St. John’s University

Institute of Core Studies

Professor Matthew Donnelly

Fall Semester 2015

DISCOVER NEW YORK

COURSE DESCRIPTION

• Introduction to the people, history, geography, architecture, life and times of New York City. This DNY Course will include in-depth discussions with respect to immigration, race and ethnicity, religion, wealth and poverty, politics, government and economics, the environment, as well as the arts, parks and recreation and sports of New York City. Students are required to participate along with Professor Donnelly on all field trips as scheduled by St. John’s University.

• Credit Hours: Three (3) Semester Hours

TEXT WE WILL BE USING FOR OUR CLASS

Objective of the Course:

To give students an insight into the special dynamics of the unique place New York City enjoys in the State of New York, the United States and the entire world.

NOTE FOR STUDENTS WITH SPECIAL NEEDS

• Under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973, colleges and universities are required to provide reasonable accommodations for students with documented disabilities. Such documentation should be on file at the Student Life Office here at St. John’s University.

• If any student requires such services, please see me by the third class of this semester.

TOPICS FOR DISCUSSION• The Native Americans, New Amsterdam, and the Dutch contribution to the new world.

• The English, New York and the building of a new thriving city.

• Alexander Hamilton, the American Revolution and New York’s Brief run as the capital of the United States from 1785 - 1790.

• Dewitt Clinton aka “Magnus Apollo” The Grid, The Erie Canal, Central Park, Walt Whitman, Abraham Lincoln and the Civil War Draft Riots.

• Tammany Hall, Boss Tweed and the Age of the Political Machine; Political Bosses, Big Money Politics and Political Corruption; New wave after new wave of immigrants arrive through Ellis Island and settle in New York City, giving New York City its’ diverse ethnic character and identity that is still observed today. The Statue of Liberty comes to represent all that New York City and America represents.

DISCUSSION TOPICS CONTINUED• Jacob Riis and “How the Other Half Lives”; The Five Points, poverty, hunger and

starvation in New York City in the later 19 th and early 20th Centuries.

• The Consolidation into the Five Boroughs of Greater New York in 1898, which residents of Brooklyn referred to as “The Mistake of 1898.”

• The Brooklyn Bridge, the construction of New York City’s Subway System and the construction of Grand Central Terminal and the original Pennsylvania Station.

• New York City as America’s very first Metropolis, Megalopolis and even Cosmopolis.

• Governing New York City: Not an easy task for any mayor in any generation here in New York City.

• Deplorable child labor, the abuses of the Sweat Shops and the tragedy of the Triangle Shirtwaist Factory Fire; The reforms enacted in its’ aftermath, which became the template of the New Deal under President Franklin Delano Roosevelt in the 1930’s.

DISCUSSION TOPICS CONTINUED (AGAIN)• New York City in the Roaring 1920’s: The Skyscraper Wars, Mayor Jimmy Walker and the

age of big political scandal; F. Scott Fitzgerald and the significance of The Great Gatsby and other writings symbolic of New York City in the 1920’s; Harlem and the accompanying Harlem Renaissance and Jazz Age; the emergence of Al Smith and the triumph of Irish Immigrants; Babe Ruth and the New York Yankees as Baseball becomes the national pastime and New York City’s game.

• The Stock Market Crash of 1929, the construction of the Empire State Building; New York City and the Great Depression; “Hoovervilles” in Central Park and other parts of New York City; the emergence of “The Little Flower”: Mayor Fiorello LaGuardia and the era of reform in New York City.

• The emergence of “The Power Broker”: Robert Moses, LeCorbusier and the building of “The City of Tomorrow” in New York City; the significance of the 1939 World’s Fair in Flushing Meadows, Queens.

MORE DISCUSSION TOPICS• The era of major public works projects in New York City: The Triborough Bridge, The

Bronx-Whitestone Bridge, The Throgs Neck Bridge and the Cross Bronx Expressway; The construction of Jones Beach and the rehabilitation of Central park under Mayor LaGuardia and Parks Commissioner Robert Moses.

• New York City during the Second World War (1941-1945).

• Jackie Robinson becomes the first African-American to play Major League Baseball on April 15, 1947 with the Brooklyn Dodgers.

• Mayor Robert Wagner and New York City in the 1950’s; Housing reform, Title 1 and “Slum Clearance”; The Brooklyn Dodgers and New York Giants leave New York City for California as NYC relinquishes its’ title as “The Capital of Baseball.”

• The Westside Highway Project and Robert Moses go down in defeat; The destruction of Penn Station; Jane Jacobs and the power of community organizing; Mayor John Lindsay and the long slide down into social, economic and political chaos.

