they are motivated to adopt these theories? * Do you think these ideas limited to a particular class of Roman? * How do these views compare to contemporary views on religion? 6c (02/21): Library Session (finding research resources)

Week 7: Life in the Empire: War and Peace 7a: Roman Imperialism Horace, Odes, 3.2 and 3.3 (Blackboard); Wilfred Owen, “Dulce et Decorum Est”; OAG “Trajan’s column,” “Arch of Titus,” “Arch of Constantine” * What is Horace’s attitude to military service in Odes 3.2? How does this Wilfred Owen respond to this? Who do you think is more correct? * What do the prophecies in Horace Odes 3.3 tell us about the Roman attitude to their empire? * How did Roman emperors commemorate their military victories? * How did Roman imperial expansion change the lives of those at Rome? 7b: Roman and American Manifest Destiny Virgil, Aeneid selections (Blackboard) * What do the prophecies in Virgil’s Aeneid tell us about the Roman attitude to their empire? * How does this poem describe the relationship of the Roman people to the gods? * What do you think the function of this epic was in Roman culture and does anything have this position in our own culture? 7c: Life in the Army Vindolanda tablets (selections) (Blackboard) * What kinds of evidence do we have for life outside of Italy? * What was life like in the Roman army? * Why do you think a Roman might have joined the army, and how would their reasons compare to contemporary servicemen/women? * What other kinds of evidence would we need to learn more about life in the provinces?

Week 8: Gender and Sexuality 8a: Roman Women Cicero Pro Caelio (selections) (Blackboard); Vindolanda Tablet 291 (Blackboard); Pliny, Letters, 3.16 and 7.24 (Blackboard); Propertius, Elegies, 4.3 (Blackboard); OAG “Via Appia Tombs” * What sort of evidence do we have for the lives of women in the ancient world and what is its limitations? * What can the various sources we have read for this week tell us about how women were expected to behave in Ancient Rome and how they in fact did behave? * How do gender expectations in the Roman world compare to contemporary gender norms? 8b: Roman Masculinity Twelve Tables; Cicero De Officiis (selections) (Blackboard) * What was the patria potestas and what rights and responsibilities did it provide to the head of the household? * Apart from the legal imperatives placed upon the head of the household, were there any informal social constraints/expectations placed upon him that we can see from moral texts such as the De Officiis? 8c: Roman Sexuality M.B. Skinner, Sexuality in Roman and Greek Culture, pgs. 280-310 (Blackboard); Ovid, Art of Love (selections) (Blackboard); Catullus (selections) (Blackboard); Sulpicia, Elegies (Blackboard) * What evidence do we have for the ways in which the Romans conceptualised sex, gender, and sexuality? How do their views on these subjects differ from our own ideas? *How does Catullus’ poem about Julius Caesar (Skinner p.285) use sexual language to further his political invective? Is this sort of discourse still present in the modern world? * What do the poems of Sulpicia (a female poet), Catullus (a male), and Ovid (also a male) tell us about romantic encounters in Rome and the expected behaviours of men and women in these situations? How do these differ from the expectations of male and female behaviours in contemporary culture?

Week 9: Games and Relaxation 9a: Bread and Circuses M.T. Boatwright et al. The Romans pgs. 374-385 (Blackboard); OAG “Circus Maximus,” “Colosseum,” “Ludus Magnus,” “Baths of Caracalla” * What kinds of spectacles/events were put on during the Roman empire (in Rome itself and in provincial towns)? * Who paid for them? * What relationship did these events have to Roman religion and to the imperial administration? * Does any contemporary entertainment have a similar relationship to politics and religion? 9b: Attitudes to the Games Seneca, Letters, 7 (Blackboard); Tertullian, On Spectacles, 12, 19 (Blackboard); * Why do Seneca (a Stoic) and Tertullian (a Christian) object to the gladiatorial games? * What do you think the Roman audience found so entertaining about these violent events? * How do you think e.g. gladiatorial combat would be received by the public today and what would motivate this different response? 9c: Theatrical Competitions OAG “Theatre of Marcellus,” Plautus Amphitryon (selections) (Blackboard)

Week 10: The Physical Environment (30th March – 3rd April): 10a: Pompeii Video “Pompeii” (Blackboard) * Why is Pompeii such a good source of information for Roman culture? * Do you think that we should keep excavating new areas of Pompeii, or should we leave this to future generations who may have better means of preservation? 10b: Domestic Architecture M. Beard, Pompeii: the Life of a Roman Town (selections) (Blackboard) * What different kinds of housing are found at Pompeii? * What rooms are present in elite houses, and what can this tell us about elite lifestyles? * What rooms are present in lower class housing, and what can this tell us about lower class lifestyles? * What would an archaeologist from the future be able to tell about contemporary lifestyles from our own domestic architecture? 10c: Temples and Infrastructure Video (Blackboard) * What kinds of infrastructure did Roman towns and cities have? * Who built it and how was it funded? * How would the urban environment of a Roman town or city differed from our own and why?

Week 11: Portraits and Propaganda (6th – 10th April): 11a: Public Art P. Zanker, The Power of Images in the Age of Augustus (selections) (Blackboard) * What does the iconography of Augustan art tell us about the way in which the emperor wanted himself to be viewed by his contemporaries? * Can you think of a piece of public art today – what do you think it is trying to communicate about the person/society who dedicated it? 11b: Private Art P. Zanker, Roman Art (selections) (Blackboard) * What kinds of art did private citizens buy or commission in the Roman world? * Where was this art displayed and what was it trying to communicate? * Why do you think that the Romans invested such large resources into the production of art? 11c: Roman Coins Video and numismatic collection links (Blackboard) * Why do coins have images on them? * Why do you think these particular images were chosen for these coins? What are they trying to communicate to those who use them? * Does contemporary coinage communicate in the same way?

Week 12: Foreign Cults and Early Christianity (13th - 17th April): 12a: Mystery Cults at Rome Juvenal, Satire 6.522-541; Plutarch, Isis and Osiris 2-3; Apuleius, Metamorphoses, 11.1-6; video “Cult of Mithras” (Blackboard) * What similarities or differences were there between these cults and traditional Roman religion? * Do you agree that the cult of Mithras laid the ground for the spread of Christianity? * Who would have engaged in this kind of cult practice, and why? * What attitudes do the literary sources in this week’s reading show towards these foreign cults and how do they compare towards the attitudes shown to minority religions today? 12b: The Rise of Christianity Pliny the Younger, Letters, 10.96-7 (Blackboard); Rives, Religion in the Roman Empire pgs.196-201 (Blackboard); OAG “Catacombs of Callisto”; “San Clemente” * What was the Roman attitude to early Christianity and how did this change over time? * What can the evidence of the Roman catacombs tell us about the practises of the early Christians and how they differed from traditional Roman religion? 12c: Martyrdom and Heresy The Passion of St Perpetua and Felicity (selections) (Blackboard) * What can The Passion of St Perpetua and Felicity tell us about the treatment of early Christians? Do you think the first person accounts are real, or are they fictionalised? * What can these accounts tell us about class and gender in the Roman world?

Week 13: Roman Culture and Indigenous Cultures 13a: Germany and Gaul Tacitus, Germania (selections) * How is the culture of the Germans represented in this text? * How can a text like this, written by a Roman about another culture, help us to learn more about Roman culture? 13b: Roman Britain Caesar, Gallic Wars (selections); G. Woolf, Rome: an Empire’s Story, 2012 (selections) (Blackboard) * How is the culture of the Britons represented in this text? * Do you think this representation is accurate (why/why not)? * How did life in Britannia change under Roman rule? 13c: Roman Egypt G. Woolf, Rome: an Empire’s Story, 2012 (selections) (Blackboard) * How different is life in Egypt from life at Rome? * How “Romanised” is the province of Egypt? * How far does the indigenous culture of the province influence the lives of its Latin-speaking inhabitants?

Week 14: Roman Technology and Medicine 14a: Milling and Mining Video “What Did the Romans Know?” (Blackboard) * How did the Romans use technology to supply the raw materials necessary for their cultural products (e.g. food, sculptures etc.)? * What were conditions like for the slaves who extracted these raw materials? * What were the ecological consequences of Roman extraction techniques and can they be justified by the improvements they provided to quality of life? 14b: Medicine Pliny the Elder (selections) (Blackboard); Celsus (selections) (Blackboard) * How do you think the Romans came up with these medical treatments? * What can their medical treatments tell us about the way in which they viewed the natural world and man’s relationship to it? 14c: Warfare Frontinus, Stratagems (selections) (Blackboard) * How did Romans rely on technology for military success, and how important do you think their use of technology was to the success of their imperial project?

Week 15: Paper Writing Workshops ***Final week: paper writing week (no additional reading!)***

1/22/2021 SOC 461: Competing Perspectives on Crime and Deviance

Course Change Request

New Course Proposal In Workflow Date Submitted: 11/14/20 5:32 pm 1. CLAS Viewing: SOC 461 : Competing Perspectives on Crime and Deviance Undergradua Last edit: 11/14/20 5:32 pm Program and Changes proposed by: tlapie Course Coordinator PUAD-BA/BGS: Law and Society 2. CUSA Programs PUAD-MIN: Law and Society referencing this Subcommitte course 3. CUSA Comm 4. CAC 5. CLAS Final Approval 6. Provost's Offi Academic Career Undergraduate, Lawrence 7. Registrar Subject Code SOC Course Number 461 8. PeopleSoft Academic Unit Department Sociology 9. UCCC CIM Support School/College College of Lib Arts & Sciences 10. UCCC Prelim Locations Edwards Vote Lawrence 11. UCCC Voting Outcome Do you intend to offer any portion of this course online? 12. SIS KU Core Yes Contact 13. Registrar Please Explain 14. PeopleSoft The course will be offered in-person or online as needed, based on student and instructor preferences. Approval Pat Title Competing Perspectives on Crime and Deviance 1. 12/07/20 9:57 Rachel Schw Transcript Title Crime and Deviance (rschwien): Effective Term Summer 2021 Approved for CLAS Catalog Advanced analysis of the social organization and cultural processes of deviance, including crime, violence, and Undergradua Description social control. The course surveys and applies sociological, as well as criminological, theoretical perspectives in Program and deviance. Particular attention is paid to the economic, gender, sexual, and racial inequalities and diversity of experience that shapes, Course and is shaped by, deviance in American society. Coordinator Prerequisites None. 2. 01/20/21 2:24 Rachel Schw Cross Listed Courses: (rschwien): Approved for Credits 3 CUSA Subcommitte Course Type Lecture (Regularly scheduled academic course) (LEC)

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

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

Repeatable for No credit?

Principal Course Designator

https://next.catalog.ku.edu/courseleaf/approve/ 1/4 1/22/2021 SOC 461: Competing Perspectives on Crime and Deviance Course S - Social Sciences Designator Are you proposing that the course count towards the CLAS degree specific requirements? No

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

Rationale for We are creating this new course to replace SOC 561: Sociology of Deviance because the subject matter evolved over the years and Course Proposal new title and description better reflect the way the course is currently being taught. We also wanted it to be at a lower number to optimi enrollment.

KU Core Information

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

Name of person giving Tracey LaPierre Date of Departmental Approval 04/03/19 departmental approval

Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)? Yes Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)? Yes Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. This course introduces students to the study of deviance and crime from the disciplines of sociology and criminology, with a focus on marginalized groups in American society, including gender, sexuality, class, ability, and race. Students learn theories and concepts, and gain awareness of diversity and competing disciplinary views of crime and deviance, through required texts and lectures. Students are assessed on their synthesis and application of these theories and concepts and their understanding of diversity through low-stakes active learning activities, homework, moderate stakes reflection essays, and a final paper. Students will be introduced to core questions and problems in the disciplines, and they will be encouraged to consider original ideas and issues to advance their understanding of the material.

Selected Learning Outcome(s):

Goal 4, Learning Outcome 1 State what assignments, readings, class discussion, and lectures will devote a majority of course content to ensure student understanding of basic human diversity within the United States, such as biological, cultural, historical, linguistic, social, economic, sexual, and ideological diversity. (Please limit responses to 1000 characters.) 75% of readings and lectures, at least 50% of reflection essays, homework activities, in-class active learning activities, and discussions, as well as the final paper will contribute to student’s understanding of basic human diversity in the U.S. Substantive texts highlight gender, sexual, ability, race, and class inequalities in the experiences of deviance, crime, punishment, violence, suicide, and stigma. Students will prepare discussions on those texts for class, they will complete homework or in-class activities that have studen explore these issues further, they will reflect on major themes of these texts in moderate stakes essays, and they will frame their finia papers in terms of inequalities so as to demonstrate mastery of theories and concepts in their application to understanding diversity.

Explain how your course or educational experience will generate discussion among students, leading to examination of students'' own value assumptions in the context of various value systems within the United States. (Please limit responses to 1000 characters Students will write a prompt that engages all readings for each week they have been assigned. Each prompt should, at a minimum Identify major themes, key concepts, ideas, or findings – in their own words – across the readings for that week.,• Consider how the texts challenged their assumptions or ideas, such as through arguments, questions, critiques, i.e., critical thinking about their own vie https://next.catalog.ku.edu/courseleaf/approve/ 2/4 1/22/2021 SOC 461: Competing Perspectives on Crime and Deviance in relation to others,The instructor calls on students assigned to prepare discussion prompts to help lead the discussion. Other studen are then encouraged to respond. The instructor will direct discussion to consider their own assumptions in relation to others by noting opposing views

Detail how your course or educational experience will integrate other-cultural readings and academic research on cultural competency to define and analyze issues and other-cultural key words and concepts, and practices within the United States. (Pleas limit responses to 1000 characters.) Students read substantive texts based on empirical research that present the perspectives of marginalized groups in terms of soci class, race, gender, culture, and victim, criminal, and health status, i.e., those that deviate from the “normal” middle class, white, heterosexual, politically moderate, and non-institutionalized experience. Texts introduce concepts intended to encourage empathetic understanding of the experiences of marginalized groups when applied.

State what assignments, readings, class discussion, and lectures your course or educational experience will use to evaluate studen work that documents and measures their grasp of diverse cultures and value systems within the United States through reflective written or oral analysis. (Please limit responses to 1000 characters.) Students complete two written homework activities out of four that require students to explore and analyze diverse experiences us relevant course concepts and theoretical perspectives. Students write at least two essays out of four in which they reflect on diverse cultural experiences that deviate from the “normal” middle class, white, heterosexual, politically moderate, and non-institutionalized experience. Students are assessed on the appropriate application of relevant concepts and theory. Students’ understanding of divers cultural experiences, based on their reading, are evaluated during in-class discussions. Students are asked to recall and critically thin about the diverse cultural experiences they read about for class. Students’ interpretations or misinterpretations of diverse cultural experiences are used to drive discussion toward achievement of learning goals.

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

Explain how students will analyze and combine information from different areas and approach and explain existing questions and problems from new perspectives, pose new questions or generate new ideas. (Please limit responses to 1000 characters.) Students learn classic sociological and criminological theoretical perspectives on deviance, juvenile delinquency, and crime. Throu discussion and written work, students apply theories and related concepts learned to current real world problems. Students will write essays that require them to synthesize a variety of perspectives and reflect on them critically. Students will complete a final paper tha requires them to apply two contrasting theoretical perspectives to a topic of their choice relevant to the study of deviance and use concepts creatively and critically. In-class discussion and active learning assignments require students to compare and contrast competing perspectives, require them to apply theories to real world problems and their own experiences, and encourage them to ap concepts in original ways.

If your course or course sequence expects students to develop a creative product, please detail the nature of this product and how will require students to think, react, and work in imaginative ways that produce innovative expressions and original perspectives. (Please limit responses to 1000 characters.) Students will demonstrate creative ways of understanding a topic of their choice in the sociology of deviance by comparing and applying theories of deviance in a final 8-10 page paper. Papers will assess student’s mastery of theory through the extent to which students use theory critically and/or introduce original ideas to answer a research question of their choice. Students will answer their questions by exploring relevant literatures in sociology and criminology, and using relevant credible sources, original concrete examples, and secondary data. Students will be encouraged to compare and apply theory in creative ways, that is, beyond the scope the theory as originally learned in class.

Indicate the weight of the evidence in the overall grade of your course or educational experience that will evaluate students for integrative or creative thinking and how you will ensure that your syllabus reflects these assignment expectations. (Please limit responses to 1000 characters with countdown.) Assignments that assess competing and complementary theories and concepts from sociology and criminology will constitute at le 25% of the total grade of the course (integrating ideas across disciplines), while other reflection essays and the homework assignmen will focus on integrating experiences, observations, and ideas within the discipline of sociology. The syllabus will clearly note that the final paper and other written assignment attend to KU Core Goal 6 in the description of assignments. Example language may include https://next.catalog.ku.edu/courseleaf/approve/ 3/4 1/22/2021 SOC 461: Competing Perspectives on Crime and Deviance “Completion of this assignment will indicate the student’s level of achievement of KU Core Goal 6.”

KU Core SOC 461 Syllabus and Assignments.pdf Documents

Course Reviewer Comments

K

https://next.catalog.ku.edu/courseleaf/approve/ 4/4 SOC 461 Competing Perspectives on Crime and Deviance Spring 20XX

Instructor: Dr. Kevin McCannon Location: Regnier 153 Email: [email protected] Time: Thursday, 6:00-8:30 Office: Regnier Hall 370L Office hours: Th, 4-6 PM, or by appointment

Overview Why do people break rules? Why do we care if they do? How do we know that something is “wrong”? Who says so? How do we deal with people who do break rules, and what are the implications? What does deviance look like from the perspective of those impacted by deviant behavior? What are the conditions under which deviance occurs? Are we even asking the right questions? These questions and others will be explored in this course. We will use sociological theory to understand deviance, violence, and social control. We will explore how gender, race, and class factor into our understanding of deviance. We will seek to understand subcultures of hate, implications of popular approaches to dealing with deviance, and experiences of violence, and self-injurious behavior. We will also consider ethical questions in the study of deviance.

Course Objectives: To achieve the course learning goals, students will  Complete texts that introduce sociological concepts, theories, and substantive research findings in the study of deviance.  Complete activities that provide feedback on learning  Complete a final paper on a topic of students’ choice that applies course material.

Course Learning Goals Upon completion of the course, students will  Understand deviance sociologically.  Be able to investigate diverse lived experiences and perspectives related to deviance in the United States.  Be able to apply sociological theory to the study of a deviance-related problem.  Have knowledge about qualitative methods and research ethics in the study of deviance.

Prerequisite: A principal course in sociology.

Required Texts Goffman, Alice. 2014. On the Run: Fugitive Life in an American City. The University of Chicago Press: Chicago, IL. (E- book available through KU Libraries) Simi, P., and Futrell, R. 2015. American swastika: Inside the white power movement's hidden spaces of hate. (2nd ed.). Lanham, MD: Rowman & Littlefield. Additional Readings on BlackBoard

Course Expectations What You Can Expect from Me You can expect classes to be well prepared with clear course objectives, reasonable goals, and fair assessments. You can expect to receive your due respect. You can expect your voice to matter. You can expect me to ensure equitable participation for all students in class, sufficient learning opportunities and feedback, and a safe place to share your ideas in my classroom and office hours. You can also expect me to challenge your ideas and hold you accountable for your learning.

