Learn the art of performance poetry and spoken word in this new freshman seminar! Each week, we will read contemporary poetry, or watch performances of local and nationally-known spoken word artists, and study the phenomena of Poetry Slam competitions in America. Students will also engage in creative exercises to empower the artist in all of us. No previous poetry experience necessary. For the term project, students will produce a spoken word event and/or poetry publication.

Advisory Prerequisite: Only first-year students, including those with sophomore standing, may pre-register for First-Year Seminars. All others need permission of instructor.

This course will examine relationships between music and place throughout the United States. What would "A Day in the Life of Music in the United States" sound like in 2007? What might it have sounded like in 1907 or 1807? Why do some musics remain rooted within their communities, while others find broader audiences and routes of circulation? How does music operate as sonic markers of inclusion or exclusion? Using the case of music in the United States, what does music contribute to our thinking about citizenship?

We will examine a range of musical genres, from placed-based traditions to musics belonging to everyone and no one at the same time. We will also examine a range of book, recording and film/video packaging of "American music/s." We shall weigh tensions between notions of a "musical mainstream" and "musical subcultures," and consider how these tensions around music and music-making promotes social bonding or marginaliation.

This course will provide students with several different types of tools.

1. Students will acquire techniques and use vocabulary for distinguishing different genres on musical grounds.
2. Students will gain techniques for surveying community musicmaking activity.
3. Students will develop critical abilities to analyze the discursive dimensions around what musics get heard, where that happens, how it unfolds — and who and what is not heard.
4. Students will conceptualize relationships between music and place, and the implications of those relationships for thinking about investments of citizenship.

Required reading will include Music in America by Adelaida Reyes (Oxford 2005) and a coursepack of articles. Students will be responsible for an average of three hours of required listening weekly. Access to a high-speed internet connection will be necessary for much of the assigned listening. There will be writing assignments, including a term project. There will be two objective quizzes, an objective midterm exam, and a final exam. Opportunities for class fieldtrips will be announced at the start of the term.

This course is an overview of how federal and state laws have affected the Asian Pacific Islander American (APIA) experience and presence in the United States. The course will cover the APIA historical timeline, exclusion laws, alien land laws, World War II internment of Japanese Americans, affirmative action as it applies to APIAs, civil rights and racial hate crime violence, bilingual issues in education and the workplace, post-9/11 issues, among other topics.

Recently, social justice organizations, particularly those with a racial justice focus, have begun to work within a human rights frame. They regard human rights as a framework that challenges U.S. hegemony, and also provides an opportunity for U.S. based social justice organizations to make transnational linkages with social justice movements globally. This course would focus on case studies of social justice organizations in the U.S. that are utilizing a human rights framework to assess how the human rights framework impacts organizing around disparate social justice issues. In some cases, this framework helps U.S.-based social movements develop linkages transnationally with non-U.S.-based human rights groups. In some cases, this framework has led to transnational organizing limiting itself to U.N. fora and advocacy at the expense of other forms of transnational organizing. This course will look at what have been the benefits and the costs of building a U.S. Human Rights movement in terms of furthering the cause of social justice. The course will explore how social justice organizations have changed in their stance on human rights, and how they have addressed these initial critiques within their movements. The course will also include guest speakers from diverse social justice movements.

That America is a nation of immigrants is one of the most common place, yet truest of statements. In this course we will survey a vast range of the American immigrant experience: that of the Irish, Germans, Jews, Italians, Chinese, Japanese, Blacks, Puerto Ricans, Cubans, and Mexicans. Immigration to America can be broadly understood as consisting of four major waves; the first one, that which consisted of Northwest Europeans who immigrated up to the mid-19th century; the second one, that which consisted of Southern and East Europeans at the end of the 19th century and beginning of the 20th; the third one, the movement from the south to the north of Black Americans and Mexicans precipitated by the two world wars; and the fourth one, from 1965 on, is still ongoing in the present, of immigrants mostly from Latin America and Asia. At all times, our effort is to understand the immigrant past of these ethnic groups, both for what it tells us about the past as well as their present and possible future.

Course requirements: the written requirements for this course consist of two exams. Both the exams will be in-class tests, consisting of short answer questions that will draw from the lectures and our discussion of the readings. Each exam will be worth 50 percent.

This course involves a community based internship, readings, and a class seminar. The seminar and readings cover research methodologies useful when conducting research on, with and for communities. These include community needs assessment, analysis of census and other statistical information on communities, evaluation of programs offered by community organizations, and surveys of community residents. The community experience involves one visit per week to a community-based organization in Detroit to work on projects to improve the well being of children, youth and families. Projects can involve tutoring, developing outreach activities, or working in community education projects. Students in the course will work with one another on a research project designed to meet community interests. Results from this project will be shared with the community-based organizations and the university community through presentations and written reports. Transportation to the community internship is provided.

Advisory Prerequisite: Concurrent enrollment in PSYCH 318/AMCULT 307 and one of the following: PSYCH 111, 112, 114, or 115.

How Does the Empire Write Back? This upper-division course focuses on Asian Pacific American literature and the United States empire. By reading stories, plays, historical documents, poems, and films, students will learn how empire affects the experience of different generations of Pacific Islanders and Asians in America. We will examine the continuing impact of wars in the Pacific that established the U.S. as a global power, focusing especially on Filipino American, Hawaiian, Vietnamese American, and South Asian American texts. This diverse range of writers and artists proposes creative ways of thinking beyond, against, and without the U.S. empire. Most importantly, this course will be an opportunity for students to develop their own research or creative projects, which will contribute to this body of writing. While students are expected to work on individual research topics from the very beginning of the course, the last third of the semester is set aside for the development and presentation of projects. This course satisfies the "Cultural Expression" Requirement for the Asian/Pacific Islander American Studies Minor.

This interdisciplinary course focuses on the experiences of Asian American and Pacific Islander American women in the United States. Texts and films include an introduction to materials by and about Asian/Pacific Islander American (APIA) women, from historical, anthropological, sociological, psychological, musical, and literary perspectives, thereby allowing students to compare and contrast the experiences of different ethnicities and generations. Discussions and assignments will examine the intersections of gender, race, ethnicity, class, sexuality, and nationality in APIA women's lives. Learning critical theories about feminism, immigration, and globalization will show how APIA women have become agents of social change, publicly and privately, at home and in their communities. For the term project, students will have the option of writing an oral history research essay, OR doing a creative project, OR volunteering with New Visions: Alliance to End Violence in Asian/Asian American Communities.

This course traces the historical development of American Jews from their origins as a small outpost in the colonial era to their evolution as the largest Jewish community in the world. It focuses on the centrality of immigration to that history and the significance of several generations of immigrants and their children in mediating the tensions between the demands of American society for adaptation and the requisites of Jewish religion, culture, and ethnic identity. The course looks at how Jews became American and how they redefined what it meant to be Jewish. It examines their social, economic and political choices. The course employs a variety of sources to explore the history of Jews as an American minority group, a dissenting non-Christian religious group, an immigrant and ethnic group, and a cultural group. These sources include first-person accounts and documents and narrative and analytic histories, as well as media artifacts. It will introduce students to visual and aural dimensions of Jewish culture, employing film, photography, music, and radio. Although structured as a lecture course, it will include regular time set aside for discussion. The course does not assume any prior knowledge of Jewish or American history although such knowledge would be helpful.

