SYLLABUS

The Black Metropolis III: 1975-Present 

Spring  2003

SOC 392 Section 301                                         Instructors: Caleb Dube, Lauren Reed, Ted Manley, Jr. 

SOC 290 Section 301                                         Office Hours: Thursday 3:00-4:30pm 

MW 4:00-5:30pm                                               Primary office: 1113 990 Fullerton 

Faculty Hall LL107                                            Tele: (773) 325-4718  

E-mail: cdube@depaul.edu 

Permanent classroom and office: Our permanent classroom and the Black Metropolis project office is located in the basement of the Steans Center for Community based Service Learning (CBSL). The Steans’ Center is located in Faculty Hall at 2233 North Kenmore Avenue. The Black Metropolis Project office is located in the basement in room LL104. The Black Metropolis project telephone number is (773) 325-2489.  You can leave a voice mail message at this number 24 hours a day.

Team members:

CBSL Graduate Assistant: Lauren Reed (773) 325-2489 lreed2@depaul.edu

CBSL Instructional staff: Avery Buffa (773) 325-7457 abuffa@depaul.edu

CBSL Community Coordinator: Kendall Johnson Smith  (773) 325-2489 kjohnso6@depaul.edu

Donald Matthews Ph.D. Director, African American Studies Program, University of Kansas City, Missouri (816) 926-9661 matthewsdo@ukc.edu

Support staff:

Quantitative Reasoning Center: Professor David Jabon, Director (773) 325-7286 djabon@depaul.edu

Quantitative Skills Lab Assistant: John Foster (773) 325-7286 jfoster@depaul.edu

Richardson Library: Mireille Kotoklo (773) 325-7772 mkotoklo@depaul.edu

Required Articles and Books:

Books

A Raisin in the Sun (1958) Lorraine Hansberry. New York: Vintage Books

Our America: Life and Death on the South Side of Chicago (1997) by LeAlan Jones and Lloyd Newman with David Isay. New York: Scribner.

American Project: The Rise and fall of a Modern Ghetto (2000) by Sudhir Alladi Venkatesh. Massachusetts: Harvard University Press.  

The Hip Hop Generation (2002) by Bakari Kitwana. New York: Basic Civitas.

Articles

“Introduction, Part I and Chapter 23” (Handout) in St. Clair Drake and Horace Cayton (1945) The Black Metropolis: A Study of Negro Life In a Northern City Vol. 1.  New York: Harcourt Brace.

“Huey P. Newton; Fred Hampton; Angela Davis; The National  Black Political Convention; Amiri Baraka.” (Hand out) In Manning Marable and Leith Mullings, (eds) (2000) Let Nobody Turn Us Around: Voices of Resistance, Reform, and Renewal New York: Rowman & Littlefield Publishers Company

“Transformations Part 4.” (Hand-out) In William J. Grimshaw (1992) Bitter Fruit: Black Politics and the Chicago Machine 1931-1991, University of Chicago Press.

“Epilogue: Chicago and the Nation.” (Handout) In Arnold R. Hirsch (1998) The Making of the Second Ghetto: Race and Housing in Chicago: 1940-1960. Chicago: University of Chicago Press.

“Who’s in, Who’s out in the Bronzeville Boom.” (Handout) In The Chicago Reporter (November/December 2000) Volume 29 Number 10

“CHA’s Commuter Kids: Housing tumbles, school enrollment falls Hundreds of children travel back for school.” (Hand-out) In Catalyst (April 2001) Volume XXII Number 7.

“Already: Bronzeville.” (Hand-out) The Journal of Ordinary Thought (December 2001) Volume XI Issue 5.

Recommended reading:

St. Clair Drake and Horace Cayton (1945) The Black Metropolis: A Study of Negro Life In a Northern City Vol. 1.  New York: Harcourt Brace.

William J. Grimshaw (1992) Bitter Fruit: Black Politics and the Chicago Machine 1931-1991. University of Chicago Press.

Arnold R. Hirsch (1998) The Making of the Second Ghetto: Race and Housing in Chicago: 1940-1960. Chicago: University of Chicago Press.

Manning Marable and Leith Mullings, (eds) (2000) Let Nobody Turn Us Around: Voices of Resistance, Reform, and Renewal New York: Rowman & Littlefield Publishers Company

Wayne F. Miller 2000. Chicago’s South Side: 1946-1948. California: University of California Press.

