Multicultural Literature

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College of Education
Learn. Lead. Inspire. Transform.

Masters in Reading Program

LAE 6316 – Literature in a Diverse Society

Three (3) credit hours

…..We are all cultural beings who should acknowledge the biased cultural basis of all
history, who should recognize the political, oppressive intent of those who use labels such as
'normal" or "patriot" to dismiss social groups, and who will act to bring about multicultural
change. At the very least, we can communicate these facts through our exploration of all the
children's books we read and share. (Patrick Shannon "I Am the Canon." Journal of
Children's Literature, 20, 1. p.5)

…..As regards multicultural literature and its definition, I agree with Shannon that to exclude
the literature of any group from the body of multicultural literature is to distort the literal
meaning of the term. Logically, the body of multicultural literature includes literature from
all cultures. [... however ... ] At minimum, it is a demand for inclusion, for opening up the
canon to include those who have been traditionally excluded. At best, it is a demand for a
complete re-envisioning, reforming, or restructuring of schooling, and ultimately of the
society itself. (Rudine Sims Bishop "A Reply to Shannon the Canon." Journal of Children's
Literature, 20, 1. pp. 6-7)

COURSE OVERVIEW

Welcome to Literature in a Diverse Society. This course focuses on children’s and young
adult literature by and about people from various population groups that have traditionally been
underrepresented in children’s and adolescent literature in the United States. We will discuss
literature from parallel cultures (including works by and about African Americans, Asian
Americans, Latino/as, Native Americans, Middle Eastern Americans, and other ethnic groups),
as well as literature by and about population groups traditionally defined by class, religion,
ability, gender and sexuality. Course participants will investigate theoretical perspectives, issues,
controversies, and classroom implications for these texts.

Students will:
 Develop an awareness of and appreciation for the importance of diverse literature and its
place in the curriculum
 Become acquainted with a sampling of available literature by and about people
representing some of the major parallel cultures in the United States
 Recognize the power of the images presented to children and adolescents through
literature, magazines, advertising and non-print media
 Become acquainted with professional resources that deal with diverse literature and the
associated issues
 Enhance their ability to read diverse texts both as literary works and as bases for
discussions of social issues

This is primarily a discussion-based course and was planned to encourage dialogue and an
exchange of views. This sharing process will require you to read, purchase, and bring in a variety
of books that you will use to demonstrate and support your developing knowledge. You will be
required to purchase the discussion literature and coursepack listed below. (You will find a
complete list of readings in the coursepack.) Be sure to pay close attention to the class schedule
(see below), to complete your reading before class, and to bring texts and articles to class on the
day they are assigned.

TaskStream: TaskStream is a web-based electronic portfolio required of all students in
the College of Education (COE) programs. It provides a way to submit documents,
called Critical Tasks to instructors for feedback and assessment. The COE uses these
assessments to evaluate candidate progress toward meeting standards set by the
Florida Department of Education, the faculty and professional organizations. Further,
the COE analyzes data from the assessments and uses the data for program planning
in order to ensure continuous improvement. Assignments designated as Critical Tasks
must be uploaded to your electronic portfolio on TaskStream and be rated with a
mean score of 3 or higher in order for you to pass the course. Remember, failure to
upload the Critical Task may result in a failing grade.

In this course the critical tasks are:

Essential Assignments: These are assignments that have been aligned with one or more FLDOE
curriculum requirements, i.e., ESOL standards, Reading Competencies, or Florida Teacher
Competencies/Skills.

COURSE TEXTS & LITERATURE

Literature:
1. Heart of a Chief by Joseph Bruchac
2. Habibi by Naomi Shihab Nye
3. The Beast by Walter Dean Myers
4. Becoming Naomi Leon by Pam Munoz Ryan
5. A Suitcase of Seaweed by Janet Wong
6. Al Capone Does My Shirts by Gennifer Choldenko
7. Confessions of a Closet Catholic by Sarah Darer Littman
8. Boy Meets Boy by David Levithan

Required coursepack

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Websites to Visit:(See syllabus on Blackboard for clickable links)