Intended audience: Sophomores, juniors, seniors

Course Requirements: Five 1-2 page response papers (30%) (250-500 words) to primary documents to encourage students to engage with surviving records of people's experiences and observations. These writing assignments will provide students with an opportunity for critical thinking and allow them to receive feedback on their writing throughout the academic term. There will also be a Midterm Exam (25%), Final Exam (30%) and Attendance and Preparation (15%).

From its inception, a most fundamental concern of Sociology has been the search for an explanation of the social forces that generate and sustain economic, social, and political inequalities among individuals and groups in society. These inequalities promote not only differences in wealth, prestige, and power among these groups but also differences in their experiences and opportunities for a better life. On a more general level, these inequalities in large part determine the course of our history by having an important influence on government policies on issues such as war or peace, the growth or stagnation of our economy, and the future of our democracy.

This course introduces the student to the most important theoretical frameworks that sociologists have utilized to explain the origins, mechanisms, and processes by which these inequalities persist in society, whether it be inequalities of race, class, gender, sexual orientation, and disabilities. This course focuses both on inequalities in the United States as well as global inequalities.

This is a an advanced research seminar on the history of Latino immigrants and Latino-Americans in the state of Michigan. As there is a scarcity of published material on the topic we will be working on primary research in U of M archives and the Institute for Social Research. The goal will be to produce individual research projects while laying the foundations for an ongoing Michigan Latino History Project. Research trips to Wayne State Library, MSU, and Grand Rapids are also planned. Advanced undergraduates, thesis writers, and interested graduate students are all welcome. Some background in Latino Studies or Latino history is recommended.

Advisory Prerequisite: Graduate standing/undergrads with permission of instructor

This class will focus on the concept of cultural citizenship. There are different definitions of this term, all of them grappling with the everyday politics of what citizenship means, the definition of culture (is it the same thing as "the social"?), why cultural practices matter, and how ideas of community and identity are faring in the global cultural marketplace. We will be begin by looking at how the term is used by human rights organizations, scholars in cultural studies and ethnic studies, the European Union, and other groups and individuals.

Then we will turn to five case studies of intellectual and creative projects to which the idea of cultural citizenship and questions of race and ethnicity are central. The first of these, in January, will be Sekou Sundiata's new performance work, "51st (dream) state." Sundiata will be in residence; he will meet at least twice with our class. The class will attend the performance of Sundiata's "51st (dream) state" on January 20th. Other case studies may include: the Animating Democracy Initiative, especially the Critical Perspectives project (Americans for the Arts); the National Underground Railroad Freedom Center in Cincinnati; the annual Concert of Colors in Detroit, launched 14 years ago by ACCESS (Arab Community Center for Economic and Social Services); and the International Coalition of Historic Sites Museums of Conscience. We will examine four dimensions of each case: agency, language, conscience, and the archive. This will allow us to test the relationship between theory and practice in each project, and to analyze the variables of time and place, including those relating to social identities.

Weekly responses of different kinds are required. A short paper in early February will focus on a critical analysis of the Sundiata residency, connecting it to selected readings. Your final project will consist of an individual case study. For this, you will develop a critical, historical and/or theoretical bibliography that illuminates — and is illuminated by — a specific cultural project. In preparation for writing final paper on this project, you will assign one selection from your project bibliography to the class, to spark discussion when you do a class presentation on your case-study-in-progress. A case study proposal and a partial draft will also be required. Class attendance is mandatory.

Readings will be drawn from as many of the following fields as possible: American Studies, Ethnic Studies, African-American Studies, Cultural Studies, History, Community Cultural Development, Museum Studies, Law, Literature, Cultural Policy, Organizational Studies, Higher and Post-Secondary Education, Politics, Information Studies, and Women's and Gender Studies.

Advisory Prerequisite: Graduate standing/undergrads with permission of instructor

This advanced undergraduate seminar offers new ways of viewing citizen, participation, and democracy by exploring the intersection of theoretical currents and ethnographic research. Students will read a series of rich ethnographic accounts on themes including participation, international aid organizations, globalization, social movements, and electoral processes. The ethnographies will also generate discussion about engaged research and the work of indigenous intellectuals. We will relate these accounts to theoretical currents including governmentality, hegemony, deliberative democracy, public sphere, civil society, and transnationalism. Readings will cover many parts of the world, and are intended to interest students working in the United States as well as internationally. Classes will primarily involve discussion of assigned texts. Requirements include active participation in class discussion, a presentation of the readings (one week), weekly on-line response papers, and final essay or take-home exam.

Advisory Prerequisite: Junior & above/permission of instructor

Many Americans and Europeans assume that communities normally are, or ought to be, monolingual — that language differences divide people from one another, while a common language unites them. Yet, much of the world is multilingual.

What do language differences mean for their speakers' social identities and relationships? In this course we will consider the relationship between communication and community — particularly as these have been conceptualized (and ideologized) under the rubrics of "tribe," "ethnic group," and "nation." We will explore what kinds of social groupings those terms might (or might not) label, and how they might (or might not) connect with languages and with communication networks. Our approach will be crossculturally comparative and, where relevant, historical. Through a discussion of selected theoretical works and case studies, we will consider topics such as language use in small-scale societies; the functions of multilingualism; the politics of language standardization and print media; language and the idea of "nation" in nineteenth-century Europe; the European colonial expansion and its influence on indigenous peoples and languages; and the role of language in nationalistic movements.

Course readings will consist mainly of journal articles and book chapters, along with books such as Hobsbawm's Nations and Nationalism Since 1780 and Anderson's Imagined Communities. In addition to discussing general issues and some case materials presented in readings and in class, students will independently explore and report on a particular case study. Evaluation will be based on class participation (including discussion-leading and a class presentation), some short writing assignments, a take-home test, and a term paper.

No prerequisites, but students should have at least junior class standing.

Advisory Prerequisite: Upperclass standing.

This seminar offers new ways of viewing democracy by exploring the intersection of theoretical currents and ethnographic research. Students will read a series of rich ethnographic accounts on themes including participation, international aid organizations, globalization, social movements, and electoral processes. The ethnographies will also generate discussion about engaged research and the work of indigenous intellectuals. We will relate these accounts to theoretical currents including governmentality, hegemony, deliberative democracy, public sphere, civil society, and transnationalism. Readings will cover many parts of the world, and are intended to interest students working in the United States as well as internationally. Classes will primarily involve discussion of assigned texts. Requirements include active participation in class discussion, a presentation of the readings (one week), weekly on-line response papers, and final essay or take-home exam.

Advisory Prerequisite: Graduate standing and permission of instructor.

Connecting A&D students with fourth graders at two elementary schools in Detroit through semester long visual and performance art projects, this class is a combination of work with the children and contextual studies that address issues of urban schools and the radical transformation creative projects have on cognitive development. Working intensively in Detroit every Friday, students learn first hand of the city's history and contemporary culture with field visits and projects. Planning for and reflecting on class projects, students develop close ties with the children and produce vibrant art that transforms the physical nature of the schools, and shared experiences across generations and cultures that transform the nature of connected creative work.

