Shawn M. Higgins, PhD [He, Him, His]

E-mail: shawn.higgins@nmt.edu Office: Fitch 212 Office Phone: 575-835-5455 Office Hours: MWF 12:00-1:00 and by appointment Office Hour Sign-ups: http://shawnhiggins.youcanbook.me

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Course Content Description

This is a 3-unit, lower-division, undergraduate course in the field of Humanities. This

course has no prerequisite. This course helps to complete the Area 5—Humanities

section of the General Education Core Curriculum requirement for a Bachelor of

Science degree. This course also fulfills units for a Minor in Music.

Specifically, this course examines hip hop music in connection with its histories,

cultures, politics, and key creators. From

1979 until today, hip hop has been a highly

influential, controversial, and liberating

movement in American music and popular

culture. Much attention in this course will

be given to hip hop’s roots in United

States black culture and how it has spread

across the globe. Students will listen to and

analyze the lyrics of important hip hop

songs as well as critically analyze excerpts

from memoirs, periodicals, and essays. Students will read approximately 400 pages

and write approximately 1,500 words throughout the semester. This course culminates

in a creative production (make a beat, write a rhyme, or spit a verse).

Accessibility

I want this classroom to be accessible for all students, including those with learning

differences (disclosed or undisclosed) or those needing accommodations. Please feel

free to meet with me at the beginning of the semester to discuss more long-term

concerns. To schedule an appointment with the office of counseling and disability

services, to discuss formal accommodations, or for free mental health and substance

abuse counseling, please call (575) 835-6619.

** (A visually accessible version of this syllabus is available upon request).

Table of Contents

Learning Outcomes

+ Recording Policy 2

Statement of Values 3

Textbooks,

Homework,

Grading, + Office

Hours

4

Oral

Communication

Assessment

(OCA)

5

Writing Assessment 6

Academic Integrity 7

Final Project 8

Course Schedule

(Link to Spark site)

Hip Hop and American Popular Culture

New Mexico Tech | Spring 2018 | HUMA 189-01/02

Brandon Daniel. “Roland TR-808.” Wikimedia.

Field Learning Outcomes

1. Analyze and critically interpret significant primary

texts and/or works of art (fine art, literature, music,

theater, and film).

2. Compare art forms, modes of thought and

expression, and processes across a range of

historical periods and/or structures (such as

political, geographic, economic, social, cultural,

religious, and intellectual).

3. Recognize and articulate the diversity of human

experience across a range of historical periods and/

or cultural perspectives.

4. Draw on historical and/or cultural perspectives to

evaluate any or all of the following: contemporary

problems/issues, contemporary modes of

expression, and contemporary thought.

Recording Policy

My lectures, notes, handouts, and displays are protected

by state common law and federal copyright law. They

are my own original expression, or when they are taken

from another source, they are documented accordingly.

Students are authorized to take written notes in my

class; however, this authorization extends only to

making one set of notes for your own personal use and

for no other use. "Smart pen" digital recording/writing

utensils are not allowed in this course or in office hour

meetings. If you wish to record my lecture, you must

receive written authorization at the beginning of each

class session; authorization during one class period does

not extend to another separate period. If you are so

authorized to record my lectures, you may not copy this

recording or any other material, provide copies of either

to anyone else, post these on any form of social media

(regardless of privacy settings), or make a commercial

use of them without prior written permission from me.

Course Learning Outcomes

Throughout this course, students will work toward

learning, improving on, and mastering the following

skills (adapted from the Association of American

Colleges & Universities VALUE rubrics):

1. Creative thinking: Students will compose papers,

reports, and presentations that require pushing

beyond boundaries, uncovering or critically

perceiving new syntheses, and using or recognizing

creative risk-taking to achieve a desired outcome.

Students will be assessed on their ability to showcase

the acquiring of these competencies, their

willingness to take risks, and their innovative modes

of thinking.

2. Critical thinking: Students will complete

assignments that require evaluating information

sources and self-reflection. Students will be assessed

on their critique of ambiguity, their recognition of

assumptions, their ability to contextualize, and their

extraction of meaning from sources.

3. Intercultural knowledge and competence:

Students will demonstrate their understanding of

their position as a member of a world community

and their knowledge that we share the future with

others through their seminar interactions. This

involves meaningfully engaging with others, placing

social justice in political and historical context, and

putting culture at the core of transformative

learning. Students will identify their own cultural

patterns, compare and contrast them with others,

and adapt empathetically and flexibly to unfamiliar

ways of being. Students will be assessed on their

presence and participation in seminar and their

fostering of this intercultural environment.

