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University Core Curriculum

Reader for The American Experience.
Benjamin Franklin. The Autobiography and Other Writings. Kenneth Silverman, ed. Viking/Penguin.
Narrative of the Life of Frederick Douglass, An American Slave, Written by Himself. Signet/NAL
F. Scott Fitzgerald. The Great Gatsby. Simon & Schuster, 1995.
Style Manual for Papers
Diana Hacker. A Pocket Style Manual. Boston: Bedford Books/ St. Martin's Press, 1993. The proper guide for making references to on-line sources is the MLA style sheet. It is not available on line. However examples of correct references may be found at the University of Georgia Libraries' MLA Style Sheet site.
University Education

By a crude mathematical formula, it can be suggested that what students teach students should be one-third of an undergraduate education, what professors teach students should be another third, and what each student does alone in the library, the laboratory, and the study should be the remaining third;... From Jeroslav Pelikan, The Idea of the University: A Reexamination (New Haven: Yale UP, 1992): 61.


Daily grade: Class participation requires not only that students be present and prepared, but that they bring text(s) to class as well.

Written Assignments 25%

Journals, research reviews, outside activities, or other written material will be assigned. If no topic is specified, students are required to engage the subject matter of the course (readings, videos, and class discussions) in their writings.

Formal Presentation. 40%

Oral Delivery, 15%. Document, 25%. A formal presentation by each student of an individual project covering an aspect of the course is required. This is expected to be appropriate to a capstone course in a four-course series. While it should focus on material in this last course, it should include references to prior core material as well. This may be done as a formal research paper or as a multi-media presentation.

Academic Integrity

Please note the university's policy on cheating, plagiarism, and other violations of academic integrity.

The underlined words in the Syllabus are links to websites for the topic under discussion.
1 Class Lecture:  Orientation. (1) General objectives of the Core; (2) nature of interdisciplinary study; (3) course structure: class lectures and discussions; (4) the emphasis on writing; (5) the journal and/or weekly writing assignments; (6) the project; (7) grading; (8) resources available. Poems of Walt Whitman and Langston Hughes in the Reader.
Focusing Questions: (1) How does each of these poems illustrate the American Experience and the American Dream? (2) Why are these two poems good choices to begin Core D? How are they companion pieces? (3) In Whitman's "I Hear America Singing," how do the line lengths, rhythm and repetition capture and illuminate the feelings expressed in this poem?
Assignment: Read Jennifer Hochschild, "Facing Up To The American Dream," in the Reader.
The American dream promises everyone a reasonable expectation of success (understood largely in terms of personal wealth and status symbols, but not discounting fame and personal power) through means under their own control (namely, personal virtues such as industry and frugality). According to this familiar view, to be successful is to be thought virtuous and deserving, while to fall short of success is to be thought unworthy and possibly even wicked. To opt entirely out of the struggle for success risks being viewed as "un-American."

The American dream has taken many forms, including: (1) the Puritan ethos, according to which personal virtue creates money-success which, in turn, is used to benefit the community; (2) the entrepreneurial ethos, according to which the self-made man achieves money-success through whatever means necessary (including virtue but not excluding criminality) and thereafter is without social obligation; and (3) the white-collar ethos, according to which money-success is divorced entirely from personal virtue and results, instead, from the ability to fit into conformist corporate cultures or even from pure luck).

