Date Submitted: Thu, 15 Sep 2016 00:22:00 GMT

Viewing: BL_STU 4001W dunkleyd : Undergraduate Topics in Black Studies-General - Writing Intensive

Last edit: Wed, 05 Oct 2016 18:51:16 GMT

Changes proposed by: dunkleyd

Proposal Type

Writing Intensive

Contact Information

 
 
 
 
 
 
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
dunkleyd
Daive
Dunkley
dunkleyd@missouri.edu
573/882-6229
Black Studies Program
Subject Area’s Department Chair/Director:
 
 
 
 
 
 

Term for Proposal

 
 

Course Catalog Information

A&S
Black Studies (BL_STU)
Black Studies
4001W
1
3
30
Undergraduate Topics in Black Studies-General - Writing Intensive
Organized study of selected topics. Subjects and credit may vary from semester to semester. Program consent for repetition.
 
Lecture/Standard
A-F (allow student to choose S/U option)
junior standing.
 
 
 

Instructor Information

dunkleyd
Daive
Dunkley
dunkleyd@missouri.edu
573/882-6229
Black Studies Program
(numbers only)
Tenure Line Assistant Professor
317 Gentry Hall
 
 

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply

Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.
 

Honors Course Information

 
 
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
 

 
 
 

 
 
 
 
 
 

Writing Intensive Course Information

Slavery is still one of the world's major crimes against humanity. It has survived in spite of the official abolition of the institution by many countries starting from the nineteenth century. Presently slavery is illegal in every country, but it still exists in many forms and has been discovered even in the countries that have outlawed the practice for many years. In this course, we will explore slavery in its historical and contemporary settings by focusing on its origins, characteristics, and the struggles to abolish the practice. Historical slavery is examined using African enslavement in the Atlantic world, people described as chattel slaves, who worked on plantations, as domestics, and as jobbing slaves; while contemporary slavery, identified as human trafficking, debt peonage, forced labor, sex work, and child labor, among other forms, will be looked at in both developed and developing countries. Student Presentations (group work with six groups of five students each) 20%: Combating Contemporary Slavery. Working in groups, students are required to submit a multimedia presentation (using a slide presentation software). The presentation topic should be on strategies to combat contemporary slavery, which should be clearly evidence based using scholarly books, journal articles, and newspapers. The presentations should be no more than 2000 words, organized as follows: A total of 20 slides. One slide should be a short film clip (no more than three minutes) with presentation notes outlining how the film contributes to the presentation. One slide should be a short voice clip of an interview, press release, radio program, etc. (no more than three minutes) with presentation notes outlining how the vocal recording contributes to the presentation. One slide should be a short music clip (no more than three minutes) with presentation notes outlining how this piece of music contributes to the presentation. Two slides should be comprised of pictures with captions explaining the contribution of each to the presentation. Fourteen slides should be bulleted text, accompanied by presentation notes on each slide with further explanations. The last slide should be reserved for your reference list or bibliography. Note that the arrangement/ordering of the slides is to be the decision of the group, except for the reference list or bibliography, which must be the last slide.
 
Face-to-face
Self paced?

 
 
Should this course be considered for funding?

Large Enrollment Courses:
 
 
 

