24 HUM 300 Citizenship, Rights, Expression

Andrew Majeske

Andrew Majeske, an associate professor of English, teaches at John Jay College of Criminal Justice and developed this syllabus.

Trigger Warning: This course uses as its focal case the US Supreme Court’s 1857 Dred Scott decision. This course, therefore, will address issues related to the history of race-based slavery in the United States, as well as contemporary events that flow in the wake of that history.  Some students may find the historical content covered, as well as the contemporary events the course will address, to be challenging and disturbing. There are several other HUM 300 courses offered at John Jay, courses which have different focal cases, and therefore which have different subject matter. If you think that the content of this course will be too challenging or disturbing, you can try to transfer into one of these other courses. Please contact me as early as possible during the course if you feel you would like to try to transfer, and I will provide what assistance I can.

 

Essential Information:

  • Humanities 300 (Citizenship, Rights, and Expression), OL04 & OL05
  • Professor: Andrew Majeske
  • Office location: New Building: L7 65.11 (on North side of building)(office hours and individual meetings for this fully on line class will be held on line via Blackboard Collaborate or Zoom)
  • Contact hours: Office hours Mondays 2 to 3 pm (on line), Thursdays 2 to 3 pm (on line), or by appointment (on line). The on line office hours will be held in Blackboard Collaborate unless notified otherwise. I will endeavor to respond to personal emails promptly (emails received late at night, or on weekends and holidays might take longer).
  • Instruction Mode: Online Mix Synchronous/Asynchronous
  • Synchronous Class Times: Sec OL04—12.15 to 1.30 pm (Mondays)

Sec OL05—9.25 to 10.40 am (Mondays)

 

Course Description from College Bulletin:

This course will look at the most controversial case ever decided by the US Supreme Court, Dred Scott v Sanford, the case which led the US into civil war (yes, there is a Supreme Court case even more controversial than the Dobbs decision!). We will springboard from the Dred Scott case into contemporary issues in the US relating to civil and human rights (other relevant US Supreme Court Cases will be considered in this context). The course will also examine how art has itself become a political battleground in the struggle to expand civil and human rights ever more broadly, especially in the wake of George Floyd’s murder, and the BLM protests that followed in its wake. In particular, we will examine the controversy surrounding (especially) murals and statuary showing historical scenes depicting slavery, persons who owned slaves or otherwise supported the institution of slavery, and persons who simply held views that are today considered racist. What if anything is to be done with this artwork, and for what reasons?

 

Section Specific Course Description: This course will look at the most controversial case ever decided by the US Supreme Court, Dred Scott v Sanford, the case which led the US into civil war (yes, there is a Supreme Court case even more controversial than the Dobbs  decision!). We will springboard from the Dred Scott case into contemporary issues in the US relating to civil and human rights (other relevant US  Supreme Court Cases will be considered in this context). The course will also examine how art has itself become a political battle-ground in the struggle to expand civil and human rights ever more broadly, especially in the wake of George Floyd’s murder, and the BLM protests that followed in its wake. In particular, we will examine the controversy surrounding (especially) murals and statuary showing historical scenes depicting slavery, persons who owned slaves or otherwise supported the institution of slavery, and persons who simply held views that are today considered racist. What if anything is to be done with this artwork, and for what reasons?

 

Learning Outcomes:

Students who successfully complete the new 300 level Justice Core courses will be able to discuss and write about one justice issue from both legal and socio-cultural frameworks. The courses developed for this project will all be offered as a part of the 300 level Justice Core category, The Struggle for Justice and Equality in the U.S., in the College Option of General Education. Learning outcomes for that category include:

 

  • Contextualize and analyze struggles for justice.
  • Discover, gather, interpret, and assess information from a variety of sources, intellectual perspectives, and approaches.
  • Analyze and explain a text or work using methods appropriate for the genre, medium, and/or discipline.
  • Organize and synthesize information and ideas into a coherently structured, thesis‐driven, evidence‐based argument in oral and written form.

 

Required Text: All texts will be provided (refer to the Blackboard Modules).