The United States is now one of the most incarcerating nations in the world. The prison industry is growing at a rapid rate with increasingly higher percentages of African-American, Hispanic, and Native American men, women and teen-agers serving time. In many states, including Michigan, educational and recreational activities have been eliminated from the prisons. This class gives students the opportunity to work inside a prison in one of two ways:

By participating in a video workshop whereby a group of students will join a group of inmates to produce short videos scripted, directed and edited collaboratively by both teams. The workshop will include tutorials in screen-writing, storyboarding, editing concepts and various other issues illustrated and critiqued through examples demonstrated to both groups (inmates/students).

By maintaining a solid relationship already established between the School of Art and Design with a number of prison facilities in Michigan, students can also themselves facilitate an art workshop for men, women or adolescents. Students opting for this second option will visit in small groups to a local correctional facility or youth facility, and work primarily with drawing and painting in adult correctional facilities, and with clay and collage, as well as drawing and painting, with the adolescent population.

Readings, films and discussion will provide background and training for working in a prison setting. The class will meet once a week to share art projects with each other, and to discuss films, reading material and issues that arise in the workshops, as well as for supervision and discussion with the instructor in small groups.

This course is a continuation of Mental Ecology I ( Fall 2006). This is a joint project of the School of Art and Design and the School of Public Health. For this project, students will investigate the degree to which art can influence issues of immediate concern to today's society through their studies in public health. During Phase One (in fall 2006) students created plans for art projects using the School of Public Health Building as their testing ground. In Phase Two (winter 2007) we will complete the proposed project for the School of Public health. This new environment will serve to cleanse both body and spirit, while becoming a place for "meditation and mediation," which will foster dialogue on the topic of society.

This course will be taught in collaboration with the Washtenaw County Library for the Blind and Visually Impaired. In this class students will gain a technical knowledge of ceramics. There will be guest speakers, discussion, and one class each week will be held off campus at the Library to allow students to apply their understanding as they assist clients of the facility to create art works using clay. Students will learn alternate modes of perception and the skills to work with people who have limited visual abilities. The objective of this course is that in working together students and clients will gain confidence and find creative outlet through the sculptural potential of clay.

Taking its title from the Langston Hughes poem, this seminar will explore psychological aspects of race, ethnicity, and other cultural differences in the United States. What are some of the opportunities and obstacles to our joining with Hughes in affirming, "They'll see how beautiful I am . . I, too, sing America?"

Topics will include stereotyping, communication, cooperation, conflict, justice, and discrimination. For example: What are psychological theories about how individuals and groups might most benefit from life in pluralistic societies? What are some psychological dynamics of stereotyping? What are possible connections between various forms of discrimination (for example, racism, sexism, homophobia, and anti-Semitism)?

Advisory Prerequisite: Only first-year students, including those with sophomore standing, may pre-register for First-Year Seminars. All others need permission of instructor.

Sociology is the study of the interaction between "social structure" and "agency" in every sphere of social life. That is, it seeks to explore the relationship between the constraints that affect large groups of people on the one hand and the individual freedom of people to transcend those constraints on the other.

In this course we will examine the ways in which race and ethnicity as social structures have impacted the lives of so-called minority groups both in the United States and abroad. We will also look at how race and ethnicity work in conjunction with other social structures such as class, gender and sexuality. To maximize our sense of what it is like to live life as a member of a racial or ethnic group, we will not only read sociology, but also conduct in-class exercises, analyze films, and read literary fiction.

Advisory Prerequisite: An introductory course in Sociology or CAAS; CAAS 201 recommended.

This course will examine representative works of art that were produced by blacks in America during roughly the ten year period following the assassination of Martin Luther King, Jr. and what many have viewed as the end of the Civil Rights Movement. Looking at literary texts, popular music, and films in particular, as well as critical and journalistic commentary which they spawned, we will investigate responses to the opportunities and challenges faced by Blacks following the revolutionary decade if the 1960s. As implicit and explicit responses to (among other things) increasing numbers of Blacks entering into the educational, artistic, political, and economic mainstream, the literature, music, and film created during the 1970s reflected — and reflected upon — sometimes-volatile arguments taking place nationally over the meanings and practices of blackness in cities and regions throughout the United States. By looking critically at a selected number of texts and the debates in which they participate about class, gender, history, racial and national identity, family, romance, and other issues, our goal will be to consider the struggles to make or remake "the race" during the first decade in American history in which Afro-Americans were guaranteed equal rights under the laws of the world's model democracy. Course requirements: a five page essay, a midterm examination, a final (10-15 page) research essay, frequent short writing exercises, and active class participation.

This course satisfies the American Literature and New Traditions requirements for English concentrators.

This course explores the history, philosophy, and pedagogical practice of the Algebra Project. Founded by civil rights veteran and community activist Bob Moses, the Algebra Project is a math literacy program based on the principle that all children deserve an education that encourages and supports them in the development of the knowledge and skills necessary for 21st century citizenship. It draws on the lessons and legacy of the Civil Rights movement, and especially of the movement's "community organizing tradition." We will investigate this tradition and the broader movement history of which it was a part, studying how this history informed the founding and development of the Algebra Project. This will include looking at the ideas and influence of Ella Baker on the movement in general and on Bob Moses and the Student Nonviolent Coordinating Committee (SNCC) in particular. Our study of the Civil Rights movement will also focus on the Freedom Schools that activists organized during the 1964 Mississippi Summer Project ("Freedom Summer"). From there we will examine other theories of radical and liberatory educational practice before moving to an examination of current challenges, concerns, and crises in our public education system. All of this will provide the basis for our in-depth analysis of the Algebra Project as well as the Young People's Project (YPP), a youth-initiated and youth-led movement. The YPP has grown out of the Algebra Project to project and expand its vision of education, community organizing, and citizenship for the 21st century.

This course explores the relationship between media and social movements. After a brief survey of the relevant theoretical literatures, we will look at these questions through a series of case studies, organized thematically. These will include decolonization (focusing particularly on the Algerian war of independence and the struggle against apartheid in South Africa), '60s era social movements in the United States (particularly Civil Rights, anti-war protests), and the "new social movements" (with emphasis on the Zapatista movement in Mexico, broad-based resistance to the negative effects of globalization, and the political efforts by and on behalf of AIDS sufferers in South Africa and the US). Throughout the course we will be interested in how media write history and how social movements utilize/engage with media technologies. We will make extensive use of audio-visual media, and some outside viewing of films is required. In addition to active class participation, requirements include a book and film review as well as a final research paper.

Advisory Prerequisite: CAAS 201

This seminar evaluates media coverage of the U.S. Supreme Court, in the context of long-range factors affecting the ability of news media to function in a democracy. This seminar will examine the scope and content of print, broadcast, and new-media news reporting on major cases before the court. How accurately, fairly, and adequately do news organizations cover the cases as they proceed through the legal system? Does the media help the American public gain a sufficiently thorough understanding of the complex legal issues and social impact of each case? In addition to gaining a broad overview of media coverage of current and recent cases, each student will select one case from the current or past court term and study media coverage of it in detail.

