Fall 2006
TTh 6:00–7:50 p.m.
MH 103

 Ruth Feingold
MH 52, x2109
rpfeingold@smcm.edu


Assignments & Responsibilities

Class participation

This course is a seminar, and a high level of responsibility for what happens in class devolves on all participants. You’ll be expected to attend every class having not just read the texts, but read them thoughtfully, so that you can participate fully in discussion. If you’re not prepared you rob not only yourself, but also your classmates, of valuable insights and contributions.

Chatty is good. Chatty is critical. Don’t feel like you have to know all the answers in order to open your mouth: queries, half-formed ideas, etc., are welcome—we’re all in this together, to try to extract meaning. But you need to be an active intellectual participant not only in your own mind (something that is also, admittedly, cricial), but also in our community.

 Approx. 25% of final grade

Quizzes

Periodic quizzes—on geography, terminology, chronology—will serve to keep us all on our toes. Short, sweet, practical.

 Approx. 5% of final grade
Leadership presentation & paper

In addition to regular class participation, at the beginning of the term you’ll be asked to pick a leader from Indian history in the period we’re studying, and prepare a short class presentation (plan for about 10 minutes) on him or her. A list of leaders—Indian, Pakistani, and British colonial—will be provided for you to choose from, although your own suggestions may be entertained. Mahatma Gandi is out. Too obvious. Ideally, your chosen leader will mesh with the topic the day that you present, and will be useful for our understanding of it; it’s possible, though, that you may be presenting out of sync.

On the same day that you deliver your presentation, you will also turn in a 4-page paper (1400 words) on the same figure.
Approx. 15% of final grade

Film analysis

Pick one film we view during the semester, and write an essay (1750 words) about it.

 

 Approx. 10% of final grade
Final essay

This paper, due at the end of the semester, should be an articulate, intelligent, finely-honed analysis (2800 words, +/- 10%) of one or more of the works or issues we have studied in class—or, with instructor’s permission, of another relevant text/set of texts.

This is not something you should start thinking about over Thanksgiving Break—please begin to consider what you might like to write about by midway through the term. I don’t want this to turn into a rote assignment you dash off frantically in order to get a grade; rather, if done properly, it should be a real learning experience that builds on the semester’s reading and discussion. If you’re unsure how to approach the essay (or even if you’re certain, for that matter), come talk to me to let me know what you’re thinking, get suggestions for reading, bounce ideas around.		 Approx. 30% of final grade

Trip reflection

The study tour associated with this class is just that—an opportunity for study of a different kind. Yes, it’ll be fun; yes, you’ll get a chance to eat, and shop—but I also want to see you doing some serious thinking about what you see on the trip, and have you relate it to the rest of the semester’s work.

The form this reflection can take is open-ended. You may keep a journal during the trip; or blog; or write one or more formal essays; or do a creative project of some kind (photojournalism, creative writing, sketching). A group project is also a possibility.

Approx. 15% of final grade