SYLLABUS
Winter, 2002
SOC 394 Section 201
and SOC 290 Section 202
Instructors: Ted Manley, Jr. Lauren Reed, Avery
MW 4:00-5:30pm
Faculty Hall LL107
Office Hours: Tuesday 4:00-5:30pm
Office: # 1113 1st floor Dietzgen Building
990 Fullerton SE corner of Sheffield
Tele: (773) 325-4718
E-mail: tmanley@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. The Steans’ center is located in
Faculty Hall at 2233 North Kenmore Avenue. Our office is number is Lower Level
#104 (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:
Avery Buffa (773) 773-7457) abuffa@depaul.edu
Donald Matthews (816) 926-9661 matthewsdo@ukc.edu
Lauren Reed (773) 325-2489 lreed2@depaul.edu
Lazarus Rice (773) 325-7842 lrice@depaul.edu
Support staff:
David Jabon and John Foster (Quantitative
Instructor) (773) 325-7286 djabon@depaul.edu
Mireille
Kotoklo (Project Librarian) 773-325-7772 mkotoklo@depaul.edu
Patrick
McHaffie (ArcView/Geographical mapping consultant)
Lazarus
Rice (Project Photographer) (see above)
Required Books:
Arnold
R. Hirsch (1998) The Making of the
Second Ghetto: Race and Housing in Chicago: 1940-1960. Chicago:
University of Chicago Press.
William
J. Grimshaw (1992) Bitter Fruit: Black
Politics and the Chicago Machine 1931-1991.
University
of Chicago Press.
Bebe
Moore Campbell (1992) Your Blues
Ain’t Like Mine: A Novel. New York: Ballantine Books .
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. Required reading: Introduction and Part I (see handout).
Selected
Readings from Let Nobody Turn Us
Around: Voices of Resistance, Reform, and Renewal (Hand out)
Recommended
reading and extra credit:
Wayne
F. Miller 2000. Chicago’s South
Side: 1946-1948. California: University of California Press.
Selected
Readings from Let Nobody Turn Us
Around: Voices of Resistance, Reform, and Renewal (Hand out)
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 Richardson library
and DePaul University etc.
This quarter we are developing and installing a
“hot spot” map web page on the Internet at qrc.depaul.edu/blackmet
.The “hot spot” web page is public accessible from the Black Metropolis Web
Page and identifies spatial relationships between housing, education, economy,
and politics in Bronzeville.
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.
Through historical and
contemporary readings, class discussions, student exercises and training, field
experiences and student cooperative service learning activities the course will
examine key events, circumstances, and situations that changed in the area since
1950.
The second course in the three-course sequence on the
Black Metropolis introduces students to the way in which the first Black ghetto
can be distinguished from the second Black ghetto. Institutionalized racism from
the federal to the state and local level shaped the social forces tied to a
policy of confinement and hyper-segregation in the Black Metropolis. The
politics of exclusion, housing segregation, and the manipulation of federal,
state and local laws to meet the vested interest of federal, state and local
private and public white interest shaped the making of the second Black ghetto.
This course will challenge students to think critically about the chances of
creating a just and open society for Americans of African descent.
The course builds on the first course 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 Black’s 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. At this
critical period in the history of the Black Metropolis Blacks’ became a strong
voting force as they switched their allegiance to the Democratic Party after
being loyal, since the abolition of slavery, to the party of Lincoln.
In the making of “second” Black Metropolis the myth of the Black
sub-machine arose to explain increased black political interest and civil
rights. The rise of the civil rights movement and the challenges it presented to
then mayor Richard J. Daley (e.g., the Ralph Metcalf challenge, the killing of
Fred Hampton, the Marquette Park riot, King’s visit and assassination, the 68
Riots, etc.) will round out the conclusion of the course.
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 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 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.
This activity requires a
willingness to make intellectual risk in a supportive atmosphere that we
expect all team members to provide. We are counting on your practical and
theoretical skills, your energy, and your critical capacity to assist in the
difficult task of understanding changes in the Black Metropolis since the
last-half century. Insofar as we enjoy success in this endeavor, we will have
created and produced project based assignments critical to your own educational
development and the needs of the Black Metropolis Project.
IV. Course
Requirements.
1.
Each student is required to enroll on Blackboard 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
January 9th, 2002. All
Journals' will be read and graded by the instructors (100 points).
3.
