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Syllabus

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Date	Topic
Prior to Class 1	Read chapters 1-19 (all chapters) in Harvest for Hope.  All responses are posted online in ANGEL (Penn State’s course management system) throughout the summer before the first orientation meeting on 08/18.
Class 1	Introductions, critical thinking exercises with Harvest for Hope, and a review of honors program mission and requirements.  FIELDTRIP:  Linvilla Orchards (tour of a 300-acre farm dedicated to agriculture, entertainment and education) and discuss topics such as organic vs. non-organic farming, and growing crops vs. providing family entertainment (such as corn mazes).
Class 2	Scholars have continued discussions about sustainability, democracy. ASSIGN: Paper on presidential candidate viewpoints on hunger and global food issues.
Class 3	Scholars meet to discuss and plan National Constitution Day open microphone session.
Class 4	Scholars meet to discuss and plan National Constitution Day open microphone session.
Class 5	National Constitution Day open mic event.
	Final Exam - take home

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Grading:

The grade in STS 130H is based on a point system.  Scholars have the opportunity to accumulate a total of 122 points.

• Harvest for Hope Questions  (57 points)  19 chapters, 3 points each
• National Constitution Day Project (40 points)
• Paper on presidential candidate positions on world hunger/food issues and sustainability  (30 points)
• Participation in preparation for and on day of event  (10 points)
• Take-Home Final Exam  (25 points)

The final grades will be assessed at the end of the semester as follows (% of total pts).

Explanation of the Harvest for Hope Questions
Readings and responses outside of class
Scholars are told they are responsible for reading chapters in the textbook and answering a question based on the material in each chapter.  The questions are not meant to just repeat information presented in the chapter but designed for scholars to think critically and synthesize the information with their own thoughts and opinions.  Responses are submitted online.

How the grading will work
The instructors look for complete answers with a complete thought.  One- or two-sentence responses for each question are not acceptable.  Scholars are told not to plagiarize – they should reference sources if material is taken verbatim from a source, but they should not provide entire text passages as a response.  It is stressed that scholars must put their answers in their own words. The final grade for the chapter questions is a percentage based out of 57 points.  Scholars must answer 13 questions, with each question scored from 0 to 3. 

• Score 0 -- Scholars respond that they do not know how to answer the question, or they leave it blank (shows no effort).
• Score 1 -- Scholars try to answer the question but show minimal accurate knowledge and/or substantial misconceptions about concept.  Scholars do not use any information from the readings to answer the question (minimal effort, incorrect answer).
• Score 2 -- Scholars show some accurate knowledge and may use correct terminology to answer the question.  However, they do not use appropriate information from the readings to answer the question (partially correct, but still incomplete/not fully answered).
• Score 3 -- Scholars answer the question correctly and completely.  Scholars incorporate information from the readings into the answer.  They may have looked for the answer outside of the class (on the web, etc.).

Example to get scholars started with Harvest for Hope Questions
Scholars are told to read through the Introduction to Harvest for Hope.  They are told that hypothetically, they have been assigned to answer the question:  Why are people going hungry in the world?  Below are example responses and how the instructors would score each one on a scale of 0-3.

• Score 0  --  Americans eat and eat, so Africans can’t get any food so they starve.  Big corporations are also poisoning the environment so Africans can’t feed themselves or chimpanzees.  There’s nothing that can be done about this.

Why this question is scored 0:  inaccurate information, no examples from text, last statement directly conflicts with information in book, the response does not answer the question being asked

• Score 1  --  “Giant multinational corporations” are destroying the environment.  Their big trucks knock down trees, and the workers kill animals and sell them in urban areas.  There is big profit selling bushmeat in the cities so the environment is continually destroyed.  Personally, I think this is a tragedy.

Why this question is scored 1:  there is information from the chapter, the response is starting to answer the question but only one part of the entire story, not enough details to answer the question, and what is the “tragedy” -  unclear

• Score 2  --  The person/people with the most power and control can control the growth and distribution of food.  Africa is known as a very poor continent, and the USA and other countries are coming in and taking the power away from the local populations.  Because of economic motivations such as the timber industry, the local food sources and environment to grow the food are not available.

