Fall 2011 Sophomore Inquiry
Global Perspectives Europe
In his syllabus for the Sophomore Inquiry class, Professor Joseph "Chip" Long wrote, "This introductory course primarily offers a number of intellectual, imaginative responses to the complex political realities of Europe in the twentieth century. The “Greatest Generation” and the Holocaust shared the same moment in time. The writers and filmmaker we will consider prove that European intellectual life could both engage and prevail in the face of different kinds of tyranny. These responses to their (and our) times are a compilation of exiles’ tales since the consolations of homecoming are at best problematic in these texts. In other words, we will think about the effort it takes to compose a character and a narrative amid the vicissitudes of historical exigency and political engagement."
Students were asked to read seven texts and watch four films, along with a variety of other sources to supplement discussions along the way. Classes usually featured discussions involving critiques of films, critical analysis of texts, and the creation of connections between complex themes. Students were asked to complete a reader's journal to assist their participation in class discussions, and were given brief quizzes regarding the readings. Finally, students were given two writing assignments which incorporate the themes discussed in class and mentor sessions.
Mentor sessions were designed to supplement the intensive class discussions. Many sessions began with the introduction of a news article which highlighted contemporary issues in Europe. Students seemed to enjoy discussing contemporary issues and finding parallels with the themes discussed in class. To further assist students in organizing their thoughts around such complex themes, I created a comparison/ contrast table including all eleven books and films. The relevant section of the table was completed by students in groups during the middle portion of the session, and then information was shared at the end. Often, there was further discussion, sometimes heated, surrounding the text or film covered that week, as well. In the last five to ten minutes, we usually discussed any final concerns or questions they may have had for the coming week, whether academic or personal. Students became more and more open to sharing throughout the term, and expressed that while the class was challenging, they had learned a great deal.
Students were asked to read seven texts and watch four films, along with a variety of other sources to supplement discussions along the way. Classes usually featured discussions involving critiques of films, critical analysis of texts, and the creation of connections between complex themes. Students were asked to complete a reader's journal to assist their participation in class discussions, and were given brief quizzes regarding the readings. Finally, students were given two writing assignments which incorporate the themes discussed in class and mentor sessions.
Mentor sessions were designed to supplement the intensive class discussions. Many sessions began with the introduction of a news article which highlighted contemporary issues in Europe. Students seemed to enjoy discussing contemporary issues and finding parallels with the themes discussed in class. To further assist students in organizing their thoughts around such complex themes, I created a comparison/ contrast table including all eleven books and films. The relevant section of the table was completed by students in groups during the middle portion of the session, and then information was shared at the end. Often, there was further discussion, sometimes heated, surrounding the text or film covered that week, as well. In the last five to ten minutes, we usually discussed any final concerns or questions they may have had for the coming week, whether academic or personal. Students became more and more open to sharing throughout the term, and expressed that while the class was challenging, they had learned a great deal.