IDC 401 KM Senior Seminar Dr. Gail Henson

Mondays 6-8:30 Office: Alumni Hall 210

Class meets CC 221 Phone; 452-8223/451-6010

Office Hours: 11 MTF, appointment ghenson@bellamine.edu

Course Description:

Senior Seminar is the capstone experience in the general education of a Bellarmine student. It has as its primary focus the development of students’ abilities to examine contemporary issues in a comprehensive and integrated way within a Catholic perspective and a liberal arts and sciences contexts. Seniors from various disciplines come together in small groups with a faculty member to reflect on critical issues facing contemporary society. Students are expected to bring the knowledge and skills gained in their major field of study and their other general education courses to the seminar as appropriate

Texts: Taking Sides

Resources on Catholic Social Justice http://www.osjspm.org/; http://www.osjspm.org/cst/csted.htm

Soul of a Citizen

Let Your Life Speak

A copy of the Bible

Tentative Schedule

August 23 Introduction

August 30 What is Catholic Social Justice? Readings from Soul of a Citizen, Bible

September 6 Labor Day

September 13 Soul of a Citizen, Taking Sides, Bible, What is Catholic Social Justice?

Dorothy Day

September 20 Soul of a Citizen, Taking Sides, Bible, St. Francis of Assissi

September 27 Soul of a Citizen, Taking Sides, Bible,

October 4 Service Learning; Taking Sides

Octoctober 11 Service Learning, Response to Soul of a Citizen

October 18 Fall Break

October 25 Service Learning

November 1 Service Learning

November 8 Presentations on Service Learning

November 15 Focus on Social Justice and Citizenship

November 22 Focus on Social Justice and Citizenship

November 29 Let Your Life Speak

December 6 Final

Requirements:

Weekly class participation 15

Annotations and paper for Soul of a Citizen 15

Service learning: application of social justice 15

Leading discussion from Taking Sides 15

Responses to Taking Sides reading 10

Response to Let Your Life 10

Essay on social justice from the perspectives of scripture and Catholic tradition. 10

Final 10%

Attendance: Don’t miss class. If you must, you’ll need written documentation. You are responsible for any work assigned, so find a buddy to get assignments from in the event of absences.

Objectives

By the end of the IDC sequence students will have successfully achieved the following objectives (grouped by the three categories of skill development, discipline integration and incorporation of the Catholic perspective on contemporary social issues and aligned where possible with the General Education Requirements):

SKILL DEVELOPMENT

Students will demonstrate that they have accomplished the objectives and outcomes for each of the following skill sets:

1. Seminar Skills

[Students will learn to use] logic, persuasion and consensus building skills in interpersonal, group and public settings.

Goal 8: Communication Skills, Expectation d

2. Small Group Work Skills

[Students will learn to work] in multidisciplinary groups in order to address complex problems.

Goal 10: Comprehensive Integration, Expectation e

3. Writing Skills

Students will learn to write clearly and thoughtfully.

Goal 8: Communication Skills, Objective 1

Reading Skills

Students will learn to read and listen with insight.

Goal 8: Communication Skills, Objective 3

Oral Communication Skills

Students will learn to speak clearly and thoughtfully.

Goal 8: Communication Skills, Objective 2

Information Literacy Skills

Students will be information literate.

Information Literacy Goals

Critical Thinking Skills

Students will learn to describe and employ higher-order cognitive skills.

Goal 7: Thinking Skills, Objective 1

Students will learn to think critically and creatively.

Goal 7: Thinking Skills, Objective 2

Students will learn to solve problems by applying such thinking to both fresh and familiar situations.

Goal 7: Thinking Skills, Objective 3

Reflection Skills

Students will reflect on, and self-evaluate, their IDC experience.

These objectives are, of course, not the sole domain of the Core and should not be thought of as being developed in isolation from the rest of a student’s curriculum. Indeed, it is expected that students will be constantly building on and applying these skills as they progress through their other general education requirements and their major area of study and then applying their expertise to their Core courses in a continuous dialog.

DISCIPLINE INTEGRATION

Students will have:

Explored two or more subject areas in depth (multidisciplinary perspective).

