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Syllabus: HUM 414-001 (MWF 1125am) - Stratton p. 1 (Fall 2012)

HUM 414-001 – The Individual in the Contemporary World

Professor: Micheal T. Stratton, Ph.D. Assistant Professor of Management Department of Management & Accountancy

Class Meetings: Mon/Wed/Fri 1125-1235pm; (OWE 229 MW; HLH 139 F) Office: Owen Hall 115 Tel: 828.251.6850 Email/Other: [email protected] / mstratto (Google-iChat) / michealtstratton (Skype) Office Hours: M/W 1-2pm; F 9-10am (and available by appointment)

Course Description Humanities 414 is the fourth and final course in the Humanities sequence that form the center of the liberal arts education offered by UNC Asheville. Course content centers on global issues and recent history of both Western and non-Western cultures. Its historical coverage begins with the mid-1940s, continues to the present, and offers speculation about the future. The course attempts to integrate and summarize many of the contemporary forces that have shaped the present human condition. The course will build upon information gathered and questions raised in preceding courses, leading us toward a broader understanding of the challenges, responsibilities, and opportunities for humanity and the individual in the contemporary world. Course Objectives & Learning Outcomes Course Objectives. The course is intended to help students refine their understanding of the issues confronting the individual and society today, more specifically:

1. To lead students to realize that they are the heirs of ages of accumulated thought, decisions, and productions, and co-creators of contemporary culture;

2. To familiarize students with major trends in the development of Western civilizations; with aspects of the development of other cultures; and with human accomplishments which are both noteworthy and representative;

3. To develop awareness of the validity of different perspectives, and to go beyond relativism to appreciate underlying human values;

4. To understand the concept of "community" and to realize the ways in which individuals both develop, and are developed by, their communities; to question social conventions critically and responsibly; and to realize the effects of one's decisions upon the community;

5. To realize the presence and role of power structures throughout history, and to understand their effects upon human development.


Learning Outcomes. Students will accomplish the following at the completion of this course:

Outcome 1: Students demonstrate knowledge of contemporary human diversity--in cultures and in personal identities; Outcome 2: Students identify the connection of values, beliefs, and cultural forms to humanity’s economic, social and environmental sustainability; Outcome 3: Students write a well-supported, organized, and clearly articulated argument using both primary and secondary sources, and appropriate documentation style; Outcome 4: Students gather, document, analyze, and integrate information about contemporary texts and other cultural forms.

Readings REQUIRED*** Campbell, G. and Chapman, R. (2008). The Asheville Reader: The Individual in the Contemporary

World, XanEdu Custom Publishing. Available at the UNCA bookstore or online purchase (ISBN: 978-1-58152-596-0).

Fishman, C. (2006). The Walmart Effect: How the Word's Most Powerful Company Really Works - and

How it's Transforming the American Economy. New York: Penguin Books. Available at the UNCA bookstore or online purchase/rent (ISBN: 978-0-14-303878-8).

***Additional articles/cases/book chapters will be assigned on Moodle under “Assigned Readings” (also see Semester Schedule) Course Website & Communication We will be using Moodle (http://learnonline.unca.edu/) as a medium for both student-instructor and student-to-student communication. You will have access to any additional reading assignments beyond the abovementioned books. In addition, you can post questions/comments to the course by sending an email to ALL users. I will use Moodle and unca.edu email to contact the entire group regarding course announcements and alike. If you have a tendency for forgetting to check Moodle, I will also use email to pass on information about various thoughts, ideas, last minute changes, or special class-related requests. You are responsible for checking email regularly and staying current with any posted messages. Assessment & Assignments Your overall course grade will be based on participation, one brief paper, two projects, and a comprehensive final exam.

1. Course Participation (15%) 2. Living Memory Interview Project (15%) 3. Analyzing the Walmart Effect (15%) 4. YTE Presentation (25%) 5. Comprehensive Final Exam (30%) 6. Bonus Point Quizzes & Related Opportunities (Optional)


The grades will be assessed using the following point system: Points: <59 60-64 65-68 69-71 72-75 76-79 80-83 84-86 87-89 90-94 95-100 Grade: F D D+ C- C C+ B- B B+ A- A

A Superior: Mastery of course content and excellent ability to apply course content concepts. The work displays initiative, independence and application.

B Proficient: Good understanding of course content and ability to apply course content concepts. Work shows a grasp of the significance, interrelatedness and uses of the material covered.

C Minimally Proficient: Fairly accurate knowledge of the subject’s fundamental facts and principles and is able to apply them reasonably well; work is fairly logical in organization and technique but it is incomplete; there is evidence of growth in handling the coursework.

D-F Unacceptable: Work is of inferior quality; there is some acquaintance with basic facts and principles but work is poorly organized and technically faulty; the student frequently fails to complete assignments; work receives little to no academic credit.