**Children's Books by and about People of Color Published in the United States
Statistics Gathered by the Cooperative Children's Book Center (CCBC), School of Education of
Wisconsin-Madison (http://www.education.wisc.edu/ccbc/books/pcstats.htm)
**Asian Pacific American Award for Literature
For books by and about Asian Pacific Americans (Asian Pacific American Librarians
Association) (http://www.apalaweb.org/awards/awards.htm)
**Carter G. Woodson Book Awards
For the most distinguished social science books depicting ethnicity in the United States (National
Council for the Social Studies) (http://www.socialstudies.org/awards/woodson/)
**Coretta Scott King Award
For distinguished books by an African American author and an African American illustrator for
an outstandingly inspirational and educational contribution
(http://www.ala.org/ala/emiert/corettascottkingbookawards/corettascott.htm)
**Jane Addams Children's Book Award
For promotion of peace, social justice, world community, and/or equality of the sexes and all
races (Jane Addams Peace Association/Women's International League for Peace & Freedom)
(http://home.igc.org/~japa/jacba/index_jacba.html)
**Pura Belpre Award
For the outstanding book by a Latino/a author and a Latino/a artist (American Library
Association/Association for Library Services to Children and REFORMA)
(http://www.ala.org/ala/alsc/awardsscholarships/literaryawds/belpremedal/belprmedal.htm)
**Sydney Taylor Book Awards
For the best of Jewish children's literature (Association of Jewish Libraries)
(http://www.jewishlibraries.org/ajlweb/awards/st_books.htm)
**The Middle East Book Award
For books that contribute meaningfully to an understanding of the Middle East (Middle East
Outreach Council)
(http://socialscience.tyler.cc.tx.us/mkho/MEOC/middle_east_book_award.htm)
**Lambda Literary Foundation Award
For books recognized for the quality of the writing and the “LGBT” content of the work.
(http://www.lambdaliterary.org/index.html)
**Schneider Family Book Award
For books that embody an artistic expression of the disability experience for child and adolescent
audiences.(http://www.ala.org/Template.cfm?Section=awards&template=/contentmanagement/c
ontentdisplay.cfm&contentID=115041)

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COURSE POLICIES (ABBREVIATED)

Assignments:
*It is my policy to not accept late papers. Please turn in your assignments when they are due.
Forgetting them at home, in your car, or forgetting to do them at all hinders the work we can do
in class. Because technology is often unpredictable, work diligently to submit assignments as
expeditiously as possible.
*I reserve the right to adjust due dates of papers and assignments as necessary.
*I do not give extra credit unless it is offered to the entire class, so make sure you complete all
assignments carefully.

Things that are inappropriate:
*Cell phone use (including text messaging) during class (Bring a watch if you want to check the
time)
*Using laptops for any purpose other than note taking and course activities
*Inattentive/Rude/Disrespectful/Immature behavior (including – but not limited to – sleeping,
sarcasm, disengagement in classroom activities and discussions, etc.)
*Consistent/Excessive tardies
*Not bringing proper materials to class
*Working on other materials in my class

Things that are out of my control:
*Your bus/transportation schedule
*Your class schedule
*Your work schedule
*Your family schedule

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COURSE ASSIGNMENTS

Autobiographical Poem – 5 points
Critical Questioning Papers – 9 points each (36 points total)
“P.S.” Points – 1 point each (8 points total)
Questioning the Critical Questioning Papers – 21 points
Final Project – 20 Points Total
Attendance/Preparation/Participation – 10 points

Autobiographical Poem – 5 points total
A close reading of a poem goes beyond circling the metaphors and defining the allusions—it
explores what the words, images, and themes reveal about the poet, her cultural background, and
her life. Given the chance to hypothesize and to play with the possibilities in the text, you can go
beyond identifying simple and obvious characteristics to explore the poet in more depth. In the
case of a poem by Nikki Giovanni, for instance, you can move from “identify[ing] the speaker as
black and from the country” to “think[ing] about what [you] can tell from the poem about [the
speaker’s] attitudes, about what [you] think might be [the speaker’s] priorities in life” (Jago,
1999, p. 11). We will be reading and reflecting upon several autobiographical poems on the first
day of class. As you read and listen, ask yourself whether or not parts of these poems felt
familiar to you. How are your own life experiences – the details that make up your own cultural
background -- similar to or different from those experiences the poets wrote about? The Tatum
(2000) article will ask you to consider your social identities and how they position you in
society. (This will help us think about how we are positioned as readers.)
Create a poem that explores your cultural and/or social identity or identities. You may use
one of the poems discussed in class as an inspiration for your poem, or you may write one using
a different format entirely. The most successful poems tend to be focused and include specific
details and concrete illustrations.

