This document provides information about an education course titled "Education: It's Your Civil Right!" taught by Matthew C. Nelson at Bunker Hill Community College in the spring of 2013. The course meets on Tuesdays and Thursdays from 8:30-9:45am in room B217. Through active discussions, presentations, and a service learning project, students will explore alternative pedagogies and reflect on what it means to gain and take an education. Students are expected to regularly check their bhcc email and volunteer 3 hours per week at a Boys and Girls Club location as part of the service learning component. The course uses a variety of readings and assignments, including informal and formal writing, group presentations, and

1. MatthewC. Nelson Office Hours:Thursday 9:45-10:45am
Email: mcn28817@bhcc.mass.edu Office Location:E231
LCS-101BB-01 Education: It’s Your Civil Right!
Spring 2013
Class Time: T/Th, 8:30-9:45am
Room: B217
Course Description:
Societyhasa prettystale image of what a classroomlookslike:rowsof uniformdeskswith
equallyuniform,half-awakestudentsquietlyjottingdownnoteswhileaprofessordronesonwithout
interruptionforasolidhour. We are taught that studentsare passive vehicleswhoabsorbandlater
regurgitate the knowledge theygainfromthisexpert,butwhymustlearningbe so quiet,so one-sided?
How can any sortof passive model like thisdevelop“critical thinking?” Inthiscourse,we will actively
challenge thisimage of the classroomandaskwhatit meansto be “educated”inthe firstplace. What
societal structuresmightlimitorrestrictanindividual’sabilitytoachieve suchaneducation? Through
active discussions,multi-mediapresentations,andaservice learningproject studentswillhave the
opportunitytoreflectonandexperimentwiththe pedagogiesbeingexplored inthiscourse. Ultimately,
the objective of thiscourse isto enhance youreducational careerbyexploring alternativemethodsnot
onlyto gain,butalso take,an education.
RequiredMaterials:
1) Funnyin Farsi (BHCC CommunityOne Book,tobe distributedtoclassforfree).
2) PDFs, to be distributedbyemail orpostedonline. Inthiscourse,youwill be expectedto
regularlycheckanduse your bhcc email
3) Transportation to and from CommunityService project for OctoberandNovember(three
hoursa week,multiplelocationsavailable).
4) Access to a good printer, eitheroncampus or at home. All PDFsmustbe printedandbroughtin
to classfor discussion.
Classroom Support:
SuccessCoach: Arlene Vallie
Email:ravallie@bhcc.mass.edu
Boysand GirlsClub Liaison: Jasmine Jean Jacques
Email: jljeanja@bhcc.mass.edu

2. StudentMentor: Sinomuhle Moyo
Email: snmoyo@bhcc.edu
Office Hours: Wednesday:11-1pm, Thursday11:30-1pm (Cafeteria)
StudentMentor: ShelbyMoran
Email: samoran@bhcc.edu
Office Hours: Monday:3-4:30 (Cafeteria)
Campus Support Resources: In order tosucceed,youare encouragedtomake use of any and all on-
campussupportcentersthroughoutyourcareerhere at BHCC. Some resource centerstonote include:
-The Language Lab, CenterforSelf-DirectedLearning,E-2nd
floor(617 228-3440)
-TutoringandAcademicSupportCenter(TASC),E174 (617 228-2161)
-Office forStudentswithDisabilities,D106 (if youare eligible)
Accommodations for Studentswith Disabilities: BunkerHill CommunityCollegeiscommittedto
providingequal accesstothe educationexperience of all studentsincompliancewithSection504of the
RehabilitationActof 1973 and the AmericanswithDisabilitiesActof 1990. Formal language aside,
studentswithdisabilitiesare encouragedtoidentifythemselvestome andthe Office forStudentswith
Disabilities. All requestsforaccommodationsmustbe made inpersoneachsemesteratthe Office for
StudentswithDisabilities,roomD106.
Classroom Expectations
Participation: Thisis a discussion-centeredcourse. Assuch,participationismandatory. Firstand
foremost,the primaryrule forclassparticipationanddiscussionisrespect. While respectobviously
includesavoidinganyformof clearlyinsensitive and/oroffensive language,Iwanttohighlightthe more
subtle expectationsthatrespectrequires. Respectincludesthoughtfullyandconsideratelyweighing
(perhapssummarizing) the majorpointsmade bypreviousstudentsbefore respondingoraddingto
classroomdiscussion. Respectalsorequiresofferingthoughtfulandconstructive feedbackwhen
discussingyourfellowstudents’statementsduringclass. Althoughitisclearlydisrespectful toprovide
non-constructive,excessivelynegative statementsaboutanotherstudent’s opinionsand work,
rememberthatitis alsodisrespectful toomitanyobservationswhich mightimprove,complicate,or
otherwise texture another’sthinking.
On a similarnote withrespect,electronicdevices(cellphones,ipods,etc.) thatmightdisruptthe
learningatmosphereof the course are not permitted andmustbe turnedoff. If youare a caretakeror
have otherpersonal reasonsthatmightrequire accesstoa cell phone duringclass,please discussthis
withme in person.

