TOPICS OFFERED FOR SUMMER 2010

 

 

Please note that the books listed for each course are only possible candidates. 
Do not buy any until the pre-meeting and a decision on the common reading is made.

Classes start May 3rd and end August 27th

 

 

1.    (AFG)    AFGHANISTAN – THE LAND OF AFGHANS

A recent article commented that ÒWar is God's way of teaching Americans geography.Ó Countries like Iraq, Pakistan and Afghanistan have certainly been brought to the forefront of our attention in past years. Afghanistan, officially the Islamic Republic of Afghanistan, is a landlocked country north and west of Pakistan and east of Iran. Its strategic location has long granted it a pivotal role in the region, while its hostile terrain and pugnacious inhabitants have stymied would-be conquerors for centuries. The United States has been involved militarily in Afghanistan since it led an invasion after the Sept. 11 attacks by Al Qaeda, which had been given a safe haven in the country by the Taliban, the extremist Islamic group that had seized control in 1996 after years of civil war. In February 2009, President Obama ordered 17,000 additional troops sent to Afghanistan and the news of this country continues to fill our headlines and our airwaves. But what do we really know about this land? This Study/Discussion Group will address that question with a comprehensive look at Afghanistan. Members will research and present on such topics as History of Afghanistan, Geography, Tribal Society, The Taliban, Al Quaeda, Nato in Afghanistan, The OpiumTrade, Religion, The Karzai Government and The Pashtuns. To supplement these data, the common reading of ÒStones into SchoolsÓ will flesh out the understanding of life and culture in the country. By reading and discussing the activities and interactions of Greg Mortenson and his NGO the Central Asia Institute with the people of Afghanistan as they work to build schools at the Òends of the roadsÓ in this country we can gain a glimpse of the reality of life there and the possibility of forging a peaceful future with the Islamic world.

Common Reading:   Stones into Schools, by Greg Mortenson

(2009, ISBN: 0670021156, 448 pp)

 

2.    (COS)    COSMOS: ALL THAT IS, EVER WAS, OR EVER WILL BE

In 1980 Cosmos was the first science TV blockbuster, and Carl Sagan was its (human) star. By the time of Sagan's death in 1996, the series had been seen by half a billion people. Sagan was perhaps the best-known scientist on the planet. Explaining how the series came about, he recalled: ÒI was positive from my own experience that an enormous global interest exists in the exploration of the planets and in many kindred scientific topics--the origin of life, the Earth, and the Cosmos, the search for extraterrestrial intelligence, our connection with the universe. And I was certain that this interest could be excited through that most powerful communications medium, television.Ó From stars in their "billions and billions" to the amino acids in the primordial ocean, Sagan communicated a feeling for science as a process of discovery.

We will have many opportunities to do personal research relating to our 40,000 generations of ancestor effort in understanding the cosmos. We can marvel at SaganÕs predictions and also choose to research and report on the breathtaking findings since 1980. This might include the more detailed mapping of our solar system, the growth of digital knowledge and internet communication, the mapping of the known universe from space, and the charting of that universe within – the human genome project. We will let Carl SaganÕs infectious enthusiasm and unabashed sense of wonder invite us to capture that same spirit. All we have to do is ponder with Sagan how we, that ever so small a part of the cosmos, has become so wondrously conscious of itself – conscious of all that is, ever was - or ever will be. We will screen this popular DVD science series after-class as an OPTIONAL supplement to our member core readings, discussion and presentations.

