Major Assignments

Linked Assignments

Linked Assignment Grid

Linked Readings:

Baldwin’s “Sonny’s Blues”; “Cell One” by Chimamanda Ngozi Adichie; “My Brooklyn” (film). NYC-based text deals with issues of history, place, race, and addiction – all themes that are covered in both classes. 

Comp 1 Outcomes:

See below.

 

AMST Outcomes:

Engage with issues of identity, inequality and link to civic, individual and family life. Understand diverse perspectives and cultural / social identity.

 

Linked Assignment #1:

Analysis of photo essay.

Comp 1:

  • writing in various genres and rhetorical contexts.
  • Use reading and writing as a means to discover and revise ideas.
  • Use the writing process to develop a writing project in multiple drafts.
  • Locate, evaluate, and incorporate research materials into writing.
  • Revise drafts based on feedback.

 

AMST:

 

Linked Assignment #2:

A walking tour of a NYC neighborhood draws upon lived experiences, themes of justice, identity, and investigation of how a neighborhood’s city culture and social dynamics participate in and seek to change political processes.  Student voice, opinions, experiences, and creativity prized in this assignment.

Comp 1:

  • writing in various genres and rhetorical contexts.
  • Use reading and writing as a means to discover and revise ideas.
  • Use the writing process to develop a writing project in multiple drafts.
  • Locate, evaluate, and incorporate research materials into writing.
  • Revise drafts based on feedback.

 

AMST:

  • Build civic and sociopolitical awareness in one’s own life; facilitate thinking around neighborhood change and its relation to race, class, gender and other lenses of social inequality/injustice
  • Incorporate qualitative and quantitative research into narratives and understandings about community/ society

 

Linked Experiential Learning:

Activity/New Jail

Comp 1:

  • writing in various genres and rhetorical contexts.
  • Use reading and writing as a means to discover and revise ideas.
  • Use the writing process to develop a writing project in multiple drafts.
  • Locate, evaluate, and incorporate research materials into writing.
  • Revise drafts based on feedback.

 

AMST:

  •  Social analyses of everyday people to understand the impact of social and political processes
  • Supplemental readings that examine racial and class dynamics of neighborhood change; supplemental texts on educational and neighborhood segregation; class and homework activities ask students to analyze quant trends to think about how the neighborhood and the city change demographically / structurally, and why.
  • Supplemental reading about the resistance.
  • To new jails; the unit will also draw upon statistics about incarceration, crime, inequality, and public funding and ask students to think about how quantitative/financial investment informs social outcomes

 

Culminating Activity/Paper/Project:

Activity/New Jail

Comp 1:

  • writing in various genres and rhetorical contexts.
  • Use reading and writing as a means to discover and revise ideas.
  • Use the writing process to develop a writing project in multiple drafts.
  • Locate, evaluate, and incorporate research materials into writing.
  • Revise drafts based on feedback.

 

AMST:

  • Presentation of excerpts from the walking tour project and oral history project
  • Students will look to further investigate topics covered in AMST.