Kristopher Kelley: Entrepreneurship (15-20 1-hour sessions). Much of the class will be about the actual implementation of the photo business, which will really have to develop as we go along.
What is Entrepreneurship: For Profit and Social
I. How to develop an idea
II. How business work
III. Understanding Profit
IV. Pro-Forma
V. Steps of Implementation
VI. Understanding Loans
VII. Developing the Photo Business as an example (a work in progress)
A.J. Singletary: Global Peoples and Politics.
This course will expose students to a wide variety of political issues that span the globe. The students will benefit by exposure to the complex interactions of people and governments that shape the lives of people around the world. The goal of the class will not be to critically understand each topic at great depth. Instead, political issues will be introduced just enough to gain basic understanding of what the subject entails, who the policy effects, and what characterizes interests of proponents and opponents of the matter. Introductory articles (possibly summaries written by me) will be read in class, exposing students to English often only used when talking about politics, economics, or science. A general lecture will then be given on the topic, and the rest of class will be for student discourse and debate.
The goal of the course is to familiarize students with English vocabulary that characterizes the political setting. A further mission is to help the students to critically analyze different topics and verbally express their own opinions. To achieve these goals, the principle assignments will be the daily readings and discussion. Further work may involve cause-and-effect box diagrams or comparison/contrast analyses.
(Supplies Needed: Paper, writing utensils, Board and marker/chalk, Internet access, Printer (for readings), World Map)
I. Government 101
II. Money and Trade
III. Social Services
IV. The Environment
V. Conflict
Venu Reddy: Indians in the World
15-20 class sessions
1-hr each
Objectives
Materials Needed
Introduction
Selected area studies: for 3-4 areas we will g eography, history, current news, and have a reading:
Katie Dillon & Kelley Greenman: Writing Class
The writing class will address various styles of writing and help students strengthen both their prose and their English skills. The power to voice ideas in an effective, concise manner on paper will serve these students well in the future. The course is meant to resemble a typical American high school English class. Organization will generally be broken up into thirds, based on the broader writing categories: Narrative, Expository, and Persuasive. Assignments will be worked on in class and will allow for peer-editing/group work. Additionally, the editing process with the instructor will allow for informal instruction on grammar and style individualized to each student's needs.
The narrative writing section will include a focus on creative writing, in which students will be writing about their own lives as well as other fictional stories. A highlight will be a focus on both American culture and Indian culture, writing about what they think American culture is like and followed by a discussion in class in which we can address certain ideas of the culture. Other topics include poetry, science fiction writing, historical fiction, etc. Once students have written stories, there will also be a portion about creative expression in which students find ways to express their writing. They may choose to act it out, video-record it and place it on YouTube, draw it, take photos that complement it (will work with photo-blog people on this one) or any other form of expression that interests them.
The exposition section of the course will review the basics of structured writing. Effective prewriting, concept mapping, and formal outlining will be emphasized in the beginning, with later instruction on developing strong introductions/conclusions, the basic five-paragraph theme, and tone. Possible assignments may include:
The persuasive section of the course will allow students to further strengthen their own voice and develop critical thinking skills by investigating issues in which there is more than one side. Again, the general form of a persuasive paper will be introduced by the instructor, including discussion of logos, ethos, and pathos, and assignments will allow students to explore controversial topics and build analytical techniques. Possible assignments include:
Bobbie Bigby: Introduction to American Culture Studies
This course is designed to introduce students to a variety of topics related to both past and contemporary American culture. We will first begin by looking at the geography and a basic history outline of America , followed by more in-depth coverage of the mixture of heritages and communities that define American today. Emphasis will be placed not only on immigrant communities and understanding the “melting pot” metaphor, but will be balanced by discussions of America 's Native populations and the tumultuous history they have faced. Other topics to be covered include: entertainment, food, fashion, holidays, religions, symbols, patriotism, ceremonies, etc. In looking at these various topics, some of the major themes to be emphasized include the American notions of independence, individuality, and decision-making versus Indian family-oriented outlooks and decision-making, the problems encountered by recent immigrant to America , and a comparative perspective on American versus Indian value systems. Near the course's end, we will be reading and discussing excerpts of various texts written by a variety of authors that reflect on the struggles that their specific community has encountered in America .