Attendance I do not award points for attending class. Attendance is for your benefit, as you cannot learn if you are not present. If you do not learn, you will do well. You should attend class, be on time, and remain for the duration of the class period. If you foresee regular absences, please talk to me. Please email me prior to class if you are not going to be in class as a professional courtesy. If you need to leave early, please let me know before class and sit as close to the door as possible to minimize distractions. Do not just get up and walk out of the room, as it is rude. I do consider attendance in the case of borderline grades, so your attendance matters.

Communication Communication works both ways. As much as I am responsible for communicating relevant course material and expectations to you, you are responsible for communicating your needs to me. If you have questions or concerns, it is incumbent upon you to reach out to me, either in person, email or phone. I cannot read your mind. Moreover, in today's world of asynchronous communication, it is essential that you maintain effective and efficient email practices and remain connected to online communication sources. Therefore, please check your KU email and the BlackBoard site regularly, especially the day before, of, and immediately after class meets. Also, use appropriate etiquette when emailing me (and anyone at the University). While my teaching style may seem informal at times, I do expect professionalism when communicating via email. Lastly, please do not email me with a personal email account. Use only your KU email address.

Classroom Conduct My class is an open forum for constructive discussion and debate. My “class” includes the classroom, my office, email, phone, and your written work. Dialog must respect the diversity of the classroom, advance the learning process, and contribute to a positive learning environment. I can and will request dialog stop if I deem it no longer appropriate. How you comport yourself matters. Students who behave in any manner that interferes or has the potential to interfere with other students’ opportunity to benefit from this course will be subject to the Department of Sociology’s Policy on Disruptive Behavior and other relevant University policies and procedures.

Please refrain from packing your belongings during the final minutes of class. The noise created by students shuffling stuff around is distracting and rude. You will always be released from class on time, so please wait until class is dismissed to pack your belongings to leave.

Always feel free to express your ideas, respectfully, and never worry about asking a 'dumb' question. As Carl Sagan said, “There are naive questions, tedious questions, ill-phrased questions, questions put after inadequate self- criticism. But every question is a cry to understand the world. There is no such thing as a dumb question.”

The University of Kansas prohibits sexual harassment and is committed to preventing, correcting, and disciplining incidents of unlawful harassment, including sexual harassment and sexual assault. Sexual harassment, sexual violence, and a hostile environment because of sex are forms of sex discrimination and should be reported. Report harassment or assault to Office of Institutional Opportunity and Access at [email protected] | 785-864-6414, KU Public Safety Office at 785-864-5900 (non-emergency), and the Overland Park Police Department at 913-895-6300 (non- emergency). For emergencies, dial 911. For more information, see sexualharassment.ku.edu.

As a premier international research university, the University of Kansas is committed to an open, diverse and inclusive learning and working environment that nurtures the growth and development of all. KU holds steadfast in the belief that an array of values, interests, experiences, and intellectual and cultural viewpoints enrich learning and our workplace. The promotion of and support for a diverse and inclusive community of mutual respect require the engagement of the entire university.

Cell Phones and Mobile Technology Please keep your cell phone put away and turned off, as it does nothing to help you learn. Phones distract and disengage you from the learning process. Moreover, texting, checking email, etc., during class is rude. Recent research finds that students who use laptops in class are less likely to perform as well as their peers who do not use laptops. As such, laptops, tablets, etc., are allowed during class for course use only (e.g., taking notes, accessing required readings), but I ask that you use them strategically and be conscious of how your use may distract you and others from learning. Student Work Responsibilities Students are responsible for completing all assigned work per the instructions and submitting it for grading by the date and time indicated on the syllabus or otherwise posted on BlackBoard, announced in class, or stated on an assignment prompt. With a reasonable excuse, I will accept some work assigned to be completed outside of class up to 24 hours after the assignment is due but with a 15% penalty that begins immediately after the deadline. No work will be accepted after that time, so do not ask. Timeliness of work demonstrates professionalism and is a good habit to develop for your career. Computer, printer, or internet troubles, “dog ate my homework,” “uh, I forgot,” etc., are not acceptable reasons for late work, because you have access to a computer lab that has a reliable internet connection and printer, you should not give your pet access to your work, and you can set a reminder on your phone. Therefore, before you ask to turn in something late, consider the validity of your reason for not completing the work on time. In-class activities (e.g., quizzes) cannot be taken early or made up as they are part of instruction and often done in groups settings. Excessive absences resulting in turning work in late or failing to complete assignments on time regularly, or submitting work at all, might indicate a deeper problem. Please talk to me if you find you are having trouble getting your work done and let's come up with a plan. YOU are responsible for the readings and assignments. I will not hunt you down to tell you what you missed. I have to be fair to those who do complete work as required, so please consider this fact before asking for exceptions.

Academic Misconduct Academic dishonesty is not tolerated. All work done for this class should be your work and no one else and should reflect what the student learns in this course. Any work that is not yours should be properly cited according to disciplinary standards to avoid plagiarism. Written work will be submitted through SafeAssign when requested. Any act of academic misconduct will be investigated and resolved as appropriate within University guidelines, resulting up to receiving a failing grade in the course, or more as University policy dictates. The University defines academic misconduct in Section 6 of the University Senate Rules and Regulations: “Academic misconduct by a student shall include, but not be limited to, disruption of classes; threatening an instructor or fellow student in an academic setting; giving or receiving of unauthorized aid on examinations or in the preparation of notebooks, themes, reports or other assignments; knowingly misrepresenting the source of any academic work.”

Please consult the KU Student Handbook for further information: http://www.writing.ku.edu/~writing/instructors/guides/academic_misconduct.shtml. For more information on what constitutes plagiarism, and how to avoid it, please consult the following: http://www.writing.ku.edu/~writing/guides/.

Auditing & Recording Course attendance is exclusively restricted to members of the class, and you need explicit permission from the instructor to attend any class sessions if you are not formally enrolled in the course. Video recording is only allowed by permission of the instructor. The instructor maintains copyright over the presentation material and its permutations. Students may make audio recording of presentations as a personal study aid. Just do me the courtesy of letting me know you want to make an audio recording.

Copyright and Intellectual Property Presentation material, Blackboard material, and the course readings are protected by U.S. Copyright Law. Note- taking for professional third-parties is expressly prohibited and will trigger legal action. Duplications of the Presentation material, audio and written representations of class sessions, Blackboard material, or the course reading for commercial purposes, including commercial note-taking ventures, are not permitted, as per Article 22, section B, paragraph 2 of the Code of Student Rights, Responsibilities and Conduct. Unauthorized use, sale, web-posting, or transfer of copyrighted material will potentially trigger civil litigation on behalf of the copyright owner and other interested parties.

Accessibility The Academic Achievement and Access Center (AAAC) coordinates academic accommodations and services for all eligible KU students with disabilities. If you have a disability for which you wish to request accommodations and have not contacted the AAAC, please do so as soon as possible. More information about AAAC can be obtained at the KU Edwards Welcome & Student Success Center located at the Regents Center front desk or at 913-897-8539 or [email protected]. Additional information about AAAC services can be found at access.ku.edu. Please contact me privately in regard to your needs in this course.

Readings, Assessment, and Grades The foundation of the course is discussion. Readings and activities provide avenues for learning concepts, but discussion is where you put that learning to the test and achieve deeper understanding. Mastery of course concepts determines your grade. Discussions and assessments provide students feedback on their progress in the course and determine the extent to which students demonstrate mastery of the course material and achieve the learning goals.

Course Readings You are responsible for acquiring the required texts for the course and downloading any supplementary readings or other material from the course BlackBoard site. Please have readings completed by the date they are due prior to class. Bring readings to class! Class participation depends on you having read the texts. Maximum class preparation involves not only reading the text but reading it carefully for comprehension, taking notes while reading, or underlining, highlighting, circling, etc., text you feel is important for learning. Talk to me if you have trouble with any of the readings, understanding concepts, etc. Class time is a great opportunity to do that, because other students may have similar questions. Doing so does not indicate a lack of intelligence. Rather, it shows a willingness to learn. If the texts use words or reference events or phenomena that you do not know, Google it! Lastly, texts are selected for their contribution to learning, not entertainment value. This is fun stuff, so come to class prepared to talk about the texts.

Assessment In-Class Activities (5 @ 10 points/each = 50 points) You will complete five (5) in-class activities are intended to engage students in the learning process, encourage participation in class, and provide immediate feedback on learning. These activities can be in the form of a quiz, a short essay, active learning, or group activity that ask students to think critically and explore issues sociologically. These are not timed activities. These activities are part of instruction and cannot be made up if the student is absent, late or leaves early. These will not be timed.

Discussion prompts (5 @ 10 points/each = 50 points) You will each be responsible for helping to lead discussion five times throughout the semester by bringing to class a discussion prompt, which should include questions, comments, or arguments related to that week’s assigned readings. Whether you are assigned to help with discussion on a specific day or not, you should be prepared to participate. If you plan to miss class, please do a prompt for a different day. Just email me to confirm that is what you want to do. Do not just email it to me and not show up, or I will not accept it. Or you can turn it in before class by email and receive half credit. The point is to facilitate participation in class. See BlackBoard for more details.

Homework (4 @ 25 points/each = 100 points) You will do four (4) homework assignments throughout the semester to enhance your understanding of the material and to give you opportunities to apply what you learn. I will accept these late up to 24 hours with a 15% penalty.

Reflction Essays (4 @ 50 points each = 200 points) You will write four essays that critically examine assigned readings and major themes in the course. I will accept these late up to 24 hours with a 15% penalty. See BlackBoard for more details.

Final Paper and Oral Presentation (100 points) Students will select a topic relevant to the sociology of deviance, research the topic thoroughly using relevant scholarly or otherwise credible sources, and analyze it using sociological concepts and theory. You will present a summary of your paper in an oral presentation during the last week of class, which will constitute 10% of the overall paper grade. Students who do not present their papers will receive a 0 for the final paper. I will NOT accept late papers under any circumstances (don’t wait till the last minute). See BlackBoard for more details. Grades Grades are earned, not given. I do not assume assessments begin at a 100%. You must earn that A. Below is a tentative grade structure for this class. I will not discuss specific grades by email. Meet with me during office hours to discuss a specific grade. Please feel free to challenge a grade if you feel you earned something different than what you received. However, wait 48 hours AFTER a grade is posted. Schedule a time to discuss the grade with me in person and come prepared to explain why your grade should change and propose a new grade in writing.

Grading Scheme: Points (% of total) In-Class Activities: 50 (10%) Discussion: 50 (10%) Homework: 100 (20%) Essays: 200 (40%) Final paper: 100 (20%) Total: 500

POINTS GRADE 465-500 A 450-464 A- 435-449 B+ 415-434 B 400-414 B- 385-399 C+ 365-384 C 350-364 C- 300-349 D <299 F

According to the grading system for the College of Liberal Arts and Sciences the grade of A indicates achievement of outstanding quality, the grade of B indicates achievement of high quality, the grade C indicates achievement of acceptable quality and the grade of D indicates achievement that is minimally passing, but at less than acceptable quality.

Please Read: CLAS Grading Policy and How Do I Compute My GPA?

Tentative Schedule

1/24 Introduction to the course

Classic Perspectives

1/31 Structural-Functionalism Durkheim, Emile. 1970. “The Normality of Crime.” Pp. 571-577 in Sociological Theory: A Book of Readings, 3rd ed, L. A. Coser and B. Rosenberg, eds. The Macmillan Company. Erickson, Kai. 1960. “Notes on the Sociology of Deviance.” Social Problems 307-14. Merton, Robert K. "Social Structure and Anomie." American Sociological Review 3, no. 5 (1938): 672- 82. Finkel, Michael. 2014. “Strange and Curious Tale of the Last True Hermit.” GQ (https://www.gq.com/story/the-last-true-hermit) 2/7 Differential Association and Social Bond Theory Sutherland, Edwin H. and Donald R. Cressey. 1970. “Two Types of Explanations of Criminal Behavior.” Pp. 584-588 in Sociological Theory: A Book of Readings, 3rd ed, L. A. Coser and B. Rosenberg, eds. The Macmillan Company. Sykes, Gresham M., and David Matza. "Techniques of Neutralization: A Theory of Delinquency." American Sociological Review 22, no. 6 (1957): 664-70. http://www.jstor.org.www2.lib.ku.edu/stable/2089195. Hirschi, Travis. 1977. “Causes and Prevention of Juvenile Delinquency.” Sociological Inquiry, 47: 322- 341

Critical Perspectives

2/14 Social Constructionist and Labelling Theory Becker, Howard. 1966. Pp. 1-40 in Outsiders. NY: The Free Press. (Read Ch. 1 carefully, Ch. 2 understand deviant career, Ch. 8 understand moral entrepreneur) Chambliss, W.J. 1973. The Saints and the Roughnecks. Society 11, 24–31. Reinarman, Craig, and Harry G. Levine. 2004. "Crack in the Rearview Mirror: Deconstructing Drug War Mythology." Social Justice 31(1):182-199. Kavish, Daniel Ryan, Christopher W. Mullins, and Danielle A. Soto. 2016. “Interactionist Labeling: Formal and Informal Labeling’s Effects on Juvenile Delinquency.” Crime & Delinquency 62(10): 1313-1319* (only read the literature review section on labeling theory)

Reflection Essay #1 due

2/21 Conflict and Feminist Theory Liazos, Alexander. 1972. “The Poverty of the Sociology of Deviance: Nuts, Sluts, and Preverts.” Social Problems 20: 103. Spitzer, Steven. 1975. “Toward a Marxian Theory of Deviance.” Social Problems 22(5): 638-651 Mills, C. Wright. 1956. “The Higher Immorality.” The Power Elite. Oxford University Press: NY Chesney-Lind, Meda. 2006. “Patriarchy, Crime, and Justice: Feminist Criminology in an Era of Backlash.” Feminist Criminology 1(1): 6-26.

2/28 Stigma, Sexual Harassment and Sexual Assault Hlavka, Heather R. 2017. “Speaking of Stigma and the Silence of Shame: Young Men and Sexual Victimization.” Men and Masculinities 20(4): 482–505. Uggen, Christopher, and Amy Blackstone. 2004. "Sexual Harassment as a Gendered Expression of Power." American Sociological Review 69(1):64-92. Dunn, Jennifer L. 2005. ““Victims” and “Survivors”: Emerging Vocabularies of Motive for Battered Women Who Stay.” Sociological Inquiry 75(1): 1-30.

Violence

3/7 Hate Groups, Hate Crimes, and Political Extremism American Swastika, Introduction, Ch. 1-4

Reflection Essay #2 due

3/11-17 Spring Break

3/21 Hate Groups, Hate Crimes, and Political Extremism American Swastika, Ch. 5-8, Appendix 3/28 Violence of the Self Durkheim, Emile. "Suicide and Social Cohesion." Pp. in Sociological Theory: A Book of Readings, 3rd ed, L. A. Coser and B. Rosenberg, eds. The Macmillan Company. Braswell, Harold and Howard I. Kushner. 2012. “Suicide, social integration, and masculinity in the U.S. military.” Social Science & Medicine 74: 530-36 Adler, Patricia A., and Peter Adler. 2008. "The Cyber Worlds of Self-Injurers: Deviant Communities, Relationships, and Selves." Symbolic Interaction 31(1):33-56.

4/4 Of course, ‘gun control’… Cook, P. 2013. The Great American Gun War: Notes from Four Decades in the Trenches. Crime and Justice, 42(1): 19-73. Moyer, Melinda Wenner. “Do Money, Social Status Woes Fuel the U.S. Gun Culture?” Scientific American. December 13, 2017

Social Control

4/11 Punishment and Social Control Staples, William G. 2018. Preface, Ch. 1-2. Everyday Surveillance. Rowman & Littlefield Publishers: Lanham, MD. Conrad, Peter. 1975. “The Discovery of Hyperkinesis: Notes on the Medicalization of Deviant Behavior.” Social Problems, 23: 12-21.

Reflction Essay #3 Due

4/18 Mass Incarceration and Its Problems On the Run, prologue, preface, and Ch. 1 (via BlackBoard) Pettit, Becky, and Bruce Western. 2004. "Mass Imprisonment and the Life Course: Race and Class Inequality in U.S. Incarceration." American Sociological Review 69(2):151-169.

4/25 NO CLASS – Check BlackBoard Implications of "Getting Tough” On Crime On the Run, Ch. 2-4 Hillyer, Reiko. 2017. “The Guardian Angels: Law and Order and Citizen Policing in New York City.” Journal of Urban History 43(6): 886–914.

Homework will be posted online at the beginning of scheduled class time

5/2 On How to (not) Study Deviance: Qualitative Strategies and Ethics On the Run, Ch. 5-7, Conclusion, Epilogue

Reflction Essay #4 Due

5/9 Final Paper Oral Presentation in Class Final Paper due (by 6:00 PM via SafeAssign)

5/16 Finals Week – NO FINAL SOC 461: Competing Perspectives on Crime and Deviance

Final paper (15-25% of overall grade) Apply two theories covered in this course to explore a topic of your choice related to deviance and/or crime. Papers should thoroughly demonstrate mastery of concepts covered in the course, as well as ideas related to but not covered in the course by exploring relevant scholarly literature. The best papers will integrate students' critical understanding of divergent or competing theoretical perspectives through the application of their sociological imaginations. Papers should investigate the topic in relation to issues of racial, gender, class, or other forms of inequalities. Using an inequalities lens should demonstrate students understand the diverse experiences of people in different groups (e.g., rich/poor, black/white, men/women, abled/disabled).

Reflection Essays (30-50% of overall grade) Students will reflect on major themes of the course in relation to issues of racial, gender, class, or other forms of inequalities. Using an inequalities lens should demonstrate students understand the diverse experiences of people in different groups (rich/poor, black/white, men/women, abled/disabled).

Homework (10% of overall grade) Students are required to “do nothing.” The exercise intends for students to break with social convention in the United States by standing in a public space, out of the flow of normal activity and in a way that is not in violation of the law or common moral standards, and report on their experience.

