Schedule
All readings in this schedule should ideally be completed by the day under which they are listed, although this requirement is only assessed during TRAs and Application Exercise . All numbers in the schedule are page numbers unless otherwise noted.
CAUTION: I will probably be making revisions to on-line materials before we discuss them in class. Therefore WAIT until that time to print out materials you wish to have on hand, such as terms, excerpts and assignment guidelines.
ON-LINE READINGS: If you click on a link to Encyclopedia Britanicca on-line from off-campus, you will initially b e directed to an authentication page that asks you to enter your Saclink ID and password. WARNING: make sure that you use these links to access EB; going through the library's database page may lead to different material, which will likely confuse you when preparing for TRAs.
Asia, Cultural History, & Team-Based Learning
| Dates | Tasks | Readings |
|---|---|---|
| Mon, Jan 28 | personal introductions review of this course content site |
|
| Wed, Jan 30 | take "Start of Term Survey" under Assessments tab in SacCT ***BEFORE CLASS*** to ensure continued enrollment overview of Team-Based Learning & the Team Readiness Assessment (TRA) intro to study materials:
sample reading (dis!)orientation |
FIND TERMS & EXCERPTS from the reading guide in these **ON-LINE** primary sources (click links below to access):
[OPTIONAL
supplement to review for EXTRA CREDIT (**20 Points**) FIND * TERMS from the reading guide in **ON-LINE** EB & course overviews (click links below to access):
WARNING: make sure that you use these links to access EB; going through the library's
database page may lead to different material, which will likely
confuse you when preparing for TRA. BROWSE on-line information regarding an American shamanic tradition:
|
| Mon, Feb 4 | form teams preparation for trial Application Exercise trial group TRA in class |
|
| Wed, Feb 6 | REVIEW IN DEPTH PREPARE by addressing the following scenario: THE SCENARIO: Kay, a Hmong friend of yours, hears that you are studying Asian cultures in one of your classes, and is pleasantly surprised that you are beginning with some readings about shamans. "That's what my family does--but when people talk about Asia they rarely talk about shamans!" She explains that in her community, some young people no longer want to learn the traditional prayers and often stay away from the rituals that shamans do privately in people's homes, which usually involve animal sacrifice. So, she and her anthropologist boyfriend, who is not Hmong himself but loves their traditions, want to convince community elders to hold a public ceremony in order to accomplish three goals: (1) strengthen community ties in the Hmong community; (2) get young people to think more deeply about what shamans do; both of which will lead to (3) renewed commitment to shamanic practices and traditions. Knowing that you have studied some similar public shamanic practices in this course, she consults you about the two options that her elders are considering: A. One option would be to invite the best known shamans from several different Hmong tribes to perform at a community center. Shamans would stand on wooden benches as they often do before their home altars, channeling the voices of these spirits and receiving instructions to help heal individual community members, but also to strengthen Hmong identity since coming to America. (See "Between Two Worlds: the Hmong in America," parts 1, 2 & 3.) B. The other option that Kay's group is considering would be to hold a procession and dance circling through Kay's mostly Hmong neighborhood and ending up at a small park, which would include not only shamans but also Hmong dressed in celebratory costumes, as well as masked figures representing important guiding spirits. A symbolic object placed at the center of the park would absorb all the negative stresses and strains that the community has endured since resettling in America, which would then be destroyed at the end. (See article on "Health Theatre" in the largest Hmong refugee camp in Thailand.) Having heard from you that these kinds of events share certain features with shamanic practices from (A) Korea and (B) Mongolia, respectively, Kay asks for your advice about which one her community should try first--or whether (C) it would be better not suggest any new practice to the community. PREPARATION PAGE: Gather evidence from the on-line sources associated with the Korean and Mongolian practices assigned for this unit (see links above) that helps you evaluate WHICH OF THE ABOVE OPTIONS KAY SHOULD RECOMMEND TO HER PEERS THAT THEY TRY FIRST. Keep in mind that their GOAL is both to (1) strengthen community ties and (2) get young people to think more deeply about what shamans do.
*MAKE SURE TO CITE PAGE NUMBER(S) FOR EACH EXAMPLE* |