 

Class Design (weekly synchronous meetings, asynchronous component):

  • Synchronous Class: Mondays, [Time]
    • The Monday synchronous classes of each Module will meet in Blackboard Collaborate (the button for Blackboard Collaborate is in the main Table of Contents locate on the left of the course Blackboard page). Once you click into Blackboard Collaborate, just click on the appropriate “live class” link to join/attend the class. The first class will be labelled “Module One Live Class.”
  • The asynchronous portion of the class constitutes work to be done during the module after the synchronous class (which will begin each module), and before the next synchronous class. The readings and activities for the asynchronous portion of each module will be located in the Blackboard Module folders. See the Course Calendar below for the specifics assignments and activities for each module.

 

Course Requirements:

  1. Attend synchronous classes. This course has a synchronous class component. This class meets on Mondays from (Sec OL05) 9.25 to 10.40 am or (Sec OL04) 12.15 to 1.30 pm. Please arrive promptly at the beginning of the class. The Blackboard Collaborate classroom will be open 15 minutes before the start of class, so feel free to log in early, so that you are ready for the start of class. Portions of most synchronous classes will be spent in breakout rooms with your group, with whom you will be working closely all semester. Please make every effort to arrange your attendance at the synchronous class so that you are able to have your camera on so your classmates and group mates can see the person they are interacting with.
  2. Course Boot Camp. Watch the videos, review this syllabus, and take the quizzes contained in the Course Boot Camp (see the Module One Folder).
  3. Do Readings and Watch Videos. During the asynchronous portions of most modules you will need to do readings, watch videos, and/or complete activities. See the Course Calendar below for the specifics for each module.
  4. Take Quizzes. For modules in which you are assigned texts to read and videos to watch, there will be a quiz. You need to finish the readings and videos and take the quiz by Sunday night at 11.59 pm of each module.
  5. Complete Activity Sheets. During synchronous classes, groups will have activity sheets to complete during the group breakout sessions. These activity sheets need to be completed (usually the activity sheets are about a reading the group does during the breakout session) and turned in to the “Activity Sheet Assignment” in the Module folder.
  6. Compete Local Statue Video. Complete the local statue video exercise in Module 3 (this is an individual assignment)
  7. Complete Presentation One. Complete presentation one (this is a group assignment)(see the Module 7 folder for the assignment sheet)
  8. Complete Capstone Presentation. Complete capstone presentation (this is a group assignment)(see the Module 11 folder for the assignment sheet)

 

Course Grading (relative weight as % of final course grade):

Boot Camp Quizzes (individual) 5%

Quizzes (individual) 15%

Activity Sheets (group) 25%

Local Statue Video (individual) 5%

Presentation One (group) 15%

Presentation Two (group) 25%

Peer evaluation (group performance),

attendance, participation 10%

 

Marking System:

Grading Conversion Table
Percentage Letter Grade Grade Point

Value
93-100 A 4.0
90-92.9 A- 3.7
87-89.9 B+ 3.3
83-86.9 B 3.0
80-82.9 B- 2.7
77-79.9 C+ 2.3
73-76.9 C 2.0
70-72.9 C- 1.7
67-69.9 D+ –
63-66.9 D –
60-62.9 D- –
0-59.9 F 0.0

 

The following information is reproduced from the John Jay Undergraduate Bulletin:

A, A–, B+ Excellent

B, B–, C+, Good

C, C–, D+, Satisfactory

D, D– Passing

F Failure/Unsuccessful Completion

of Course

 