Or students complete an assignment that requires them to participate in a group to which they do not normally belong or to which they do not identify. The group should be religious, sexual, racial, cultural, socio-economic, or political in nature. Students are to then reflect on their experience, their interpretation of others and how they think others interpret them. Through this exercise in empathy, students are encouraged to consider how others see them and how they see others to demonstrate an understanding of the experiences of groups with who they do not share culture or lived experiences. Students complete an assignment that requires them to break low-stakes rules (folkways) in three different settings: family, friends, and strangers, or whatever combination is possible to accommodate diverse student situations. Breaking rules encourages students to see from the perspective of those who are labelled deviant, particularly those who belong to stigmatized groups. Students are to then reflect on their experience, their interpretation of others and how they think others interpret them. Through this exercise in empathy, students are encouraged to consider how others see them and how they see others to demonstrate an understanding of the experiences of groups with who they do not share culture or lived experiences. 1/22/2021 JWSH 329: Israeli-Palestinian Conflict: An Introduction

Course Change Request

Date Submitted: 12/11/20 2:13 pm In Workflow Viewing: JWSH 329 : Israeli-Palestinian Conflict: An Introduction 1. CLAS Last approved: 12/31/19 4:33 am Undergradua Last edit: 01/22/21 1:39 pm Program and Changes proposed by: t277k164 Course Coordinator College of Liberal Arts & Sciences Catalog Pages 2. CUSA Jewish Studies Program referencing this Subcommitte course 3. CUSA Comm JWSH-MIN: Jewish Studies, Minor 4. CAC Programs GIST-MIN: Middle East Studies Minor f i thi 5. CLAS Final Approval Academic Career Undergraduate, Lawrence 6. Registrar 7. PeopleSoft Subject Code JWSH Course Number 329 8. UCCC CIM Academic Unit Department Jewish Studies Support School/College College of Lib Arts & Sciences 9. UCCC Prelim Vote Do you intend to offer any portion of this course online? 10. UCCC Voting No Outcome 11. SIS KU Core Title Israeli-Palestinian Conflict: An Introduction Contact Transcript Title Israli-Palstnan CnfIc:An Intro 12. Registrar 13. PeopleSoft Effective Term Fall 2021 Spring 2020 Approval Pat Catalog This course provides an introduction to the Israeli-Palestinian conflict including its history from the Ottoman 1. 01/15/21 9:56 Description period to the present day, the social and political effects on Israeli and Palestinian life and citizenship, official and Rachel Schw unofficial narratives, and international responses. (rschwien): Prerequisites None Approved for CLAS Cross Listed Courses: Undergradua Program and Credits 3 Course Coordinator Course Type Lecture (Regularly scheduled academic course) (LEC) 2. 01/20/21 2:27 Grading Basis A-D(+/-)FI (G11) Rachel Schw Is this course part of the No (rschwien): University Honors Program? Approved for Are you proposing this Yes No CUSA course for KU Core? Subcommitte Typically Offered Once a Year, Usually Fall

Repeatable for No History credit? 1. Dec 31, 2019 Principal Course jyounger Designator Course S - Social Sciences Designator Are you proposing that the course count towards the CLAS degree specific requirements? No

Will this course be required for a degree, major, minor, certificate, or concentration? No https://next.catalog.ku.edu/courseleaf/approve/ 1/4 1/22/2021 JWSH 329: Israeli-Palestinian Conflict: An Introduction

Rationale for This course has been prior approval and offered in the last two years and now we are submitting it to be approved for the KU CORE Course Proposal

KU Core Information

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

Name of person giving Renee Perelmutter Date of Departmental Approval 9-30-2020 departmental approval

Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)? Yes Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)? Yes

Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. This course is an introduction to the Israeli Palestinian conflict; giving students the opportunity to learn Israeli and Palestinian history, society, politics, including different cultural and religious groups in this region, such as Jews, Muslims, Christians, and Druze. Students will learn about different societies, their beliefs, behaviors, practices, and national affiliations. They will research relations between the national movements, Palestinian and Israeli, to better understand the history of the conflict, its current open key issues, and possible solutions. The main theme is “Making history relevant to policy-making”. They will analyze a recent peace plan (this year - the 2020 Trump Administration plan), learning the history of the conflict and the different narratives. They will use methods of the history discipline in evaluating a contemporary issue and evaluate principles of the conflict, comparing them to evidence from primary sources of the conflict from the past century. Selected Learning Outcome(s):

Goal 3 - Humanities State how your course or educational experience will use assignments, readings, projects, or lectures to move students from their current knowledge to a deeper understanding of specific concepts fundamental to the area(s) in question. (Please limit responses to 1000 characters.) This course focuses on examining the Israeli-Palestinian conflict. As such, in each and every component of this course, students w be able to get to know the societies and cultures of this region. They will get to know the different religious groups - Jews, Muslims, Christians, and Druze, the similarities and differences between them and focus on the competing national movements. Students will also analyze Jewish-Arab relations in Israel/Palestine in light of the ongoing conflict. During the course, students will examine, and discuss in class, primary sources that help explain the development of the two competing narratives - the Israeli and the Palestinian. addition, in the major written assignments of this course, students will write reports and a major research project on a specific topic, either to focus on one of the narratives or to examine the development of one of the major key issues of the conflict.

State what course assignments, readings, class discussions, and lectures will synthesize the development over time of the principle theories, and analytical methods of the discipline(s). (Please limit responses to 1000 characters.) During each one of the tasks and assignments, students will learn how to critically read, analyze, and use primary sources of different types. Students will read archive documents, UN reports and decisions, official meetings minutes, historical maps, historical pictures and videos, etc. Students will be required to situate the primary sources in the build-up of the conflict and the competing narratives. It will be used in group discussions, in the weekly assignments, in the unit reports, in the students’ projects and the final papers. While working on these assignments, students are required to argue with the assigned weekly readings, either support their claims or contradict them, by providing evidence from the primary sources we discuss in the classroom.

State what learning activities will integrate the analysis of contemporary issues with principles, theories, and analytical methods appropriate to the area in question. (Please limit responses to 1000 characters.) https://next.catalog.ku.edu/courseleaf/approve/ 2/4 1/22/2021 JWSH 329: Israeli-Palestinian Conflict: An Introduction The main theme of this course is “Making history relevant to policy-making”. As part of that, students will use what they learned regarding the history of the conflict, the different narratives, and analyze the most recent US peace plan. In the project, students will b required to develop a research question, apply the analytical methods of the historical discipline, use it to answer the research questi and finally conclude by arguing with the theoretical framework that they established as part of the literature review.

State what course assignments, projects, quizzes, examinations, etc. will be used to evaluate whether students have a functional understanding of the development of these concepts, and can demonstrate their capability to analyze contemporary issues using th principles, theories, and analytical methods in the academic area. (Please limit responses to 1000 characters.) This course is based on written and oral assignments. There are weekly discussions in the classroom, where students are require to engage with primary sources, discuss them with their peers, and produce answers presented to the entire class. By doing so, students can analyze the historical origins of the core issues of this ongoing conflict. In addition, at the end of two central units, stude are asked to write a written report of 1,000 words (2 reports) based on comparing and contrasting several official primary sources (mainly UNSC and UNGA resolutions). These reports are used to evaluate students' performance in using the history discipline methods. Furthermore, this class's major project analyzes a recent peace plan (in fall 2020, the 2020 Trump Administration plan) whi using history discipline. The analysis findings are presented in the classroom by students and then submitted as a final paper. In this project, students develop a research question related to a recent peace p

Goal 4, Learning Outcome 2 State what assignments, readings, class discussions, and lectures will devote a majority of your course or educational experience to raising student awareness of, engagement with, and analysis of various elements of other-cultural understanding of communities outside the United States. (Please limit responses to 1000 characters.) This course is focused on examining the Israeli-Palestinian conflict. As such, in each and every component of this course, student will be able to get to know the societies and cultures of this region. They will get to know the different religious groups - Jews, Muslim Christians, and Druze, the similarities and differences between them and focus on the competing national movements. Students will also analyze Jewish-Arab relations in Israel/Palestine in light of the ongoing conflict. During the course, students will examine, and discuss in class, primary sources that help explain the development of the two competing narratives- the Israeli and the Palestinian. I addition, in the major written assignments of this course, students will write reports and a major research project on a specific topic, either to focus on one of the narratives or to examine the development of one of the major key issues of the conflict.

Explain how your course or educational experience will develop the ability of students to discuss, debate, and analyze non-US cultures in relation to the students own value assumptions. (Please limit responses to 1000 characters.) Most of the assignments in this class, including class discussions, written assignments, and presentations, ask students to bring th own values and beliefs. One of the assignments is to write a report for the UN on the development of the conflict. Students are asked survey the history of the conflict and then bring their own values in suggesting a solution for the conflict. In addition, the research proj of this course includes a classroom presentation and a final paper. In both cases, students will be asked to add their own interpretations, their own beliefs, and their own values, in the process of formulating the suggested resolution to the conflict. Students are challenged to express, if in the process of taking this course, their understanding of the conflict has changed or strengthened (mo students express that they have some knowledge of it in the first class session).

Detail how your course or educational experience will sensitize students to various cultural beliefs, behaviors, and practices through other-cultural readings and academic research on cultural competency so that students may be better prepared to negotiate cross- cultural situations. (Please limit responses to 1000 characters.) The topic of this course is an excellent example for this. It includes two different nations - the Israeli and the Palestinian. Both nations, do include a variety of religions - Jews, Muslims, Christians, and Druze. They represent a multitude of cultures - Arabs, Mizra Jews, Ashkenazi Jews, among others, and varying levels of religiosity. This multi-cultural and multi-religious region offers students a chance to learn about these different societies with their beliefs, behaviors, and practices. They will also research the relations betwe them, in order to better understand cross-cultural relations. The readings, and all the tasks and assignments - oral and written, will giv students experience in negotiating cross-cultural situations. Dealing with an ongoing conflict, that is constantly in the news, while US politics is invested in it, is an excellent example to gain such experience.

State what assignments, readings, class discussion, and lectures will be used to evaluate students'' work that documents and measures their grasp of global cultures and value systems through reflective written or oral analysis. (Please limit responses to 100 characters.) This course is based on written and oral assignments. There are weekly discussions in the classroom, where students are require to engage with primary sources, their peers and produce answers which are presented to the entire class. At the end of each unit, students are asked to write a written report of 1,000 words (2 reports). The major project is to analyze the most recent US peace plan https://next.catalog.ku.edu/courseleaf/approve/ 3/4 1/22/2021 JWSH 329: Israeli-Palestinian Conflict: An Introduction The findings of the analysis are presented in the classroom by students and then submitted as a final paper.

KU Core 329 Israeli Palestinian conflict-Goal 3.docx Documents JWSH 329 Syllabus - The Israeli-Palestinian Conflict.docx 329 Israeli Palestinian conflict - goal 4.docx

Course Reviewer Comments

https://next.catalog.ku.edu/courseleaf/approve/ 4/4 1 Dr. Rami Zeedan (updated- December 1, 2020)

The University of Kansas Jewish Studies Program 2020 Fall semester Course Syllabus: “The Israeli-Palestinian Conflict”

Instructor: Dr. Rami Zeedan, Assistant Professor.

1. Communication: Professor Rami Zeedan’s e-mail: [email protected]. Virtual office hours: by appointment during these time periods- Monday 10 am to 2 pm; Tuesday and Thursday 2 pm to 5 pm. Communication expectations: During weekdays (Monday to Friday) you can reach out to me via my email and you can expect a response within 3 hours in most cases. Class meetings: Mondays 2:30 pm to 5:00 pm at Wescoe Hall 4040. In order to comply with social distancing requirements due to COVID-19, in fall 2020, this course is offered as “Hybrid classroom (HC)”- 50% of instruction is made in person and 50% is made online. In person learning is done in to two cohorts: Cohort 1: Monday 2:30-3:35, and Cohort 2: Monday 3:50- 5:00. Please check your assigned cohort. Online learning is done during the week on the student’s own schedule. Grading response timeframe: you can expect that your assignments will be graded with feedback within maximum of 5 days in most cases, if it was submitted on time.

2. Course Description: This course provides an introduction to the Israeli-Palestinian conflict including its history from the Ottoman period to the present day, the social and political effects on Israeli and Palestinian life and citizenship, official and unofficial narratives, and international responses. No knowledge of Hebrew or Arabic is required.

3. Goals: After successfully completing this course, students will: a. Summarize the history of the Israeli-Palestinian conflict. b. Identify key issues of the Israeli-Palestinian conflict and its development in history. c. Evaluate the different narratives of Israelis and Palestinians in regard to the conflict. d. Identify primary sources that are most relevant to understanding the buildup of key issues of the Israeli-Palestinian conflict. e. Analyze primary sources in the study of history and contemporary policy making f. Analyze a recent peace plan to solve the Israeli-Palestinian conflict, based on primary sources, and write a policy recommendation in response to it. 2

4. Classroom Policies: Please read Annex 1- classroom policies: COVID-19 related policies- masks and attendance, inclusive classroom, ethics policy, late policy, disability accommodations, and grading scale.

5. Reading:

a. Required Books: There are no required books fort his course. All materials are open access, provided on Blackboard, or available at the KU library website.

b. Suggested Books: Caplan, N. (2019). The Israel-Palestine conflict: contested histories. John Wiley & Sons. ISBN: 9781119523871

Shapira, A. (2012). Israel: A history. UPNE. ISBN: 9781611683523

Dowty, A. (2012). The Israel/Palestine reader. Polity. ISBN: 9781509527335

Peleg, I., and Waxman, D. (2011). Israel’s Palestinians – The Conflict Within. Cambridge University Press. ISBN 978-0521157025

Please note that all books are available online at the KU library website using your KU account (no need to purchase, unless you prefer a physical book). c. Articles, chapters, and primary sources: All other readings, such as articles, book chapters, and primary sources, are on our Blackboard site. Those readings are listed below within the syllabus and attached per weeks.

d. Additional resources: Students are encouraged to follow the news on Israel and Palestine available online:

In English: www.haaretz.com; www.jpost.com; www.ynetnews.com ; www.israelhayom.com; https://www.972mag.com/; https://www.al-monitor.com/pulse/israel-pulse; http://fathomjournal.org/; https://www.i24news.tv/en; www.palestinechronicle.com; http://english.pnn.ps/; https://www.maannews.net/; http://english.wafa.ps/; https://www.israelnationalnews.com/; https://www.middleeastmonitor.com/;

In Hebrew: www.haaretz.co.il; www.ynet.co.il ; www.israelhayom.co.il; https://www.al- monitor.com/pulse/iw/home/israel-pulse.html; https://www.makorrishon.co.il/; marriv.co.il; themarker.com; globes.co.il;

In Arabic: http://ar.timesofisrael.com/; https://www.i24news.tv/ar; https://www.arab48.com/; www.wafa.ps; http://www.maannews.net/; www.pnn.ps; http://www.almadar.co.il/index.html; www.ashams.com; www.panet.co.il; www.Arab48.com 3

e. Videogames, Movies, and TV series Students are encouraged to use other means to learn more about the topic. One of these options available are videogames. Here are a few available and relevant to the Israeli-Palestinian conflict: 1) PeaceMaker by ImpactGames: This is a strategy game that challenges you as a leader to make decisions. (the game is a free app on your smartphone) 2) Global Conflicts: Palestine, by Seriousgames. https://seriousgames.itch.io/global-conflicts- palestine (The game is only available for Windows and macOS, for $3.99) Students are encouraged to watch movies or TV series on, or related to, the Israeli-Palestinian conflict. Please see Annex 2 for a recommended list of movies and TV series. You can earn credit while playing a game or watching a movie- see “optional assignments for extra credit” and Annex 4 and Annex 5 for more details.

6. Assignments: a. Class attendance and participation: Students are expected to attend class regularly and arrive on time. Students must complete all assigned readings before the class meeting and be prepared to participate actively in discussion of the readings. There is no direct grade for attending, however 1 point is given for each class session you attend and participate in the online discussion board (if a COVID-19 related absence was reported, then you get the 1 point for the online discussion board participation ). Therefore, the total available for attending and participating is 14 points out of the final grade. Please review relevant policy related to COVID-19 absence. Failure to participate in at least 6 weeks of online learning (out of 14), will result in failure in the course. b. All written work for this class should be typed, double-spaced, spell-checked, have 1-inch margins, and use 12-point font (Times New Roman), and consistent with your chosen citation style. Students will be evaluated according to the assignments as mentioned below per units and weeks. c. All assignments, except presentations in class, should be uploaded only to Blackboard. If you encounter any problem with Blackboard, please email me. d. Annex 3 includes a list of all assignments, due dates, and points for each assignment. Extra credit opportunities are offered during the semester- in and outside the classroom. e. Course Workload Estimator: 4.5 out of class hours per week (including readings and all assignments).

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7. Course Outline: Unit Unit Week Dates Topic # # 1 The origins of 1 8/24 Course opening, Introduction to Israel/Palestine, and the conflict Defining the problem (from mid-19th 2 8/31 The Setting: Palestine from the 19th century until the end century until of the First World War (1918), and the Rise of Zionism 1947 and Arab Nationalism 3 9/7 Palestine Under the British Mandate 1918-1948: Two Nations in the making 2 The Israeli- 4 9/14 The First Arab-Israeli War (1948) & the Palestinian Arab conflict: Refugees From wars to 5 9/21 The Suez Crisis (1956) and the turning point: The 1967 peace (from War and the Origins of the Settler Movement 1948 until 6 9/28 The results of a war (1967) leads to another War (1973) 1979) and to the Israeli-Egyptian peace (1979) 3 The Israeli- 7 10/5 Rebirth of a Nation- part 1: The Palestinians between the Palestinian 1948 war, the Lebanon war (1982), and the First conflict: from Intifada (1987) war to 8 10/12 Rebirth of a Nation- part 2: the Arab-Palestinian citizens peacemaking of Israel (from 1948 to 9 10/19 On the Brink of Peace: from the Madrid conference current events) (1991), to the Oslo accords (1993) and Israeli Jordanian peace (1994) 10 10/26 From the Second Intifada (2000) to the Israeli Disengagement from Gaza (2005) 11 11/2 The Missing Peace (from 2005 to the present) 4 Conclusions: 12 11/9 "Making History Relevant to Policymaking: The Israeli- forever Palestinian conflict”: Students’ presentations – part 1 conflict? 13 11/16 "Making History Relevant to Policymaking: The Israeli- Palestinian conflict”: Students’ presentations-part 2 14 11/23 Concluding session: You and the Israeli-Palestinian conflict

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8. Detailed Weekly Schedule:

Unit 1- The origins of the conflict (from mid-19th century until 1947)

Week 1. August 24th, 2020 Week 1 Introduction This is the beginning of Unit 1: The origins of the conflict (from the mid-19th century until 1947). The unit is covered through 3 consecutive weeks. Week 1 title: Course opening, Introduction to Israel/Palestine, and Defining the problem. We will start with a course overview, introduction to Israel/Palestine, and finish with defining the problem. Week 1 starts with the first session in class for this semester on August 24th, 2020. In addition, online activities will be done on the BB site, on the student's own schedule. All online activities and the weekly assignment are due by Sunday, August 30th, 2020. Week 1 Objective/s: Define the major open issues of the Israel-Palestinian conflict Week 1 Readings

These readings need to be done before the week starts (with the exception of the first week)

Caplan, Neil, (2010). The Israel-Palestine Conflict: Contested Histories, Malden, MA: Wiley- Blackwell, Chapter 1: Problems in Defining the Conflict, pp. 3-16, and Chapter 2: Defining the Conflict, Nevertheless, pp. 17-38.

Week 1 Video: “How the Israeli-Palestinian Conflict Began” (History Channel, 2018)

This week’s video is from the History Channel. It is a recent and short introduction to the development of the conflict and some of its core issues. This should give an additional perspective on the topic of the week.

