SYLLABUS
SOC 394 Section 201 Instructors: Ted Manley, Jr., Caleb Dube
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: tmanley@depaul.edu 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. 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:
Theodoric (Ted) Manley, Jr. (Co-Instructor and principal investigator) (773) 325-4718 tmanley@depaul.edu
Caleb Dube (Co-Instructor and Co-principal investigator) (773) 325-4672 cdube@depaul.edu
Caryn Olsen (Undergraduate Research assistant) (773) 325-2489 colsen@depaul.edu
Molly Szymanski (Community Coordinator) (773) 325-2489 mszyman2@depaul.edu
Nicole Camboni (Graduate Research Assistant) (773) 325-2489 nicolecamboni@hotmail.com
Support
staff:
David Jabon and John Foster (Quantitative Instructors) (773) 325-7286 djabon@depaul.edu jfoster@depaul.edu
Mireille Kotoklo (Project Librarian) 773-325-7772 mkotoklo@depaul.edu
Steve Harp (773) 325-4748 sharp@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.
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).
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; database 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.
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.
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.
Students interested in more information about this minor (6 courses) and career choices it may open should contact the Director of the program, Dr. Alexandra Murphy, (773)325-4625, e-mail amurphy@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.
Perfect 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 7th, 2004. All
Journals
will be read and graded by the instructors (100 points).
4. Mid-term exam: fieldwork, service learning, and research training short essay/multiple choice take-home exam. Handed-out on Wednesday February 9th, 2004 and is due February 16th, 2004. 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).
5.
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)
6. Reflective book review on Your Blues Ain’t Like Mine due March 3rd, 2004 (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 trials 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.
7. The multi-cultural project based service learning field study portfolio due Wednesday March 17th, 2004. 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 (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 three 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 for two town hall meetings in late February. Also, this team will participate bi-weekly (beginning in Week Three) in the updating of the physical quality of life database that was developed autumn 2000, update autumn 2002 and 2003.
V. Schedule of weekly seminar lectures, discussions, reading assignments and requirements.
Week One: January 5th and 7th. 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.
Music: Eomot RaSun - “Goin’ to Chicago”; “Strange Fruit” Billie Holiday
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 10th, 2003 at 12:00 noon 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 7th 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 January 12th. In class reflection is every Wednesday.
Week Two: January 12th and 14h. 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.
Film: Race: the power of an illusion (Episode Three: The House We Live In)
Music: “We Shall Overcome”; “Change is Gonna Come” Sam Cooke
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. Please begin collecting local newspaper, magazine, and print media articles on redevelopment in Bronzeville since 1990. Please look at the political maps on the wall in the classroom. You will be given instructions this week on making physical, social, economic, and political maps of the neighborhood.
Qualitative Training: On Wednesday January 14th, 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.
Reminder: Journals are due Wednesday January 14th in class. Journals will be returned to you on Monday. Field notes are due Monday January 19th in class. In class reflection is every Wednesday.
Week Three: January 19th and 21st. 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).
Music: “Fight the Power” Public Enemy; “Move On Up” Curtis Mayfield; “Keep on Pushing” The Impressions
Reading assignments: In Making of the Second Ghetto Chapters 3-4 Pp. 68-134. 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. In your field notes discuss how the readings are related to some of the articles you are collecting from local print media in Chicago. We begin bi-weekly visits to the project site to update the physical quality of life database. Begin preparations for Town Hall meetings.
Bibliographic Training: On Wednesday January 21st, 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 21st. Field notes are due on Monday January 26th. By now you should be decided on what group project you would be participating in. In class reflection is every Wednesday.
Week Four: January 26th and 28th. Lecture and discussion topic: The contradictions of White liberalism and becoming white: White immigrants in the 20th century.
Music: “Cash in Your Face” Stevie Wonder; “Smiling Faces” The Undisputed Truth
Reading assignments: In Making of the Second Ghetto Chapters 5-6 Pp. 135-212. 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?
Homework assignments: Please keep-up with the reading. Continue collecting local newspaper, magazine, and print media articles on redevelopment in Bronzeville since 1990. Continue preparing for Town Hall meetings.
Photography Training: On Monday January 26th, 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 28th. Field notes are due on Monday February 2nd. In class reflection is every Wednesday.
Week Five: February 2nd and 4th. Lecture and discussion: High-rise public housing comes to Chicago: The formalization of a policy of confinement.
