Halifax and the World

This course will focus on the connections between students’ daily lives in Halifax and a) issues of social and environmental justice in other parts of the world, and b) the history and culture Halifax in Canadian and global context. The course will involve hands-on forms of learning that require students to explore the city of Halifax.

In this course students will learn:
▪ methods for analyzing the connections between everyday life wherever they live and issues of global social and environmental justice
▪ to understand debates about epistemology and knowledge production (ie. how do we know what we know?)
▪ to understand debates about historical memory (ie. how and what gets remembered? How does memory become historical fact? What gets forgotten and why and how?)
▪ key debates about ethical questions connected to the global consequences or our everyday actions
▪ How to exercise global citizenship locally in the context of Halifax
▪ to read popular and academic writing from a critical perspective
▪ to write academic essays in both the humanities and social sciences
▪ the history, physical and social geography of Halifax and its ties to the World

FALL SEMESTER

Week 1 Introduction to Course – Halifax and its connections to the World

Required reading: Course outline + OWL page

Theme 1:  Walking in the Footsteps of the Past

Week 2 Before the Europeans - Halifax as Chebucto
▪ Learning objectives: appreciate the human and natural history of Halifax prior to the arrival of Europeans and establishment of the city of Halifax, including an understanding of Mi’kmaq life in Chebucto and the Mi’kmaq territory which contemporary Halifax occupies.
▫ Guest speakers: Brian Noble, Patty Doyle-Bedwell, Sherry Pictou, Dan Paul
▫ Reading: 
▪ DSU motion from July 2012 to recognize DSU occupation of Mi’kmaq territory (student speaker: Aaron Beale)
▪ Dan Paul. 2006. We Were Not Savages. 3rd ed. (selections)
▪ Sweet Suburb (selections)
▫ Assignment - Annotated map:  walk through and photograph the contemporary Halifax landscape and correlate it to the pre-European landscape of Halifax, including at least 5 Mi’kmaq place names and land uses.

Week 3:  How we remember the past - Edward Cornwallis, the founding of 
Halifax and Historical Memory 
▪ Learning objectives: understand the circumstances surrounding the founding of Halifax in 1748 and its contemporary implications as well as the concept of historical memory.
▪ Curriculum materials:
▫ Google streetview virtual walking tour to the statue of Edward Cornwallis and to Cornwallis Junior High School
▪ Tom Peace. 2011. “Renaming Schools: A sign of a society in dialogue with its past” Active History: http://activehistory.ca/2011/07/renaming-schools-a-sign-of-a-society-in-dialogue-with-its-past/
▪ Paul Bennett. 2011. “Renaming Schools: What Does Sanitizing History Teach Students?” Active History: http://activehistory.ca/2011/07/renaming-schools-what-does-sanitizing-history-teach-students/
▪ Jerry Bannister and Roger Marsters. 2011. “The Presence of the Past: Memory and Politics in Atlantic Canada since 2000” in Donald J. Savoie and John G. Reid, eds., Shaping an Agenda for Atlantic Canada. Halifax: Fernwood publishing.

▫ Assignment – Annotated Map: Reflect on the concept of historical memory and the ways in which historical events are remembered in the present, with a particular emphasis on Edward Cornwallis and the founding of Halifax (or possibly other statues and commemorative place names in Halifax).

Week 4:  Contemporary First Nations in Halifax and NS
▪ Learning Objectives: Understand key issues facing contemporary Mi’kmaq nations that once lived in Chebucto.
▪ Possible guest speakers: Brian Noble, Patty Doyle-Bedwell, Sherry Pictou, Dan Paul, Mi’kmaq Native Friendship Centre,  Jaqueline Gahagan on health issues, Healing Our Nations
▪ Reading:
▪ Theresa Meuse, Lesley Choice and Julia Swan. 2011. The Mi’kmaq Anthology. Vol II. Halifax: Pottersfield Press (selections).
▪ William Wickin. 2002. Mi’Kmaq Treaties on Trial. University of Toronto Press (selections).
▪ Isabelle Knockwood. 2001. Out of the Depths: The Experiences of Mi'kmaw Children at the Indian Residential School at Shubenacadie, Nova Scotia. Roseway Publishing (memoire - selections).
▪ Ardath Whynaught. Annie Mae Aquash (poem)

Week 5:  Date: Halifax 100 years ago - Barometer Rising self-guided walking tour and
 video scavenger hunt
▪ Learning objective: appreciate fiction as a way of understanding history and to understand the history of Halifax in the early 20th century – with an emphasis on class and social relations.
▫ Reading:
Hugh McLennan, Barometer Rising, pages 1-25.