Examined and demonstrated the interaction and integration among the subject areas (interdisciplinary perspective).

[Students will discover] the connections among disciplines.

Goal 10: Comprehensive Integration, Expectation c

3. Developed the ability to comprehensively integrate curricular and extra-curricular content, skills and experiences.

Students will develop the ability to discern interconnections and interdependencies among various realms of being, forms of knowing, and modes of acting.

Goal 10: Comprehensive Integration, Objective 1

Students will develop the ability to grasp reality as a multidimensional whole.

Goal 10: Comprehensive Integration, Objective 2

Catholic Perspective on Contemporary Social Issues

Students will demonstrate that they have:

Developed the ability to examine contemporary social issues.

Developed an understanding of the Catholic perspective on contemporary social issues

Students will come to pursue the virtuous life by learning to make informed moral choices, to respect the dignity of all persons, and to confront intolerance in all its forms.

Goal 9: A Commitment to the Pursuit of Virtue, Objective 1

Engaged in activities of responsible citizenship

Students will [learn to] become community leaders committed to personal, civic, and ecological betterment.

Goal 9: A Commitment to the Pursuit of Virtue, Objective 2

Disability Services

Students with disabilities who require accommodations (academic adjustments and/or auxiliary aids or services) for this course must contact the Disability Services Coordinator (Room 225 Horrigan Hall or 452-8150). Please do not request accommodations directly from the professor.

Instructions for

Loeb, Soul of a Citizen

Palmer, Let your Life Speak.

Take notes on the introduction and each chapter of Loeb and Palmer.

You will turn in one quotation from each chapter (typed) that reflects a contribution to your understanding of what you can do to let your life count, a way you can incorporate social justice into your life, or some other motivation. Cite the quotation fully, note the page number, then write an explanation of why you selected this quotation.

We will have a quiz at the beginning of class to assess your reading.

Loeb response After reading the entire work, write a 2-4 page essay on Soul of a Citizen. By this time in the semester, you will have seen a lot in Louisville and participated in service learning activities similar to those described by Loeb. Your essay should inform a general audience about such issues as a) Loeb’s thesis; b) key lessons about incorporating social justice into actions you’ve seen throughtout the book; c) specific and significant case studies that distinguish themselves; d) what you would want others to learn from this book and a conclusion.

Palmer response. As a result of reading Let Your Life Speak and participating in the class readings, discussions, service learning, what are those things that you will take away from the book and from the class? Write a 3-5 page essay.

Papers are assessed for

Content

Mechanics and diction

Organization

Use this as a plan for writing:

Thesis: The one sentence thesis statement that asserts my position is this (state below)

Thesis paragraph should outline the 3-5 points (whatever) that you will use to support your thesis. My 3-5 points are

Content: Each paragraph deals with one component of support for your thesis.

Each paragraph has a topic sentence that is supported by evidence, statistics, documented proof.

Every time you use information from an outside source, you document it internally using MLA or APA format.

Proof and discussion support your thesis.

Conclusion: reiterates thesis and summarizes support.

It does not preach or incorporate material extraneous to proof.

Mechanics: The paper is free from grammatical errors.

The paper is free from punctuation errors.

The paper is free from spelling errors.

Diction is appropriately chosen for paper.

Paper is written in third person.

Social Justice.

1. Overview. Please review the power point (http://www.osjspm.org/cst/cst.ppt)

and the readings on the website related to Catholic Social Justice; it is from the Archdiocese of Minneapolis: . http://www.osjspm.org/

It contains notes, documents (http://www.osjspm.org/cst/csted.htm) powerpoints, and links to social justice.

2. Scripture. Read also the scriptures provided to you from the Hebrew and Christian Scriptures. Annotate all your readings with insights you glean on what would constitute personal actions of social justice. Start with Exodus 20.1-17; Micah 6.8; Amos 5.7-24; Matthew 5-7 (Sermon on the Mount); Matthew 25.45; Luke 4.18-19; I Corinthians; James.

3. Major themes from Catholic Social Teaching

The following ten principles highlight major themes
from Catholic social teaching documents of the last century.
(Follow this link for a graphic presentation of the themes.)