Regardless of which variant one considers, opportunities for success have not been extended equally in the United States. Indeed, women, racial minorities, and new arrivals on America's shores, both legal and illegal, have often been excluded from full participation in the struggle for success. Nonetheless, the ideology of the American dream prevails and continues to inform the national dialogue over issues such as affirmative action, welfare reform, education, immigration policy, and health care. It increasingly characterizes the marketing tactics of multinational corporations and the policies of international organizations such as the World Bank, the International Monetary Fund, and the World Trade Organization. It continues to draw millions of immigrants to America's shores, while inspiring many others to embrace some, but certainly not all, of its aspects in their own countries. It even continues to attract those who have been historically excluded.
2 Class Lecture and Discussion: "Facing Up To The American Dream."
Focusing Questions:Is there "THE" American Dream? With what human characteristics is it associated? Is opportunity open to everyone? Is it abundant? Is it unlimited? Is it associated with fame, power, fortune, love friendship, or spirit? Do people have a fair, i.e., equal, starting point?
Assignment: Read The Autobiography of Benjamin Franklin and "Essays" in the Reader.
3 Class Lecture and Discussion: Franklin.
Focusing Questions: Is Franklin the embodiment of the values conveyed in the American Dream? Is Franklin limited by any of Hochschild's tenets? Is Franklin a genuine revolutionary? What does Franklin teach about self-realization in America? How free is Franklin to experiment with his life? Is it fair to compare Franklin's opportunities for this sort of experimentation with those of Malcolm X or Gandhi?
4 Class Lecture and Discussion: Franklin.
Assignment:: Read Narrative of the Life of Frederick Douglass and "What to the Slave is the Fourth of July," in the Reader.
5 Class Lecture and Discussion: Douglass.
Focusing Questions: To what extent is Douglass like Franklin? Does he have the same characteristics? Does he start with the same opportunities? How does Douglass define the American Dream? Is his dream like Franklin's in any way? How is it different? How is Douglass successful? How not? What is the legacy of slavery? In what way does Douglass embody the promise of freedm? In what sense is Douglass like or different from Socrates? Eva? Malcolm X?
Assignment: Read Brown v. Board of Education in the Reader.
6 Class Lecture and Discussion: Douglass and Brown v. Board of Education.
Focusing Questions: How does the Brown v. Board of Education case respond to the American Dream? Is it possible to remove shackles and still have a system that is "unfair"? To achieve fairness, what is needed in addition to legal changes?
Assignment: Read Randolph Bourne, "Trans-National America" in the Reader. Listen to the Paterson tapes: "They are a new wave of immigrants," "All of us were illegally working," "Waldina Jimenez's first job in America," "Everybody speaks Spanish.," "They found it very difficult to learn English," "Do you consider yourself an American now?" For further information see Working in Paterson on the Library of Congress's American Memory site; and for links to all the tapes, go to the Audio Title Index.
7 Class Lecture and Discussion:  Paterson and Bourne.
Focusing Questions: Why does Bourne think that the "melting pot" concept is a mistake? What does he mean by "transnational America"? Why does he believe that a "transnational America" is more desirable than a culturally homogenized America? Does Bourne respond adequately to Roosevelt's concerns about divided loyalties? Should immigrants be required to learn English? Are immigrants more or less "American" than native born citizens? Do the immigrants of Paterson want to become "Americanized"? If so, why? If not, why not? What does it mean to them to be an American? What is their "American dream"? How would they respond to the arguments of Bourne and Roosevelt? How would they react to the model for the American dream presented by Benjamin Franklin?
Assignment: Read Theodore Roosevelt, "Americanism," in the Reader.
Class Lecture and Discussion: Bourne and Roosevelt. Here are further sites on immigration.
Focusing Questions: What does it mean, for Roosevelt, to be an American? What does it mean, for Bourne, to be an American? What does it mean to you to be an American? What must immigrants do, according to Roosevelt, in order to become Americans (i.e., to become Americanized)? What does Roosevelt mean by "hyphenated American"? Why does he reject "hyphenated Americanism"? Is Roosevelt right to fear "divided loyalties"?
Assignment: Read Schwimmer v. United States, the Declaration of Independence, the Constitution, the Bill of Rights, and assigned amendments in the Reader.
Typically, when Americans read the Declaration of Independence, they consider "liberty and the pursuit of happiness" to be the same thing. America's historic focus on the promise of freedom and on individualism often blurs the words in the Constitution's Preamble on society's sharing the benefits of liberty. This tension will probably never be resolved, and more probably it will continue to exist as a balancing of the individual's liberty and the society's expectation of an equal opportunity to enjoy material and intangible benefits. In America's multipolar society, how the government and other social institutions will aact to balance these contrary forces is a relevant topic, not only for the United States, but also for any democratic and relatively classless political system.