▫ Assignment – Annotated Map: Self-guided literary walking tour and video scavenger hunt (students walk through and photograph the landmarks described in the opening chapter of Barometer Rising: Spring Garden Rd., George St., Barrington St., Hollis St., Citadell Hill, St. Mary’s Cathedral, St. Matthew’s Church, Victorian houses, the waterfront and ships in the harbor, view to George’s and McNab’s Islands. Students create a map with contemporary and archival photographs that represents the urban landscape described in the first chapter of Barometer Rising. In keeping with the opening scene of the novel and the focus on experiential learning, students will be offered a discount coupon for a soup and sandwich (ham sandwich and Bovril in the original novel) at an Argyle St. restaurant. Students will be encouraged to do the walking tour on a Sunday – as in the novel.

Week 6:   Date: Halifax 50 years ago – Class, race, urban geography 
– and ways of knowing the past.
▪ Learning objective: to understand the urban geography of race and class relations in Halifax in the mid-twentieth century and the ways in which they have and have not changed since then.
▪ Possible Guest Speakers: Stephen Kimber, Shirley Tillotson, LiLynn Wan
▪ Possible Reading:
▪ Stephen Kimber. 2003. Sailors, Slackers and Blind Pigs: Halifax at War. Halifax: Anchor Publishing (selections).

Week 7 Date: Africville then and now – 
An Introduction to the History of Black Nova Scotia 
▪ Learning objective: to understand the histories of racial exclusion and race relations in Halifax in the context of global history and the particular history of African Nova Scotians in Halifax.
▪ Possible guest lectures by Afua Cooper, Nat Hardy, El Jones (spoken word)
▫ Possible Reading:
▪ Irvine Carvery, “We are Africville” (poem also set to music by Scott MacMillan)
▪ Lawrence Hill, The Book of Negros (selections).

▫ Assignment – Annotated Map: Self-guided video scavenger hunt: Students take Metro Transit #7 Bus along Gottingen St. to Seaview Park and take photos of features of the urban landscape described in Kimber’s novel.

Week 8 Africville then and now (Continued)
▪ Learning objectives: To understand contemporary issues facing the Black Nova Scotian community, through a particular focus on the history of Africville since its destruction in the 1960s.
▪ Reading:
▪ Tina Loo. 2010. “Africville and the Dynamics of State Power in Postwar Canada” Acadiensis XXXIX, 2: 23-47.
▪ Stephen Kimber, Reparations (selections);
▪ Guest lecturers: Irvine Carvery, El Jones, Shauntay Grant

Week 9 Group Discussions of Historical Memory in Halifax
In the place of lectures this week, students will meet with Course Instructors and Teaching Assistants for small group discussions to collectively analyse the ways in which the history of Halifax is remembered (and not remembered), drawing on evidence and experience gathered by students in their daily lives in Halifax.
▪ Students will be assigned to particular discussion groups.
▪ The location of each group will be posted on the course Blackboard site.  

Week 10 Population Movement to and from Halifax:  Getting to know the city
 through the eyes of new comers, the history of Canadian immigration policy and population movement to and from Halifax
▪ Learning objectives: to understand some reasons for the global flows of populations. To understand Halifax’s position as a port city facing Europe and a gateway city for the rest of Canada.
▪ guest lecturers: Dr. Martha Radice (SOSA) on Cosmopolitan Cities, Immigrant Settlement and Integration Services worker
▪ reading: David Chariandy, Socouyant (selections)
▪ Assignment Annotated Map and / or Field trip to Pier 21 followed by case study. Drawing on course material and instructor guidance students will visit Pier 21 and explore the exhibit with a critical eye. Following their trip each student will complete a written assignment focused on an aspect of their museum visit and the movements of populations through Halifax.

