CHRISTIAN RELIGIOUS
EXPERIENCE
RS 247F8 / WS 247F8 SPRING
SEMESTER 2007
Christian Religious Experience
RS 247F8 / WGS 247 John
K. Leonard, PhD
Spring 2007, TR 2:00-3:50 324 Predolin
663-2823
Predolin 116 Hours: M 1-3; T 12-1:30,
4-6; R 11-12, 1-1:30; F 3-4
4 Credits (e) jleonard@edgewood.edu
Description/Objectives
An exploration of (a) the Christian experience of God's
self-revelation in Jesus Christ; (b) the faith-response of Christian women and
men in scripture, mysticism, music, art, worship, literature and lifestyle; and
(c) theological reflection on the meaning of and relationship between (a) and
(b). By the end of the course students
should be able to
- discuss the wide range
of Christian Religious Experiences and the variety of expressions to which
these give rise;
- summarize traditional approaches
to the Christian journey and contemporary challenges to traditional ways of
thinking;
- integrate their own
life experiences and personal values with the issues raised;
- articulate the
Judeo-Christian vision of Peace and Justice and some of the ways in which these
are embodied in contemporary culture;
- provide evidence
of their understanding of Edgewood’s
Catholic heritage and respect for other religious traditions; the development
of intellect, spirit, imagination and heart; their participation in open
caring, thoughtful engagement with one another; at least a budding commitment
to service to seek truth, live justly and compassionately, and work in
partnership with others in building a
just and compassionate world.
Requirements
/ Assessment
All students begin with
100 points = All are “A” Students from the beginning; if you think of yourself
and act as an “A” student, you will quite naturally fulfill the following:
Attendance/Participation. The success of the course depends on the
full, conscious and active participation of all. Absences. Please inform the instructor of any necessary
absences ahead of time and in writing.
In last-minute cases, please acknowledge your absence in writing
ASAP and turn in any missed papers at the next meeting. Participation. Because in-class participation is so
important, those who are absent more than 3 times will lose 10 additional
points from their final score (in addition to the point lost for not being in
class on the day that papers are discussed/presented). However, even those who are bodily present in
the classroom and fail to join in the discussion will lose up to one point from
the RWD papers as described below.
Journals. (20 Entries @ 2 points; 40% of the grade). Students are to keep electronic “journals”
for recording their thoughts, feelings, and reactions to the readings,
discussions and experiences of each unit.
Students may elect to answer the proposed focus question or respond
to the material in another way in their journals. In other words,
journal entries MUST reveal that students have actually read & understood
what was assigned for that unit (for example by integrating quotes or ideas
from the readings). Those entries which
do not reveal that you have read and understood the assigned readings will be
returned with a “?” rather than a grade; this means you have two days
to re-do the entry or the “?” reverts to a “0”.
While drafts of journal entries are normally prepared before
each class; two or three journal entries are to be turned in on the date
indicated in the syllabus. These written
journal entries are to be pasted into the body of a single
e-mail message. Please do not send individual journal entries as e-mail
attachments.
Readings/Viewings. Fruitful discussion depends on an early,
thoughtful and critical reading of the assigned texts or videos. In addition, there are several readings from
which students are to choose; most of these are hyperlinked and can be accessed
from the electronic form of this syllabus.
All are encouraged to take notes and/or jot down any questions or
objections that arise from what you read and discuss these in class or with the
professor.
Reflect/Write/Discuss. (10 points each; 60%
of the grade) Six, carefully written,
succinct reflection papers (4 to 6 pages, typed- [final versions should be
handed in as e-mail attachments!]) are to be prepared and shared as part
of the class discussion on the days indicated.
Topics/focus questions are provided for each. Be sure to answer the focus question(s)
completely! Papers are to be
discussed and handed in on the dates indicated in the syllabus. NO EXTENSIONS,
however rewrites or print outs may be handed in within 48 hours
of due date (this assumes you bring at least a written draft or extensive
outline to class and show it to the professor and join intelligently in the
discussion). Readiness to engage in
vigorous discussion --a willingness to listen as well as speak--will be
considered in grading these papers and will count for 1 of the 10 points. NOTE WELL:
Students are to hand in all 6 of the Reflect/Write/Discuss assignments
listed in the syllabus.
v Plan ahead for Unit IV which suggests you
attend/observe a Christian worship service (especially the Easter Vigil on
April 7th).
v Also, plan ahead for
Unit V
by joining the Edgewood Community
in Serving at Luke House, OR volunteer your services at St. Martin House,
Habitat for Humanity, with ESPERANZA at Centro Hispano or Centro Guadalupano OR
some other outreach/service project at least twice during this semester.