Alan H. Spear. 1967. Black Chicago: The Making of a Negro Ghetto, 1890-1920. Chicago: University of Chicago Press.

Web page and linkage resources:

The project web page is located on the internet at www.depaul.edu/~blackmet The web page contains resources for classroom instruction; Bibliographic instruction; electronic reserves for books and articles required for the course; film file; photography file; Map file; Data base file. The web page is linked to a variety of resources for students. These include but are not limited to the Chicago Public Library and the Branch libraries (Hall, Bee, King); the Woodson Regional Library; Chicago Historical Society; Chicago Public Schools; Chicago Housing Authority; The Metro Chicago Information Center; The John T. Richardson library and DePaul University etc.

The Chicago Public Library Carter G. Woodson Regional Library

All students will have access to the Vivian G. Harsh research collection of Afro-American History and Literature located at the Carter G. Woodson library. The Woodson library is located at 9525 South Halsted. The contact person for the project at the Woodson library is M(s) Mary Williams. M(s) Williams can be reached by phone at (312) 747-6900. The Harsh collection also contains archives of the Chicago Defender; the Chicago Whip; the Chicago Bee; and The Pittsburgh Courier.

I.          Introduction.

This course is part of a three-year longitudinal research project tilted The Black Metropolis: The Last Half-Century. The Black Metropolis Project (BMP) is an effort to examine changes in the original 'black belt' of Chicago since the publication of St. Clair Drake and Horace Caytons’ monumental study of the Black Metropolis (1945). The BMP is part of a yearlong course sequence that offers a platform of three interrelated chronological time periods: 1890-1950 Black Metropolis I, 1950-1975 Black Metropolis II, and the period 1975- to present Black Metropolis III.  

If taken as a full year sequence DePaul University students’ can earn credit toward experiential learning in the first sequence, service learning in the second sequence, internship in the third sequence and credit toward a minor in sociology or community based service learning. High school students can earn up to 12 college credits and up to 40 hours of service learning required for high school graduation if the course is taken for the full year.

Black Metropolis III

The third course in the three-course sequence on the Black Metropolis introduces students to the fall of a modern ghetto. Much of the twentieth century for Blacks living in the area called Bronzeville is a testimony to the struggle for decent housing, jobs, health, safety, schools, recreation and environment.  Indeed, for over one century the original settlement area for Blacks in Chicago was a segregated ghetto amiss the prosperity of downtown Chicago. This area is typified as once the strength of what Black was all about in Chicago. From the making of the first ghetto characterized by strong black institutions, civic race leaders and community services to urban renewal and confinement of poor working class blacks in the making of the second ghetto. The finale is based on the “return” of economic development, revitalization and gentrification in the area at the turn of the twentieth-first.

Where did the strength and leadership of the community fail? How did failure become an option? What were the leadership constraints and goals? How did institutionalized racism from federal, state and local levels shape the social forces tied to a policy of confinement and hyper-segregation in the making of the second Black Metropolis? How do the current changes in new construction, housing revitalization and gentrification and the attraction of developers and bankers meet the vested interest of federal, state and local private and public interest in the “remaking of Bronzeville?” Who will benefit? Who will lose? Why?

This course will challenge students to think critically about the chances of creating a just and open society for Americans of African descent in Chicago.

This course builds on the first and second courses as students analyze the relationship between the ‘first’ Great Migration before WWI and, the ‘second’ Great Migration before and during WWII. Each migration stream of Blacks from the south brought new federal, state, local and global changes to Chicago as the Black population transformed the urban and suburban landscape of Metropolitan Chicago. We will focus in the beginning of the course on the following:

·         The success of the civil rights movement

·         MLK’s visit to Chicago

·         King’s assassination and the murder of Fred Hampton

·         The 1970s and black nationalism

·         The death of Daley (King Richard I)

·         The rise of a Black Messiah and his death

·         The return of the king (King Richard II) and

·         The fall of a modern ghetto.

At the close of the course students will reflect on the different set of circumstances affecting the Black poor, middle, working and upper class. From their identity as African slave to colored to Negro to Black to African American and their economic, political and social position inside a “city within a city.”

