Appalachian Seminar

Purpose:

The purpose of this seminar is two-fold. First we will analyze how race, class, and gender impact the way Americans live. To do this, we will examine the social construction of race, class, and gender. We will study how these concepts impact citizenship. We will consider the consequences that flow from such social constructions.

We will examine government documents that describe statistically ways in which people's lives are impacted by gender, race, and class. We will also read personal narratives that support statistical conclusions. We will review laws that legalized the subordination of certain groups on the basis of race, gender, and class.

Lastly, we will consider why Americans have problems seeing beyond the sloganeering that claims equal opportunity, equal access, justice for all, and that all men are created equal.

Second, we will use qualitative research methods to study a rural coal town, Clincho, Virginia. We will interview three generations of coal miners, their wives, and their children. We will interview community and church leaders.

We will take pictures of the places and people that are meaningful in the community. We will take pictures of the services that are available within the community and the homes and churches that line the highways.

Using interviews and photographs as our data, we will look for trends that are meaningful to the people of this historic community. We will compare what we find in Clincho to the trends occurring in communities across the United States.

Finally, we will evaluate the role that class, gender, and race play in community relations in Clincho, again, in comparison to the role these factors play in other American communities.

Course Requirements:

1. Attendance

2. Four two-page reaction papers based on assigned readings

3. Two in-depth interviews

4. Class participation

5. Entrance and exit essay on race, gender, and class

6. Four photographs of either people, churches, coal mines, coal trucks, stores, community services, nature, homes, schools, "hang-outs", or other interesting aspects of the Clincho community.

Evaluation System:

1. Students are permitted only one "free" absence. Students must have a note from a doctor, the department chair, or the dean to be excused from class. Each unexcused absence will lower the students' attendance grade by 10 points. Total attendance points equal 50.

2. Each reaction paper is worth 100 points. Papers will be graded on the basis of students' understanding of the material and their ability to analyze, integrate, and synthesize material in a way that demonstrates their personal reaction to the material.

3. Interviews are worth 100 points each. Interviews must show depth and sensitivity and ethical procedures.

4. Class participation is required. The concepts we will discuss are controversial. Everyone's opinions will be heard. However, be ready to back-up your opinions with supporting evidence. It is expected that all class members will express their ideas during each class meeting.

While it is difficult to grade such participation, I will make this course requirement worth 100 points. Students who articulate their ideas with support from the text or other documents will receive full credit. Students who express their ideas without supporting evidence will receive one-half credit. Students who remain silent will receive no credit.

5. Entrance and exit essays are worth 25 points each.

6. Photographs are worth 50 points each and will be assessed by the extent to which they depict important aspects of the community and by the care taken to present photos. Funds will be supplied to support the purchase of film, development, enlargement, and matting.

Grades will be determined on the basis of absolute percentages where A = 90%, B= 80%, C= 70%, D= 60%, F= less than 60%.

Honor Code: This instructor fully supports the College honor system. Hence, all students are expected to act honorably.

Text: Race, Class, and Gender in the United States, by Paula Rothenberg.