Participation in the Hunger Banquet on Feb 21st will also be
beneficial for this unit on Service and Justice.
v Lastly,
PLAN ahead for Journal Entry 20 and Unit IX (Film Review) which
expect you to synthesize and integrate material from the entire semester.
Alternatives. Students with any disability or genuine
difficulty with these requirements are encouraged to meet with the instructor
as soon as possible so that appropriate accommodations can be made. If you
have a documented disability, which requires accommodations
in this course, please contact the Director of Learning Support Services,
located in the
Women's Studies 247 Students enrolled in WS 247 must choose
Women's writings each time there are options. Note, too, that there are
specific questions for WS 247 students in several of the assignments. Please consult the instructor for further
details.
Required
Texts
Bible [any modern
translation].
DeMello, Anthony, The Way to Love. NY: Doubleday, 1992; Image Books, 1995.
Johnson, Elizabeth A. Friends of God and Prophets: A Feminist
Theological
Nelson, Gertrud Müller. To
Dance With God. NY: Paulist Press, 1986
Nolan, Albert. Jesus
Before Christianity. Maryknoll:
Orbis, 2001.
Rolheiser, Ronald. The
Holy Longing: The Search for a Christian Spirituality. NY:
Doubleday, 1999 (2004).
Articles and Handouts
listed in the bibliography will be e-mailed as attachments or linked through
Blackboard. http://edgecms.edgewood.edu/
Unit I Religious Experience: The Self and The Other
(1/23) Introduction: What Are the Most Important Questions? What
is IT all about?
Journal Entry 1. What is the most practical pursuit
or endeavor in the world and why? OR Why are you getting a college education?
Why does that matter?
[To be drafted in class and transferred to Journal Document afterwards]
(1/25) The
Experience of Mystery: Revelation - Faith
Read Genesis 12-22; and one of the
following: Exodus 3:1 to 4:17; Exodus
19:1-20:26; Judges 4 - 5; I Sam 3:1-21;
Judith 9, 13:1 -20 and 16:1-17 (in Catholic Bibles or in the Apocrypha section of Protestant Bibles);
Isaiah 6:1-13; Luke 1:26-56; Acts
9:1-30; Then read Joan
Chittister, “Finding God” reprinted from
The Other Side (July -Aug 1998) 26-28.
Journal Entry 2. Does Joan Chittister’s idea about God’s presence throw light on what
the biblical characters experienced?
What if all their language about hearing voices and burning bushes are metaphors
for describing the in-breaking of God’s presence into the ordinary?[Bring Draft
of this Journal entry to class on Jan 25th]
January 28th
Feast of St. Thomas Aquinas, 13th-century Dominican Philosopher/Theologian
who summarized Christian Theology of the first 13 centuries in his Summa
Theologica but considered all his writings as “straw” when compared with
the mystical/spiritual experience of God’s Love and Beauty.
(1/30) Repent! Metanoeite!
Wake Up!: What is Spirituality?
Read Rolheiser, The Holy Longing, chapts. 1-2, pp. 1-41; Acts. 9:1-30.
Journal Entry 3. How does Rolheiser describe
“spirituality”? If everyone has a spirituality, what would it mean to “repent”
or convert? If you consider yourself a
spiritual person what are some of the modern “demons” described by Rolheiser in
chapter 2 with which you have struggled ? [Bring Draft of this Journal entry to class on Jan 30th]
[Journal
Entries 1, 2 & 3 Due Jan 31st]
January 31st
STEM CELLS: WHAT ARE THEY? HOW ARE THEY USED? WHAT ARE THE MORAL ISSUES? Second Annual Thomas Aquinas Panel Discussion
co-sponsored by Campus Ministry, Religious Studies and Natural Sciences.
(2/1) Belief, Repentance, Discipleship
Read DeMello, Way to Love, intro and pp. 1-91
(chapters from “Profit and Loss” to “Show No Partiality”); Alice Walker, “God Is Inside You and Inside Everybody Else” from The Color Purple.