1. Course Participation (15%) Given the interactive nature of the course, it is paramount that you participate and engage the material in a respectful manner. It is also important that you behave in a civil manner during discussion: if you wish to be heard, you must listen; if you wish to have your ideas taken seriously, respect the ideas of others. Also, this class will require reflection and questioning. No opinion will be allowed to stand without questioning of some sort, and you should be prepared to allow such questioning to occur. The object of dialogue is not to “win” the point, but rather to arrive at a richer understanding of the material examined. Overall, the expectation is that you will come prepared to discuss the readings, participate in any in-class group work that may be assigned, attend any required meetings with the professor, and lead discussion at least once during the semester. The total participation grade will be based on instructor observations (60%), self- (20%) and peer-evaluation (20%). Evaluation Process:

• Mid-way through the semester, the instructor will submit initial feedback to each student using

the following criteria.1 At the end of the semester, students will submit their respective self-assessment; a finalized instructor and two peer-evaluations will also be completed.

• With respect to peer-evaluation, two students will assess the participation contributions and efforts of one student. Each student enrolled in the course will evaluate at least two students; also, each is encouraged to note observations in preparation for defending the completed assessment.

• The peer feedback will be kept confidential, as only scores and comments will be provided to the assessed student. Selection of peer evaluators for each student will be assigned randomly and communicated through email toward the start of the semester. Therefore, confidentially will depend greatly on both the instructor and peer evaluators.

• Blank copies of evaluation forms are available on Moodle as MS Word documents. Self- and peer-evaluations should be completed and submitted to the professor via email on or before the start of class on November 26, 2012. If the self- or peer-evaluations are not submitted per the deadline, there will be an automatic 20% reduction in participation grade for the respective party.

1 Significantly adapted from http://trc.virginia.edu/Publications/Teaching_Concerns/Spring_1996/TC_Spring_1996_Maznevski.htm


Grade Participation Criteria 100 (A) • Extremely organized, creative and engaging Discussion Leader; notes detailed and helpful;

• Always prepared and offers exceptional analysis related to readings and other material; • Offers not only descriptions, but succinct and innovative analysis (e.g., takes the class discussion

further and challenges others to think about new ideas and application of theory); • Consistently respectful to others’ ideas and participation (e.g., does not monopolize discussions and

invites others to engage). 85 (B) • Took the Discussion Leader assignment seriously and satisfied requirements; opportunities to

facilitate a more engaging discussion; summary notes could be expanded with greater depth; • Good preparation; knows the readings and has thought about implications and relatedness to

practical examples; • Provides interpretations and theory application to readings; • Consistent involvement in discussions; • Contributes positively to discussion by responding to students’ points, questions other in a

critical/constructive way, and offers support to others’ views. 75 (C) • Showcased minimal attention to detail and/or preparation for the Discussion Leader assignment;

relied heavily on lecture and presentation rather than engaging discussion among classmates; summary notes were nothing but an outline

• Demonstrates basic preparation – shows evidence of having read the assignments, but does not provide individual interpretation or critical thinking (e.g., simply answers questions by reading straight from text);

• Does not elaborate on ideas; • Sporadic and inconsistent involvement.

60 (D) • Neglected to provide summary notes and failed to offer a fully engaging or organized discussion by relying solely on lecture/presentation; summary notes submitted late

• Attempts to respond when called on, but does not answer the question completely or at all; • Demonstrates very infrequent involvement in class or group discussions OR frequently interrupts

others and monopolizes conversations; • Somewhat disruptive (e.g., occasionally talking out of turn, showing up late; using devices instead

of paying attention); • Rarely prepared and occasionally demonstrates a noticeable lack of interested in the material.

0 (F) • Did not complete the Discussion Leader assignment; failed to submit the summary notes; • Frequently absent; • Often disruptive (e.g., talking out of turn, showing up late; using devices instead of paying

attention); • Present, but does not offer insight, ask/answer questions, or demonstrate preparation either as part

of full class discussion or in groups; • Ongoing lack of interest in the material and is never prepared to contribute.

!Discussion Leader: Every student will serve as discussion leader at least once this semester as part of course participation expectations. This is a two-part assignment:

(1) DISCUSSION LEAD: You will lead colleagues in a discussion of the readings and related content from the Friday lecture. I will listen, hope to learn about the readings from your insights and discussion, and participate as part of the group. Exactly how you lead discussion it is up to you (e.g., debates, role-plays, audio/visual, etc.). However, I just ask that you have fun and be creative; please do not simply prepare a lecture or formalized presentation. Focus on engaging a discussion with your colleagues!

(2) SUMMARY NOTES: The discussion leader will also prepare detailed summary notes of the assigned readings (.doc or .docx format), which should be emailed to me the day before class so they can be uploaded to Moodle for others to view (under “Discussion Leader Notes”). The notes will help all classmates prepare for the discussion, help focus their study, and assist when organizing for the final exam. The notes should


consist of the most important aspects of the readings, including any concepts, definitions, theoretical assertions and any potential relationship to other readings discussed throughout the semester (e.g., the Walmart readings) and the Friday lectures. The author(s)’ main points should be clearly articulated in this summary. A one-page summary (bullets or narrative) per reading would be sufficient. There are no formatting requirements.

Before August 22nd please email me your top 3 preferences for the discussion leader assignment based on the following 12 topics and dates (also listed out in Syllabus Schedule as “DL”). Given the class enrollment, one or more students may be assigned the same date. If applicable, you will need to collaborate to construct summary notes and lead class for that session. PLEASE submit only one set of summary notes to me per the above guidelines. Discussion leader assignments will be announced on Moodle on August 22nd once I hear from all of you.