3. Attendance: While I hope thatyou will attendeveryclass,Iunderstandthatcomplicationsmayarise.
As such,youwill be allowedthree absenceswithoutpenalty. These absencesare intendedforabsences
as a resultof illnessorotherunexpectedobstacles,butyoucanuse themas you please. Absences
exceedingthis limitwillcountagainstyourfinal grade,loweringitbyone step(forexample,fromanA-
to a B+). Attendance requiresarrivingtoclassontime and alert(coffee isnotonlywelcome,but
encouraged!). Tardinesswillcountas1/3 of an absence. If youmissa class, please contactour class
Mentor inorderto receive anymissedassignments. Whenyouare absent, informal reflections maybe
turnedinat the nextclassmeetingwithoutpenalty,butessaysandotherassignmentsare expectedto
be turnedin ontime viaemail (thisisthe onlycircumstance where emailedassignmentswillbe
accepted).
Additionally,itis crucial that you attend class on days whenyou are scheduledtogive a
presentationor lead a discussion. Because the seminar schedule istight,it might be difficultto
provide opportunitiesto make-upthese typesof graded assignments.
Informal Writing(ReadingResponses): Wheneverreadingsare assigned,youare requiredtosubmita
short,one-half to1 page typedinformal responsetothe assignedreading. These readingsmustbe
typedandwill be turnedinat the endof classeveryday. My intentionwiththese assignmentsisto
developyourabilityascritical readersandto sparkclassroomdiscussion. Aslongasyourpaper
demonstratescareful considerationof the material,youwill receivefullcredit(markedbyacheckor
check+). Inyour responses,Iencourage youtoavoidsummaryandto engage withquestionsprompted
by the reading. Youare free to write aboutwhateveraspectof the material interestsyouthe most.
Successful responsesmightattempttochallenge orsupplementthe author’sarguments,ortheymight
highlightcertainareaswhere the selectedreading workswell orcanbe improved. Inorderto spark
conversationand raise questionsfor discussion, youwill occasionallybe called on to discussyour
informal response at the start of class. Please be prepared, as this will count towards your grade.
Formal Writing: Like informal assignments,formal assignmentsare expectedtobe typedandturnedin
on time. All writingis expectedto be typed, double-spaced,andina legible 12-pointfont. Essays
shouldbe writteninMLA format. If you are unfamiliarwithMLA format,or needa refresher,there isan
excellentonline resource availableat https://owl.english.purdue.edu/owl/resource/747/01/ Also,
please feel free tospeakwithme inoffice hoursoremail me.Late formal assignments willhave their
gradesdeductedby1/3rd of a lettergrade foreverydaytheyare late.
E-portfolio: Most homeworkassignmentswillbe collectedbythe endof eachclass.However,some
homeworkwill be E-Portfolioassignmentsandyouwill be requiredtopostthemonyour E-Portfolio.
Your E-Portfoliowill be checkedperiodicallyandwill counttowardthe final grade.
Service Learning: There isa mandatoryService Learningcomponentforthiscourse. We will discussthis
at lengththroughoutthe semester,butknow thatyouwill be expectedtospendthree hoursperweek
at one of our affiliatedBoysandGirlsClublocationsduringthe monthsof February,March,and April up
to a total of 20 hours. Thinkof your workthere as a lab componentforthiscourse,butinsteadof
mixingchemicalsyou’re able toapplywhatyouare learninginthisclassroomwhile offeringasignificant
social contribution. Yourtime atthe Boys and Girlsclubwill counttowardsthe expectedrequirement of
6 non-classroomhoursperweek forathree unitcourse (the remainingthree will be puttowardclass
readingandformal writing). Inorder to volunteerfor the Boys and Girlsclub,you will needto fill out a
CORI/SORI form. This will require:1. Information for a reference (cannotbe a relative/family
member.Will needfull name,and number) 2. Social securitynumber (bringphoto id) 3. Schedule of
work/ school 4. And know which clubyou will volunteerat