Course Calendar

Synchronous Class Date Synchronous Class Asynchronous Portion Due This Module
Module 1: Aug 28
  1. Group Formation
  2. Group Breakout: Taney Bust Reading & Activity Sheet
  3. Group reports
  1. Introductions
  2. Course Boot Camp
  3. Confirm your John Jay email is working
  1. Introductions
  2. Course Boot Camp quizzes
  3. Completed Group Activity Sheet
Module 2: [Labor Day-no synchronous class] N/A
  1. Do readings and watch videos in Module 2 folder.
  1. Create your own YouTube Channel.
  2. Attend Organizational Meeting for your group.
  3. Take Module 2 Quiz
Module 3: Sept 11
  1. Group Breakout: Colston Statue Reading and Activity Sheet
  2. Group Reports
  3. YouTube Channel check
  1. Do readings and watch videos in Module 3 folder.
  2. Locate local statue, create short video.
  1. Upload local statue video to your YouTube Channel.
  2. Take Module 3 Quiz.
  3. Completed Group activity sheet.
Module 4: Sept 18
  1. Review local statue videos.
  2. Group Breakout: Justice Jackson reading and activity sheet.
  3. Group reports.
  1. Do readings and watch videos in Module 4 folder.
  1. Take Module 4 Quiz.
  2. Completed Group Activity Sheet.
Module 5: Sept 25 [John Jay holiday-no synchronous class] N/A
  1. Do readings and watch videos in Module 5 folder.
  1. Take Module 5 Quiz
Module 6: Oct 2
  1. Group Breakout: Freedmen’s Statue reading and activity sheet.
  2. Group Reports
  3. Preview: Module 7 Guest Speaker
  1. Do readings in Module 6 folder.
  1. Prepare and submit 2 questions for guest speaker (due on Friday, Oct 6, by 11.59 pm)
  2. Completed Group Activity Sheet
Module 7: Oct 10 (Monday classes meet on Tuesday!) Guest Speaker
  1. Do the readings and listen to the podcast linked to in Module 7 folder.
  2. Review the Presentation One Assignment sheet.
  3. Group Meeting 1: (Discuss assignment, and assign duties)
  4. Group Meeting 2: Draft script, images, sales pitch.
  1. Draft script for Presentation One.
  2. Images for Presentation One.
  3. Sales pitch for Presentation One.
Module 8: Oct 16
  1. Groups sales pitch their Presentation One plan.
  2. Groups workshop their Presentation One plan.
  1. Group Meeting 1: Incorporate feedback, assign final tasks for Presentation One.
  2. Group Meeting 2: Review finished product and make any final changes.
  1. Upload Presentation One to Module 8 Assignment on Oct 20th by 11.59 pm.
Module 9: Oct 23
  1. Watch excerpts from How the Monuments Came Down film.
  2. Group Breakouts between segments to answer activity sheet questions.
  3. Group reports
  1. Do readings and watch videos in Module 9 folder.
  1. Take Module 9 Quiz
  2. Completed Group Activity Sheet.
Module 10: Oct 30
  1. Group Breakout: History Wars reading and activity Sheet.
  2. Group reports.
  3. Public Art Discussion
  1. Do readings and watch videos in Module 9 folder.
  2. Critically examine 3 sets of photos in Module 9 folder
  1. Take Module 10 Quiz
  2. Completed Group Activity Sheet.
Module 11: Nov 6
  1. Group Breakout: Our Ancestors Wildest Dreams activity Sheet.
  2. Group reports.
  1. Review the Capstone Presentation Assignment Instructions.
  2. Group Meeting 1: (Discuss assignment, and assign duties)
  3. Group Meeting 2: Draft script, images, sales pitch.
  1. Draft script for Capstone Presentation.
  2. Images for Capstone Presentation.
  3. Sales pitch for Capstone Presentation.
  4. Completed Group Activity Sheet.
Module 12: Nov 13
  1. Groups sales pitch their Capstone Presentation plan.
  2. Groups workshop their Capstone Presentation plan.
  1. Group Meeting 1: Incorporate feedback, assign final tasks for Capstone Presentation.
  2. Group Meeting: Review finished product and make any final changes.
  1. Upload Capstone Presentation to Module 12 Presentation Assignment on Nov 17th  by 11.59 pm.
  2. Upload Capstone Presentation Script to Module 12 Script Assignment on Nov 17th  by 11.59 pm.
Thanksgiving Week Off n/a n/a n/a
Module 13: Nov 27 Presentations & Q & A (1st half of groups)
  1. Group meeting to complete Post Presentation Reflection questions for group that presented.
  2. Group meeting to complete Pre Presentation Reflections sheet.
  1. Submit Post Presentation Reflection sheet (groups that presented)
  2. Submit Pre Presentation sheet (groups that did not present).
Module 14: Dec 4 Presentations & Q & A (2nd half of groups)
  1. Group meeting to complete Post Presentation Reflection questions for group that presented.
  2. Everyone complete the Colleague and Self Evaluation sheet.
  1. Submit Post Presentation Reflection sheet (groups that presented)
  2. Everyone submit the completed Colleague and Self Evaluation sheet (to the Colleague and Self Evaluation sheet Assignment in the Module 14 folder)
Module 15: Dec 11
  1. Group Breakout: Feedback to group members.
  2. Final words.