1.	Dignity of the Human Person Belief in the inherent dignity of the human person is the foundation of all Catholic social teaching. Human life is sacred, and the dignity of the human person is the starting point for a moral vision for society. This principle is grounded in the idea that the person is made in the image of God. The person is the clearest reflection of God among us. See selected quotations.
2.	Common Good and Community The human person is both sacred and social. We realize our dignity and rights in relationship with others, in community. Human beings grow and achieve fulfillment in community. Human dignity can only be realized and protected in the context of relationships with the wider society. How we organize our society -- in economics and politics, in law and policy -- directly affects human dignity and the capacity of individuals to grow in community. The obligation to "love our neighbor" has an individual dimension, but it also requires a broader social commitment. Everyone has a responsibility to contribute to the good of the whole society, to the common good. See selected quotations.
3.	Option for the Poor The moral test of a society is how it treats its most vulnerable members. The poor have the most urgent moral claim on the conscience of the nation. We are called to look at public policy decisions in terms of how they affect the poor. The "option for the poor," is not an adversarial slogan that pits one group or class against another. Rather it states that the deprivation and powerlessness of the poor wounds the whole community. The option for the poor is an essential part of society's effort to achieve the common good. A healthy community can be achieved only if its members give special attention to those with special needs, to those who are poor and on the margins of society. See selected quotations.
4.	Rights and Responsibilities Human dignity can be protected and a healthy community can be achieved only if human rights are protected and responsibilities are met. Every person has a fundamental right to life and a right to those things required for human decency – starting with food, shelter and clothing, employment, health care, and education. Corresponding to these rights are duties and responsibilities -- to one another, to our families, and to the larger society. See selected quotations.
5.	Role of Government and Subsidiarity The state has a positive moral function. It is an instrument to promote human dignity, protect human rights, and build the common good. All people have a right and a responsibility to participate in political institutions so that government can achieve its proper goals. The principle of subsidiarity holds that the functions of government should be performed at the lowest level possible, as long as they can be performed adequately. When the needs in question cannot adequately be met at the lower level, then it is not only necessary, but imperative that higher levels of government intervene. See selected quotations on the role of government and subsidiarity.
6.	Economic Justice The economy must serve people, not the other way around. All workers have a right to productive work, to decent and fair wages, and to safe working conditions. They also have a fundamental right to organize and join unions. People have a right to economic initiative and private property, but these rights have limits. No one is allowed to amass excessive wealth when others lack the basic necessities of life. Catholic teaching opposes collectivist and statist economic approaches. But it also rejects the notion that a free market automatically produces justice. Distributive justice, for example, cannot be achieved by relying entirely on free market forces. Competition and free markets are useful elements of economic systems. However, markets must be kept within limits, because there are many needs and goods that cannot be satisfied by the market system. It is the task of the state and of all society to intervene and ensure that these needs are met. See selected quotations on markets, workers rights, and labor vs. capital.
7.	Stewardship of God's Creation The goods of the earth are gifts from God, and they are intended by God for the benefit of everyone. There is a "social mortgage" that guides our use of the world's goods, and we have a responsibility to care for these goods as stewards and trustees, not as mere consumers and users. How we treat the environment is a measure of our stewardship, a sign of our respect for the Creator. See selected quotations.
8.	Promotion of Peace and Disarmament Catholic teaching promotes peace as a positive, action-oriented concept. In the words of Pope John Paul II, "Peace is not just the absence of war. It involves mutual respect and confidence between peoples and nations. It involves collaboration and binding agreements.” There is a close relationship in Catholic teaching between peace and justice. Peace is the fruit of justice and is dependent upon right order among human beings. See selected quotations.
9.	Participation All people have a right to participate in the economic, political, and cultural life of society. It is a fundamental demand of justice and a requirement for human dignity that all people be assured a minimum level of participation in the community. It is wrong for a person or a group to be excluded unfairly or to be unable to participate in society. See selected quotations.
10.	Global Solidarity and Development We are one human family. Our responsibilities to each other cross national, racial, economic and ideological differences. We are called to work globally for justice. Authentic development must be full human development. It must respect and promote personal, social, economic, and political rights, including the rights of nations and of peoples It must avoid the extremists of underdevelopment on the one hand, and "superdevelopment" on the other. Accumulating material goods, and technical resources will be unsatisfactory and debasing if there is no respect for the moral, cultural, and spiritual dimensions of the person. See selected quotations.