Please note that it is always difficult to find unacademic resources that are highly accurate and not biased. To the best of my assessment, this video is highly accurate and only slightly left-center biased. Please take that into consideration when you watch it. I welcome any questions, comments, or suggestions.

Week 1 Online discussion board- “Intros & Expectations Discussion”: (get 1 point)

On the “Week 1 page”, click on the title "Intros & Expectations Discussion" and it will take you to a discussion forum. When you get to that page, click on "Create thread". It will open a new page.

Read the "Forum Description", which will include instructions on what you are expected to write. In short, you are expected to write a short personal introduction and answer a question (or more) about the course. Then scroll down and get to the "Message". Add a title and then add your response and submit. 6

You get 1 point for your participation.

Participate in the online discussion board: “Intros & Expectations Discussion”. Answer these two questions:

1) Personal intro (examples: Name, where you are from, what year you are in school, hobbies or favorite pastimes) 2) About this course (examples: What you hope to get out of the course, why did you choose this course, what this course is about, why is it important, why this course is relevant (in general and for you) Feel free to review other student’s answers

Week 1 “Making History Relevant to Policymaking”: Introduction (get 1 point)

Review the PPT file of the introduction to the project. Ask questions in the discussion board (you can get there by clicking on the title “Week 1 Making History Relevant to Policymaking”). Then answer these questions: 1) Which of the ideas for research seems the most suitable for you? 2)would you like to work on your own, as pair with another student, or join a group? (use the answers of other students to start forming a group or discussing further ideas to research)

Week 2 Readings

These are the required readings for week 2. They need to be done during week 1. They are also needed in order to submit the assignment: reaction paper #1. (see below)

Bickerton, I. J., & Klausner, C. L. (2018). A history of the Arab–Israeli conflict. Routledge. Chapter 1: Palestine in the Nineteenth Century, pp. 16-30.

Dawisha, A. (2016). Arab nationalism in the twentieth century: from triumph to despair. Princeton University Press. Chapter 2: “Early Stirrings: The Ninetieth and early Twentieth Centuries”, pp. 14-48. Shapira, A. (2012). Israel: A history. UPNE. Chapter 1: the Emergence of the Zionist Movement, Chapter 1: The Emergence of the Zionist Movement, pp. 3-26.

The following are additional primary sources, which will be discusses in the classroom and will be part of the online work. You are not required to read them before the week starts:

1) McMahon–Hussein Correspondence (1915-1916) 2) Sykes–Picot Agreement (May 1916) 3) Balfour Declaration (1917) 4) Agreement Between Emir Feisal and Dr. Weizmann (1919) Week 1 Assignment: (get 3 points)

The first assignment is “reaction paper #1”. It is due on August 30th and is worth 3 points. Reaction paper #1: prepare a reaction paper on next week’s readings (week 2). In this reaction paper, focus on the Zionism and Arab Nationalism and the historical background until 1918. The reaction paper 7

should include summarize each reading and analyze and synthesize with other readings. Reaction papers will be evaluated based on rubric #1 (relevant to all reaction papers):

# Criteria Proficient Competent Novice 1 Format: 1-3 pages that follows an academic 0.5 0.25 0 format (be consistent with your chosen format) 2 Include one paragraph for each reading that 1 0.5 0 summarizes the main argument in each reading separately 3 Include one paragraph (at least) that analyze 0.5 0.25 0 the three readings altogether, synthesis them with one another (confirm, contradict, etc.), criticize them, and include your opinion 4 At the end, include one question, comment, 0.5 0.25 0 or special insight on this week’s readings 5 Writing is clear, concise, and free of 0.5 0.25 0 grammatical errors Total 3 1.5 0

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Week 2. August 31st Week 2. Introduction Week 2 title: The Setting: Palestine from the 19th century until the end of the First World War (1918), and the Rise of Zionism and Arab Nationalism In week 2, we start discussing the background of the conflict, by focusing on the land and the two national movements. We will start with an overview of Palestine from the 19th century until the beginning of the First World war (1914). Then, we will discuss the development of the Zionist movement and Pan-Arabism. The last part of this week is the developments in the Middle East surrounding the First World War (1918) and its implications on Palestine and the two national movements. Throughout this week, and especially in connection to our project: “Making History Relevant to Policymaking”, we will have an introduction to primary and secondary sources and their use in historical and contemporary research. Class session in week 2 is on Monday August 31st, 2020. In addition, online activities will be done as usually on the BB site, on the student's own schedule. All online activities and the weekly assignment are due by Sunday, September 6th, 2020. Week 2. Objective/s 1) Evaluate the different narratives of Zionists and Palestinians as for the desired outcome of the First World War in Palestine. 2) Experiment with the use of primary sources in the study of history (official documents and statements). final grade)

Week 2. Videos

Please note that there are two videos this week (see below)

Video 1: “The First Film of Palestine” (Murray Rosenberg, World Zionist Organization, 1911)

This first video of the week is a later production by the World Zionist Organization of a privately produced movie in 1911. The source is the Steven Spielberg Jewish Film Archive. This video should give you an additional overview of the Zionist narrative of the period up until the First World War. It shows the new Jewish immigration to Palestine, new settlements, and Jewish people returning to agriculture in Palestine in the first and second Aliyah (1881-1903 and 1904-1914). You can skip through the video to have an impression of Jewish life in Palestine at the beginning of the 20th century. https://www.youtube.com/watch?v=T0zpbDGjHAE

Video 2: “The Palestinians before the British Mandate” (Unknow source)

The second video of this week is of unknown source, however it features a few know speakers. This video should give you an additional overview of the Palestinian narrative of the period up until the First World War. It shows that Palestine was as Arab and mainly Muslim territory. It focuses on the Arab desire during and after WW1 to establish a united Arab kingdom, which would include Palestine. You can skip through the video to have an impression of Arab life in Palestine and their 9

political desires at the beginning of the 20th century. https://www.youtube.com/watch?v=5yVFVKlHCa0

Please note that it is always difficult to find unacademic resources that are highly accurate and not biased. The videos of this week are biased. One is biased towards the Zionist perspective and the other towards the Arab perspective. Please take that into consideration when you watch them.

Week 2. Online discussion board- “Peer review of reaction paper #1” (get 1 point)

Click on the title " Peer review of reaction paper #1" and it will take you to a discussion forum. On that page you will find two threads, one for each cohort. Chose the cohort you are enrolled in (cohort 1 meets Monday 2:30 and cohort 2 meets Monday 3:50). In that cohort you will find the reaction papers submitted by students in that cohort.

Your task is to pick one, which was not chosen yet, and read their reaction paper. Once you finish reading the reaction paper, then you will need to post the following response:

1) Write the name of the student you are referring to in the title of your response. 2) Encouragement: Write a complement to your peer and add a description of what that student did right in their reaction paper (use the rubric of the assignment) 3) Improvement: Write in a kind way to your peer what you would suggest to them to improve in their reaction paper (use the rubric of the assignment) You get 1 point for your participation.

Week 2. “Making History Relevant to Policymaking”: using primary sources in narratives (get 1 point)

In the first week, you were introduced to this project which we will be working on until the end of the semester. You were asked to think about your chosen direction and answer several questions. In this week’s part of this project, we will have an example of how to use primary sources in the project. We will do that by evaluating primary sources that are relevant to this week’s topic and examining how they are seen by the different narratives: the Palestinian vs the Israeli. It is a good example for the entire project. Specifically, it is a good example for those intending to choose option #3 (Examine the Trump administration plan by focusing on one of the narratives…).

First, chose one narrative and enter that group: Group 1: Zionist narrative (later will become the Israeli narrative) or Group 2: Pan-Arab narrative (later will become the Palestinian narrative). Please review the PPT file attached on BB and read the attached primary sources. Then, you need to answer questions on how the primary sources are seen in the eyes on your chosen people / narrative.

1) McMahon–Hussein Correspondence (1915-1916) 2) Sykes–Picot Agreement (May 1916) 3) Balfour Declaration (1917) 4) Agreement Between Emir Feisal and Dr. Weizmann (1919) You get 1 point for your participation.

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Week 3. Readings

These are the required readings for week 3. They need to be done during week 2. They are also needed in order to submit the assignment: reaction paper #2. (see below)

Caplan, Neil, (2010). The Israel-Palestine Conflict: Contested Histories, Malden, MA: Wiley- Blackwell, Chapter 4: Arabs and Jews under the British Mandate: Entrenching Positions, 1917–1928 pp 61-82.

Morris, B. (2000). Righteous Victims: a History of the Zionist-Arab Conflict, 1881-1999. London: John Murray. Chapter 4: The Arabs Rebel, pp. 121-160.

Shapira, A. (2012). Israel: A history. Chapter 5: The Yishuv as an Emerging State, pp. 119-132.

The following are additional primary sources, which will be discussed in the classroom and will be part of the online work. You are not required to read them before the week starts:

1) The Mandate for Palestine and Transjordan Memorandum by the League of Nations (24 July 1922); 2) The Peel Commission- Report Conclusions (July 7th, 1937); 3) United Nations General Assembly, Resolution 181 (November 29th, 1947).

Week 2. Assignment reaction paper #2 (get 3 points)

The assignment for this week is “reaction paper #2”. It is due on September 6th and is worth 3 points. Reaction paper #2 is on next week’s readings (week 3). In this reaction paper, focus on the British Mandate over Palestine as the period of defining the conflict. Reaction papers will be evaluated based on rubric #1 (the same as for all reaction papers).

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Week 3. September 7th Week 3. Introduction Week 3 title: Palestine Under the British Mandate 1918-1948: Two Nations in the making In week 3, we delve into the British Mandate period over Palestine as the defining period of the conflict. We will be focusing on the clash between the two national movements. The week starts with a survey of the British, Palestinian, and Zionist perspectives as we discuss the major events of the period. Then, we will examine the relevant primary sources to this week’s topic and see how they are the background of the 1948 War (which will be discussed in week 4). As we progress with our project: “Making History Relevant to Policymaking”, students will be able to make their choices of the topic and the format. Class session in week 3 is on Monday September 7th, 2020. In addition, online activities will be done as usually on the BB site, on the student's own schedule. All online activities and the weekly assignment are due by Sunday, September 13th, 2020. Week 3. Objective/s 1) Evaluate the different narratives of Zionists and Palestinians in regard to the events during the British Mandate 2) Identify key issues of the conflict: mutual recognition 3) Identify primary sources that are most relevant to understanding the buildup of key issues: mutual recognition Week 3. Videos

Please note that there are three videos this week (see below)

Video 1: “1936 Warning of a British and Zionist Colonization of Palestine” (Unknow source, 1936)

The first video of the week is of an unknown source. It resurfaced and uploaded to multiple YouTube channels that tell the Palestinian story. This video should give you an additional overview of the Palestinian narrative in regard to their demands over the land and surrounding the beginning of the 1936 Arab revolt. In the video you see and hear the spokesman of the Arab Higher Committee in Palestine reading a statement explaining their demands from the British government. https://www.youtube.com/watch?v=IfwaLExx1e8

Video 2: “Palestine Outburst Follows UN Vote” (British Movietone News, 1947)

The second video of the week was made by a British News channel for the British audience. This video should give you an additional overview of the British narrative in regard to the end of the Mandate over Palestine. The video covers the debate in the UNGA, mentioning Saudi Arabia’s objection to UN resolution 181, and then showing the reactions in Palestine of both the Jews and the Arabs. https://www.youtube.com/watch?v=fn0fnofNeLU

Video 3: “November 29, 1947: The Story of a Vote” (Toldot Yisrael, date not known) 12

The third video of the week was produce by Toldot Yisrael (https://www.toldotyisrael.org/en/). This video should give you an additional overview of the Israeli narrative surrounding the approval of UN resolution 181. It shows the process that the Zionist delegation did in order to secure the votes to approve the resolution. https://www.youtube.com/watch?v=QrIjzUK0FKg

Please note that it is always difficult to find unacademic resources that are highly accurate and not biased. The videos of this week are biased. One is biased towards the Zionist/Israeli perspective and the other towards the Arab/Palestinian perspective. Please take that into consideration when you watch them.

Week 3. Online discussion board- “The Arab riots and revolt” (get 1 point)

During the British Mandate period over Palestine, the Arabs living in Palestine underwent socio- political process that led to the shifting from Pan-Arabism to Palestinian nationalism. This was accompanied by three waves of riots (Nebi Musa riots 1920, Jaffa riots 1921, and Palestine riots 1929) and the big Arab revolt (1936-1939). Chose one of these events and answer at least one of the following questions about that event:

1) Why did this riot/revolt start? What is the background? 2) What were the Palestinian demands from the British government during this riot/revolt? 3) What is the aftermath of this riot/revolt? 4) What is similar, or different, when comparing this riot/revolt to the other? Please note that if you think that you have something important to add to an answer already posted, you can contribute by replying to that answer. This will count as your participation in this discussion board.

You get 1 point for your participation.

Week 3. “Making History Relevant to Policymaking” -make your choice (get 1 point)

This week you are asked to answer 3 questions: 1. Are you going to work on your own, or do you have a partner or partners, or do you want the professor to try and find you a partner? 2. What is your chosen topic? (see slide 3 for more info) 3. How will you use the primary sources of this week in your project? (see slide 5 for more info). Follow more instructions on the PPT file.

You get 1 point for your participation.

Week 4. Readings

These are the required readings for week 4. They need to be done during week 3. They are also needed in order to submit the assignment: reaction paper #8, which is an optional assignment for extra credit.

Caplan, Neil, (2010). The Israel-Palestine Conflict: Contested Histories, Malden, MA: Wiley- Blackwell, Chapter 6: Shoah, Atzma’ut, Nakba: 1939–1949 pp 105-132. 13

Khalidi, R. (2001). The Palestinians and 1948: the underlying causes of failure, in: Shlaim, A. & Rogan, E. (eds.). The war for Palestine: rewriting the history of 1948. Cambridge: Cambridge University Press. Chapter 1: pp. 12-36.

Morris, B. (2001). Revisiting the Palestinian exodus of 1948. in: Shlaim, A. & Rogan, E. (eds.). The war for Palestine: rewriting the history of 1948. Cambridge: Cambridge University Press. Chapter 2, pp. 37-59.

Morris, B. (2008). 1948: A history of the first Arab-Israeli war. Yale University Press. Chapter 8: Operations Yoav and Hiram, pp. 320-349.

The following are additional primary sources, which will be discussed in the classroom and will be part of the online work. You are not required to read them before the week starts:

1) Israeli Declaration of Independence, 14 May 1948. 2) “Cablegram dated 15 May 1948 addressed to the Secretary-General by the Secretary-General of the league of Arab states”. 3) United Nations General Assembly Resolution 194, 11 December 1948. 4) Egyptian- Israeli General Armistice Agreement, February 24, 1949 5) Lebanese- Israeli General Armistice Agreement, March 23, 1949 6) Jordan-Israeli General Armistice Agreement, April 3, 1949 7) Syrian- Israeli General Armistice Agreement, July 20, 1949 8) Tripartite declaration of 1950. 9) United Nations Conciliation Commission for Palestine, November 20th, 1951. (section G: Conclusions) 10) The Trump Administration (2020). Peace to Prosperity: A Vision to Improve the Lives of the Palestinian and Israeli People. the White House, Washington, DC. Week 3. End of Unit 1 Assignment: report of the history of the conflict until 1947 (get 10 points)

You are a team member assisting the UN envoy to the Middle East. The team is working on the Israeli- Palestinian conflict. Your first task is to write a report on the history of the conflict until 1947. In your report refer to the relevant primary sources that were discussed in weeks 1,2 and 3. You will get 10 points for this assignment.

Please note that you are allowed to use secondary sources (including the readings in this course) in your report (although the report is as if you are writing it in 1948).

The report will be evaluated based on rubric #2:

# Criteria Proficient Competent Novice 1 Format: 1,000-1,250 words that follow an 1 0.5 0 academic format (be consistent with your chosen format) 14

2 Choose a title for your report that captures 1 0.5 0 the reader's attention and accurately describes the content 3 Introduction: start with an opening 1 0.5 0 paragraph that briefly describes what the report is about and how it is constructed. This should attract the reader’s attention and show the focus of your report 4 Body of the report: add more paragraphs 4 2 0 which describe these issues: 1. Introduce the two national movements- the Zionist and the Palestinian and their connection to the land (Palestine/Land of Israel) 2. Describe how the two national movements had different expectations as to the outcome of WW1 (and refer to primary sources of WW1: McMahon–Hussein Correspondence, Sykes–Picot Agreement, Balfour Declaration, Agreement Between Emir Feisal and Dr. Weizmann) 3. Describe how the two national movements clashed during the British Mandate over Palestine (and refer to primary sources: The Mandate for Palestine and Transjordan Memorandum by the League of Nations) 4. Describe the Peel partition suggestion and the UN resolution 181 and how the Zionists and Palestinians reacted to them. Conclusion: conclude by describing the 2 1 0 situation at the point of approval of UN resolution 181 and how the UN should move forward to implement the decision 5 Writing is clear, concise, and free of 1 0.5 0 grammatical errors Total 10 5 0

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Unit 2- The Israeli-Arab conflict: From wars to peace (from 1948 until 1979)

Week 4. September 14th, 2020 Week 4. Introduction Week 4 title: The First Arab-Israeli War (1948) & the Palestinian Refugees In week 4, we will explore how the British Mandate period over Palestine ends and we delve into the first Arab-Israeli War- the 1948 War. We will be focusing on two of the key issues of the conflict- land and borders and the Palestinian refugees. The week starts with a survey of the major events in the war and the results on the Israelis and the Palestinians. We will examine the relevant primary sources to this week’s topic and see how the UN resolutions and the armistice agreements shaped some of the major issues of the conflict: land and borders and the Palestinian refugees. As we progress with our project: “Making History Relevant to Policymaking”, we will read the Trump administration plan. Class session in week 4 is on Monday September 14th, 2020. In addition, online activities will be done as usually on the BB site, on the student's own schedule. All online activities and the weekly assignment are due by Sunday, September 20th, 2020. Week 4. Objective/s 1) Compare the results of the 1948 war on the Israeli side- establishing the state- with the Palestinian side- al-Nakba 2) Identify key issues of the conflict: land and borders and the Palestinian refugees 3) Identify primary sources that are most relevant to understanding the buildup of key issues: land and borders and the Palestinian refugees Week 4. Videos

Please note that there are three videos this week (see below)

Video 1: “Israel - Birth of A Nation 1” (Herb Krosney, The History Channel, 1996)

The first video of the week is of a short YouTube video taken from a 1996 documentary: “Israel: Birth of a Nation” (the full documentary films can be accessed here: https://www.youtube.com/watch?v=OANN8hwNqX0). Our short YouTube video here focuses on the 1948 war. It should give you an additional overview of the Israeli narrative surrounding the events of the war and how the Israelis won. https://www.youtube.com/watch?v=Z2LNPqNFKFE

Video 2: “The History of Palestine” (Abdallah Omeish and Sufyan Omeish, 2006)

The second video of the week is of a short YouTube video taken from a 2006 documentary: “Occupation 101” (the full documentary films can be accessed here: https://www.youtube.com/watch?v=CDK6IfZK0a0 or on Prime Video). Our short YouTube video here focuses on the 1948 war and the refugees’ issue. It should give you an additional overview of the Palestinian narrative in regard to 1948 war. In the video they interview a few academics, 16

however, they all focus on the Palestinian narrative. https://www.youtube.com/watch?v=n3bxj1uvDXU

Video 3: “Israel-Jordan Sign Armistice” (The Military Network, 1949)

The maker of the third video of the week is unknown. It was uploaded by a YouTube user who was able to obtain it from the Military Network (https://www.military.com/video/operations-and- strategy/warfare/israel-jordan-sign-armistice/644431667001). This video should give you an additional overview of an outsider observer (probably a US) in regard to the end of the 1948 War and the armistice talks. https://www.youtube.com/watch?v=ZDduR2AGu4c

Please note that it is always difficult to find unacademic resources that are highly accurate and not biased. The videos of this week are biased- one is biased towards the Zionist/Israeli perspective and the other towards the Arab/Palestinian perspective. Please take that into consideration when you watch them.