Reflect/Write/Discuss 1. For DeMello, genuine happiness (=spirituality) is beyond description but
includes the freedom to love unconditionally that is realized when we drop
attachments, beliefs, illusions, programming.
How does dropping these things make a person capable of genuine
love? In the selection from The Color Purple, what did Shug and Celie “drop” and what happened to them as a result?
[Bring Draft/Final
version of RWD#1 to class on Feb 1st. Final Version due Feb 2nd
]
Unit II Jesus
of
(2/6) Who is Jesus? Who are you? How do Christians understand and
use Scripture?
Read the Gospel of Mark 1:1
to 16:8 and be ready to discuss in class the general picture or impression you get of Jesus from
Mark’s Gospel; read also: Marcus Borg, Reading the
Bible Again for the First Time, (Harper San Francisco 2001) chapters
1-3, pp. 3-53.
Journal Entry 4. The remainder of this class will assume that the Truth of Scripture is
not to be found at the Literal Level. Will the Sacramental, Historical-Metaphorical reading of
Scripture be a problem for you this semester?
Why or why not?
(2/8) Is
Jesus relevant in 2007?
Read Nolan, Jesus
Before Christianity, chs 1-2, pp. 1-23.
Journal Entry 5. What do you consider
the major obstacles to world peace and security now? What would it take to
overcome these obstacles? Do you think Jesus’ approach to the impending
catastrophe of his day has anything to offer today? How would things be
different in
Feb 11th
Sign-up
on Campus Ministry Bulletin Board—2nd Floor DeRicci
(2/13) Friend of Sinners: Unconditional Love
Read Nolan, Jesus
Before Christianity, chs 3-5, pp. 24-51.
Journal Entry 6. How would you relate
the stories of Jesus solidarity with the poor, healing the sick, and forgiving
sin with the
(2/15) Teacher of the "Kingdom"
Life: Implications of Love
Read Nolan, Jesus Before Christianity, chs. 6-12 pp.
55-109.
Reflect/Write/Discuss 2. Complete the “Values
of the Kingdom” Spreadsheet by including both words (sayings, teachings or parables) and deeds
(actions, behaviors) of Jesus that illustrate each of these values: Quote or
paraphrase using Nolan and the Bible; include chapter and verse(s) where appropriate.
[Bring at least a Draft Version of RWD#2 on Feb 15th—Final Versions
due Feb 17th]
[Journal
Entries 4, 5 & 6 Due Feb 17th]
Unit III Jesus'
Threat to the Status Quo: Then and Now
(2/20) Politics and Good
Religion: Are they Separable?
Read Nolan, Jesus Before Christianity, chs. 13-15,
113-136; Barak
Obama, “Faith” in The Audacity of Hope (NY: Crown, 2006) 208-226.
Journal Entry 7. What
would be different if (choose one)
a)
February 21 – Ash Wednesday: Beginning of the Lenten
Fast=Intensive Preparation for Baptism and its annual Renewal at Easter on
April 5-8. Several Special Services with
Distribution of Ashes held in St. Joseph Chapel and in most
All are encouraged to participate in the Hunger Banquet on
Ash Wednesday, February 21, beginning at 6 PM in the Washburn Heritage Room www.oxfamamerica.org
(2/22) Freed for Self
and for Others: Oscar Romero
Read Nolan, Jesus Before Christianity, chs. 16-18,
pp. 137-162;
Rolheiser, Holy Longing, 167-191;
Flaherty, OP,
Arlene, Selection from “Solidarity: The Spirit, Challenge and Mission of the
Dominican Tradition;”
M. L. King,
Jr. “I Have A Dream” http://douglassarchives.org/king_b12.htm;
Browse the sayings of Gandhi listed under “5.
Religion and Truth” and “6. Ahimsa or the way of Non-Violence” at http://www.mkgandhi.org/amabrothers/amabrothers.htm
;
We will Watch the video: ROMERO in
class.
Journal Entry 8. Which kingdom values did the 16th-century
Dominicans, Romero, Gandhi and ML King
live by and die for (NOTE: You will need to quote or paraphrase all three in
order to illustrate their values)? Can
those who adhere to the “Kingdom” values justify violence or war?
(2/27) Jesus & the Equality of Women, Critique of Patriarchy &
Option for the Marginalized
Read Johnson, Friends of God & Prophets, chapts.
