344 – Sociology of Childhood Spring 2020 Meeting Time: TBD Classroom: TBD

Instructor: Dr. Jessica Calarco Office: Ballantine Hall 758 Office Hours: TBD Phone: 812.856.5499 Email: [email protected]

Course Description What does it mean to be a kid? What is it like to be a kid? By adopting a sociological perspective, we will see that the answers to these questions depend on children’s social contexts: who they are and where they live their lives. Using a variety of reading and discussion materials, we will examine how the meaning of childhood has varied over time and across cultures, and how children’s experiences vary across different social groups. In doing so, we will recognize that children are shaped by their social contexts, but that they also play an active role in making sense of and responding to their social worlds. Finally, we will explore the challenges and inequalities that children face, and discuss strategies for leveling the playing field in families, schools, and communities.

Course Goals • To explain why the meaning and experience of childhood vary across different social contexts. • To recognize the active role that children play in making sense of and responding to their social worlds. • To describe the challenges and inequalities children face and identify strategies for improving children’s lives.

Course Readings All readings will be posted on Canvas. Readings must be completed by the date for which they are assigned. Assigned readings are subject to change based on the progression of the course and the discretion of the instructor. The readings for this course are intended to provide a springboard for and complement to our in-class discussions. Students are responsible for all material covered in the readings and in class, even when aspects of the readings are not discussed directly in class, or when discussion points do not stem directly from the readings.

Course Requirements Reading Response Papers. Students will be asked to complete 12 very brief reading response papers. The goal of these assignments is to gauge students’ understanding of the course readings and help students prepare for in-class discussions. Students can choose when to complete these papers, but they must be submitted for classes with at least one assigned reading. Each paper is worth 20 points. The two papers with the lowest scores will not be included in the final grade. Reading responses must be submitted before the start of class on the day that we discuss the readings. Late reading response papers will not be accepted. Reading responses must be submitted on Canvas before the start of class. In these reading response papers, students should provide a very brief overview of the main point of each reading (1-2 sentences per reading). Students should then reflect briefly on one or more of the readings (1 paragraph). This can be done by: • Linking the readings to personal experiences or popular culture, or • Identifying additional questions that are raised by the readings, or • Critiquing the conclusions that are drawn by the authors. Papers should be less than 1 page, single-spaced, in length. They should take no more than 10-15 minutes to write. Submissions should be “blind” submissions, not including the student’s name.

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Major Assignments. Students will be asked to complete 3 major assignment. For each major assignment, students can choose to complete either: 1) a project, or 2) an exam. The goal of these assignments is to assess students’ understanding of and ability to critically apply class concepts. Each major assignment is worth 200 points. • Exams will be held during regular class times. The exams are technically cumulative, but will focus on readings and concepts from a particular course section. • Project assignments will be posted on the Canvas site at least two weeks before they are due (and often before that). Grading rubrics and suggested outlines will be posted with each assignment.

Students who opt to complete the project must submit their assignments on Canvas or in class before the start of class on the due date. Assignments should be “blind” submissions, not including the student’s name.

Attendance: Students are expected to attend all classes. Attendance will be taken at the beginning of each class period. Students who miss class are expected to get notes from a classmate or to meet with the GA during office hours to review missed material. Excused absences will be granted only for religious observances, university events, and job interviews (with documentation). Excused absences will not be granted for illness, injury, family obligations or work-related obligations. Please plan accordingly. Attendance is worth 100 points, and points will be given as follows: • 0-3 Absences: 100 Points • 14-15 Absences: 40 Points • 4-5 Absences: 90 Points • 16-17 Absences: 30 Points • 6-7 Absences: 80 Points • 18-19 Absences: 20 Points • 8-9 Absences: 70 Points • 20-21 Absences: 10 Points • 10-11 Absences: 60 Points • 22+ Absences: 0 Points • 12-13 Absences: 50 Points