Week 4. Online discussion board- “The Arab-Israeli Armistice Agreements” (get 1 point)

At the end of the 1948 war, Israel was the clear victorious. In order to end the war, Arab countries and Israel signed separate armistice agreements during spring-summer 1949:

1) Egyptian- Israeli General Armistice Agreement, February 24, 1949 2) Lebanese- Israeli General Armistice Agreement, March 23, 1949 3) Jordan-Israeli General Armistice Agreement, April 3, 1949 4) Syrian- Israeli General Armistice Agreement, July 20, 1949 5) Tripartite declaration of 1950. Choose one of these armistice agreements and answer one of the following sets of questions:

1) Basic info: who are the involved parties? When was the agreement signed in relation to the events of the war and in relation to the others armistice agreements? 2) Focus: What main interests are mentioned for Israel and the partner country? 3) Borders and lands: What is the legal status of the new borders? How these borders are different than the borders per UNGA resolution 181 in terms of the sovereignty over lands. 4) Palestinians: Are the Palestinians and their interests mentioned in this document? What is the future of the Palestinian question per this agreement? Please note that if you think that you have something important to add to an answer already posted, you can contribute by replying to that answer. This will count as your participation in this discussion board.

You get 1 point for your participation.

Week 4. “Making History Relevant to Policymaking” - The Trump Administration plan (get 1 point)

For this week, you will need to read the introduction of the Trump Administration plan: “Peace to Prosperity: A Vision to Improve the Lives of the Palestinian and Israeli People”. Please read 17

carefully the first few pages (pages 1-10) and then browse through page 39, while mainly focusing on the topics that are relevant to your research question.

The Trump Administration (2020). Peace to Prosperity: A Vision to Improve the Lives of the Palestinian and Israeli People. the White House, Washington, DC.

Then answer one of the following sets of questions:

1) Lands and borders: How do the Trump Administration plan refer to the issue of lands and borders? Mention one thing, related to lands and borders, that this plan differs from, or is similar to, one of the other primary sources of this week.

2) Palestinian refugees: How do the Trump Administration plan refer to the issue of the Palestinian refugees? Mention one thing, related to the refugees, that this plan differs from, or is similar to, one of the other primary sources of this week.

Add any question to the professor that is related to your research project, now that you started reading the Trump Administration plan.

Read a short background and the instructions on the PPT file attached.

You get 1 point for your participation.

Week 5. Readings

These are the required readings for week 5. They need to be done during week 4. They are also needed in order to submit the assignment: reaction paper #4.

Shapira, A. (2012). Israel: A history. UPNE. Chapter 13: Six Days that Changed the Middle East, pp. 295-306.

Morris, B. (2000). Righteous Victims: a History of the Zionist-Arab Conflict, 1881-1999. London: John Murray. Chapter 7: The Six Day War 1967, pp. 302-346.

Khalidi, W. (2012). Israel's 1967 Annexation of Arab Jerusalem: Walid Khalidi's Address to the UN General Assembly Special Emergency Session, 14 July 1967. Journal of Palestine Studies, 42(1), 71- 82.

The following are additional primary sources, which will be discussed in the classroom and will be part of the online work. You are not required to read them before the week starts:

1) United Nations Security Council Resolution 242 (1967) 2) 4th Arab League Summit in Khartoum - Three No's Resolution (1967) 3) Basic Law: Jerusalem, Capital of Israel (1980) 4) Golan Heights Law (1981)

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Week 4. Assignment: reaction paper #3 (get 3 points)

The assignment for this week is “reaction paper #3”. It is due on September 20th and is worth 3 points. Reaction paper #3 is on next week’s readings (week 5). In this reaction paper, focus on the 1967 war: Compare the results of the 1967 war on the Israeli side with the Arab side. Reaction papers will be evaluated based on rubric #1 (the same as for all reaction papers).

Week 5. September 21st, 2020 Week 5. Introduction Week 5 title: The Suez Crisis (1956) and the turning point: The 1967 War and the Origins of the Settler Movement In week 5, we will explore the continued Arab-Israeli conflict with additional wars spanning through the 1950s and 1960s. We will discuss the Suez Crisis (1956) and how the developments led to the War of 1967. We will examine the War of 1967 as the turning point of the conflict. The UNSC resolution 242 will help us understand in a more comprehensive way the contemporary discussion of the “Two State solution”. Class session in week 5 is on Monday September 21st, 2020. In addition, online activities will be done as usually on the BB site, on the student's own schedule. All online activities and the weekly assignment are due by Sunday, September 27th, 2020. Week 5. Objective/s 1) Compare the results of the 1967 war on the Israeli side- the Israeli victory- with the Arab side- al- Naksa 2) Identify key issues of the Israeli-Palestinian: Jerusalem and Jewish settlements in the West Bank and Gaza 3) Identify primary sources that are most relevant to understanding the buildup of key issues: Jerusalem and Jewish settlements in the West Bank and Gaza Week 5. Videos

Please note that there are three videos this week (see below)

Video 1: “What was the 1967 Six-Day War?” (TRT World, 2017)

The first video of the week is of a short YouTube video made by a Turkish state international news channel: TRT World. This short YouTube video here gives as overview of the 1967 war, however from an Arab perspective. https://www.youtube.com/watch?v=m7TsdFWAEto

Video 2: “The Six-Day War (June, 1967) - Israel Victory Song” (NMC United Entertainment, unknown date) 19

The second video of the week is of a short YouTube videoclip produced by NMC United Entertainment. It is an unusual type of video in our course since it is a vistory song with additional pictures, footage, and voices from the Israeli victory in the 1967 war. https://www.youtube.com/watch?v=Rwg2GwnTa3w

Video 3: “Here's How the Six-Day War Changed the Map of the Middle East” (The History Channel, 2018)

The third short video of the week was made by the History Channel. It surveys the background, the development, and the aftermath of the 1967 war in a more balanced way than the other two short videos of this week. https://www.youtube.com/watch?v=B60O6Kcijso

Please note that it is always difficult to find unacademic resources that are highly accurate and not biased. The videos of this week are biased- one is biased towards Israeli perspective and the other towards the Arab/Palestinian perspective. Please take that into consideration when you watch them.

Week 5. Online discussion board- “The aftermath of the 1967 War” (get 1 point)

At the end of the 1967 war, Israel was the clear victorious. Arabs were defeated (again). It was a turning point of the conflict and has had a major affect on the two key issues that were exploring this week: Jerusalem and the West-Bank and the Gaza Strip. We are focusing this week on the following primary source that are a result of the 1967 War:

1) United Nations Security Council Resolution 242 (1967) 2) 4th Arab League Summit in Khartoum - Three No's Resolution (1967) 3) Basic Law: Jerusalem, Capital of Israel (1980) 4) Golan Heights Law (1981)

Choose one of these documents and choose one of the narratives- either the Israeli or the Palestinian. Answer the following question: what should be the Israeli / Palestinian response to this document? (please note the Golan Heights Law is not directly related to the Palestinians, however it is indirectly connected) Instead of answering the question, you can post a response to an answer already posted by another student. This will count as your participation in this discussion board.

You get 1 point for your participation.

Week 5. “Making History Relevant to Policymaking” - Submit a project proposal (get 1 point)

For this week, you will need to submit a research proposal. Please use the attached template. You will be required to write a one page of introduction and a one page of a short literature review. If you are working as pair or as part of a group, please note that all members must upload the same file that the pair or group worked on together.

You get 1 point for your participation.

Week 6. Readings 20

These are the required readings for week 6. They need to be done during week 5. They are also needed in order to submit the assignment: reaction paper #4.

Morris, B. (2000). Righteous Victims: a History of the Zionist-Arab Conflict, 1881-1999. London: John Murray. Chapter 8: The War of Attrition, pp. 347-386.

Shapira, A. (2012). Israel: A history. UPNE. Chapter 15: The Yom Kippur War, 1973, pp. 307-324.

Stein, K. W. (1999). Heroic diplomacy: Sadat, Kissinger, Carter, Begin, and the quest for Arab-Israeli peace. Psychology Press. Chapter 6: The Syrian Israeli Agreement, Sinai I and II, and Defining a Comprehensive Peace, pp. 146-186.

The following are additional primary sources, which will be discussed in the classroom and will be part of the online work. You are not required to read them before the week starts:

1) United Nations Security Council Resolution 338 (1973) 2) Separation of Forces Agreement between Israel and Syria (1974) 3) Israel-Egypt Separation of Forces Agreement (1974) 4) Camp David Accords (September 17, 1978) 5) Israel-Egypt Peace Treaty (1979)

Week 5. Assignment: reaction paper #4 (get 3 points)

The assignment for this week is “reaction paper #4”. It is due on September 27th and is worth 3 points. Reaction paper #4 is on next week’s readings (week 6). In this reaction paper, focus on the 1973 war: Compare the results of the 1973 war on the Israeli side with the Arab side. Reaction papers will be evaluated based on rubric #1 (the same as for all reaction papers).

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Week 6. September 28, 2020 Week 6. Introduction Week 6 title: The results of a war (1967) leads to another War (1973) and to the Israeli-Egyptian peace (1979) In week 6, we will explore how the results of the 1967 war lead to another war in 1973 and then to the Israel-Egypt peace treaty. We will examine UNSC resolution 338 and other primary sources that will help us better understand how Israel’s relations with Arab countries developed after the 1970s. Class session in week 6 is on Monday September 28, 2020. In addition, online activities will be done as usually on the BB site, on the student's own schedule. All online activities and the weekly assignment are due by Sunday, October 4, 2020. Week 6. Objective/s 1) Compare the results of the 1973 war on the Israeli side with the Arab side 2) Identify key issues of the Israeli-Palestinian: Israel’s relations with Arab countries and Israel’s international relations 3) Identify primary sources that are most relevant to understanding the buildup of key issues: Israel’s relations with Arab countries and Israel’s international relations Week 6. Videos

Please note that there are three videos this week (see below)

Video 1: “Reality of 1973 Yom Kippur War” (Unknown source, Unknown date)

The first video of the week is of an unknown source and date. This short YouTube video gives the story of the war form the Israeli perspective, including interviews with two former Israeli prime ministers who had taken part in the war in different positions. It also shows the devastating toll on Israeli society. https://www.youtube.com/watch?v=-dzuqVb2pdU

Video 2: “Egyptians commemorate October 1973 War” (CCTV, October 2014)

The second video of the week was produced by a Chinese TV news channel- CCTV). The video shows the 2014 annual celebration of the Egyptians of their victory (or so-called victory) in the 1973 War. https://www.youtube.com/watch?v=YFdVslL9svM

Video 3: “Here's How the Camp David Accords Impacted the Middle East” (The History Channel, 2018)

The third short video of the week was made by the History Channel. It surveys the background, the development, and the aftermath of the 1973 war in a more balanced way than the other two short videos of this week. https://www.youtube.com/watch?v=mbc9ElB5vfQ

Please note that it is always difficult to find unacademic resources that are highly accurate and not biased. The videos of this week are biased- one is biased towards Israeli perspective and the other towards the Arab/Palestinian perspective. Please take that into consideration when you watch them. 22

Week 6. Online discussion board- “The aftermath of the 1973 War” (get 1 point)

At the end of the 1973 war, it was not clear who won the war. The Arabs did not gain back the territory the lost in the 1967 war. However, the war did lead to Israel recognizing the need for peace with Egypt. We are focusing this week on the following primary source that are a result of the 1973 War:

1) United Nations Security Council Resolution 338 (1973) 2) Separation of Forces Agreement between Israel and Syria (1974) 3) Israel-Egypt Separation of Forces Agreement (1974) 4) Camp David Accords (September 17, 1978) 5) Israel-Egypt Peace Treaty (1979)

Choose one of these documents and choose one of the narratives- either the Israeli or the Palestinian. Answer the following question: what should be the Israeli / Palestinian response to this document? Instead of answering the question, you can post a response to an answer already posted by another student. This will count as your participation in this discussion board.

You get 1 point for your participation.

Week 6. “Making History Relevant to Policymaking” – peer review of the project proposals (get 1 point)

Last week student submitted their research proposal. This week, you will need to read one of these proposals and provide feedback to the other student. This exercise will allow you to learn about other student’s projects and possibly help you improve your own project.

You will need to post the following response:

1) Write the name of the student you are referring to in the title of your response. 2) Encouragement: Write a complement to your peer and add a description of one thing you liked in the proposal 3) Improvement: Write in a kind way to your peer what you would suggest to them to improve in their reaction paper or any other suggestion You get 1 point for your participation.

Week 7. Readings

These are the required readings for week 7. They need to be done during week 7. They are also needed in order to submit the assignment: reaction paper #9, which is an optional assignment for extra credit.

Abu-Amr, Z. (1993). Hamas: a historical and political background. Journal of Palestine Studies, 22(4), 5-19. 23

Jabber, F. (1973). The Arab Regimes and the Palestinian Revolution, 1967-71. Journal of Palestine Studies, 2(2), 79-101.

Sayigh, Y. (1997). Armed struggle and the search for state: The Palestinian national movement, 1949-1993. Clarendon Press. Chapter 25: Intifada to the Rescue, pp. 607-637.

The following are additional primary sources, which will be discussed in the classroom and will be part of the online work. You are not required to read them before the week starts:

1) UN Security Council Resolution 425 (March 1978) 2) Agreement between Israel and Lebanon (May 1983) 3) PLO Covenant (Charter) (July 1968) 4) Hamas Covenant (1988) and new Charter (2017) 5) Israel's Peace Initiative (May 14, 1989)

Week 6. Assignment: End of Unit 2- Report on the development of the conflict from 1948 to 1979 with reference to official documents (get 10 points)

As a member of the team assisting the UN envoy to the Middle East, you already wrote a report on the history of the conflict until 1947 (end of Unit 1). Now that the year is 1979 and Israel and Egypt are moving towards a peace treaty, you were asked to write a report on the development of the conflict from 1948 to 1979. In your report refer to the relevant primary sources that were discussed in weeks 4,5 and 6 (such as armistice agreements and UN resolutions 242, 338). Although you are writing this report as if the year was 1979, you are allowed to quote from and cite from the readings in this course. You will get 10 points for this assignment.

The report will be evaluated based on rubric #3:

# Criteria Proficient Competent Novice 1 Format: 1,000-1,250 words that follow an 1 0.5 0 academic format (be consistent with your chosen format) 2 Choose a title for your report that captures 1 0.5 0 the reader's attention and accurately describes the content 3 Introduction: start with an opening 1 0.5 0 paragraph that briefly describes what the report is about and how it is constructed. This should attract the reader’s attention and show the focus of your report 4 Body of the report: add more paragraphs 4 2 0 which describe these issues: 24

1. Introduce (shortly) the struggle between the two national movements until 1947. 2. Describe the results of the 1948 war on both sides (refer to the armistice agreements) 3. Describe the results of the 1967 war on both sides (refer to UNSC 242) 4. Describe the results of the 1973 war on both sides (refer to UNSC 338 and the Khartoum resolution) 5. Describe the affect of the Israeli- Egyptian peace on the Palestinians Conclusion: conclude by describing the 2 1 0 situation in 1979 and state your opinion on how should the UN move forward to solve the Israeli-Palestinian conflict 5 Writing is clear, concise, and free of 1 0.5 0 grammatical errors Total 10 5 0

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Unit 1-The Israeli-Palestinian conflict: from war to peacemaking (from 1948 to current events)

Week 7. October 5, 2020 Week 7. Introduction Week 7 title: Rebirth of a Nation- part 1: The Palestinians between the 1948 war, the Lebanon war (1982), and the First Intifada (1987) In week 7, we will start Unit #3 which is on the Israeli-Palestinian conflict: from war to peacemaking (from 1948 to current events). In week 7, we will explore the development of the Palestinian identity and Palestinian leadership from the 1948 war toward the turning point in the 1960s-1970s. then we will survey the developments towards the Lebanon War (1982) and the First Intifada (1987). Class session in week 7 is on Monday October 5, 2020. In addition, online activities will be done as usually on the BB site, on the student's own schedule. All online activities and the weekly assignment are due by Sunday, October 11, 2020. Week 7. Objective/s 1) Identify the different periods of nation building among the Palestinians 2) Identify key issues of the Israeli-Palestinian: mutual recognition (second part) 3) Identify primary sources that are most relevant to understanding the buildup of key issues: mutual recognition (second part) Week 7. Videos

Please note that there are three videos this week (see below). The first two focus on the 1970s and the Israeli position towards the Palestinians and the Palestinian fighting against Israel from southern Lebanon. The third video brings some shots from the First Intifada.

Video 1: “Golda Meir discusses the Palestinian identity” (Thames Television, 1970)- Watch 4:00- 9:30.

The first video of the week is a portion from a Thames Television interview with Israeli PM Golda Meir in 1970. Meir discusses multiple issues about wars and peace, and during this portion of 04:00 to 09:300 Meir explains that are no Palestinian people (“No distinct Palestinian people”). This represents the Israeli perspective at the time (PM Meir was the leader of the ruling Labor party), and still is the belief among most of the supporters of the Israeli right wing in Israel as of 2020. https://www.youtube.com/watch?v=I9M91iwP994

Video 2: “Yasser Arafat interview” (Thames Televisions, 1978)

The second video of the week is a portion from a Thames Television interview with Yasser Arafat, the leader of the PLO. Arafat discusses the development in south Lebanon during the Lebanese civil war and accuses Israel of terrorist attacks against Palestinian refugee camps in southern Lebanon in 1978. https://www.youtube.com/watch?v=Y-szC7XBPLA

Video 3: “The first Intifada” (NBCnews, 1987) 26

The third short video of the week was made by Martin Fletcher for the NBC News in 1987. It covers the first days of the First Intifada. The reporter interviews an Israeli soldier and a Palestinian who both had encounters related to the Palestinian riots in the Intifada. https://www.youtube.com/watch?v=MRwEhaeI_xI

Please note that it is always difficult to find unacademic resources that are highly accurate and not biased. The videos of this week are biased- one is biased towards Israeli perspective and the other towards the Palestinian perspective. Please take that into consideration when you watch them.

