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HEB/SLC/JST 348/REL 311 Israeli Society and Culture @I ARIzon*A Srnrr UNtve RstTv GENERAT STUDIES COURSE PROPOSAL COVER FORM Course information: Copry, oni paste current course infbrmation from Class Search/Course Catalog. School of International Letters & Academic llnit CLA,S - humanities Department Cultures Sub.ject HEB Number 340 _,_ Title Israeli Societygn_{eU[UfS_" llnits: Is this a cross-listed cotuse? (Choose one) If yes, please identify course(s) No Is this a shared course? No If so, list all academic units offering this course Course description: Requested designation: Global Awareness-G Note- a separate propasal is required for each designation requested EligibiliV: Permanent numbered courses must have completed the university's review and approval process. For the rules governing approvaLl of omnibus courses, contact the General Studies Progrirm Office at (480) 965-0739. Area(s) proposed course will serve: A single course may be proposed for more than one core or awareness area. A course may satisfy a core area requirement and more than one alyareness area requiremenls concurrently, but may not satisfy requirements in trvo core areas simultaneously, even if approved for those areas. With departmental consent, an approved General Srudies course may be counted torvard both the Generai Studies requirement and the major program of snrcly. Checklists for general studies designations: Complete and attach the appropriate checklist * Literacv and Critical Inquiry core courses (L) " Ivlathematics core courses (MA) * Computer/slatistics/quantitative applications core courses (CS) n Humanities. Fine Arts and Desien core courses (HU) o Social and Behavioral Sciences core courses (SB) ' Natural Sciences core courses (SO./SG) . Global Awareness courses (G) ' Historical Awareness courses (H) , Cultural Diversity in the United States courses (C) A complete proposal should include: X Signed General Studies Program Course Proposal Cover Form X Criteria Checklist for the area X Course Syllabus X Table of Contents from the textbook, and/or lists of course materials Contact information: Name Iudith Shemer Phone !fr9-727-7724 N,Iall code O2OZ H-mail: "-jUdtth.s!1emef@Qsu,Q(\r_ Department Chair / Director approvali gequired) o name (Typed) Robert Cutter Date: r )e r , Chair/Director Joe Zorqlt- Chair/Director (Si gnattre): Rev. 1/94, 4195, 7198, 4100, 1102, 10/08, 1 11111 12111, 7112 Arizona State University Criteria Checklist for GLOBAL AWARENESS [G] Rationale and Objectives Human organizations and relationships have evolved from being family and village centered to modern global interdependence. The greatest challenge in the nuclear age is developing and maintaining a global perspective which fosters international cooperation. While the modern world is comprised of politically independent states, people must transcend nationalism and recognize the significant interdependence among peoples of the world. The exposure of students to different cultural systems provides the background of thought necessary to developing a global perspective. Cultural learning is present in many disciplines. Exposure to perspectives on art, business, engineering, music, and the natural and social sciences that lead to an understanding of the contemporary world supports the view that intercultural interaction has become a daily necessity. The complexity of American society forces people to balance regional and national goals with global concerns. Many of the most serious problems are world issues and require solutions which exhibit mutuality and reciprocity. No longer are hunger, ecology, health care delivery, language planning, information exchanges, economic and social developments, law, technology transfer, philosophy, and the arts solely national concerns; they affect all the people of the world. Survival may be dependent on the ability to generate global solutions to some of the most pressing problems. The word university, from universitas, implies that knowledge comes from many sources and is not restricted to local, regional, or national perspectives. The Global Awareness Area recognizes the need for an understanding of the values, elements, and social processes of cultures other than the culture of the United States. Learning which recognizes the nature of others cultures and the relationship of America’s cultural system to generic human goals and welfare will help create the multicultural and global perspective necessary for effective interaction in the human community. Courses which meet the requirement in global awareness are of one or more of the following types: (1) in- depth area studies which are concerned with an examination of culture-specific elements of a region of the world, country, or culture group, (2) the study of contemporary non-English language courses that have a significant cultural component, (3) comparative cultural studies with an emphasis on non-U.S. areas, and (4) in-depth studies of non-U.S. centered cultural interrelationships of global scope such as the global interdependence produced by problems of world ecology, multinational corporations, migration, and the