The Times They Were A’ Changin'
NSCC, Spring 2004
Faculty: Office Hours Phone E-Mail
Jim Harnish IB 2325 By Appt. 526-7013 firstname.lastname@example.org Carol Hamilton IB2306D By Appt. 528-4538 email@example.com
WebPage for Carol: http://northonline.sccd.ctc.edu/chamil/
Karen Stuhldreher IB 2330B By Appt. 526-7007 firstname.lastname@example.org
This 15 credit program will examine the impact protest movements of the 1960’s had on U.S. culture.
Specifically we will study how the civil rights movement, the anti-war movement, the student free-
speech movement, the women’s movement, and the counterculture movement questioned, reinvented,
and restored core American values, ethics, and democratic institutions. We will explore how these
grass-roots approaches changed attitudes and roles in groups and became movements that interacted
with each other (e.g. relationship between the women's movement and the civil rights movement). We
intend to ground our discussion of the era in primary texts.
Key Questions we will explore:
? What is the meaning of ―the sixties‖? Why do we study it today?
? What is the historical, literary, philosophical context for what emerged during and after the
? Were the sixties a turning point for American culture, politics, and values? To what degree was
it a revolutionary period in American history?
? What are the legacies of the sixties? Have our contemporary relationships, perceptions, and
values related to civil rights, race, gender, culture, and civil society been influenced by the
? How did these movements have a long-range impact on education since the 1960s?
Henry David Thoreau, On Civil Disobedience.
Martin Luther King Jr, Why We Can’t Wait. Penguin
Ken Kesey, One Flew over the Cuckoo’s Nest. Penguin
Betty Friedan, The Feminine Mystique .Norton
Tim O’Brien, The Things They Carried. Broadway Books
Sarah Evans, Personal Politic. Vintage
Jeff Stetson, The Meeting.. Dramatist Play Service
Isserman and Kazin, America Divided: The Civil War of the 1960's. Oxford.Press Ann Chartes, The Portable Sixties Reader. Penguin
A coordinated studies program is different from most regular courses in that students are more actively engaged in a cooperative learning environment and more responsible for their own learning. We
encourage the development of a sense of community where students and faculty learn together. In this course we will participate in student led seminars, small group activities, and writing feedback groups, as well as hear lectures and panels and see films. In addition, we have on-line discussion capabilities to facilitate out-of class interaction and work on mini-research and other projects.
The central activities of this course will be reading, writing, participating in seminars, and research groups to explore the central questions and themes of the course. The texts—books, readings, and
films— are the teachers, and the work of both the instructors and the students will center on them.
Reading assignments need to be completed with enough time for reflection and review before class meetings and seminars. This will often mean reading a text more than once.
Writing is another essential part of the course; it will be a way to clarify the contents of the books, develop your own ideas about them, and prepare for productive discussion in seminar. Peer-editing, drafting, and revision will be expected on your longer essays.
Active participation will reward everyone in the program and your final grade in the course will be, to a large degree, a reflection of what you gave to the group. Attendance at all lectures, writing workshops, group activities, and seminars is therefore essential to pass the course.
Knowledge: 1. To understand some of the major ideas, values, beliefs, and experiences that have shaped
contemporary American culture.
2. To understand how human beliefs and behaviors shape the individual and the community. 3. To understand that U.S. Culture continues to emerge and be shaped by the interaction of people
with different views, i.e., multiple origins, experiences and worldviews. 4. To understand that one’s own attitudes, perspectives and beliefs are shaped by one’s own culture,
ethnic, and racial heritage, by gender, by age, by sexual orientation, and by abilities. Skills:
1. Develop the ability to think critically and clearly communicate ideas in writing 2. Gain experience in effective collaborative learning, working in groups to problem solve and
3. Access, evaluate and apply information from a variety of sources.
1. Discover the interdisciplinary nature of knowledge
2. Recognize the value and joy of intellectual inquiry
3. Develop the confidence of an independent and collaborative learner
Credits: You should be register for three of the following for a total of 15 credits. Check to make
sure you are registered for the Courses that fulfills the degree requirements you need.
1210 English 102.C1 Composition (5 cr.) Fulfills Basic Requirements
1212 English 101.C1 Composition (5 cr.) By permission only.
1211 English 265.C1 Literature and Society (5 cr.) Fulfills VLPA
3434 Women Studies 200.C1 Introduction to Women Studies (5 cr.) Fulfills I & S; US Cultures 3312 Philosophy 110.C1 Introduction to Social Ethics (5 cr.) Fulfills I & S
3256 History 215.C1 Vietnam Era (5 cr.) Fulfills I & S, US Cultures
A. Book seminars
Active participation in book seminars is an essential part of this program. You will be taught the necessary seminar skills and be expected to demonstrate development in this area. You will need to complete all reading assignments on time and attend all seminars. You must prepare for seminars with a short typewritten or word-processed preparation paper. Specific directions and expectations for these seminar preparation papers will be presented to you. Your seminar preparation papers will be recorded. Because seminar preparation papers are intended for you to prepare for seminar discussions, no late seminar preparation papers will be counted.