Common Reading:    Cosmos, by Carl Sagan (Abacus, 1983, ISBN-13: 978-0349107035

Optional DVD Series Cosmos, by Carl Sagan

 

3.    (DOC)      THE RISE OF THE DOCUMENTARY MOVIE

Not long ago, if you wanted to see a documentary film, you probably had to take a course, go to a movie festival, or catch it on PBS. But the commercial success of recent documentaries has changed all that...nowadays you may have to stand in line to get a ticket to such popular "docs" as March of the Penguins, Bowling for Columbine, Supersize Me, etc. While your basic Hollywood studio movie is primarily made to make money, a documentary is the expression of its creator's personal passion. This S/DG will explore the world of modern masters of the documentary. Presenters will choose a film that class members can view at home before each class session, and discuss the director's purpose, the film's techniques, and its effect on public opinion. Documentary films are available at public libraries, and via Netflix, which stocks over 300 such films in 28 different genres, ranging from biographies (Marlon Brando) to history ( the Alamo), travel/adventure, and -- most fascinating -- Miscellaneous.

No Common Reading.

 

4.    (DVL) THE DEVIL IN THE ARTS

It's no surprise that the idea of Satan has, over the centuries, sparked the imagination of creative people in every field of art, making the personification of evil a frequent figure in popular culture. Presentations would examine the wide variety of roles the Devil has played in artmusic, film, television, and literature. Possible topics could include:

>      the art of Hieronymus Bosch

>      the music of the Rolling Stones (Sympathy for the Devil), Black Metal rock groups, and why jazz was originally called "the devil's music."

>      films featuring Satan (Bedazzled, Rosemary's Baby, the Omen trilogy, the Exorcist, Devil's Advocate, etc.)

>      TV programs (Supernatural, The Reaper, Dr. Who, etc.)

>      in literature, the Devil plays a prominent role (Dante's Inferno,

>      Milton's Paradise Lost, Goethe's Faust, Blake's poetry, Balzac's
End of Satan, C.S. Lewis' Screwtape Letters, Benet's Devil and
Daniel Webster,
as well as in comic books, Japanese manga

No Common Reading.

5.    (EAT)    FOOD - YOU ARE WHAT YOU EAT

Over the past couple of years we have seen a growing public dialogue about food. Recently, PBS offered a special based on Michael PollanÕs book, ÒThe Botany of DesireÓ where he dispelled some myths about Johnny Appleseed, shared fascinating history of tulips, dug into the truth about potatoes. Food has always held fascination for those of us who depend on it. In past trimesters we have offered Study/Discussion Groups on the various food delivery systems and organic gardening that have been very energized and successful. Believing that Òwe are what we eatÓ we will continue our study of the various foods that grace our table.

In this Study/Discussion Group, each member will select one food item and do extensive research to prepare a comprehensive presentation on the food of their choice. Where did it originate, what is its history, how has it been used, how has it impacted culture and society, were wars fought over it, how is it prepared, what are its benefits, what problems surround it? Each member will do personal reading and research from numerous books written on such foodstuffs as: chocolate, cod, salt, potatoes, spice, oranges, oysters, bananas, beans, pasta, coffee, sugar, corn, tuna, bagels, peanuts, rum, tomato to name just a few. We will surely also sample some of these items at snack time! If you have an interest in food, whether you Òeat to liveÓ or Òlive to eatÓ, this class may be for you!

No Common Reading.

 

 

6.    (ECN)     STABILIZING AN UNSTABLE ECONOMY

Could the financial turbulence of the past few years have been anticipated? We will try to answer this question by reading Hyman Minsky's book, Stabilizing an Unstable Economy. There has never been a more appropriate time to read this classic of applied economic theory, which was first published in 1986 and reissued in 2008 with a new preface, A surge of interest in and respect for Minsky's ideas has reached Wall Street, as top economic thinkers and financial writers have started using the phrase "Minsky moment" to describe America's turbulent economy.

In his seminal work, Minsky presents his groundbreaking financial theory of investment, one that is startlingly relevant today. He explains why the American economy has experienced periods of debilitating inflation, rising unemployment, and marked slowdowns-and why the economy is now undergoing a credit crisis that he foresaw. Stabilizing an Unstable Economy covers:

>      The natural inclination of complex, capitalist economies toward instability

>      Booms and busts as unavoidable results of high-risk lending practices

>      ÒSpeculative financeÓ and its effect on investment and asset prices

>      Government's role in bolstering consumption during times of high unemployment

>      The need to increase Federal Reserve oversight of banks

Presentations might address alternative explanations, historical examples, or potential solutions to our current economic woes.

