American Jewish Experience • Religious Studies 378 • Spring 2014 • 3 units
Professor Jennifer Thompson
Office hours: Tu/Th 11:00-12:00, Santa Susana 232
Class meets Tu/Th 9:30 AM-10:45 AM, Sierra Hall 192
In this course, you will learn about the experience of the Jewish religious-ethnic community in America from the colonial period to the present. Our focus will be on the diversity of American Jews, their relationship to other American subcultures and ethnic groups, and the issues that concern American Jews today.
Student Learning Outcomes for RS 378
By the end of the semester, students will be able to
- Demonstrate understanding of the role of Jews in American civic and political life since the colonial era, including relationships with non-Jews generally and with other minority groups in particular.
- Describe how the American context – particularly the dominant Christian religious traditions and professed separation of church and state – shaped Jewish religious discourse, practice, institutions, and values.
- Explain the changes in Jewish identity, definitions of Jewishness, and varieties of Judaism in America.
- Identify and explain the role gender played in both individual and communal experience.
- Articulate some of the concerns that contemporary American Jews have for the future of Jews and Judaism in the United States.
GE in Comparative Cultural Studies/Gender, Race, Class, Ethnicity Studies & Foreign Languages
Goal: Students will understand the diversity and multiplicity of cultural forces that shape the world through the study of cultures, gender, sexuality, race, religion, class, ethnicities and languages with special focus on the contributions, differences, and global perspectives of diverse cultures and societies.
By the end of the semester, students will be able to
- Describe and compare different cultures;
- Explain how various cultures contribute to the development of our multicultural world;
- Describe and explain how race, ethnicity, class, gender, religion, sexuality and other markers of social identity impact life experiences and social relations;
- Analyze and explain the deleterious impact and the privileges sustained by racism, sexism, ethnocentrism, classism, homophobia, religious intolerance or stereotyping on all sectors of society;
- Demonstrate linguistic and cultural proficiency in a language other than English.
Information Competence (GE Designation IC)
Goal: Students will progressively develop information competence skills throughout their undergraduate career by developing a basic understanding of information retrieval tools and practices as well as improving their ability to evaluate and synthesize information ethically.
By the end of the semester, students will be able to
- Determine the nature and extent of information needed;
- Demonstrate effective search strategies for finding information using a variety of sources and methods;
- Locate, retrieve, and evaluate a variety of relevant information including print and electronic formats.
- Organize and synthesize information in order to communicate effectively;
- Explain the legal and ethical dimensions of the use of information.
Writing Intensive (GE Designation WI)
Goal: Students will develop their abilities to express themselves and the knowledge they have obtained through practicing various forms of writing within different disciplinary contexts. Writing intensive courses will build upon the skills gained in the Analytical Reading and Expository Writing section of Basic Skills. In each WI course students will be required to complete writing assignments totaling a minimum of 2500 words.
By the end of the semester, students will be able to
- Develop and clearly define their ideas through writing;
- Ethically integrate sources of various kinds into their writing;
- Compose texts through drafting, revising, and completing a finished product;
- Express themselves through their writing by posing questions, making original claims, and coherently structuring complex ideas;
- Revise their writing for greater cogency and clarity;
- Utilize adopted communication modes and documentation styles of specific disciplines where appropriate.
This course involves a significant service-learning component. Service-learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. Through service-learning, students use what they learn in the classroom to solve real-life problems. They not only learn the practical applications of their studies, they become actively contributing citizens and community members through the service they perform. For this course’s service-learning component, students will collect information about Jewish community resources and contribute to an online guide at mappingthejewishvalley.com.
All of these competencies will be demonstrated through participation in class discussion, written assignments, and the community engagement project.
Required Readings (to be brought to every class meeting):
Hasia Diner,The Jews of the United States, 1654-2000. Berkeley, CA: University of California Press, 2004 (available at Matador Bookstore and on reserve at Oviatt Library).
Coursepack, available at Northridge Stationery & Copy ( 9130 B. Reseda Blvd.
Assignments:
Reading quizzes and daily assignments (300 points): A 10-to-20-point quiz on the day’s reading will be given in the first five minutes of each class session. Other in-class assignments will be given as well. Daily points may not be made up if you miss class, arrive late, or leave early.
This course will depend heavily upon student input. You should come to class having read the assigned material and having something to say about it. Take notes, underline, and write down your questions as you read, as you finish reading, and during class. Mere physical presence in the classroom ≠ class participation.
Two-to-three-page papers (100 points each): Assignment sheets and grading rubrics will be posted at the top of the course Moodle page.
• Letter (due Feb. 6)
•Museum paper (due March 4)
• Midterm self-evaluation[SAVE ALL YOUR WORK FOR YOUR SELF-EVALUATIONS] (due March 18)
• Background information research and site visit paper (due April 15)
• Class presentation and plan (due April 22)
•Write-up for map (due May 6)
•Final self-evaluation (due May 13)
Schedule of class sessions and assignments
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Assignments and readings are subject to change.