II.        Course objectives.

There are three primary objectives of The Black Metropolis Project.

1.         To teach, train, and prepare students to participate and experience the value of collecting facts and information to understand and interpret change in the Black Metropolis since the last-half century.         

2.                   To assess, support, and assist student development of technological skills, critical thinking and cooperative group learning through team focused project based assignments.

3.         To teach the application of social science theories and research in service-based and internship training programs relevant to examining and explaining changes in the Black Metropolis since the last-half century.

III.       Point of view towards the seminar.

The object is not to simply pass along information that might be assembled and comprehended through individual reading. Active team participation in the pursuit of knowledge about the past to explain the present and future should stimulate a synthesis of ideas and comprehension of critical analytic skills impossible to develop through individual effort alone. We (the project team) choose to play neither the role of an all-knowing "dictator" who orders perfor­mance, nor, the role of Professor "nice-guy" who runs happy anarchy while the ivy grows. We will do everything in our power to catalyze students into being effective at rendering specific hypotheses, propositions, functions, co-relations, explanations and causes out of the array of materials and resources required for this course.

Team participation is one of the most important enterprises we will engage in to collect data, facts, and information to ferret out specific variables, rela­tionships among variables and sets of variables to understand and interpret changes in the Black Metropolis since the last-half century. Students will be trained how to hold up to scrutiny social science formulations in terms of their potential to resolve and or clarify anomalies, their deductive and inductive elegance, the extent to which they match known data, and their conducive­ness to manipulation. All this is done to seek when necessary ancillary formulations, their value and social implications for understanding the Black Metropolis: The Last-Half Century.

IV.       Course Requirements.

1.       Each student is required to enroll on Blackboard (www.blackboard.depaul.edu) to maintain online communication and to monitor individual and group performance.

2.       Required attendance (15 points) and active participation (20 points). More than four absences, the equivalent of two weeks of the class, without a legitimate excuse will result in an automatic FX for undergraduate students and detention and possible dismissal for high school students.

3.       Each student in the class is required to keep a journal (100 points). The journal must include the following.

·         Your reflections and assessment of classroom discussions, reading and training assignments, lectures, and field work assignments. Include in here what you like, don’t like, don’t understand and help! What are we doing!

·         Your reflections on required field experiences and assignments.

·         Your assessment of what you think you know well and are learning.

·         Your assessment of your reactions to and interpretations of change in the Black Metropolis

·         Your team assignments and schedules.

The journal is due every Wednesday. The first journal is due Wednesday April 2^nd  2003. 

All Journals' will be read and graded by the instructors (100 points).

3.       Mid-term take-home exam: fieldwork, service learning, and research training short essay/multiple choice take-home exam. Handed-out on Monday May 5^th 2003 and is due Monday May 12^th 2003. The exam will cover the readings and classroom lectures and discussions, techniques of field note taking, mapping observations, writing-out situational events, bibliographic instruction, photo-solicitation, quantitative training and face-to-face interviewing techniques. In addition the exam will cover technology usage and software sophistication, application of mathematical skills, power point data presentation, and social science data manipulation skills (100 points).

4.       Field note training/exercises and assignments photographic training/exercises and assignments, bibliographic instruction/exercises and assignments, technology training/exercises and assignments (100 points). Due every Monday.

·         This is a voluntary assignment for high school students who can earn hours toward their high school service learning requirements for graduation.

5.       Reflective book review on A Raisin in the Sun  due Wednesday May 28^th 2003 (100 points). The book reflective book review must focus on the historical and contemporary impact of segregation and integration on the African American community in Chicago and Bronzeville. Focus on, the class, gender, and social dynamics of the Black family as depicted in the play and how the subtle forms of racism today testify to the trails and tribulations of the great migration, settlement, adaptation, conflict and change in Bronzeville. The review should include your critical thoughts, insights, reflection, and thinking on the fieldwork experiences you have had and reading, class discussions, lectures, and team conversations.

6.       The multi-cultural project based service learning field study portfolio due Wednesday June 11th 2003. Presentations will be held during the last week of class on June 4^th. The multicultural project based service learning field study portfolio starts on the first day of class. It is a group project that is guided by the instructional staff and supervised by a graduate research assistant, community coordinator and undergraduate research assistant.