Common Reading:   Stabilizing an Unstable Economy, by Hyman Minsky

(April 2008, 350 pages)

 

7.    (ERA)    THE PROGRESSIVE ERA: 1893-1914

This was an era of significant change in the U.S. The country was changing from a rural to an urban society. Women were becoming involved in civic affairs including campaigns against child labor, woman suffrage, prohibition, and help for widows and orphans. Juvenile Courts were established. Settlement House such as Hull-House and Henry Street stimulated reforms. Monopolies were regulated. Public health, safe food and drugs became important issues. The public high school came into being. Automobiles were replacing the horse. Vaudeville was beginning to lose out to the Òsilents.Ó Labor unions began organizing. There was a popular mud raking press that urged reformers on. Topics for presentations are plentiful from Teddy Roosevelt, Henry Ford, Jane Addams to John Dewey to many others as well as issues mentioned above.

Common Reading:   The Tyranny of Change: America in the Progressive Era, 1890 to 1920, by John Whiteclay Chambers II (March 2000, paperback)

 

8.    (FLK)    GREAT WORLD FOLK TALES AND STORIES

Why do we tell stories? Every culture has its stories. Some are for entertainment, some for education, some to transmit morals and culture from one generation to another. These stories are called folk tales and mythology and they have come down through the ages because they are the most effective way to communicate. Everyone loves a good story and the story will remain in memory far longer than unrelated data.

We will look at the history of story telling, the uses of story telling and story telling in our own society. We will study stories and myths that will tell us something about the culture where the tale originated and what the purpose of the story might be.

Class members might choose a culture and explain what types of stories are told and why. What types of stories did the early Egyptians or Hebrews tell? What are the characteristics of Native American stories? What characterizes American folk tales? Why do we still value Greek and Roman mythology? Chinese and other Asian nations have a distinct story telling style, as do the African countries. LetÕs not forget Europe. All are fascinating and speak about the human condition in their place and time.

An added bonus to a presentation would be if the presenter chose a story and told it in the style of the culture it represents.

Common Reading:   DonÕt Know Much About Mythology? by Kenneth C. Davis (Harper Collins, 2006; paperback)

 

9.    (GEN)     THE NEUROSCIENCE OF GENIUS

We will explore the neurobiological underpinnings of human creativity. Insights into hominid brain evolution and development will be integrated with current concepts of artistic and scientific expression and genius. We will consider questions about the complex relationship between heredity, intelligence, genius, and manic depression. We will analyze and discuss examples of the process of creativity in the sciences, music, and poetry. We will consider the Dana Foundation Consortium Report on Arts and Cognition, the result of a symposium examining early childhood exposure to the arts and future outcomes in brain performance of scientific tasks.

Common Reading:    The Creating Brain: The Neuroscience of Genius, by Nancy C. Andreasen (Dana Press, 2005)

 

 

10.    (GOD)     THE BATTLE FOR GOD

From the Scopes Trial to Palestine to 9/11 to Pat RobertsonÕs comment that Haiti was devastated by a huge earthquake because the Haitians made a pact with the devil, fundamentalists continue to view our age as a cosmic war between the forces of good and evil.

In her book, The Battle for God, Karen Armstrong explains that there are two ways of thinking, speaking, and acquiring knowledge. Mythos is concerned with Òthe eternal and the universal.Ó Logos is concerned with Òrational, pragmatic, and scientific thought.Ó Some modern scientists and scholars argue that the only reliable information comes from our five senses and everything else is pure fantasy. Philosophy, metaphysics, theology, art, imagination, mysticism, and mythology are all dismissed as irrelevant and superstitious because they cannot be verified empirically. According to Armstrong, fear of modernity is at the heart of fundamentalism.