Participation: Active participation is required. During class, students are expected to pay attention to lectures, to take notes, to answer questions about the readings and other course materials, and to participate in small-group and large- group discussions. Students who do not feel comfortable participating vocally in class can also attend office hours and/or post comments, questions, and links to relevant articles in online discussion forums. Participation will be worth 100 points. Grades will be based on the frequency and quality of students’ contributions. Contributions can be made during in-class discussions, using the class hashtag (#IUSOC344), or using the Canvas message boards. • 10 or more high-quality contributions 100 Points • 8 high-quality contributions ~90 Points • 6 high-quality contributions ~80 Points • 4 high-quality contributions ~70 Points • 2 high-quality contributions ~60 Points • 0 high-quality contributions (but still attends class regularly) ~50 Points • 0 high-quality contributions (and does not attend class regularly) ~20 Points

Procedures for Submitting Assignments All writing assignments must be submitted on Canvas using the “Assignments” tool. Only .doc, .docx, or .pdf files will be accepted. All assignments must be submitted before the start of class on the day they are listed on the syllabus. All submissions should be “blind” submissions, including the student’s ID number, but not the student’s name. Students are responsible for ensuring that all writing assignments are received by the instructor and that they are submitted in a readable format. Assignments that cannot be located or opened will be marked late. Students experiencing problems uploading papers should contact UITS (1.812.855.6789 or uits.iu.edu) for assistance. Students should plan for the possibility of technological problems when preparing assignments, as late submissions will incur grade penalties.

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Policy on Late Work and Missed Exams Late reading response papers WILL NOT be accepted and will receive a grade of zero (0). Grades for late projects will be reduced by one full letter grade for each day late. Make-up exams will be given ONLY IF the situation meets ALL of the following criteria: 1) the student will miss the exam due to truly extraordinary circumstances, 2) the student is able to provide documentation of those circumstances, and 3) the student notifies the professor at least 12 hours in advance of the exam (by email or in person).

Classroom Etiquette We will be discussing sensitive issues in this class, including race, class, , and politics. Each person comes to the class with a unique background and perspective. I encourage students to draw on those perspectives in class discussions. Please keep in mind that sharing opinions and experiences is a valuable but sometimes uncomfortable experience. Everyone must make the commitment to create an atmosphere of respect for each person’s contribution. Varying points of view are welcome and expected. Please be respectful and open-minded when listening to viewpoints different from your own. If you disagree with an argument, criticize the evidence that supports a stance or the negative implications of a viewpoint; ask questions that challenge certain assumptions; but, please do not criticize the individual who holds that view. Lack of courtesy will not be tolerated and may result in a student being asked to leave and counted absent.

Policy on Communication Students who have questions about course assignments, course content, course procedures, and course grades should first consult the syllabus. Students whose questions cannot be answered using the syllabus should contact the GA via email (and not through Canvas). GAs will forward the student’s email to the professor if they are unable to answer the question.

Students wishing to meet with the professor during office hours should schedule a time using the following web link: https://calendar.google.com/calendar/selfsched?sstoken=UUtEbE43LWhtNU5lfGRlZmF1bHR8ZDU5MjY2YTIzMjRiNThlM zJhN2VjOGNiZTNjOWFiZTk (link can also be found on Canvas under “Announcements”)

NOTE: Questions about exams/projects will NOT be answered within 24 hours of the exam or project deadline.

Policy on Rewriting Assignments Students may (at the discretion of the professor) have the opportunity to revise and resubmit writing assignments. Students wishing to revise and resubmit writing assignments must first meet with the professor or GA to discuss the assignment. Students granted opportunities to revise and resubmit must then have their papers reviewed by the writing center before resubmitting them to the professor. Students should also be advised that final grades for revised and resubmitted assignments may be higher or lower than grades for original submissions.

Policy on Recommendation Letters Requests for recommendation letters must be submitted via email to the professor at least 30 days before the letter submission deadline. The professor will only consider writing recommendation letters only for students who: • Attend office hours at least once during the semester in which they are enrolled in the class • Have at least an A- average in the class at the time of the recommendation letter request

Policy on Religious Observances In accordance with the Office of the Vice Provost for Faculty and Academic Affairs, students who wish to receive an excused absence from class must submit a request form available at the link below for each day they will be absent. This form must be presented to the course instructor by the end of the second week of the semester. A separate form must be submitted for each day. The form must be signed by the instructor, a copy retained by the instructor, and the original returned to the student. Information about the policy on religious observation can be found here. 3