·         For undergraduate students seeking either experiential learning credit it consists of supervised field observations totaling 4 hours per week in the field site. Every week undergraduate students’ will conduct field observations to designated sites in the project area.

·         Undergraduate student seeking service learning credits will schedule with the instructors, graduate research assistant, community coordinator, and undergraduate research assistant field visits to one of three service learning sites accumulating no less than 4 hours per week at each site.

·         For undergraduate students seeking internship placement is at the Chicago Bee Branch Library and the Hall Branch Library working as an assistant to the Head Librarians and adding to the Research and Service Learning components of the Black Metropolis Project.

·         High school students will assist all students, instructors, and staff in building a “hot map” to track housing and commercial decline and development in the area on 47^th street and other selected commercial arteries.

V.  Schedule of weekly seminar lectures, discussions, reading assignments and requirements.

Week One:  March 31^st and April 2^nd. 

Lecture and discussion topic: The Black Metropolis and the Making of the Second Ghetto.

Reading assignment for Wednesday April 2^nd: “Introduction: Midwest Metropolis and Part I Pp 3-97 and Chapter 23 Advancing the Race” Pp. 716-745. In The Black Metropolis. “Epilogue: Chicago and the Nation.” Pp. 259-275 (Hand-out). In Making of the Second Ghetto.  The Hip Hop Generation: Preface and Introduction

Film, Music, and slide presentation:  “Goin’ To Chicago” and “Why I Sing the Blues” (Monday). “Slavery and its impact on segregation and racial change in Chicago 1890-1960” (Wednesday).

Classroom instruction: On the first day of class students will meet the research team and we will review the syllabi and all of the requirements for the course. Each student will introduce themselves and the reason (s) for taking the course. Undergraduate and high school students will be assigned to teams and given instructions for their first field-visit to the project site. Students will receive field notebooks, journal notebooks, pens and pencils in preparation for field note recording and journal writing.

We will discuss the Great Migration and the rise of prominent Negro leaders and institutions in the making of the 1^st ghetto. In the second Great Migration, before and during WWII, we will discuss the making of the second ghetto and the rise of Negro/Black politics and the Chicago Machine.

Homework assignment: Supervised field-visit to the Black Metropolis/Bronzeville. All student teams will meet at DePaul on Saturday April 5^th 2003 at 12:00 Noon in the project classroom. We will take a bus to the project site and, depending on the weather, go on a walking tour of some selected areas of the project site. We will review the remaining portions of the project site by bus. 

Reminder: You should begin recording your thoughts and ideas about the readings and class lectures, your feelings about the course, the project and your role in the journal. Journals are due Wednesday April 2^nd in class.

Also, you should begin describing in your field note notebook what you saw (observed) and were exposed to on your first supervised field-site visit—Saturday April 5^th. We will collect field notes describing your observations on Monday April 7^th.

Week Two: April 7^th and 9^th. 

Lecture and discussion topic: The Making of the Second Ghetto: institutional racism, the policy

Reading assignments: A Raisin in the Sun (Entire)

Music and Slide Presentation: Eyes on the Prize: America at the Racial Crossroads: “Two Societies 1965-68” “Ball of Confusion” “Racial Change in Chicago 1960-2000” (Monday).

Classroom instruction: This week we will discuss the play A Raisin in the Sun. Lauren Reed will lead us in performing a scene from the play. How is the play associated with the physical and social construction of the original "black belt" in Chicago and the way in which it is distinguished from the second Black Metropolis? Students should come to class prepared to discuss the challenges of de jure (by law) Jim Crow segregation in the south and de facto (by custom) segregation in the north. Also, the unconstitutionality of restrictive covenants in Shelly v Kramer 1948 and the passage of the fair housing act of 1968 “opened” housing for Blacks and sparked a cycle of racial change and white flight in Chicago.

Homework assignment: Please keep-up with the readings. It helps for understanding the lecture and class discussion. This time you will be responsible for showing up at the field-site on your own with you team member. A supervisor—the instructor, community coordinator, and other team members-- will meet your team at the designated project site. You will be given instructions this week on making physical, social, economic, and political maps of the neighborhood. On Saturday April 12, at 1 PM we will meet at the Hall Branch of the Chicago Public Library (4801 S. Michigan Ave, phone 312-747-7543) for a screening of an adaptation of A Raisin In The Sun.