This seminar evaluates media coverage of the U.S. Supreme Court, in the context of long-range factors affecting the ability of news media to function in a democracy. This seminar will examine the scope and content of print, broadcast, and new-media news reporting on major cases before the court. How accurately, fairly, and adequately do news organizations cover the cases as they proceed through the legal system? Does the media help the American public gain a sufficiently thorough understanding of the complex legal issues and social impact of each case? In addition to gaining a broad overview of media coverage of current and recent cases, each student will select one case from the current or past court term and study media coverage of it in detail.

This course explores the relationship between media and social movements. After a brief survey of the relevant theoretical literatures, we will look at these questions through a series of case studies, organized thematically. These will include decolonization (focusing particularly on the Algerian war of independence and the struggle against apartheid in South Africa), '60s era social movements in the United States (particularly Civil Rights, anti-war protests), and the "new social movements" (with emphasis on the Zapatista movement in Mexico, broad-based resistance to the negative effects of globalization, and the political efforts by and on behalf of AIDS sufferers in South Africa and the US). Throughout the course we will be interested in how media write history and how social movements utilize/engage with media technologies. We will make extensive use of audio-visual media, and some outside viewing of films is required. In addition to active class participation, requirements include a book and film review as well as a final research paper.

Advisory Prerequisite: COMM 351 or 371 strongly recommended.

This course explores the relationship between media and social movements. After a brief survey of the relevant theoretical literatures, we will look at these questions through a series of case studies, organized thematically. These will include decolonization (focusing particularly on the Algerian war of independence and the struggle against apartheid in South Africa), '60s era social movements in the United States (particularly Civil Rights, anti-war protests), and the "new social movements" (with emphasis on the Zapatista movement in Mexico, broad-based resistance to the negative effects of globalization, and the political efforts by and on behalf of AIDS sufferers in South Africa and the US). Throughout the course we will be interested in how media write history and how social movements utilize/engage with media technologies. We will make extensive use of audio-visual media, and some outside viewing of films is required. In addition to active class participation, requirements include a book and film review as well as a final research paper.

Advisory Prerequisite: COMM 351 or 371 strongly recommended.

This course will examine the function of criticism in society and how criticism is disseminated through cultural production. We will focus on the poets and critics of democratic Athens (criticism of poetry in the thought of Plato and Aristotle and its relationship to their political philosophies, Aristophanes as a political poet) and compare them with the works of more recent cultural critics such as Robert Warshow, Roland Barthes, Susan Sontag, as well as contemporary cultural products such as films and novels. To what extent can cultural criticism define and analyze areas beyond the arts, and how do cultural products such as poetry, literature and film critique contemporary culture?

Students will be evaluated on attendance, class participation, the presentation of group work, and brief writing assignments.

Advisory Prerequisite: Only first-year students, including those with sophomore standing, may pre-register for First-Year Seminars. All others need permission of instructor.

What is the relationship between art and politics? How do the intersections of these two realms make us think about conceptualizations of citizenship in different contexts? Consider hip hop artists releasing new video clips calling on their audience to vote just weeks before the elections; documentary filmmakers receiving subpoenas for the use of their documentary as evidence in court; films and books calling attention to critical issues as diverse as genocide, euthanasia, death penalty, and racism; prestigious awards distributed to cultural products about critical issues; censoring and/or challenging certain works of art with critical edge or considered a "threat" to the society…

In this course, we will be analyzing a wide range of materials including music, visual arts, film, and literature about/ from different geographic and political contexts. These cultural products raise questions about the boundaries between life and art and how these boundaries make us think about concepts of citizenry, but also ethics and value in art forms. While keeping these questions in mind, we will approach politicization of art, of cultural products in terms of their content, function, representation, and reception. We will use some theoretical texts to develop models of thinking about citizenship and different aspects of art and politics.

There will be regular responses to the materials covered in class, several term papers, and a final project.

Some cultural products we may examine include: Excerpts from Plato's Republic; fragments from MTV: Behind the Music and Michael Moore's Bowling for Columbine on Marylin Manson's alleged influence on the school shootings in Columbine; some songs by Eminem; Peter Cohen's documentary on Nazi concepts of beauty and art Architecture of Doom; George Orwell's 1984; Bosnian-British filmmaker Jasmin Dizdar's Beautiful People.

Early in 2005, to help in the planned revision of Norway's animal protection law, a scientific study funded by the Norwegian government found that worms squirming on a fishhook feel no pain, nor do lobsters and crabs cooked in boiling water. Norway might have considered banning the use of live worms as fish bait if the study had found they felt pain. We don't know what the inarticulate worms and lobsters thought about the whole matter, but we do know that Vice-President Dick Cheney, speaking with a talk show host later in October of 2006, appeared to embrace the suggestion that a "dunk in water" might be useful to get terrorism suspects to talk. "Water-boarding," the "professional" term for dunking, is a torture technique banned under international law. Earlier in October, President Bush had signed a bill outlawing the torture of detainees, but "quietly reserved the right to bypass the law under his powers as a commander in chief," as The Boston Globe put it.

As a reflection on LSA Theme Year on the Theory and Practice of Citizenship, this seminar is meant to encourage good, engaged citizens to think and care and write about the pain and the torture of others, despite the inadequacies of language. Elaine Scarry wrote that "physical pain does not simply resist language but actively destroys it, bringing about an immediate reversion to a state anterior to language, to the sounds and cries a human being makes before language is learned." Through theory, fiction, films, plays, memoirs, testimonies and legal documents, we will examine the ways in which language can(not) articulate the unmaking of the body of worms, lobsters and, especially, humans, through torture and pain — conceptualized, inflicted and narrated.

Students will be asked to write one 5-page essay, triggered by the weekly readings, and to present and discuss it in class; and to submit a substantial term paper.

Advisory Prerequisite: Junior standing.

This seminar offers new ways of viewing democracy by exploring the intersection of theoretical currents and ethnographic research. Students will read a series of rich ethnographic accounts on themes including participation, international aid organizations, globalization, social movements, and electoral processes. The ethnographies will also generate discussion about engaged research and the work of indigenous intellectuals. We will relate these accounts to theoretical currents including governmentality, hegemony, deliberative democracy, public sphere, civil society, and transnationalism. Readings will cover many parts of the world, and are intended to interest students working in the United States as well as internationally. Classes will primarily involve discussion of assigned texts. Requirements include active participation in class discussion, a presentation of the readings (one week), weekly on-line response papers, and final essay or take-home exam.

Advisory Prerequisite: Doctoral standing or permission of instructor

This year LS&A has dedicated both Fall and Winter semesters to issues of citizenship, and this course will be linked to that theme. We will discuss and do a lot of writing (both formal and informal) about what it means to be a citizen today, as well as thinking about what civic role students can and should play in local and national communities. Students will observe and analyze local civic activities such as a city council or school board meeting, and we will think about the ways politicians use various media (or the media uses them) to shape their images. Toward the end of the semester students will make some intervention of their choice into the public sphere — possible examples include setting up a blog on a political issue of interest to them, writing a charter for a new student organization, or making a presentation at a City Council meeting.