Music: “Mississippi Goddam” Nina Simone; “Cloud 9” Temptations
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
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. The second bi-weekly update of the physical quality of life database is scheduled for this week. Continue preparing for Town Hall meetings.
Quantitative Training: On Wednesday February 4th, all teams will be trained to analyze quantitative data using correlation analysis. In addition hardship indices from last quarter will be reviewed and analyzed to determine “best-fit” correlations. Finally, all students will analyze correlation outcomes using 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 4th. Field notes are due on Monday, February 9th. In class reflection is every Wednesday.
Mid-term—Week Six: February 9th and 11th. Lecture and discussion: Black Politics: The Chicago Machine.
Music: “Wake Up Everybody” Harold Melvin & The Blue Notes; “Give the People What They Want” The O’Jays
Reading assignments: 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. Continue collecting local newspaper, magazine, and print media articles on redevelopment in Bronzeville since 1990. Begin rehearsal for the first Town Hall meeting at the Bee Library on February 16th.
Mid-term Exam: The mid-term will be handed out on Monday February 9th with instructions. The mid-term will be take home and due on the following Monday February 16th before class begins.
Quantitative Training: All teams will receive technology training in power point, micro-soft word, web page design and construction on Wednesday February 11th 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 16th. Field notes are due on Monday, February 16th. Journals are due on Wednesday February 18th. In class reflection is every Wednesday.
Week Seven: February 16th and 18th. 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 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. The first Town Hall meeting will take place at 6:00pm at the Bee Library on Monday February 16th. The third bi-weekly update of the physical quality of life database is schedule for this week. Continue rehearsal for the second Town Hall meeting at the Hall Library on Monday February 23rd.
Reminder: Journals are due on Wednesday February 18th. Field notes are due on Monday, February 23rd. Begin reading and attempt to finish this weekend Your Blues Ain’t Like Mine for discussion during class next week. In class reflection is every Wednesday.
Week Eight: February 23rd and 25th. 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”; “Keep Your Eyes on the Prize (Plough)”
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 notes and articles on redevelopment in Bronzeville, summary statistics on correlation analysis of (Bar Graphs, Line Charts, Pie Charts etc.), a list describing the photos you selected for presentation and finally, preliminary interpretations of the information and materials collected. Continue collecting local newspaper, magazine, and print media articles on redevelopment in Bronzeville since 1990. In class reflection is every Wednesday.
Reminder: Field notes are due on Monday, March 1st. Journals are due on Wednesday February 25th. Progress reports on the projects are due on February 25th. In class reflection is every Wednesday.
Week Nine: March 1st and 3rd. Lecture and discussion: The Civil Rights and Black Power Movement, the murder of Fred Hampton and the trial 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 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. The fourth bi-weekly update of the physical quality of life database is schedule for this week.
Reminder: Reflective book review of Bebe Moore Campbell Your Blues Ain’t Like Mine is due March 10th. Progress reports will be returned on Monday March 3rd. Journals are due on Wednesday March 3rd. Field notes from your ninth supervised field observations are due on Monday March 8th. Reflection is every Wednesday.
Week Ten: March 8th and 10th. 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 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. Continue collecting local newspaper, magazine, and print media articles on redevelopment in Bronzeville since 1990.
Reminder: Journals are due on Wednesday March 10th. Field notes are due on Monday March 15th.
Finals Week: March 15th and 17th 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 notes | 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
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
Journal Rubric
Purpose: The purpose of the journal is to have an early assessment of the writing ability of the student in short form. The journal must show proper grammatical structure of simple to complex sentences with the use of proper pronouns, active and passive verbs, conjunctions, etc. The grading of the journal is based on reading reflection from specific content from the reading (e.g. what did the student absorb and know about the reading); reflecting on the relationship of the reading to the films, field site, and class lecture and discussion. Finally the journal should include their own personal expressions of what they are learning and what they find difficult and hard to understand.
Grading scale on a ten point system:
+ (Plus) = Excellent sentence structure, reading content, relationship of reading to films, field site, classroom discussion and lecture, and their own personal expressions of what they are learning and what they find difficult and hard to understand.
*+ (Check plus) = Above average sentence structure, reading content, relationship of reading to films, field site, classroom discussion and lecture. Above average includes proper sentence structure but less reflective of their own experiences of what they are learning and what they find difficult and hard to understand.