Week 11 Contemporary migration issues in Halifax in Canadian perspective
▪ Learning objectives: to understand the issues facing contemporary immigrants to Halifax in comparative Canadian perspective, with a particular focus on immigrants from non-European backgrounds and race/ethnic relations in Halifax and Canada – as well as the ways in which immigrants to Halifax whom we encounter on a daily basis connect us with other parts of the world.
▪ guest lectures: Martha Radice, Pauline Barber-Gardiner, Carrie Dawson

Week 12:  Halifax ecosystems – the Harbour and the Ocean environment 
▪ Learning objectives: to understand the natural marine environment surrounding Halifax and the implications of the ways in which the human populations occupies and uses the water surrounding the city.
▪ guest lectures: Department of Oceanography, Ecology Action Centre Marine Issues Committee

Week 13:  Showcase of community engagement projects
▪ Learning objectives: students will learn from each other about issues of historical memory in Halifax through a video showcasing of their community engagement projects (see assignment description above)
   

WINTER SEMESTER:  Every Day Life in Halifax and Connections to the World

Week 1:  The Secret Life of your cell phone 
▪ Learning objective: to understand the global social and environmental implications of daily consumer habits in Halifax and Canada and the concept of ‘commodity chains’ that link the consumers of goods with their producers – through a particular focus on cell phones.
▫ guest lectures: Dr. Shelly Whitman, Centre for Foreign Policy Studies at Dalhousie: The Connections between Cellphones, Coltan Mining and Child Soldiers in the Democratic Republic of Congo
▪ Mini Lecure: John Cameron – on conflicts in Bolivia with Canadian Mining Corporation South American Silver over exploration for Indium (used in touch screens on tablets and mobile devices) 
▫ Video clip: The story of Electronics (from the Story of Stuff Project):http://www.storyofstuff.org/movies-all/story-of-electronics/
▫ Reading:
▪ Annie Leonard. “The Story of Electronics – Annotated Script” (http://www.storyofstuff.org/wp-content/uploads/2011/02/SoE_footnoted_script.pdf)
▪Elizabeth Grossman.  2006. “The Underside of High Tech” in High Tech Trash: Digital Devices, Hidden Toxics, and Human Health. Washington, D.C.: Shearwater Books, 1-16.

Week 2:  Your morning cup of coffee connects you to the world
▪ Learning objective: to further understand the global social and environmental implications of daily consumer habits in Halifax and Canada, through a particular focus on coffee – as well as the possibilities of Fair Trade Coffee as an alternative.
▫ Guest lecture: Jeff Moore, founder of Just Us Coffee Roasters
▪ Guest lecture: Gavin Fridell, CRC IDS SMU on fair trade coffee
▫ Video Clips from film: Black Gold: A film about Coffee and Trade (http://www.blackgoldmovie.com/)
▫ Reading: Gavin Fridell. 2004. “Fair Trade in Historical Perspective” Canadian Journal of Development Studies 25, 3: 411-428.

Week 3:  Where does our food come from?
Food security in Nova Scotia and around the world
▪ Learning Objectives: to understand the concepts of food security and food sovereignty in the context of food production and consumption in Nova Scotia and in the Global South.
▪ Possible guest lectures: a) Matthew Schnurr (IDS) on global food security, b) Faculty of Agriculture on food security and food production and consumption in Nova Scotia, c) Ecology Action Centre Food Action Committee on the carbon footprint of the food we eat d) Chris Dewall (former chair of Hfx farmers market) on the challenges of farming in Nova Scotia.

Week 4:  Climate Change in Nova Scotia – 
Contributing to and experiencing Climate Change 
and its Social Consequences
▪ Learning Objectives: to understand the primary ways in which Nova Scotians contribute to climate change and the primary effects of climate change on both Nova Scotia and other parts of the world.
▪ Guest lectures: Peter Duinker (SRES) / Meinard Doelle (Law) on causes and impacts of climate change globally, b) Ecology Action Centre – Climate Change Committee.

Week 5:  Global Connections and Ethical responsibilities I
▪ Learning objectives: to understand the debates over the ethical responsibilities for citizens of Canada related to global social and environmental (in)justice, in particular the distinctions between positive and negative duties and the types of actions and behaviours that might fulfil these duties. 
▪ Guest lectures: 1) Chike Jeffers (PHIL), 2) Bob Huish (IDS), 3) CLASSICS  - on normative ethics / positive and negative duties): What ethical obligations do we have to people in distant parts of the world who are affected by our actions and decisions? This week will focus particularly on ‘negative’ ethical duties to refrain from doing harm or benefiting from harm that is done to others.
 
▪ Reading: Thomas Pogge / Elizabeth Ashford: ‘What do we owe the distant poor?’ (negative and positive duties in the face of global poverty and climate change)

Week 6:  Group Discussions of Global Connections and Ethical Responsibilities 
In the place of lectures this week, students will meet with Course Instructors and Teaching Assistants for small group discussions to collectively analyse the ethical questions and challenges that emerge from the impacts of our daily actions on the rest of the world.
▪ Students will be assigned to particular discussion groups.
▪The location of each group will be posted on the course OWL site.