1. August 29 (W) State of the World 2. September 5 (W) Legacy of Cold War Ideology 3. September 12 (W) Consumerism 4. September 17 (M) Music, Protest, & Innovation 5. September 26 (W) Poverty & Plenty 6. October 3 (W) Human Rights & Global Justice 7. October 10 (W) Women & Inequality 8. October 15 (M) Sexuality & Identity 9. October 22 (M) Civil Rights & Black Protest 10. October 31 (W) Religion in a Globalized Society 11. November 5 (M) Uncertain Identity: Immigration & Emigration 12. November 14 (W) Environmental Sustainability

2. Living Memory Interview Project (15%) One critical aspect of learning in this course involves exploring individual, shared, and contrasting perceptions, values, and beliefs. While class discussions and debates will enhance our appreciation for and understanding of your colleagues’ perspectives, it is important to bridge the gap between this space and the world around you – the world that helps socially construct your own views. To that effort, you are to interview someone close to you who is over the age of 55 and try to understand their experience of living through the Cold War, the Civil Rights movement, the 9/11 attacks, and other times of change that reflect the complexities of the contemporary world (e.g., poverty, globalization, democracy, etc.). You will also try to get them to offer advice/insights on the challenge of living with uncertainty and rapid cultural change. Compare and contrast both of your respective experiences and perspectives as they relate to the social, political, and economic challenges of today. Specifically reference related course readings to support your analysis. This assignment must be typed and edited, 4-6-pages in length (minimum/maximum excluding the works cited page), double-spaced with 1-inch margins, and 12-pt Times New Roman font. Please email the paper to the professor in MS Word format no later than 1125am on October 22, 2012. Also, be prepared to share your findings and analysis with colleagues during class time on October 29, 2012. Note that this assignment will be assessed using specific criteria; the rubric document can be found on Moodle.


3. Analyzing the Walmart Effect (15%) As we will learn together this semester, Walmart is an international economic, political, and cultural phenomenon that has and will likely continue to shape the world around us. We will spend considerable time this semester analyzing the “effects” of Walmart on society (individuals and groups), government, and its competitors. In this brief reflection paper, please examine an aspect of the Walmart Effect that is relevant to the topics discussed this semester. It will be important for you to use applicable weekly readings and associated points of view, theories, and concepts to support your analysis. In addition to relying on Walmart-specific readings assigned this semester (e.g., Fishman and others), you may also utilize outside research, news articles, or other supporting primary or secondary sources on Walmart. While you may be supportive or critical of the particular aspect of Walmart, this assignment asks you to move beyond simply stating opinions and offer up well-developed and supported arguments to support your thesis. This assignment must be typed and edited, 4-6-pages in length (minimum/maximum excluding the works cited page), double-spaced with 1-inch margins, and 12-pt Times New Roman font. Please email the paper to the professor in MS Word format no later than 1125am on November 12, 2012. Note that this assignment will be assessed using specific criteria; the rubric document can be found on Moodle. 4. YTE Presentation (25%) After almost four-years of higher education in your particular field of study, consider yourself an expert continuing to develop your skills, knowledge, and abilities. In a small team, you will research a particular problem facing the contemporary world from your disciplinary perspective and/or area of interest. This will require you to provide a succinct, well-defended argument and analysis utilizing primary/secondary sources specific to your academic background and/or area of interest, along with specifically applying applicable themes/viewpoints from the HUM 414 readings assigned this semester. Your team will present your analysis to class (NOTE: no written analysis is required). Here are SPECIFIC details regarding the project:

Professional Expectations Please come prepared to deliver a professional presentation. Treat this project as if you are presenting a study/report to colleagues in an organization. Please dress appropriately (nice shirt, tie, slacks/blouse, etc.) and be sure NOT to read off a script when presenting. You can refer to your notes, but try to present in a conversational way. Share the stage to ensure that all members of the team participate; you will have 30 minutes to present your findings on either November 28th, December 3rd, or 5th. Feel free to use presentation software (though not required), audio/video, and/or other visual aids. Also, expect questions from the professor and audience, as there will be a brief period at the conclusion of your presentation for question/answer discussion. A rubric will be used to determine the presentation grade; it can be found on Moodle under assignments/rubrics. Team Makeup I will announce the team assignments either in class or email on or after September 5, 2012. Given the number of students registered, I will do my best to structure the teams with three-four students. I will assign individuals to the team in a fairly random fashion, but if you know of an individual(s) you would like to work with because of similar work/personal schedules and/or interests/expertise, I would be open to making adjustments to the teams. Please make your preference known to me via email on or before September 5, 2012. Once the teams have been formed I will create a schedule for the presentations and inform you of those dates. They will be held over the course of three classes at the end of the semester. If you have a specific date preference, please let me know ASAP before teams are announced.


Peer Evaluation Students will submit an evaluation for each individual on their respective teams. The peer-self evaluation is posted on Moodle for download under assignments/rubrics. They are due via email at anytime on or before the day of your presentation (November 28th, December 3rd, or 5th). If you fail to submit the evaluation on time, your grade for this assignment will be penalized by 10%. Team evaluations will comprise of 30% of presentation individual grades, so it is critical to display valuable team skills and contributions to completing this project. As you work together on this project, be sure to consider how your team members shared the workload, contributed to the discussion and what role they played in constructing the analysis and presentation. Since I will consider these evaluations when assigning individual grades for the presentation/project, you may or may not receive the same grade as your team members.