4. Oral communication: Students will individually

deliver presentations in which a central message is

conveyed that is supported by materials and

organized in a purposeful way. Students will be

assessed on the clarity of their central message, their

delivery techniques, their language usage, the

organization of their points, and their usage of

supporting materials.

Statement of Values (The statement on the left is adapted from Dr. Viet Thanh Nguyen of the University of Southern

California's online post regarding his departmental statement. Not only did he win the Pulitzer for fiction

and the Guggenheim, but I find the wording of this statement to be particularly beautiful and effective).

Literature is a sanctuary. No book has ever refused a

reader. Great literature cannot exist if it is based on

hate, fear, division, exclusion, scapegoating, or the

worship of injustice and power. Writers cannot write if

they are incapable of empathy, of imagining what it is

that an other feels, thinks, and sees. Through reading

and writing, through identifying with characters who are

nothing like us, we who love words learn to love others.

As a practitioner, scholar, and teacher of literature, I am

committed to these literary principles, which manifest

themselves outside of books through inclusion, diversity,

hospitality, respect, dialogue, and love. I stand against

any form of physical or verbal abuse, any use of language

to stigmatize or demonize people, any assault on

someone’s body or character, any threat to deport, report,

or register someone because of their race, culture, national

origin, religion, sexuality, gender, ideology, class,

disability, or being. I proclaim to my students what we

know so well from our paradoxical experiences with

literature: even if each of us is solitary as a reader or a

writer, none of us is alone. Words bring us together.

I remain committed to the power of the story, the word,

and the image. Storytelling has always been crucial to this

and any other country. Those who seek to lead our

country must persuade the people through their ability to

tell a story about who we are, where we have been, and

where we are going. The struggle over the direction of our

country is also a contest over whose words will win and

whose images will ignite the collective imagination. While

the recent presidential election was and is controversial, it

serves to remind us of the necessity of our vocation, of the

crucial role that literature plays in shaping the

imagination and in offering refuge. What we do in

literary studies matters. What we do, as teachers, writers,

and scholars, is to assert, again and again, that you are

not alone.

New Mexico Tech supports freedom of expression within the

parameters of a respectful learning environment. As stated in the

university’s Nondiscrimination Policy: “New Mexico Institute of

Mining and Technology (New Mexico Tech) does not discriminate

on the basis of race, color, religion, national origin, ancestry, sex

(including pregnancy, childbirth, and related medical conditions),

sexual orientation (including perceived sexual orientation), gender

identity, marital status, disability (physical or mental), serious

medical condition, age (40 and older), or veteran status. New

Mexico Tech is committed to ensuring persons of all these protected

classes will have access to the University’s programs, facilities, and

employment .”

We learn best and grow most when we are around those different

than ourselves. I am a firm believer that diversity, in multiple

forms of the word, is not only ideal but also necessary for our

mutual growth. New Mexico Tech’s Mission Statement reads:

“New Mexico Tech serves the state and beyond through education,

research, and service, focused in science, technology, engineering, and

mathematics. Involved faculty educate a diverse student body in

rigorous and collaborative programs, preparing scientists and

engineers for the future. Our innovative and interdisciplinary

research expands the reach of humanity's knowledge and

capabilities.”

Jordy, “Hip Hop Microphone.” Pixabay, 2014. CC0 License.

In-Class Participation

Homework is due at the beginning of each class.

Quizzes, presentations, and exams can be made up at

the professor’s discretion.

Make arrangements to complete assignments early if you

know you will miss class.

University learning is a communal activity. We converse

about subjects, reacting and responding to others, and

create a living environment in the classroom that cannot

be replicated with “make-up” assignments or excused

absences. With this aspect of community in mind,

attending class and participating are of great importance.

Grade Components & Scale

Find your current grade on Canvas or in office hours

Office Hour Meetings

All supplemental discussions of in-class work,

participation, essay drafting, and grading take place

during office hours. The instructor can/will submit

written comments back to students after having met in

office hours. Please arrive on-time with note-taking

materials/devices, and please do take notes on the

content of the discussion.

100—93 A 92 — 90 A-

89 — 87 B+ 86 — 83 B 82 — 80 B-

79—77 C+ 76—73 C 72—70 C-

69—67 D+ 66—63 D 62—0 F

In-Class Participation

(verbal/written production)

30%

Song Presentation

See OCA for rubric

10%

Oral Exams (10% each)

See OCA for rubric

30%

Final Project

(Performance + 1,500 word memoir)

See Writing Assessment for rubric

30%

Textbooks (Required)

(Please get my approval for alternative editions)

1. Mane, Gucci with Neil Martinez-Belkin. The

Autobiography of Gucci Mane. Simon & Schuster, 2017.

