Hiram College

Taught by Frank Hemphill and Roger Cram

^{Roger Cram                                                                                             Frank Hemphill
Director of Community Relations and Special Projects                    Director of Student Academic Services
The Office of College Relations                                                             Hinsdale Building 105
330-569-5104 (W)  330-569-4912 (C)  330-569-7962 (H)                           330-569-5131 (W)  330-760-5668 (C) 330-569-7623 (H)
cramRF@hiram.edu                                                                                hemphillfj@hiram.edu}

^{*Please email writing assignments 2 and 4 to Frank Hemphill
*Please bring to class writing assignments 1 and 3 printed and stapled, and give to Roger Cram}

Interdisciplinary 381-51
WEC Fall Semester, 2009
Fridays 6:30 p.m. – 10:30 p.m.

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Syllabus

Crash PowerPoint     Prisoner Privatization Concerns

  A War For Your Soul    National Geographic Genographic Project

August 28, 2009
Introduction to class
Turn in paper on writing assignment number 1-Roger Cram* on What is my Ethnicity?
Distribute and discuss the Rules for Debating, tolerating opposing points-of-view going over the class website.
Establish debating groups, determine group names, assign individual numbers, elect group captains
Discuss Chapter 1 in American Ethnicity
The Movie Crash
For the next class:
Read Chapters 2 and 3 in American Ethnicity
Writing assignment number 2-Frank Hemphill*- on the Movie Crash - On page 31 of American Ethnicity there are Key Terms for Chapter One. Pick five (5) of these terms and describe how they were depicted in the film Crash. This assignment is due September 11

September 11
Collect second writing assignment 2 on the Movie Crash
Discuss Crash and human alternative realities
Discuss politically correct terms for various races
View the Crash Power Point at the top of this page
Discuss Chapters 2 and 3 in American Ethnicity
Movie: The Color of Fear
For the next class:
Writing assignment 3-Roger Cram*- the film The Color of Fear: Write the paper based on the questions and criteria handed out in class.  You might also want to consider: (1) What do you think the white man was having difficulty understanding?  (2) Why do you think he was having difficulty understanding this?
Take-home quiz 1 and 2: American Ethnicity - Chapters 1-2-3, will be handed out in class or emailed. It is due September 25.

September 25
Be prepared to discuss the movie The Color of Fear
Collect writing assignment number 3 about the movie The Color of Fear
Collect take-home quiz 1 and 2 on American Ethnicity - Chapter 1-2-3
Debate 1: Group 1 (YES) and 2 (NO): Issue 2 in Taking Sides - Does Immigration Contribute to a Better America?
Debate 2: Group 3 (YES) and 4 (NO):  Issue 4 in Taking Sides - Is Today's Immigration Debate Racist?
Pizza Party provided by the instructors
For the next class:
Read Chapter 4 in American Ethnicity. Be prepared to discuss it in the next class.

October 9
Collect take-home quiz number 2
Optional hors d'oeuvres party provided by students if desired
Discuss Chapter 4 in American Ethnicity
The Movie Amazing Grace
View A War for your Soul at the top of this page and discuss in class afterwards
For the next class:
Take-home quiz 3 - American Ethnicity – quiz on Chapter 4: At the back of Chapter 4 on pages 97, there are two subjects for debate. Pick one of them and write a paper arguing for, against, or otherwise using the material in the chapter as support. This paper will be due October 23.

October 23
Be prepared to discuss the movie Amazing Grace
Collect take-home quiz number 3     
Debate 3: Group 5 (YES) and 6 (NO): Issue 10 in Taking Sides - Is Racial Profiling a Defensible Public Policy?
Debate 4: Group 1 (NO) and 2 (YES): Issue 11 in Taking Sides - Did Hurricane Katrina Expose Racism in New Orleans?
The video/lecture: We Shall Remain: Wounded Knee
Discuss the film “We Shall Remain: Wounded Knee” - The Chineese, Hungarian, Italians, Irish, blacks, and other ethnicities have all, somewhat, assimilated into the American Anglo-Saxon culture while hanging on to portions of their heritage, history, and customs.  Our Native Americans, however, are in danger of having their culture and languages almost completely wiped out other than being able to buy a rubber tomahawk in a cheap tourist souvenir shop. How did this happen?
American Ethnicity, read Chapter Six - Native Americans
For the next class:
Writing assignment number 4-Frank Hemphill: American Ethnicity – Pages 124 through 142 give a summary of how political, educational, and housing discrimination have manifested themselves into a quagmire of difficulties for blacks trying to climb up into the middle class (minimum 750 words).  This paper will be due the next class.