Each book will be read in its entirety unless otherwise noted. You will need to have the assigned reading completed prior to class. You will need to provide enough time for yourself to reflect on what you read and prepare written contributions for seminar. Please try to buy the specific editions noted above.
C. Writing Assignments
In addition to the seminar preparation writing, there will be two formal documented papers to complete during the quarter. Assignments will be provided to help guide your writing of these essays. Each paper will require a preliminary working draft which your classmates will read and comment on in small writing groups of 3 or 4 people. These working drafts are an essential part of your writing process. We will deduct .5 from the grade for each revised draft that does not have a working draft with comments from a writing group. While we will not read and comment on your working drafts, we will be happy to look at your rough drafts during our office hours or online. Please have specific questions or points you would like us to focus on as we discuss your draft with you. Once you have turned in your revised draft, and it is graded, you have the option of revising one of the two essays for a final reading portfolio. This portfolio will also include reflective essays about your learning. (A Handout giving details of the Portfolio will be forthcoming.)
Note: We do not accept late papers. Papers are due at the beginning of class, not after class is over. If
you know in advance that you are going to miss class on a day a paper is due, you are responsible for turning it in before the due date. SEE SCHEDULE for Due Dates for the Working Drafts and FINAL DRAFTS of your Longer Formal Papers.
D. Small Group Project
In a group of 3 or 4 students, you will research topics from a list of relevant topics that we will provide. You will do research in the library, through the internet, and possibly through interviews and /or
correspondence. Each group will present its research findings in an oral report to the class. These
presentations will occur weeks six through eight. In addition to the oral presentation, each individual will be responsible for a short written report documenting your research process and findings as well as your role in the project. More extensive guidelines will be handed out in class.
E. Self Assessments
You will complete two self assessments of your progress during the quarter—one at the midterm and
one at the conclusion of the course. These assessments will ask you to reflect on your participation,
attendance, completed assignments, and overall progress in meeting the course outcomes, objectives
F. Attendance and Participation
Participation in this program is a commitment to a sense of responsibility for the life of this learning community. If you have three unexcused absences, you will need to meet with the instructors to
discuss your status in the community and in the class. Your cooperative spirit will enhance the
personal and academic experience for all of us in this community. Your contributions are considered
unique and therefore, significant and irreplaceable. You are expected to attend all classes, lectures,
films, writing workshops, and seminars. This is your responsibility as part of the commitment to your
learning community. You need to inform your seminar group if you are unable to attend by calling the
faculty phone number or emailing and leaving a message.
To be successful as a participant in a Learning Community, you should :
? Attend each class session for the full four hours.
? Be on time—lateness is disruptive and disrespectful. But if you are late—come in quietly
? Turn assignments in on time on the DUE date.
? Call or email us if you are absent and take responsibility for what you have missed and for
obtaining copies of notes, handouts, assignments, and changes.
? Talk with us if you miss more than three classes
? Respect one another’s needs for a productive learning environment—this means turning off your
cell phone and pagers and refraining from using artificial fragrances; sensitivity to chemicals can
dramatically affect some people*.
? Contact us about problems so that they can be resolved.
? ?Tolerate and work through dissention in class discussions.
? Become comfortable with ambiguity and complexity as you study course content and practice
? Take responsibility for your own progress which means asking questions as they arise and seeking
help when the work feels too challenging or confusing.
? Devote two hours of study outside of class for every credit hour. This includes reading, preparing
for seminar, writing and revising essays and participating in study and project groups. ? Others to be added by the class.
Former students report that when they include studying together in small groups in their 30 hours a week study routine, they are much more successful. Exchange phone numbers and e-mail addresses and begin study groups week one.
We want to help each of you to succeed. Call or e-mail us, or make an appointment to discuss a problem before it overwhelms you--or us. We can usually help you work out a solution. We will also be asking for your feedback throughout the quarter. We will ask you to reflect on the program objectives and requirements and assess how you are performing and developing at mid-quarter and at the end of the quarter. The faculty are open to suggestions for improvement in all aspects of the program and will also require your feedback as the quarter proceeds.
We see learning as a developmental process. For your evaluation we will be looking for ongoing development in your commitment, contribution, and achievement in the following areas: A) Two essays and Final Portfolio 40%
B) Seminars: papers, preparation, and participation 40%
C) Group Research Project 10%
D) Self evaluations, attendance, participation, and overall development in meeting the course objectives and outcomes and contributing to the learning community. 10%
Note: You will receive the same grade for 15 credits in Philosophy, History, Composition, Women
Studies, or Literature Successful completion of all major of all assignments is required for a passing grade. If you have three unexcused absences, you will need to meet with the instructors to discuss your status in the community and in the class.