Armstrong argues that fundamentalists threaten our values just as we threaten theirs and, for our own survival, we must listen to what they say and try to understand them.

This S/DG studies the rise of fundamentalism in three religions: Jewish, Muslim and Christian, and discusses the challenges it presents.

Common Reading:   The Battle for God, by Karen Armstrong (New York, 2000)

 

 

11.    (IDA)      GREAT IDEAS

During the trimester we will discuss several of the great ideas of civilization. Some of the great ideas are: Truth, Wisdom, Justice, Equality, Freedom, Beauty, Will, Wealth, Happiness, Law, Virtue, Art, Chance, Good and Evil, Progress, and War and Peace. The Syntopicon (Great Books) lists 104 great ideas in western civilization. Each presenter will choose one (or more) of the Great Ideas from Western or Eastern civilization to lead a presentation/discussion.

We will also discuss Adler's book and his positions on: how to think about the Great Ideas, how to get the most from books, movies and TV, how to structure discussion, and how philosophy differs from science and religion. Be prepared to learn new ways of looking at Ideas!

Common Reading:   How to Think about the Great Ideas, by Mortimer Adler

(March 2000, paperback)

 

 

12.    (JCK) ANDREW JACKSON: AN AMERICAN LION IN THE WHITE HOUSE

Andrew Jackson is one of those presidents who stands out in our history but for many people, we're not exactly sure why. Most of us remember Andrew Jackson as a hero of the Battle of New Orleans, at the close of the war of 1812. But Jackson as president really changed the course of the executive. He was the first of what we might call today an "imperial president" (or at least his critics of the day would have called him that...or worse) but Jackson rejected the notion that Congress had the more powerful lock on government. The great issues of the 1820s and 1830s all found their way to Jackson's office. His main idea that "nation first" was everything served him well in his executive battles. Jackson fought for the elimination of the Bank of the United States and slew the mighty dragon running it, Nicholas Biddle. Nullification, a notion that states had the right to ignore federal laws if they saw fit, was championed by South Carolina's John C. Calhoun, at once Jackson's first vice-president and later a senator from that state. Indian removal was paramount in Jackson's mind and while he succeeded to a degree, it wasn't without much bloodshed, leaving a stain on his presidency. But the most fascinating part of the Jackson presidency was the impending strife of secession and the issue of slavery. We tend not to think about those two issues arising until a decade or more after Jackson left the White House, but they were primary concerns a generation before war broke out. All of these issues, and many others, are candidates for presentations in the class.

As the common reading, we will use Jon MeachamÕs new biography of Jackson, which recently won the Pulitzer Prize.

Common Reading:    American Lion: Andrew Jackson in the White House, by Jon Meacham (paperback April 2009, 512 pages)

 

 

13.    (MAL) MISTRESSES AND LOVERS

Who is not interested in passionate relationships, especially if they are illicit? Many famous mistresses and lovers immediately come to mind: Queen Elizabeth I of England (Leicester and Essex), Madame de Pompadour and Louis XV, Chopin and George Sand, David and Bathsheba, Abelard and HŽloise, Thomas Jefferson and Sally Hemings, Franklin Roosevelt and Lucy Mercer, but also Eleanor Roosevelt and Lorena Hickok. We do not want to limit our lovers to heterosexual relationships. Think of Gertrude Stein and Alice B. Toklas, as well as Yves St. Laurent and Pierre BergŽ.

This will be a S/DG with lots of historical gossip. Although we encourage presentations on relationships that may have affected the course of history or the arts, there is no dearth of source material on more current dalliances, including Bill Clinton, John Edwards, Tiger Woods, and Governor Mark Sanford. Participants will present on one or two of such relationships of their choice.

No Common Reading.