Week 7. Online discussion board- “The Lebanese Civil War 1975-1990” (get 1 point)

The Lebanese civil war started in 1975 and continued until 1990. Almost during all its period, the Palestinians and the Israelis were involved in it. Two of the primary sources of this week are directly connected to this civil war:

1) UN Security Council Resolution 425 (March 1978) 2) Agreement between Israel and Lebanon (May 1983) Choose one of these documents and choose one of the narratives- either the Israeli or the Palestinian. Answer the following question: what should be the Israeli / Palestinian response to this document? Instead of answering the question, you can post a response to an answer already posted by another student. This will count as your participation in this discussion board.

You will get 1 point for your participation.

Week 7. “Making History Relevant to Policymaking” – work on your project and share difficulties (get 1 point)

Two weeks ago you were asked to write a project proposal and last week you were asked to read a proposal by another student and provide feedback to them. By now, this should have helped you to formulate a revised plan.

In this week, you are asked to start working on your project by completing any necessary readings of relevant peace initiatives or other primary courses and start looking for findings that will support the answer to your research question.

Next, you will need to post a description of a difficulty or difficulties you are facing while working on this project. You can choose instead to read one of the posts made by other students and respond by suggesting a solution or by providing an example from your own project.

You will get 1 point for your participation.

Week 8. Readings

These are the required readings for week 8. They need to be done during week 7. They are also needed in order to submit the assignment: reaction paper #5: 27

Peleg I. and Waxman D. (2011). Israel’s Palestinians – The Conflict Within. Cambridge University Press. Chapter 1: Palestinians in Israel: Separate and Unequal pp 19-46.

Zeedan, R. (2019). Arab-Palestinian Society in the Israeli Political System: Integration Versus Segregation in the Twenty-first Century. Rowman & Littlefield. Chapter 2: Identity and political trends, pp. 43-63.

Zeedan, R. (2020). Reconsidering the Druze Narrative in the Wake of the Basic Law: Israel as the Nation-State of the Jewish People. Israel Studies, 25(3), 153-166.

The following are additional primary sources, which will be discussed in the classroom and will be part of the online work. You are not required to read them before the week starts:

1) Proclamation of the state of Israel (May 14th, 1948). 2) The Haifa Declaration (2007) 3) Basic Law: Israel as the Nation state of the Jewish people (2018). 4) “Political demands of the Joint List from Blue & White” (March, 2020)

Week 7. Assignment: reaction paper #5 (get 3 points)

The assignment for this week is “reaction paper #5”. It is due on October 11th and is worth 3 points. Reaction paper #5 is on next week’s readings (week 8). In this reaction paper, focus on Arab- Palestinian citizens of Israel. Reaction papers will be evaluated based on rubric #1 (the same as for all reaction papers).

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Week 8. October 12, 2020 Week 8. Introduction Week 8 title: Rebirth of a Nation- part 2: the Arab-Palestinian citizens of Israel In week 8, we will continue the discussion on the “Rebirth of a Nation”. While in week 7 we discuss the re-emergence of the Palestinians and their leadership, in week 8 we will focus on one of the other key issues of the conflict- the status of the Arab-Palestinian citizens of Israel. Please note that exceptionally this week we are breaking the historical overview (we will come back to it next week, in week 9). In week 8, we will explore the development of the Palestinian society in “proper Israel” (within the Green-Line), their identity and politics. Special attention will be given to situating this topic within the Israeli-Palestinian conflict vs Israel as “Jewish and Democratic” Class session in week 8 is on Monday October 12, 2020. Here’s an amended schedule for this Monday: 2:30-3:40 Cohort 1+ Cohort 2: regular class session 3:40-3:45 A short break (students who don't want to participate in the following part can leave during the break) 3:45-4:15 An optional extra session for Cohort 1+ Cohort 2: professor's guidance and discussion on the research project (progress and difficulties) In addition, online activities will be done as usually on the BB site, on the student's own schedule. All online activities and the weekly assignment are due by Sunday, October 18, 2020. Week 8. Objective/s 1) Situate the issue of Arab-Palestinian citizens of Israel within two poles: the Israeli-Palestinian conflict vs Israel as “Jewish and Democratic” 2) Identify key issues of the Israeli-Palestinian: Arab-Palestinian citizens of Israel 3) Identify primary sources that are most relevant to understanding the buildup of key issues: Arab- Palestinian citizens of Israel Week 8. Videos

Please note that there are three videos this week (see below). All three videos cover recent events. However, the first one is in relation to a historical event, while the other two are from recent events. They all show the complexity of the situation of Arab-Palestinian citizens in Israel wanting to preserve their Arab-Palestinian pride while being Israelis at the same time.

Video 1: “Kafr Qasim: A 59-year-old wound between Israel and the Palestinians” (i24NEWS English, 2015)

The first video of the week is from i24NEWS English. It covers the 2015 commemoration of the Kafr Qasim massacre which happened in 1956 on the eve of the 1956 Sues Crisis. It should you a look at some of the complexities of the Arab-Palestinian citizens of Israel, who have also been affected by the Israeli-Palestinian conflict. https://youtu.be/DkyQvyLZoz8

Video 2: “Arab Israelis reject US President Trump’s ‘peace plan’” (TRT World, 2020) 29

The second video of the week is from TRT World Channel. It covers the Arab protests in Israel against the Trump Administration plan. They argue that the plan would lead to some of them lose their Israeli citizenship and be part of the future Palestinian state and not part of Israel. However, they still used the Palestinian flag in the protest, signaling their Palestinian identity. This video should show the further complexities of the Arab-Palestinian citizens of Israel- despite their dissatisfaction from the state policies, most of them still see themselves as Israelis, side by side with their Palestinian identity, and would like to stay part of Israel. https://youtu.be/KaHR0eX05I8

Video 3: “Breaking Bread- Hummus has no borders” (Beth Elise Hawk, 2019)

The third short video of the week is a trailer of a relatively new documentary by Beth Elise Hawk. The movie itself focus on Nof Atamna-Ismaeel, the first Muslim Arab to win Israel's MasterChef. It show the many parts of Arab citizens who want to integrate in Israel. It also shows how even food is part of the Israeli-Palestinian conflict. https://youtu.be/yShhKXU7zoY

Please note that it is always difficult to find unacademic resources that are highly accurate and not biased. The videos of this week are biased. Please take that into consideration when you watch them.

Week 8. Online discussion board- “The Triangle Area in Israel” (get 1 point)

The Trump administration plan refers in page 13 to some of the Arab localities in the Triangle Area in Israel, which is close to the Green-Line of 1949-1967 (see extract in the file attached). It suggests a swap of territories. Specifically, it suggests that the future border between Israel and a future Palestinian state would be redrawn in a way that will include these localities in the Triangle, with about 250-300 thousand Arabs, as part of the future Palestinian state. The Arabs living in these areas were outraged (see video 2 in this week). In a survey conducted after the publication of the plan, 82% of Arabs interviewees indicated that they would like to remain Israelis and part of Israel. (Media coverage in Hebrew: https://www.globes.co.il/news/article.aspx?did=1001317582).

On the online discussion board post your response to one of these options:

1) Post your opinion on this very complex issue

2) Post an explanation of why you think the Israeli government would want to implement this idea

3) Post an explanation of why you think the Arab-Palestinian citizens of Israel rejected this idea and do not want to disconnect from Israel

4) Post an explanation of what you think would be the Palestinian leadership (PLO or PA) response to this idea

Instead of answering the question, you can post a response to an answer already posted by another student. This will count as your participation in this discussion board.

You will get 1 point for your participation.

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Week 8. “Making History Relevant to Policymaking” – Plan for the reminder of the semester (get 1 point)

Please review the attached PPT file and the templates for the presentation and the final paper. Please note that for the final paper of the project, there are two different templates: 1) Template- research paper for students enrolled in JWSH 329, or POLS 350, or HIST 390 2) Template- research paper for students enrolled in GIST 503 or PCS 555 Post a response here that you have reviewed these files and post any questions you have about the plan for the coming few weeks or any question about the templates. You will get 1 point for your participation. Week 9. Readings

These are the required readings for week 8. They need to be done during week 8. They are also needed in order to submit the assignment: reaction paper #6:

Eisenberg, L. Z., & Caplan, N. (2003). The Israel-Jordan peace treaty: patterns of negotiation, problems of implementation. Israel Affairs, 9(3), 87-110.

Rabinovich, I. (2009). Waging Peace: Israel and the Arabs, 1948-2003. Princeton University Press. Chapter 2: Madrid and Oslo: Years Of , pp 26-45.

Sayigh, Y. (1997). Armed struggle and the search for state: The Palestinian national movement, 1949- 1993. Clarendon Press. Chapter 26: The Road to Oslo, pp. 638-662.

The following are additional primary sources, which will be discussed in the classroom and will be part of the online work. You are not required to read them before the week starts:

1) Invitation to Madrid Middle East Peace Conference (1991) 2) Israel-PLO Recognition: Exchange of Letters between PM Rabin and Chairman Arafat (1993) 3) Oslo Accords I (1993) (Officially known as “Declaration of Principles on Interim Self- Government Arrangements”) 4) Israel-Jordan Peace Treaty (1994) 5) Oslo Accords II (1995) (Officially known as “The Interim Agreement on the West Bank and the Gaza Strip”) Week 8. Assignment: reaction paper #6 (get 3 points)

The assignment for this week is “reaction paper #5”. It is due on October 18th and is worth 3 points. Reaction paper #6 is on next week’s readings (week 9). In this reaction paper, focus on the Oslo Accords. Reaction papers will be evaluated based on rubric #1 (the same as for all reaction papers).

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Week 9. October 19, 2020 Week 9. Introduction Week 9 title: On the Brink of Peace: from the Madrid conference (1991), to the Oslo accords (1993) and Israeli Jordanian peace (1994) In week 9, we will return to out historical survey of the development of the Israeli-Palestinian conflict. We reconnect with the developments at the early 1990s. We will examine how the Gulf War ended up as a catalysator for brining Israel and its Arab neighboring countries to the negotiation table. We will discuss how this, with other Israeli internal political change, has led to the 1990s as the decade of hope. It helped in bringing about the first Israeli-Palestinian agreement- the Oslo Accords and later to the Israeli-Jordanian peace. Class session in week 8 is on Monday October 19, 2020. Here’s an amended schedule for this Monday: 2:30-3:40 Cohort 1+ Cohort 2: regular class session 3:40-3:45 A short break 3:45-4:15 An optional extra session: 10 minutes of general Q/A on the project and then individual/group meetings with the professor on the research project In addition, online activities will be done as usually on the BB site, on the student's own schedule. All online activities and the weekly assignment are due by Sunday, October 25, 2020. Week 9. Objective/s 1) Identify the components of the conflict addressed by the Oslo accords 2) Identify key issues of the Israeli-Palestinian: security and economy 3) Identify primary sources that are most relevant to understanding the buildup of key issues: security and economy Week 9. Videos

Please note that there are three videos this week (see below). All three videos cover different aspects of the Oslo Accords. One video is a historical survey of the accords. The other two videos bring the internal political divisions among Israeli and Palestinians in regard to the peace talks.

Video 1: “How The Oslo Accords Almost Ended The Israeli-Palestinian Conflict” (History Channel, 2018)

The first video of the week is from the History Channel. It covers the Oslo Accords and how it was seen as the way to solve the conflict. https://www.youtube.com/watch?v=nERZr_d343w

Video 2: “Netanyahu, Rabin and the Assassination That Shook History” (PBS, 2015)

The second video of the week is from the Frontline Series at PBS. It covers the assassination of PM Rabin, the incitement against him, and protests against the Oslo Accords. It shows the political 32

divide in Israel in regard to the peace talks with the PLO. While the Labor-led government is negotiating with the PLO, the Likud and tight wing supporters demonstrated against the Oslo Accords, which is seen as the trigger to the assassination of PM Rabin. https://www.youtube.com/watch?v=JhMF30VLZCA

Video 3: “Israel/Gaza - Bus Bomb & Reax” (AP, 21 Aug 1995)

The third short video of the week is a news coverage from the Associated Press (AP). It covers the story of a Hamas terrorist suicide bombing in August 1995. It shows the political divide among the Palestinians, while the PLO (led by Fatah) is negotiating with Israel, Hamas and other Palestinian organizations oppose the move, refuse to recognize Israel, and hence are engaged in terrorist attacks against Israel. https://www.youtube.com/watch?v=xZ7UlZ6aWIY

Please note that it is always difficult to find unacademic resources that are highly accurate and not biased. The videos of this week are biased. Please take that into consideration when you watch them.

Week 9. Online discussion board- “On the way to solving the conflict?” (get 1 point)

Chose one of the primary sources of this week:

1) Invitation to Madrid Middle East Peace Conference (1991) 2) Israel-PLO Recognition: Exchange of Letters between PM Rabin and Chairman Arafat (1993) 3) Israel-Jordan Peace Treaty (1994) For the chosen primary source, post answer to the following:

1) Basic info on the primary source: time, relevant stakeholders, etc. 2) Bring a quote from the text that explains what it is about 3) How does this document contribute to the understanding of the conflict? 4) To which one of the key issues, this document is most relevant? Instead of answering the question, you can post a response to an answer already posted by another student. This will count as your participation in this discussion board.

You will get 1 point for your participation.

Week 9. “Making History Relevant to Policymaking” – work on your project and ask any questions (no points)

This week there is no mandatory assignment related to the project. This week you should work on your own project and make some progress. It is recommended to download the PPT template and start filling your own details in it. The first step is to copy and revise the text from your project proposal into the PPT template. You will need to finalize this first draft for week 10 (next week).

Week 10. Readings 33

These are the required readings for week 10. They need to be done during week 9. They are also needed in order to submit the assignment: reaction paper #7:

Bloom, M. M. (2004). Palestinian suicide bombing: Public support, market share, and outbidding. Political Science Quarterly, 119(1), 61-88.

Pundak, R. (2001). From Oslo to Taba: What Went Wrong?. Survival, 43(3), 31-45.

Shamir, J., & Shikaki, K. (2010). Palestinian and Israeli public opinion: The public imperative in the second Intifada. Indiana University Press. Chapter 7: From Geneva to Disengagement: Opportunities and Constraints, pp. 90-115.

The following are additional primary sources, which will be discussed in the classroom and will be part of the online work. You are not required to read them before the week starts:

1) The Sharm el Sheikh Memorandum (1999) 2) The Clinton Parameters (2000) 3) UN Security Council Resolution 1397 (12 Mar 2002) 4) The Arab Initiative (2002) 5) The Bush “Road map” (2003) 6) United Nations Security Council Resolution 1515 (19 Nov 2003) 7) Exchange of letters between PM Sharon and President Bush (14 Apr 2004) 8) Disengagement Plan - General Outline (Apr 18, 2004) Week 9. Assignment: reaction paper #7 (get 3 points)

The assignment for this week is “reaction paper #7”. It is due on October 25th and is worth 3 points. Reaction paper #7 is on next week’s readings (week 10). In this reaction paper, focus on the Second Intifada. Reaction papers will be evaluated based on rubric #1 (the same as for all reaction papers).

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Week 10. October 26, 2020 Week 10. Introduction Week 10 title: From the Second Intifada (2000) to the Israeli Disengagement from Gaza (2005) In week 10, we continue the historical survey of the development of the Israeli-Palestinian conflict by focusing on the period after the collapse of the Oslo Accords. We will examine the reasons for the Second Intifada in 2000 and the developments until 2005m including the Israeli decision on constructing the barrier with the West Bank and the disengagement from Gaza. This period included some of the most recent peace proposals, including the Clinton Parameters (2000), the Arab Initiative (2002), and the Bush “Road map” (2003). Class session in week 10 is on Monday October 26, 2020. Here’s an amended schedule for this Monday: 2:30-3:40 Cohort 1+ Cohort 2: regular class session 3:40-3:45 A short break 3:45-4:15 An optional extra session: 10 minutes of general Q/A on the project and then individual/group meetings with the professor on the research project In addition, online activities will be done as usually on the BB site, on the student's own schedule. All online activities and the weekly assignment are due by Sunday, November 1st, 2020. Week 10. Objective/s 1) Identify the reasons for the collapse of the Oslo Accords 2) Identify key peace proposals (1999-2003) 3) Identify the complexities of the situation in Gaza after the disengagement in 2005 Week 10. Videos

Please note that there are three videos this week (see below). All three videos cover different aspects of the Second Intifada.

Video 1: “The second Palestinian intifada in brief” (TRT World, 2018)

The first video of the week is from the TRT World Channel. It briefly covers the major events of the Second Intifada. https://www.youtube.com/watch?v=WtfXjRI2AwU

Video 2: “The Second Intifada Through Palestinian Eyes” (I24News English, 2020)

The second video of the week is from the I24News channel. It focuses on an interview with a Palestinian who participated in the Second Intifada and his views twenty years later. It should give you an outlook at one aspect of the Palestinian narrative in regard to the events.

https://www.youtube.com/watch?v=TNoR-EXu-BA

Video 3: “Israel Marks 20th Anniversary of the Second Intifada” (I24News English, 2020) 35

The second video of the week is from the I24News channel. It includes interviews with Israelis about the terror attacks during the Second Intifada. It should give you an outlook at one aspect of the Israeli narrative in regard to the events. https://www.youtube.com/watch?v=Ny1u_SU-bSU

Please note that it is always difficult to find unacademic resources that are highly accurate and not biased. The videos of this week are biased. Please take that into consideration when you watch them.

Week 10. Online discussion board- “From Oslo, through the second Intifada, and to the Disengagement Plan” (get 1 point)

The collapse of the Oslo Accords lead to the second Intifada in 2000 and later to the Israeli disengagement from Gaza Strip in 2005. During this period, some of the most recent peace proposals were published alongside with a few important UNSC resolutions. Choose one of the primary sources of this week:

1) The Sharm el Sheikh Memorandum (1999) 2) The Clinton Parameters (2000) 3) UN Security Council Resolution 1397 (12 Mar 2002) 4) The Arab Initiative (2002) 5) The Bush “Road map” (2003) 6) United Nations Security Council Resolution 1515 (19 Nov 2003) 7) Exchange of letters between PM Sharon and President Bush (14 Apr 2004) 8) Disengagement Plan - General Outline (Apr 18, 2004) For the chosen primary source, post answer to the following:

1) Basic info on the primary source: background, relevant stakeholders, etc. 2) Bring a quote from the text that explains what it is about 3) How does this document contribute to the understanding of the conflict? Instead of answering the question, you can post a response to an answer already posted by another student. This will count as your participation in this discussion board.

You will get 1 point for your participation.

Week 11. Readings

These are the required readings for week 11. They need to be done during week 10. They are also needed in order to submit the extra credit assignment: reaction paper #10:

Caplan, Neil, (2010). The Israel-Palestine Conflict: Contested Histories, Malden, MA: Wiley- Blackwell, Chapter 11: From Breakthrough to Breakdown, 1995–2018, pp 219-242. 36

Feith, D. J., & Libby, L. (2020). How the Trump Plan Makes Peace Possible. Middle East Quarterly.