Dismissal of a Team Member: The team members can dismiss a member for non-participation. This process involves three steps:

1. The first step is to conduct an informal conversation with the non-participating member. Let the person know that the team is concerned, and inquire whether anything can be done to facilitate better participation. If this did not work, proceed with the second step.

2. The second step involves letting the instructor know that there is a problem. The instructor will request a meeting with the non-participating student to formally convey the concern. This step is the warning stage.

3. If this did not work, then the group can dismiss the member for non-participation. A written note of dismissal is given both to the student and to the instructor. The dismissed student can still complete the assignment alone for 70% of the original grade.

Project meetings with professor Time has been set-aside in the syllabus schedule to accommodate group meetings with the professor to discuss the project and gauge progress (September 19/October 1). This may seem “early” on in the semester, but it’ll be important to start planning well in advance (especially to curb any potential procrastination that sometimes shows symptoms of senioritis)… Please sign-up for 20-minute long team meetings using the appointment function in Google Calendar via these links:

September 19, 2012 https://www.google.com/calendar/selfsched?sstoken=UUs2MDlzc0RqSk5YfGRlZmF1bHR8N2Y3MjQ3NDA0NWIzODA2NTk3MDYwMzFmNjhhMzQ5OWI October 1, 2012 https://www.google.com/calendar/selfsched?sstoken=UUs2MDlzc0RqSk5YfGRlZmF1bHR8N2Y3MjQ3NDA0NWIzODA2NTk3MDYwMzFmNjhhMzQ5OWI

NOTE - the meetings will be held in my office (Owen Hall Rm. 115) and for those not meeting with me that day, you will be expected to work on the project outside of class.

5. Comprehensive Final Exam (30%) You will be asked to prepare a written, take-home analysis in response to two cases (one being a written excerpt and the other a film). The film will be shown in class on November 19th and finished on November 26th. This is an individual essay exam (no teamwork please!) and you may refer to readings and class notes as you prepare the write-up. Specific questions will be asked on the take-home exam. This is considered to be comprehensive in form as it will require you to reflect on all material discussed during the term (including the Friday lectures). You must return the exam via email no later than 1125am on December 5, 2012. Further details on the exam will be provided as we progress through the semester.


6. Bonus Point Quizzes & Related Opportunities (Optional) There will be a number of unannounced quizzes based on the concepts, theories, points of view, and topics discussed in the readings due for that class period. The quizzes may also be based on the content presented at the Friday lecture; therefore attendance at the lecture and referring to the audio recordings posted to Moodle would complement your review of the readings. The purpose of each quiz is to test your knowledge of the assigned readings and major topics. You will be asked to answer a question or describe a concept, theory, or author perspective. This is not meant to be a lengthy test, but rather you will be required to provide a short answer. While I encourage all of you to participate in the quiz, this is an OPTIONAL exercise. Each quiz will be worth 1 point; at the end of the semester you could accumulate points from these quizzes, optional bonus assignments, and any relevant campus events deemed bonus point worthy for attending. The earned points essentially become an incentive. Here’s how it works:

! If you earn <8.44 points, those extra points will be added to your final exam score. ! If you earn >8.45 points, you will automatically be entered into a competition to be exempt

from the final exam. For the student(s) who accumulate the most bonus points beyond 8.45, that/those student(s) will be exempt from taking the final exam. He/she/they will receive an automatic score of 100 on the exam. For instance, if Jane Doe earns 12 points and is the highest point earner, then she is exempt. While three other students may have earned 11 points, they did not tie nor surpass Jane’s score… Therefore they will not be exempt, BUT their earned points will be added to their respective final exam score.


M/W Semester Schedule (HUM 414-001 – Fall 2012)

Date% Topic2% Work%Due%Aug$20$(M)$ Setting%the%stage% !!"Aug$22$(W)$ Liberal%Arts%at%a%Crossroads?% Syllabus"agreement"form;""

Discussion"Leader"Preferences""Aug$27/29$(M/W)$ State%of%the%World%Lecture%Debrief" Discussion"Leader"(W)"Sept$3$(M)$ Holiday%(No%Class)" !!$Sept$5$(M)$ Legacy%of%Cold%War%Ideology%Lecture%Debrief" Discussion"Leader;"Team"Preferences""Sept$10/12$(M/W)$ Consumerism%Lecture%Debrief" Discussion"Leader"(W)$Sept$17$(M)$ Music,%Protest,%&%Innovation%Lecture%Debrief% Discussion"Leader!Sept$19$(W)$ Project%Meetings%w/Professor%(OWE%115)%

See"Google"Appointment"link"(pg."7)%!!"

Sept$24/26$(M/W)$ Poverty,%Plenty%&%Walmart% Discussion"Leader"(W)$Oct$1$(M)$ Project%Meetings%w/Professor%(OWE%115)%

See"Google"Appointment"link"(pg."7)%!!"