2. An American English Language Dictionary of your

choice (print or digital)

Recommended: Merriam-Webster's Advanced

Learner's English Dictionary. Springfield, Mass:

Merriam-Webster, 2008. Print.

This dictionary is available (for free, in part)

online at: http://learnersdictionary.com

Subscriptions Genius account: https://genius.com/

Create an account with a username beginning “NMT.”

Use either your actual name or an alias.

Aliases must be registered with professor by e-mail.

Example: “NMTShawnMHiggins” (real)

Example: “NMTLilMustard” (alias)

PDFs on Canvas 1. Alexander, Michelle. “The Rebirth of Caste”

2. Bradley, Adam. “Rap Poetry 101” and “201”

3. Bush, George W. “Katrina”

4. Cooper, Brittney. “Iggy Azalea’s Post-Racial Mess”

5. Lipsitz, George. “How Whiteness Works:

Inheritance, Wealth, and Health”

6. Ogbar, Jeffrey O.G. “Rebels with a Cause:

Gangstas, Militants, Media, and the Contest for

Hip-Hop”

7. Tolchin, Martin. “South Bronx” 1973 Series

Oral Communication Assessment (OCA) (adapted from an AAC&U Rubric)

Criteria Ratings Points

Argument Clearly articulates an

interesting argument,

and anticipates at

least one counter-

argument.

40/40 pts

Articulates a limited

argument, and is able

to respond when

prompted to discuss

counter-argument.

30/40 pts

Articulates an

unfocused

argument, and

responds

unsteadily when

prompted to

discuss counter-

argument.

20/40 pts

Does not

articulate

argument, and

unable to

respond when

prompted to

discuss counter-

argument.

10/40 pts

Does not

articulate

argument, and

does not

understand the

concept of

counter-

argument.

0/40 pts

40 pts

Evidence Presents evidence to

support argument that

is relevant and

accurate from texts

and class discussions.

40/40 pts

Presents evidence to

support argument

that is mostly relevant

and mostly accurate

from texts and class

discussions.

30/40 pts

Presents evidence

that is somewhat

inaccurate and

irrelevant, but

corrects when

prompted; sources

of evidence

unclear.

20/40 pts

Presents little

evidence;

presents

inaccurate and

irrelevant

evidence;

responds poorly

when prompted;

evidence not

based in course

materials.

10/40 pts

Presents no

evidence.

0/10 pts

40 pts

Structure Logical progression of

ideas; easy to

understand.

20/20 pts

Somewhat logical

progression of ideas;

mostly easy to

understand.

15/20 pts

Disjointed

progression of

ideas; difficult to

understand.

10/20 pts

Extremely

difficult to follow

ideas.

5/20 pts

No structure.

0/20 pts

20 pts

Total Points: 100

Writing Assessment (adapted from an AAC&U Rubric)

Criteria Ratings Points

Content Demonstrates a

thorough

understanding of

context, audience, and

purpose that is

responsive to the

assigned task and

focuses all elements of

the work. Uses

appropriate, relevant,

and compelling

content to illustrate

mastery of the subject,

conveying the writer's

understanding, and

shaping the whole

work.

80/80 pts

Demonstrates

adequate

consideration of

context, audience, and

purpose and a clear

focus on the assigned

task (e.g., the task

aligns with audience,

purpose, and context).

Uses appropriate,

relevant, and

compelling content to

explore ideas within

the context of the

discipline and shape

the whole work.

64/80 pts

Demonstrates

awareness of

context, audience,

purpose, and to

the assigned

task (e.g. begins to

show awareness of

audience's

perceptions and

assumptions).

Uses appropriate

and relevant

content to develop

and explore ideas

through most of

the work.

48/80 pts

Demonstrates

minimal attention

to context,

audience,

purpose, and to

the assigned

task (e.g.,

expectation of

instructor or self

as audience).

Uses appropriate

and relevant

content to

develop simple

ideas in some

parts of the work.

32/80 pts

Shows no

attention to

context,

audience,

purpose, or the

task at hand.

Does not use

appropriate or

relevant

content to

develop any

ideas.

0/80 pts

80 pts

Syntax &

Mechanics

Uses graceful language

that skillfully

communicates

meaning to readers

with clarity and

fluency, and is virtually

error-free.

10/10 pts

Uses straightforward

language that

generally conveys

meaning to readers.

The language in the

portfolio has few

errors.

8/10 pts

Uses language that

generally conveys

meaning to

readers with

clarity, although

writing may

include some

errors.

6/10 pts

Uses language

that sometimes

impedes meaning

because of errors

in usage.

4/10 pts

Uses language

that makes the

project

unreadable.