November 6
Collect writing assignment number 4: take-home test on American Ethnicity – Chapter 5, pages 124-142.
Class discussion on Chapter Six - Native Americans
See and then discuss the film: "What it Means to be White"
Debate 5: Group 3 (NO) and 4 (YES): Issue 14 in Taking Sides - Is There Room for Bilingualism in American Education?
Debate 6: Group 5 (NO) and 6 (YES):  Issue 17 in Taking Sides - Does Latino Immigration Threaten Africa American Workers?
Cram lecture: Instinct vs. Ethnicity & Discrimination
For the next class:
Take-home final exam issued – due last class

November 20
Collect final exams
Pass out course evaluations.
Diversity Through Debate: Celebration Dinner & Program - guests and family are welcome; however, do to the intensity of the subject matter it is suggested only family members 16 years and over attend.
Alumni Heritage Room Teachout-Price building - Hiram College - Reception 6:45 pm,
Welcome: 7:00 pm. Dinner 7:15 pm, Programs starts at 8 pm, Program ends 9:00 pm.
Speakers: John Kirubi - founder of the Neighbourhood School in Engoshura, Kenya. He will talk about the human rights and violence issue surrounding the recent political election in Kenya. See the below links to become familiar with the material.

http://sweetness-light.com/archive/kenyan-election-riot-deaths-reach-250

http://www.usatoday.com/news/world/2008-01-02-kenya-au-visit_N.htm

Issue Course Evaluations

FINAL EXAM - Fall 2009
Diversity through Debate - Hiram College
Final Examination – Take home
November 6, 2009 - Due on November 20, 2009 handed in during class.

Name __________________________________________PLEASE PRINT YOUR NAME

There are three essay questions on this final exam. You may use your texts or other sources (documented) to obtain the necessary information to answers each question. Each essay answer must be no less than 500 words double spaced. Each question is worth 34 points with a possible 102 points. You have 14 days to do this test. That’s 107 words per day if you plan ahead. Up to this point on this test, you have read 107 words.

Question I.  Select at least three topics from Column A, three topics from Column B, and one or more related ethnic groups from Column C and,  in no less than 500 words, write how all of your selections interrelate to one another through legal discrimination practices in the United States.

Example:    A. Indian Removal Act of 1830, Indian Reorganization Act of 1936, Major Crimes Act
                             of   1885                  
                        B. Colonization, Discrimination, Manifest Destiny
                        C. Native American

Column A – Legal Discrimination                          Column B           Column C

The Naturalization Act of 1790 – blacks Jim Crow Laws – blacks Civil Rights Act of 1875 - blacks Keyes v. Denver School District No.1 – 1973 – blacks Plessy v. Ferguson 1896 – blacks Civil Rights Acts of 1964 and 1968 – blacks Weber v. Kaiser Aluminum 1979 – blacks Chinese Exclusion Act of 1882 - Chinese National Origins Acts 1924 - Japanese Immigration Act of 1917 – Japanese & Asians Korematsu v. United States 1944 - Japanese Japanese American Evacuation Claims Act 1948 – Japanese Immigration Act of 1924 – European immigrants Immigration Act of 1965 – established visa system Blue laws / papist / Catholic School System Illegal Immigration Reform & Responsibility Act 1996 Indian Removal Act of 1830 – Native Americans Major Crimes Act 1885 – Native Americans Indian Reorganization Act of 1936 – Native Americans Indian Claims Commission Act of 1946 – Native Americans Relocation Act of 1944 and 1956 – Native Americans Immigration Reform/Control Act of 1986 – employers hiring

Colonization      Internal      External Discrimination      Political      Economic      Educational      Housing      Social Prejudice Stratification Assimilation Split-Class/Market Caste System Ethnogenesis Ecology Theories Pluralism Theories Biological Theories Manifest Destiny Affirmative Action

Anglo-Saxon Blacks Native Americans Asians Mexicans Latinos Japanese Europeans      Irish       Italians

Question II.  Below are listed three topics. Write a paper explaining the similarities (not the differences) between these subjects listing the reasons, fears, intentions, problems, and effectiveness of their outcomes.

