SRJC Course Outlines

6/14/2024 3:24:09 AMASL 5 Course Outline as of Fall 1996

Changed Course

Discipline and Nbr:  ASL 5Title:  HIST/CULTRE DEAF AM  
Full Title:  History and Culture of Deaf People in America
Last Reviewed:5/4/2009

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum3.00Lecture Scheduled3.0017.5 max.Lecture Scheduled52.50
Minimum3.00Lab Scheduled017 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total3.00 Contact Total52.50
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  105.00Total Student Learning Hours: 157.50 

Title 5 Category:  AA Degree Applicable
Grading:  Grade or P/NP
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly:  ASL 55

Catalog Description:
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Historical and cultural overview of the American Deaf community and its language, including: notable deaf persons of the past and present; political and educational issues of the past and present; the development of ASL and deaf culture in America.


Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
Historical & cultural overview of the American Deaf community and its language, including: notable Deaf persons of the past & present; political & education issues of the past & present; the development of ASL & Deaf culture in America.
(Grade or P/NP)

Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP


Associate Degree:Effective:Inactive:
CSU GE:Transfer Area Effective:Inactive:
IGETC:Transfer Area Effective:Inactive:
CSU Transfer:TransferableEffective:Fall 1991Inactive:Fall 2016
UC Transfer:TransferableEffective:Fall 1991Inactive:Fall 2016

Certificate/Major Applicable: Not Certificate/Major Applicable


Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
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The students will:
1.  Know the difference between ASL, PSE and "signed English", when
   they are used and by whom.
2.  Be able to identify at least 20 historical personalities by their
   status as hearing or Deaf, whether they supported/used sign or
   oral communication and at least one fact about their lives. For
   Clerc, 1'Epee, Sicard, Thomas Gallaudet, Alice Cogswell, Sophia
   Fowler and Julia Brace, at least 3 facts about their lives.
3.  Be able to identify the main arguments for and against sign
   language and for and against oral communication for the Deaf
   from the 18th, 19th, and 20th centuries.
4.  Be able to compare and contrast the attitudes of Alexander Graham
   Bell and Laurent Clerc on Deaf people, sign language, speech, etc.
5.  Be able to identify by name, place and date the first public
   schools for the Deaf in France and in the United States.
6.  Demonstrate understanding of how the Milan Conference of 1880
   resulted in Deaf people in America being silent on issues affecting
   them for the last 100 years.
7.  Demonstrate understanding of how the history of Deaf people
   affects relations between Deaf and hearing people in the United
   States today.
8.  Demonstrate understanding of Deaf culture and politics today,
   including the issues of sign language interpretation, research
   into deafness, mainstreaming of Deaf children, the use of the term
   "hearing impaired" and the use of Deaf teachers in schools for
   the Deaf.
9.  Be able to define: interpreter, transliterator, translator, TTY,
   TDD, decoder, captioning, ASL, PSE, SEE, "methodical sign", cued
   speech, oral method, Rochester method, pidgin, creole, Deaf
   (as opposed to deaf), relay services and their use in the Deaf
10. Demonstrate understanding of why the heart of the Deaf community
   and culture is in the state schools for the Deaf.
11. Based on the above, to solve bicultural situational problems that
   hearing people may encounter in the Deaf community.
12. Be able to identify at least 10 aspects of Deaf culture today which
   differ from the larger American culture.

Topics and Scope
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1.  The social and cultural status of Deaf people.
     A. In Europe prior to 1790.
     B. In the United States prior to 1814.
     C. The "Golden Age of Deafness" from 1790 in Europe and 1814 in
        the United States to 1880.
     D. The "Deaf Dark Ages", 1880 to 1980 (approximately).
     E. The "Deaf Renaissance", 1980 to present (approximately).
2.  The history of Deaf education from 1550 to the present, presented
   in two time lines (oral and signing) which converge at around
   1850 in America. The effect of educational issues have on the Deaf
   community, with emphasis on a complete explanation of how well-meaning
   19th century educators managed to plunge most of the American Deaf
   people into a century of ignorance and illiteracy. How the entire
   sequence is viewed by the Deaf community today and how that affects
   the ability of hearing people to relate well with Deaf people.
3.  A verbal portrait of the Deaf people of the past, with extensive
   quotations from their own writings on various subjects. Deaf people
   in the Spanish court of the 16th and 17th centuries; Deaf people
   in the French Revolution and its aftermath; Deaf people in 18th and
   19th century America and how they are the same and how they differ
   from Deaf people today. Includes verbal portraits of hearing
   friends and foes.
4.  Portrait of an oppressed minority: How Deaf people have held their
   community together in spite of hearing people trying to intervene
   and scatter the Deaf. What Deaf people have in common with Native
   American and other minority linguistic groups.
5.  ASL and the various forms of signed English, how they are viewed
   by the Deaf community and when they are likely to be used and by
   whom. A history of the development of ASL; when linguists first
   started studying ASL and what we know about ASL today. ASL's
   relationship to French Sign Language.
6.  The Deaf community and culture now: TDDs, interpreters, social
   structure, education, the value and importance of the State Schools,
   why Deaf people dislike mainstreaming, who belongs to the Deaf
   community, the uprising at Gallaudet University and its meaning
   to the Deaf community, media and the Deaf community. Who should
   teach Deaf children?
7.  Behavior rules for hearing people interacting with the Deaf
   community and how these rules are related to the history of the
   American Deaf. Includes common attitudes hearing people hold towards
   Deaf people and Deaf people hold towards hearing people.
8.  Deaf cultural values; storytelling and folklore; Deafness as seen
   by the Deaf in story and sociology.

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1.  Study lecture notes.
2.  Reading from recommended list.
3.  Writing paper or preparing classroom presentation.

Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.Writing
20 - 50%
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
10 - 20%
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
5 - 10%
Class performances
Exams: All forms of formal testing, other than skill performance exams.Exams
10 - 30%
Multiple choice, True/false, Completion
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
0 - 0%

Representative Textbooks and Materials:
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WHEN THE MIND HEARS by Harlan Lane; Vintage Press, 1989.
DEAF AMERICA by Carol Padden and Tom Humphries; Harvard
University Press, 1988.

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