Policy on Academic Integrity Academic dishonesty of any time (including, but not limited to, plagiarism, sharing, copying, or cheating on exams and assignments) will not be tolerated. In accordance with the Indiana University Code of Student Rights, Responsibilities, and Conduct, misconduct may result in a failing grade for the course, suspension, or in some cases, expulsion. For more information, see: http://studentaffairs.indiana.edu/ethics-misconduct-legal/index.shtml

Canvas All supplemental readings, grades, assignments, attendance rosters, and other course materials will be posted on the course Canvas website (canvas.iu.edu). Reading updates, schedule changes, other announcements will be made through Canvas and Indiana.edu email accounts. Students are responsible for regularly checking both Canvas and email. NOTE: Grades on Canvas may not accurately reflect your current grade in the course. If you have questions about your current grade, please contact your GA.

Special Needs In compliance with the Americans with Disabilities Act (ADA), IU seeks to provide reasonable accommodations for qualified individuals with documented disabilities. It is the student’s responsibility to inform the instructor and to contact the Disability Student Services Office (812.855.7578; http://studentaffairs.iub.edu/ds) about any special learning or study needs related to a documented disability. If you need individual accommodations to meet course objectives, please see the instructor as soon as possible so that we can ensure your full participation in class and a fair assessment of your work.

Bias Incidents As your instructor, one of my responsibilities is to create a positive learning environment for all students. Bias incidents (events or comments that target an individual or group based on age, color, religion, disability, race, ethnicity, national origin, sex, gender, gender identity, sexual orientation, marital status or veteran status) are not appropriate in our classroom or on campus. What should you do if you witness or experience a bias incident? See it? Hear it? Report it by submitting a report online (biasincident.indiana.edu) or calling the Dean of Students Office (812-855-8187).

Sexual Misconduct and Title IX Your instructor has a responsibility to create a positive learning environment for all students. Title IX and IU’s Sexual Misconduct Policy prohibit sexual misconduct in any form, including sexual harassment, sexual assault, stalking, and dating and domestic violence. If students have experienced sexual misconduct, or know someone who has, the University can help. Students who are seeking help and would like to speak to someone confidentially can make an appointment with: • The Sexual Assault Crisis Services (SACS) at (812) 855-8900 (counseling services) • Confidential Victim Advocates (CVA) at (812) 856-2469 (advocacy and advice services) • IU Health Center at (812) 855-4011 (health and medical services) It is also important for students to know that Title IX and University policy require professors and GAs to share any information brought to their attention about potential sexual misconduct, with the campus Deputy Title IX Coordinator or IU’s Title IX Coordinator. In that event, those individuals will work to ensure that appropriate measures are taken and resources are made available. Protecting student privacy is of utmost concern, and information will only be shared with those that need to know to ensure the University can respond and assist. Students are encouraged to visit stopsexualviolence.iu.edu to learn more.

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Basic Needs Security Some college students experience difficulties affording groceries or accessing sufficient food to eat every day. Some college students lack a safe and stable place to live. Some college students experience challenges balancing school work with paid work, childcare, and other family obligations. Those challenges can create considerable anxiety for students and may also affect students’ performance in their courses. Students experiencing those challenges are urged to contact the Dean of Students for support (online at https://studentaffairs.indiana.edu/dean-students/ or by email at [email protected] or by phone at 812.855.8187). Students experiencing challenges with food, housing, work, and/or family obligations are also encouraged to notify the professor ([email protected]) if they are comfortable in doing so. This will enable the professor to assist students in accessing support.

Digital Access and Equity: Digital devices (like laptops and cell phones) are becoming increasingly important to success in college. In this course, you may need digital devices to access readings and complete and submit written assignments. I recognize that some students are unable to afford the cost of purchasing digital devices and that other students rely on older, more problem-prone devices that frequently break down or become unusable. I also recognize that those technology problems can be a significant source of stress for students. Given those challenges, I encourage students to contact me and/or the teaching assistant if they experience a technology-related problem that interferes with their work in this course. This will enable me to assist students in accessing support. I also encourage students to be aware of the many technology-related resources that Indiana University provides: • Free on-campus wireless internet (wifi) access through the “IU Secure” network. (For help connecting your device to the network, watch this video). • Free software (including Microsoft Office, Adobe Creative Suite, statistical software, etc.) for download and for cloud-based use. • Free unlimited, secure online storage through Box (a great way to back up files). • Free 24/7 support with issues related to IU technology (e.g., email, Canvas, wifi, printing, device setup, etc.). • Free in-person tech support at the Learning Commons in the Wells Library and in IMU room M089 (click here for hours). • Laptops and tablets that students can borrow from the Learning Commons in the Wells Library (click here for hours). • Discounts on devices from leading technology companies, including Apple, Dell, and Microsoft.