(1)     Executive Order 9066 – Japanese Internment Camps 1942, (2) the Patriot Act 2001, and (3) Guantanamo Bay Cuba – Detained Suspected Terrorist Prisoners

Question III. In March 7, of 1965, a day known as “Bloody Sunday,” Dr. Martin Luther King Jr. led the first of three marches from Selma, Alabama, to Montgomery, the state capitol. Jessie Jackson joined the second march that  took place on March 9, and the third march took place on March 21. Why three marches? What happened on each march? How many people were involved? Did anything good come from these demonstrations? Who was Fred Shuttlesworth? What is the significance of the Edmund Pettus Bridge?

EXTRA CREDIT

Extra Credit: (pick one) Minimum 750 words (worth up to 5 points of your total grade based on quality and comprehensiveness).

(1) Write a paper describing similarities between Willie Lynch and Jim Crow

(2) Write a paper about the worst president you feel the United States ever had. The first 250 words are to describe why you think he was the worst president; the remaining 500 words are to describe all the good things he accomplished while in office.

(4) Go to the web site describing the world's 10 worst dictators: http://www.parade.com/articles/editions/2006/edition_01-22-2006/Dictators  Research one of these dictators describing several of the good and beneficial things he/she has accomplished while in office.

(5) On the top of this page there is a link to an article entitled "Prisoner Privatization Concerns." Write a paper comparing prison labor to slave labor and cheap immigrant labor. Are the rich still controlling the poor or disadvantaged keeping them in menial labor jobs to increase profits? Is this exploitation? Is this taking advantage of the disadvantaged for personal gain? Is this practice OK because it returns jobs to the U.S. that were lost to overseas cheap labor?

(5)  Write a paper about one of the following world heroes of peace describing some of the unfortunate things he/she did during his/her life that harmed or caused great distress for many people.

Mahatma Gandhi Dr. Martin Luther King Jr. Abraham Lincoln Nelson Mandela Florence Nightingale Eleanor Roosevelt Mother Teresa Desmond Mpilo Tutu Booker T. Washington

Course Description

What is debate? A debate is a contest, or, perhaps, like a game, where two or more speakers present their arguments intent on persuading one another. Since the beginning of time, men have been debating with one another. It can be argued that the first debate occurred when the serpent first debated with Eve the benefits of eating certain fruit in the Garden.  In this course we will explore a wide range of diversity issues that pertain specifically to race and ethnicity.   Participants will learn the techniques of debate and will explore the power and effectiveness of debate as a means of thoroughly examining and addressing issues of diversity.

Why debate?: "He [the student debater] learns to use a library, and to find the exact information he needs in the shortest possible time. He learns to be thorough and accurate. He learns to analyze; to distinguish between the vital and the unimportant. He learns the need of proving his statements; of supporting every statement with valid evidence and sound reasoning—and he learns to demand the same sort of proof for the statements of others. He learns to present ideas in a clear and effective manner, and in a way which wins others to his way of thinking. He learns to think under pressure, to "use his head" in a time of need, to make decisions quickly and accurately.  In a word, the essential point in any debating situation is that of convincing the listener that your side of the proposition is desirable" (from How to Debate by Harrison Boyd Summers).

Course Objectives:  To introduce students to the use of debate as a means of exploring race and ethnicity from both a sociological and psychological perspective. 

Required Reading Materials:

 Taking Sides: Clashing Views on Controversial Issues in Race and Ethnicity (7^th Edition, Paperback)  by Raymond D'Angelo (Author), Herbert Douglas (Author).