In considering the dynamic relationship between what rights and obligations the citizen and the community claim and owe to each other, there is another dimension in which government and other social institutions have a role: how and when to protect the non-conformist from community pressure. An inquiry illustrative of this topic is whether the non-conformist can confer an important benefit on those he most upsets.
9 Class Lecture and Discussion: Schwimmer, Declaration of IndependenceThe Constitution, Bill of Rights, and assigned amendments.
Focusing Questions:
Schwimmer: Who is an American? What are the limits? Do the limits change and are they the same today as they were in 1929?
Declaration: Who are "all men"? What is the basis of individual rights? Are we a religious people? What is the American Dream of the founders? Why do Americans tend to emphasize freedom over equality? If so, why? What are the consequences for democracy and capitalism of our emphasis on freedom?
Constitution and Amendments: How does the Constitution attempt to fulfill the principles of the Declaration of Independence? How do the preambles to the Declaration and the Constitution differ in broad principles? How well does the Constitution fulfill its own stated purposes as stated in the Preamble? What were the intentions of the Framers in enumerating the powers of Congress (Art 1, sec. 8) and leaving the powers of the President somewhat vague? What does the Preamble to the Constitution imply by the phrases "promote the General Welfare"; "form a more perfect union"? What relationship does the Constitution specify between the national and state governments? What is the reason for the method of presidential election outlined in Article II, section 1? Where does the Supreme Court's power of judicial review come from? Why are different terms of office established for Representatives, Senators, and the President? What is the term of office for a Supreme Court judge? What does the phrase "Republican Form of Government" (Art. IV, Sec. 4) mean? Why was a Bill of Rights added to the Constitution? What specific rights does the Bill of Rights stipulate? Why were these chosen? Under the first Amendment, can a state establish a religion? censor a newspaper? What do "equal protection of the laws" and "due process" mean? What did the other Amendments to the Constitution attempt to do? What is significant about Amendments 13-15 and Amendment 19? How does amendment 18 differ from the others? (Exercise: organize the amendments into broad categories: e.g., procedural issues, definitions of rights, etc.) (NB: There is now a 27th Amendment re: Congressional pay). What impact have "implied" powers had on the development of the federal government? Do checks and balances lead to government gridlock? What makes people apathetic about government and politics? Is this attitude a result of the structure of government outlined in the Constitution? If the law is what the Supreme Court says it is, are any rights secure? Has the First Amendment right to free speech kept pace with changing social conditions? How do the "establishment clause" and "free exercise" clause of the first Amendment click? What redress do citizens have against laws they believe are unconstitutional? Is there a "right to know"? When does the right to a free press conflict with rights to due process?
Assignment:Read "The Gettysburg Address" and the "Seneca Falls Declaration of Sentiments" in the Reader.
10 Class Lecture and Discussion: The Gettysburg Address and the Seneca Falls Declaration of Sentiments.
Focusing Questions:
Address: In these few words how does Lincoln frame the American Dream? How is it different from the founders' vision? What does this message mean today?
Sentiments: Why does the Declaration of Sentiments so closely resemble the Declaration of Independence? What is the significance of the Declaration of Sentiments? What are the grievances expressed by the Seneca Falls Convention? what customs and practices did the Convention criticize? How are we to view the Declaration of Sentiments in light of the Constitution and the Declaration of Independence? Why do you think it took so long after the signing of the Declaration of Sentiments for women to achieve the right to vote? Were the signers at Seneca Falls radical? If so, what made them so? Were the signatories challenging the umbrella of freedom and liberty espoused by Jefferson and the other founders? What role did religion play in the crafting of the Declaration? What was the document's greatest achievement? What was the Declaration really asking for?
Assignment: Read assigned selections from DeTocqueville's Democracy in America and Federalist Paper #10 in the Reader.
11 Class Lecture and Discussion: DeTocqueville and Federalist #10.
Focusing Questions:
DeTocqueville: The excerpts from De Tocqueville begin with an analogy to child development (anticipating Skinner by 100 years). Do you think that requiring students to take Core D evidences that the U.S. is growing old? What are mores, and how is the word pronounced? Why does De Tocqueville continue with a geography lesson (anticipating Robert Frost by 100 years)? De Tocqueville says that "a middling standard has been established in America for all human knowledge." Do you agree? Are you insulted? De Tocqueville points out Americans' interest and involvement in politics. Does he approve? Were he to visit today, would he re-write this passage? Is America today as conformist as De Tocqueville notes? How does he explain Americans' taste for physical comfort, for our "restlessness of temper," and our "strange melancholy"?