I will make every effort to notify you in advance about any changes.
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Tues., Jan 21: Introduction: What to expect from this class.Syllabus quiz.
Thurs., Jan. 23: Reading quiz. Syllabus quiz II. Discuss Diner, “Introduction”; Coursepack:“The Constitution of the United States” [Excerpt] (1789), The Jew in the Modern World, Paul Mendes-Flohr and Jehuda Reinharz, eds. (New York: Oxford University Press, 1995), p. 456-57.
Tues., Jan 28: Reading quiz. Discuss Diner, Chapter 1, “American Jewish Origins: 1654-1776,” p. 13-40; Coursepack: Stuyvesant & Dutch West India Company letters,“The Colonial Jewish Community, 1728 to ca. 1770.”
Thurs., Jan. 30:Reading quiz. Discuss Diner, Chapter 2, “Becoming American: 1776-1820,” p. 41-67; Coursepack: “The Concept of Kelal Yisrael in Colonial America 1759-1774,” The Declaration of Independence,“Jews in the General Community 1780-1816,”“Philadelphia Jewry Asks for Political Equality,” “Religious Life in the United States 1787-1826.”
Tues., Feb. 4: Reading quiz. Discuss Diner, first half of Chapter 3, “A Century of Migration: 1820-1924,” p. 71-92; Coursepack: (Two letters from immigrants) “1853-1880;” Louis Gratz, “From Peddler to Regimental Commander.”
Thurs., Feb. 6:Letter due. Reading quiz. Discuss Diner, second half of Chapter 3, “A Century of Migration: 1820-1924,” p. 92-111; Coursepack: Clara Lemlich, “Life in the Shop;” Rose Cohen, “My first job.” Film (in class): Triangle Fire.
Tues., Feb. 11: Reading quiz. Discuss Diner, first half of Chapter 4, “A Century of Jewish Life in America: 1820-1924,” p. 112-134; Coursepack: “The Pittsburgh Platform,” A Partial Listing of Jewish Ritual Obligations, Principles of Belief are not Formally Defined in Judaism.
Thurs., Feb. 13: Reading quiz. Guest speaker: Dr. Amy Shevitz.
Tues., Feb. 18: Release time for museum visit.
Thurs., Feb. 20: Required attendance at “The Good News on Global Violence Reduction, the Bad News on America, and How Interfaith Relations Can Help Shape our Future,” by Dr. Marc Gopin. Second Annual Maurice Amado Foundation Lecture in Jewish Ethics. Temple Ramat Zion, 17655 Devonshire Street, Northridge, 7:30-9:00 p.m. Reserve your seat in advance by contacting or calling 818-677-4724.
Tues., Feb. 25:Reading quiz. Discuss Diner, second half of Chapter 4, “A Century of Jewish Life in America: 1820-1924,” p. 135-154; Coursepack: Ray Frank, “A Lay Sermon by a Young Lady.”
Thurs., Feb. 27:Reading quiz. Discuss Diner, Chapter 5, “A Century of Jewish Politics: 1820-1920,” p. 155-202. In class: The People v. Leo Frank.
Tues., March 4: Short museum paper due.Reading quiz. Guest speaker: Dr. Dan Lainer-Vos.
Thurs., March 6: Reading quiz. Discuss Diner, Chapter 6, “At Home and Beyond: 1924-1948,” p. 205-258. In class: The Chosen.
Tues., March 11: Reading quiz. Discuss Diner, first half of Chapter 7, “A Golden Age? 1948-1967,” p. 259-283.
Thurs., March 13: Reading quiz. Discuss Diner, second half of Chapter 7, “A Golden Age? 1948-1967,” p. 283-304.
Tues., March 18: Midterm self-assessment due.Reading quiz. Discuss Diner, first half of Chapter 8, “In Search of Continuity: 1967-2000,” p. 305-330; Coursepack: Excerpts from Jennifer Thompson’s interviews (2), Central Conference of American Rabbis, “Patrilineal and matrilineal descent”; “Jewish,” in How to be a Perfect Stranger. Introduction to mapping project. Assign research teams (2 people per team).
Thurs., March 20: Reading quiz. Discuss Diner, second half of Chapter 8, “In Search of Continuity: 1967-2000,” p. 330-358.
Tues., March 25: Reading quiz. Instructional session in library; room TBA.
Thurs., March 27:Reading quiz. Guest speaker: Rabbi Erez Sherman.
Tues., April 1: No class meeting: Site visit day.
Thurs., April 3: No class meeting: Background information paper writing day.
Mon., April 7 through Friday, April 11: Spring break
Tues., April 15: No class meeting: Background information and field notes paper due.
Thurs., April 17: Class presentation planning session
Tues., April 22: No class meeting: Class presentation plan due.
