This document provides an overview and syllabus for a course on Black Politics taught at Williams College in the spring of 2009. The course will examine the participation of African Americans in the US political system and the evolution of black political ideologies. It will explore the historical development of socioeconomic conditions and aim to develop concepts of black politics. The syllabus outlines the course requirements including seminar participation, 3 short papers on course readings, and a 20-25 page research paper. It provides the reading list and schedule, which covers topics like historical political development, institutions, and continuing issues in black politics.
Students will use a systematic analytical method to compare past presidents and current or potential future presidents and determine their own research-based ranking system.
Mount Vernon invited several well-known political cartoonists from newspapers across the country to draw cartoons focusing on major issues of George Washington’s presidency. Students will analyze uncaptioned versions of these cartoons and background information about the historical issues depicted, create their own captions and exhibit labels, and then compare their writing with the originals.
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University. Dr. Kritsonis has a national and global professional reputation as a distinguished professor of education.
Mapping the Writing Lives of College Students: A Story about a Study in Thre...WIDE Research Center
Presentation about the "Writing Lives of College Students" research study by the WIDE Research Center, Michigan State University - presenters Jeff Grabill, Stacey Pigg, and Bill Hart-Davidson.
Social History of Sports in the U.S. This course is entirely on.docxpbilly1
Social History of Sports in the U.S.
This course is entirely on-line, so all information can be obtained through the Blackboard site, or by e-mailing Bill Offutt directly at
[email protected]
or
[email protected]
NOTE:
Because this course is extremely condensed into 40 days, I will be posting much of the material ahead of when it is due, for students to work through at their own pace; in other words, you can work ahead as you feel like it. There are certain pieces of material, from Unit Two forward, that will be added to both the
Course Documents
, where the assigned readings are, and
Discussion Board
, where focused questions and material will guide your responses. The materials will be added in time for use by the various intermediate deadlines. However, there are particular deadlines for completion of the discussion writing on the various units of material as well as the two papers that make up the grade, and students must pay close attention to these deadlines in order to complete the course.
Course Goals:
This course will examine the experience of sports and leisure for different groups of Americans (e.g., African-Americans, women, working class), from colonial times to the present but primarily focused on the 20th century. My goal is to introduce students to historical analysis and argument through the examination of the sports and leisure time activities that won increasing popularity among Americans from the late nineteenth to the late twentieth century. This course will incorporate analytical categories from social history (class, race, gender, ethnicity) as well as the frameworks used by cultural, economic, and political history. This course will thus involve students in gaining a better understanding of the relationships that sports and leisure have with the social, economic, cultural and political forces at work in the United States and the world. Students will appreciate the issues that have affected sports participation over the years, including racial and gender discrimination, class economics, and commercialization.
Students are expected to learn not only the basic data of American social history of sports but also to express that knowledge in oral and written argument that employs evidence to prove historical theses. Precise assignments for discussion are given at the end of this syllabus. Students will also be expected to use the Blackboard site for discussion. This course is thus NOT about player statistics, won-loss records, and/or fantasy leagues. It is about understanding the role sports has played in American society over time, and that is a serious historical inquiry.
By the end of the course, you will be able to:
1) Identify and analyze the changing meaning and significance of sports and leisure to American society and culture.
2) Discuss the major developments in sports as they were influenced by major social, economic, cultural and political forces in American history, and (in turn) how sports pa.
Fall 2016Columbia College History 17 SyllabusUnited Stat.docxssuser454af01
Fall 2016
Columbia College
History 17 Syllabus
United States History: 1877 To Present (3 units)
Professor: Tom Johnson. Office: Aspen 3
Office Hours: Tuesday and Thursday 12:45-2:40, Wednesday 4:05-5:05
Phone: 209-588-5215
e-mail: [email protected]
Website: directory.gocolumbia.edu/johnsont
Required Reading:
Howard Zinn, A People’s History of the United States (1980).
Paul Johnson, A History of the American People (1997).
Richard Hofstadter, The American Political Tradition (1948).
Course Description:
This course analyzes the development of the United States from Reconstruction to the present. Although an accurate factual understanding of each era in American history is crucial, this course is primarily about interpreting what the facts mean. The purpose of this class is for students to see a subject (like history) from as many different angles as possible. Students will see how different historians marshal similar facts in different ways in order to persuade readers that a particular interpretation superior. Students will learn to think analytically and critically about each interpretation so that students can decide for themselves which interpretation is more accurate.