Oct$3$(W)$ Human%Rights%&%Global%Justice% Discussion"Leader"Oct$8$(M)$ Fall%Break%(No%Class)$ !!$Oct$10$(W)$ Women%&%Inequality%Lecture%Debrief% Discussion"Leader$Oct$15/17$(M/W)$ Sexuality%&%Identity%Lecture%Debrief% Discussion"Leader"(M)"Oct$22/24$(M/W)$ Civil%Rights%&%Black%Protest%Lecture%Debrief% Discussion"Leader"(M);"

Living"Memory"Project"(M)"$Oct$29$(M)$ Living%Memory%Project%inWclass%Debrief$ !!$Oct$31$(W)$ Religion%in%a%Globalized%Society%Lecture%Debrief% Discussion"Leader$Nov$5$(M)$ Uncertain%Identity%Lecture%Debrief% Discussion"Leader$Nov$7$(W)$ YTE%Team%Strategy%Sessions%

Meet"in"classroom"(OWE"229)$!!$

Nov$12/14$(M/W)$ Environmental%Sustainability%Lecture%Debrief% Analyzing"the"Walmart"Effect"(M);"Discussion"Leader"(W)"

Nov$19$(M)$ Film%Case%for%Final%Exam% !!$Nov$21$(W)$ Holiday%(No%Class)% !!$Nov$26$(M)$ Film%Case%for%Final%Exam%(ctd.)% Participation"Peer/Self"Evals$Nov$28$(W)$ YTE%Presentations%(Teams%1W2)% Project"Peer/Self"Evals"Dec$3$(M)$ YTE%Presentations%(Teams%3W4)% Project"Peer/Self"Evals"Dec$5$(W)$ YTE%Presentations%(Teams%5W6)%

Class"meets"from"1130am!2pm%Project"Peer/Self"Evals"

Dec$5$(W)$ Final%Exam%DEADLINE%1125am%via%email% Essay"Exam"write!up"

2 See the following pages (pgs. 10-13) for the specifics on each reading (availability/access).


Friday Lecture Schedule & Assigned Readings3 Introduction: Liberal Arts at a Crossroads?

• Schumacher, E.F. “The Greatest Resource-Education.” (AR) pp. 395-412 • Nussbaum, Martha. Chapters 1-2 from “Not for Profit: Why Democracy Needs the Humanities.” (PDF)

Other Assigned Readings (on HUM 414-001 Moodle Site ONLY):

• Jaschik, J. “How to talk about liberal education (if you must).” (PDF) • Keohane, N. “The Liberal Arts as Guideposts in the 21st Century.” (PDF) • Putnam, “Liberal arts colleges should ignore reformers and reinforce relationships.” (PDF) • Wallace, J. “Liberal arts and the bottom line.” (PDF)

1. August 24 - State of the World – M. Stratton

• Gandhi, M. “All Men are Brothers.” (AR) pp. 158-169 • Havel, V. “Speech to Joint Session of U.S. Congress.” (PDF) • Nussbaum, M. “Citizens of the World.” (AR) pp. 288-306 • Nussbaum, M. Chapters 5 from “Not for Profit: Why Democracy Needs the Humanities” (PDF) • Nussbaum, M. “Capabilities as Fundamental Entitlements: Sen and Social Justice” (PDF) • United Nations General Assembly. “Keeping the Promise: United to Achieve the Millennial Development

Goals.” (PDF)

Walmart Readings (PDFs are on HUM 414-001 Moodle Site ONLY): • Fishman (Chapters 1-3) • Freeman, Edward. “The Walmart Effect and Business, Ethics, and Society” (PDF) • Ghemawat, Pankaj, “Business, Society, and the Walmart Effect” (PDF) • Horwitz, S. “Walmart to the rescue: Private enterprise’s response to Hurricane Katrina.”

(PDF) • McCourt, J., et al. “Shopping for subsidies: How Walmart uses taxpayer money to finance

its never-ending growth.” (PDF) 2. August 31 – Legacy of Cold War Ideology – S. Judson

• Azikiwe, N. “A Denunciation of European Imperialism.” (AR) pp. 32-37 • Bush, G. W. “2002 Presidential Speech to West Point Graduates.” (PDF) • Eisenhower, D., “Farewell Radio and Television Address to the American People.” (AR) pp. 148-152 • Kennedy, J. “City upon a hill” (PDF) • Minh, H. C. Speech. (PDF) • Stalin, J. Speech. (PDF) • Truman, H. “1947 Presidential Address to U.S. Congress.” (PDF)

3. September 7 – Consumerism – C. McKnight (including D. Eggers, A. Fogle, V. Frank, L. Mathews)

• Adorno, T. “Culture Industry Reconsidered.” (AR) pp. 1-8 • Babin, B. & Harris, E. “What is Consumer Behavior and Why Should I Care?” (PDF) • Berry, W. “Thoughts in the Presence of Fear.” (AR) pp. 81-85 • Fromm, W. Select Chapters from “To Have or To Be.” (PDF) • Paarlberg, R. “Attention Whole Food Shoppers.” (PDF) • Steinem, G. “Sex. Lies and Advertising.” (AR) pp. 436-447 • Weber, C. & Matthews, S. “Food-Miles and the Relative Climate Impacts of Food Choices in the United