 

 

14.  (MOV)    HISTORY OF THE SILENT MOVIE

We all remember hearing stories about the bigger than life silent movie stars, the glamour and glitter of tinsel town. This industry grew up in our backyard. Wouldn't it be interesting to learn more about it?

Praised as the "best modern survey of the silent periodÓ (New Republic), this indispensable history tells you everything you need to know about American silent film, from the nickelodeons in the early 1900s to the birth of the first "talkies" in the late 1920s. The author provides vivid descriptions of classic pictures such as The Birth of a Nation, Intolerance, Sunrise, The Covered Wagon, and Greed, and lucidly discusses their technical and artistic merits and weaknesses. He pays tribute to acknowledged masters like D. W. Griffith, Charlie Chaplin, Buster Keaton, Douglas Fairbanks, Mary Pickford, and Lillian and Dorothy Gish, but he also gives ample attention to previously neglected yet equally gifted actors and directors. In addition, the book covers individual genres, such as the comedy, western gangster, and spectacle, exploring such essential but little-understood subjects as art direction, production design, lighting and camera techniques, and the art of the subtitle. Intended for all scholars, students, and lovers of film, this fascinating book, which features over 150 film stills, provides a rich and comprehensive overview of this unforgettable era in film history.

Common Reading:   American Silent Film, by William K. Everson

(1998, paperback)

 

15.  (MUS) A CLASSICAL MUSIC WALK THROUGH TIME

Like other human pursuits, the creation of music has evolved over time. Music History Scholars look back over time, and attempt to break that evolution up into stages, in the same way Paleontologists and Historians classify other types of change giving us such periods as Renaissance, Baroque, Classical, Romantic and Modern. This S/DG would structure their course to provide an overview and comparison of these periods, the composers and their music. They will move through each period chronologically, with members selecting a composer from a period and presenting on the composerÕs life and style as well as sharing and analyzing a sample of one of the composerÕs works for the class. Some composers they might consider are for the Renaissance: Rousseau & Purcell; for Baroque: Bach & Handel; for Classical: Mozart & Beethoven; for Romantic: Mahler & Debussy; for Modern: Stravinsky & Bartok.

There is no common reading suggested for this class. However, the class may decide to choose one on their own. There are multiple resources (books and audio CDs) available in local libraries and the Internet for research. One particular website is a wealth of information on the subject:http://www.all-art.org/history700_classical_music_1intr.html. A comparison of the different styles would be beneficial to concert goers and those who would like to have a greater understanding of classical music.

No Common Reading

 

 

16.    (PHY)      UNDERSTANDING THE PHYSICS BEHIND THE HEADLINES

This course is based on an undergraduate physics course for non-science majors at UC Berkeley, voted ÒBest Class at BerkeleyÓ. This SDG will provide an overview of essential scientific facts and relationships that will be important in the lives of Americans and the World. The core of the SDG is the information contained in the common reading listed below. This core information covers the broad areas of: Terrorism; Energy; Nukes; Space; and Global Warming. Material in this book will enable the reader to assess alternative proposed responses to many of the major problems that we all face in the new future. There is no mathematics (though lots of crucial numbers and graphs) and little terminology unfamiliar to an educated person. The topics covered are important to make informed decisions as citizens. This S/DG will be appropriate to both those with or those without scientific/technical backgrounds.

S/DG participant research and presentations may provide additional background to material in the book, extend and update the information and thinking on subjects covered by the book, or on other appropriate matters, for example chemical or biological topics. Some participants may choose to argue counter to the authorÕs conclusions.

Common Reading:    Physics for Future Presidents – The Science Behind the Headlines, by Richard A. Muller (W.W. Norton, 2008; ISBN: 978-0-393-06627-2)

 

 

17.    (POE) READING AND ENJOYING POETRY, THE SEQUEL

Brought back by popular request, Reading and Enjoying Poetry, gives you the chance to share your favorite poems and find out what poems appeal to others. The suggested class format will consists of multiple oral readings of poems followed by a brief analysis and discussion of each poem. There will be an opportunity for several participants to read and discuss their favorite poems at each meeting. It is suggested that we share about 5 to 10 poems each meeting. We will also provide time for open reading of poems brought in by all class members.