4. Grading:
Participation: 20%
Service Learning Attendance: 25%
Informal Writing: 15%
Service Learning Presentation: 10%
Formal Writingand Group Presentation: 30%
Class Schedule
Jan 22. Discuss: Syllabus. ClassIntention. Whytake THIS classand what isan LCS?
Assignment: Formal Writing,2-3pageson your educationsofar.
Jan 24. InClass: PresentationonService LearningwithJasmineandMeghan.
Due: Essay on your education so far.
Jan 29. Discuss: "Howto Read DifficultTexts." In Class: Introductiontoour SuccessCoach,Arlene.
Due: Informal Response,“Howdoyouapproach difficulttexts? Doyou agree withthe reading?
What wouldyouadd or change?”
Jan 31. InClass:PresentationbyJasmine
Feb5th. Discuss:“On the Importance of TeachingFailure.” InterviewswithJasmine.
Due:Informal Response,“Are youconvincedthatintegratingfailureintoacurriculumcan have a
positive effectoneducation? Have youever experiencedfailure inalearningenvironmentand
have youeverbenefitedfromit? Doyou feel thatyouhad the appropriate supportinplace to
make your failure apositive experience inthe long-term?”
Feb7th. Discuss: John Gatto,“AgainstSchool.” Review:“How toReadDifficultTexts”(fromclasson
Sept11th
).
Due: Informal Response,“WhatdoyouthinkaboutGatto’s descriptionof USEducation? What
doeshe actuallymeanbybeing‘against’school? Whatdo youthinkaboutGatto’s proposal and
whatother optionsdowe have to educate ourcountry?”
Feb12th. InClassActivitiesonScaffoldingReadingStrategies
Feb14th. InClass: Arlene,presentationonstudyskillsandnote taking.

5. Feb19th. Discuss: Ofri,“SAT.”
Due: Informal Response,“WhatdoyouthinkaboutOfri’sclaimabouteducationandhealth
care? DoesOfri’sessaychange youropinionsof Gatto’sessay? Do youhave any personal
connectionstothe storythat Ofri offersinheressay?”
Feb21st. InClass:Watch, “Waitingfor Superman”
Feb26th. InClass: Discuss: “WaitingforBatman.” Finishwatching,“WaitingforBatman”
Due: Informal Response,“DoesWaitingforBatmanchange some of yourviewsonWaitingfor
Supermansofar? If so,how? If not,why not?”
Feb28th. Discuss:“Historyof EducationReform”AND “What AmericansKeepIgnoringAboutFinland’s
School Successes”
Due: Informal Response,“Does the historyof educationreformchange andthe article on
Finland’ssuccesseschange yourviewsonWaitingforSuperman? If so,how? If not, whynot?”
March 5th. Discuss:CourseworkatBunkerHill thisSemester. InClass: Jasmine,reflectiononService
Learningsofar.
Assign: Service LearningReflection1: Topic TBA. Due March 14th
March 7th. Discuss:Fish,“ButtonsandBows.”
Due: Informal Response,“Doyoubelieve politicscanbe a useful tool inthe classroom, ordo
youagree withFish? How doesFishmanipulate hisreadersandcitationsinordertocreate a
convincingargument? Are anypartsof Fish’slanguage ormetaphors‘fishy’andmanipulative?”
March 12th. Discuss:Freire,“The Bankingconceptof Education.” Review: “How toReadDifficult
Texts”
Due: Informal Response,“Whichpartsof Freire’sessaywere particularlydifficultto
understand? Foryour response,Iwantquestions! Difficultterms! Passages!”
March 14th. Discuss: Continue withFreire, “The BankingConceptof Education.”
Due: ANOTHERInformal Response onFreire,“reflectingonyesterday’sdiscussion,doyou have
a betterunderstandingof Freire? Whatdo youthinkaboutFreire’sdescriptionof education?
What mightFreire’s‘consciousnessraising’looklikeinaclassroomand isit possible? How
mightFreire disagree withwhatFisharguedinhisOp-Ed?”
Due: Service LearningReflection1.
March 18-24th: SpringBreak