American Ethnicity: The Dynamics and Consequences of Discrimination (6^th Edition, Paperback) by Adalberto Aguirre, Jr. (Author), Jonathan H. Turner (Author).

(Note: Supplemental reading assignments may be provided by the instructors).              

Teaching Methods: 

The instructional methods used for this course will be both didactic and experiential in nature. More specifically, in addition to structured debates, there will be small discussion sections, open classroom discussions, videos, exercises, observations, and mini lectures. Particular emphasis will be placed on creating an open and safe learning environment in which a diversity of views are both valued and appreciated.

Course Material Covered: 

At the beginning of each class, a tentative schedule of activities will be provided.  However, depending upon the progress of the class, the calendar, schedule and discussion topic may change.

^Grading:

^{Coursework will be weighted as follows:}

            ^{Four (4) papers and other written assignments - 25%  (Minimum 750 words for each paper)
Three (3) Chapter Quizzes - 25%
Attendance - 5%   
Each student will participate in three (3) debates. Individual grades will be based on contributing to class discussions, active team/group involvement, debate presentations, and demonstration of proper mastery of oral and written work. - 20%.}

         ^{Your debate team is depending on your participation with their assigned debates. Each person's grade depends on your involvement. Failure to communicate with fellow teammates between classes about your assigned progress and not showing up for class without ample notice to your teammates creates stress for your team. Be considerate of other members of your debate team.
Comprehensive Final Exam - exam will include all or major portions of content assigned during the course  - 20% 
Field trip or class banquet - 5%}

^{Both instructors are very invested in your success in the course. Thus, if at any time you need clarification, assistance, or additional guidance, please feel free to contact us.  We are here for you.}

 ^{*The instructors retain the right to change or modify any aspect of this syllabus.  In the event that changes or updates are made, students will be notified in a timely manner.}

Modified Parliamentary Debate  -- Rules and Guidelines

Parliamentary debate is now the most widely practiced type of informal classroom debating. Based loosely on the deliberative discussion of the British House of Commons, the basic structure of parliamentary debates are as follows:

• Lively and audience oriented
• Not a written speech
• Requires no briefs, speeches, or quotations
• Are more oratorical, witty, and accessible to general audiences
• Are shorter than traditional policy debates
• Have relatively few rules
• Feature less jargon and fewer theoretical arguments
• Rules are designed to ensure that debates are evenly matched and enjoyable
• Are less technical than other forms of debate and easier to grasp
• Advance research is required
• Minimal notes are used and no speeches or briefs are read.
• Parliamentary debating is usually extemporaneous.

General Format

The specific formats, rules and conventions of parliamentary debating vary in different nations and leagues. One of the virtues of parliamentary debate is its flexibility.  Speaking times, number of speakers, judging and other elements of the debate format may be altered to accommodate particular needs and purpose.

• Do not interrupt the speakers
• Debates last 45 minutes as outlined below
• 4-5 members in each group (if possible)
• Duties of each member is rotated within the group for different debates (See chart below)
• Time requirements strictly enforced

Specific Format:

1. Preparation - The student and his/her assigned debate group is expected to read each assignment and be prepared for the debate before class. Other areas of research should be used in addition to the class text. A bibliography of this research must be turned in after each debate by each team.
    
2. The participants and their groups are to analyze the issue and outline the major arguments. They ask themselves:  What does the issue mean? What important tissues are raised? How may it be affirmed or denied? What examples and events are relevant to its discussion? The answers to these and other questions will serve as the foundation for the case and prepare the opposing side for its refutation. During preparation time, you are allowed to use dictionaries, texts and other prepared materials.

B.        Speakers

The primary speaker(s) for each group should use some of the preparation time to organize the main issues of the case in a logically complete and persuasive format to convey the best possible impression of the case. The speaker(s) therefore uses preparation time to arrange the essential elements of the issue into a brief outline. All preparation needs to be accomplished before coming to class; therefore, planned communication between group members before class is necessary.

All material for the First Proposition and Opposition speakers must be taken from the issues assigned in the text Taking Sides.