No core text is proposed, however, if we agree at the premeeting to select a text, that will be fine. There are many good poetry anthologies available from which we can each select poems. The only proposed requirement is that you bring in a sufficient number of copies of any poem you wish to share so that everyone will be able to follow your reading and join in the discussion. This SDG will be similar to other similar poetry SDGs held in the past, except for the absence of a core text, unless the group decides to select one.

The class will be conducted in an easygoing informal style designed to maximize participation and will encourage reading and discussing of poetry. Poetry authors will be especially encouraged to bring in their own work for discussion and critique.

No Common Reading.

 

18.    (RAN) THE DRUNKARDÕS WALK: HOW RANDOMNESS RULES OUR LIVES

A drunkard's walk is a type of random statistical distribution with important applications in scientific studies ranging from biology to astronomy. Leonard Mlodinow, coauthor with Stephen Hawking of A Briefer History of Time, leads readers on a walk through the hills and valleys of randomness and how it directs our lives more than we realize. Mlodinow introduces important historical figures such as Bernoulli, Laplace and Pascal, emphasizing their ideas rather than their tumultuous private lives. He defines such tricky concepts as regression to the mean and the law of large numbers, which should help readers as they navigate the daily deluge of election polls and new studies on how to live to 100. Mlodinow will help readers sort out Mark Twain's damn lies from meaningful statistics and the choices we face every day.

Common Reading:   The DrunkardÕs Walk: How Randomness Rules Our Lives,

                                           by Leonard Mlodinow, 272 pages.

19.    (REA)     THE LOSS OF REASON

Why do we have a mass media that emphasizes the trivia, disdain for logic in public discussion, anti-rationalism in our pop culture, and a pseudo intellectual universe of Òjunk thoughtÓ? We have the triumph of religious fundamentalism, mediocre public education, a death of fair minded public intellectuals on both the right and the left and a lazy and credulous public. So writes Susan Jacoby, whose last book, Freethinkers, a History of American Secularism, was studied in two S/DGs. She spares no one in her criticism of thought today in American life in her new book. Topics for presentations may include the media, education, the Sixties, modern ethics and modern religion.

Common Reading:   The Age of American Unreason, by Susan Jacoby (Feb. 2009; she is also author of Freethinkers, a History of American Secularism)

 

 

20.    (RUS) RUSSIAN STORIES BY GOGOL, DOSTOEVSKY, AND CHEKHOV

Have you always wanted to study Russian literature but are intimidated by War and Peace? If so, this S/DG is for you! Enjoy a trimester reading short Russian literature by three brilliant writers of the 19th century. We will first read some (or all) of the short stories by Nikolai Gogol. Gogol, writing in the 1830s, tells of life in the lower ranks of Petersburg officialdom. He satirizes the pretensions and ambitions of Petersburgers, revealing the absence of spiritual meaning in their existence. Gogol helped lay a literary foundation upon which later Russian authors built.

Next we will read The Gambler by Fyodor Dostoevsky. This short (under 200 pages) novel is a dark comedy of a manÕs twin obsessions: the first with gambling, a capricious mistress; the second with a woman who makes him her footstool.

We end the trimester with a selection of stories by Chekhov. He was one of the earliest of the modern realist short story writers. It was his genius to show us part of a life that seemed to sum up the whole of that life – and perhaps oneÕs own life.

Presentations will complement the book discussions and may focus on biographies of the selected authors or the Russian culture or history of the periods in which the authors lived.

Common Reading:

The Collected Tales of Nikolai Gogol, Pevear and Volokhonsky Translation

(Vintage Classics, 1999).