Information for this assignment had been adapted from classroom ideas presented in:
Jago, Carol (1999). Nikki Giovanni in the Classroom: “the same ol danger but a brand new
pleasure.” The NCTE High School Literature Series. Urbana: NCTE.
Gardner, T. (2002-2005). Childhood remembrances: Life and art intersect in Nikki Giovanni’s
“Nikki-Rosa”. Retrieved June 9, 2005, from
http://www.readwritethink.org/lessons/lesson_view_printer_friendly.asp?id=271.

Due on January 20, 2010

Book Discussion (Critical Questioning) – 44 points
In this course, you will be participating in discussion groups throughout your time spent in
this class. Similar to literature discussion circles found in many classrooms, these groups will
discuss the eight books that you are required to purchase for this portion of the course: Heart of
a Chief, Habibi, The Beast, Becoming Naomi Leon, Project Mulberry, Al Capone Does my
Shirts, Confessions of a Closet Catholic, and Boy Meets Boy. The book discussion groups will
be comprised of five students and will meet eight times. You will write Critical Questioning
Papers in conjunction with four of your eight discussion group meetings.

 Critical Questioning Papers – 9 points/paper (36 points), plus 8 possible “P.S.” points: In
this course you will “question” the eight diverse books you are required to read for this class.
Each student in a group will write a “Critical Questioning” paper for four out of the eight

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times your group meets. Everyone will write a paper for the discussions marked with an
asterisk (*) below and on the Course Schedule included in this syllabus. Early in the
semester, you will be assigned two additional discussions for which you are required to write
papers. (You will respond as an “A,” “B,” or “C”). In these papers, you will propose a
question you think is important to ask of the book, as well as explaining where the question
came from and a rationale for why you think the question is important. This assignment is
designed to provide you with an opportunity to respond to and reflect upon the books
themselves. It’s expected that ideas presented in assigned readings and your own experience
will impact the way you think and write about the books. These four responses will be
written up before class and turned in on the day of the discussions. They will be worth 9
points apiece. After all eight discussions you will have an opportunity to earn an additional
point for writing an in-class reflection. You will receive a handout detailing expected paper
contents, along with a rubric summarizing evaluation information, early in the semester.

The dates of the discussion meetings and the paper due dates are as follows:

* January 27th Critical Questioning Paper & Discussion I
A February 10th Critical Questioning Paper & Discussion II
B February 17th Critical Questioning Paper & Discussion III
C March 13th Critical Questioning Paper & Discussion IV
A March 24st Critical Questioning Paper & Discussion V
B March 31th Critical Questioning Paper & Discussion VI
C April 7h Critical Questioning Paper & Discussion VII
* April 14th Critical Questioning Paper & Discussion VIII

Papers are due by noon on the day of each discussion. By this time you will need to submit
your Critical Questioning paper, as an attachment, to the appropriate Blackboard drop box.
(You will also need to bring a hard copy to class to hand in). The electronic versions will
allow me to skim the papers before class and get a sense of the group’s questions as a whole.
To help me keep track of papers, please name attachments in the following way:

Lastname_BookTitle_LAE6316

For example: Crisp_Heart_LAE6316

 Reflecting on the Questions: A Final Paper – 21 Points Total. In this paper, you will be
expected to discuss in detail the questions you posed over the course of the semester. You
should use this piece to take stock of your thinking and learning about culturally diverse
children's and adolescent literature throughout the class. This final reflection should include
references to the questions you posed about the diverse books you read and your “P.S.”
reflections, along with an analysis of how and why those questions changed over time.
Questions to consider: Is there a pattern to the kinds of questions you asked of diverse
literature? Did any of the questions mention class readings or other outside influences? How
do these questions provide evidence of your increasing knowledge of ways to read and think
about diverse children’s and adolescent literature? This paper is due to the Blackboard
dropbox on or before Wednesday, May 5th by noon. You will receive a handout detailing
expected reflection topics, along with a rubric summarizing evaluation information, later in
the semester. Please note that you will be required to attach all of your “Critical Questioning”
papers to this final paper, so don’t lose them over the course of the semester!

