Syllabus for SERP 370A American Sign Language I Fall 2008

Transcription

1 Syllabus for SERP 370A American Sign Language I Fall 2008 Instructor: Ronald B. Hazelett-Weeks, B.S. Graduate Student hazelett@ .arizona.edu Class: M TH 2:00-2:50 PM Classroom: EDUC 441A Office: EDUC 434B Office Hours: Mon. & Wed., 1:00 to 1:50 PM or by appt. Summary of Course Goals This is the first part of a two-semester beginning course which is designed to provide undergraduates an opportunity to study American Sign Language (ASL) as a foreign/second language. No previous knowledge is necessary for Introductory ASL I. Introductory ASL I is a prerequisite for ASL II. In this course, students will learn how to introduce themselves, exchange personal information, talk about the surroundings, tell where they live, talk about their families, tell about everyday activities, and give directions. Fingers pelling and numbers will be part of developing these basic ASL skills. Students will also be exposed to the history of deaf people and ASL literature through mini lectures and videotape presentations. Students will have an opportunity to study a number of literary pieces in ASL with the instructor s guidance. Readings, videotape viewings and workbook assignments will support what is learned in the class. Student presentations in ASL will wrap up what has been learned over the semester. Required Text (Available at ASUA - Campus Bookstore) 1. Lentz E., Mikos K., & Smith C. (1988). Signing Naturally: Student Workbook/Videotext, Level One. San Diego, CA: DawnSign Press. 2. Van Cleve, J. V. & Crouch, B. A. (1989). A Place of Their Own: Creating the Deaf Community in America. Washington, D.C.: Gallaudet University Press. 3. American Sign Language: Tales from the Green Book (1990) (Videotape). Burtonsville, Maryland: Sign Media, Inc. 4. Cyber ASL: OPTIONAL! There is a program that has been developed for practicing the vocabulary for ASL 1. There is an additional $15 charge for accessing this program. If you would like to purchase this program, give the instructor your name by Wed, Aug 27. 1

2 Course Requirements 1. Attendance and Participation: Attendance is mandatory because your participation and contributions to the class are essential; students are expected to complete the assignments before class and to participate actively in class. If you miss a class, it is your responsibility to find out what material was covered during your absence. 2. Homework: A. Student Videotext and Workbook: Your workbook has a variety of activities supporting what you learn in the class. Your work done in the workbook should be self-corrected, in a contrasting ink color, using the key in the back of the workbook. Workbook activities that you do will not be turned in to the instructor. It is your responsibility to use the workbook at home on a regular basis as indicated by the unit taught in the class. Some of the activities in the workbook will be used in quizzes and written exams. You will also be required to translate assignment and give these to the instructor. Vista Workbook (VWB) B. ASL Literature Series: Four literary pieces will be viewed in class. Your instructor will make sure that you comprehend each piece and practice retelling them. You will have an opportunity to study the pieces more at home through your own videotape copy. C. A Place of Their Own: You are required to read this book for class. You will need to do a 1-2 reaction paper (double-spaced) which is due one week after the last lecture. You will also answer questions on each chapter and give these to the instructor. No late submissions accepted. 3. Deaf History Series: There will be a total of five commercially produced videotapes shown in class on the history of deaf people and their community. These videotapes will support what you read and the instructor s mini lectures. 4. Film Showing, "Love is Never Silent": This full-length TV movie will be shown in class. You will do a 1-2 page reaction paper (double-spaced), which is due one week after the showing. No late submissions accepted. 5. Written Exams and Quizzes: There will be a total of two exams and five quizzes throughout the semester. The purpose of these exams is to test your receptive skills and comprehension of ASL. The exams will include material covered in class as well as information from the workbook, videotapes, and readings. No makeup quizzes or exams will be given. 6. Signing Exams: You will be asked to demonstrate your signing skills in front of a video camera four times during the semester. You are to retell a piece from the ASL Literature Series. The instructor is interested in seeing you demonstrate your competency in ASL storytelling. A rating scale evaluation of your signing skills will be given to you within two weeks following the signing exam. No makeup exams will be given. 2