Writing Intensive Assignments

Words
All assignments
ASSIGNMENTS Given that this is a Writing Intensive (WI) course, students will use their writing as a learning tool. The emphasis on developing writing skills will enhance the capacity of students to think more critically about the content of the course as well as their writing. The instructor and student peer review processes built into the evaluations of the assignments will provide critical feedback to help students to further develop their written assignments before final submission. The submission dates will be posted on Blackboard at the start of the semester. The assignments for this course are as follows: 1. Assignment 1: Research Essay on the Origins of the Transatlantic Slave Trade or Slavery in the Americas for 40%, submitted online. ? Instructions: In this assignment, you will write a research essay in three stages. Your essay should reflect the views of at least three scholars who have written on the reasons for the origins of the Transatlantic Slave Trade or Historical Slavery. Failure to submit the requirement for each stage of the assignment will mean forfeiture of the entire grade for the assignment. ? Grading: i. Task One, 20% ? Formulate a question and write an annotated bibliography consisting of at least three scholarly books and/or journal articles that you will use to write your essay. Examples of annotated bibliographies will be available online at the start of the semester. You will have one opportunity to revise this part of the assignment after review by the instructor. The maximum word count for Task One is 700 words. ii. Task Two, 10% ? Write an abstract of no more than 300 words outlining the aims of your essay. Examples of abstracts will be available online at the start of the semester. You will have an opportunity to revise your abstracts after these have been peer reviewed and following a class discussion of the reviews. iii. Task Three, 70% ? Write a 2,000-word essay that argues the points indicated in your abstract and using the studies from your annotated bibliography. The instructor will provide feedback to give you a chance to resubmit the essay for a final grade. iv. Final Grade ? Sum of Tasks 1-3. Note: Assignment 1 is an essay on the origins of the Transatlantic Slave Trade or Historical Slavery in the Americas for a total of 40%. In this essay, students are required to discuss the views of at least three scholars. The essay gives students a chance to engage with debates over historical slavery, debates which have re-emerged in the discussions over abolishing contemporary slavery. 2. Assignment 2: Film Review for 20%, submitted online. ? Instructions: Students will have three opportunities to write this film review based on the revisions suggested by your peers and the instructor. No marks will be given to students who do not fulfill all of the requirements for this assignment. The maximum word count at each stage of the film review is 1,000 words. ? Films (To be sourced by each student): a. Very Young Girls, directed by Nina Alvarez, 2009. b. Trade, directed by Marco Kreuzpaintner, 2007. ? Grading: i. Task One, 20%, first draft (1,000 words). ii. Task Two, 5%, peer review (at least 300 words). iii. Task Three, 25%, second draft (1,000 words) and instructor feedback. iv. Task Four, 50%, final submission (1,000 words). v. Final Grade ? Sum of Tasks 1-4. 3. Assignment 3: Book Review for 20% of overall grade, submitted online. ? Instructions: Choose one of the two required texts below and write an original 1,000 words review of this book. The guidelines for writing the original book reviews will be posted on Blackboard at the start of the semester, and you will be given a chance to make corrections to your reviews through a two-stage submission process. You will be given feedback on the first submission to improve your book review for final submission. Note that both submissions must be presented in order to receive a grade for this assignment. ? Books (choose only one book to reveiw): o Kevin Bales & Ron Soodhalter, The Slave Next Door: Human Trafficking and Slavery in America Today (U. of California Press, 2010), 336 pp. o Douglas A. Blackmon, Slavery by Another Name: The Re-Enslavement of Black Americans from the Civil War to World War II (Anchor, 2009), 496 pp. ? Grading: i. Task One, 40% (1,000 words) ii. Task Two, 60% (1,000 words) iii. Final Grade ? Sum of Tasks 1-2. 4. Assignment 4: Group Presentations (maximum of five students per group) for 20%, both in-class and online submissions. ? Instructions: Working in groups students are required to create a PowerPoint presentation on Combating Slavery. The presentation should identify a specific form of contemporary slavery and outline strategies to combat this form of slavery. The presentation should be evidence-based using scholarly books, journal articles, and newspapers. Organization of the presentations should be as follows: o A total of 20 slides o One slide should be a short film clip (no more than three minutes) with presentation notes outlining how the film contributes to the presentation. o One slide should be a short voice clip of an interview, press release, radio program, etc. (no more than three minutes) with presentation notes outlining how the vocal recording contributes to the presentation. o One slide should be a short music clip (no more than three minutes) with presentation notes outlining how this piece of music contributes to the presentation. o Two slides should be comprised of pictures with captions explaining the contribution of each to the presentation. o Fourteen slides should be bulleted text, accompanied by presentation notes on each slide with further explanations. o The last slide should be reserved for your reference list or bibliography. o Note that the arrangement/ordering of the slides is to be the decision of the group, except for the reference list/bibliography, which must be the last slide.
Length of assignment:
6000
 
5000
 
11000

Total pages for all assignments:
First drafts:
6000.00
Revisions:
5000.00
11000.00
 

Writing Intensive Teaching

Peer review
Instructor provided feedback
 
 
Assignment 2 is a discussion paper on the abolition of the transatlantic slave trade or slavery in the Americas for a total of 40%. In this paper, students are required to write a comparative discussion essay on the views of three historians who have written on the reasons for the abolition of either the transatlantic slave trade or slavery from very different perspectives. The paper gives students a chance to engage with the debate over abolition in the Americas, which is an ongoing discussion. By writing this paper students will be better able to connect historical and contemporary slavery, since much of what is fueling the debate over abolition is indeed the persistence of slavery in the world today.
The three writing intensive assignments account for a total of 80% of the course grade and are distributed as follows: a. Assignment 1 = 20% b. Assignment 2 = 40% c. Assignment 3 = 20% The three writing intensive assignments account for a total of 80% of the course grade and are distributed as follows: a. Assignment 1 = 20% b. Assignment 2 = 40% c. Assignment 3 = 20%
80
%
 
1
This course requires the assistance of at least one Teaching Assistant. A graduate student, who is at least one year into a master's degree or doctoral degree program in Black Studies or History, is preferred. Ideally, this student Teaching Assistant would have some background in the history of slavery in the Atlantic world. Over the course of at least three work-intensive meetings, I will direct the Teaching Assistant to the required readings that will help him or her to become (more) familiar with the content requirements of the course. We will also have follow up meetings to discuss the rubrics for assessing each of the assignments for which the Teaching Assistant will be partly responsible. This Assistant will also have the opportunity to prepare material for at least two lectures and deliver these two lectures during the course. This should help with further familiarizing the Assistant with the contents of the course.

Course Syllabus

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Administrative Information

Humanities and Arts
 
10.6.15: Instructor contacted us to say some of the assignments changed. I have copied over his assignments as requested.

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