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Final Project: Focusing on Literature of a Traditionally Underrepresented Group
(Essential Assignment) – 20 Points Total
For your final project you will learn about one cultural group using children’s literature
(picture books and novels, fiction and nonfiction). Please do not use traditional literature such as
fairy tales, folktales, folklore, etc. You will read at least 3-5 picture books and/or novels, each
written by a different writer (The writers chosen must belong to the cultural group you are
studying.). Create a 1-2 page handout for your peers by including a summary of what you think
readers can learn about the cultural group depicted in the books, along with an annotated
bibliography of the texts and sources you read and used. On the last day of class (Wednesday,
April 28th) you will bring in the books you read and used, briefly share what you found in your
project, and distribute copies of the handout (approximately 25) you created for the class. You
will receive a handout describing this assignment in detail, along with a rubric summarizing
evaluation information, later in the semester.

Attendance, Preparation, & Participation – 10 Points Total
It is essential that you not only attend each class session (and be on time!), but that you are also
prepared to be an active class participant. An important aspect of any classroom learning
community is the active engagement of students and teachers around worthwhile content. Your
contributions to class discussions and activities are essential to your learning as well as to the
health and learning of our own classroom community. It is your responsibility to attend all class
sessions, prepared to be an active participant by having completed the assigned readings and
related written assignments prior to class. Additionally, you will be expected to be an active
class participant who raises relevant questions, makes contributions that promote discussion, is
sensitive to eliciting the ideas of others in the class, and actively engages in small group work.
Your attendance, preparation, and participation will contribute 10 points to your final grade.

Much of this course depends upon the active engagement of learners around worthwhile content.
One of the things a class such as this can offer is the unique opportunity to share (and view) a
variety of teaching techniques and styles. As such, students will be asked to engage their
colleagues in discussion and learning of some key course ideas. As you read each week, think of
ways in which you could incorporate the ideas in your “actual” classroom; be prepared to share
these ideas with others each week. Think of this as an opportunity to help your classmates
increase their understanding of course content – as well as a chance to expand the toolkit of ideas
you have for your own classroom.

For some people sharing their thoughts in a public forum feels “risky.” However, part of
developing as professionals involves sharing your ideas and engaging in the ideas of others.
Think of this classroom as a safe environment in which to take some chances/risks: try some
things out (ideas, lessons, etc.) in an environment that is safe. I am also aware that three hours is
an extended period of time in which to be focused in class. Please come ready to work hard and
focus for the entire time class is scheduled to meet. I, in turn, will do my best to plan classes that
are engaging. ☺ Attendance is expected at all class sessions. You will be responsible for all
material covered in class. If an assignment is due on a day you are absent, you should email me
the assignment prior to the time class meets. I recognize that situations may arise during the
semester which prevent you from attending class (e.g. illness, family or personal issues).
Therefore, you are allowed one absence for whatever reason. This will not affect your grade.
However, if you miss more than one class, your participation grade will be reduced by five
points for each additional absence. A maximum of two absences are permitted across the course.
More than two absences (for any reason) may result in a failing grade for the course. Tardiness

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and early departure from class will be noted and documented and may also reduce your
participation grade.

COURSE POLICIES
Your final grade for the semester will be based on written assignments and your class
attendance and participation.

USF POLICY ON RELIGIOUS OBSERVANCES

Students who anticipate the necessity of being absent from class due to the observation of a
major religious observance must provide notice of the date(s) to the instructor, in writing, by the
second class meeting.

ACADEMIC HONESTY

Academic Honesty: Universities rely on exchange of information and ideas; therefore,
academic honesty is crucial to the ability of a university community to meet its mission of
extending learning. In accordance with the University of South Florida Academic
Dishonesty and Disruption of Academic Process policy (available at
http://ugs.usf.edu/catalogs/0203/adadap.htm) “each individual is expect to earn his/her
degree on the basis of personal effort…any form of cheating…or plagiarism…constitutes
unacceptable deceit and dishonesty…This cannot be tolerated in the University community
and will be punishable…”(p. 1 of 5 http://ugs.usf.edu/catalogs/0203/adadap.htm). Please
review this policy for definitions and consequences of plagiarism, cheating and disruption of
academic process. Papers may be checked for precise references. Dishonesty erodes trust
and it is upon trusting relationships that deep learning occurs.
Detection of Plagiarism: The University of South Florida has an account with an automated
plagiarism detection service which allows instructors to submit student assignments to be
checked for plagiarism. I reserve the right to 1) request that assignments be submitted to me
as electronic files and 2) electronically submit assignments to SafeAssignment.com, or 3) ask
students to submit their assignments to SafeAssignment.com through myUSF. Assignments
are compared automatically with a database of journal articles, web articles, and previously
submitted papers. The instructor receives a report showing exactly how a student's paper
was plagiarized. For more information about SafeAssignment and plagiarism, go to
http://www.c21te.usf.edu and click on Plagiarism Resources. For information about
plagiarism in USF's undergraduate catalogue, got to:
http://www.ugs.usf.edu/catalogs/0304/adadap.htm#plagiarism.

