Lesson Plans

Syllabus:
SMH Online: “The St. Martin’s Tutorial on Avoiding Plagiarism: Knowing Which Sources to Acknowledge.” Read tutorial and complete exercise, “Acknowledging Sources.”
In Class: Religious Perspectives Presentations. Essay I Proposal Due (250 wds.)

In Class:
Religious Perspectives Presentations
Discussion concerning Religious Perspectives
Evaluate types of argument each author uses and why. Which are most effective?

Looking Ahead:
No Class Monday.
For Wednesday 2/23:
BILT (mylibrary.ccsu.edu/TILT/) (complete Module III; print out results—don’t forget to write in your name—submit). Draft of Essay I (One printout; one digitally accessible): Bring in working thesis and general outline. In Class: Workshop: research and development.

Syllabus:
Read & Blog: Religious Perspectives Readings. Draft Essay I Proposal (One printout; one digitally accessible; don’t worry; it will be rather brief!). In Class: Discussion and Workshop.

Writing to Frame Conversation:

• You're sitting at a table with one of these writers. Blog a short imaginary dialogue between the two of you concerning religion and homosexuality.

Considerations:

• What are the primary religious points concerning homosexuality (as a matter of Judeo-Christian belief)? Are there conflicting views within the particular sects or branches?
• Prager argues that "the...prohibition of non-marital sex simply made the creation of Western Civilization possible." What may support or detract from Prager's stance? Do you agree with his stance (your agreement may be predicated upon how/when you define Western Civ.)? Using the types of argument listed in SMH, what type(s) of argument does he use?
• Consider Prager in the light of the writings of La Escondida. How might this affect your interpretation?
• Phelps, Madden, and Morrissey all respond to religious views concerning homosexuality. How might you characterize these arguments? Which affected you the most and why?
• Many believe that Phelps's argument concerning homosexuality has the opposite effect than intended. What do you think and why?

Other Perspectives:

• Is Homosexuality a Sin?
• Judaism and Homosexuality

Writing:

• Review proposal questions.
• Remember, this is a proposal-- not the paper itself. You are demonstrating the feasability and value of your proposed project.
• The 'Who Cares?' Test
• Rutgers Sample Proposal Ideas
• Research Papers: Defining Your Research (Your proposal is expected to contain a working thesis; the thesis, geographically, will probably be in the last sentence of your introductory paragraph-- a position of power!)
• Break down parts of proposal:
  Intro. Provides overview of problem/situation and proposed solution and/or stance (via thesis)
  Background of topic/ writer's interest in topic / relevance and importance to reader
  Consideration of Alternative Viewpoints
  Methodology-- What types of sources will you use and why? ('books' is not an appropriate response)
  Limitations (possible ways in which you will have to confine/refine your research)/Opportunities (interesting 'places' your analysis may bring you-- perhaps alternative considerations)/ Challenges (anything from considerations to overcoming assumed prejudices)

Looking Ahead (2/16):

• SMH Online: “The St. Martin’s Tutorial on Avoiding Plagiarism: Knowing Which Sources to Acknowledge.” Read tutorial and complete exercise, “Acknowledging Sources.”
• In Class: Religious Perspectives Presentations.
• Essay I Proposal Due (250 wds.)

Syllabus:

• BILT (complete Module II; print out results—don’t forget to write in your name—submit). Freewrite to consider your topic for Essay I; see SMH 3a, “Exploring a topic,” and SMH 13a-h to review and reflect upon purpose, whether your statement can be argued, formulating your thesis, and developing support. Bring in chaos/ ideas/ clusters.
• In Class: Historical Perspectives Presentations. Overview of Essay I.

Presentations: Historical Perspectives

Essay I Overview/Proposal:
(Topic needs to relate to theme of course)

• The College Essay (Analysis) "an analytic or interpretive literary composition"
  Not a report of others' information, but an analysis or interpretation. Don't regurgitate other people's research and analysis, but create something original with the resources you have available (your mind and some awesome resources)
  Consider what it means to have original scholarship; consider the types of texts that are read/assigned in humanities. Even "fact" books (e.g., history) are interpretive, as they develop from a perspective (usually US-centric) of historical events and their importance.
  Factoid: The events of the biblical Exodus are not mentioned in Egyptian historical records.
• Great General Site for Information: Writing Center at CO State
• Identifying Stance/Argument (13)
• Resource: Activities and Checklists
• Identify Research Question (consider how this will evolve into thesis)
• Review Topics (in terms of Purpose, Argument, &c-- Toulmin, Aristotelian)
• Proposal: What is it and Why?
• Resource: Proposal Overview from Bedford-St. Martin's. I suggest considering your personal interest in topic and why.

Bookkeeping:

• Hand in BILT Tutorial: Module II
• Pick Up Corrected Work

Upcoming:

• Read & Blog: Religious Perspectives Readings. Discussion.
• Draft Essay I Proposal (One printout; one digitally accessible; don’t worry; it will be rather brief!). In Class: Workshop in finalizing proposal; discussing resources and methods.

Syllabus:
Read & Blog: Historical Perspectives Readings.

Bookkeeping:
Not everyone has completed tutorials and/or been keeping up with blogs. This is an important part of grade. Everyone signed up? Emailed me? Check cundrie.com to verify that your blog link is active and functional. If your name isn't linked, I haven't received link-- and you aren't receiving credit.

Considerations:
General consensus is that situations have improved.

• What supports?
• What might demonstrate differently?
• Is your opinion based on whether or not you believe homosexuality is biological/genetic or a matter of preference/choice?
• Blog responses

Additional Re/Sources

• Violence: Hate Crime Stats 2003 (FBI) : Bias motivation: Sexual Orientation/ Incidents 1,239/Offenses 1,430/Victims 1,479
• Fair(er) Treatment, 'Separate but Equal,' or Discrimination? Don't Ask Don't Tell Don't Pursue Digital Law Project at Stanford
• Step(s) in the Right Direction? Queer Eye/ Will and Grace
• Responses & Concerns: American Family Association Baptist News/ Textbooks Defend the Family
• Parody: The Homosexual Agenda Revealed