Spadra Cemetery Service-Learning Team Project IGE 121HS: Winter 2013 Prof.

Dennis Quinn Project worth 20% of final student grade, with the following breakdown: 20% Draft Frame Statement & Annotated Bibliography due Thursday week 8 20% Draft Team Project Presentation Script Due Tuesday week 9 40% Presentations Tuesday and Thursday week 10 20% Final Team Project Presentation Script and Final Annotated Bibliography due the day of the presentation Project Planning Sheet and Team Project Status Report will be posted on Blackboard Prompts & Projects page. Students will also anonymously rate the performance of fellow teammates, which may affect the individual grade for the project by up to 10% or more. The Team Project for this class comprises two parts: 1) fieldwork consisting of working with the Historical Society of Pomona Valley; 2) research on cemetery art, commemoration for the dead and religious function of cemeteries in an ancient culture, in which students will compare and contrast with fieldwork and things we learned at the cemetery, and present findings to class during the 10th week, and a single Team Project Presentation Script (5-6 pages) per team. 1. Fieldwork: You will be asked to follow the leadership of our community partner, Mickey Gallivans direction to assist in helping make Spadra Cemetery a better place to commemorate the dead. We will do work to clean the space and some other learning and commemoration activities that will enrich both the cemetery and our experiences there. While you are there, pay attention to how the cemetery is designed, what the extant grave markers are like, what sorts of people are buried there (race, class, gender, religion) what appears to be going on there while closed. Consider the location of the cemetery and how it fits within that space. What messages does its location transmit to people as one enters it? Consider how the railroad company treats that space. Consider how Altec Company positions itself near the cemetery space. Consider other issues as you spend time in that space. What questions arise for you? 2. Research and Presentation: As a team, choose one of the following ancient civilizations and explore how they understood the dead. Look for how they prepared their dead, what sorts of

funeral rituals they practiced, where they placed their dead, how they commemorated them, what they thought happened after death, and how the dead were honored throughout the year. Pick an ancient civilization below (or ask the professor about your idea): Egypt Roman Empire Ancient Greece Celts Zoroastrianism Ancient Judaism Mayans Ancient India Ancient China Africa Africa (Nubia, Zimbabwe, Ghana, or Mali) Early Christianity Early Islam After picking your civilization, focus your research on the following issues: Where did they place their loved ones after they died? Did they place them in graves, tombs, or cremate them and spread their ashes, etc.? Was their place for the dead considered sacred? Was it a place of fear and dread? Was it a place of joy and connection? Did everyone get a similar burial or did it depend on their class, with the more powerful getting more elaborate final resting places? What did they believe happened to the body after death? Did the individual continue on in some way? How did funerary practices and beliefs fit into the overall worldview of the culture? What other questions do you have? Also include information about how your ancient people maintained a relationship with their dead with such practices as visiting their tombs, keeping their mementos, holding festivals for the dead, and honoring them in many other ways. In what ways did the dead maintain a continued presence in the community? In what ways did the living ensure a close connection with the dead? What other questions have arisen? Consider how these factors help us to understand the ancient culture you studied. Teams will be required to use and site at least eight academic (peer reviewed) sources. See http://www.csupomona.edu/~library/help/ at the CPP Library web page for help on how to find such sources. Also, recall information received at your IGE 120HS Library orientation. This is to insure that you do not rely exclusively on un-refereed web pages.

During your presentation, spend most of your time sharing what you learned in your research about your ancient civilization. Then, compare and contrast your ancient civilizations attitudes toward the dead and mortuary art with what you have learned from experiences at Spadra Cemetery. Consider what your fieldwork experience and research combined to create a new understanding of our relationship to death and to the dead. Please present your findings in an engaging way, by showing and not telling, and including your audience in the experience of your research rather than excluding us as passive listeners. Please do not stand and read information at us. Each team will submit one copy of the Team Project Presentation Script (4-5 pages) on the day of the presentation. Include a statement of thesis or main point of your project as a whole, an outline of your class activity and how it supports your research, what each member specifically contributed to the final outcome of the project, and an annotated bibliographysee Hackers Manual of Style for how to do this properly. Students will be given a single presentation grade. There will be a number of assessment and benchmark forms o be completed through the preparation process. 3. Team Policies: Your team will have a number of responsibilities as it completes this assignment. ! Designate a coordinator and other roles as needed (such as recorder, proof reader, etc). Rotate these roles for each meeting if you wish. ! Utilize common meeting times (with professors suggestions) per week and decide what each member should have done before the meeting (readings, taking the first cut at some or all of the assigned work, etc.). The four hours a week assigned by the instructor can be used separately completing your individual tasks or together compiling and completing your common goals. ! Do the required individual preparation. ! Coordinator checks with other team members before the meeting to remind them of when and where they will meet and what they are supposed to do. ! Meet and work. Coordinator keeps everyone on task and makes sure everyone is involved Dealing with non-cooperative team members If a team member refuses to cooperate on an assignment, his/ her name should not be included on the completed work. If the problem persists, the team should

meet with the instructor so that the problem can be resolved, if possible. If the problem still continues, the cooperating team members may notify the uncooperative member in writing that he/she is in danger of being fired, sending a copy of the memo to the instructor. If there is no subsequent improvement, they should notify the individual in writing (copy to the instructor) that he/she is no longer with the team. The fired student should meet with his/her instructor to discuss options. Similarly, students who are consistently doing all the work for their team may issue a warning memo that they will quit unless they start getting cooperation, and a second memo quitting the team if the cooperation is not forthcoming. Students who get fired or quit must either find another team willing to add them as a member or get zero for the project. As you will find out, group work isnt always easyteam members sometimes cannot prepare for or attend group sessions because of other responsibilities, and conflicts often result from differing skill levels and work ethics. When teams work and communicate well, however, the benefits more than compensate for the difficulties. One way to improve the chances that a team will work well is to agree beforehand on what everyone on the team expects from everyone else.