Class Discussion and Participation (Including Homework Assignments)
Class discussion and participation includes preparation for class (course readings and/or homework), active engagement in daily discussion and/or exercises, responses to guest speakers or special activities, raising issues, and generally contributing to a positive learning experience for you and your fellow students in class. Homework will be announced in class and posted to this page and also to Blackboard. HOMEWORK IS DUE AT THE BEGINNING OF CLASS. DO NOT MISS CLASS TO COMPLETE HOMEWORK. The homework instructions are listed under the day that homework is due.
This portion of your course work is worth 100 points.
Homework and Extra Credit:
Due: August 16 (10 points)
Extra Credit: (This is not required, but can add extra credit points to your Class Discussion and Participation grade). Find an image and/or description of "Appalachia" that you find interesting. You can use packaging and other graphic design images, images from the web, cartoons and/or graphic novels, family photos, etc. You must either bring the image with you to class in hard copy form (photocopy or actual packaging or original photo, etc.) on August 16th, or provide a digital image (either a scanned image of URL link) on the Blackboard discussion thread for this assignment by 9:00 A.M. on August 16th. In addition to finding an image, give a brief (one or two sentences) explanation of why you think your image is representative of the region--either your own ideas of the region or others' ideas of the region. If you are bringing a hard copy to class, bring this explanation in TYPED form to class. If you are loading your image to the Blackboard discussion thread, provide the explanation there. We will discuss these images in class on Thursday and continue our discussion next week as we examine stereotypes of the region in conjunction with the Anne Shelby article and the Stranger with a Camera film viewing.
Due: August 23 (20 points)
Homework: Read Anne Shelby's "The 'R' Word: What's So Funny (and Not So Funny About Redneck Jokes" (PDF file of this article is available under "Course Readings" from the course menu on Blackboard) and answer the questions below, in writing (typed). Bring your answers to class on Thursday, August 23 and be prepared to discuss the article in class.
Questions: Which of Shelby's reasons for stereotypes seems most plausible and why? Have you ever been the victim of stereotyping (not only with regards to Appalachian stereotypes, but ANY stereotypes)? Have you ever stereotyped others? (briefly cite examples) What does Shelby mean when she writes, "We live in a real place that other people see as a symbol. And in the wide gap between the reality and the symbol--we have to live there, too"? What does she see as the "real" fear that perpetuates stereotypes? Be prepared to discuss your answers in class.
Due: August 30 (20 points)
Homework: Read Kathleen M. Blee and Dwight B. Billings' "Where 'Bloodshed is a Pastime': Mountain Feuds and Appalachian Stereotyping" (scroll down to page 119) and answer the questions below in writing (typed). Bring your answers to class and be prepared to discuss the article.
Questions: According to Blee and Billings, outside writers attributed feuders' violence to "poverty, ignorance, and isolation." Was this true of the conflict in Clay county between the Garrad and White families at the end of the 19th century? Give some examples of why you think this was true or not true of Clay County. Munsey's Magazine describes Kentucky as "[a] region of the United States in which bloodshed is a pastime and cruel and cowardly murder goes unpunished." Did feuders, in fact, operate outside the judicial system, according to your authors here? Give examples to support your answer. How does the Munsey's Magazine account of Kentucky compare to outsiders' views of the shooting of Hugh O'Connor by Hobart Ison? Give examples of how outsiders' views in each case were similar or different.
Due: September 20 (20 points)
Homework: View the short video clips in order and answer the related questions in writing (typed).
KY coal town suffers amid natural gas boom. What has been the impact of the rise of natural gas usage in our country on the coal-producing counties in the region?
https://www.youtube.com/watch?v=tdVwQI_AGhI
How does fracking work? Much of the current natural gas production in the U.S. uses “fracking” technology. What are some of the problems with this technique for natural gas extraction? Natural gas is often promoted as “clean” energy. Do you agree with this characterization? Why or why not?
https://www.youtube.com/watch?v=Tudal_4x4F0
Kentucky Green Energy What is one obstacle Slater cites that is an impediment to the development of clean energy in Kentucky? Are there any barriers that you see for average people in Eastern Kentucky or elsewhere in the region to converting to green energy?
https://www.youtube.com/watch?v=10lXUQ4gcBA
Berea Solar Project What is different about the Berea Solar Project from the Clean Acres Farm approach to solar power? What might be the economic impact of switching from coal to solar power for Eastern Kentucky?)
https://www.youtube.com/watch?v=iSXvRp0bKZo
https://www.youtube.com/watch?v=sFZd8VoZp8k&spfreload=5
What is your thinking about the two projects featured below? Strengths? Challenges?
A West Virginia Solar Story. (Solar Hollar)
https://www.youtube.com/watch?v=MBBxEr829PU
Putting Coal Miners Back to Work-Through Solar Power
https://www.youtube.com/watch?v=BYJyxTLONBw
Due November 1: (20 points)
Homework: From your field trip to the Kentucky Folk Art Center write a typed response to your visit that includes a discussion of at least two pieces that you viewed from the permanent collection and that answers the questions below (in writing, typed).
Questions: What drew you to these two works? What were you able to learn about the artists? Do the works express experiences typical or unique to the region? (explain) How do these works fit into the mission/purpose of the Kentucky Folk Art Center and its collections?
Guidelines for how your work will be evaluated (the numbers correspond to the general education learner outcomes that are being assessed).:
Level 1 (Beginner)
Attendance record is inconsistent and may be late
Little or no advanced preparation
Observes passively and says/writes little or nothing (1c)
Does not ask questions
Offers no important details from readings, lectures, discussions and activities (1b, 2c, 4c)
Does not participate in group work
Cannot identify diverse points of view. (2c)
Cannot identify cultural, social, economic, geographic and historical dynamics that have influenced the region (1b, 4c)
Level 2 (Novice)
Attends regularly and is on time
Moderately prepared in advance
Participates in discussion and responds adequately to questions orally and/or in writing (1b, 1c, 2c, 4c)
Occasionally introduces information from readings, lectures, discussions and activities and/or asks questions
Can identify diverse points of view. (2c)
Can identify cultural, social, economic, geographic or historical dynamics that have influenced the region (1b, 4c)
Participates in group work
Level 3 (Proficient)
Attends regularly, is on time, and well prepared in advance
Actively participates in discussion and asks questions
Listens actively and shows understanding by acknowledging and building on others' ideas (classmates, readings, speakers) in verbal and/or written form (1b, 1c, 2c, 4c)
Consistently introduces information from readings, lectures, discussions and activities and/or asks questions (1b, 4c)
Analyzes and evaluates diverse points of view. (2c)
Analyzes cultural, social, economic, geographic and historical dynamics that have influenced the region (1b, 4c)
Carries his/her share of group work
Level 4 (Advanced)
All the traits of Level 3, but also:
Draws out the ideas and/or concerns of others
Revisits issues and/or ideas
Summarizes group discussions and actions in verbal and written form