Week 7: Global Connections and Ethical Responsibilities II:
How to fulfill the duty to do good? From individual donations to Official Aid
▪ Learning Objectives: to understand debates over the ethical duties of human beings in the face of injustice, with a particular focus on ‘positive’ duties to ‘do good’ or help others in need – and the ways in which those positive duties can be exercised:
▪ reading:
▪ Peter Singer. 1999. “The Singer Solution to World Poverty” New York Times + videos
▪ David Sogge. 2002. “Foreign Aid: A Problem Posing as a Solution” in Give and Take: What’s the Matter with Foreign Aid. London: Zed Books, pp 7-21.
▪ Mendleson, Rachel. 2008. “Helping the World. And Me: Is volunteering about saving the world or enhancing a resume” MacLean’s  (2 pages). 
▪ guest lecturers: Classics, David Black (POLI) on Canadian Aid in global perspective; John Cameron on individual NGO fundraising and how poverty is represented in NGO fundraising schemes

Week 8 Date: Global Connections and Ethical responsibilities III: 
  Global Trade Policy – Promoting development or inequality?
▪ Learning Objectives: a) to understand the basic elements of global trade rules and how they affect the well-being of people in different parts of the world; b) to understand Canadian trade policies and practices (in comparative perspective); to understand Canadian trade policy in the context of debates over ethical obligations in the face of extreme global poverty and inequality.
▪ Reading:
▪ Eduardo Galeano. 2006. “Expulsion” in Voices of Time. New York: Picador Press, page 209.
▪ Duncan Green. 2008. “The International Trading System” in From Poverty to Power. London: Oxfam, 318-352.
▪ guest lecture: 1) Gil Whinam (POLI), 2) OXFAM Atlantic

Week 9  Date: Daily life in an unequal world I: Work and Housing 
▪ Learning objectives: a) to understand aspects of daily life in the global South as experienced by people who are economically and socially marginalized, with a particular focus on work and housing (in comparative perspective with Canada); b) to appreciate fiction as a way of understanding development issues.
▪ Reading:
▪ Eduardo Galeano, 1989. The Century of the Wind (selections).
▪ Aravand Adiga, 2010. Between the Assassinations (selections).
▪ Mike Davis. 2007. Planet of Slums (selections).
▪ guest lectures: 1) John Gaventa (coady institute) on working in the informal economy and living in informal housing

Week 10 Date: Daily life in an unequal world II: Global Health 
Learning Objectives: a) to appreciate daily life for economically and socially excluded people in the global South, with a particular focus on human health (in comparative perspective with Halifax / Canada), b) to appreciate the importance of statistical literacy for IDS, Canadian Studies and global citizenship (statistics as ways of telling stories).
▪ Guest lecture: Bob Huish (IDS), Global health in comparative perspective.
▪ Reading:
▪ Nancy Scheper Hughes. 1993. Death Without Weeping: The Violence of Everyday Life in Brazil. (selections)
▪ Paul Farmer. 2004. Pathologies of Power: Health, Human Rights and the New War on the Poor (selections). 

Week 11:  Date: Group Discussions of Ethical Responsibilities in the face of global 
inequality and injustice: How to be a global citizen in Halifax
▪ Learning objective: To understand (through discussion) different ways in which Dalhousie students and Haligonians can act as global citizens to satisfy their positive and negative ethical duties through their physical presence in Halifax.
▪ Students will meet in the same discussion groups as in week 6, facilitated by teaching assistants and course instructors.

Week 12:  Final summary lecture + Action Exchange
▪ Learning objective: a) to understand the issues covered in the 2nd semester in relation to one another, b) to appreciate the range of actions undertaken by students as expressions of global citizenship (Action Assignments)
▪ TAs to nominate student groups to present action assignments to the class (Students will vote on their favourite actions for a ‘People’s Choice Award’ to be given at the end of the class).

(See descriptions of assignments further below)

First Semester
▪ 4 quizzes (10% each):   40% 
▪ Essay proposal:      5%
▪ Essay (Humanities focus):   25% 
▪ Annotated map of Halifax:   15% 
▪ Community engagement proposal:   2% 
▪ Community engagement project:  13% 
               100%

Second Semester
▪ 4 quizzes (10% each) :   40%
▪ Essay proposal:     5%
▪ Essay (Social science focus)  25%
▪ Annotated map of Halifax  15%
▪ Community engagement proposal:   2%
▪ Community engagement project:  13%
               100%

▪ Links to electronic reading material on course web site.