STILL MORE DISCUSSION TOPICS• The Long battle to construct the original Twin Towers of the original World Trade Center in

lower Manhattan; Mayor Abe Beame and New York City on the brink of financial bankruptcy in 1975; “Ford to City: Drop Dead!”

• Economic Disaster and rebirth in New York City; The emergence of mayor Ed Koch in 1977; “The Bronx is Burning”: Arson and chaos amid declining property values in New York City’s least affluent neighborhoods; “City for Sale”: Political scandal plagues Ed Koch’s final term as Mayor of New York City in the late 1980’s.

• David Dinkins is elected the first African-American Mayor of New York City in 1989.

• Rudolph Giuliani as Mayor of New York City: 1994-2001; Police Commissioner William Bratton and a vow to “end crime as we know it” through the still controversial “Broken Windows” crime fighting strategy; Mayor Giuliani and the clean up Times Square.

• New York City as the Center of the World in the 1990’s and into the 21 st Century of today.

STILL MORE DISCUSSION TOPICS (AGAIN)• The World Trade Center and September 11, 2001: New York City comes together and

unites as a community like never before in the face of the worst tragedy ever suffered by New York City.

• Mayor Mike Bloomberg and New York City: 2002 – 2013.

• Rebirth and renewal at Ground Zero: 9-11 fourteen years after and the rebuilding of lower Manhattan; The new Freedom Tower rises into the sky, symbolizing this rebirth.

• Hurricane Sandy and its’ devastating social and economic impact on New York City

• Mayor Bill de Blasio, “A Tale of Two Cities” and Contemporary NYC today. Mayor de Blasio and his personal feud with Governor Andrew Cuomo over control of New York City public schools, housing reform and other political and social issues.

• The Long Island Rail Road, the MTA and east side access to Grand Central Terminal: Will this project ever be completed? Will mass transit in New York ever be able to accommodate the ever expanding population of New York City?

WHAT DOES THE FUTURE HOLD FOR NYC?

• The future of New York City in 2015 and beyond…

BILLY JOEL AND NEW YORK CITY• https://www.youtube.com/watch?v=o3vM0KxQ2Io

CRITERIA FOR STUDENT EVALUATION• The Dialectical Journal: Each Student will maintain a Dialectical Journal which will consist

of personal responses to quotes personally selected by each student from the assigned text The Historical Atlas of New York City by Eric Homberger. As discussed in class, your Dialectical Journal will be submitted each week and will comprise a portion of your mid-term grade, as well as your final submission at the end of the semester comprising 30% of your final grade for our Discover New York class.

• NYC A to Z: Each student is to present a work entitled “NYC A to Z” which will be a personal representation of what the student has learned this semester in Discover New York. Students are required to select a person, place, thing or idea that is represented by each letter of the alphabet and compose a one-page essay on that topic, including a small photograph or sketch embedded on that page, such as an image from Google images or even a photograph personally taken by the student, or even the student’s own personal artwork.

CRITERIA FOR STUDENT EVALUATION CONTIN• For example, the letter “A” could be represented by “The Big Apple” accompanied by a

one-page essay discussing the origin of that title for New York City. Or, the letter “A” could be represented by Alexander Hamilton or Andrew Cuomo, or 5 th Avenue or Avenue of the America’s. The whole point of this project is to demonstrate your understanding of all things New York City. Being highly original, imaginative and creative will result in the highest grade on this assigned project. This assignment is also designed to be a fun learning project. I will pick the best submitted NYC A to Z projects and ask the students to make brief presentations to the class to show off their work. This assignment will comprise 30% of your final grade for this course.

FIELD OF QUEENS GROUP PROJECT

WHAT DOES “FIELD OF QUEENS” ENTAIL?• Students will be grouped into Teams of Four and assigned to study the ethnic diversity of

Queens, New York. You will be provided with Metrocards and asked to begin your Journey of Discovery on Main Street, Union Street, Northern Boulevard and other local streets of Downtown Flushing. Your teams will walk and observe the people, languages spoken, the styles and fashions of dress, the ethnic businesses, the ethnic signage on the streets and in the windows of the business establishments, the various ethnic foods offered for sale by eateries and street vendors, and the various ethnic newspapers, magazines and books offered for sale and the diverse music that may be played and offered for sale. Your team will then be asked to board the Flushing Number 7 Train at Main Street in Flushing and ride it westbound toward Manhattan, getting off at stops in Corona, Jackson Heights. Elmhurst, Woodside, Long Island City and any other stop to repeat this process to observe and experience the ethic diversity of this section of the Borough of Queens. Your team is also required to select a reasonably priced restaurant to experience an ethnic meal.