In the process of addressing these questions about citizenship, we will determine and negotiate our standards for effective argumentation, and write about that experience. This process will include discussions about what an effective argument is, as well as various attendant questions including, but certainly not limited to: What are the standards for judging the quality of an argument? How might these standards differ depending on the context in which the argument is made, as well as the audience? What must be present (and what absent) in an argument in order to be considered effective? This course depends on student involvement and contributions. Your ideas, analyses, creativity and ability to help one another will determine the tone and direction of the course.

Advisory Prerequisite: Completion of the Introductory Composition requirement.

This course engages students in the practice of writing life-stories. Students read a range of autobiographical essays while developing their own versions of the form; smaller assignments culminate in a larger personal essay due by the course end. In addition, students facilitate life-writing exercises with a group of fifth-graders in a Detroit school; involving five trips total, from the 4th through the 9th week of the term, the school visits take place on Fridays (students choose either a morning or afternoon session; either way, the course requires a Friday time commitment). In class and in writing, students reflect deeply on this community work and their life-writing experiences, and comment on parallel essays by writers such as John Edgar Wideman and Annie Dillard. We address such questions as: how is life-story linked to body, place, and tradition? How might differences in race, gender, ability, and sexual preference inform life-stories? How do people sort and make sense of their lives? How do writers shape the material of their lives into essay form? Course grade is based on a reflective journal of responses; three (4-page) analytical papers; three (4-page) personal writings; and the larger 10-page personal essay due by the course end; the final paper may be drawn from prior personal writing; it also goes through multiple drafts and is peer-reviewed by the class at large. Course readings are from a collection of personal essays (such as Phillip Lopate's or Dinty Moore's), and/or a supplementary course packet (estimated cost $50).

This course asks that students work at and to some extent write for an area non-profit organization, at the same time they reflect deeply in writing and in discussion about the meaning of this work. Community assignments may involve contributing to a grant proposal, newsletter, website, brochure, or fund-raising letter — all of which will be peer-reviewed in draft form by the class itself. In our meetings, we will discuss issues raised at our community sites and by the related, assigned readings — such as our motives for taking on this work, our respective roles as insider/outsider; the new listening, interactive, and organizational skills that may be required; and our community partner's often differing set of goals and identities. The course provides a way of thinking about community work and social justice not just as service but as interrogating one's own background as well as the professions themselves. How is knowledge produced, both in the university setting and in the non-profit agency? How do we form meaningful and mutually beneficial relationships with our community partners? How might we contribute to the formation of public culture? Readings that approach these issues from a variety of angles (social, historical, personal, statistical) will be available in a course packet (estimated cost $40). In addition to keeping a work log and community journal, students write four (4-page) analytical papers, a fact sheet, a mini-grant proposal that includes research, an organizational analysis, and a (8-page) paper that places the student work within the larger context of social issues encountered at the community site.

Advisory Prerequisite: ENGLISH 124 or 125.

This course will examine representative works of art that were produced by blacks in America during roughly the ten year period following the assassination of Martin Luther King, Jr. and what many have viewed as the end of the Civil Rights Movement. Looking at literary texts, popular music, and films in particular, as well as critical and journalistic commentary which they spawned, we will investigate responses to the opportunities and challenges faced by Blacks following the revolutionary decade if the 1960s. As implicit and explicit responses to (among other things) increasing numbers of Blacks entering into the educational, artistic, political, and economic mainstream, the literature, music, and film created during the 1970s reflected — and reflected upon — sometimes-volatile arguments taking place nationally over the meanings and practices of blackness in cities and regions throughout the United States. By looking critically at a selected number of texts and the debates in which they participate about class, gender, history, racial and national identity, family, romance, and other issues, our goal will be to consider the struggles to make or remake "the race" during the first decade in American history in which Afro-Americans were guaranteed equal rights under the laws of the world's model democracy. Course requirements: a five page essay, a midterm examination, a final (10-15 page) research essay, frequent short writing exercises, and active class participation.

This course satisfies the American Literature and New Traditions requirements for English concentrators.

Credit Exclusions: May not be repeated for credit.

This seminar is designed to think about the novel in America: more specifically, how the novel, as a literary form and a cultural institution, has taken part in significant debates about the meanings of culture and citizenship over the course of the nation's history. Beginnings with the context of antebellum American and associated debates about slavery and ranging up through fiction in the contemporary U.S., we'll consider a number of novels whose matter and manner of telling stories raise questions about enfranchisement and belonging, political representation and self-representation, social being and the art of the novel. This not a survey of American novels; rather, we'll focus on an unusually small number of texts in order to make intensive exploration of the historical and aesthetic contexts to which they respond. More broadly, the course is designed to help students sharpen and develop particular skills: use of archival materials; engagement with literary critical traditions; close literary analysis.

Our texts will be drawn from among such nominees for the status of "great American" novel as: Harriet Beecher Stowe, Uncle Tom's Cabin; Mark Twain, Huckleberry Finn; Henry James, The Golden Bowl; William Faulkner, Light in August; Ralph Ellison, Invisible Man; Susan Choi, American Woman; Jeffrey Eugenides, Middlesex.

Requirements will include a writing portfolio, comprised of four 5-7 page essays and exercises for developing them; discussion leading with other class members; and a final project or exam.

Please note: all students interested in enrolling must attend the first two class meetings. For further information, please contact sbblair@umich.edu.

Advisory Prerequisite: Senior concentrator in English.

In this seminar we look beyond the fright created by the popular media and examine the societal, economic, and ecological factors that drive the appearance of new diseases. We learn not only about the fascinating biology of emerging pathogens but also how various processes interact to produce an outbreak.

Advisory Prerequisite: Only first-year students, including those with sophomore standing, may pre-register for First-Year Seminars. All others need permission of instructor.

This course traces the historical development of American Jews from their origins as a small outpost in the colonial era to their evolution as the largest Jewish community in the world. It focuses on the centrality of immigration to that history and the significance of several generations of immigrants and their children in mediating the tensions between the demands of American society for adaptation and the requisites of Jewish religion, culture, and ethnic identity. The course looks at how Jews became American and how they redefined what it meant to be Jewish. It examines their social, economic and political choices. The course employs a variety of sources to explore the history of Jews as an American minority group, a dissenting non-Christian religious group, an immigrant and ethnic group, and a cultural group. These sources include first-person accounts and documents and narrative and analytic histories, as well as media artifacts. It will introduce students to visual and aural dimensions of Jewish culture, employing film, photography, music, and radio. Although structured as a lecture course, it will include regular time set aside for discussion. The course does not assume any prior knowledge of Jewish or American history although such knowledge would be helpful.

Intended audience: Sophomores, juniors, seniors

Course Requirements: Five 1-2 page response papers (30%) (250-500 words) to primary documents to encourage students to engage with surviving records of people's experiences and observations. These writing assignments will provide students with an opportunity for critical thinking and allow them to receive feedback on their writing throughout the academic term. There will also be a Midterm Exam (25%), Final Exam (30%) and Attendance and Preparation (15%).