Course Objectives (Student Learning Outcomes):
This course will help transform students into lifelong learners who independently read and research, and who think objectively, critically and analytically. The course promotes global awareness and fosters oral and written communication skills. Students will learn to compose essays that demonstrate college level research and writing in an organized, logical, persuasive, and grammatically correct manner. The essays will state theses supported by evidence, critically analyzing and evaluating differing interpretations of Modern American history. By the end of this course students should be able to describe the broad sweep of historical trends throughout American history from Reconstruction to the present, show basic competence in historiography, and understand the complex intertwining of socio-cultural, economic, and political trends in modern American history.
Course Requirements:
1) Class participation. Students must participate in this class. Proper participation requires preparing for each class by reading and preparing typed answers to the study questions in advance of each session (political science students must brief each of the assigned cases), asking the professor questions about the reading, study questions, and lectures, and responding to the professor’s questions. You should always stay one section ahead of the topic we are discussing in class so that you are prepared when we begin discussing the next section. In order to make sure you are prepared to ask questions in class, you should have at least 5 questions about the reading, lectures, or topic of the day typed out in advance and ready to turn in if requested by the professor. There may also be short in class or out of class written assignm ...
Students will use a systematic analytical method to compare past presidents and current or potential future presidents and determine their own research-based ranking system.
Mount Vernon invited several well-known political cartoonists from newspapers across the country to draw cartoons focusing on major issues of George Washington’s presidency. Students will analyze uncaptioned versions of these cartoons and background information about the historical issues depicted, create their own captions and exhibit labels, and then compare their writing with the originals.
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University. Dr. Kritsonis has a national and global professional reputation as a distinguished professor of education.
Mapping the Writing Lives of College Students: A Story about a Study in Thre...WIDE Research Center
Presentation about the "Writing Lives of College Students" research study by the WIDE Research Center, Michigan State University - presenters Jeff Grabill, Stacey Pigg, and Bill Hart-Davidson.
Social History of Sports in the U.S. This course is entirely on.docxpbilly1
Social History of Sports in the U.S.
This course is entirely on-line, so all information can be obtained through the Blackboard site, or by e-mailing Bill Offutt directly at
[email protected]
or
[email protected]
NOTE:
Because this course is extremely condensed into 40 days, I will be posting much of the material ahead of when it is due, for students to work through at their own pace; in other words, you can work ahead as you feel like it. There are certain pieces of material, from Unit Two forward, that will be added to both the
Course Documents
, where the assigned readings are, and
Discussion Board
, where focused questions and material will guide your responses. The materials will be added in time for use by the various intermediate deadlines. However, there are particular deadlines for completion of the discussion writing on the various units of material as well as the two papers that make up the grade, and students must pay close attention to these deadlines in order to complete the course.
Course Goals:
This course will examine the experience of sports and leisure for different groups of Americans (e.g., African-Americans, women, working class), from colonial times to the present but primarily focused on the 20th century. My goal is to introduce students to historical analysis and argument through the examination of the sports and leisure time activities that won increasing popularity among Americans from the late nineteenth to the late twentieth century. This course will incorporate analytical categories from social history (class, race, gender, ethnicity) as well as the frameworks used by cultural, economic, and political history. This course will thus involve students in gaining a better understanding of the relationships that sports and leisure have with the social, economic, cultural and political forces at work in the United States and the world. Students will appreciate the issues that have affected sports participation over the years, including racial and gender discrimination, class economics, and commercialization.
Students are expected to learn not only the basic data of American social history of sports but also to express that knowledge in oral and written argument that employs evidence to prove historical theses. Precise assignments for discussion are given at the end of this syllabus. Students will also be expected to use the Blackboard site for discussion. This course is thus NOT about player statistics, won-loss records, and/or fantasy leagues. It is about understanding the role sports has played in American society over time, and that is a serious historical inquiry.
By the end of the course, you will be able to:
1) Identify and analyze the changing meaning and significance of sports and leisure to American society and culture.