Mid-term exam: fieldwork, service learning, and research
training short essay/multiple choice take-home exam. Handed-out on Wednesday
February 20th, 2002 and is due February 25th, 2002. 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 (due every Monday),
photographic training/exercises and assignments, bibliographic
instruction/exercises and assignments, technology training/exercises and
assignments (100 points)
5.
Reflective book review on Your
Blues Ain’t Like Mine due
March 11th , 2002 (100 points). The book reflective book review must
focus on the historical and contemporary impact of racism on the African
American community in Bronzeville, the relationship between the rules of south and the north, and how the subtle forms of racism today
testified 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 Monday March 18th, 2002. The multicultural project based service
learning field study portfolio starts on the first day of class. It is a group
project that is faculty guided and supervised with the assistance of a graduate
research assistant, community coordinator and undergraduate research assistants.
It consists of faculty supervised field observations totaling 4 hours per week
in the field site. Every week students’ will conduct four hours of faculty led
field observations to designated sites in the project area. On other days
student teams will schedule with the instructor, graduate research assistant,
community coordinator, and undergraduate research assistants’ field visits to
one of five service learning sites accumulating no less than 4 hours per week at
each site (200 points). (See Multicultural Project Based Service learning field
study portfolio handout). Copies of old project based field study portfolio’s
are available for review. Please ask instructor.
V.
Schedule of weekly seminar lectures, discussions, reading assignments and
requirements.
Week
One: January 7th and 9th. Lecture and discussion topic: The Black Metropolis, the Great Migration
and slavery unwilling to die.
Reading
assignments:
In Black Metropolis Introduction: Midwest Metropolis and Part I Pp 3-97
and Chapter 23 Advancing the Race Pp. 716-745. (Hand-out).
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.
Homework
assignment:
Supervised field-visit to the Black Metropolis/Bronzeville. All student teams
will meet at DePaul on Saturday January 12th, 2002 at 2:00pm in the
project classroom. We will take a bus to the project site and, depending on the
weather, be led 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 in your journal about the course, the
project and your role (how do you feel). Journals are due Wednesday January 9th
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. We will collect
field notes describing your observations on Monday January14th.
Week
Two: January 14th and 16th.
Lecture and discussion topic:
The Making of the Second Ghetto: institutional racism and the policy of
confinement.
Reading
assignments:
In Making of the Second Ghetto Foreword, Preface and Chapter 1 and 2
Pp. Vii-67.
In
Let Nobody Turn Us Around
“A Phillip Randolph and the Negro March on Washington Movement” Pp.
333-339. (Hand-out)
Classroom
instruction:
This week we will discuss the reason (s) 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 dejure (by law) Jim Crow
segregation in the south and defacto (by custom) segregation in the north. Also,
we will begin to discuss the violence associated with the making of the second
black metropolis: the distinction between communal riots and commodity riots.
Finally, we will discuss the origins of the Civil Rights Movement.
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.
Qualitative Training: On Wednesday January 16th, 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 January 16th 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 January 21st in class.
Week
Three: January 21st and 23rd.
Lecture and discussion topic: Defending white neighborhoods: The role of federal,
state and local agencies and their protection of white interest.
Film: Eyes on the Prize: America at the Racial Crossroads: “Two
Societies 1965-68” (Wednesday).
Reading
assignments:
In Making of the Second Ghetto Chapters 3-4 Pp. 68-134. In Let
Nobody Turn Us Around. “The Southern Christian Leadership
Conference” Pp. 391-395. “Thurgood Marshall: The Brown
Decision and the Struggle for School Desegregation” Pp. 356-364. (Hand-out)
Classroom
instruction:
This week we will discuss the ideological differences in the black and white
experience and the conditions under which these differences took shape and
matured into a policy of confinement and the collusion between downtown, the
Chicago Machine and state and federal agencies. Students will come to understand
how slavery, emancipation, and Jim Crow (separate but equal) were the
foundations for building a racial hierarchy in America where white was supreme
and all the "other" people could do was dream and hope for a promise
land. In addition, we will take a deep look into the economic vitality,
initiative, and resiliency of the Negro in Chicago. A landmark decision in the
desegregation of schools will complete discussion on the context of housing in
the emergence of the Black protest for full citizenship.
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 Bronzville.
Bibliographic
Training: On
Wednesday January 23rd, 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 assigned project you will be given on Wednesday to work on
for the remainder of the course with your team member and the project team.