Federalist Papers #10: Madison seems to be concerned with the political health of the nation, prior to the adoption of the Constitution. What problems does he see? What is a "faction?" Could you give some examples of factions (or "special interests") in our society today? Madison suggests two theoretical ways of eliminating the cause of factions. What are they and why will they not work? What are the "latent causes of faction"--the permanent divisions in society--to which Madison points? Are those divisions still apparent in American society? What is the "most common and durable source of faction," according to Madison? Again, does that still seem to be the case? How are factions reflected in the legislature itself? There being no satisfactory way of eliminating the causes of faction, Madison turns to the problem of controlling the effects. How are the effects controlled if the faction constitutes a minority of the population? What about a majority faction? Why is it the more serious problem? How does Madison define the problem of controlling its effects? Madison distinguishes a "pure democracy" from a "republic." Explain the difference. Why have "pure democracies" typically collapsed? Would you know of any historical examples that illustrate Madison's point? How does the system of representation in a republic help to control the effects of faction? Why does this work better in large rather than in small republics? How does the Federal Constitution resolve the problem of assigning the right number of constituents ("electors") to each representative? Republics tend to be bigger than pure democracies. Why? What is the advantage in having a bigger, more populous country {indeed, a bigger rather than a smaller republic), with respect to the control of factions? Would you say that Madison's solution to the problem of faction has worked throughout American history?.
12 Class Lecture and Discussion: DeTocqueville and Federalist #10 continued.
Assignment: Read Thoreau, "On the Duty of Civil Disobedience" and Allen Ginsberg, "Howl," in the Reader.
13 Class Lecture and Discussion: Civil Disobedience and "Howl".
Focusing Questions:
Civil Disobedience: (1) Thoreau's speech at the Concord Lyceum in 1848 is prompted by his objections to government tolerance (or even support) of the slave system and to its prosecution of the Mexican War. What were the United States' objectives in that war, and why would Thoreau object? (2) How does Thoreau think the United States government acts and what does he think a government should do? What do you think a government should do? What does the present President of the United States think? (3) What are Thoreau's answers to a government's or a society's decisions made on the basis of majority rule? (4) What is the possible outcome of a minority group's taking an unpopular stand on a hot issue and engaging in acts of civil disobedience? How does Thoreau deal with that outcome? What is the state's obligation to a member of the minority who so acts out? (5) What is Thoreau's ultimate view of the relationship between the individual and the state? Do you think it is possible to have a functioning society formed on his view? If so, would it be desirable?
"Howl": (1) Explore the selection from the poem "Howl" to understand why it is placed in the syllabus section entitled "The Mob and the Individual." How are the Individual (the speaker) and the Mob at odds with each other? Who/what constitute the Mob? (2) How are anger, rebellion, and alienation expressed in "Howl"?
14 Class Lecture and Discussion: Civil Disobedience and Howl continued.
Assignment:. Read Roe v. Wade and Boys Scouts v. Dale in the Reader.
15 Class Lecture and Discussion: Roe v. Wade and Boy Scouts v. Dale.
Focusing Questions:
Roe v. Wade: What are some of the key psychological, ethical, and legal issues raised by abortion? What areas of this question are addressed by Roe v. Wade? What areas are not addressed by this Supreme Court decision? Is the decision related to the promise of freedom for all Americans?
Boys Scouts v. Dale: Do you think there should be limits to "expressive association"? Should it be based on things about which we have control, such as personal preferences, e.g., sky diving, or stamp collecting? Could it be based on things about which we have no control, i.e., genetically determined, e.g., Could we have a club only for brown eyed people? For tall people? For brainy people? Does it matter to you what the purpose of such a club would be: for example, to promote the betterment of club members (e.g., training or development) or society as a whole (e.g., volunteer service)? Or for the purpose of discouraging certain behaviors of others, here, for example, homosexual behaviors? How do we determine what is "acceptable" behavior among society's members? Even if there is only a small minority that considers certain behaviors desirable, e.g., homosexual contact or sky diving, should the majority be able to prohibit such behaviors? To limit to permissible range of such behavior (e.g., certain places or times)? To refuse public or private accommodations to practitioners of such activities (e.g., jobs, insurance, housing, or club membership)? On what basis can society limit an individual's choice of behaviors in the use of variations in sexual contact, mind altering substances, thrill seeking behaviors, or experimentation with new activities or technologies?
Assignment: Prepare for final project.
16 Class Lecture and Discussion: Present proposals and discuss final project.
Assignment: Read The Great Gatsby.
America has always been torn by competing influences: Innovation & Nostalgia. The American Revolution itself can be understood in terms of the brief cohesion of a drive to defend the traditional rights of Englishmen (nostalgia) and the drive for a fresh political start (innovation). American political language still relies on the tropes of innovation and nostalgia. American literature wrestles with these competing drives, and popular American culture, particularly commercial culture, feeds on them.

