Below are the links to some of the articles and images we looked at in section on Monday, February 13th. Additionally, I included to videos - a short (35 minute) HBO documentary entitled "The Fence" (2010) and another short video on the border.
Please write at least a paragraph response to the articles, imagery, and/or videos. Make sure that within your paragraph you refer to at least one concept from lecture or the course readings, discussing how they pertain to this topic of a proposed border wall between the U.S. and Mexico. Has this information taught you something new about the border, or about borders in general? What is a border? How do borders speak to nation-making, culture, and citizenship? What do borders do?
Post DUE: Monday, February 20th, by 10pm. Add your response as a comment to this thread.
http://www.huffingtonpost.com/entry/us-mexico-border-aerial-photos_us_58330554e4b030997bc053b4
http://fortune.com/2017/01/26/photo-gallery-us-mexico-border-wall-trump/
On Ignacio Evangelista's "The Line on the Map" photography project:
http://www.citylab.com/politics/2015/06/photographing-the-us-mexico-border-fence/395612/
http://www.ignacioevangelista.com/index.php?/personal/the-line-on-the-map-mex-usa-border/
Videos -
https://www.facebook.com/ajplusenglish/videos/887619274712914/https://www.facebook.com/ajplusenglish/videos/887619274712914/
"The Fence" documentary -
https://www.youtube.com/watch?v=UsfCWfMYP6o&t=195s
Thursday, February 16, 2017
Friday, February 3, 2017
Ryan Blanc Blog post #1
Blog Assignment #1
Ryan Blanc
This post refers to the map that was handed out in the first day of the Monday discussion session
This map show the Dakota Pipeline, a controversial ongoing project. It seems like the Trump administration wants to push the project forward, claiming it will create American jobs. This map shows information about the history of Sioux native Americans. It addresses a problem, it shows the environmental impact a pipeline would have if it was built as well as conflicts between local police and native Americans. This map is great for informing people about the Dakota Access pipeline Controversy.
This map shows “moments of injustice” and “injustice via water manipulation”. This map does not show topographical information, information about the weather, flora, fauna, and other important details to get a full picture. This Maps excludes a lot of the good things it would bring, such as a couple of jobs for Americans, how much it would help American companies. For the record I don’t think we should build it, but this map only include information showing negative effects from the pipeline.
Obviously for a 2-dimensional map you are limited to how much information can be presented. This map focuses on arguing the negative impacts a pipeline could bring and highlights existing injustice towards native Americans. The title of the map is The Dakota Pipeline in Context, the title of the map tells a lot about what the map maker Is trying to convey. This is the context the person who made this map wants us to see it in. If the Oil Company’s made a map with the same title, it would probably show profit margins and job creation, and completely leave out social injustice.
Thursday, January 26, 2017
AMS 30 - Syllabus, Winter 2017, Alex Fine
Images of
America
AMS 30 – Winter
2017
A02 Monday
– 5:10-6pm, Olson 159
A03 Monday
– 6:10-7pm, Olson 159
Office
Hours:
Women and Gender Studies
Suite in Hart Hall on the 1st floor
Tuesdays, 1pm to 3pm, unless
otherwise noted. I will be in touch via email if my office hours change for a
particular week!
Expectations:
Attend class on time, be
prepared to discuss the material, and contribute to a respectful classroom
environment through your punctuality, listening, and participation. If you find
an issue or have concern with your TA, another student, or a comment or aspect
brought up during discussion, please reach out to me privately or during office
hours rather than taking this up during class time.
Participation (within the classroom and through the section blog) is a part of your
grade.
Bring all reading materials
to class as we may refer to them in discussion.
Technology:
Laptops, tablets, or cell
phones may be used for school purposes only. If technology becomes disruptive
to your learning or to the learning of others, you will be asked to no longer
use your device(s).
Email:
I check email daily,
however, I may not get to your email immediately. Please be patient, and I will
get to your email within 48 hours.
Attendance:
You are expected to attend
all sections of class. If for some reason you are unable to make class, it is
your responsibility to reach out to another student to get notes and materials.
Late
Assignments:
Late assignments will not be
accepted, and will only be considered for extreme documented circumstances.
Academic Dishonesty:
No plagiarism or other
academic dishonesty will be tolerated. Plagiarism consists of copying text from
a website, book, fellow student, or other source without crediting that
source. It also consists of
copying ideas without crediting them. If
you plagiarize you will receive a zero for the assignment.
Electronic Assignment Submission:
If you submit assignments
electronically, please submit one document
titled as follows: “LastName_FirstName_AssignmentName_Date.”
Grade Questions:
Feel free to email me if
you have questions about your grade. Please wait 24 hours after receiving your
assignment back before emailing me.
Part of your participation
grade includes your posts and comments on the class section blog.
You are required to make
three posts throughout the quarter – one in the first three weeks of the
quarter, one in weeks 4-6 and one in weeks 7-9.
You are also required to
make three comments on your classmates’ posts throughout the quarter – one in
the first three weeks of the quarter, one in weeks 4-6 and one in weeks
7-9.
Your posts should relate to
readings and topics covered in lecture.
You must bring in an outside example (i.e. a video, film, television
show, piece of art, advertisement, etc.) and write a short paragraph critically
analyzing and assessing it in relation to concepts we have discussed in
lecture.
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