States.” (PDF) 3 (PDF) = Moodle (Humanities 414 Weekly Lectures and Readings unless otherwise noted – e.g., when on the our section’s Moodle site); (AR) = Asheville Reader


Video Assignments (see URLs)

• “Story of Stuff” (http://www.storyofstuff.org/movies-all/story-of-stuff) Walmart Readings (PDFs are on HUM 414-001 Moodle Site ONLY):

• Fishman (Chapters 8-9) • Basker, E. “The causes and consequences of Walmart’s growth.” (PDF)

4. September 14 – Music, Protest & Innovation – L. Burkett

• Ingram, D. “My Dirty Stream: Pete Seeger, American Folk Music, and Environmental Protest.” (PDF) • Ross, A. “Björk’s Saga: The Icelandic singer creates an album of many voices.” (PDF) • Tsing, A. “Arts of Inclusion, or How to Love a Mushroom.” (PDF)

Listening Assignments (music available on Spotify, YouTube, or other audio/video streaming sites)

• Björk: “Army of Me” • Björk: “Big Time Sensuality” • Björk: “It's Oh So Quiet” • Björk: “Venus as a Boy” • John Cage: “Imaginary Landscape No. 4” • John Cage: “Sonatas and Interludes, First Interlude” • Mercedes Sosa: “Cancion para un Nino en la Calle" • Mercedes Sosa: “Gracias a la Vida” • Pete Seeger: “My Dirty Stream” • Pete Seeger: “My Land is a Good Land”

5. September 21 – Poverty & Plenty – D. Mullen

• Bambara, T. C. “The Lesson.” (AR) pp. 56-63 • Gandhi, M. “All Men are Brothers.” (AR) pp. 158-169 • Lalami, L. “The Trip.” (AR) pp. 239-247 • Sokol, J. “…from There Goes My Everything.” (AR) pp. 418-435 • United Nations Department of Economic and Social Affairs, “Millennium Development Goals: 2012

Progress Chart” (PDF) • Additional Readings TBA

Walmart Readings (PDFs are on HUM 414-001 Moodle Site ONLY):

• Fishman (Chapter 6) • Jacobs, Ken, Dave Graham-Squire, Stephanie Luce, “Living Wage Polices and Big-Box

Retail.” (PDF) 6. September 28 – Human Rights & Global Justice – G. Campbell

• Butler, B. E. “Nussbaum’s Capabilities Approach: Political Criticism and the Burden of Proof.” (PDF) • Gould, C. C. “Structuring Global Democracy: Political Communities, Universal Human Rights, And

Transnational Representation.” (PDF) • Maathai, W. “Trees for Democracy.” (AR) pp.271-277 • Nussbaum, M. “Capabilities as Fundamental Entitlements: Sen and Social Justice.” (PDF) • Rawls, J. “The Main Idea in the Theory of Justice.” (AR) pp. 361-367 • UN Universal Declaration of Human Rights. (AR) pp.448-453 • UN Universal Declaration of Women’s Rights. (AR) pp.454-458 • Connelly, M. and Kennedy, P. “Must it be the West Against the Rest?” (AR) pp. 92-111

Walmart Readings (PDFs are on HUM 414-001 Moodle Site ONLY):

• Fishman (Epilogue)


• Chan, A. “Organizing Walmart in China.” (PDF) • CNN. “Walmart ensnared in Mexican bribery probe.” (PDF) • Huffington Post. “Walmart blacklisted by major pension fund...” (PDF) • Rathke, W. “Engaging Walmart at the grassroots.” (PDF)

7. October 5 – Women & Inequality – K. Peterson / L. Hewitt

• Hochschild, A. “Love and Gold” (PDF) • Mohanty, C. “Under Western Eyes: Feminist Scholarship and Colonial Discourses.” (PDF) • Narayan, U. “Cross-Cultural Connections, Border-Crossings, and ‘Death by Culture.’” (PDF) • Ross, L. “A Feminist Perspective on Katrina.” (PDF) • Sen, A. “More than 100 Million Women are Missing.” (PDF)

8. October 12 – Sexuality & Identity – L. Russell

• Butler, J. “Gender: The Circular Ruins of Contemporary Debate.” (AR) pp. 89-91 • Lorde, A. “Age Race Class and Sex: Women Redefining Difference (AR) pp. 257-265 • Moore, M. “Female mice can be turned lesbian by deleting gene” (PDF) • Padawer, R. “What’s so bad about a boy who wants to wear a dress?” (PDF) • Pierce, D. “The gay gene: Assertions, retractions and controversy” (PDF) • Rich, A. “If Not with Others How?” (AR) pp. 368-373 • Sedgwick, E. K. “Queer and Now.” (PDF) • Sherr, L. & Diamond, J. “Is there a ‘gay gene’? (PDF)

9. October 19 – Civil Rights & Black Protest – S. Judson

• Bullard, R. “Environmental Justice.” (PDF) • Malcolm X. “Message to the Grassroots.” (PDF) • Malcolm X. “The Ballot or the Bullet.” (PDF) • King, M. L. “Letter From the Birmingham Jail.” (AR) pp. 214-228 • Baldwin, J. “Notes From a Native Son.” (AR) pp. 38-55 • Randall, D. “The Ballad of Birmingham.” (AR) pp. 353-354