Newman, D. (2020). The Changing Geopolitics of Settlements and Borders in Trump Deal of the Century—It is Time to Think Beyond the Territorial Box. The Arab World Geographer, 23(1), 29- 38.

The following are additional primary sources, which will be discussed in the classroom and will be part of the online work. You are not required to read them before the week starts:

1) Annapolis Conference Joint Understanding and Statements (Nov 27, 2007)

2) PM Olmert suggestion to President Abbas (2008)

3) UN Security Council Resolution 1860 (2009)

4) Obama’s speech on the Middle East (2011)

5) Statement by the Quartet Principals on the Release of the Quartet Report (1 July 2016)

6) Resolution 2334 (23 December 2016)

7) John Kerry, Israel-Mideast peace speech (2016): A more complete plan of the Obama Administration (see also https://www.youtube.com/watch?v=1fUZRoeGBkM )

8) “Peace to Prosperity “, The Trump Administration (2020).

9) “Abraham Accords”- Israel and the UAE (2020)

Week 10. Assignment: First draft of project presentation (get 3 points)

The assignment for this week is submit your first draft of the project presentation. It is due on November 1st and is worth 3 points. You should use the PPT template that was already provided to you. The first step is to copy the text from your project proposal into the PPT template. Then start revising the text and make an initial progress. The goal of this draft is to allow you to make some progress in the project. Please remember that the presentation in the classroom is scheduled for November 9th.

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Week 11. November 2, 2020 Week 11. Introduction Week 11 title: The Missing Peace (from 2005 to the present) In week 11, we will conclude the historical survey of the conflict by focusing on the recent years, from 2005 to 2020. We will examine the developments after the Second Intifada and the Israeli disengagement from the Gaza Strip. This period includes a few peace initiatives and a few military encounters between Israel and Hamas. Class session in week 11 is on Monday November 2, 2020. Here’s an amended schedule for this Monday: 2:30-3:40 Cohort 1+ Cohort 2: regular class session 3:40-3:45 A short break 3:45-4:15 An optional extra session: 10 minutes of general Q/A on the project and then individual/group meetings with the professor on the research project In addition, online activities will be done as usually on the BB site, on the student's own schedule. All online activities and the weekly assignment are due by Sunday, November 8th, 2020. Week 11. Objective/s 1) Identify the reasons for the stalling of the peace process 2) Identify key peace proposals (2007-2020) 3) Identify the complexities of the situation in the West Bank and the Gaza Strip in 2020 Week 11. Videos

Please note that there are three videos this week (see below). All three videos cover different aspects of the Israeli-Hamas military encounters (2009 and 2014). The following videos contains some graphic images.

Video 1: “IDF Operation Cast Lead: Israel-Gaza Conflict” (Jerry Levine, 2009)

The first video of the week was made by Jerry Levine for a presentation at the Miami Friends of the Israel Defense Forces Solidarity Dinner. This propaganda movie briefly tells the Israeli story of Operation Cast Lead. https://www.youtube.com/watch?v=gXdwjU8Q7_A

Video 2: “Palestinians killed in Israeli raids into Gaza - 16 April 08” (Al-Jazeera English, 2008)

The second video of the week is from the Al-Jazeera English Channel. This news coverage is telling the Palestinian story of one of the events during the War on Gaza (December 2008). https://www.youtube.com/watch?v=-4E4-RZ28j8

Video 3: “Israel and Gaza: Inside the conflict” (CNN, 2014) 38

The third video of the week is from the CNN channel. It covers a different round of violence between Hamas and Israel that happened in 2014: The 2014 Israel–Gaza conflict / Operation Protective Edge. https://www.youtube.com/watch?v=mdocBAhY9pI

Please note that it is always difficult to find unacademic resources that are highly accurate and not biased. The videos of this week are biased. Please take that into consideration when you watch them.

Week 11. Online discussion board- “Review of draft presentations” (get 1 point)

There is no online discussion board this week. Devote your time to finalize your project presentation next week.

Peer review of the draft presentation

You will get 1 point for your participation.

Week 12. Readings

There are no required readings for week 12. Devote your time to finalize your project presentation next week.

Week 11. Assignment: End of Unit 3: Project presentation (get 10 points) Prepare a presentation of the outcome of your project as part of “Making History Relevant to Policy Making”. The presentation needs to follow the instructions as explained within the template. Students can choose between a regular presentation and a poster presentation. The presentation will be done during our class session on week 12 and week 13 . Students who have an attendance accommodation and are doing their coursework entirely online, will present online. The presentation will be graded based on rubric #4: # Criteria Proficient Competent Novice 1 Content is according to the 1 3.5 0 instructions in the template: 1. Introduction (1 point) 2. Research setting 1 0.5 0 3. Literature review 1 0.5 0 4. Findings 2 1 0 5. Discussion / 1 0.5 0 Conclusions 6. Sources 1 0.5 0 2 Presentation is well organized 1 0.5 0 and easy to understand 3 Delivery is clear and fluid 1 0.5 0

4 Presentation is between the 1 0.5 0 time limits (8-10 min.) 39

5 Optional 1-2 points bonus, Way beyond Beyond 0 depending on the quality of expectations: expectations: presentation beyond the (+2) (+1) minimum expatiations stated here or by adding a significant component Total 10 5 0 (+2) (+1)

Unit 4- Conclusions: forever conflict?

Week 12. November 9, 2020 Week 12. Introduction Week 12 title: "Making History Relevant to Policymaking: The Israeli-Palestinian conflict”: Students’ presentations – part 1 In week 12, we start the final unit of this course- “Unit 4: Conclusions: forever conflict?”. In weeks 12 and 13 we will have the opportunity to review the students’ presentations of their own research project. These projects are part of the idea of “Making History Relevant to Policymaking”. All projects focus on different aspects of the Israeli Palestinian conflict and are including the Trump Administration 2020 plan to solve the conflict as part of the examination. Class session in week 12 is on Monday November 9, 2020. Here’s an amended schedule for this Monday: 2:30-3:40 Cohort 1+ Cohort 2: regular class session In addition, online activities will be done as usually on the BB site, on the student's own schedule. All online activities and the weekly assignment are due by Sunday, November 15th, 2020. Week 12. Objective/s 1) Analyze primary sources in the study of history and contemporary policy making 2) Analyze a recent peace plan to solve the Israeli-Palestinian conflict, based on primary sources. 3) Develop your own opinion on the conflict and the ways to solve it Week 12. Review the online presentations of students’ projects- those not presented in-person (get 1 point for the one reviewed. Get 1 point as extra credit for doing the second).

Your task is to review this student’s presentation. It was prepared by an online student who is not able to present in person. Review one out of the two available this week. Then you will need to post a response. A good response is one that highlights the good aspects of the presentation (what that student did right) and what you learned from it. It should also include suggestions for improvements in order to help that student to improve either their presentations skills, or to improve their project overall, or to provide suggestions towards transforming this presentation into the final paper. Instead of that, you can simply reply with questions that you have and were not answered in the presentation. 40

The student who prepared the presentations are required to answer any questions and if they like to respond to the comments and suggestions posted by other students.

You will get 1 point for the one reviewed. You can earn an additional extra credit point for posting a response to the other one as well.

Review the files here and then click on the title of this item. It will take you to the discussion board. On that discussion board, click on “Create thread” or click on one of the posts already made by other students. In the new page you get, there will see once again all the instructions and once again the presentations. Once you are ready, add a title for your response- it should include the name of the student you are responding to. Then add the text of your response.

Week 12. Review the presentations of students’ projects- those that were presented in-person (get 1 point for each one reviewed, up to two. Get 1 point as extra credit for doing additional reviews).

Your task is to review these students’ presentations. These files were presented in person in the classroom. Please note that these files are not with voice-over. After reviewing a file, you will need to post a response. A good response is one that highlights the good aspects of the presentation (what that student did right) and what you learned from it. It should also include suggestions for improvements in order to help that student to improve either their presentations skills, or to improve their project overall, or to provide suggestions towards transforming this presentation into the final paper. Instead of that, you can simply reply with questions that you have and were not answered in the presentation.

The student who prepared the presentations are welcomed to answer any questions and respond to the comments and suggestions posted by other students.

You can earn 1 point for each response you post, up to two. Get 1 point as extra credit for doing additional reviews.

Review the files here and then click on the title of this item. It will take you to the discussion board. On that discussion board, click on “Create thread” or click on one of the posts already made by other students. In the new page you get, you will see once again all the instructions and the presentations. Once you are ready, add a title for your response- it should include the name of the student you are responding to. Then add the text of your response.

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Week 13. November 16, 2020 Week 13. Introduction Week 13 title: "Making History Relevant to Policymaking: The Israeli-Palestinian conflict”: Students’ presentations – part 2 In week 13, we will continue to review the students’ presentations of their own research project. These projects are part of the idea of “Making History Relevant to Policymaking”. All projects focus on different aspects of the Israeli Palestinian conflict and are including the Trump Administration 2020 plan to solve the conflict as part of the examination. Class session in week 13 is on Monday November 16, 2020. Here’s an amended schedule for this Monday: 2:30-3:45 Cohort 1+ Cohort 2: regular class session In addition, online activities will be done as usually on the BB site, on the student's own schedule. All online activities and the weekly assignment are due by Sunday, November 22nd, 2020. Week 13. Objective/s (continued from week 12) 1) Analyze primary sources in the study of history and contemporary policy making 2) Analyze a recent peace plan to solve the Israeli-Palestinian conflict, based on primary sources. 3) Develop your own opinion on the conflict and the ways to solve it Week 13. Review the online presentations of students’ projects- those not presented in-person (get 1 point for the one reviewed. Get 1 point as extra credit for doing additional reviews).

Your task is to review one of the following presentations. It was prepared by a student who is not able to present in person. Review one out of the ones available this week. Then you will need to post a response. A good response is one that highlights the good aspects of the presentation (what that student did right) and what you learned from it. It should also include suggestions for improvements in order to help that student to improve either their presentations skills, or to improve their project overall, or to provide suggestions towards transforming this presentation into the final paper. Instead of that, you can simply reply with questions that you have and were not answered in the presentation.

The student who prepared the presentation is required to answer any questions and if they like to respond to the comments and suggestions posted by other students.

You will get 1 point for the one reviewed. You can earn an additional extra credit point for posting a response to any of the additional presentations.

Review the files here and then click on the title of this item. It will take you to the discussion board. On that discussion board, click on “Create thread” or click on one of the posts already made by other students. In the new page you get, there will see once again all the instructions and once again the presentations. Once you are ready, add a title for your response- it should include the name of the student you are responding to. Then add the text of your response.

Week 13. Review the presentations of students’ projects- those that were presented in-person (get 1 point for each one reviewed, up to three. Get 1 point as extra credit for doing additional reviews). 42

Your task is to review these students’ presentations. These files were presented in person in the classroom. Please note that these files are not with voice-over. After reviewing a file, you will need to post a response. A good response is one that highlights the good aspects of the presentation (what that student did right) and what you learned from it. It should also include suggestions for improvements in order to help that student to improve either their presentations skills, or to improve their project overall, or to provide suggestions towards transforming this presentation into the final paper. Instead of that, you can simply reply with questions that you have and were not answered in the presentation.

The student who prepared the presentations are welcomed to answer any questions and respond to the comments and suggestions posted by other students.

You can earn 1 point for each response you post, up to three. Get 1 point as extra credit for doing additional reviews.

Review the files here and then click on the title of this item. It will take you to the discussion board. On that discussion board, click on “Create thread” or click on one of the posts already made by other students. In the new page you get, you will see once again all the instructions and the presentations. Once you are ready, add a title for your response- it should include the name of the student you are responding to. Then add the text of your response.

Week 13. Assignment: First draft of final paper (based on project presentation)- due 11/22 (get 5 points)

After your presentation, get questions and feedback from peers and the professor. Answer questions and respond to feedback (in class and online). Then, prepare your first draft of the final paper by: 1) Using the word template provided by the professor. 2) Copying all relevant information from the presentation file into the relevant parts of the template for the final paper 3) Making some progress by taking into account the feedback on your presentation in class. The draft is due by 11/22 and is worth 5 points.

Here is the reminder on the template for the final paper- There are two different templates:

1) Template- research paper for students enrolled in JWSH 329, or POLS 350, or HIST 390 2) Template- research paper for students enrolled in GIST 503 or PCS 555 Download the one that is relevant to the course you are enrolled in.

Week 14. November 23, 2020 Week 14. Introduction Week 14 title: Concluding session: You and the Israeli-Palestinian conflict In week 14, we will conclude the topics discussed throughout the semester. We will focus on the status of the core issues of the conflict. Class session in week 14 is on Monday November 23, 2020. Here’s an amended schedule for this Monday: 2:30-3:45 Cohort 1+ Cohort 2: regular class session 43

In addition, online activities will be done as usually on the BB site, on the student's own schedule. All online activities and the weekly assignment are due by Sunday, November 29, 2020. Week 14. Objective/s (continued from week 12+13) 1) Analyze primary sources in the study of history and contemporary policy making 2) Analyze a recent peace plan to solve the Israeli-Palestinian conflict, based on primary sources. 3) Develop your own opinion on the conflict and the ways to solve it Week 14. Assignment: End of Unit 4: Final paper (get 16 points)

The final paper will be based on your presentation in the classroom and further development of the project with more findings. The final paper needs to follow the instructions as explained within the template. It is due on December 11th, 2020 Please note that there are two templates, chose the one that is relevant to you: 3) Template- research paper for JWSH 329 POLS 350 HIST 390 4) Template- research paper for GIST 503; PCS 555 The final paper will be graded based on rubric #5: # Criteria Proficient Competent Novice 1 Length: 11 or 15 pages (see your relevant template) 2 1 0 2 Introduction: Present the topic that is under 2 1 0 examination and its context, state the research question and why it is important, add visuals, if needed 3 The research setting: Present the research method- 2 1 0 explain how you conducted your research, list the primary sources and any other data that you have used 4 Literature review: Presents the current research on 2 1 0 the topic (academic articles or book chapters): what do scholars say about the topic you are researching; Mention here at least 10 or 20 (see your relevant template) secondary sources- academic articles or book chapters. 5 Findings: Describe the findings in detail; Include 4 2 0 visuals: tables /figures /quotes /etc. 6 Discussion/Conclusions: Briefly summarizes the 2 1 0 findings you have found; Conclude with the answer to the research question; Refer to the literature review: 1) by concluding if your findings support/contradict this scholar or that. 2) By saying if you found something new that hasn’t been found before. 7 Sources: Write a list of the sources cited in the text. 2 1 0 Be consistent with the citation format. 44

Total 16 8 0

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Annex 1: Classroom policies

1. COVID-19 related policies: Here is the policy in regard to masks: To protect all of us, everyone must wear a mask in the classroom as required by the Protect KU Pledge and by University policy. Violations of the mask policy in classrooms are treated as academic misconduct. If you come to class without a mask, I will ask you to put one on. If you do not put on a mask when asked, you will have to leave class. Violations will be reported, and consequences will follow, up to and including suspension from the course.

Here is the general KU policy in regard to COVID-related attendance, which is adopted in this course:

Please use the CVKey app for self-screening to help determine if you should attend in-person class activities. If you choose not to use the app or do not have a compatible device, please use the paper health assessment form. The app and the paper form are available at cvkey.ku.edu. You will be given an excused absence from in-person class activities (no doctor’s note required) if you answer yes to any of the questions in the app or on the paper form. Symptoms and other guidance in the app and on the paper form may change based on new federal, state and local health recommendations and requirements. It is important that you spend the necessary time working in this course to achieve the expected outcomes by the end of the term. If you face challenges to fully participating at any time during the semester, please let me know, and please contact me if you expect to miss class. I am available and ready to support your success. Additionally, if you need to report an extended illness or serious accident, please contact Student Support and Case Management at [email protected] or 785-864- 4060. A case manager will send email notifications to your instructor(s) on your behalf. When you are able, you will need to follow up with your professors to coordinate a temporary arrangement regarding missed instruction and coursework.

2. Inclusive classroom: All students are welcome regardless of race/ethnicity, gender identities, gender expressions, sexual orientation, socio-economic status, age, disabilities, religion, regional background, Veteran status, citizenship status, nationality and other diverse identities that we each bring to class. Your success at KU and beyond is enhanced by the innovation and creativity of thought that inclusive classrooms facilitate. The success of an inclusive classroom relies on the participation, support, and understanding of you and your peers. This is also relevant for online activities, mainly in the discussion section. We encourage you to speak up and share your views, but also understand that you are doing so in a learning environment in which we all are expected to engage respectfully and with regard to the dignity of all others. 46

Any student who has difficulty affording groceries or who lacks a safe and stable place to live and believes this may affect their performance in the course is urged to contact me or Student Affairs for support ([email protected]). Other resources you may find helpful: Student Emergency Assistance Fund: https://studentaffairs.ku.edu/emergency-assistance-students Free food at the Campus Cupboard: http://www.cco.ku.edu/food/ Free Legal Services for Students: www.legalservices.ku.edu

If you have any questions or concerns do not hesitate to raise them directly with me- either via email or by meeting with me in my office hours (see details at the top of this syllabus).

3. Ethics Policy: Please read the Code of Student Rights and Responsibilities (https://policy.ku.edu/code-student-rights- and-responsibilities-student-code) and Writing Resources (http://writing.ku.edu/writing-guides). Misconduct includes, but not limited to, cheating on exams or other coursework, plagiarism, unauthorized collaboration, misuse of an instructor’s course materials or the materials of others, lying or fraud, giving false excuses to obtain exceptions, forging signatures or submitting documents containing false information, submitting the same work in two or more different classes without the permission of the instructors, and other activities. All attempts to take credit for work that is not your own or to assist others in doing so will be dealt with according to the policies of the College of Liberal Arts & Sciences. At the very least, the cheating student will fail the assignment, if not the course, and an academic misconduct charge will be filed against the student with their department.

4. Weapons Policy: Individuals who choose to carry concealed handguns are solely responsible to do so in a safe and secure manner in strict conformity with state and federal laws and KU weapons policy. Safety measures outlined in the KU weapons policy specify that a concealed handgun: • Must be under the constant control of the carrier. • Must be out of view, concealed either on the body of the carrier, or backpack, purse, or bag that remains under the carrier’s custody and control. • Must be in a holster that covers the trigger area and secures any external hammer in an un- cocked position • Must have the safety on and have no round in the chamber.

5. Late Policy: Students are required to turn in all written assignments on the dates scheduled. Late submission of assignments is generally not recommended, however is allowed with penalty. Generally, 1 point or 10% (whichever is less) is dropped off the assignment grade for each day it’s late. If you have extenuating circumstances or need special accommodations, please contact me before the due date and I’ll be happy to accommodate you. Pre-agreed due dates for presentations in class are final, with no possibility for delays or any sort of re-submission.

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6. Disability: If you are a student with a documented disability who requires accommodations, or if you think you may have a disability and want to inquire about accommodations, please contact the Student Access Services (for more information: https://access.ku.edu/).