ETHNIC DIVERSITY OF QUEENS

Downtown Flushing Multi-Cultural Signage

FIELD OF QUEENS PROJECT REQUIREMENTS• Your teams are to take photographs and/or video to document your experiences with the

goal of preparing a multi-media presentation for our class during our final class meeting. This can be accomplished using Windows Moviemaker, I-Movie or Powerpoint Slides. Mixing in of music and narration by members of your team is encouraged. Again, Being imaginative, creative and innovative will result in the highest grade. Remember, this project is also designed to be a fun learning experience. This assignment will comprise 30% of your final grade for this course.

COURSE REQUIREMENTS CONTINUED• “The Do Now”: Each class meeting will begin with a “Do Now””: A brief essay composed

by the student in response to a question or topic handed out at the beginning of each class.

• There is no wrong or right response to this assignment.

• Simply stated, the purpose of this assignment is to get you thinking about a topic relevant to New York City.

• The “Do Now” will also serve as a method for taking attendance in our Discover New York class. Please be on time for every class and be prepared for this exercise, which will comprise 10% of your final grade for this course.

• Recap: 30% of Final Grade: The Dialectical Journal

• 30% of Final Grade: NYC A to Z

• 30% of Final Grade: The Ethnic Diversity of Queens AKA Field of Queens Group Project

• 10% of Final Grade: “The Do Now” Brief Essay, ASL, class participation and attendance.

COURSE POLICIES• All assignments are to be submitted on time.

• Any assignment submitted after the previously announced due date will receive an automatic deduction of 10 (ten) points with an additional 5 (five) points deducted for each day until the assignment is finally submitted.

• All students are expected to attend regularly scheduled classes to actively participate in all class activities, discussions and field trips.

• Unexcused absences will result in an automatic 10 (ten) point reduction (class participation and attendance).

• Three absences without a medical note or a valid reason will constitute an automatic withdrawal from this course.

• An incomplete (INC) is not a grade option for this DNY course (with the exception of documented emergencies. Please expect a letter grade at the conclusion of this semester.

• All smart phones should be off or in “silent mode” during our class. Please make sure your message alert is disabled or in silent mode as well. Thanks!

ACADEMIC SERVICE LEARNING (ASL)• Students of Discover New York are required by St. John’s University to engage in 6 (six)

hours of Community Service during the tenure of this course in the Fall Semester, 2015.

• Details will be discussed with me throughout this Fall Semester.

• The composing and submission of Reaction/Reflection papers based on your participation in your ASL/Community Service is strongly encouraged. Again, details with respect to ASL will continue to be discussed at length in class throughout this Semester.

NEW YORK STATE TEACHER STANDARDS• Standard 1: The teacher promotes the well-being of all students and helps them learn to their

highest levels of achievement and independence, demonstrating an ability to form productive connections with students with diverse characteristics and backgrounds, students for whom English is a new language, students with varying abilities and disabilities and students of both genders.

• Standard 2: The teacher has a solid foundation in the arts and sciences, breadth and depth of knowledge of the subject taught, and understanding of subject matter pedagogy and curriculum development.

• Standard 4: the teacher effectively manages the classroom that is structured in a variety of ways, using a variety of instructional methods, including education technology.

• Standard 5: The teacher uses various types of assessment to analyze teaching and student learning and to plan curriculum and instruction to meet the needs of individual students.

• Standard 7: The teacher maintains up-to-date knowledge and skills in the subject taught and in methods of instruction and assessment.

ISTE STANDARDS• Standard 1: Technology Operations and Concepts: Teachers demonstrate a sound

understanding of technology operations and concepts

• Standard 2: Planning and Designing Learning Environments and Experiences: Teachers plan and design effective learning environments and experiences supported by technology.

• Standard 3: Teaching, Learning and the Curriculum: Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning.

• Standard 4: Assessment and Evaluation: Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.

• Standard 5: Productivity and Professional Practice: Teachers use technology to enhance their productivity and professional practice.

• Standard 6: Social, Ethical Legal and Human Issues: Teachers understand the social, ethical, legal and human issues surrounding the use of technology and apply those principles in practice.

RUBRIC FOR STUDENT EVALUATION• Level 5: Score of 90 – 100% - Grade A – Student’s performance demonstrates a complete

and comprehensive knowledge of the material and effectively conveys this on all projects submitted, class participation and any extra credit projects submitted as well.