2) Discuss the major developments in sports as they were influenced by major social, economic, cultural and political forces in American history, and (in turn) how sports pa.
Fall 2016Columbia College History 17 SyllabusUnited Stat.docxssuser454af01
Fall 2016
Columbia College
History 17 Syllabus
United States History: 1877 To Present (3 units)
Professor: Tom Johnson. Office: Aspen 3
Office Hours: Tuesday and Thursday 12:45-2:40, Wednesday 4:05-5:05
Phone: 209-588-5215
e-mail: [email protected]
Website: directory.gocolumbia.edu/johnsont
Required Reading:
Howard Zinn, A People’s History of the United States (1980).
Paul Johnson, A History of the American People (1997).
Richard Hofstadter, The American Political Tradition (1948).
Course Description:
This course analyzes the development of the United States from Reconstruction to the present. Although an accurate factual understanding of each era in American history is crucial, this course is primarily about interpreting what the facts mean. The purpose of this class is for students to see a subject (like history) from as many different angles as possible. Students will see how different historians marshal similar facts in different ways in order to persuade readers that a particular interpretation superior. Students will learn to think analytically and critically about each interpretation so that students can decide for themselves which interpretation is more accurate.
Course Objectives (Student Learning Outcomes):
This course will help transform students into lifelong learners who independently read and research, and who think objectively, critically and analytically. The course promotes global awareness and fosters oral and written communication skills. Students will learn to compose essays that demonstrate college level research and writing in an organized, logical, persuasive, and grammatically correct manner. The essays will state theses supported by evidence, critically analyzing and evaluating differing interpretations of Modern American history. By the end of this course students should be able to describe the broad sweep of historical trends throughout American history from Reconstruction to the present, show basic competence in historiography, and understand the complex intertwining of socio-cultural, economic, and political trends in modern American history.
Course Requirements:
1) Class participation. Students must participate in this class. Proper participation requires preparing for each class by reading and preparing typed answers to the study questions in advance of each session (political science students must brief each of the assigned cases), asking the professor questions about the reading, study questions, and lectures, and responding to the professor’s questions. You should always stay one section ahead of the topic we are discussing in class so that you are prepared when we begin discussing the next section. In order to make sure you are prepared to ask questions in class, you should have at least 5 questions about the reading, lectures, or topic of the day typed out in advance and ready to turn in if requested by the professor. There may also be short in class or out of class written assignm ...
Observation Project-book content .pdf
Sylbus .pdf
Exploring People of the World
Course Number HUM 320 – 3 Credits
Day(s): Online
Instructor: Lorraine Hawkins Office Hours: contact by email
Phone number: send email to arrange a telephone appointment
Email address: [email protected]
Prerequisite/Co-requisites: none
Course Description
HUM 320 is a course on basic themes and concepts in Cultural Anthropology that have been
used to understand people of the world and cultural diversity, with a focus on social change and
globalization. The topics of the course include methods of observational fieldwork and ethics; the
culture concept along with cultural conflict and cultural resistance; language and symbolism;
religion and religious movements; livelihoods and economic systems; impacts of global capitalism
on traditional and indigenous societies; the cultural construction of gender, socioeconomic class
and ethnicity; cross-cultural marriage patterns and kinship systems; political organization and the
relationship of modern nation-states to tribal societies; and forces of globalization. Case studies
on different societies in the world will be read and analyzed. Students will also conduct an
observational fieldwork project. C G mc
Required Texts:
Nanda and Warms, Culture Counts: A Concise Introduction to Cultural Anthropology, 3rd edition
(Cengage Learning, 2015).
Other required readings and multimedia content posted on Blackboard.
Course Learning Goals:Apply the major themes and concepts for the cross-cultural study of
peoples across the world with in-depth analyses of case studies, such as 1) the clash of cultures
involved with the 2011 law in France banning the face veil, 2) cultural resistances of the Gwich’in
indigenous people in Alaska and Canada and possible oil drilling in the Arctic National Wildlife
Refuge, 3) culture change and the traditional matrilineal kinship system of the Mosuo people in
China in the face of a burgeoning tourist industry, and 4) the relationship of tribalism to the nation-
state in Syria, as well as the civil war
Demonstrate an understanding of anthropological methods of research and the ethics
involved by conducting an observational project
Use critical thinking and analytical skills by participating in debates in class discussions
Recognize and understand the complexity of culture and analyze cultural conflicts in terms
of values, norms, and symbolism along with the underlying power relations and social
diversity
Explain how indigenous and traditional societies culturally resist and/or change due to
impacts from modernization and globalization
Describe and compare the differences between kin-based and state societies, along with
understanding how traditional kin-based societies today exist within modern nation-states
Analyze case studies to assess the repercussions of global processes on local societies,
covering global processes such as the global eco.
