12/22/2024 3:28:41 AM	ASL 5 Course Outline as of Fall 1996	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  ASL 5	Title:  HIST/CULTRE DEAF AM
Full Title:  History and Culture of Deaf People in America
Last Reviewed:5/4/2009

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	3.00	Lecture Scheduled	3.00		17.5 max.	Lecture Scheduled	52.50
Minimum	3.00	Lab Scheduled	0		17 min.	Lab Scheduled	0
		Contact DHR	0			Contact DHR	0
		Contact Total	3.00			Contact Total	52.50
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  105.00

Total 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:

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.

Prerequisites/Corequisites:

Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description:

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

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:		Effective:		Inactive:
Area:
CSU GE:	Transfer Area			Effective:	Inactive:
IGETC:	Transfer Area			Effective:	Inactive:
CSU Transfer:	Transferable	Effective:	Fall 1991	Inactive:	Fall 2016
UC Transfer:	Transferable	Effective:	Fall 1991	Inactive:	Fall 2016
C-ID:

Certificate/Major Applicable: Not Certificate/Major Applicable

COURSE CONTENT

Outcomes and Objectives:
At the conclusion of this course, the student should be able to:

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

   community.

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

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.

Assignments:

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%
Essay exams, LECTURE NOTES REQUIRED
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 10 - 20%
Exams
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%
None

Representative Textbooks and Materials:

WHEN THE MIND HEARS by Harlan Lane; Vintage Press, 1989.

DEAF AMERICA by Carol Padden and Tom Humphries; Harvard

University Press, 1988.

Print PDF