10. October 26 – Religion in a Globalized Society – R. Payne

• Readings TBA 11. November 2 – Uncertain Identity: Immigration & Emigration – B. Spellman

• Alexie, S. “I hated Tonoto [still do].” (AR) pp. 13-16 • Erdrich, L. “The Buffalo Prayer.” (AR) pp. 153-154 • Lalami, Laila, “The Trip.” (AR) pp. 239-247 • Spellman, B. “The Global Community: Migration and the Making of the Modern World.” (PDF) • Spellman, B. Uncertain Identity: International Migration since 1945.” (PDF)

12. November 9 – Environmental Sustainability – G. Campbell

• Brown, L. “Selling our Future in Plan B. 4.0: Mobilizing to Save Civilization” (PDF) • Deen, M. “Islamic Environmental Ethics. Law and Society.” (AR) pp. 112-122 • Dykeman, W. “Who Killed the South French Broad?” (AR) pp. 138-147 • Hardin, G. “The Tragedy of the Commons.” (AR) pp. 188-203 • Leopold, A. “Thinking Like a Mountain.” (AR) pp. 248-250 • Lovins, A. “Technology is the Answer (But What Was the Question?)” (AR) pp. 266-270


Walmart Readings (PDFs are on HUM 414-001 Moodle Site ONLY): • Fishman (Chapter 4; Afterword) • Kisner, C. “Developing a Sustainable Food System.” (PDF) • Rowe, J. “Greening of Walmart.” (PDF) • The Nation. “Walmart’s Fresh Food Makeover.” (PDF)

13. November 16 – Tactical Media: Sabotaging the Spectacle – C. Cloninger

• Bey, H. “The Temporary Autonomous Zone” (PDF) • Certeau, M. “Making Do: Uses and Tactics” (PDF)

Video Assignments (see URLs)

• “Careering/Pop Tones” (http://mmas.unca.edu/~cloninger/242/pil.mp4) • Walton, L., “Making Changes”

(http://www.leewalton.com/work/performances/making_changes/making_changes_new_york.html) 14. November 30 – Post-Humanism – B. Bares

• Bostrom, N. “A History of Transhumanist Thought” (PDF) • http://2045.com

Video Assignment (see URL)

• “Memes and Temes” (http://www.ted.com/talks/susan_blackmore_on_memes_and_temes.html)


Course Policies Please also see the attached student-professor agreement that outlines the overall list of expectations for both parties. Attendance: Regular class attendance is encouraged and expected (this includes Friday lectures!), especially given the participatory nature of this course. The instructor may administratively drop students failing to attend the first class session. However, this is at the discretion of the instructor. When you have accumulated three (3) unexcused absences, your final grade will be lowered by one letter grade and will follow for every unexcused absence thereafter (e.g., from an A to A-, etc.). If you continually miss classes, you will also jeopardize your success in the course by not participating or simply missing deadlines because of the absence(s). You are expected to arrive on time and stay the entire class period unless otherwise made known by the instructor. Legitimate excuses are of course expected due to illness and alike (e.g., university-sanctioned business), but if you must be absent (or tardy/leave early) for such a reason, please let me know in advance and we can work out an alternative arrangement. Deadlines: Students are expected to meet ALL deadlines; no late work is accepted unless a legitimate excuse is provided (the professor determines what is deemed “legitimate”). Assuming there is an acceptable excuse, late written assignments and exams will be penalized a full letter grade for each day that they are submitted or taken late (e.g., from an A to A-); if they are turned in or taken the same day, but AFTER the time/date deadline, the assignment will still be considered LATE. In-class work (including quizzes) and participation may not be made up. Integrity: Academic dishonesty will NOT be tolerated. You are expected to uphold UNC Asheville’s Academic Dishonesty Policy. Incidence involving plagiarism or cheating will result in a zero on the related assignment or examination and possible failure in the course. Any incidents involving academic dishonesty will also be reported to the appropriate authorities. When constructing written assignments, you must ALWAYS ensure that your writing is YOUR writing. Pay special attention to the use of other sources to avoid accusations of plagiarism and PLEASE acknowledge others’ works when writing your papers (ideas or direct quotes) by using either footnotes or in-sentence citations. You may select the particular citation style of your choosing, but please be consistent throughout the semester and within each written assignment. For reference style options, please see: http://bullpup.lib.unca.edu/library/lr/cite.html. During exams and quizzes, all devices (phones, computers, etc.) must be turned off. Any evidence of using these devices will result in a zero on the related exam/quiz and possible failure in the course.

UNC Asheville’s Academic Dishonesty Policy Any act of plagiarism or cheating is academic dishonesty. A person who knowingly assists another in cheating is likewise guilty of cheating. According to the instructor's view of the gravity of the offense, a student may be punished by a failing grade or a grade of zero for the assignment or test, or a failing grade in the course. If it seems warranted, the instructor may also recommend to the Provost dismissal or other serious university sanction. A student accused of academic dishonesty should talk with his or her instructor. In all situations where a student has been disciplined for plagiarism or cheating, the instructor is to submit to the Provost a brief statement of the case; the student is to receive a copy of this document. Depending upon the severity and/or repetition of the offense, the Provost may choose to impose a penalty of cancellation of graduation with honors; cancellation of scholarships; dismissal


from the university; or any other penalty that he or she deems logical and deserved. A student has 10 class days to respond to this document in writing; this response is to be sent to the Provost for attachment to the document submitted by the instructor. The student may choose to contact the Faculty Conciliator, who will advise the student of his or her rights, and attempt to mediate between the student and the instructor before proceeding to bring the case before the Academic Appeals Board. If the student is satisfied with the results of this mediation, then the formal hearing before the Board will not take place. The student must make the request for this formal hearing within 10 class days of receiving the copy of the instructor's statement to the Provost.