BAOL 531 Managerial AccountingWeek Six Article Research Paper .docxjasoninnes20
BAOL 531: Managerial Accounting
Week Six: Article Research Paper and Posting Topics
Article Research Papers and Posting: This is a graduate course and students will be expected to research and write papers summarizing in their own words what they have found on current topics from the weekly readings. Research is a theoretical review and application of a topic to a specific industry or field.
The research must be conducted using peer-reviewed trade or academic journals. While Blogs, Wikipedia, encyclopedias, textbooks, popular magazines, newspaper articles, online websites, etc. are helpful for providing background information, these resources are NOT suitable resources for this research assignment.
Assignment Requirements:
i. Choose a research topic from the chapter readings or from the weekly list provided by your professor (See list or potential topics below from Chapter’s 9, 10, 11, and 14).
ii. Research/find a minimum at least one (1), preferably two (2) different peer-reviewed articles on your topic from the University of the Cumberlands Library online business database. The article(s) must be current/published within the last five (5) years.
iii. Write a three (3) to four (4) page double spaced paper in APA format discussing the findings on your specific topic in your own words. Note - paper length does not include cover page or References page.
iv. Structure your paper as follows:
a. Cover page
b. Overview describing the importance of the research topic in your own words
c. Purpose of Research of the article in your own words
d. Review of the Literature summarized in your own words
e. Conclusion in your own words
f. Personal Thoughts
g. References
v. An example paper has been provided for students (attached to email along with this document). Please review this paper for proper structure and APA formatting.
vi. Attach your paper to the Discussion board by the Week Six Saturday due date (150 points).
vii. Read and respond to at least four (4) other student postings by the Week Six Sunday due date (20 points).
Week Six: Article Research Paper and Posting – List of potential research topics from Chapter’s 9, 10, 11, and 14.
1. Job Order Costing
2. Process Costing
3. Absorption Cost Systems
4. JIT: Just-In-Time production systems
5. ABC: Activity-Based Costing
6. ABM: Activity-Based Management
7. TQM: Total Quality Management
8. Six Sigma
9. Lean Production
10. Balanced Scorecard
11. Any other managerial accounting topics you wish to research from Chapter’s 9, 10, 11, and 14.
Grading Criteria:
· Content & Structure (75 points): All of the requested components are completed as assigned; content is on topic and related to managerial accounting, critical thinking is clearly demonstrated (no direct quotes – a short definition is allowed); scholarly research is demonstrated; topics and concepts gained from the assigned reading and/or from research is evident.
· APA Formatting (30 points): Cover page, headings, in-text citations, p ...
St. Thomas Aquinas College West Point Campus Histo.docxaryan532920
St. Thomas Aquinas College
West Point Campus
History of The United States II
HIS 102 Spring Online March 28-May 6, 2016
Adjunct Professor : Susan J. Rucano
Email: [email protected]
I can be reached through email and Moodle. I frequently sign in to email and Moodle, and I will
generally answer student questions within 24-36 hours.
No textbook is required for this course. Readings from both primary and secondary sources will be
provided on Moodle.
Course Description
This course will examine major political, economic, social, cultural, and intellectual forces and
events from 1865 to the present; emphasis on selected topics to comprehend both their historical
and contemporary significance on American life and culture.
Course Objectives:
Understand the factors of Reconstruction & their impact on American politics
Understand the political, economic & technical changes & examine their impact on U.S.
history
Examine American political & intellectual developments and their long-term influence
Examine the rise of cities and their contributions to economic and social history
Analyze the ideas that influence U.S. politics and culture
Examine U.S. participation in world events of the 20
th
century
Examine primary sources to examine major events
College Core Objectives: Upon successful completion of this course, well prepared, engaged &
successful students will be able to:
Identify the ideas and politics that have influenced U.S. history since 1865
Analyze the processes of political, social & economic change in the U.S. since 1865
Determine how science and technological change have impacted U.S. development
Examine primary sources to understand major historical problems & debates
“The Social Science Division cultivates the student’s ability to reach logical conclusions, make
reasoned arguments, and communicate observations through speech and writing. It is essential to
the education of our students as citizens who are informed and therefore, valuable to their
communities.”