7. Grading Scale: Grading scale follows the general college scale: Points earned by assignments Final Grade GPA 94-100% A 4.0 90-93% A- 3.7 86-89% B+ 3.3 83-85% B 3.0 80-82% B- 2.7 76-79% C+ 2.3 73-75% C 2.0 70-72% C- 1.7 66-69% D+ 1.3 63-65% D 1.0 60-62% D- 0.7 0-59% F 0.0

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Annex 2: Recommended list of movies and TV series.

1) The following is a recommended list of movies available on Filmplatform.net (free access with KU id)

A letter to a friend in Gaza (2018) Brides of Allah (2008) Budrus (2010) Dimona Twist (2016) Ford Transit (2002) Good Garbage (2012) Holly Fire (2008) Jerusalem Cuts (2008) Liela Khaled Hijacker (2005) Life sentence (2013) Luxuries (2011) News from Home/News from House (2006) No. 17 (2002) Promises (2001) The Lab (2013) The Women pioneers (2012) Wadi (1982) Women of Hamas (2010)

2) The following is a recommended list of movies and TV series available online such as on Netflix, Amazon Prime, YouTube, Google Play, iTunes, or Vudu:

Abu-Assad, Hany (Director). Omar (2013). [Drama]. New Zealand. Available on Prime Video. Abu-Assad, Hany (Director). The Idol (2015). [Drama] The Netherlands. Available on Prime Video. Adler, Yuval (Director). Bethlehem (2013). [Drama]. Available on Prime Video. Adwan, A. (Director). A’rabani (2013). [Drama]. Israel. 82:00 min. Watch on: https://movie- discovery.com/movie/arabani/15 49

Alayan, Muayad (Director). Love, Theft and Other Entanglements (2015). [Drama] Palestine. Available on Prime Video. Ali, H. (Director). (2004-). al-Taghreba al-Falastenya. [Drama Series- 31 episodes]. Syria. [Arabic] https://www.youtube.com/channel/UCt6dtSmBNmGMlTwHfepXedw Aloni, U. (Director). Forgiveness (2006). [Drama]. USA. Available on Prime Video and Vimeo. Aloni, U. (Director). Junction 48 (2016). [Action]. Israel. Watch on Amazon Prime. Copti, S. and Shani, Y. (Directors). Ajami (2009). [Drama]. Israel. Watch on Amazon Prime. Dabis, C. (Director). Amreeka (2009). [Drama]. USA. Watch on Amazon Prime. Dror Moreh (Director). The Gatekeepers. (2012) [Documentary]. Israel. 101 min. Watch on Amazon Prime. Folman, Ari (Director). Waltz with Bashir (2008). [Documentary]. Israel. Available on Prime Video. George, S. (Director). Sword in the Desert (1949). [Action]. USA. https://archive.org/details/SwordInDesert353 Gilbert. M. (Director). Israel - Birth Of A Nation (1996). [Documentary]. History Channel, USA. https://www.youtube.com/watch?v=dXCdwrOO9wA Gitai, A. (Director). Kedma (2003). [Drama]. Israel. [Hebrew] Available on Prime Video. Grossman, R. (Director). Above and beyond (2014). [Documentary]. USA. https://www.youtube.com/watch?v=ZpKhwi4L64o Halfon, Eyal (Director). The 90 Minute War. (2016). [Comedy]. Israel. Hamoud, M. (Director). In Between (Bar Bahar) (2016). [Drama]. Israel. Watch on Amazon Prime. Jacir, A. (Director). Wajib (2017). [Drama]. Palestine. Watch on Amazon Prime. Leman, J. (Director). The Land of Promise (1935). [Documentary]. Palestine. https://www.youtube.com/watch?v=QDoD6W2z01s Masharawi, Rashid (Director). Laila's Birthday (2008). [Drama] Available on Prime Video. Masharawi, Rashid (Director). Ticket to Jerusalem (2002). [Drama]. The Netherlands. Available on Prime Video. Mor Loushy and Daniel Sivan (Directors). The Osslo Diaries. (2018) [Documentary]. USA. Watch on Amazon Prime. 50

Omeish, Abdallah and Omeish, Sufyan (Directors). “Occupation 101” (2006). [Documentary]. USA. 90 min. Watch on YouTube: https://www.youtube.com/watch?v=CDK6IfZK0a0 Preminger, O. (Director). Exodus (1960) [Drama]. USA. Available on Prime Video and Vudu. Rosenfeld, O. (Director). Israel's Arab Warriors (2016). [Documentary].BBC. UK. Watch on: https://www.bbc.com/news/av/world-middle-east-37903334/israel-s-arab-warriors Sherman, R. (Director). In Search of Israeli Cuisine (2016). [Documentary]. USA. 96:00 min. Watch on Amazon Prime. Srour, S. (Director). Holy Air (2017). [Comedy]. Israel. Watch on Amazon Prime. Vromen Ariel. The Angel. Netflix, September 14th,2018. 01:54 hours. Watch on Netflix. Wolman, D. Sipur Ahava Eretz-Israeli (2017). [Drama]. Israel [Hebrew] Available on Prime Video. Zexer, E. (Director). Sand Storm (2016). [Drama]. Israel. 97:00 min. Watch on Netflix. Zinshtein. M. (Director). Forever Pure (2016). [Documentary]. Israel. 85 min. Zreiq, Hisham (Director). The Sons of Eilaboun (2007). [Documentary] Israel.

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Annex 3: List of all assignments

1. Required assignments: # Assignment Points Due date 1. Participation in the weekly online discussion board – 1 point per 10 Sunday week for 10 weeks (weeks 1-10) every week 2. Participate in the weekly online discussion related to the project 8 Sunday “Making History Relevant to Policymaking”- 1 point per week, every for 8 weeks (weeks 1 to 8) week 3. Week 1. Reaction paper # 1 (on readings of week #2) 3 8/30

4. Week 2. Reaction paper # 2 (on readings of week #3) 3 9/6 5. End of Unit 1: Report on the history of the conflict until 1947 10 9/13 with reference to official documents (British, French, League of Nations, UN) 6. Week 4. Reaction paper # 3 (on readings of week #5) 3 9/20 7. Week 5. Reaction paper # 4 (on readings of week #6) 3 9/27 8. End of Unit 2: Report on the development of the conflict from 10 10/4 1948 to 1979 with reference to official documents (UNGA resolution 181, UNSC 242, UNSC 338 etc.) 9. Week 7. Reaction paper # 5 (on readings of week #8) 3 10/11 10. Week 8. Reaction paper # 6 (on readings of week #9) 3 10/18 11. Week 9. Reaction paper # 7 (on readings of week #10) 3 10/25 12. First draft of project presentation 3 11/1 13. End of Unit 3: Project presentation (presentations are scheduled 10 11/8 for 11/9 and 11/16) 14. Week 12. Peer review of the project presentation- part 1 3 11/15 15. Week 13. Peer review of the project presentation- part 2 4 11/22 16. First draft of final paper (based on project presentation) 5 11/22 17. End of Unit 4: Final paper (development of project presentation) 16 12/11 18. Total 100

2. Optional assignments- for extra credit: # Assignment Points Due date 1. Reaction paper #8 (readings of week 4) 3 9/13

2. Reaction paper #9 (readings of week 7) 3 10/4

3. Reaction paper #10 (readings of week 11) 3 10/25 52

4. “Movie Review”. Can be done only once. See Annex 4 for 5 Any instructions. time before 12/11

5. “Experiencing the conflict through videogames”. Can be done only 5 Any once. See Annex 5 for instructions. time before 12/11

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Annex 4. “Movie Review” (Optional assignment for extra credit- 5 points. Can be done only once)

Watch any movie on or related to the Israeli-Palestinian conflict and write a “Movie review”. (see list of suggested movies in Annex 2). In the “Movie review”, write on and explain: 1) What the movie is about? 2) How does the movie relate to what you have learned from this class on the conflict? 3) What is your opinion on the topic? The assignment will be evaluated base on this rubric:

# Criteria Proficient Competent Novice 1 Format: 500-750 words 0.5 0.25 0

2 Include an answer to each one of the 3 1.5 0 questions: 1) What the movie is about? 2) How does the movie relate to what you have learned from this class on the conflict (cite specific readings and class sessions)? 3) What is your opinion on the topic? 3 Cite in the text at least 3 of the readings 0.5 0.25 0 and mention at least 3 important sciences from the movie 4 Include one paragraph of conclusion, 0.5 0.25 0 including one thing you have learned from the movie (that is either in line with the readings or contradicts) 5 Writing is clear, concise, and free of 0.5 0.25 0 grammatical errors. Total 5 2.5 0

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Annex 5. “Experiencing the conflict through videogames” (Optional assignment for extra credit- 5 points. Can be done only once)

Play one of the suggested videogames (for at least one hour):

1) PeaceMaker by ImpactGames: This is a strategy game that challenges you as a leader to make decisions. (the game is a free app on your smartphone) 2) Global Conflicts: Palestine, by Seriousgames. https://seriousgames.itch.io/global-conflicts- palestine (The game is only available for Windows and macOS, for $3.99) Write a report and explain: 1) What the game is about? 2) How does the game relate to what you have learned from this class on the conflict (cite specific readings and class sessions)? 3) Describe one segment of the game that was the most interesting or the most difficult to solve 4) Is playing this game a good way to learn the conflict? If so, what did it add that cannot be achieved in other means?

The assignment will be evaluated base on this rubric:

# Criteria Proficient Competent Novice 1 Format: 500-750 words 0.5 0.25 0

2 Include an answer to each one of the 3 1.5 0 questions: 1) What the game is about? 2) How does the game relate to what you have learned from this class on the conflict (cite specific readings and class sessions)? 3) Describe one segment of the game that was the most interesting or the most difficult to solve 4) Is playing this game a good way to learn the conflict? If so, what did it add that cannot be achieved in other means? 3 Cite in the text at least 3 of the readings 0.5 0.25 0 and mention at least 3 important sciences from the game 4 Include one paragraph of conclusion, 0.5 0.25 0 including one thing you have learned from the game (that is either in line with the readings or contradicts) 5 Writing is clear, concise, and free of 0.5 0.25 0 grammatical errors. Total 5 2.5 0

KU Core Course Nomination Form - G3

Course Title: *

The Israeli-Palestinian Conflict

Course Subject Code and Number: *

JWSH 329

Current Course Description *

This course provides an introduction to the Israeli-Palestinian conflict including its history from the Ottoman period to the present day, the social and political effects on Israeli and Palestinian life and citizenship, official and unofficial narratives, and international responses.

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

Yes

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

Yes

Is the course cross-listed? *

No

Do all cross-listed departments and honors program partners agree to develop and save direct evidence that students have met the learning outcomes(s)?

Is the course also a degree requirement? *

Yes

Does the course require any prerequisites? *

No

If yes, please list the prerequisites: *

Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. * Maximum Allowed: 1000 characters. Currently Used: 0 characters.

This course is an introduction to the Israeli Palestinian conflict; giving students the opportunity to learn Israeli and Palestinian history, society, politics, including different cultural and religious groups in this region, such as Jews, Muslims, Christians, and Druze. Students will learn about different societies, their beliefs, behaviors, practices, and national affiliations. They will research relations between the national movements, Palestinian and Israeli, to better understand the history of the conflict, its current open key issues, and possible solutions. The main theme is “Making history relevant to policymaking”. They will analyze a recent peace plan (this year - the 2020 Trump Administration plan), learning the history of the conflict and the different narratives. They will use methods of the history discipline in evaluating a contemporary issue and evaluate principles of the conflict, comparing them to evidence from primary sources of the conflict from the past century.

This course is classified in the: *

Humanities

2. State how your course or educational experience will use assignments, readings, projects, or lectures to move students from their current knowledge to a deeper understanding of specific concepts fundamental to the area(s) in question. (Please limit responses to 1000 characters.) * Maximum Allowed: 1000 characters. Currently Used: 0 characters.

This course focuses on examining the Israeli-Palestinian conflict. As such, in each and every component of this course, students will be able to get to know the societies and cultures of this region. They will get to know the different religious groups - Jews, Muslims, Christians, and Druze, the similarities and differences between them and focus on the competing national movements. Students will also analyze Jewish-Arab relations in Israel/Palestine in light of the ongoing conflict. During the course, students will examine, and discuss in class, primary sources that help explain the development of the two competing narratives - the Israeli and the Palestinian. In addition, in the major written assignments of this course, students will write reports and a major research project on a specific topic, either to focus on one of the narratives or to examine the development of one of the major key issues of the conflict.

3. State what course assignments, readings, class discussions, and lectures will synthesize the development over time of the principles, theories, and analytical methods of the discipline(s). (Please limit responses to 1000 characters.) * Maximum Allowed: 1000 characters. Currently Used: 0 characters.

During each one of the tasks and assignments, students will learn how to critically read, analyze, and use primary sources of different types. Students will read archive documents, UN reports and decisions, official meetings minutes, historical maps, historical pictures and videos, etc. Students will be required to situate the primary sources in the build-up of the conflict and the competing narratives. It will be used in group discussions, in the weekly assignments, in the unit reports, in the students’ projects and the final papers. While working on these assignments, students are required to argue with the assigned weekly readings, either support their claims or contradict them, by providing evidence from the primary sources we discuss in the classroom.

4. State what learning activities will integrate the analysis of contemporary issues with principles, theories, and analytical methods appropriate to the area in question. (Please limit responses to 1000 characters.) * Maximum Allowed: 1000 characters. Currently Used: 0 characters.

The main theme of this course is “Making history relevant to policymaking”. As part of that, students will use what they learned regarding the history of the conflict, the different narratives, and their analysis of the most recent US peace plan. In the project, students will be required to develop a research question, apply the analytical methods of the historical discipline, use it to answer the research question, and finally conclude by arguing with the theoretical framework that they established as part of the literature review.

5. State what course assignments, projects, quizzes, examinations, etc. will be used to evaluate whether students have a functional understanding of the development of these concepts, and can demonstrate their capability to analyze contemporary issues using the principles, theories, and analytical methods in the academic area. (Please limit responses to 1000 characters.) * Maximum Allowed: 1000 characters. Currently Used: 0 characters.

This course is based on written and oral assignments. There are weekly discussions in the classroom, where students are required to engage with primary sources, discuss them with their peers, and produce answers presented to the entire class. By doing so, students can analyze the historical origins of the core issues of this ongoing conflict. In addition, at the end of two central units, students are asked to write a written report of 1,000 words (2 reports) based on comparing and contrasting several official primary sources (mainly UNSC and UNGA resolutions). These reports are used to evaluate students' performance in using the history discipline methods.

Furthermore, this class's major project analyzes a recent peace plan (in fall 2020, the 2020 Trump Administration plan) while using history discipline. The analysis findings are presented in the classroom by students and then submitted as a final paper. In this project, students develop a research question related to a recent peace plan, apply the historical discipline's analytical methods, use it to answer the research question, and finally conclude by arguing with the existing literature and the theoretical framework they established in the literature review. The students' projects are used in determining if the student could demonstrate their capability to analyze this contemporary issue while gaining expertise in the research of history.

Core Goal 4.2

Course Title: The Israeli-Palestinian Conflict

Course Subject Code and Number: JWSH 329

Current Course Description: This course provides an introduction to the Israeli-Palestinian conflict including its history from the Ottoman period to the present day, the social and political effects on Israeli and Palestinian life and citizenship, official and unofficial narratives, and international responses.

Abstract Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. *

This course is an introduction to the Israeli Palestinian conflict. As such, all course components give students the opportunity to get to know the Israeli and Palestinian history, society, and politics. This includes the different cultural and religious groups in this region, such as Jews, Muslims, Christians, and Druze. Students will have the chance to learn about these different societies with their beliefs, behaviors, practices, and their national affiliations. students will also research the relations between the national movements- the Palestinian and the Israeli, in order to better understand the history of the conflict, its current open key issues, and the possible solutions to it. A major part of this course, is for students to analyze a recent peace plan- the 2020 Trump Administration plan- in light of the history of the conflict and the competing narratives. .

Application for Approval Upon reaching this goal, students will be able to analyze and evaluate assumptions, claims, evidence, arguments, and forms of expression; select and apply appropriate interpretive tools. To have your course or educational experience approved as meeting this learning outcome you need to: 1. State what assignments, readings, class discussions, and lectures will devote a majority of your course or educational experience to raising student awareness of, engagement with, and analysis of various elements of other-cultural understanding of communities outside the United States. (Please limit responses to 1000 characters.) *

This course is focused on examining the Israeli-Palestinian conflict. As such, in each and every component of this course, students will be able to get to know the societies and cultures of this region. They will get to know the different religious groups - Jews, Muslims, Christians, and Druze, the similarities and differences between them and focus on the competing national movements. Students will also analyze Jewish-Arab relations in Israel/Palestine in light of the ongoing conflict. During the course, students will examine, and discuss in class, primary sources that help explain the development of the two competing narratives- the Israeli and the Palestinian. In addition, in the major written assignments of this course, students will write reports and a major research project on a specific topic, either to focus on one of the narratives or to examine the development of one of the major key issues of the conflict.

2. Explain how your course or educational experience will develop the ability of students to discuss, debate, and analyze non-US cultures in relation to the student’s own value assumptions. (Please limit responses to 1000 characters.) *

Most of the assignments in this class, including class discussions, written assignments, and presentations, ask students to bring their own values and beliefs. One of the assignments is to write a report for the UN on the development of the conflict. Students are asked to survey the history of the conflict and then bring their own values in suggesting a solution for the conflict. In addition, the research project of this course includes a classroom presentation and a final paper. In both cases, students will be asked to add their own interpretations, their own beliefs, and their own values, in the process of formulating the suggested resolution to the conflict. Students are challenged to express, if in the process of taking this course, their understanding of the conflict has changed or strengthened (most students express that they have some knowledge of it in the first class session).

3. Detail how your course or educational experience will sensitize students to various cultural beliefs, behaviors, and practices through other-cultural readings and academic research on cultural competency so that students may be better prepared to negotiate cross-cultural situations. (Please limit responses to 1000 characters.) *

The topic of this course is an excellent example for this. It includes two different nations - the Israeli and the Palestinian. Both nations, do include a variety of religions - Jews, Muslims, Christians, and Druze. They represent a multitude of cultures - Arabs, Mizrahi Jews, Ashkenazi Jews, among others, and varying levels of religiosity. This multi-cultural and multi-religious region offers students a chance to learn about these different societies with their beliefs, behaviors, and practices. They will also research the relations between them, in order to better understand cross-cultural relations. The readings, and all the tasks and assignments - oral and written, will give students experience in negotiating cross-cultural situations. Dealing with an ongoing conflict, that is constantly in the news, while US politics is invested in it, is an excellent example to gain such experience.

4. State what assignments, readings, class discussion, and lectures will be used to evaluate students’ work that documents and measures their grasp of global cultures and value systems through reflective written or oral analysis. (Please limit responses to 1000 characters.) *

This course is based on written and oral assignments. There are weekly discussions in the classroom, where students are required to engage with primary sources, their peers and produce answers which are presented to the entire class. At the end of each unit, students are asked to write a written report of 1,000 words (2 reports). The major project is to analyze the most recent peace plan. The findings of the analysis are presented in the classroom by students and then submitted as a final paper.