The construction of the European Union is arguably the most exciting and controversial political experiment today. This aims to introduce students from a variety of humanistic and social scientific backgrounds to the study of European integration and trans-national identity formation, viewed as contested and contingent historical processes. Rather than viewing the history of European integration as an inevitable, linear, and self-contained institutional movement envisioned by a handful of founding fathers and implemented by their followers, we will focus on the often contentious debates which have surrounded the practices and meanings of political and economic governance, citizenship, and cultural identity. Thus topics include not only a historical overview of the institutional innovations which have led from post-WWII reconstruction to the adoption of a single currency (the Euro) in 2002, but also a discussion of how Europeans have encouraged and resisted integrative processes at the levels of technological change, popular culture, and social movements. Particular attention will also be devoted to the evolving relationships between western Europe and the rest of the world, especially eastern Europe, the U.S., and the post-colonial countries.

This is a an advanced research seminar on the history of Latino immigrants and Latino-Americans in the state of Michigan. As there is a scarcity of published material on the topic we will be working on primary research in U of M archives and the Institute for Social Research. The goal will be to produce individual research projects while laying the foundations for an ongoing Michigan Latino History Project. Research trips to Wayne State Library, MSU, and Grand Rapids are also planned. Advanced undergraduates, thesis writers, and interested graduate students are all welcome. Some background in Latino Studies or Latino history is recommended.

HISTORY 676 is an introductory graduate course for students planning to write a dissertation in modern Japanese studies or take a field in the same area. The course is designed to familiarize students with thematic topics as well as historiographic and theoretical issues in the field of modern Japanese history. While readings are primarily in English language secondary sources, students are encouraged to read specific sources in Japanese. This term, in conjunction with the current LSA Theme Year on citizenship, the course will address the concept and practice of citizenship — in local, national, and global contexts over the course of Japan's modern history. Specific themes and readings will be further elaborated in consultation with graduate students interested in taking the course.

Advisory Prerequisite: JR/SR P.I.

This course traces the historical development of American Jews from their origins as a small outpost in the colonial era to their evolution as the largest Jewish community in the world. It focuses on the centrality of immigration to that history and the significance of several generations of immigrants and their children in mediating the tensions between the demands of American society for adaptation and the requisites of Jewish religion, culture, and ethnic identity. The course looks at how Jews became American and how they redefined what it meant to be Jewish. It examines their social, economic and political choices. The course employs a variety of sources to explore the history of Jews as an American minority group, a dissenting non-Christian religious group, an immigrant and ethnic group, and a cultural group. These sources include first-person accounts and documents and narrative and analytic histories, as well as media artifacts. It will introduce students to visual and aural dimensions of Jewish culture, employing film, photography, music, and radio. Although structured as a lecture course, it will include regular time set aside for discussion. The course does not assume any prior knowledge of Jewish or American history although such knowledge would be helpful.

Intended audience: Sophomores, juniors, seniors

Course Requirements: Five 1-2 page response papers (30%) (250-500 words) to primary documents to encourage students to engage with surviving records of people's experiences and observations. These writing assignments will provide students with an opportunity for critical thinking and allow them to receive feedback on their writing throughout the academic term. There will also be a Midterm Exam (25%), Final Exam (30%) and Attendance and Preparation (15%).

Since the end of the military dictatorship in 1985, diverse social movements have played a crucial role in shaping the return to democracy and defining the ethical basis of the new Brazilian republic. The new republic promised to transform Brazil's political process and social history from one of exclusionary authoritarianism, disguised discrimination, and inequality into one of political transparency, full citizenship, and social and economic justice for all. Yet with the consolidation of democratic institutions in the years immediately following promulgation of the 1988 constitution, these promises remained unfulfilled.

This course will examine the history of the interplay of social movements and national politics in Brazil's new republic, with the goal of understanding how the establishment of democracy has consolidated popular demands for a more just society and more ethical leadership — expressed clearly in each presidential election — and a political system and leadership that seem to breed corruption. We will also use the case of Brazil to address questions that are relevant to other republican systems: What is the role of ethics in contemporary republics? Must citizens be ethical in order for a republic to function effectively? Does political practice become more republican when ethics becomes the major issue of public debate, as it has in Brazil? Is it more effective to push for ethical politics, or for greater control by citizens over state power and institutions?

Flávio Limoncic is Associate Professor of History at Universidade Federal do Estado do Rio de Janeiro (UNIRIO). A specialist in the twentieth-century political and economic history of Brazil, he has published widely in major Brazilian political and scholarly journals on the history of the automobile industry, fordism, civil society, contemporary political institutions, immigration, and ethnic identity.

Advisory Prerequisite: Permission of Instructor.

Since the end of the military dictatorship in 1985, diverse social movements have played a crucial role in shaping the return to democracy and defining the ethical basis of the new Brazilian republic. The new republic promised to transform Brazil's political process and social history from one of exclusionary authoritarianism, disguised discrimination, and inequality into one of political transparency, full citizenship, and social and economic justice for all. Yet with the consolidation of democratic institutions in the years immediately following promulgation of the 1988 constitution, these promises remained unfulfilled.

This course will examine the history of the interplay of social movements and national politics in Brazil's new republic, with the goal of understanding how the establishment of democracy has consolidated popular demands for a more just society and more ethical leadership — expressed clearly in each presidential election — and a political system and leadership that seem to breed corruption. We will also use the case of Brazil to address questions that are relevant to other republican systems: What is the role of ethics in contemporary republics? Must citizens be ethical in order for a republic to function effectively? Does political practice become more republican when ethics becomes the major issue of public debate, as it has in Brazil? Is it more effective to push for ethical politics, or for greater control by citizens over state power and institutions?

Flávio Limoncic is Associate Professor of History at Universidade Federal do Estado do Rio de Janeiro (UNIRIO). A specialist in the twentieth-century political and economic history of Brazil, he has published widely in major Brazilian political and scholarly journals on the history of the automobile industry, fordism, civil society, contemporary political institutions, immigration, and ethnic identity.

Advisory Prerequisite: Graduate standing.

Credit Exclusions: A maximum of 20 Lloyd Hall Scholars Program credits may be counted toward a degree.

This course premieres an ambitious immersion into the creation of public street art. The course is divided into two parts: The first 5 weekends of the course students will work with local community theater members from the Burns Park Players to create stage sets for their 2007 musical theater production of Oliver! Simultaneously, students will be designing and producing their own large-scale animated sculpture presentations which will be featured in the first-annual downtown Ann Arbor, Fools Parade, presented by START on April 1st, 2007. As the originators of this artistic spectacle, students in this class will design, organize, and develop START in conjunction with community partners.

This will be a full ‘hands-on' experience which will challenge students' aesthetic assumptions while exploring techniques and tools for the making of large-scale theatrical scenery and sculptural elements. Although this course does not require any previous art experience, due to the public nature of the projects, it will be expected that the student already possess an excellent work ethic as well as the ability to grasp and apply aesthetic principles quickly, in a physically demanding, team oriented, public environment.

This course satisfies LHSP course requirements for Winter 2007; however, this course is not limited to LHSP students.

There is a $150 lab fee for materials required for this course. The lab fee will be billed to your student account.

*Due to the nature and size of the Theater and START projects, additional flexible weekend work hours will be scheduled on an individual/group basis.

This course examines moral dimensions of the University and its faculty, students, and staff in their roles as citizens of an academic community. Our goal is to help students think about how to approach participation in this community and develop their deliberative competencies by questioning academic life and the University from moral and social standpoints. We will organize our inquiries into three domains:  academic integrity; the University as an academic community; the University's moral obligations as an institution.