Works of Justice and Peace

+Live simply and justly in solidarity with the poor and marginalized and be a good neighbor. Make no war on them, rather, be one with them in spirit, truth, and love.

+Hear the truth when it is spoken to you. Discern the signs of the times and speak truth -- to power, to the people, and to the Church.

+Make injustice visible -- witness, remember, teach, proclaim, tell. Light candles, do not curse the darkness.

+Protect the poor and powerless-- listen, learn, educate, organize, empower participation, and respect life from the moment of conception to the time of natural death.

+Work for reconciliation with truth, evangelism, catechesis, orthopraxis.

+Celebrate life, goodness, beauty, virtue, responsibility, and joy. Practice peace, non-violence, servant leadership, harmony, community, voluntary cooperation, and the proper stewardship of God's creation. Pray without ceasing.

+ Ensure fair distribution, subsidiarity, economic opportunity, justice, and food security for everyone everywhere.

Robert Waldrop, Memorial of St. Mary MacKillop, AD 1998

http://www.osjspm.org/cst/q_bish.htm; http://www.osjspm.org/cst/csted.htm

Resources for Catholic Educators
	U. S. Bishops' 1998 statement on Catholic Social Teaching and Catholic Education Notable quotations The complete text.
	Reading List This is our annotated list of additional resources on Cathoic social teaching -- compendiums, commentaries, outlines, essays, etc.
	Catholic Justice Educators' Network (CJEN) Archdiocese of St. Paul and Minneapolis Check out some previous newsletters for samples of Catholic school teachers integrating the Church's social thought into everyday curricula and school activities.
	PowerPoint presentations (Download by selecting "Save target as" from the right mouse button menu.) Overview of Catholic Social Teaching 30 minute version -- This is an abbreviated version used in the video tape presentation produced by the Office for Social Justice.
	Social Justice Resources and Links -- St. Mary's Press
	Interesting links on justice and peace These are part of a much larger collection of links for Catholic educators on a wide range of topics -- assembled by religious education coordinator at Immaculata Regional High School, British Columbia.
	Public Achievement A good model for teaching citizenship and social justice skills. A growing number of Catholic schools are using this process, with impressive results.
	Salt of the Earth -- an excellent online resource on social justice

http://www.osjspm.org/cst/cst.ppt

2W on Social Justice

http://www.winninglife.org/bible%20studies/2w_social_justice.htm

Two Weeks on Social Justice

Day 1 - Exodus 3: God hears the cries of the slaves

Day 2 - Leviticus 25: The year of jubilee, a time of economic revolution

Day 3 - Ruth 2: A poor woman finds help

Day 4 - 1 Kings 21: Elijah speaks to a land-grabbing, murderous king

Day 5 - Nehemiah 5: Nehemiah demands justice for the poor

Day 6 - Isaiah 5: Warning to fun-loving materialists

Day 7 - Isaiah 58: Worship that God appreciates

Day 8 - Jeremiah 34: Freedom for slaves

Day 9 - Amos 2: Sins against God by his own people

Day 10 - Amos 6: Warning to the complacent

Day 11 - Micah 6: What the Lord requires

Day 12 - Luke 3: John the Baptist tells how to prepare for Jesus

Day 13 - Matthew 6: Jesus speaks on material things

Day 14 - James 2: How to treat the rich and the poor

Taking Sides

You will select a topic from the Taking Sides text and pair up with another person to present the topic.

Each student is expected to read the opposing viewpoints; a quiz will be given at the beginning of the session

Length: 50 minutes

Components

Power point

Discussion

Something extra

Introduction to issue

Present each point of view

Analysis of each presentation for propaganda, bias (see Dushkin website on propaganda)

Have questions ready for discussion

Add case studies, facts, videos as “something extra.”

Have an activity to bring closure to the discussion.

Evaluate the session.