The primary objective of this course is to enhance conversational English abilities. Thus, although students may not grasp a full understanding of each and every topic covered in class, my primary hope is that by the course's end, they may feel more comfortable speaking English in the classroom setting and have a wider vocabulary available to them. Assignments may include:
Day 1: Introduction to US Geography
Introductions, Getting to Know Everyone; What do you know about the United States ? American Culture?; 50 states & basic geography
Day 2: Introduction to US History Part I (Revolutionary War Period-Civil War)
Settlers from Europe (largely from England ); Puritans, Pilgrims
Establishment of Colonies
Interaction with Native peoples
Revolutionary War, George Washington
Development of Constitution and Government; Presidents
Industrial Revolution
Economic growth through slavery in the south and industry in the north
Day 3
Introduction to US History Part II (Civil War-WWII)
Slavery, Harriet Tubman
Civil War, Abraham Lincoln
Abolishment of slavery
Reconstruction
Westward Expansion
Native American Genocide, Custer, Sitting Bull, Lakota-Sioux Nation
Roaring 1920s, Oil Booms, Great Depression
WWI
Day 4
Introduction to US History Part III (WWII-Present Day)
WWII, FDR
1947 Indian Independence , Partition
Vietnam Conflict
Hippie days
Civil Rights Movement, MLK, Rosa Parks
Middle Eastern Conflicts, George Bush (Senior)
9/11, George Bush (Junior)
Day 5
Native American tribes/populations throughout the US
Geographic, linguistic, and cultural diversity: customs, foods, powwows, clothing, religious traditions, relationship with mother earth
Interaction with foreign settlers in the US
Today's Native Americans: hopes and obstacles
Case study: Cherokee Nation (my own tribe) of Talequah , Oklahoma ;
Sequoyah, Cherokee language syllabary
Day 6
Immigrant Populations throughout America's History
First immigrants to the US : English pilgrims
French, Irish, German, Italian, Polish, Scandinavian populations
African American slaves
Chinese workers
Japanese, Pilipino, Indian farm workers
Refugees from Southeast Asia: Vietnam , Cambodia , Laos
Today: large number of immigrants from Latin America, esp. Mexico
American construction of race: traditional viewed as: White, Black, Asian, Hispanic, Native American à now has become more complex
Day 7
American Holidays
Thanksgiving
Christmas/Chanukah/Kwanzaa
New Year's Day
Valentine's Day
St. Patrick's Day
Easter/Passover
Independence Day/ the 4 th of July
Halloween
Day 8
American Symbols and Patriotism
National Anthem: story of our nation's founding
Pledge of Allegiance; Debate: secular education?
Flag: Stars and Stripes
Colors: Red, White, and Blue
American patriotism in the wake of 9/11
State Symbols: flag, song, tree, bird
American Currency
Day 9
Religions Practiced in America
Christianity/Catholicism: churches, the Bible, priests and ministers
Judaism: synagogues, Torah/Talmud, rabbis
Islam: mosques, the Koran, imams
Hinduism: temples, Veda/Vedanta, priests/ascetics/pandit
Buddhism: temples/monasteries, Dhammapada, celibate monks
Atheism: no place, book, or leader of worship
Day 10
American Foods
Traditional foods brought by each immigrant:
African slaves- root crops, soul food
European settlers- pot roasts, other meat dishes
Latin American- TexMex
Asians- rice, stir-fry method for cooking vegetables
Fast-food boom and popularity
The rise of McDonald's and KFC
Hamburger
French Fries
Soda Pop/Soft Drink
Pizza
Hot Dog
Chips/Nachos
Now, any type of cuisine can be made at a fast-food stand/America takes foods from other countries and adopts it to suit its own tastes:
Taco Bell (Mexico)
Panda Express (China)
Mazio's (Italy)
Day 11
American Weddings/Births/Funerals
American emphasis on the individual
Relationships and marriage considered individual choice, rather than family decision
Proposal- ring
Wedding Ceremony, often located in a church, yet recognized by the state
Clothing and color significance
Wedding party
Births
Baby Showers
Naming
Religious ceremonies recognizing birth of baby—baptize, etc.