Conduct: Part of the role of a faculty member is to ensure that each student has a learning environment free from disruption. Also, mobile devices (texting/talking/ringing), iPods and other electronic devices are to be silenced during class. iPads, laptops, recording devices, etc. are only permitted for legitimate reasons (e.g., academic accommodation). If you are found to use these devices for anything other than course-related activity, you will not be permitted to bring them to class. It is important to recognize that “charged issues” may emerge as we discuss the readings. Therefore, you may find yourself talking about or hearing things that may make you slightly uncomfortable. Be sure to tolerate others’ opinions, but if the discomfort is intolerable, please see me outside class so we can discuss how it might be addressed. I assure you that we will come to trust each other and challenge each other in a respectful and caring manner. This being said, note that exhibiting inappropriate, offensive and/or harassing behavior toward individuals affiliated with this course may be subject to possible failure in the course and immediately reported to the Provost. With the concurrence of the department chair, the instructor may administratively withdraw a student from a course for behavior that is deemed to be disruptive to the class. A grade of W will be assigned if the behavior occurs before the deadline for withdrawing from a course without academic penalty. For behavior occurring after the withdrawal deadline, a grade of F will be assigned, although the instructor has the option of recommending a grade of W. Schedule of Assignments: The schedule may change based on the needs of the students and instructor. Any and all changes will be announced in advance. Each student is responsible for keeping up with the changes in the class schedule. On days when it is necessary for the University to delay starting classes due to inclement weather, a ‘late start’ class schedule will be in place. See www.unca.edu/registrar/late.html. For more information, contact the SnowLine @ 828.259.3050. Accommodations (ADA): UNC Asheville complies with the Americans with Disabilities Act of 1992. Any student who is in need of special assistance/accommodation should contact the Office of Disability Services (http://www.unca.edu/disabilityservices/). Appropriate reasonable assistance/accommodation will be provided for such students. It is the responsibility of the student to provide documentation and to coordinate with the Office of Disability Services and faculty for related accommodations.


Student-Professor Expectations – HUM 414-0014 Students and teachers have obligations to each other. Here is what I expect from YOU:

! You will treat everyone in the class, including the professor, with the respect due to all human beings.

! You will attend every class (of course emergencies do arise that may require an excused absences), give your full attention to the material, and conduct yourself in an appropriate manner.

! You will agree to do the work outlined in the syllabus on time. ! You will acknowledge that previous academic preparation (e.g., writing skills) will affect your

performance in this course. ! You will acknowledge that your perception of effort, by itself, is not enough to justify a

distinguished grade. ! You will not plagiarize or otherwise steal the work of others. ! You will not make excuses for your failure to do what you ought. ! You will accept the consequences -- good and bad -- of your actions.

Here is what students can expect from ME:

! I will treat you with the respect due to all human beings. ! I will not discriminate against you on the basis of your identity or your well-informed viewpoints. ! I will manage the class in a professional manner. ! I will prepare carefully for every class and will begin and end class on time. ! I will teach only in areas of my professional expertise. If I do not know something, I will say so. ! I will conduct scholarly research and publication with the aim of making myself a more informed

teacher. ! I will return your assignments quickly with detailed feedback. ! I will pursue the maximum punishment for plagiarism, cheating, and other violations of academic

integrity. ! I will keep careful records of your attendance, performance, and progress. ! I will investigate every excuse for nonattendance of classes and incomplete assignments. ! I will make myself available to you for advising. ! I will maintain confidentiality concerning your performance. ! I will provide you with professional support and write recommendations for you if appropriate. ! I will be honest with you. ! Your grade will reflect the quality of your work, including relevant and informed participation in

the classroom. ! I am interested in your feedback about the class; in addition to the final evaluation required by the

university at the end of the semester, I will ask you to complete a mid-semester evaluation of my performance and your initial thoughts on the class. Your comments will be considered and potentially implemented as we move forward through the semester.

PLEASE COMPLETE THE AGREEMENT FORM ON THE FOLLOWING PAGE * 4 Adapted from Thomas H. Benton, http://chronicle.com/jobs/news/2006/06/2006060901c/careers.html


Syllabus Agreement Form I have read this syllabus in its entirety, and I understand the requirements that have been set forth by the professor. I also understand the criteria to be used for grading, including policies related to attendance, exams, presentations and writing assignments. I understand that any ambiguity or confusion associated with material on this syllabus should be addressed by contacting the professor EARLY in the semester. Full Name: Signature: Date: Major/Minor: Preferred Phone / Email: Residence Hall / Current Address: Primary Academic Adviser: What do you expect to learn?

*DUE at the beginning of class on August 22, 2012

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