Grading • 10 Reading Response Papers @ 20pts each 200pts • 3 Major Assignments @ 200pts each 600pts • Attendance @ 100pts 100pts • Participation @ 100pts 100pts Total: 1000pts

There are 1000 possible points for the course. Letter grades will be assigned as follows: 980-1000 A+ 800-829 B- 630-679 D 930-979 A 780-799 C+ 600-629 D- 900-929 A- 730-779 C 599 or Less F 880-899 B+ 700-729 C- 830-879 B 680-699 D+

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Policy on Grade-Related Requests Students are encouraged to check their grades regularly throughout the semester and contact the GA and/or the instructor with any concerns. Students are also encouraged to take advantage of extra credit opportunities throughout the semester. Students who have questions about a grade earned on a particular assignment must contact the GA and/or the instructor, via email, within one week of the date on which the grade was posted. Grade adjustments will be made only in the event of a grading or calculation error. In fairness to the class as a whole, students will not be allowed to complete individualized extra credit.

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Course Schedule (Subject to Change) Introduction Class 1 Introductions and Expectations Read Before Class: None

Class 2 Reading and Writing in Sociology Classes Read Before Class: Vallas, Steven. 2013. “Children’s Books and Segregation in the Workplace,” Sociological Images (28 January 2013). Martin, John Levi. 2000. “What Do Animals Do All Day? The Division of Labor, Class Bodies, and Totemic Thinking in the Popular Imagination,” Poetics 27: 195-231

The History of Childhood Class 3 Social Context and the Meaning of Childhood Read Before Class: Mintz, Steven. “Prologue” and “Children of the Covenant,” in Huck’s Raft: A History of American Childhood. pp. 1-31 Gwen Sharp. 2012. “Child Labor and the Social Construction of Childhood,” Sociological Images

Class 4 Changing Contexts and Changing Meanings Read Before Class: Zelizer, Viviana. 1981. “From Mobs to Memorials: The Sacrilization of Child Life,” Chapter 1 in Pricing the Priceless Child: The Changing Social Value of Children. pp. 22-55 (PDF on Canvas) Cohen, Philip N. 2011. “Play, Supervision, and Pressured Parenting,” Sociological Images (4 November 2011)

How Children Learn Class 5 Top-Down Read Before Class: Gary W. Peterson, Boyd C. Rollins, and Darwin L. Thomas. 1987. “Parental Influence and Adolescent Conformity: Compliance and Internalization,” Youth & Society 16, no. 4: 397-420. Shannon Malone Gonzalez. 2019. “Making It Home: An Intersectional Analysis of the Police Talk,” Gender & Society.

Class 6 Bottom-Up Read Before Class: Corsaro, William A. 1993. “Interpretive Reproduction in Children’s Role Play,” Childhood 1, no. 2: 64-74. Margaret Ann Hagerman. 2017. “Race Scholarship ‘With, By, and For’ Children: How Critical Youth Studies Can Inform Research on Race,” Sociology Compass.

The Goals of Childhood Class 7 Becoming a Successful Adult Read Before Class: Mueller, Anna S. and Seth Abrutyn. 2016. “Adolescents Under Pressure: A New Durkheimian Understanding of Adolescent Suicide in a Cohesive Community,” American Sociological Review.