The Double and the Gambler by Dostoevsky, Pevear and Volokhonsky Translation (Vintage Classics, 2007).

Anton Chekhov, The Complete Short Novels, Pevear and Volokhonsky Translation (Vintage Classics, 2005).

 

 

 

 

 

 

21.    (SSC)  BEST AMERICAN SHORT STORIES OF THE 20th CENTURY

The Best American Short Stories of the Century brings together the best of the best-55 extraordinary stories that represent a centuryÕs worth of unsurpassed accomplishments in this quintessentially American literary genre. The collection includes Hemingway, Faulkner, Richard Wright, Tennessee Williams, Willa Cather, Saroyan, Flannery OÕConnor, Cheever, Eudora Welty, Joyce Carol Oates, Carver, Ozick, Isaac Bashevis Singer as well as other famous and not-as-famous authors.

This can be a two-to-three-trimester opportunity to read and discuss AmericaÕs best-ever short stories.

Common Reading:   The Best American Short Stories of the Century, editors John Updike and Katrina Kenison

 

 

 

22.    (STG) SELF TAUGHT GENIUSES

Many famous notables have been self-taught, among them: Rene Descartes, Benjamin Frankilin, Abraham Lincoln, William Blake, Michael Faraday, August Wilson and Arnold Schoenberg. Frank Zappa advised: ÒForget about the senior prom and go to the library and educate yourself, if youÕve got the gusts.Ó

If youÕve got the guts, weÕve got the course for you. Investigate self-taught people and tell us what they and you have learned. Or pick a topic of your own choice and tell us about it. ThatÕs all there is to it. Presentation topics may include: history of the times, achievements, educational approach and results, obstacles faced, and conflicts with peers.

Common Reading.    Pick Your Own!

           

 

 

23.    (TRL) HISTORYÕS FAMOUS TRIALS

Famous trials - whether of Galileo or the Salem Witches or Oscar Wilde or Alger Hiss - often involve much more than the facts at issue. They generate great public controversy and raise issues that transcend the facts or the parties involved. In each class we will examine & analyze a famous trial in human history.  The material collected at the website www.umkc.edu/famoustrials, may be an excellent starting point leading up to an in depth examination of a famous trial, both within the context of its time and in light of subsequent events. Emphasis will be on the historic and cultural significance and the decisions' ramifications rather than legal technicalities. Each member will research and give a presentation on a famous trial of their own choosing.  

There is no common reading.  However the enclosed website is a very good starting reference for 58 well known trials in human history.  Other sources can easily be supplied by reference librarians at our local libraries.

This is a very suitable type of course for anyone traveling during part of the summer.  It was offered in the fall of 2006 and went very well.

No Common Reading.

24.    (USC)       THE UNITED STATES CONGRESS: A STUDY OF SAUSAGE

                         IN THE MAKING

The recent election brought a sea change in the makeup of Congress as well as a new president, with huge challenges for both. This course will examine the evolution of congressional power since the first Congress in 1789, the way Congress works now, and what we might expect in the coming years.

In our common reading, former Congressman Lee Hamilton, who also served as vice-chairman of the 9/11 commission, provides insights into the historical evolution of Congress and how it operates today. Although Hamilton provides a strong defense of the institution, he also addresses some common criticisms of Congress, such that ÒCongress is a bunch of crooksÓ or ÒLegislators just bicker and never get anything done.Ó We should have some lively discussions as we ponder the image and reality of the legislative branch of our government.

Presentations can address such topics as the relationship between Congress and the president (both when they are of the same party as well as when they are of different parties); the role of lobbyists; the influence of money, especially in light of the recent Supreme Court decision that removed limitations on how much corporations can contribute to political; and the increased use of the filibuster in the Senate.

Common Reading:   How Congress Works and Why We Should Care, by Lee Hamilton (2004).