1-2, pp. 7-45; AND from ch. 8. pp. 141-150.
Journal Entry 9. How does a Feminist reading of the Jesus tradition threaten our
male-dominated churches, businesses, organizations and politics? What
surprises, delights or angers you about Johnson’s approach to the Symbol of
“the Saints”? [Bring Draft of Journal 9 to class on Feb 27th ]
[Journal
Entries 7, 8 & 9 Due Feb 28th]
Unit IV Death
& Resurrection: Jesus Experienced As
Both Lord and Christ
(3/1) Why Did Jesus
Die? Historical
(Imperial-Economic-Religious) & Theological Answers
READ Nolan, Jesus
Before Christianity, chs. 16-18, pp. 137-162; S. Mark Heim, “Cross Purposes: Rethinking the Death of Jesus,” Christian
Century (22 March 2005).
(3/6) Experience of
the Earliest Disciples
Read Compare/Contrast Mark
16:1-8; Matthew 28: 1-10; Luke 24: 1-12; John 20:1-18;
Also read Acts 2:1-47; 9:1-30; Galatians 1:1 to 2:10; James Alison, “The
Resurrection,” Knowing Jesus (Springfield, IL: Templegate, 1994) esp.
pp. 7-30.
(3/8) Jesus
Christ: 100% Human and 100% Divine
Read Nolan, Jesus
Before Christianity. ch. 19, pp.
163-171; Elizabeth
Johnson, “The Humanity of Jesus,” = ch. 2 in Consider Jesus, pp. 19-33.
Reflect/Write/Discuss 3.
What does it mean to say that the humanity of
Jesus of
[Bring Draft to class
on Mar 8th—Final Version of RWD #3 due Mar 10th]
Mar 11
Unit V Saints and
Mystics: Medieval & Modern
(3/13) Saints
& Martyrs; The Empire and Christianity
Read Johnson, Friends
of God and Prophets, chapters 3-4, pp. 46-93; Handouts: “Handing on the Experience (110-313) and “The
Constantinian Peace: Whose Triumph Was It?”
Journal Entry 10. How did the Church benefit from the
(3/15) Medieval,
Reformation and Modern Christians
Read Johnson, Friends of God
and Prophets, chapters 5-7, 94-138.
Journal Entry 11. What happened to the relationship between
ordinary Christians and the “saints” from the 4th to the 20th
centuries?
(3/20) Christian Mysticism/Spirituality Today
Nelson, To Dance
With God, chapter 11, pp. 221-241; Rolheiser, Holy Longing, chapter 10, “Sustaining
Ourselves in the Spiritual Life” pp, 213-241 ; Frank X. Tuoti,
“Christian Ways of Meditation” in The Dawn of the Mystical Age
Journal Entry 12. What do these authors mean when they say we need to be Mystics? What is the place of prayer and worship in
the life of a mystic? Why are mystics
usually involved with serving the sick, poor, disadvantaged, marginalized and
rejected?
[Journal
Entries 10, 11 & 12 are due Mar 21st !]
Unit VI Celebrating
the Experience in Ritual & Prayer
(3/22) Sacramental Embodiment: The Christian
Eucharist
Read Nelson, To Dance With God, chapters
1-2, pp. 3-20.
DeMello, The Way to Love,
93-116; Rolheiser, Holy Longing, 71-107.
In-class Handout: “Towards an Experiential Understanding of Sacramental Embodiment.”
March 24 = 27th Anniversary of the Martyrdom of
Oscar Arnulfo Romero of
(3/27) Giving
Thanks; Saying Amen; Dancing With God
Read Nelson, To Dance With God, chapters
3-4, pp. 23-55, and chapter 7, pp. 129-153.
Journal Entry
13 & 14. What will you remember most from last Thursday’s experience &
discussion? How does that experience
connect in any way with the discussions of rituals and seasons in Nelson? With
genuine spirituality in DeMello and sustaining the spiritual life in Rolheiser?
(3/29) Holy Week and Easter
Read Nelson, To Dance With God, chapter 8,
pp. 155-185 and The
Three Days of Pascha = Assembly 18:1 (January 1992) 541-548; Celebrating
Eastertime = Assembly 14:3 (March 1988) 394-400; The Blessed Pentecost =
Assembly 20:1 (February 1994) 623-630. AND “Introduction
to the Paschal Triduum.”