Advisory Prerequisite: Only first-year students, including those with sophomore standing, may pre-register for First-Year Seminars. All others need permission of instructor.

This course explores the legal regulation of sexuality in the contemporary U.S. We will explore how law both represses and encourages sexuality, examine how it does so, and ask why, and for whom? What kinds of sexual relationships or activities are illegal, and how do these legal statuses organize citizenship in our nation? We will study aspects of constitutional law, criminal law, family law, and employment discrimination law. Specific topics may include sexual orientation discrimination in employment, marriage and family, civil unions, sex work (prostitution), youth sexuality and statutory rape, social movement organizing, sexuality and citizenship in cross-national perspective, and the role of sexual morality in contemporary political debates.

The course explores the historical development, political-philosophical justifications & the current political structure and institutional design of the enlarged European Union. The class also deals with theories on European integration, European political competition, parties and selected policy areas, as well as the role of EU member states. Particular attention will be paid to implications of the emerging EU polity for a supra-national European identity and for questions of democratic legitimacy.

Advisory Prerequisite: One course in Political Science.

It is widely accepted that development is not simply an economic phenomenon. Political processes are intimately tied up with economic development. Consider the following questions.

• Does the nature of the political system affect development?
• Does democracy slow down economic growth?
• What kinds of links between the state and society promote development?
• What is the relationship between democracy and economic liberalism?
• As more and more countries have embraced both political freedoms and market-oriented economic reforms, should one expect both to succeed equally?

Consider some comparative questions now.

• Why have some countries industrialized faster than others?
• Why do some countries do better at poverty alleviation than others?
• Why have some countries been successful in solving the problem of food production, while others have not been?
• Are their different paths to agrarian and industrial development?

Since the Second World War, an enormous amount of intellectual effort has gone into understanding these issues. Asia has been at the heart of much of this literature. We will compare and contract the various Asian countries and models of development around themes identified above.

Advisory Prerequisite: One course in Political Science.

The construction of the European Union is arguably the most exciting and controversial political experiment today. This aims to introduce students from a variety of humanistic and social scientific backgrounds to the study of European integration and trans-national identity formation, viewed as contested and contingent historical processes. Rather than viewing the history of European integration as an inevitable, linear, and self-contained institutional movement envisioned by a handful of founding fathers and implemented by their followers, we will focus on the often contentious debates which have surrounded the practices and meanings of political and economic governance, citizenship, and cultural identity. Thus topics include not only a historical overview of the institutional innovations which have led from post-WWII reconstruction to the adoption of a single currency (the Euro) in 2002, but also a discussion of how Europeans have encouraged and resisted integrative processes at the levels of technological change, popular culture, and social movements. Particular attention will also be devoted to the evolving relationships between western Europe and the rest of the world, especially eastern Europe, the U.S., and the post-colonial countries.

Advisory Prerequisite: One course in Political Science.

What is the relationship between the work you do and your capacity to be a good citizen? How does work shape citizenship in the contemporary liberal democratic context? We will look at political theory texts and a range of other kinds of texts (films, memoirs, etc.) to analyze this question. Linked to the LSA citizenship theme semester.

Advisory Prerequisite: POLSCI 101 or 301 or 302.

For the Winter 2007 semester we will focus on the concept of democracy.

• What do we mean by the term democracy?
• How democratic is the American political system?
• What are the elements of American-style democracy that facilitate or resist "exporting" it to other parts of the world?

To address these questions, we will examine a wide range of democratic theory, paying particular attention the concept of popular sovereignty, the nature of republican governments, the necessity of popular participation, and the role of the rule of law in American politics. We will also examine historical and contemporary events in order to sharpen our theoretical insights and conclusions. This is a reading and writing intensive course designed for political science majors with a strong background in political theory. Class meetings will focus primarily on discussing the readings. Careful preparation and active participation is required.

Enforced Prerequisites: Senior standing and concentration in Political Science

How well do Americans live up to expectations for citizens in a democracy? We begin by considering a range of perspectives on what democracy demands of citizens. We then review evidence on the actual political behavior of Americans to see how they compare to expectations. Over the course of the academic term, we consider what Americans know about politics, their beliefs and values, their level of civic and political participation, the quality of political discussion, and the manner in which they evaluate policies and political leaders.

Advisory Prerequisite: Senior standing; primarily for seniors concentrating in Political Science.

This seminar will explore how law and policy interact in public education (both K-12 and higher), focusing on significant Supreme Court constitutional rulings involving race and/or religion. We will grapple with several questions:

1. What theory of judicial review should the Court embrace?
2. How are Court decisions made?
3. What impact do Court decisions have on policy and practice?
4. To what extent does (or should) the law limit policy options in these areas?

Advisory Prerequisite: Senior standing; primarily for seniors concentrating in Political Science.

Constitutions define the rules by which we are governed. When we write our constitution, we make a contract with one another and with our future selves; we define possibilities and we close doors. This course takes an interest-based approach to the study of constitution-building: through comparisons of nearly a dozen cases we will consider how founders balance short-term (adoption) and long-term (stability) goals. We will examine how different institutional structures create winners and losers in society, and how well founders understand the effect of their designs at the time of adoption. We will study compromises made, evaluating them in terms of both short-term and long-term goals (United States, Israel). We will study constitutional change, thinking about the advantages of meeting the changing needs of society, but also its drawback; the importance of consistency, reliability, legitimacy (Canada, France) We will look at cases where a constitution was imposed upon a society (Japan, Weimar Germany) and where a society borrowed another country's institutional design (Mexico, Argentina), to better understand how local interpretations affect the meaning of the constitution. We will consider the growth of legitimacy as a constitution evolves slowly, and is sometimes not even written (Great Britain, European Union). Many of our cases are federal: one knotty issue is asymmetrical arrangements between the center and the regions (Russia, Canada, European Union). Throughout the course, we will consider the role of courts, of legislatures, and of peoples as interpreters of the constitutional document.

Texts:

• Constitutions and Political Theory. Jan-Erik Lane. ISBN: 0719046483. Manchester University.
• The Anti-Federalist Papers and the Constitutional Convention Debates. Ralph Ketcham. ISBN: 0451625250. Mentor Paperback.
• The Strategic Constitution. Robert Cooter. ISBN: 0691058644. Princeton.
• The Federalist. Hamilton, Madison, Jay. ISBN: 0140444955. Penguin USA.

Advisory Prerequisite: Senior standing; primarily for seniors concentrating in Political Science.

Taking its title from the Langston Hughes poem, this seminar will explore psychological aspects of race, ethnicity, and other cultural differences in the United States. What are some of the opportunities and obstacles to our joining with Hughes in affirming, "They'll see how beautiful I am . . I, too, sing America?"

Topics will include stereotyping, communication, cooperation, conflict, justice, and discrimination. For example: What are psychological theories about how individuals and groups might most benefit from life in pluralistic societies? What are some psychological dynamics of stereotyping? What are possible connections between various forms of discrimination (for example, racism, sexism, homophobia, and anti-Semitism)?

Advisory Prerequisite: Only first-year students, including those with sophomore standing, may pre-register for First-Year Seminars. All others need permission of instructor.