3 7. Presentation to Class: You will have an opportunity to practice and tell a personal anecdote, a biographical sketch, or a creative work to your class on the last week of the class. Your instructor will evaluate your performance using the same criteria for the signing exams. Words of Advice: It is important that you do assignments regularly and consistently because your understanding of vocabulary and language functions and translation (ASL-to-English) skills will be tested heavily. The quizzes and tests will include homework assignments. Be sure that you do these assignments faithfully so that you will be prepared for quizzes and tests. Communication Policy Voice communication will not be allowed in class. Students are encouraged to utilize their signing skills for all communication purposes while class is in session. Students should maintain a signing environment during class breaks, before class begins, and whenever there are deaf people present. Code for Academic Integrity Students shall not violate the Code of Academic Integrity. Any attempt to commit an act prohibited by the Code shall be subject to sanctions. Student with Disabilities If you anticipate issues related to the format or requirements of this course, please meet with me. I would like us to discuss ways to ensure your full participation in the course. If you determine that formal, disability-related accommodations are necessary, it is very important that you are registered with the Disability Resource ( ; drc.arizona.edu) and notify me of your eligibility for reasonable accommodations. We can then plan how best to coordinate your accommodations. Grading Course grades will be determined as follows: Subtotal: Quizzes (5) 20 (points-pts) 100 pts Written Exams (2) 100 pts 200 pts Signing Exams (4) 50 pts 200 pts Film Reaction Paper 20 pts 20 pts Homework Van Cleve (12) 5 pts 60 pts VWB Translations (14) 5 pts 70 pts Final Presentation 50 pts 50 pts Total: 700 pts 3

4 SERP 370A, ASL 1 SCHEDULE Class Date Topic & Activity Week 1 (Aug ) Aug. 25: Introduction to the course Required Written Assignment Aug. 26: Alphabet practice, begin Unit 1: Introducing Oneself Aug. 27: Unit 1, Introducing Oneself VWB: pp 1-2 Aug. 28: Same/Different VWB: pp 3-6 Read over syllabus, learn the alphabet. Week 2 (Sept. 1-4) Sept. 1: Labor Day No Class Sept. 2: Unit 1 (cont.) Van Cleve CV Ch. 1 Sept. 3: Review Sept. 4: QUIZ 1 Week 3 (Sept. 8-11) Sept. 8: Unit 2: Exchanging Personal Information VWB pp. 7-9 Sept. 9: Unit 2 (cont.) VWB: pp. 10 Sept. 10: VHS 1: Charles Krauel: A Profile of a Deaf Filmmaker (30 min.) Sept. 11: Unit 2: (cont.) VC Ch. 2 Week 4 (Sept ) Sept. 15: VHS 2: Anniversary at Three Resident Schools for the Deaf Sept. 16: Review Sept. 17: QUIZ 2 Sept. 18: Unit 3: Talk about Surroundings VC Ch.3 Week 5 (Sept ) Sept. 22: ASL Literature 1: Friends Sept. 23: Unit 3 (cont.) VWB: pp Sept. 24: Unit 3 (cont.) VWB: pp Sept. 25: VHS 3: Deaf President Now Protest VC Ch. 4 Week 6 (Sept. 29-Oct. 2) Sept. 29: Review Sept. 30: SIGNING EXAM 1 Oct. 1: Facial Expression Practice Oct. 2: Review VC Ch. 5 Week 7 (Oct. 6-9) 4

5 Oct. 6: 1 st Written Exam (Units 1-3) Oct. 7: Unit 4: Telling Where You Live VWB: pp Oct. 8: VHS 4: The Los Angeles Club of the Deaf Story Oct. 9: ASL Literature 2: 4 th of July VC Ch. 6 Week 8 (Oct ) Oct. 13: Unit 4 (cont.) VWB p. 31 Oct. 14: Unit 4 (cont.) VWB p. 32 Oct. 15: Review Oct. 16: SIGNING EXAM 2 (Thurs.) VC Ch. 7 Week 9 (Oct ) Oct. 20: Review Oct. 21: QUIZ 3 Start Film: Love is Never Silent Oct. 22: Continue Film Oct. 23: Conclude Film VC Ch. 8 (Film reaction paper due on Nov. 6th) Week 10 (Oct ) Oct. 27: Unit 5: Talking About Your Family VWB pp Oct. 28: Unit 5 (cont.) VWB pp Oct. 29: VHS 5: Preservation of Sign Language Oct. 30: Facial Expression Practice VC Ch. 9 Week 11 (Nov. 3-6) Nov. 3: Unit 5 (cont.) VWB p. 43 Nov. 4: ASL Literature 3: Highdiver Nov. 5: Review Nov. 6: QUIZ 4 Film Reaction Paper due Week 12 (Nov ) Nov. 10: Unit 6: Telling About Activities VWB pp Nov. 11: Veterans Day no class VWB pp Nov. 12: Review Nov. 13: SIGNING EXAM 3 VC Ch.10 Week 13 (Nov ) Nov. 17: Unit 6 (cont.) VWB pp Nov. 18: ASL Literature 4: Motel Nov. 19: Review Nov. 20: QUIZ 5 VC Ch. 11 5

