Application Questions for Foundation Hallmarks (Hallmarks in bold) Explanatory Notes for each hallmark are at http://honolulu.hawaii.edu/intranet/articulation/foundations/hallmarks.html. GLOBAL AND MULTICULTURAL PERSPECTIVES (FG): To satisfy the FG requirement, a course will 1. provide students with a large-scale analysis of human development and change over time. (Note: the two FG courses will together cover the whole time period from pre-history to present. Where does your course best fit in this scheme: Group A–content primarily before 1500 CE; Group B–content primarily after 1500 CE; or Group C–pre-history to present? How will you assess this and provide evidence that students are meeting this hallmark? This course best fits Group B. It will include analysis of the peopling of the Americas by Native Americans prior to Western contact in 1492, but it will primarily focus on large-scale analysis of human development and change from 1500 to the present. Hallmarks assessed through imbedded questions in quizzes and exams, presentation of a research project, and imbedded in paper prompts, and the instructor submits a course assessment report to the college after each semester the course is taught. 2. analyze the development of human societies and their cultural traditions through time in different regions (including Africa, the Americas, Asia, Europe, and Oceania) and using multiple perspectives. Which human societies and cultural traditions are analyzed? What perspectives are employed? What time periods are covered? How will you assess this and provide evidence that students are meeting this hallmark? Native American civilizations prior to 1492 (Cahokia, Anasazi, Maya, Aztec; Indians in Brazil (Tupinamba woman); European explorers and settlers from 1492-1820 ( from Portugal, Spain, Amsterdam, France, England); Indian leaders, diplomats & the Iroquois Confederacy (1500-1750); Indian slaves in the Americas 1493-1750s; African slaves, escaped slaves, entrepreneurs, landholders, planters and revolutionaries of color/mixed race, 1526-1867; 18th c. Enlightenment-era scientists, clerics, and rebels in the Americas. Students' biographical research projects will analyze the perspective of an individual who is a friend or relative, and some history and culture related to a trip they took across the Pacific and Atlantic during the 20-21st century. Hallmarks assessed through imbedded questions in quizzes and exams, presentation of a research project, and imbedded in paper prompts, and the instructor submits a course assessment report to the college after each semester the course is taught. 3. offer a broad, integrated analysis of cultural, economic, political, scientific, and/or social development that recognizes the diversity of human societies and their cultural traditions. Which of these aspects of development are analyzed? How does the course recognize diversity? In what ways are analyses integrated? How will you assess this and provide evidence that students are meeting this hallmark? AMST 150 provides a broad interdisciplinary analysis of socio-cultural (language, religion/religious denomination, dress, language, etc.) economic (trade, free and enslaved labor, economic institutions; piracy); political (warfare, diplomacy, marriages between royal families and tribes; treaties between Indians and western nations; royal and religious proclamations) and scientific (technologies of navigation; colonial expeditions) developments that involved adaptation, conflict, and change from 1500 to the present between the peoples of the Americas, Europe, and Africa. The approach will use multiple perspectives that are grounded in diverse human societies, individual experiences, and cultural traditions. Hallmarks assessed through imbedded questions in quizzes and exams, and the instructor submits a course assessment report to the college after each semester the course is taught. 4. examine processes of cross-cultural interaction and exchange that have linked the world's peoples through time while recognizing diversity. What processes of cross-cultural interaction are examined? How will you assess this and provide evidence that students are meeting this hallmark? AMST 150 will examine cross-cultural interaction and exchange across the Atlantic by peoples of the Americas, Europe, and Africa. It will analyze how power has been divided by race, gender, and class, and and other major categories of difference, such as nationality and religion. Hallmarks assessed through imbedded questions in quizzes and exams, presentation of a research project, and imbedded in paper prompts, and the instructor submits a course assessment report to the college after each semester the course is taught. Foundations Course Designation Proposal Form by Ross Egloria – Ver.2 (10/28/2016) – Page 2 5. include at least one component on Hawaiian, Pacific, or Asian societies and their cultural traditions. What components of Hawaiian, Pacific, or Asian societies and their cultural traditions are included in the course? How will you assess this and provide evidence that students are meeting this hallmark? Students' biographical research projects will concern movement across the Pacific (any trip that connects Hawaii, Pacific, or Asian societies) and/or Atlantic during the 20-21st century, by an individual who is a friend or relative. Students will research the challenges, opportunities, and some historical context and culture related to their research subject's trip (e.g. for military/wartime service, immigration, asylum, family vacation). Hallmarks assessed through presentation of a research project that includes a Powerpoint and Annotated Bibliography, and the instructor submits a course assessment report to the college after each semester the course is taught. 6. engage students in the study and analysis of writings, narratives, texts, artifacts, and/or practices that represent the perspectives of different societies and cultural traditions. List the items that students will analyze and briefly explain what perspectives they represent. How will you assess this and provide evidence that students are meeting this hallmark? The writings, narratives, texts, artifacts, and/or practices from different societies and cultural traditions that students willl be analyzing are included in the course schedule for AMST 150, and are as follows: A primary source artifact and photo from each student's life. Native American Graves Protection and Repatriation Act (NAGPRA) Christopher Columbus Reports on His First Voyage, 1493 Papal Doctrine of Discovery, 1493 Bartolomé de Las Casas, “The Devastation of the Indies, 1500s Chapters from the text The Atlantic World, as follows: Ch. 1. Catarina Álvares Paraguaçu (1510s-1582): Indian Visionary in Brazil and France. Ch. 2. John Billington and His Family (c. 1582-1630): Doomed “Knave” of Plymouth Plantation Ch. 3. Samuel Cohen (c. 1600-1642): A Jewish Translator in Brazil, Curaçao, and Angola Ch. 4. William Lamport/Guillén de Lombardo (1611-1659): Mexico’s Irish Would-Be King Ch. 5 Jacob Leisler (1640-1691): German-Born Governor of New York Ch. 6 Hendrick/Tiyanoga/Theyanoguen (1680-1755): Iroquois Emissary to England Ch. 8 Henry “Harry” Washington (1750s-1790s): A Founding Father’s Slave Ch. 9 Julien Raimond (1744-1801): Planter, Revolutionary, and Free Man of Color in Saint-Domingue Ch. 10 Anne Pépin (1758-1837): Entrepreneur, Landlady, and Mixed-Race Signare in Senegal Ch. 11 João da Silva Feijó (1760-1824): Brazilian Scientist in the Portuguese Overseas Empire Ch. 12 Juan Antonio Olavarrieta (1765-1822): Basque Cleric and Libertine Rebel in Mexico Film clips from the following documentary/educational films: 500 Nations We Shall Remain, America Through Native Eyes: Disc 1: After the Mayflower. New York: 1609-1825. “A Seat at the Table: Struggling for American Indian Religious Freedom” “Howard Zinn: The People’s History” Haiti and Dominican Republic: A Divided Island-Black in Latin America with Henry Louis Gates, Jr. MOVEMENT ACROSS THE MODERN ATLANTIC AND PACIFIC - STUDENT PROJECT PRESENTATIONS Foundations Course Designation Proposal Form by Ross Egloria – Ver.2 (10/28/2016) – Page 3 Powerpoint Presentations - Instructor's Hallmarks assessed through imbedded questions in quizzes and exams, presentation of a research project, and imbedded in paper prompts, and the instructor submits a course assessment report to the college after each semester the course is taught. Foundations Course Designation Proposal Form by Ross Egloria – Ver.2 (10/28/2016) – Page 4 AMST 150: America and the World Fall 2016 Syllabus CRN Days Times Place 21904 Tu/Th 10:00-11:15 a.m. Bldg. 7, Rm. 635 Honolulu Community College Instructor Information Sharleen Nakamoto Levine, Ph.D. Office: Bldg. 7, Rm. 626 Office Hours: Tuesdays/Thursdays 9-10 a.m., and by appointment Email: [email protected] Office Phone: 845-9426 Course Website: http://laulima.hawaii.edu Please e-mail if you have questions that need to be answered between one class meeting and the next, OR if you need to notify me in advance of your absence. Course Description for AMST 150: America in the World (3) FGB Examines America’s role in world history and the influence of world affairs on U.S. culture and society. Focuses on U.S. interdependence with African, European, Native American, Asian, and Polynesian civilizations, from 1492 to present. Examines formations of “America” in a global context, from colonial to modern times. Evaluates the role of the U.S. in major world historical events, as well as the impacts of other