SYLLABUS

The Black Metropolis II: 1950-1975

Winter  2003

SOC 394 Section 201                                         Instructors: Caleb Dube, Lauren Reed, Ted Manley, Jr. 

SOC 290 Section 201                                         Office Hours: Tuesday 4:00-5:30pm

MW 4:00-5:30pm                                               Office: # 1113 1st floor Dietzgen Building, 990 Fullerton SE corner of Sheffield

Faculty Hall LL107                                            Tele: (773) 325-4718  

E-mails: cdube@depaul.edu   lreed2@depaul.edu   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) 325-7457 abuffa@depaul.edu

Donald Matthews (816) 926-9661 matthewsdo@ukc.edu

Lauren Reed (773) 325-2489 lreed2@depaul.edu

Kendall Johnson-Smith (773)-325-2489 kjohnso6@depaul.edu

Steve Harp (773) 325-4748 sharp@depaul.edu

Support staff:

David Jabon and John Foster (Quantitative Instructor) (773) 325-7286 djabon@depaul.edu   jfoster@depaul.edu

Mireille Kotoklo (Project Librarian) 773-325-7772 mkotoklo@depaul.edu

 

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.

Mark Anthony Neal (1999) What The Music Said: Black Popular Music and Black Public Culture. New York: Routeledge.

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 

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 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 Cayton’s 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.

Black Metropolis II

The second course in the three-course sequence on the Black Metropolis introduces students to the ways in which the first Black ghetto can be distinguished from the second Black ghetto. Institutionalized racism from federal to state and local levels 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 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.  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 the “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.

Community Service Studies

This course fulfills one of the requirements for the Community Service Studies Minor (CSSM) under the rubric of “group dynamics.” Under “group dynamics” it examines how in the process of migration and the struggle for equality African Americans in Chicago have interacted and continue to interact with different racial groups, particularly whites. It meets the criteria by engaging students in practical activities and interaction with African Americans in Bronzeville. Under that category students will engage in fieldwork as they collect data through observations, interviews, and service within the African American community in Bronzeville.

Students interested in more information about this minor (6 courses) and career choices it may open should contact the Director of the program, Dr. John Leahy, SAC 434, 773-325-7209, e-mail jleahy@depaul.edu

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 course.

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 8th, 2003. 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 10th, 2003 and is due February 17th, 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 (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 10th , 2003 (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 Wednesday March 19th, 2003. 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 portfolios are available for review. Please ask instructor.  

Teams: There will be four teams. The first team is called the Oral History Team. This project will consist of conducting oral interviews, and completing the oral history videotape documentary project designed to provide an historical record for the community on the changing structure and management of public housing in the community since the last half of the twentieth century. The second and third team is called the Physical Quality of Life and Town Hall Meeting Team (incorporating 47th Street). This team will meet every week to put together a presentation at two town hall meetings. This team will participate bi-weekly in the updating of the physical quality of life database that was developed fall 2000, and conduct occasional fieldwork on housing and 47th Street. This team will also participate in analyzing the community survey sent to over 5,000 residences in the project site. The final and fourth team is called the Black Film Project Team. This team will meet weekly to put together films that depict changes in the Black Metropolis from the 1920s to the present.

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

Week One:  January 6th and 8th.  

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 (Handout). In What the Music Said, “Introduction”: Pp. 1-23.

Film:  Goin’ To Chicago (Monday and Wednesday)

Music: Eomot RaSun  - “Goin’ to Chicago”

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, and journal notebooks 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 11th, 2003 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 8th 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 January13th.

Week Two: January 13th and 15th

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 15th, 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 15th 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 20th in class.

Week Three: January 20th and 22nd. 

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). In What the Music Said, Chapters 1 & 2: “Legislating Freedom, Commodifying Struggle: Civil Rights, Black Power, and the Struggle for Black Musical Hegemony/From Protest to Climax, Black Power, State Repression & Black Communities of Resistance,” Pp. 25-84.

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 promised 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 Bronzeville.

Bibliographic Training: On Wednesday January 22nd, 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 22nd. Field notes from our third supervised field observations are due on Monday January 27th. By now you should be decided on what group project you would be participating in.  

Week Four: January 27th and 29th. 

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. What the Music Said, Chapter 3: “Soul For Sale: The Marketing of Black Musical Expression,” Pp. 85-99.

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 Monday January 27th, 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 photographing 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 3rd.

Week Five: February 3rd and 5th

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 the 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 5th, 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 5th. Field notes from our fifth supervised field observations are due on Monday, February 10th. Reflection time will occur every Wednesday.

Mid-term—Week Six: February 10th and 12th. 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.

What the Music Said, Chapter 4: “Soul for real: Authentic Black Voices in an Age of Deterioration,” Pp. 101-124.

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. 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.

Mid-term Exam: The mid-term will be handed out on Monday February 10th with instructions. The mid-term will be take home and due on the following Monday February 17th before class begins.

Quantitative Training: All teams will receive technology training in power point, micro-soft word, web page design and construction, and excel on Wednesday February 12th 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: Midterms are due on Monday February 17th. Field notes from your sixth supervised field observations are due on Monday, February 17th. Journals are due on Wednesday February 19th.  

Week Seven: February 17th and 19th.

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)

Film: “Life and Death of Macolm X” (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.

Reminder: Journals are due on Wednesday February 19th.  Field notes from your seventh supervised field observations are due on Monday, February 24th. Begin reading and attempt to finish this weekend Your Blues Ain’t Like Mine for discussion during class next week.

Week Eight: February 24th and 26th

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: Field notes from your sixth supervised field observations are due on Monday, February 24th. Journals are due on Wednesday February 26th. Progress reports on the projects are due on February 26th.

Week Nine: March 3rd and 5th

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)

Films: “Black Power and White Backlash: 1966 (CBS)”.  “Fred Hampton and Daley.” (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. What the Music Said, Chapter 5: “Postindustrial Soul: Black Popular Music at the Crossroads,” Pp.125-157.

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 3rd. Journals are due on Wednesday March 5th. Field notes from your ninth supervised field observations are due on Monday March 10th.  

Week Ten: March 10th and 12th

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 10th. Journals are due on Wednesday March 12th. Field notes from our tenth supervised field observations are due on Monday March 17th.

Finals Week: March 17th and 19th 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 19th 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 scale.

Undergraduate students:

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
Multicultural Service Learning Project   200
Total Points 600

  

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

High School Students:

Points
Journal     100
Mid-term (includes training in field work, bibliographic, photography, quantitative, and web page instruction etc.) 100
Book review   100
Multicultural Service Learning Project   200
Total Points 500

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