Class 8 Being a Successful Kid Read Before Class: Pugh, Allison J. 2011. “Distinction, Boundaries, or Bridges? Children, Inequalities, and Consumer Culture,” Poetics 39, no. 1: 1-18

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Class 9 Wrap Up and Review Read Before Class: None

Class 10 Exam 1/Project 1 Due (students choose exam or project)

Children and Age Class 11 Age Shapes Children’s Experiences Read Before Class: Valentine, Gill. 1997. “‘Oh Yes I Can.’ ‘Oh No You Can’t’: Children and Parents’ Understandings of Kids’ Competence to Negotiate Public Space Safely,” Antipode 29, no. 1: 65-89 Skenazy, Lenore. 2008. “Why I Let My 9-Year-Old Ride the Subway Alone,” New York Sun The Daily Beast. 2008. “Helicopter Moms vs. Free-Range Kids,” Newsweek. (20 April 2008)

Class 12 Children Constructing Age for Themselves Read Before Class: Taft, Jessica K. 2015. “’Adults Talk Too Much’: Intergenerational Dialogue and Power in the Peruvian Movement of Working Children,” Childhood 22, no. 4: 460- 473. Willey, John. 2013. “The End of the Little Days,” Huffington Post. 14 March 2013

Children and Gender Class 13 Gender Shapes Children’s Experiences Read Before Class: Kane, Emily W. 2006. “’No Way My Boys are Going to be Like That!’ Parents’ Responses to Children’s Gender Nonconformity,” Gender & Society 20, no. 2: 149- 176 Musto, Michela. 2019. “Brilliant or Bad: The Gendered Social Construction of Exceptionalism in Early Adolescence,” American Sociological Review.

Class 14 Children Constructing Gender for Themselves Read Before Class: Rigney, Debra. 2011. “Boys vs. Girls.” Contexts 10, no. 4: 78-79. Elizabeth P. Rahilly. 2015. “The Gender Binary Meets the Gender-Variant Child: Parents’ Negotiations with Childhood Gender Variance,” Gender & Society 29, no. 3: 338-361.

Children and Race/Ethnicity Class 15 Race Shapes Children’s Experiences Read Before Class: Lewis, Amanda E. 2001. “There is no ‘Race’ in the Schoolyard: Color-Blind Ideology in an (Almost) All-White School,” American Educational Research Journal 38, no. 4. Irizarry, Yasmiyn. 2015. “Selling Students Short: Racial Differences in Teachers’ Evaluations of High, Average, and Low Performing Students,” Research 52, pg. 522-538. Rios, Victor. 2012. “Reframing the Achievement Gap,” Contexts 11, no. 4: 8-10.

Class 16 Children Constructing Race/Ethnicity for Themselves Read Before Class: Carter, Prudence L. 2006. “Straddling Boundaries: Identity, Culture, and School,” Sociology of Education 79, no. 4: 304-328. Nukaga, Misako. 2008. “The Underlife of Kids’ School Lunchtime” Journal of Contemporary Ethnography 37, no. 3: 342-380.

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Children and Class 17 Social Class Shapes Children’s Experiences Read Before Class: Lareau, Annette. 2002. “Invisible Inequality: Social Class and Childrearing in Black Families and White Families,” American Sociological Review 67, no. 5: 747-776 Sean F. Reardon. 2013. “No Rich Child Left Behind,” New York Times. (27 April 2013)

Class 18 Children Construct Social Class for Themselves Read Before Class: Calarco, Jessica McCrory. 2011. “‘I Need Help!’ Social Class and Children’s Help- Seeking in Elementary School,” American Sociological Review 76, no. 6: 862-882 Chafel, Judith A. 1997. “Societal Images of Poverty: Child and Adult Beliefs,” Youth & Society 28, no. 4: 432-463. Woods, Taniesha A., Beth Kurtz-Costes, and Stephanie J. Rowley. 2005. “The Development of Stereotypes about the Rich and Poor: Age, Race, and Family Income Differences in Beliefs,” Journal of Youth and Adolescence 34, no. 5: 437- 445.