GRADING SCALE

The written work that you hand in should be quality work, both in its content and form. The
content of your written work should always reflect your careful and thoughtful consideration of
the ideas we are exploring in the various readings and activities that we use – and you should
refer to these where this serves to support your ideas. This does not mean you need to write
pages and pages for these assignments, but it does mean you should carefully craft what you
write - be clear, succinct, and support what you say. Your work should be typed, double-spaced,
and presented in an edited format (you have checked it for spelling and grammar.) Point
deductions will be taken for excessive grammatical or spelling errors.
The grading scale will be approximately as follows:

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“A” (90-100 points): reflects exemplary work, knowledge, and skill in meeting the performance
objectives – participant went beyond requirements, is analytical, reflective and professional in
stance, and demonstrated a strong understanding of reading comprehension. 94-100 = “A”; 90-93
= “A-”

“B” (80-89 points): reflects good, competent work, knowledge, and skill in meeting the
performance objectives. Participant demonstrates a good understanding of reading
comprehension. 87-89 = “B+”; 84-86 = “B”; 80-83 = “B-”

“C” (70-79): reflects satisfactory/adequate work, knowledge, and skill in meeting the
performance objectives; minimal requirements have been met successfully. Participant
demonstrates a minimal understanding of comprehension. 77-79 = “C+”; 74-76 = “C”;
70-73 = “C-”

“D” (60-69): reflects inadequate work, knowledge, and skill in meeting the performance
objectives; minimal requirements have generally been met. Participant demonstrates a minimal
understanding of reading comprehension. 67-69 = “D+”; 64-66 = “D”; 60-63 = “D-”

Below 60: fails the course

Each assignment will be graded separately and the graded assignments will be combined to reach
a final grade for this section. At any point, any attendance deductions will be taken. Please
note, a grade of “A” is considered exceptional work, a grade of “B” is considered good work and
a “C” is considered to be adequate work.

NOTE: In accordance with the USF Graduate Studies Catalog, no grade below “C” will be
accepted toward a graduate degree. This includes “C-”grades.

It is the responsibility of each student to obtain class notes, handouts and assignments from
a fellow student in the event of an absence. Please do not email me and ask me to “fill you
in” on what you missed while you were away (I should be a last resort).

Disabilities Accommodation: Students are responsible for registering with the Office
of Students with Disabilities Services (SDS) in order to receive academic
accommodations. Reasonable notice must be given to the SDS office (typically 5
working days) for accommodations to be arranged. It is the responsibility of the student
to provide each instructor with a copy of the official Memo of Accommodation. Contact
Information: Pat Lakey, Coordinator, 941-359-4714, plakey@sar.usf.edu,
www.sarasota.usf.edu/Students/Disability/

CAMPUS EMERGENCIES AND THE CLOSING OF CAMPUS: In the event of an
emergency, it may be necessary for USF to suspend normal operations. During this time, USF
may opt to continue delivery of instruction through methods that include but are not limited to:
Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the
responsibility of the student to monitor Blackboard site for each class for course specific
communication, and the main USF, College, and department websites, emails, and MoBull
messages for important general information. The USF hotline at 1 (800) 992-4231 is
updated with pre-recorded information during an emergency. See the Safety
Preparedness Website for further information.

Crisp -9-
Fire Alarm Instructions: At the beginning of each semester please note the
emergency exit maps posted in each classroom. These signs are marked with the
primary evacuation route (red) and secondary evacuation route (orange) in case the
building needs to be evacuated. See Emergency Evacuation Procedures.