Video: This Is the Night
Journal Entry 15. What
did you learn about the way liturgy can be celebrated and linked to the rest of
life from today’s video/discussion?
[Journal Entries 13, 14 and 15 are due before
Spring Break ]
April 5-8th – Paschal
Triduum of the Passion, Death & Resurrection of Jesus. This single feast begins with the Lord’s
Supper on Holy Thursday and is concluded by Evening Prayer at Sunset on Easter
Sunday.
Apr 8
Attend/Reflect/Write 4. A. Anytime before April 9th, participate as an
observer at (1) a Sunday Service or Liturgy of a Christian denomination
that includes Communion/Lord’s Supper/Holy Eucharist AND/OR (2) the
special services for Holy Week (Palm Sunday, Holy Thursday, Good Friday, Easter
Vigil, Easter Sunday) at any Christian Church AND/OR (3)
Orthodox Vespers &/or Divine Liturgy celebrated on most Saturdays @6:30pm
and Sundays at 9:30 am at the Antiochean Orthodox Mission of Madison [or any
one of the vesperal Liturgies celebrated during the week]
(The Catholic Eucharist [Mass] is
celebrated Mondays and Wednesdays at noon and Sundays at 11:00 am in Edgewood’s
B. Prepare a
report on this worship experience in which you:
a) Describe the non-verbal,
sensate experiences and elements (architecture, art, music, movements,
gestures, smells, sounds, action and interaction of the assembly). b) Summarize
how and where the story/values of Jesus were expressed in words and
enacted in deeds during the celebration? c) Describe
how women, minorities, other marginalized persons were involved in the service?
How does this resonate with the stories of Jesus’ relationship with women? [WS 247: d) What was it like to be in a worship service where the
presider/leader is a woman? How does
this resonate with the stories of Jesus’ relationship with women? ] BE SURE TO INCORPORATE SEVERAL INSIGHTS FROM
THE
[Bring Draft to class
on Apr 10th—Final Version of ARW #4 due Apr 11th]
(4/10) The Cycle of Feasts and the Seasons
of Our Lives:
Read Nelson, To Dance With
God, chapters 5-6, 10-11 pp. 50-127, 197- 241.
Unit VII
Implications of the Experience:
Discipleship & Ethics
(4/12) "No Longer I, but Christ who lives in
me" How are Disciples to Behave?
Read I Cor 12: 1- 14:40;
DeMello, The Way to Love, 117-196; Rolheiser, Holy Longing, pp. 141-166;
AND Consult http://en.wikipedia.org/wiki/Restorative_Justice
and http://www.restorativejustice.org/intro/
to understand “Restorative Justice” and click
on Download Executive Summary at http://www.tipwis.org to understand“Treatment Instead of Prison (TIP)”
Journal Entry 16. If
Christian morality has its basis in the experience of God’s unconditional
love--and we humans experience God’s love in and through the love
of other humans--then how should Christians treat those who commit crimes and
why? Does Restorative justiece make more sense than retributive justice? Should
persons caught selling or abusing illegal substances be incarcerated or
treated? [Bring Draft of Journal 16 to class on Apr 12th]
(4/17) From Jesus to “Christian Morality”?
Read and
Handouts: “Jesus, the Foundation of Morality” and “The Origin and Evolution
of Christian Ethics” = “Christian Thought about God” 13-15;
Journal Entry 17.
If the “core imperative” (= central commandment) that flows from the
experience of being loved unconditionally by God is ALWAYS DO THE MOST LOVING
THING, then what use are other “laws,” “rules” or “moral teachings.” [Bring
Draft of Journal 16 to class on Apr 17h]
(4/19) Economic
Justice for All: The Christian Option
for the Poor
Read Wm. J. Byron, “Ten Building Blocks of Catholic Social Teaching,”
View on your own: “Entertaining Angels: the Dorothy Day Story” and/or see an online
biography, e.g., http://www.catholicworker.org/dorothyday/ddbiographytext.cfm?Number=3
Reflect/Write/Discuss 5. Having
participated more than once in a service project this semester (Luke House, a
neighborhood center, Centro Guadalupano, St. Martin House, Homeless Shelter,
etc.), reflect on your experiences there, the example of Dorothy Day, and the
basic principles of Catholic Social Teaching enumerated by Byron.