C.        First proposition and opposition constructive speech

The first speaker establishes the framework for the issue and establishes a logically complete case for the proposition. This involves an expository presentation in which the speaker may define any ambiguous terms, offer a history of the issue or nature of the controversy, and disclose any limitations for the discussion. After such preliminaries, the speaker should state and support the main points of the issue.

            6 MINUTES each

D.        Second proposition and opposition constructive speech   - 6 MINUTES

All material for the Second Proposition and Opposition speakers must be taken from supporting resources other than the issues in the text Taking Sides. Books, magazine articles, newspapers, the Internet and other sources may be used and a complete bibliography for this material must be turned in after each debate.

E.         Rebuttals

Most good debates are won or lost in rebuttals. The rebuttals are the summary speeches for each side of the debate, the last opportunity each side will have to explain why they should win. Rebuttals are a final opportunity to contrast the major positions and philosophies of the proposition and opposition. Skilled rebuttalists in parliamentary debate do not attempt to cover every minute issue that has been discussed in debate, but rather to deal in depth with those issues that will have substantial bearing on the decision to uphold or defeat the motion. Rebuttalists should paint the “big picture” of the round, sorting out the decisive issues from those that are less important.

New arguments may not be introduced in rebuttal. Arguments presented in the rebuttal must have a foundation in the constructive speeches. The proposition rebuttalists is entitled to answer new arguments made in the second opposition speech, because the final rebuttal is the first opportunity that the proposition team has to refute these issues.

The opposition has the first rebuttal speech.  The opposition rebuttalist should carry through important issues form the constructive speeches, illustrating the significant dimensions of each issue in qualitative or quantitative terms. The opposition should generally avoid “putting all eggs in one basket” by offering several independent reasons to support their groups view and/or reject the alternative view.

5 MINUTES

The proposition has the final speech in the debate. This speech should summarize the entire debate from the perspective of the proposition, focusing the discussion on a group of powerfully unified ideas. The final rebuttalists should extend the important arguments from the constructives and offer multiple independent proofs or facts about the issue.

                5 MINUTES

F.             Points of Information

At the end of each debate, time will be allotted for audience members to ask questions, cross examine, or seek clarification from either the opposition or proposition. Individuals are allotted 1 minute to make a point of order with the respondent being allowed a maximum of 2 minutes to respond.

A point of information is addressed in the following manner:  The person making the point rises form his or her seat saying “Point of information, Roger….”.

CHART ONE - PROCEDURE RECAP OF DEBATE PROCEDURES: total time = 45 minutes

THE COLOR BLUE - XXXXX - Proposition or YES Group
THE COLOR RUST - XXXXX = Rebuttal or NO Group

	Speaker Order	Event	Time Allowed in Minutes
A		Preparation	Be prepared	Entire group - done before class
B	First	1st Proposition Constructive Speech	6	YES Group - sources from the text Taking Sides
C	Second	1st Opposition Constructive Speech	6	NO Group - sources from the text Taking Sides
D	Third	2nd Proposition Constructive Speech	6	YES Group - sources other than Taking Sides
E	Fourth	2nd Opposition Constructive Speech	6	NO Group - sources other than Taking Sides
F	Fifth	Opposition Rebuttal	5	NO Group
G	Sixth	Proposition Rebuttal	5	YES Group
H		Points of Information	11	Entire class
				(Maximum 1 minute question, maximum 2 minute response)
		Total time	45 Minutes

 

CHART TWO - Group's Individual Assignments For Each of Six Debates

Debate Class	Debate	Member Number of First Speaker in Group	Member Number of Second Speaker in Group	Member Number of Rebuttal Speaker	Submits one page decision on debate winner	Substitute in case of absence - Bibliography	Group
		Constructive	Constructive		(at next class)	Timer
9/25	One	1	2	3	4		1 & 2
	Two	1	2	3	4		3 & 4
10/23	Three	1	2	3	4		5 & 6
	Four	2	3	1			1
	Four	4	3	2	1		2
11/6	Five	4	3	2	1		3 & 4
	Six	4	3	2	1		5 & 6

Example: There are 4  people in each group numbered one through four. On Debate Number 1,
	person 1 gives the First Constructive, person 2 the Second Constructive, etc.
	In this way, each person speaks two times during the course.