Qualitative Training: On Wednesday April 9^th we will begin qualitative training on how to observe and take notes on your observations from the field. You will be asked to map the physical, social, religious, economic, and political spaces in the project area. Some of the mapping exercise may not be easy but you shouldn't get frustrated because the team of supervisors will provide you with continual feedback on your mapping assignments. The qualitative training will begin to prepare you for your second field site visit (date to be determined).

Reminder: Journals are due Wednesday April 9^th in class. Journals will be returned to you on Monday. Your second field note recordings of the designated field sites for this week is due Monday April 14^th in class.

Week Three: April 14^th and 16^th.

Lecture and discussion topic: Defending white neighborhoods: The role of federal, state and local agencies and their protection of white interest.

Films and Music: “Fred Hampton and Daley” “What’s Goin’ On?” “The Revolution will not be televised” “Say it Loud, I’m Black and I’m Proud” (Monday).

Reading assignments: “Huey P. Newton; Fred Hampton; Angela Davis, The National Black Political Convention; Amiri Baraka.” (Hand out) In Let Nobody Turn Us Around. “The Daley Legacy: From Machine Politics to Racial Politics.” In Bitter Fruit.  The Hip Hop Generation: Ch. 3.

Classroom instruction: Today in class we’ll cover a broad history to arrive in the tumultuous era of the 70s and Black Nationalism. We will pay particular attention to the success of the Civil Rights Movement and its demise after King’s assassination. The rise of Black Power, the Black Panther Party and Black Nationalism in the 70s will be discussed in the context of the death of Daley (King Richard the 1^st) and the Chicago machine.

Finally, we discuss the rise of racial politics and a Black Messiah. Why did race become an issue in Chicago? Why couldn’t race be mobilized off of the agenda in the 1970s? We should think about what a Democracy is when the only people able to take advantage of freedom are those people who call themselves white? If whites are the perpetrators of Black disadvantage, isolation, and discrimination then what must blacks do?  What impact did the Black Power Movement and the murder of Fred Hampton have on the Daley machine?

Homework assignments: The readings for this week are more complex and descriptively thick. You will be given on Wednesday the third supervised field observation site to conduct your field research. You and your team member will be responsible for showing up at the field-site on your own. A supervisor--instructor, community coordinator, and other team members-- will meet your team at the designated project site. You will continue to record physical, social, economic, and political maps of the neighborhood as well as observe and record non-verbal communication of everyday life on the streets in Bronzeville.

Bibliographic Training: On Wednesday April 16^th we begin bibliographic instruction with our mind to beginning to research key issues in religion, health, politics, housing, education, economy, environment and safety. The training you will receive this week in bibliographic instruction and research is meant to prepare you and your team member for the multicultural project.

Reminder: Journals are due on Wednesday April 16^th. Field notes from our third supervised field observations are due on Monday April 22^nd.

Week Four: April 21^st and April 23^rd.

Lecture and discussion topic: The “collapse” of the machine and the Election of Harold Washington: Come Alive October 5.”

Film: “Harold Washington, 1983-1987.”

Reading assignments: “Harold Washington: Reform Mayor, Black Messiah” And Machine Politics, Reform Style.” In Bitter Fruit. The Hip Hop Generation: Chs. 7 & 8.

Classroom instruction: Avery Buffa will engage us in a discussion on the life and politics of Harold Washington to unveil the dilemma Black/African leadership confronts in the 21^st century. What vision and political ideology did Harold Washington bring to Blacks in particular and, Chicago, in general?

Homework assignments: Please keep-up with the reading. Teams will meet at designated areas in the project site this week to conduct supervised field observations. You will be given on Wednesday the fourth supervised field observation site to conduct your field research. You and your team member will be responsible for showing up at the field-site on your own. A supervisor-- instructor, community coordinator, and other team members-- will meet your team at the designated project site. On Saturday April 26, at 2 PM we will all meet at Gladys’s, a soul food restaurant on 4527 S. Indiana (phone: 773-548-4566).