6. March 26th: Discuss: Readingsondegree progression,pickingamajor,and transferringfromBHCCto
4-yearschools. In Class: Arlene onregistrationandpickingamajor.
Due: Informal Response,“Have youpickedamajoryet? What are youthinkingof studying?
What are yourgoalsat BCC? What questionsdoyouhave forArlene?”
March 28th: Discuss:Funny in Farsi (firsthalf)
Due: Informal Response,“Howdoesthe textreflectonyourexperience sofarbothas an
individualandasa student? What do youthinkthe college’sgoalsare forassigningthistext
(insteadof others) asthe campusOne Book? What lessonsandconversationsdoyouthink
BHCC is tryingtopromote withthisbook?”
April 2nd: Discuss: Funny in Farsi (secondhalf)
Due: Informal Response,“Howdoesthe textreflectonyourexperience sofarbothas an
individualandasa student? What do youthinkthe college’sgoalsare forassigningthistext
(instead of others) asthe campusOne Book? What lessonsandconversationsdoyouthink
BHCC is tryingtopromote withthisbook?”
April 4th: Discuss:“DoesService LearningHelp?” AND“Chronicle of HigherEdReplyto‘DoesService
LearningHelp?’”AND“Benefits of Service Learning.”
Due: Informal Response,“Whatare yourthoughtsaboutService Learning? How can a
classroombestaddressthe ‘learning’partof service learning? Doyouhave anyhesitationsor
questionsaboutservice learning?” (Reminder:onlydoONEresponse total perclass—addressall
of the readingsforthe day inyourone response.)
April 9th
: InClass: Jasmine.
Assign: Service LearningReflection2. Topic TBA. Due:April 23rd
April 11th
: Discuss: "UN Declarationof HumanRights" InClass: What isa Civil Right?
April 16: InClass: NationBuildingActivity
April 18: Discuss,“Brownvs.Board of Education” In Class:Activityonstereotypinginthe classroom
Due: Informal Response,“Howdothe justicesdefine educationinthisruling? Doyoudefine
educationdifferently? Howiseducationacivil rightfor you?”
April 23: InClass: ActivityonLearningStyles
Due: Service LearningReflection2.

7. April 25 Discuss: Anzaldua,“Howto Tame a WildTongue.”
Due: Informal Response,“Whatpartsof this essaywere difficult? Iwantpassages! Terms!
Questions! HowdoesAnzaldua’sexperience witheducationdifferfromandcorrespondwith
the selectionswe have readsofarin thisclass? How doesthe wayin whichshe writesenhance
on and workwiththe argumentshe istryingto put forward? Are youconvinced? How have
your experienceswitheducationsofaraffectedyourownconnectionswithyourcultural
identity?”
April 30th Discuss: Anzaldua(Continued)
May 2nd Discuss: Moraga, “La Prieta.”
Due: Informal Response,“Anyquestionsordifficultpassages? Terms? EventhoughMoraga’s
argumenthas some similarpointstoAnzaldua’s,how doMoraga’sdifferentexperiencesaffect
the way inwhichshe presentsherargument? Doyou findMoraga’sapproach more convincing?
Why or whynot?”
May 7th In Class: Group presentationpreptime.
Due: Informal response,“Brieflyreflectonthe one or two essaysthatyourgroup plansto use in
your final presentation. Howhave yourviewsonthese essayschangedthroughoutthe
semester? Howdoyouplan onconnectingthemtoyour final presentation?” Email me thisso
that I can put togetheranagendafor our conference.
May 9th In class:Group presentationpreptime.
May 16th. Final Exam: 10:30-12:30pm.