[You cannot
write this paper unless you have participated in some form of service this
semester and have learned about Dorothy Day’s example from your own reading
&/or from viewing the video. This
paper is due on April 21st.
Please paste JOURNAL ENTRIES 15 and 16 to the
bottom of RWD#5 so that all three items are included in the same
document—Journals 16 & 17 are due April 21st .
Unit VIII Implications
of the Experience: Love & the
Spirituality of Sex
(4/24) Traditional Sources for Moral
Decision-Making regarding Sexuality
Read Rolheiser, The Holy Longing, chapter
9, pp. 192-212. Catechism of the Catholic Church numbers 2331-2400
accessible on the web at… http://www.scborromeo.org/ccc.htm
Journal Entry 18. If you were asked to teach Catholic high
school youth about sexual morality, would you use the Catechism or would
you use Rolheiser’s Spirituality of Sexuality to approach the
topic? Why? What are the strongest or
most convincing statements of the approach you have chosen? [Bring draft of Journal 18 to class on 4/24]
(4/26) Sexual Self-giving as “sacrament” of God’s
Self-gift to humanity
Read Rolheiser, The Holy Longing, chapter
9, pp. 192-212 again! James Alison,
“Good-Faith Learning and the Fear of God” from Opening Up: Speaking Out in
the Church (
Journal Entry 19. How and when can genital expression be
related to Jesus’ self-giving on the Cross and in the Eucharist? What do you now understand about the relationship between
spirituality, love, sex and all of life that you did not know before this
course?)[Bring draft of Journal 19 to
class on 4/26]
April 29th
Feast of St. Catherine of
Journal Entry 20. How would you explain the ideal
relationships/connections between-among spirituality, religion, worship, love,
social justice, sex and life? In other
words, how do you answer the question: “What is IT all about?” [NOTE: This
final journal entry provides an opportunity for you to summarize and synthesize
the entire course. Those who do well on
this final journal entry may restore points lost earlier in the semester in
addition to the 2 points
Journals with entries
17-20 are due April 29th at Noon.
UNIT IX Christian Experience and Contemporary Culture
(5/1) Christian/Human Values in Film
Read Margaret R. Miles. Seeing and
Believing: Religion and Values in the Movies. ch. 9, pp.182-193. View outside of Class: Babette’s Feast and/or Chocolat (Starring Juliette Binoche and Johnny Depp)
(5/3 and 5/8 and 5/10) Group Film Review Presentations
Form a Group of 4 students to work together to prepare a film review.
View A Popular Film of your choice.
Read At least one Professional
Review by a religion-related reviewer of the film that highlights the religious
or human values of the film.
[Professional Film Reviews may be found in current and back issues
of New
Yorker, Commonweal, America (Richard Blake writes the film reviews),
New Republic, New York Review of Books,
Newsweek, Time, Rolling Stone, Journal of Popular Film and Television, Monthly
Film Bulletin, Film Quarterly, Film/Literature Quarterly, Screen, Film Comment,
etc. (See the Reference Librarians for
assistance in locating a worthy film review!)] include insights from one or
more of these reviews in your own film review!
Reflect/Write/Discuss
6. Each group prepares a review that analyzes
the religious/human values of one popular film. Your group review will include
(1) a brief synopsis of the film (what the film is about and what happens),
(2) a summary of what the professional film reviewer(s) said
about the film
(3) summaries or clips from the film that express the
“Kingdom” values or their opposites
[(a) wealth: sharing vs. greed; (b) group solidarity:
all-inclusive vs. exclusive of others; (c) human dignity: equal valuing
of all vs. prestige/honor/status for some; (d) power: empowering service
vs. control/domination/force; (e) attitudes toward others: compassion
vs. disdain, forgiveness vs. revenge, etc. and (f) if appropriate—the
spirituality of sexuality ].
(4) In conclusion, the review will answer the questions, “What does this film
say about how we should live?” (Remember that Margaret Miles discusses
“What film says about how we should live” in the chapter assigned for 5/1) or
“How does this film’s understanding of what is most important in life compare
with what your group understands to be the central values of a healthy
Christian spirituality.?”
NOTE. This review must be completed and ready for
presentation in class on May 3rd. The names of all group members and a
description of each one’s contributions to the project must be included with
the final film review. Final Version of RWD# due 24 hours after your group
presents its review in class.
May 13