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COURSE SCHEDULE:

Date Topic/s Reading/s Assignment/s
Session 1:  Introductions
 Course overview
Wednesday,  Introduce
1/13/10 autobiographical poetry
 Reader response theory
 Evaluating literature

Session 2:  Introduction to  Bishop (1997) Due:
multiculturalism: What is  Yenika-Agbaw Autobiographical
Wednesday, multiculturalism? Why is (1997) Poem
1/20/10 multicultural children’s  Tatum (2000)
literature important?  Visit the CCBC
What is the history website
behind multicultural
children’s literature?

Session 3:  Children’s literature by  Cortes (2001) *Due: Critical
and about Native  Reese (1997) Questioning Paper
Wednesday, Americans  Smith (2005) #1
1/27/10  Book Discussion I  Heart of a Chief

Recommended:
 Visit oyate.com
 Visit Cynthia Leitich
Smith’s website

Guest Speaker:
Debbie Reese

Session 4:  Insider/Outsider debate: The following are part of an
Who has a right to tell on-going discussion. Read
Wednesday, and illustrate stories them in order!:
2/3/10 about specific cultures?  Shannon (1994)
What is "authentic"  Sims Bishop (1994)
literature or, for that  Harris (1994)
matter, “diverse or  Cai (1998)
multicultural literature"?
Who gets to define these Guest Speaker:
things? Debbie Reese
 Expanding the definition
of multiculturalism

Session 5:  Children’s literature by  Al-Hazza and Due: Critical
and about Middle Eastern Lucking (2005) Questioning Paper
Wednesday, Americans  Al-Hazza (2006) #2 (A)
2/10/10  Book Discussion II  Staples (1997)
 Habibi

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Session 6:  Children’s Literature by  Harris (1997) Due: Critical
and About African  Woodson (2003) Questioning Paper
Wednesday, Americans  The Beast #3 (B)
2/17/10  Book Discussion III

Session 7:  Award winners in  Aronson (2000) Due: Award site
multicultural literature  Pinkney (2001) jigsaw
Wednesday,  Share ideas for final  Visit book award
2/24/10 project websites
Session 8:  Children’s literature by  Ada, (2003) Due: Critical
and about Latino/a  Barrera and Quiroa Questioning Paper
Wednesday, Americans (2003) #4 (C)
3/3/10  Book Discussion IV  Becoming Naomi
Leon
Spring
Break!

No class on
Wednesday,
3/10/10

Session 9:  Multiculturalism in
literacy instruction  Kuhlman (2000)
Wednesday,  Mendoza and Reese
3/17/10 (2001)

Session 10:  Children’s literature by  Siu-Runyan (2002) Due: Critical
and about Asian Pacific  Yamate (1997) Questioning Paper
Wednesday, Americans  Suitcase of Seaweed #5 (A)
3/24/10  Book Discussion V
 Share final project
topics
Session 11:  Children’s literature by  Tal (2001) Due: Critical
and about Americans  Williams, et al (2005) Questioning Paper
Wednesday, with special needs  Smart (2001) #6 (B)
3/31/10  Book Discussion VI  Al Capone Does My
Shirts
Session 12:  Children’s literature by  Silver (2002) Due: Critical
and about Jewish  Kimmel (2003) Questioning Paper
Wednesday, Americans  Confessions of a #7 (C)
4/7/10  Book Discussion VII Closet Catholic

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Session 13:  Children’s literature by  McLean (1997) *Due: Critical
and about Gay, Lesbian, article Questioning Paper
Wednesday, Bisexual, Transgender,  Levithan (2004) #8
4/14/10 Queer/Questioning  Crisp (2009)
(GLBTQ) Americans  Boy Meets Boy
 Book Discussion VIII
Recommended:
 Crisp (2008)

No class  Work on final project and
final Critical Questioning
Wednesday, paper
4/21/10

Work on
final
project and
paper

Session 14:  Compiling our final list of  Due: Final Project
questions Handout and
Wednesday, o Small group presentation
4/28/10 o Large group
 Sharing final projects
Wednesday, Finals Week – we will not Due: Submit final
5/5/10 meet unless a class earlier in Critical
the semester had to be Questioning paper
cancelled unexpectedly. to Blackboard drop
box by noon

Please note: This syllabus is subject to change due to unanticipated opportunities or conditions if
the instructor believes such changes are in the students' best interests.

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