Why this question is scored 2:  many relevant points are mentioned that has this response on the right track, but it still misses the point as to what the question is asking, the topics are all over the place, not connected and ideas not well developed, no personal opinion or interpretation

• Score 3  --  Dr. Goodall introduces us to many ideas and potential sources as to why there are people (and animals) starving in the world.  It goes back to who has control of the food sources.  She gave the example of female chimpanzees being high-ranking and having a successful reproductive career when they were dominant in the social structure.  Foreign timber companies are making food sources in short supply by allowing hunters to use the roads.  Soil is washing away from areas of cut trees.  Agricultural chemicals are to blame.  The good news is that Dr. Goodall believes it is not too late, that “every individual makes a difference” (p. xxiii).  She certainly does not begin the book on a happy note.  I am very curious to hear her thoughts and ideas on how we can reverse the damage we have done and make a difference, because I really wonder if it is possible to stop the world hunger problem.

Why this question is scored 3:  this response is very complete, touches on all points mentioned in the Introduction that directly relate to the question being asked, gives specific examples, includes personal opinion

Harvest for Hope Questions by Chapter  (13 questions, 3 points each)

• Chapter 1 -- How are human and chimpanzee hunting and feeding behaviors similar?  How are they different?
• Chapter 2 -- Dr. Goodall describes her experiences around the world with food.  What is Philadelphia’s food culture?  Where would you take Dr. Goodall, and what would you feed her?  Why?  Pay careful attention to what she describes in the chapter as her most enjoyable food experiences/locations, and keep in mind what she says about portions on page 16.
• Chapter 3 -- Answer Dr. Goodall’s question: “how could we have ever believed that it was a good idea to grow our food with poisons?”
• Chapter 4 -- Are GM crops and foods the solution to ending world hunger?  List at least one positive and one negative.  What are the impacts of GM crops on the environment?  On humans?
• Chapter 5 -- Are the beef and poultry factories necessary?  Suggest some changes that could be implemented to make it more humane for the animals but not diminish the food supply.
• Chapter 6 -- Describe the problems with animal waste.  Any ideas on how we can reduce the impacts from the volumes of waste?
• Chapter 7 -- When we purchase organic beef and poultry, what does that mean?  How were they raised?  What’s the cost difference between this practice and raising factory farm animals?
• Chapter 8 -- What are the health impacts to fish and humans from aquaculture (modern fish farming)?  Do the benefits outweigh the risks?  Explain.
• Chapter 9 -- Dr. Goodall states that she takes the opportunity at meal times to explain why she is a vegetarian.  Detail how you think she explains this choice.  (be sure to read the entire chapter before answering the question!)
• Chapter 10 -- Why isn’t grocery store food “fresh?”  What do you think we can purchase “fresh” here in the Philadelphia region?
• Chapter 11 -- Explain the difference between shallow and deep organic agricultural practices.  If foods were labeled shallow or deep organic, do you think that would impact consumer choices at the grocery store?  Explain.
• Chapter 12 -- How can “putting the farmer’s face on the food” save family farms globally?  Explain.
• Chapter 13 -- What are the benefits to eating local, seasonal foods?  Could you transition to eating seasonal foods only when they are in season?  Explain.
• Chapter 14 -- What is the significance of soil in food production?  Why does “it all begin and end with soil?”
• Chapter 15 -- Should colleges and universities have Edible Schoolyards?  Where should that food go once it is grown?  Would you be willing to pay more for lunch on campus if it included organic/sustainable food?
• Chapter 16 -- This chapter touches on “improper nutrition of the struggling poor in the United States.”  Are Happy Meals really that seductive, or do you think the economically disadvantaged lack nutritional education?
• Chapter 17 -- Give some examples of who owns water in the world.  Should anyone be allowed to “own” water?  Explain the pluses and minuses.
• Chapter 18 -- Can Ted Turner and John Ellis create a sustainable Nebraska?  Should their efforts be expanded into other states?  Is it feasible to do so?  Explain.
• Chapter 19 -- How do you think the phrase “think global, act local” applies to the message Dr. Jane Goodall is trying to make in this book?

Contact person:  Laura Guertin, guertin@psu.edu  

 

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