• Level 4: Score of 80 – 89% - Grade B – Student may demonstrate the characteristics of a level 5 performance with respect to this submitted project, but is weaker in the overall knowledge of the material and displays some difficulty in articulating this information, either written or orally.

• Level 3: Score of 70 – 79% - Grade C – Student demonstrates a basic, workable knowledge of the material and articulates this knowledge both written and orally in a satisfactory manner.

• Level 2: Score of 65 – 69% - Grade D – Student demonstrates a minimal understanding of the topic and makes a poor effort to convey this knowledge, both written and orally.

• Level 1: Score of 64 and below – Grade F – Student fails to demonstrate even a minimal knowledge of the material presented, both written and orally.

OTHER IMPORTANT INFORMATION• Contact Professor Donnelly: E-mail: donnellm@stjohns.edu

• Text is available at SJU Campus Bookstore, www.amazon.com, www.textbooks.com, www.barnesandnoble.com or www.ebay.com.

• Peer Leaders:

• DNY 1000C 533 CRN 81032 – Jordan Canela - jordan.canela12@my.stjohns.edu

• DNY 1000C 564 CRN 81035 Celeste Chow - celeste.chow12@mystjohns.edu

• DNY 1000C 569 CRN 77989 John Black - john.black14@mystjohns.edu

• Class Schedule:

• DNY 1000C 533 CRN 81032 – Wednesday 10:40AM – 12:30 PM – MAR 333

• DNY 1000C 564 CRN 81035 – Wednesday 1:50 PM – 3:40 PM – MAR 333

• DNY 1000C 569 CRN 77989 – Wednesday 5:00 PM – 6:50 PM – DAC 209

MORE IMPORTANT INFORMATION - MAYBE• Please note on September 30, October 21 & November 18 we will have an additional

third hour of class, which is for the “DNY Workshop.” We will discuss in class how we will utilize this third hour of class.

CLASS FIELD TRIP: WALKING TOUR OF 5TH AVE• On Sunday, October 18, we will gather in the lobby of the DAC at 8:30 AM. We will then

walk down the hill and catch the MTA bus to the Kew Gardens Subway Station on Queens Boulevard and take the F Train to Manhattan.

• We will take the F Train to the Flatiron District and begin our walking tour of 5 th Avenue.

• Some of the sites we will see on our walking tour will include The Flatiron Building, The Empire State Building, where we will go to the Observation Deck; The New York City Public Library and Bryant Park; St. Patrick’s Cathedral, Rockefeller Center, where we will go to the “Top of the Rock” Observation Deck; Trump Tower, The Plaza Hotel and Central Park.

SITES WE WILL SEE ON OUR 5TH AVENUE TOUR

SECOND FIELD TRIP: THE BROOKLYN BRIDGE• On Sunday, October 25, we will once again gather in the main lobby area of the DAC

Center at 8:30 AM for our second DNY Field Trip: A Walking Tour of the Brooklyn Bridge and lunch at Grimaldi’s Pizza in Brooklyn.

• We will again catch the MTA Bus on Union Turnpike to the Kew Gardens Subway Station on Queens Boulevard where we will make our way to the City Hall Subway Station, from where we will walk upstairs and begin our journey across the Historic Brooklyn Bridge.

•

FALL 2015 SJU ACADEMIC CALENDAR• September 2 (Wednesday) First Day of Classes for Fall Semester

• September 5 (Saturday) Labor Day Weekend - No classes meet at SJU

• September 7 (Monday) Labor Day Observed - No classes meet at SJU

• September 9 (Wednesday) Monday classes meet

• September 9 (Wednesday) Last Day to drop or add classes

• September 22 (Tuesday) Last Day to drop a class without notation on your transcript

• September 23 (Wednesday) Withdrawal period begins

• October 12 (Monday) Columbus Day - No classes at SJU

• October 20 (Tuesday) Midterm Grades due

ACADEMIC CALENDAR – PART 2• November 9 (Monday) Last Day to withdraw from class or apply for Pass/Fail Option

• November 25 - 28 (Thursday - Sunday) Thanksgiving Recess - No classes at SJU

• December 8 (Tuesday) Feast of the Immaculate Conception - No classes at SJU

• December 10 & 11 (Thursday & Friday) Snow Day/Study Days - No classes at SJU

• December 12 (Saturday) Regular Saturday classes meet at SJU

• December 14 - 19 (Monday - Saturday) Final Exams Week at SJU. Our last DNY class meeting will be Wednesday, December 16 at our regularly scheduled meeting time.

SOMETHING TO THINK ABOUT…