0/10 pts

(might require

redoing

assignment)

10 pts

Genre &

Conventions

Demonstrates detailed

attention to and

successful execution of

a wide range of

conventions particular

to a specific discipline

and/or writing task

including organization,

content, presentation,

formatting, and

stylistic choices.

10/10 pts

Demonstrates

consistent use of

important

conventions particular

to a specific discipline/

assigned task,

including organization,

content, presentation,

formatting, and

stylistic choices.

8/10 pts

Follows

expectations

appropriate to a

specific discipline

and/or writing

task for basic

organization,

content, and

presentation.

6/10 pts

Attempts to use a

consistent system

for basic

organization and

presentation.

4/10 pts

Shows no

effort toward

organizing or

mode of

presentation.

0/10 pts

10 pts

Total Points: 100

Academic Integrity (It would be ridiculous if I did not give credit to the sources from which this information on plagiarism

comes. This policy takes from my previous teaching experience at Temple University, the University of

Connecticut, and New Mexico Tech. Page numbers are not listed as much of the information is web-based.

The citation information for photos used under Creative Common licenses are listed next to that photo

whenever possible. Other graphics are either free usage clip art or those of my own creation).

New Mexico Tech believes strongly in academic

integrity and honesty. Plagiarism and cheating are,

therefore, prohibited. The development of your own

original thought is essential to intellectual growth

and the respect of others. We want to avoid

plagiarism and cheating to encourage independence

and respect.

Plagiarism is the unacknowledged use of another

person’s labor, another person’s ideas, words, or

assistance. Normally, all work done for courses —

papers, exams, homework, reports, presentations —

is expected to be your own work and yours alone.

Any assistance must be reported to the Instructor. If

the work involved uses resources like journals,

books, or other media, these resources must be cited

in the appropriate manner for this course (MLA). It

is the Instructor’s responsibility to teach you the

appropriate manner of citation. Everything used

from other sources — suggestions for organization

of ideas, ideas themselves, language — must be

cited. Failure to cite borrowed material equals

plagiarism. Uncited use of materials from the

Internet is also plagiarism.

Academic cheating is, generally, breaking the rules

of academic work or the rules of individual

courses. It includes submitting work from one

course for another, helping others to cheat from

their own work, or actually doing someone else’s

work.

Students must assume that all graded assignments,

quizzes, and tests are to be completed individually

unless otherwise noted in writing. The Instructor

reserves the right to refer any cases of suspected

plagiarism or cheating to university officials. The

Instructor also reserves the right to assign a grade

of “F” for the given paper, quiz, or assignment.

Freedom to teach and freedom to learn are

essential parts of academic freedom. The

University has adopted the Academic Honesty

Policy for Undergraduate Students, which can be

found in the Undergraduate Catalog. Per this

policy, it is each student’s responsibility to

“understand for every academic assignment what

is expected from them and what would indicate

academic dishonesty.”

DR. HIGGINS, ENGL 189-01/02 (HIP HOP AND AMERICAN POPULAR CULTURE)

FINAL RESEARCHED PROJECT

Researched Project Description: For your creative, performative final project in this course, you will work either independently or collaboratively to create and perform a hip hop song. Your options for contributing include a vocal performance (spit a verse), a lyrical creation (write a rhyme), or a musical composition (make a beat). If you complete all three independently to form one hip hop song (as rapper/lyricist/producer), your project will be considered complete. If you only complete one or two of these contributions, you must then find a partner/s to fulfill the remaining parts, working collaboratively to complete the project. This project will not be graded on artistic merit alone. Rather, a written component in the form of a memoir will stand in for the final project’s graded material. Without a complete final performance, the project will be considered ungradable and will receive 0 points. Performance Project Requirements: Length: 3:00—5:00 minutes Lyrics: 400-600 words (this metric decided using the catalog of Childish Gambino) Longer compositions in musical length/lyric count are acceptable at professor’s discretion General Performance Project Component Checklist: Intro section (spoken, instrumental, or a combination) Distinct verses Consistent chorus with an identifiable hook (normally serving as the song’s title) Bridge sections moving between verses or from chorus to verse (optional) Outro section (spoken, instrumental, or a combination) Memoir Project Requirements: Length: 1,350—1,650 words all-inclusive Sources: No outside sources required Format: Handwritten in a bounded notebook (freeform) or typed (MLA 7th or 8th edition) General Memoir Project Component Checklist: Date/timestamp for entry Use of a consistent writing voice (your own or an adopted, fictional, artistic voice) Summary of day’s events outside of writing/rehearsing, events which serve as inspiration/frustration in the

artistic process Goals for the session (performed, written, composed, collaborative) Outcome of the session Goals for the next session