Photography Training: On Wednesday April 23^rd all teams will be trained in photo-solicitation instruction. All teams will be trained on using cameras. You will be trained to conduct unobtrusive measures where you capture reality by not bringing attention to yourself or the person you are filming unless asked to do so. This year we will focus on children and parents as we attempt to capture on film their hopes, desires, pain, and despair.

Reminder: Journals are due on Wednesday April 23^rd. Field notes from our fourth supervised field observations are due on Monday April 28^th.

Week Five: April 28^th and April 30^th.  

Lecture and discussion: Low-rise public housing: Ida B. Wells and the consequences of a policy of confinement.

Reading assignments: Our America: Life and Death on the South Side of Chicago. Preface and Parts I and II. Pp. 11-155. The Hip Hop Generation: Ch. 3.

Classroom instruction: We will discuss the consequences of the color line and its derivative—a policy of confinement. Our task is to understand how the violence, drugs, and vice depicted in Our America are intricately tied and interwoven into to a policy of confinement where access to good schools, jobs, safety, recreation, health and housing for African Americans are rooted in a dream deferred. We seek to understand what white social forces, political, economic, historical, and social shaped, influenced and caused the geographical settlement and experiences of African Americans in Chicago?

Homework assignments: Please keep-up with the readings. We will review for the take-home  midterm on Wednesday April 28^th. Teams will be given on Wednesday the fifth supervised field observation site to conduct your field research. You and your team member will be responsible for showing up at the field-site on your own. A supervisor--instructor, community coordinator, and other team members-- will meet your team at the designated project site.

Quantitative Training: On Wednesday May 7^th all teams will be trained to analyze and interpret quantitative data related to the project and produce pie charts and histograms Students will also be introduced to ways to map the data for spatial manipulation and interpretation. Students will have ongoing access to the Quantitative Skills Center. The Quantitative Skills Center is located on the second floor of the Schmitt Academic Center (SAC) in room 268 (Quantitative Reasoning Center).

Reminder: Journals are due on Wednesday May 7^th. Field notes from our fifth supervised field observations are due on Monday, May 12^th.

Week Six: May 5^th and 7^th. Mid-Term Week

Lecture and discussion: Making it through the maze: I hope I survive.

Music and Slide presentation: “Public Housing Deterioration and Economic Growth Chicago Style” “The Ghetto” and “The Message” (Monday).

Reading assignments: Our America: Life and Death on the South Side of Chicago. Part III Pp. 158-201. The Hip Hop Generation: Chs. 5 & 6.

Classroom instruction: In Our America how do LeAlan and Lloyd survive the maze? How many fall through the cracks? Are these throwaway children? Drugs, gangs and vice are symptoms of broader structural consequences associated with economic deterioration, housing quality and demolition, and the loss of hope.

Homework assignments: The midterm take-home exam will be handed-out on Monday May 5^th and is due the following Monday May 12^th. Please keep-up with the readings.  All teams will be given on Wednesday the sixth supervised field observation site to conduct your field research. You and your team member will be responsible for showing up at the field-site on your own. A supervisor--instructor, community coordinator, and other team members-- will meet your team at the designated project site.

Quantitative Training: All teams will receive technology training in power point, micro-soft word, web page design and construction on Wednesday May 8^th at the Quantitative Skill Center. Many of you may already have these technology skills so consider your training a refresher course to learn the latest upgrades.

Reminder: Journals are due on Wednesday May 7^th. Field notes from your sixth supervised field observations are due on Monday, May 12^th.

Mid-term Exam: The mid-term will be handed out on Monday May 5^th with instructions. The mid-term will be take home and due on the following Monday May 12^th before class begins.

Week Seven: May 12^th and 14^th.

Lecture and discussion: Revitalization, gentrification, and economic development in Bronzeville: The cases of Douglas and Grand Boulevard.

Slide presentation: Who’s in, Who’s out: Housing in Bronzeville.” (Monday)

Required readings: “Who’s in, Who’s out in the Bronzeville Boom.” (Handout) In The Chicago Reporter. Pp. 2-9. “CHA’s Commuter Kids: Housing tumbles, school enrollment falls Hundreds of children travel back for school.” In Catalyst (April 2001) Pp. 4-13. “Already: Bronzeville.” The Journal of Ordinary Thought (December 2001) Pp. 1-36. The Hip Hop Generation: Ch. 2.