The Social Science Division Mission Statement
mailto:[email protected]
Course Methodology
This course is taught online via Moodle, and includes the presentation of an assortment of media.
Students are required to participate in all discussions and assignments for the successful completion of
this course. This course is divided into six modules, each with a discussion, videos, PowerPoints, and
assignments.
The grade breakdown will be as follows:
Discussion 25%
Discussion includes reading the assigned sources and making significant contributions to the
online discussion as it relates to the topic. Successful students are expected to have read the
assigned readings and to have viewed the required course materials. Students will be evaluated
on the following: how thoroughly they contribute to the discussion, the relevance of the
c ...
Political Science 100 Introduction to American GovernmentCOURSE DES.docxLeilaniPoolsy
Political Science 100: Introduction to American GovernmentCOURSE DESCRIPTION AND LEARNING GOALS:
100 American Government (3)
People, their politics, and power; contemporary issues, changing political styles and processes, institution and underlying values of the American political system. Satisfies state requirements in U.S. Constitution and California State and local government. One or more sections offered online.
This course is a college level introduction to American government. Students will begin to develop the body of knowledge necessary for informed civic participation. More specifically, students will learn about democratic principles, the structure and institutions of government, the role that ethnicity, race, gender, class, culture and the economy play in shaping the political landscape in America.
By the end of the course students will have learned:
· what the fundamental characteristics of American government are and how the U.S. Constitution affects the organization of government, the relationship between national and state governments, and the relationship between government and citizens.
· understand human political behavior as it is expressed individually, collectively, and in groups.
· how the executive, legislative and judicial branches are organized and the role they play in the policymaking process.
· the institutions and politics of California.
· how to effectively use this knowledge as thoughtful citizens participating in civil society.
COURSE ASSIGNMENTS/REQUIREMENTS:
Exams. There will be three exams in this class. The two midterm exams are worth 100 points each and will cover distinct units identified on the course schedule below. The final exam will be comprehensive. All exams will include multiple choice and essay questions. Students must bring a blank Scantron form #882-E and a blank Bluebook to each exam (both can be purchased at the bookstore).
Quizzes. There will be weekly quizzes in multiple choice format. Scantron form 882E is required for each of the quizzes.
Students will also be graded on a short newspaper report. The objective of the report is to take something you learned in class and apply it to current events. As such, students will be required to write a 5 page paper on a newspaper article, where students analyze the article and discuss how it applies to or incorporates a key concept covered in the course. A more detailed description of this assignment will be passed out to students later on in the semester.
Attendance and Participation. Learning is an active exercise. Students at all levels of learning and accomplishment benefit when they become actively engaged in class. Therefore, weekly quizzes will be given in order to ensure attendance and to make sure students keep abreast of the readings,
Grading:
Midterm One: 20% of course grade
Midterm Two: 20% of course grade
Weekly Quizzes 20% of course grade
Writing Assignment: 20% of course grade
Final Exam: 20% of course grade
Grading Stand.
DIVERSITY IN THE URBAN LANDSCAPESEMINAR ON MULTICULTURALISM IN .docxpetehbailey729071
DIVERSITY IN THE URBAN LANDSCAPE:
SEMINAR ON MULTICULTURALISM IN THE UNITED STATES
LSP 200-307
DePaul University Dr. Jesse Mumm
Geography Department email: [email protected]
Spring Quarter 2019 office: Schmitt Academic Center Room 533
Friday 8:30 – 11:30 AM office hours: Friday 4 – 5 PM
Arts & Letters Hall Room 208 office phone: 773-325-4135
How do we make sense of our city – so full of the cultures of the world, yet so divided? This Seminar on Multiculturalism in the United States takes a geographic approach to how ideas of diversity and multiculturalism are imagined, debated and lived through lenses of race, class, gender, sexuality, culture and power. We will consider examples from across the United States but focus on the urban history and present struggles of the City of Chicago. We will think through “geographies of encounter” and experiences of multiculturalism in everyday life, and practice discussion and debate on how we navigate human difference in our city today. We begin by critically questioning the reality and the debate around multiculturalism, then dive into the “City of Neighborhoods” and examine the relationships between geography and power. We devote particular attention to black, Latino and white Chicagos, and then follow the historical upheavals that have rearranged the present urban landscape, as segregation, suburbanization, Urban Renewal, gentrification, privatization, and place-making contend to remake the city. Students will read critical texts assessed through weekly quizzes, write weekly reading reviews, conduct original ethnographic fieldwork in Chicago neighborhoods, and practice writing and presenting cogent arguments and interpretations of what it means to live in a multicultural city.