Thurs., April 24:Class presentations.
Tues., April 29:Class presentations
Thurs., May 1:Class presentations.
Tues., May 6:Map write-up due.
Thurs, May 8: Final self-evaluation writing day
Tues., May 13: Final self-evaluation due
Student Responsibilities (Course Policies)
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Jewish Studies Interdisciplinary Program Writing Policy
Writing Errors
All typed work must be substantially free of capitalization errors and spelling errors and must use complete sentences. If these errors appear in more than 10% of the written work, the paper or online discussion post earns zero credit.
For the first three weeks of the semester, papers or posts earning zero credit for violating the writing errors policy may be rewritten for the possibility of full credit. Beginning in the fourth week of the semester, no credit for rewriting is offered.
Beginning in the fourth week of the semester, writing submitted with capitalization errors, spelling errors, and/or incomplete sentences will be penalized. The highest possible grade for a written work in which any of these errors are present is a B+. The highest possible gradefor a written work containing a significant number of these errors is a C+.
This policy does not apply to handwritten work composed and turned in during class sessions.
Citation of Sources
In written work that requires students to reflect upon or analyze readings, students must include a parenthetical reference to the assigned reading title and page. If parenthetical references are omitted, the paper or online discussion post receives zero credit.
For the first three weeks of the semester, papers or posts earning zero credit for violating the citation of sources policy may be rewritten for the possibility of full credit.Beginning in the fourth week of the semester, no credit for rewriting is offered.
Grades:
Grades are not negotiated. They are earned.
The course grade scale is as follows:
A 93-100
A-90-92
B+88-89
B83-87
B-80-82
C+78-79
C73-77
C-70-72
D+68-69
D63-67
D-60-62
F59 and below
Work must be turned in on time. Late work and emailed work are not accepted. Technology failure happens to everyone. Start early enough on your assignments that you can overcome any unforeseen difficulties well before deadline.
California State University, Northridge expects honesty and integrity from all members of its community. Students found guilty of cheating on assignments or examinations, plagiarism, or other academic dishonesty are subject to a failing grade in the course. Students may be suspended or dismissed from the University upon the recommendation of the Department Chair or the Dean of the student’s college. If I suspect plagiarism on any assignment,I will immediately report it to the Office of Student Affairs and the student will receive zero credit for the assignment. Any student who commits academic dishonesty more than once during the semester will fail the course. It is your responsibility to know what constitutes plagiarism; ignorance is not an excuse.
If you encounter difficulty in the class, please come to my office hours to discuss it as soon as possible. I am glad to help you find ways to do well in the course when you plan ahead and try your best.If you are missing basic information that was covered in class, consult a classmate and/or use the Moodle“Got questions?” forum. This policy applies whether you attended class or were absent. If you have substantive questions, please come to my office hours.
Write contact information for two classmates here:
______
______
Grade appeals must explain in writing the reason for the appeal and point to specific evidence in the assignment that you turned in that supports your argument (i.e., a mathematical error).You must wait at least 24 hours after you receive the grade before contacting me, and your appeal must be submitted before the next assignment is due.
Absences:
There are no excused or unexcused absences for this course. For the sake of public health, students who are sick may make up in-class work provided that they notify me of their absence and illness before the missed class. I reserve the right to revise this policy if I suspect that it is being abused.
Correspondence:
All correspondence must be written in a professional manner. Such communication should begin with “Dear Dr. Thompson” and include a brief message that begins with your primary reason for contacting the instructor; not include shorthand, slang, or unnecessary abbreviations (e.g. LOL, wassup?, plz); and be signed with your full preferred name (e.g. – James Smith). Brief messages are operationally defined as consisting of 2-3 sentences. E-mail that does not follow this format will not receive a response. It is recommended that you use this structure when contacting all professionals at academic institutions.
When you email me, I will try to respond to you within 24 hours.
Other important details:
Readings are to be done before the class for which they are assigned. Hard copies of all assigned texts for the day must be brought to class.
You are expected to check Moodle frequently to view feedback on assignments, keep track of your grades, and find details about upcoming assignments. You are also expected to check your CSUN email account daily to keep up with any announcements.
You may not use electronic gadgetry (e.g., cell phones or iPods) during class unless specifically instructed to do so. Students who use such devices during class may be asked to leave and will lose all daily quiz and assignment points for the day.
Please use common courtesy and common sense. I cannot list every approved or unapproved behavior on the syllabus. The guiding rule is that everyone should be respectful and attentive in class.
Disability:
If you have a disability and need accommodations, please register with the Disability Resources and Educational Services (DRES) office or the National Center on Deafness (NCOD). The DRES office is located in Bayramian Hall, room 110 and can be reached at (818) 677-2684. NCOD is located on Bertrand Street in Jeanne Chisholm Hall and can be reached at (818) 677-2611. If you would like to discuss your need for accommodations with me, please contact me to set up an appointment.
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