Caring for baby responsibility not of family members, but often of paid workers
Deaths
Americans generally prefer burial, yet some choose to be cremated
Ceremony—Funeral, often held in a place of worship, i.e. church, temple
Significance of wearing black
Period of mourning
Taboos
Day 12
American Entertainment/Dance/Music
Varies greatly by time periods and geographical regions
Bollywood films v. American/Hollywood cinema
Day 13
American Family/Household
The concept of the nuclear family
Visiting grandparents and relatives
Dispersed families that reunite during holidays
Pets as members of the family
High divorce rates à increase in single-parent households
Step-fathers/step-mothers
Day 14
American Books: Reflecting on our Multicultural Heritage
Amy Tan- Chinese American, The Joy Luck Club (Excerpt)
Day 15
American Books: Reflecting on our Multicultural Heritage
Toni Morrison- African American, Sula (Excerpt)
Day 16
American Books: Reflecting on our Multicultural Heritage
Talking Leaves: Contemporary Native American Short Stories -Native American (Excerpt)
Day 17
American Books: Reflecting on our Multicultural Heritage
Cuentos Chicanos: A Short Story Anthology -Hispanic/Latino American (Excerpt)
Day 18
American Books: Reflecting on our Multicultural Heritage
Mark Twain- European American, The Adventures of Huckleberry Fin (Excerpt)
Day 19
American Schools System
Public v. Private
Preschool
Kindergarten
1-12
Entrance tests: SAT, ACT, GRE, MCAT, TOFEL
General emphasis on discussion over lecture à increase in value of analytical over quantitative skills
Undergraduate, Graduate, PhD University
Studying foreign languages is not compulsory in all schools
The Affirmative Action debate
The English-only/ESL debate
Day 20
American Fashion/ Conceptions of Beauty
Changing fashion trends from the 18 th until the 21 st century
Earlier emphasis on modesty—cannot expose heels, other body parts
Corsets of the 18 th and 19 th centuries—forcing women to have thin waists
Fashion of the Civil War era- hoop skirts, corsets, large hats
Fashion of the Victorian era
Fashion of the Early-Mid 20 th century: Roaring 20s, World Wars
Hippie Fashion: “letting it all loose”
Fashion of the 70s- 21 st century
Today's general standard of beauty (for woman):
Skinny—little visible fat
Tanned
Curves, hourglass figure
Dress seductively
(for men):
Muscles—well-sculpted body
Tanned
(often, yet not always) dress professionally, dress seductively
Jordan Stone's VIP Course Sketch
April 30, 2007
My course will cover the basics of filming and video editing. The focus will be on the artistic process of videotaping and digitally editing student-captured film. This is a rough timeline of the course, and depending on the success and efficiency of each section, it may need alteration.
• Learning the basics
• The camera itself
• i. Buttons and their functions: very limited tutorial of essential functions such as on/off, record, adjust volume, zoom, ect.
• What entails a good shot?
• i. Composition, colors, background noise, lighting, subject, focus, depth of field ect.
• Introductory Filming
• Assigning a basic subject to film
• i. A very simple and short assignment
• ii. Discuss what might be in the film, what footage you need, what the sound/music will be, what the subtitles should say ect.
• Divide into groups and film
• Explain “playback” and show how it works
• Basic Editing
• Getting to know the software
• i. Learning where to plug the camera in, recognizing if the computer sees the camera, setting the camera to the right mode, ect.
• Editing Basics
• i. Importing: learning how to import all footage captured at one time
• ii. Viewing film on computer
• iii. Placing clips onto filming “timeline” (Adobe Premiere function)
• iv. Learning how to cut, delete, and relocate sections of film
• More Advanced Filming
• Assigning a more challenging subject
• i. I.e. a plot, more artistic insight, a more complicated subject
• Divide into groups and film
• More Advanced Editing
• Introduce more editing techniques
• i. Audio/Video transitions
• ii. Video Effects
• iii. Video/Audio separate track manipulation
• iv. Adding music/ Voiceovers
• v. Adding titles and subtitles
• More Filming and Editing