threat of nuclear war. Global Awareness [G] Page 2 Proposer: Please complete the following section and attach appropriate documentation. ASU--[G] CRITERIA GLOBAL AWARENESS [G] Identify YES NO Documentation Submitted 1. Syllabus Studies must be composed of subject matter that addresses or leads to an understanding of the contemporary world outside the U.S. 2. The course must match at least one of the following descriptions: (check all which may apply): a. In-depth area studies which are concerned with an Syllabus examination of culture-specific elements of a region, country or culture group. The area or culture studied must be non- U.S. and the study must contribute to an understanding of the contemporary world. b. The course is a language course for a contemporary non- English language, and has a significant cultural component. Syllabus c. The course is a comparative cultural study in which most, i.e., more than half, of the material is devoted to non-U.S. areas. d. The course is a study of the cultural significance of a non- U.S.-centered global issue. The course examines the role of its target issue within each culture and the interrelatedness of various global cultures on that issue. It looks at the cultural significance of its issue in various cultures outside the U.S., both examining the issue’s place within each culture and the effects of that issue on world cultures.” Global Awareness [G] Page 3 Page 3 of 5 Course Prefix Number Title Designation HEB 348 Israeli Society and Culture Global Awareness (G) Explain in detail which student activities correspond to the specific designation criteria. Please use the following organizer to explain how the criteria are being met. Criteria How course meets spirit Please provide detailed evidence (from checksheet) (contextualize specific examples in of how course meets criteria (i.e., next column) where in syllabus) SAMPLE: SAMPLE: SAMPLE: 2d: study the cultural significance The course examines the cultural Module 2 shows how Japanese of a non-U.S. centered global issue significance of financial markets literature has shaped how Japan, Korea, and the UK. Japanese people understand world markets. Module 3 shows how Japanese popular culture has been changed by the world financial market system. Modules 4 & 5 do the same for Korea and modules 6 & 7 do the same for the UK. 1. Studies must be composed of The course examines Israeli culture The course familiarizes the subject matter that addresses or and society, including studying students with different concepts leads to an understanding of the Israeli political structure, mindset, of the function of the state contemporary world outside the immigration/absorption, the (Israeli as a socialist welfare U.S. modern Hebrew language as a state, Unit 2 and 3), government national value, the diversity of the systems (multiparty vs. two Israeli society, the Kibbutz, science party, Unit 2), and a modern and technology, Israel as a welfare state without a separation state, as well as the performance between religion and state arts, sports and leisure of the Israeli (religion as part of the public people, and manditory military education system, Unit 1). service. 2a. In-depth area studies which are Areas studied in-depth include: the Unit 1 explores the Language concerned with an examination of history of the Hebrew language, the War to have Modern Hebrew as culture-specific elements of a different styles of Israeli music the only spoken language of the region, country or culture group. Modern State of Israel. Unit 5, The area or culture studied must be among other topics, explores the non-U.S. and the study must diversity of Israeli music, contribute to an understanding of influenced by the backgrounds the contemporary world. of Israel's immigrants (including Oriential, European, religious, and popular influences). 2c. The course is a comparative The political system of Israel is a In Unit 2, students are required cultural study in which most, i.e., multi-party system. Last election, to analyze the US governing more than half, of the material is 34 parties were presented on the system and compare it to the devoted to non-U.S. areas. ballot, in comparison to the two- Israeli system. In addition, they party US system, resulting in a need to decide and defend, for coalition government. each country's systems, which Additionally, the Israeli parliament branch of government is the is a unicameral system. strongest. Global Awareness [G] Page 4 Course Description: HEB 348: Israeli Society and Culture The course is designed to introduce the society and culture of the Modern Israeli state. It focuses on the structure of the Israeli state and different aspects of its culture. We start from when the idea of the modern state was created, by the Zionist movement in Europe, and from there, to the Land of Israel in the late 19th century to a modern state. Then, we examine the three branches of government and explore how different they are from the American version. The course concludes with an exploration of the art and culture in Israel: Israeli theater, poetry, literature, cinema, and museums.
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