This practicum follows PSYCH 310 and requires applied work in facilitating intergroup dialogues. Students participate in weekly seminars for their own continued development in social identity and multicultural issues. Students are required to attend supervised consultations with instructors and/or peers in addition to weekly planning sessions with their co-facilitator. Discussion of effective facilitation skills for the on-going dialogue groups incorporates theoretical learning and practice of group dynamics observation, conflict intervention skills, intergroup communication and community building. As part of this work, students will do additional readings on issues of identity and community through assigned readings and course text.

Go to www.igr.umich.edu/ for more information about the course. Permission of instructor is required for admittance into this course.

Advisory Prerequisite: PSYCH 310/SOC 320 and permission of instructor.

This practicum follows PSYCH 310 and requires applied work in facilitating intergroup dialogues. Students participate in weekly seminars for their own continued development in social identity and multicultural issues. Students are required to attend supervised consultations with instructors and/or peers in addition to weekly planning sessions with their co-facilitator. Discussion of effective facilitation skills for the on-going dialogue groups incorporates theoretical learning and practice of group dynamics observation, conflict intervention skills, intergroup communication and community building. As part of this work, students will do additional readings on issues of identity and community through assigned readings and course text.

Go to www.igr.umich.edu/ for more information about the course. Permission of instructor is required for admittance into this course.

Advisory Prerequisite: PSYCH 310/SOC 320 and permission of instructor.

This course involves a community based internship, readings, and a class seminar. The seminar and readings cover research methodologies useful when conducting research on, with and for communities. These include community needs assessment, analysis of census and other statistical information on communities, evaluation of programs offered by community organizations, and surveys of community residents. The community experience involves one visit per week to a community-based organization in Detroit to work on projects to improve the well being of children, youth and families. Projects can involve tutoring, developing outreach activities, or working in community education projects. Students in the course will work with one another on a research project designed to meet community interests. Results from this project will be shared with the community-based organizations and the university community through presentations and written reports. Transportation to the community internship is provided.

Advisory Prerequisite: Concurrent enrollment in PSYCH 318/AMCULT 307 and one of the following: PSYCH 111, 112, 114, or 115.

Unteaching Racism has the following goals:

1. to learn some ways that race, ethnicity, country of origin, gender, class, culture, and history have shaped relations between people of color and whites in the United States
2. to come to grips with the ways that "blatant" and "subtle" forms of racism have shaped us all individually and personally
3. to expand our knowledge of how racism is taught, learned, practiced and institutionalized
4. to practice "un-teaching racism" in the local community

Through readings, videos, discussions, speakers, student presentations, and attempts to facilitate conversations in the community, we will look for answers to six broad, deceptively simple questions: What is race? What is racism? How are minority group identities assigned, chosen, and experienced? How significant is racism and stereotyping in the U.S. today? How do we internalize our society's racist assumptions and practices? How can we un-learn and un-teach racism?

Advisory Prerequisite: SWC Writing Assessment. Only first-year students, including those with sophomore standing, may pre-register for First-Year Seminars. All others need permission of instructor.

This course introduces students to the theory and practice of community-based arts through readings, lectures, discussions, and hands-on work in the community. In the first six weeks of the semester, the course meets twice a week and students explore the field of community-based arts as a sociological, historical, and aesthetic movement. Readings for this section include selections from The Politics of Performance by Baz Kershaw, The Symbolic Construction of Community by Anthony Cohen, Utopia in Performance by Jill Dolan and Theatre of the Oppressed by Augusto Boal. Case studies of community-based visual and performing arts are also examined during this time. In the final eight weeks of this course, students observe and help facilitate arts projects at one of several of the Residential College's partner sites in Detroit, Ann Arbor, or Ypsilanti. During this time students also meet in the classroom once a week and learn the history and sociology of the populations with whom they are working. Students also learn basic techniques to facilitate group communication through creative expression.

Since the end of the military dictatorship in 1985, diverse social movements have played a crucial role in shaping the return to democracy and defining the ethical basis of the new Brazilian republic. The new republic promised to transform Brazil's political process and social history from one of exclusionary authoritarianism, disguised discrimination, and inequality into one of political transparency, full citizenship, and social and economic justice for all. Yet with the consolidation of democratic institutions in the years immediately following promulgation of the 1988 constitution, these promises remained unfulfilled.

This course will examine the history of the interplay of social movements and national politics in Brazil's new republic, with the goal of understanding how the establishment of democracy has consolidated popular demands for a more just society and more ethical leadership — expressed clearly in each presidential election — and a political system and leadership that seem to breed corruption. We will also use the case of Brazil to address questions that are relevant to other republican systems: What is the role of ethics in contemporary republics? Must citizens be ethical in order for a republic to function effectively? Does political practice become more republican when ethics becomes the major issue of public debate, as it has in Brazil? Is it more effective to push for ethical politics, or for greater control by citizens over state power and institutions?

Flávio Limoncic is Associate Professor of History at Universidade Federal do Estado do Rio de Janeiro (UNIRIO). A specialist in the twentieth-century political and economic history of Brazil, he has published widely in major Brazilian political and scholarly journals on the history of the automobile industry, fordism, civil society, contemporary political institutions, immigration, and ethnic identity.

This course draws on current debates about ethical practice within the pharmaceutical industry with an eye toward wider questions about corporations, politics, and social responsibility.

Major topics include: A perceived "ethics problem" within the pharm industry, critiques of industry's relationship with the FDA, post-Vioxx concerns about drug safety, statutes shielding drug companies from civil liability (lawsuits), direct-to consumer advertising, direct-to-physician advertising (e.g., "drug reps"), industry-funded research and medical journals, paradigms for medical care that are not drug-centered.

The course will include a number of video excerpts and guest speakers, including representatives from industry, industry critics, the FDA, and practicing physicians. We will also be involved in a major program at the U-M Medical School featuring speakers who have been central in shaping national policy.

Requirements include attending 7 of 8 sessions and completing a series of one-page assignments. Students who want to explore these issues in greater depth (and receive 3 credits in total) may consider also taking RCIDIV 351.001: "Research Seminar on Ethics, Politics, and the Pharmaceutical Industry." The research seminar supplements the mini-course for interested students, but it is perfectly fine to take only the mini-course

This class is partly sponsored by the President's Initiative on Ethics in Public Life and the LSA Citizenship Theme Year. Many thanks to them!

This class supplements the mini-course, "Pills, Politics, and the Public Good: Ethical Crossroads in the Pharmaceutical Industry." It is intended for students who wish to delve more deeply into issues presented in that course through research projects supervised by the instructor. This is a class for people with initiative, independence, and a taste for adventure.

Hours to be arranged for maximum flexibility. Sessions will include whole class meetings, individual research consultations, and a variety of "field trips," most likely including visits with state legislators, industry lobbyists, consumer activists, patient advocates, physicians, research pharmacologists, company representatives, journalists, etc. We will have to be nimble.

There will be an emphasis on learning how to use fieldwork, informants, internet-based investigation, and other resources to explore questions in depth. Thus, a love of "following leads" will also be essential.

PREREQUISITES: Concurrent enrollment in RC IDIV 350.004,"Pills, Politics and the Public Good: Ethical Crossroads in the Pharmaceutical Industry" (or having taken that course in Winter