 

 

25.    (VAH)            EARLY AMERICAN HISTORY IN THE VIRGINIA AREA

                        - AN S/DG WITH POSSIBLE TRAVEL

This S/DG will look at the events, people and places that were part of VirginiaÕs early history. Jamestown, famous for Pocahontas and John Smith, was the first permanent English settlement and first capital of Virginia. Williamsburg replaced Jamestown and became the center of government, education and culture. It was there that Jefferson, Patrick Henry, Madison and Monroe molded democracy for the United States. Later, during the Civil War, although the Confederates were defeated in the Battle of Williamsburg, their resistance and the ÒWilliamsburg LineÓ of massive earthworks build with slave labor enabled the South to continue the fight for three more years under Robert E. Lee and forced Lincoln to replace McClellan with Grant and change the objective of the war from preservation of the Union to freeing the slaves and issue the Emancipation Proclamation.

In 1861 Major General Benjamin Butler made his famous ÒcontrabandÓ decision, by which escaping slaves reaching Union lines would not be returned to bondage. The order resulted in waves of enslaved people fleeing to Union lines around Fort Monroe, which was Butler's headquarters in Virginia. During the Civil War, the battle of the Monitor and the Merrimac fought near Fort Monroe changed naval history

Founding fathers Jefferson, Madison and Monroe, who fought for freedom for white men, owned beautiful plantations Monticello, Montpelier and the Highland that depended on slave labor. Jefferson fathered several children with his slave, Sally Hemings. MadisonÕs wife was the famous ÒDolly.Ó Monroe is called the ÒFather of the ConstitutionÓ and wrote the Monroe Doctrine.

The people of Richmond witnessed Patrick HenryÕs ÒLiberty or DeathÓ speech, Aaron BurrÕs treason trial and the execution of 27 black rebels in 1800. Virginia passed the Bill of Religious Toleration in 1787 Moses Myers established the first Jewish household in Norfolk the same year. Abolitionist John Brown was captured at HarperÕs Ferry. Nearby Antietam and Gettysburg were scenes of two of the bloodiest battles in American history. Abraham Lincoln made his famous address at Gettysburg in 1863. These and many other topics provide a rich source of presentations.

This course may be combined with an optional OLLI study tour September 9-20, 2010 led by John & Lynn Taber but registration for the study tour is not a requirement for the course. For information on the tour, please contact John or Lynn – ledwards_92648@yahoo.com or 310-831-4768.

Common Reading:   To be determined by S/DG members.

 

 

26.    (WND)    THE WOMAN BEHIND THE NEW DEAL

When Frances Perkins, the first woman to serve on a PresidentÕs Cabinet, was asked by President Franklin Roosevelt to be his Secretary of Labor, she handed him a list of items she expected him to support before she took the job. They included the 40-hour work week, minimum wage, unemployment compensation, disability insurance, social security and health insurance. She got most of what she wanted. The amazing woman is almost unknown to many today yet she forged programs that are our safety net. She did this while supporting a charming but schizophrenic husband and rearing a young daughter. A recent biography tells of her accomplishments that make her one of the leading women of the past century. Presentation topics could explore any of the New Deal programs that she originated, any of the key men she had to deal with in the administration and in the Congress and what women faced in their struggle for equality in this era.

Common Reading:   The Woman Behind the New Deal, by Kristin Downey (March 2009)

 

 

27.    (WRI) THE WRITING MIND

This S/DG concentrates on fostering creativity and improving techniques of the writer through the production of original pieces of writing, literary critique and presentations by each group member. Presentations are on literary topics such as writing genres, literary schools, authors, etc. ( e.g. if the topic is an author, the presentation would concentrate on his or her writing style, craft or philosophy rather than straight biography); or on the philosophy, subtleties, techniques or craft of writing. Each member will be responsible for; a presentation, at least two submissions of original fiction, non-fiction, poetry, or other form of writing, and for reading and critiquing submissions from other group members.

Common Reading:   None Suggested