* (Check) = Average sentence structure usually with some problems in writing including improper sentence structure, clear difficulty in understanding the reading and less reflective of personal experiences. Person may be somewhat reflective on what they are finding difficult to understand.
*- (Check minus) = Below average sentence structure with serious problems in writing style and structure. Person requires immediate intervention.
- (Minus) = Failure to write complete sentences. Unable to express any knowledge of reading, class discussion, lecture and field site experiences.
The reflective book review of Your Blues Ain’t Like Mine, should address the central points in the book and its conclusions. By reflective I mean to think about your experience prior to taking the course and how the information, lectures, discussions, field work and team conversations influenced your experiences about the rise of the Black Metropolis and the violence, fear, prejudice, and animosity of whites toward Blacks in the North and the South. Focus on the following themes in your book review.
The multicultural cooperative group project based service learning field study portfolio
Introduction:
Students enrolled in Sociology 394/290 are required to complete the multicultural cooperative group project based service learning field study portfolio. Each class participant will be assigned to a team to conduct a micro-level community analysis. Bronzeville. The micro-level community analysis of Bronzeville must include:
The portfolio should include the following information:
Field notes should include:
a) Specific detail descriptions of the physical landscape of the local neighborhood (specific maps and locations of frequent signs of deterioration, decline, growth, and use of land in the local neighborhood).
b) Specific observations of behavior and situations which occur frequently in the local neighborhood. Recording everyday life events and relationships (people on the street, family, youth, adults, men, women, commercial strip patterns, local social gatherings, churches, clubs, organizations, institutions etc.)
Resources: The Black Metropolis Web Page www.depaul.edu/~blackmet Quantitative Reasoning Center Web Page http://qrc.depaul.edu/ Digital Chicago (found on most web browser. Local Community Fact Book (reference desk in the Richardson Library)
The Field Study/Project Based Portfolio is designed for student teams to work collectively to complete a cooperative team project on your assigned theme (e.g., Health, Housing, Education, and Religion). Each team will gather information on a specific theme and develop a portfolio to highlight information published since 1890 on the theme.
By cooperative team I mean working together to accomplish a shared goal, the Field Study/Project Based Portfolio. The field study/project based portfolio should be a descriptive and analytical narration of the data collected to show your knowledge and understanding of the theme—its causes and consequences.
By cooperative team learning I mean the use of small groups of students working together to maximize they’re own and each other's learning.
Within your cooperative learning teams, students are given two responsibilities:
1. To collect data (quantitative and qualitative) to learn about the theme understudy.
2. To make sure that all other members of their group do likewise.
In order for the cooperative learning team to be productive five essential elements are necessary:
1. Positive interdependence in which each member can succeed only if all members succeed;
2. Face-to-face promotive interaction students assist and support each other's efforts to achieve;
3. Individual accountability to ensure that all members do their fair share of the work;
4. Interpersonal and small group skills required to work cooperatively with others and;
5. Group processing in which groups reflect on how well they are working together and how their effectiveness as a group may be improved.
The field study/project based portfolio will be graded as one project although several people may have participated in the project. All members of the group will equally share the grade given the project.
There are unfortunate situations where one or two members of the cooperative learning team are not doing their “fair share” of work. In this situation an honesty policy will be followed. The honesty policy requires that there be a jointly composed and written letter from the cooperative learning team stating that a “fair share” of work was not completed by one or two members of the group (documentation of incomplete work is required). All team members, including members charged with not doing their “fair share,” must sign the honesty policy letter.
The instructor reviews the letter. All information supporting the charge is
taken into consideration. A decision will be made to not treat each team
member’s work on the project as equal. The final decision involves a meeting
with each team member charged with not doing his or her “fair share” to
discuss their lack of “fair share” work and the grading policy for their
actions.
Rubric for Final Presentations
Name (s) ____________________________
Field Project name ____________________
Please rank the following on a scale of A = Excellent; B = Above Average; C = Average; D = below average; F = Failure
Use of historical and contemporary literature related to content of presentation? Rank = __________
Use of demographic and quantitative information related to the content of presentation? Rank = __________
Clarity of explaining quantitative information related to the presentation? Rank = __________
Use of qualitative information (field notes, interviews, photographs) related to content of presentation? Rank = __________
Clarity in explaining and interpreting qualitative information (e.g., field notes, photographs, interviews) related to content of presentation? Rank = __________
Lay out of Power point presentation? Rank = __________