Classroom instruction: Who’s in and who’s out? Who benefits? Who loses? Why?

Homework assignments: Please keep-up with the readings. All teams will be given on Wednesday the seventh supervised field observation site to conduct your field research. You and your team member will be responsible for showing up at the field-site on your own. A supervisor--instructor, community coordinator, and other team members-- will meet your team at the designated project site.

Reminder: Journals are due on Wednesday May 14^th.  Field notes from your seventh supervised field observations are due on Monday, May 19^th.

Week Eight: May 19^th and 21^st.

Lecture and discussion: The Robert Taylor Homes: The rise of a modern ghetto.

Reading assignment: American Project: The Rise and fall of a Modern Ghetto Forward, Preface, Introduction and Chapters 1-3 Pp. ix-152.

Film and music: “Color Adjustment Good Times” and the legacy of Zip Coon. “Think.”

Classroom instruction: Based on our oral histories with contemporary and historical figures that grew up in Robert Taylor Homes what was it like in the beginning of the Modern ghetto?

Homework assignments: Please keep-up with the readings. All teams will develop written progress reports documenting work on their assigned projects. We expect to see written field observations, summary statistics on data collected this far (Bar Graphs, Line Charts, Pie Charts etc.), a list describing the photos' you have taken and your best sample of photos' and finally, preliminary interpretations of the information and materials collected towards the project. All teams will be given on Wednesday the eighth supervised field observation site to conduct your field research. You and your team member will be responsible for showing up at the field-site on your own. A supervisor--instructor, community coordinator, and other team members-- will meet your team at the designated project site.

Reminder: Journals are due on Wednesday May 21^st.  Field notes from our eighth supervised field observations are due on Wednesday May 28^th. 

Week Nine: May 26^th (no class—Memorial Day) and 28^th.

Lecture and discussion: The Robert Taylor Homes: The Fall of a Modern Ghetto.

Reading assignments: American Project: The Rise and fall of a Modern Ghetto Chapters 4-6 Pp.153-287. The Hip Hop Generation: Chs. 1, 4 & 5.

Music and Slide Presentation: “Fight the Power” “Needs Assessment of the African American Community in Chicago: African American Community Organizations.”

Classroom instruction: Avery will lead discussion on the gang as a symptom of structural inequality, poverty and economic dependency. Caleb will discuss the history of tenant control and struggle and the raising of the Robert Taylor Homes. 

Homework assignment: Please keep-up with the readings. All teams will be given on Wednesday the ninth supervised field observation site to conduct your field research. You and your team member will be responsible for showing up at the field-site on your own. A supervisor--instructor, community coordinator, and other team members-- will meet your team at the designated project site.

Reminder: Reflective book review of A Raisin in the Sun is due May 28^th. Progress reports will be returned on Wednesday May 28^th. Journals are due on Wednesday May 28^th. Field notes from your ninth supervised field observations are due on Monday June 2^nd.

Week Ten: June 2^nd and 4^th.

Lecture and discussion: Bronzeville at the Crossroads: The role of African American leadership,  community and the individual.

Classroom instruction: We will discuss the future of Bronzeville and the need for sustained leadership and community and individual involvement.

Homework assignment: We will review all work for the final project presentation on Monday June 2^nd. Final project presentations will be held on June 4^th (location to be determined). The presentations on June 4^th will count as the tenth supervised field observation. Also, help and assistance will be provided this week and during finals week to complete final project papers.

Reminder: Journals are due on Wednesday June 4^th. Field notes from our tenth supervised field observations are due on Monday June 9^th.

Classroom evaluations: The project team will conduct evaluations of the class during this week. All teams are encouraged to be candid and honest in evaluating the class.

Finals Week: June 10^th and 12^th.

Class time for group assignments: Review materials and information collected for project and assist in writing final project paper.

Classroom instruction: Caleb and Lauren will meet with students at our normal class time during finals week. Their goal is to discuss and assist all project teams in completing their assigned projects. 

VI        Grade evaluation scale.

Undergraduate students:

Grade scale: A= 540; B+= 530; B= 480; C+= 470; C=420; D+= 410; D=360

High School Students:

Grade scale: A= 450; B+= 440; B= 400; C+= 390; C=350; D+= 340; D=300