We see learning as a developmental process so for your evaluation we will be looking for ongoing development in your writing, seminar participation, and in the other requirement areas.
To take the words or ideas of someone else and present them as your own is plagiarism and is unacceptable in academic life. The nature and causes of plagiarism may cover a range from the accidental to the dishonest. Students, by their attendance here, agree to adhere to the Student Code of Conduct which states, in part, that ―academic dishonesty, to include cheating, plagiarism, or knowingly furnishing false information to the college‖ may bring disciplinary action. The policy of the NSCC English faculty is to exercise its professional
judgment as to the nature and cause of each case of suspected or proven plagiarism and to respond in a manner suited to the case. Specific examples and consequences of plagiarism are outlined in NSCC English Department policy "On Plagiarism, dated 1/5/01.
You cannot receive a grade of W (Withdrawal) after the eighth week of class. If you need to change credits or
withdraw from this class for any reason or change credit distribution, please do so before the final day of the
Your cooperative spirit will enhance the personal and academic experience for all of us in this
community of learners. We consider it your responsibility to be prepared, to find out what you missed
if you are absent, and to contact us about problems. If conflicts with class arise you need to deal with
them as problems to be solved rather than circumstances that are beyond your control. If you must be
absent, it is your responsibility to inform your seminar prior to class (see faculty phone numbers and e-
mail addresses above) and leave a message. It is also your responsibility to find out what you missed
and to get copies of notes, hand-outs, and assignments. Please don’t just disappear.
Please notify us in advance where there are circumstances that prevents you from attending, meeting a due
date, or participating in any class activity. If you treat these as barriers to be overcome rather than excuses,
we can help you. When notified in advance, we will usually be accommodating. When approached after the
fact, we will usually be unaccommodating.
Students with dyslexia or other special learning challenges should see us about accommodations.
There is growing evidence that persons with chemical sensitivity are strongly affected by fragrances found in
such personal products as perfumes, colognes, hairsprays, aftershave and scented lotions. For such persons,
the presence of fragrances in a classroom can cause illness or discomfort and impair their learning. We are
therefore asking each student to comply with NSCC's Air Quality policy and cooperate in making this a
fragrance-free classroom by avoiding personal products that contain fragrances.
Campus Services: Become familiar with the campus services which will help you be successful in your
classes. See:www.northseattle.edu for information about the following: Online help, email@example.com.,
527-3738. The Loft, (www.northseattle.edu/services/tutor)writing center in the upstairs of the Library, will be especially important to help with your writing process; College librarians will be invaluable as aids in
research projects. Others include: Multicultural Student Services for students of color; Educational Access
Center for students with disabilities; Retention Services; Veterans' Services; Wellness Center; and
Computer Labs in HT1845B and IB3303. See Student Handbook for details.
Getting Started ONLINE with FirstClass Software
Some of the work for this class will be done online. For those not familiar or comfortable with working
online, this will be an opportunity to learn and practice a valuable skills.
FIRSTCLASS – This software is maintained by North Seattle Community College and you have the
option of accessing your classroom on the web or you can download the software. It is recommended that
you download the software for greater ease of use.
Please select the option you want from this page: http://fc.northseattle.edu.
If you are downloading the software you need to select the correct operating system. It is important that
you complete STEP 1 in the directions to download and after the download is complete and the software is
installed on your computer click on STEP 4 to create the login to your account. When the Login screen
appears, enter you user ID and password (see below) and click Login.
User ID : Your first initial followed by your complete last name
Password : Last 6 digits of your student ID number.
As with all password protected sites it is very important to remember your User ID and Password. Keep
these in a safe place and do not share them with others.
After you have downloaded the software an icon will be set up on your computer's desktop and you can get
to the login screen by clicking on this icon.
Once you have logged on to the site you are now on your FirstClass Desktop. To access our class you will
click on the class conference icon on your desktop. You will then be in our Virtual Classroom. If you have
technical problems with the software you can contact the Distance Learning office at
Distance@sccd.ctc.edu or by phone (206) 527-3738.
If you are unfamiliar with FirstClass courseware you can go to:
For help with sending and replying to messages go to: http://virtualcollege.org/resource/messages.pdf
These documents can be viewed with Adobe Acrobat Reader.
Any Logistical & Technical Questions?
Please contact the NSCC Distance Learning Office
Joanne Fall (206-527-3723) or Carol Howe (206-527-3738) or Tom Braziunas (206-527-3619)
firstname.lastname@example.org; email@example.com; firstname.lastname@example.org