Nostalgia can be understood to be a harkening back to a past in a semi-romanticized way. Some pejorative connotation is inevitable, unless "tradition" is substituted for nostalgia. However, nostalgia more accurately captures the nature of the phenomena. Innovation refers to the American belief in progress and in the indefinite possibility of the future. One side of innovation is technology and its use and overuse. Another side is the American myth of creation and self-creation in its many versions. America is the land of becoming (innovation) which has never erased its past.
17 Class Lecture and Discussion: Gatsby.
Focusing Questions: Does Jay Gatsby possess the qualities/virtues admired by Benjamin Franklin? What is Gatsby's "American dream"? What about the other characters (e.g., Tom, Daisy, Jordan, Nick)? Can people in America really create and re-create (i.e., innovate) themselves as Gatsby attempted to do? On one level, Gatsby has never forgotten his past; how important is his sense of nostalgia for determining his fate? At the end of the novel, why does Nick leave the East and return to the West? Is he searching for something? Is he running away from something? See also PBS: F. Scott Fitzgerald and the American Dream.
18 Class Lecture and Discussion: Gatsby.
Assignment: Read Leo Marx, "The Machine in the Garden" in the Reader.
19 Class Lecture and Discussion: Gatsby and Marx.
Assignment: View American Paintings: Albert Durand, Kindred Spirits. Innovation: American version of a classical European painting. A landscape, now in vogue in Europe. Nostalgia: Wild nature. George Innes, The Lackawanna ValleyInnovation: The Railroad. Note the felled trees to make the fence. Nostalgia: The peaceful day for the boy sitting in the field. George Bingham, The Jolly Flatboatmen in PortInnovation: Showing the lives of common people as worthy of art. Nostalgia: For the flatboats because the railroads are replacing them.. Notice the two businessmen off to the side. The triangular shape (classical). The flat boats were the old technology. Albert Bierstadt, The Rocky Mountains.Innovation: The U S West, focus on the land. Indians in the painting made it more salable. Manifest Destiny. Connection to de Tocqueville. Nostalgia: Changing nature and being changed by it. Indian summer: When it continues to stay warm and the Indians could still attack. Jackson Pollock, Number 1 (The Velvet Mist)Innovation: Jack the Dripper uses modern materials metallic paint and abstract expression. Nostalgia: Art to be accessible to the man on the street who hated it. Jasper Johns, FlagInnovation: American Icons as Art. An abstraction (art) of an abstraction (the flag). Innovation: American Icons as Art. An abstraction (art) of an abstraction (the flag). Nostalgia: Done on Newspaper which uses the symbolism of words, showing American triumphalism. Andy Warhol, 200 Campbell's Soup CansInnovation: Mass produced Icons become art. Nostalgia: A comfort food. America's Soup. This is like a Dutch still life of the 20th century. Andy Warhol, Gold MarilynInnovation: Using a contemporary celebrity as an icon. Gold is heaven in Medieval art. Nostalgia: An Icon, celebrity based on fame and notoriety. Andrew Wyeth, Christina's WorldInnovation: Using an old technique: Egg Tempera in a modern period. Nostalgia: Rural life, its image and sentiment. The American idea of home.
20 Class Lecture and Discussion: American Paintings.
Assignment: (1) In a 1-2 page essay, answer the following question: What is the definition of jazz? (2) Go onto the PBS website Jazz. Explore the site. Then come up with three texts (at least one biography) that have helped you come up with your definition. Your reflections will be shared in class and will help facilitate class discussion.
21 Class Lecture and Discussion: Jazz.
Focusing Questions: How does jazz, the music and its story, reflect ideas of inclusion and exclusion discussed in this class? How does the music reflect the American experience? How does jazz relate to the idea of freedom of expression along with the Declaration of Independence's idea of the "pursuit of happiness?" How does jazz's evolving nature reflect the evolving nature of the Constitution? How does jazz incorporate themes of American life, including the harsh realities of exclusion and oppression? How do we see the tensions between the group and the individual? How does jazz illuminate the tension between innovation and nostalgia? What are the redemptive qualities of jazz?
Assignment: Read selection from DeTocqueville's Democracy in America, Part II in the Reader.