▪ Current events in Halifax and the World: Students are expected to regularly read about current events in Halifax and the world in order to make connections with course material. Good sources on current events are The Coast (published every Thursday) and The Chronicle-Herald (daily). Good sources of information on world events include the websites for CBC News, BBC News, The New York Times, The Guardian Newspaper.

Quizzes:
Over the course of each semester there will be 5 quizzes, which students will write in a computer lab before or after the lecture. The location of the quizzes will be announced in class and posted on the OWL site.

Quiz questions will be based on readings, lectures, guest lectures and films. Each quiz will only cover material since the previous quiz. The format for the tests will include multiple choice questions, true and false questions, and open-ended questions that require short answers. Each quiz will typically include 6 multiple choice type questions and two open-ended short answer questions.

The top 4 quiz marks each semester will count towards students’ final grade. This means that students can either a) write all 5 quizzes and drop the lowest mark, or b) miss one quiz with no penalty.

First Semester Essay:

Length & Format: Essays should be 1000 words (Times New Roman 12 point font, double spaced, 1 inch margins). They must include a title, your name, B00 number, and email address. All sources should be cited using the MLA (Modern Languages Association) citation style, which is the most commonly used citation system in the Humanities. All sources cited should be included in a list of references at the end of the essay.

Due: Beginning of class Friday October 26

Instructions: Students will visit the Pier 21 Museum or the Seaview Baptist Church either during one of the facilitated visits or on their own time. Drawing on course material and instructor guidance, they will explore the exhibit with a critical eye and take notes. Following the visit, they will complete a written assignment that reviews the exhibit, paying careful attention to draw critically-minded connections between theoretical concepts developed in class and the exhibits they view.

Essays should be 1000 words (Times New Roman 12 point font, double spaced, 1 inch margins). They must include a title, your name, B00 number, and email address. All sources should be cited using the MLA (Modern Languages Association) citation style, which is the most commonly used citation system in the Humanities. All sources cited should be included in a list of references at the end of the essay.

For a very helpful guide on the MLA citation style see:http://libraries.dal.ca/writing_and_styleguides/style_guides.html

First Semester Essay Proposal: 
The main purpose of the essay proposal is to ensure that your topic, sources and tentative thesis statement are all appropriate. Your TA will give you feedback on your proposal that will be very important for writing the essay itself.

The essay proposal must include:
• The topic / issue that the essay will address (1-3 sentences)
• Tentative thesis statement for the essay (i.e. the central argument that you expect to make in your essay)
• At least 6 relevant sources for the essay (at least 4 of which must be scholarly sources – i.e. academic journal articles or books) listed in alphabetical order using the MLA citation system.
• Annotations for the 3 sources that seem most relevant to your topic (approx 100 words per source). Each annotation should explain the central topic and argument of the source.
 

Annotated Map of Halifax:
Using google maps, students will create their own annotated maps of Halifax with journal entries and photographs of the specific buildings and sites analyzed in the course as well as their connections with other parts of the world. Work on the map will take place over the whole year, but students will receive separate grades for their work at the end of each semester.

Specific instructions for creating the map are on the course OWL site.

The maps must include at least one journal entries and one photograph that relates to each week of the course. For example, in week 3 on the founding of Halifax students might photograph the statute of Edward Cornwallis or Cornwallis Junior High and write a journal entry about the idea of historical memory; for week 5 on life in Halifax 100 years ago students might photograph buildings and street signs that are featured in the first chapter of Barometer Rising. In the second semester students might photograph their morning coffee or their cell phone and write a journal entry about the commodity chains that link the cup of coffee or cell phone to people in other parts of the world.

Each journal entry should be approximately 150 words in length.

Community Engagement Project – First Semester: 
This course is built around the idea that community engagement offers us the potential to imagine creative ways to make our world a better, more equitable space. To that end the civic engagement project has two facets:

1) Community engagement: You will attend, make, or participate in an act of community engagement in Nova Scotia over the course of the term. This may take the form of spectatorship (you go to view a play, an art opening or exhibit, a curated film series, a speaker, Nocturn, the Halifax Pop Explosion, the symphony, etc). It may take the form of organization (you may be the one creating the event). It may also take the form of participation (you are an artist who exhibits in a gallery but doesn’t curate the show, you are an actor in a play but not the director or producer, you are a blog commentator but not a blog writer). These lines may blur.