Content

Introduction: Interesting, well-developed strategy to connect the issue with your listeners (students, visitors etc) (How will you establish interest, urgency, thoughtful reflection, keep their attention??? Remember: people listen with 25% of their attention. You have to work very hard to get the other 75%).

Clearly worded thesis for each point of view. (Your thesis is your argument that you wish to advance, the one thing you want your audience to know/believe/do. You have to boil it down to one tight argument or you have lost your audience! Remember the journalistic maxim: “so what?” If people don’t get the thesis or “hook” at the beginning of your presentation, they won’t listen to the end!)

Body

Analysis of the arguments presented. Consider bias, polemic, faulty reasoning/logic/evidence.

Advance your own arguments based on sufficient research to explain this particular issue.

Main points fully supported

Smooth, clear transitions between main points.

“Something extra” will make your discussion more interesting. Consider bringing in case studies, videos, other materials.

Plan questions, discussion.

Conclusion

Presentation brought to an interesting and effective end.

Major points reviewed

Thesis statement reinforced.

Clincher/sense of finality.

Delivery

Preparation evident! Please practice.

Speaker uses clear diction

Speaker uses correct grammar

Speaker uses eye contact effectively, looking at each part of the room.

Voice: clear, pronunciation, volume, inflections. Please don’t mumble.

Pacing of presentation appropriate for the material, audience, context.

Effective gestures, posture, supportive appearance

Enthusiasm, energy, and commitment to topic evident.

Connects the issues researched with the audience (knowing your audience!)

Keeps within time limit.

Power Point

See other handouts on Power Points. Remember: the Power Point is a tool; it complements your research; never read a Power Point—that’s insulting to your audience.

Doing Social Justice through Experiential learning-service learning

Directions:

Select a site in which you can serve people in an area that stands in need of social justice—homeless, disadvantaged elderly, youth, immigrants, refugees, etc.

You must work four separate times to get to know the issue, the people, the systems, etc over time.

Go with an open attitude of learning about the issue and value.

Take notes (as appropriate) on what facts you observe as well as your observations of the interpersonal, cultural, and organizational dynamics you observe.

What facts do you observe? What are the economic, social, political issues raised by this particular service? What do you learn from this experience?

After each experience, write a response. You will write a final paper.

Policies

Attendance:

Attendance is taken each class. You are expected to attend all classes.

Students are responsible for getting assignments turned in on time, despite absences and they are responsible for getting assignments from another student. It is rude and inappropriate to ask the professor, “Did I miss anything?” Your job is to keep up. With that in mind, find several students to swap phone numbers with to get assignments.

Students in evening classes are permitted one absence. Following that, one point is deducted per absence from the final grade for day classes, two points for evening classes; exceptions may be made for college-sanctioned absences or mandatory travel for employer (instructor must be informed prior to absence). Family and personal crises are handled on an individual basis. It is within the right of the instructor to ask for doctor’s notes regarding illness or obituaries for death.

Grading scale:

The grading scale of the department reflects the new grading scale at Bellarmine. The grades are:

A+= 97-100 A-= 92-93 B = 86-88 C+= 80-82 D = 65-73

A = 94-96 B+= 89-91 B-= 83-85 C = 74-79 F = 64 and below.

Work expectations.

You are expected to prepare for each class prior to class. Plan to spend 2 hours outside of class for every hour inside class. That permits time for reading, research, and reflection, all necessary for learning.

Late work policy: Work is due the date assigned. The instructor has the privilege not to accept late work; late work will be penalized 10% per date late. If work is late or a test missed, bring documentation of reason when you come to discuss the possibility of making up work.

Academic honesty policy

Plagiarism and cheating hurt everyone. As a student, you are bound by college policy on academic honesty found in the catalog. Cheating on a paper or test will result in failure for the assignment. The nature of a given infraction may result in failing the class. Incidents of cheating are reported to the department chair and to the Dean of the College of Arts and Sciences. It is each student’s obligation to report incidents of cheating to the professor.

Writing requirements

Students should use APA or MLA for research-based projects. There are no exceptions to the style requirements.

Students are responsible for correct grammar, spelling, and punctuation in written and oral presentations; penalties will be applied for errors in these areas.

Use of inclusive language reflects respect for persons; please be mindful.