 

Accessibility: Students who believe that they may need an accommodation due to a disability are encouraged to immediately contact the Office of Accessibility Services (OAS) in room L.66 NB (212-237-8031 oraccessibilityservices@jjay.cuny.edu). Students are welcome but not required to speak with the instructor privately to discuss specific needs for the class. Students with disabilities are entitled to confidentiality over disability-related status or details. Students are not required to disclose their specific disability to their instructors or anyone else.

 

Wellness & Safety:

Students experiencing any personal, medical, financial or familial distress, which may impede their ability to fulfill the requirements of this course, are encouraged to visit the Wellness Center (L.65 NB). Available resources include Counseling Services, Health Services, Food Bank, and emergency funding

 

The individuals below are available to discuss your rights and the resources available to you as well as help you explore your options for reporting sexual misconduct, harassment or discrimination of any kind:

1.Gabriela Leal, Title IX Coordinator, 646-557-4674, gleal@jjay.cuny.edu

2.Diego Redondo, Director of Public Safety & Risk Management, 212-237-8524, dredondo@jjay.cuny.edu

3.Michael Martinez-Sachs, Dean of Students, 212-237-8211,msachs@jjay.cuny.edu

To speak confidentially, you may contact Women’s Center Counselor and Gender-Based Violence Prevention and Response Advocate, Jessica Greenfield, jgreenfield@jjay.cuny.edu. For more information, please see CUNY’s Policy on Sexual Misconduct (PSM), or refer to this Q &A document.

 

CUNY/College Integrity Policy, Plagiarism Detection, AI:

The complete text of the CUNY Policy on Academic Integrity is here:

 

http://www2.cuny.edu/about/administration/offices/legal-affairs/policies-procedures/academic-integrity-policy/

 

Academic dishonesty is prohibited in CUNY. It includes, among other things: cheating (e.g., submitting the same paper for more than one course; unauthorized use during an exam of any electronic devices); obtaining unfair advantage (e.g., circulating or gaining advance access to exam materials); and plagiarism, which is the presentation of someone else’s ideas, words, or artistic, scientific, or technical work as one’s own creation (including information from the Internet). Using the ideas or work of another is permissible only when the original source is identified. Plagiarism may be intentional or unintentional, but lack of dishonest intent does not absolve a student of responsibility for plagiarism.

 

Plagiarism Detection: The College subscribes to SafeAssign and Turnitin. Some or all written assignments in this course may be assessed using these services, or AI, to check for plagiarism and to help you to avoid it.

 

AI: You are expected to generate your own work (or your work as part of a group) in this class. When you submit any kind of work (including projects, exams, quizzes, or discussions), you are asserting that you (or a group member, where applicable) have generated and written the text unless you indicate otherwise by the use of quotation marks and proper attribution for the source. Submitting content that has been generated by someone other than you, or was created or assisted by a computer application or tool, including artificial intelligence (AI) tools such as ChatGPT is not permitted. You may use simple word processing tools to update spelling and grammar in your assignments, but you may not use AI tools to draft your work, even if you edit, revise, or paraphrase it.

 

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Social Justice Landmark Cases: Faculty Instructional Resources Copyright © by Andrew Majeske. All Rights Reserved.

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