Riverside Community College District
Integrated Course Outline of Record
Sociology 22
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COURSE DESCRIPTION
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22 American Deaf Culture
Same as:
AML-Foreign Languages (American Sign Language) 22
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Units: 3.00
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Prerequisite: None.
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An introduction to culture and values of Deaf people in North America as reflected in language, literature, art, history, political and social events. Class conducted in American Sign Language with English translation. 54 hours lecture.
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SHORT DESCRIPTION FOR CLASS SCHEDULE
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Introduction to the cultural and linguistic aspects, development of awareness and appreciation of the special diversity of Deaf people.
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ADVISORY ENTRY SKILLS
None.
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STUDENT LEARNING OUTCOMES
Upon successful completion of the course, students should be able to:
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1. Reframe the history and culture of the American Deaf world and peoples
within an international context.
2. Outline the origins and evolution of the basic social, economic and political
institutions in North America and Europe.
3. Compare and contrast America Deaf attitudes, customs, practices, and way
of life with their own.
4. Analyze the symbiotic relationship between language, culture and world
view.
5. Evaluate and compare alternative explanations and data, and predict and
draw conclusions from the information presented.
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COURSE CONTENT
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TOPICS
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1. Coverage of topics by instructor may be chronological, thematic, or genre
based and include:
a. The geography and its influence on its culture
b. The philosophical and political foundations of American Deaf culture
c. The role of education in American Deaf society as seen through art,
literature, and history
d. American Deaf ceremonies, celebrations, customs and beliefs
e. The American Deaf family (tradition and change)
f. The American Deaf educational system
g. American Deaf film and visual arts
h. The differences and similarities between the American Deaf and the
hearing cultures
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METHODS OF INSTRUCTION
Methods of instruction used to achieve student learning outcomes may include, but are not limited to:
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- Presenting class lectures and discussions that both disseminate information and pose problems for students to describe and critique
- Showing/playing videos, interactive DVD’s, and selections taped from TV, or the Internet in order to help students comprehend American Deaf culture, provide them with virtual access to Deaf communities in ASL and English, and stimulate discussion about American Deaf life, culture and history.
- Presenting reading activities, which may include English translations of cultural selections and anecdotes, narratives, authentic poems and stories, magazines, newspapers, children's literature, Web articles, and comic books, in order to guide students to draw logical conclusions, and to lead them in a sensitive comparison and contrast between the culture, history, current events and daily life of American Deaf communities and their own.
- Creating and assigning pair and small group communicative activities such as interviews, post-reading activities, dialogues, student creation of PowerPoint presentations, short group compositions, problem-solving puzzles, and other activities in order to help students discover and articulate the various components of American Deaf culture.
- Assigning writing activities, which may include short descriptions, paragraphs and compositions in order to help students compare and contrast, analyze and/ or illustrate their observations on topics covered.
- Developing and assigning online tasks such as written and oral discussion board postings; viewing of online PowerPoint presentations; Webquests; and website interactive activities in order to reinforce targeted cultural items; provide an opportunity for the practice of listening, reading and writing strategies and skills; present students with up-to-date information on and virtual access to American Deaf communities in ASL and English; give students the opportunity to explore 3-dimensional interactive geographical websites; and encourage consideration of and respect for cultural differences, as well as an awareness of similarities.
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METHODS OF EVALUATION
Students will be evaluated for progress in and/or mastery of learning outcomes by methods of evaluation which may include, but are not limited to:
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- Oral reports/presentations/performances designed to evaluate students’ ability to express.
- Comprehension of and personal opinions on targeted cultural topics.
- Participation in class discussions and activities designed to evaluate competency in and understanding of assigned material.
- Written assignments, listening, reading, and essay-type quizzes/examinations designed to evaluate student ability to understand and draw logical conclusions from conversations on, discussions of and presentations about authentic cultural material on targeted topics.
- Student portfolios and workbook and textbook assignments designed to evaluate student comprehension and consideration of specific cultural topics.
- Class and individual projects designed to assess student ability to make thoughtful comparisons between the target culture and their own.
- Final examination designed to evaluate student learning outcomes.
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ASSIGNMENTS
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Required Reading Assignments
Required Writing Assignments
Other Outside-of-Class Assignments
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COURSE MATERIALS
All materials used in this course will be periodically reviewed to ensure that they are appropriate for college level instruction. Possible texts include:
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Gannon, Jack. Deaf Heritage.
any: National Association of the Deaf, 1981.
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Lane, Harlan, Hoffmeister, Robert & Bahan, Benjamin. A Journey into the Deaf World.
any: DawnSignPress, 1996.
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Moore, Matthew S. & Levitan, Linda. For Hearing People Only. 3 ed.
any: MSM Productions, 2003.
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Padden, Carol & Humphries, Tom. Deaf in America: Voices from A Culture. in: a History.
any: Harvard University Press, 1988.
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Wilcox, Steven. American Deaf Culture.
any: Linstok Press, 1989.
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| 11/06 |
| 1768 |