Reminder:
Journals are due on Wednesday January 23rd. Field notes from our
third supervised field observations are due on Monday January 28th.
Week
Four: January 28th and 30th.
Lecture and discussion topic: The contradictions of White liberalism and becoming white: White
immigrants in the 20th century.
Reading
assignments:
In Making of the Second Ghetto Chapters 5-6 Pp. 135-212. In Chicago’s
South Side Forward, Essays and Photographs.
Classroom
instruction:
We will discuss how the role of community institutional power/racism and
community conservation coupled together to protect and defend the boundaries of
a white liberal neighborhood from Black in-migration. In addition, we will
discuss the social construction of whiteness and how European immigrants became
white in order to unite against Black in-migration. Also, we will discuss the
diversity of leadership in the second Black Metropolis and quest for
self-sufficiency. What role did the great migration play in challenging,
supporting, and changing the diversity of black leadership in black Chicago?
What was the white reaction and why? What was the role of government
institutions and private business institutions?
Extra
Credit:
Choose a photo from the Chicago’ South
Side book and attempt to draw a correlation (how one event, situation, scene
etc. is related to another) of a picture and the migration experience of Blacks
in Chicago.
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.
Photography
Training: On
Wednesday January 30th, 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 January 30th. Field notes from our
fourth supervised field observations are due on Monday February 4th.
Week
Five: February 4th and 6th.
Lecture and discussion:
High-rise public housing comes to Chicago: The formalization of a policy of
confinement.
Reading
assignments:
In Making of the Second Ghetto Chapters 7 and Epilogue Pp. 212-275. In Bitter
Fruit Chapter Preface and Part I Pp. ix-44.
In Let
Nobody Turn Us Around “Student Nonviolent Coordinating Committee and
the Sit-In Movement, 1960” Pp. 396-396. (Hand-out)
Classroom
instruction:
We will discuss the consequences of social construction of whiteness in America
within the context of the color line and its derivative—a policy of
confinement. Our task is to understand what white social forces, political,
economic, historical, and social shaped and influenced the geographical
settlement and experiences of blacks in Chicago? We will devote time this week
to mapping the racial change and segregation of blacks in Chicago. Also, we will
begin to interpret, define and analyze in more detail the role of Black Politics
and the Chicago Machine.
Homework
assignments:
Please keep-up with the readings. 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 February 4th, all teams will be trained to collect
quantitative data and import this data into our mapping files for 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 February 6th. Field notes from our fifth supervised field observations are due on Monday, February 11th
Week
Six: February 11th and 13th.
Lecture and discussion:
Black Politics: The Chicago Machine.
Reading
assignments:
In Let Nobody Turn Us Around “Core Endorses Black Power,”
Floyd McKissick, 1967—“Why the Negro Must Rebel.” Pp. 458-461. In Bitter
Fruit Part 2 Pp. 47-87.
Classroom
instruction:
What factors shaped the growth of Black politics in Chicago? Why did Blacks
switch from the party of Lincoln to the party of Roosevelt? Did Blacks become a
political force of power and consolidate into the Boss” Dawson submachine?
Whose interest did Dawson represent?
Homework
assignments:
Please keep-up with the readings. We will begin preparation for the mid-term
will begin. 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, and excel on Wednesday February 13th
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 February 13th. Field notes
from your sixth supervised field observations are due on Monday, February 18th.
Mid-term—Week
Seven: February 18th and 20th. Lecture and
discussion:
Revisiting the impact of the Great Migration: The Black middle and lower class
differential support of the Daley Machine. The rise of Black Nationalism in
Chicago.
Music:
“Ball of Confusion” (Temptations) (Wednesday)
Required
readings: In
Let Nobody Turn Us Around “Elijah Muhammad and the Nation
of Islam” Pp. 425-427. “Malcolm X and Revolutionary Black Nationalism—The
Ballot or the Bullet.” Pp. 427-436. (Hand-out) In Bitter
Fruit Part 3 Pp. 91-140.
Classroom
instruction:
How did the middle and lower class challenge and support the Daley machine? What
social forces restricted Black economic and political life chances.
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.
Mid-term
Exam: The
mid-term will be handed out on Wednesday February 20th with
instructions. The mid-term will be take home and due on the following Monday
February 25th before class begins.