Class 19 Wrap Up and Review Read Before Class: None

Class 20 Exam 2/Project 2 Due (students choose exam or project)

Family Relationships Class 21 Divorce and Family Structure Read Before Class: Thomson, Elizabeth and Sara S. McLanahan. 2012. “Reflections on ‘Family Structure and Child Well-Being: Economic Resources vs. Parental Socialization,” Social Forces 91, no. 1: 45-53 Cohen, Phillip N. 2012. “Bad Science on Top of Stigma for and Gay Parents,” Family Inequality

Class 22 Parent and Sibling Relationships Read Before Class: Montemayor, Raymond. 1983. “Parents and Adolescents in Conflict,” Journal of Early Adolescence 3, no. 1-2: 83-103 Blue, Laura. 2012. “Sibling Rivalry: Squabbling May Lead to Depressive Symptoms, Anxiety, Among Teens,” Time Magazine (21 December 2012)

Friendships and Peer Conflicts Class 23 Making and Keeping Friends Read Before Class: Bond, Emma. 2010. “Managing Mobile Relationships: Children’s Perceptions of the Impact of the Mobile Phone on Relationships in their Everyday Lives,” Childhood 17, no. 4: 4-529 McCabe, Janice. 2016. “Friends with Academic Benefits,” Contexts 15, no. 3: 22-29. Fields, Jessica, Laura Mamo, Jen Gilbert, and Nancy Lesko. 2014. “Beyond Bullying,” Contexts 13, no. 4: 80-83.

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Class 24 Bullying Read Before Class: Peguero, Anthony. 2012. “Schools, Bullying, and Inequality: Intersecting Factors and Complexities with the Stratification of Youth Victimization at School,” Sociology Compass 6, no. 5: 402-412 Faris, Robert and Diane Felmlee. 2014. “Casualties of Social Combat: School Networks of Peer Victimization and their Consequences,” American Sociological Review 79, o. 2: 228-257.

Managing Maturity Class 25 Physical Health and Well-Being Read Before Class: Marsiglio, William. 2009. “Health Dads, Healthy Kids,” Contexts 8, no. 4: 22-27. Ken, Ivy. 2014. “Big Business in the School Cafeteria,” Contexts 13, no. 3: 84-87. Mueller, Anna S. et al. 2010. “Sizing Up Peers: Adolescent Girls’ Weight Control and Social Comparison in the Context,” Journal of Health and Social Behavior 51, no. 1: 64-78.

Class 26 Sex and Sexuality Read Before Class: Gansen, Heidi. 2017. “Reproducing (and Disrupting) : Gendered Sexual Socialization in Preschool Classrooms,” Sociology of Education 90, no. 3: 255-272. Armstrong, Elizabeth A., Laura Hamilton, & Paula England. 2010. “Is Hooking Up Bad for Young Women?” Contexts. 9, no. 3: 22-27 Pascoe, C.J. 2011. “Resource and Risk: Youth Sexuality and New Media Use,” Sexuality Research and Social Policy 8, no. 1: 5-17 Cavanagh, Shannon E., Catherine Riegle-Crumb & Robert Crosnoe. 2007. “Puberty and the Education of Girls,” Social Psychology Quarterly 70, no. 2: 186-198

Class 27 Mental Health and Well-Being Read Before Class: Hitlin, Steven, Lance D. Erickson, and J. Scott Brown. 2015. “Agency and Mental Health: A Transition to Adulthood Paradox,” Society and Mental Health. Kim, Harris Hyun-soo and Paul Y. Chang. 2018. “The Impact of Delinquent Friendship Networks and Neighborhood Context on Suicidal Ideation among South Korean Youths,” Social Forces.

Class 28 The Transition to Adulthood Read Before Class: Furstenberg, Frank F., Sheela Kennedy, Vonnie C. McLoyd, Ruben G. Rumbaut, & Richard A. Settersten, Jr. 2004. “Growing Up is Harder to Do,” Contexts 3, no. 3: 33-41 Holly H. Schiffrin and colleagues. 2014. “Helping or Hovering? The Effects of Helicopter Parenting on College Students’ Well-Being,” Journal of Child and Families Studies 23: 548-557.

Class 29 The Transition to Parenthood Read Before Class: Simon, Robin W. 2008. “The Joys of Parenthood, Reconsidered,” Contexts. 7, no. 2: 40-45. Dow, Dawn Marie. 2016. “Integrated Motherhood: Beyond Hegemonic Ideologies of Motherhood,” Journal of Marriage and Family 78, no. 1: 180-196. Listen Before Class: NPR. 2015. This American Life. "Amateur Hour," Act 2: And Baby Makes 0011.

Class 30 Wrap Up and Review *Students opting to complete Project 3 must submit it before class on this date 10

Final Exam Final Exam Time: TBD Location: TBD

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