2) Critical analysis: You’re a scholar. The other crucial components of this course are the critical thinking and writing tools you hone.

Community Engagement Proposal – First Semester: 
Students must submit a proposal for their Community Engagement Project before they carry out the project itself. Course instructors and TAs will provide students with written feedback on whether their proposal is approved or whether it requires changes. The proposal must include:
-Student(s) name(s), B00 number(s), email address(es)
-a brief description (100 – 200 words) of the proposed project
-an explanation of specific difficulties or challenges that students expect to encounter in carrying out the project and how they plan to deal with those difficulties.

Second Semester Essay
This essay requires you to critically analyse the connections between something that you eat, wear or use on a daily basis and the commodity chain that connects it to people in other parts of the world. In weeks 1 and 2 of the Winter semester we will examine the commodity chains that link the coffee we drink and cell phones we use to people in other parts of the world. For this assignment, you must choose another commodity (that is, not coffee or cell phones). The essay should analyse how other people are affected by the production, use and disposal of the particular commodity.

The essay assignment will require careful and systematic research. You should begin the essay well in advance of the due date to ensure that you have time to gather sufficient information to effectively analyse the commodity you have chosen. Please see the Dalhousie Libraries assignment calculator (http://util.library.dal.ca/calculator/) to help plan your work on this assignment. Please see the Dalhousie Libraries research page for helpful research tools and contacts (http://libraries.dal.ca/research.html).

Essays should be 1000 words (Times New Roman 12 point font, double spaced, 1 inch margins). They must include a title, your name, B00 number, and email address. All sources should be cited using the APA (American Psychological Association) citation style, which is the most commonly used citation system in the Social Sciences. All sources cited should be included in a list of references at the end of the essay. For a very helpful guide on the APA citation style see: http://libraries.dal.ca/writing_and_styleguides/style_guides.html

Second Semester Essay Proposal
The main purpose of the essay proposal is to ensure that your topic, sources and tentative thesis statement are all appropriate. Your TA will give you feedback on your proposal that will be very important for writing the essay itself.

The essay proposal must include:
• The topic / issue that the essay will address (1-3 sentences)
• Tentative thesis statement for the essay (i.e. the central argument that you expect to make in your essay)
• At least 6 relevant sources for the essay (at least 3 of which must be scholarly sources – i.e. academic journal articles or books) listed in alphabetical order using the MLA citation system.
• Annotations for the 3 sources that seem most relevant to your topic (approx 100 words per source). Each annotation should explain the central topic and argument of the source.
 
Community Engagement Project – Second Semester: 
In the first section of the second semester and in the essay assignment students will analyse the connections between the things we eat, wear and use on a daily basis and their impacts on people in other parts of the world. The course then examines the ethical questions which these connections generate – especially for the things that we eat, wear and use that have negative impacts on other people. This assignment involves two parts:
▪ First, you must do something – on your own or in groups of up to three - on the Dalhousie campus or in Halifax that responds to those ethical questions in a manner that you consider appropriate. Your action might aim to raise public awareness of the issue, or to try to bring about political change on the issue, or you might engage in volunteer work with an organization that does long term work on the issue. Specific examples might include: showing a film in your residence that raises awareness of the issue, creating and posting a video on youtube, sending a letter and petition to a relevant politician, creating and performing a piece of music that raises awareness of the issue, organizing a fundraising event, etc. Be creative.
▪ Second, you must document your action in photographs (3-4) or video (max 2 minutes) and in writing. The written description should be 250 words long (Times New Roman 12 point font, double spaced, 1 inch margins) and must explain: a) the particular issue that you aimed to address and the ethical questions or challenges that you aimed to respond to, b) what you did, and c) how your action responded (or not) to the ethical questions or challenges that you identified.

Community Engagement Proposal – Second Semester:
Students must submit a proposal for their Community Engagement Project before they carry out the project itself. Course instructors and TAs will provide students with written feedback on whether their proposal is approved or whether it requires changes. The proposal must include:
▪ Student(s) name(s), B00 number(s), email address(es)
▪ a brief description (100 – 200 words) of the proposed project
▪ an explanation of specific difficulties or challenges that students may encounter in carrying out the project and how they plan to deal with those difficulties.