6 Week 14 (Nov ) Nov.24: Unit 7: Giving Directions VWB pp ; Book reaction paper due. Nov. 25: Unit 7 (cont.) Review for Signing Exam 4 VWB pp Nov. 26: Signing Exam 4 (Wednesday) Nov. 27: Thanksgiving s Day no class Week 15 (Dec. 1-4) Dec. 1: Unit 7 (cont.) Dec. 2: Unit 7 (cont.) Dec. 3: Unit 7 (cont.) Dec. 4: Review CV Ch. 12 & 13 Week 16 (Dec. 8-11) Dec. 8: Presentations to Class Dec. 9: Presentation to Class Dec. 10: Presentation to Class Friday, Dec. 12: Final 2-4 pm. 6

7 A Place of Their Own Chapter 1 Due on Sept. 2 nd 1. When did the deaf community begin in the U.S.? Why not before that time? 2. What were the biblical (Old Testament and New Testament) references to deafness? 3. What was the most damaging blow to deaf people in the New Testament? What are/were the implications of this? 4. Who was Saint Augustine and what did he say/write about deafness? 5. What were some of the early ways physicians treated deafness? 6. Who was Solomon Albert? Why was he important? Chapter 2 Due on Sept. 11 th 1. Who was Melchor de Yebra and why was he important? 2. Who was Juan pablo Bonet and why was he important? 3. Who was Anothony Deusing and why was he important? 4. Who were Samuel and John Edge and John Harrower? Chapter 3 Due on Sept. 18 th 1. Describe the first generation of the Bolling family. 2. Describe the second generation of the Bolling family. 3. Describe John Braidwood s hopes, plans and what actually happened. Chapter 4 Due on Sept. 25 th 1. Why did the first schools in the U.S. have to be residential? 2. What were the four important features of the American School? 3. How did one become a director of the American School? 4. What problem did Gallaudet have in England? 7

8 5. What led Gallaudet to France? 6. What difficulties were there with Clerc s decision to come to the U.S.? 7. How did Clerc s contract read and how did he protect himself? 8. What event initiated a pattern of public support for education of disabled Americans? 9. Describe Cogswell s role in establishing the American School. 10. What were the four modes of communication used at school? 11. What were some of the factors that contributed to the success of the school?? Chapter 5 Due on Oct. 2 nd 1. How was the Virginia school unusual? 2. What was the Tillinghast tradition in deaf education? 3. What was important about Edward W. Tillinghast? Chapter 6 Due on Oct. 9 th 1. Who was John Jacobus Flournoy? 2. Who was Edmund Booth? 3. What was Clerc s opinion of the deaf state? Chapter 7 Due on Oct. 16 th 1. What was the focus of all residential schools? 2. What vocations were emphasized? 3. When and where was Gallaudet University established and what was it called? 4. Who was John B. Hotchkiss 5. Who was Amos Kendall? 6. How did Edward Miner go about establishing Gallaudet University? 7. What was the status of women attending the school? 8

9 Chapter 8 Due on Oct. 23 rd 1. Describe the difference between groups of and for the deaf. 2. Why was NFSD established? 3. What was the first deaf organization and when was it established? Why was there a distinction between mutes, semi-mutes, and only deaf? What comparisons today do we have with those terms? What was the role of hearing people in those organizations? 4. What were the two challenges facing deaf people in 1880? What was the result? 5. What was ironic about the Deaf-Mutes Union League? Chapter 9 Due on Oct. 30 th 1. What were the Little Papers and why were they significant? Chapter 10 Due on Nov. 13 th 1. Who were the participants in the Milan Conference of 1880? 2. What was the motion at the Conference? 3. How did George Veditz describe Bell? 4. Where did day schools begin? 5. Describe the history of the Pennsylvania Institution for the Deaf. Chapter 11 Due on Nov. 20 th 1. Who was Robert P. McGregor? 2. Who was Olof Hanson? 3. How does the fact that the U.S. has no central authority to dictate educational practices affect deaf students? 4. Who was Frank Walworth Booth? 5. What two documents in the early 20 th century helped to preserve ASL? 9

10 Chapter 12 Due on Dec. 4 th 1. What was unique about Martha s Vineyard? 2. What were the three preventative measures Bell suggested to decrease the desire of deaf adults to intermarry? Chapter 13 Due on Dec. 4 th 1. What were the two reasons that work concerns never really surfaced in the early 19 th century? 2. What was the Pendleton Civil Service Act of 1883 and what did it mean for deaf people? 3. What was the role of the residential school preparing deaf students for employment? 4. How did the war affect deaf employment? 5. What were the factors that made printing a popular occupation? 10