The dominant version of the American dream equates happiness with success; and success, which purports to be based upon wealth and power, is thought to yield fame, prestige, and security. This traditional form of the dream--it can take different and conflicting forms--is perpetuated by a questionable mythology which suggests that God's light shines on the materially successful. In theory, the successful are believed to be virtuous, while the unsuccessful are thought to be lazy, corrupt, and sinful. These beliefs and attitudes shape domestic politics in the United States. The emphasis on wealth puts this ethic in tension with an economics and politics of compassion. A byproduct of the tendency towards the centralization of American Capitalism may be corruption of the American political system. American commercialism and materialism are both immensely attractive and immensely horrifying to people all over the world. As for Americans, they tend to view that world through the lens of an ideology of fame, fortune, and power.
22 Class Lecture and Discussion: DeTocqueville.
Focusing Questions:
Assignment: Read selections from Virginia Woolf's A Room of One's Own and from Erin Brockovich's "Take It From Me" in the Reader.
23 Class Lecture and Discussion: Woolf and Brockovich.
Focusing Questions:
Assignment: Read Krugman's "For Richer" in the Reader.
24 Class Lecture and Discussion: Krugman.
Focusing Questions:
Assignment: Read Barber's "Jihad vs. McWorld" in the Reader.
25 Class Lecture and Discussion: Barber.
Focusing Questions: What does Barber mean by "McWorld"? How is this concept related to the idea of globalization or globalism? Is this concept related to the American dream? Can the American dream be "exported"? Why would anyone reject McWorld? What does Barber mean by "Jihad"? To what extent is "Jihad" a response or reaction to attempts to export a version of the American dream abroad? Does Barber prefer McWorld to Jihad? If not, what alternative does he propose?
Assignment: Look at pictures at the end of the Reader; read "The American Effect" in the Reader, and comments
26 Class Lecture and Discussion: Pictures at the end of the Reader.
Focusing Questions: (1) None of the artists who created the six works reproduced from "The American Effect" exhibited in the American Experience Reader is American, but all of them incorporate images of America in their works. As Lawrence Rinder, the curator of the exhibit at the Whitney Museum of American Art, reminds us, "In this age of American Empire, the image of the United states has taken on almost mythic dimensions, symbolizing, consciously or unconsciiously, deeply held personal fantasies and fears." In "Yuka," by Japanese photographer Miwa Yanaga, what specific attributes of American culture can you identify? What values are inherent in the artist's vision? How do they relate to the American dream? What does the photograph tell you about the artist's attitude to her own culture? Do you think that the artist would agree with your interpretations? (2) When you look closely at the details of the trompe l'oeil painting, Ma McKinley, by Philippine artist Alfredo Esquillo, Jr., what surprise attitude toward the United States emerges? Is there any historical justification for this magic realism? Can you think of any other examples of American paternalism? What role does expectation play in fostering a negative attitude towards America? (3) Do you recognize any of the superheroes in Giles Barbier's "Nursing Home" tableau? What was their appeal? By placing these decrepit life-size comic-book characters in an old-age home, what is this French satirist suggesting about American power? (4) Pakistani artist Saira Wasim revives the traditional Mughal miniature for social commentary in her series, Bush 2002. What are the characters doing at each gathering? Why do you think some of the figures are wearing masks? What does Ms. Wasim see as the common ground for the relationship between President Musharraf and President Bush before and after September 11th? Is there any ambiguity in the attitude towards Bush that emerges from the paintings? (5) How would you characterize the battle between America and Japan in Tenmyouya's musha-e or warrior print, "Tattoo Man's Battle"? With whom are your sympathies? What is the artist saying here about America as a military power? Does an apparent conflict between American ideals and American foreign policy affect attitudes toward America? (6) Can Americans learn about themselves from the reflections mirrored by "the other"--non-American artists? How might the identities discovered through American self-reflection differ from outside images? Do the non-American artists in this exhibit also convey attitudes to their own cultures? What is the psychological or political significance of a museum dedicated to American art presenting an exhibit on American themes exclusively by non-American artists?
Assignment: Prepare final projects.
27-30 Final Project Presentations.