Reminder:
Midterms are due on Monday February 25th. Journals are due on
Wednesday February 20th. Field
notes from your seventh supervised field observations are due on Monday,
February 25th. Begin reading and attempt to finish this weekend Your
Blues Ain’t Like Mine for discussion during class next week.
Week
Eight: February 25th and 27th.
Lecture and discussion:
A critical and conscious literary discussion of Your
Blues Ain’t Like Mine.
Film:
“Eyes on the Prize America at the Crossroads: The Emit Till case”
Music:
“B.B. King “Why I Sing the Blues.”
Reading
assignment: Your Blues Ain’t Like Mine (entire).
Classroom
instruction:
The central focus of classroom discussion is on Your
Blues Ain’t Like Mine the murder, racism and the segregated south.
Armstrong Todd is fifteen, black and unused to the ways of the Deep South when
his mother sends him to spend the summer with relatives in her native rural
Mississippi. When Armstrong speaks to white women he pays an ultimate price. The
horror of poverty, the legacy of injustice and the murder transforms the Civil
Rights Movement and black life in Chicago and Mississippi.
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:
Midterms are due on Monday February 25th. Journals are due on
Wednesday February 27th. Field
notes from our eighth supervised field observations are due on Monday, March 4th.
Week
Nine: March 4th and 6th.
Lecture and discussion:
The Civil Rights and Black Power Movement, the murder of Fred Hampton and the
trail of the Chicago six—the cultural limits of political power. The legacy of
the Civil Rights and Black Power Movement: From Machine Politics to Racial
Politics and the rise of a Black Messiah.
Music:
“What’s Goin’ On?” (Marvin Gaye, 1970) (Monday) “The Revolution will
not be televised” (Last Poets, 1968) (Wednesday)
Reading
assignments:
In Let Nobody Turn Us Around “Black Power—Stokely
Carmichael—What We Want”; SNCC “Position Paper on Black Power” and
Baynard Rustin “Black Power and Coalition Politics” Pp. 442-458. “Huey P.
Newton and the Black Panther Party for Self-Defense”; Fred Hampton “The
People Have to Have the Power”. In Bitter
Fruit Part 4 Pp. 143-196
Classroom
instruction:
Today in class lecture and discussion is the rise of racial politics and a Black
Messiah. Why did race become an issue? Why couldn’t race be mobilized off of
the agenda in the 1970s? You should think about what is a democracy 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
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:
Progress reports will be returned on Monday March 4th. Journals are
due on Wednesday March 6th. Field notes from your ninth supervised
field observations are due on Monday March 11th.
Week
Ten: March 11th and 13th.
Lecture and discussion:
Black political conflict and contradictions of Black political leadership.
Music:
“Respect” (Aretha Franklin, 1970). (Monday)
“The Ghetto” (Too Short, 1989) and “The Message” (Grandmaster Flash and
the Furious Five, 1990) (Wednesday).
Slide
Presentation:
Housing Crisis in Black Metropolis (Monday).
Reading
assignments:
In Let Nobody Turn Us Around
Angela Davis “ I am Revolutionary Black Woman.” Pp. 482-486 “The
National Black Political Convention”; “There Is No Revolution Without the
People” Amiri Baraka, 1972. In Bitter
Fruit Part 4 Chapter 9 Pp. 197-224.
Classroom
instruction:
We will engage in discussion on the politics of Black folks and attempt to
unveil the dilemma they confront as they move into the 21st century.
. What vision and political ideology did Harold Washington bring to Blacks in
particular and, Chicago, in general?
Homework
assignment:
Please keep-up with the readings. All teams will be given on Wednesday the tenth
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 Bebe Moore Campbell Your
Blues Ain’t Like Mine is due March 13th. Journals are due on
Wednesday March 13th. Field notes from our tenth supervised field
observations are due on Monday March 18th.
Finals
Week: March 18th and 20th.
Lecture and discussion: Review materials and information collected
for project.
Classroom
instruction:
We will meet at our normal class time during finals week. Our goal is to discuss
and assist all project teams in completing their assigned projects. Final
presentations are on March 20th at 4pm (Location to be Determined)
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.
VI Grade evaluation.
Points
Journal
100
Field
work experience
100
Mid-term
(includes training in field work, bibliographic,
photography,
quantitative, and web page instruction etc.)
100
Book
review
100
Field
study
200
Total
points
600
Grade
scale: A= 540; B+= 530; B= 480; C+= 470; C=420; D+= 410; D=360