OBJECTIVES
Achieve fluency in the major debates on multiculturalism in the United States.
Identify patterns, parallels and correlations in racialized urban landscapes.
Practice seminar engagement skills in listening, discussion, presentation and argumentation.
Develop analytical writing, critical thinking, and organizing evidence from multiple sources.
Find your own voice in writing interpretations of changes in multicultural Chicago.
REQUIRED COURSE TEXTS
Urban Life: Readings in the Anthropology of the City,sixth edition, George Gmelch & Petra
Kuppinger, editors, is available at our DePaul University Bookstore.
All the rest of the assigned articles and readings are posted for free online on our
Desire2Learn course site in the form of pdf or Word documents, to be printed at your expense or read in electronic form.
All readings are to be completed before Friday of the week assigned for discussion. Quizzes
are based on all the readings for that particular week only; Reading Reviews encompass two weeks at a time.
COURSE REQUIREMENTS
Reading Reviews: 20% GRADING:
Weekly Quizzes 10% A 90-100%
Presentation 10% B 80-89%
First Paper 25% C 70-79%
.
APA FormatAbstract PageProject Selection and Competency Self-Ass.docxemelyvalg9
APA Format/Abstract Page/
Project Selection and Competency Self-Assessment
Overview
Cultural exchanges in the work environment are complicated by their very nature. However, differences in race, ethnicity, class, gender, and religion can add to the complexity and further intensify even the most basic misunderstanding. In order for you to more fully comprehend this phenomenon, your first assignment (and the first of three for your course project) will begin in the context of the work place.
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and assignment criteria:
Competency 1: Analyze the influence of culture on attitudes, values, perception, human behavior, and interpersonal relations.
Explain why an identified problem is relevant or important to fostering the understanding of diversity issues.
Competency 2: Analyze individual cultural competencies.
Identify individual cultural competencies.
Analyze one's own cultural knowledge, awareness, sensitivity, and actions.
Competency 3: Analyze culturally and developmentally appropriate intervention strategies.
Describe the essential elements of a cultural conflict.
Competency 4: Apply theories, methods, and research in cross-cultural awareness.
Describe a project research question.
Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the human services profession.
Communicate in a professional manner, using concise, well organized, and grammatically correct writing that incorporates appropriate APA style and conventions.
Assignment Instructions
Part 1
Describe a fictional or real-life, work related conflict that has arisen from, and is complicated by, cultural differences. This scenario will serve as the basis for your course project.
Write a two-page narrative detailing pertinent information about your scenario including:
A clear statement of the conflict and project research question.
A description of the essential elements of the conflict, including any relevant details leading up to the conflict.
A discussion of the cultural competencies of the participants.
A rationale for the relevance or importance of this scenario to foster the understanding of diversity issues.
Part 2
It is also important for you to be aware of your own cultural competencies or how well you are able to act with people from other cultures. At the end of this course, you will be asked to assess how participating in this course has contributed to your personal and professional growth. In order to do that, it is helpful to have a starting point for your reflection. Refer to the Sperry (2012) article on cultural competencies from this unit's readings.
Continue your narrative and reflect on your cultural knowledge, awareness, sensitivity, and action—the four components of cultural competence outlined by Sperry. Be explicit in your reflection and assess your ability in each area as very high, high.
Draft of Final Paper··Read the complete description of t.docxemersonpearline
Draft of Final Paper
·
·
Read the complete description of the Oral History Interview Final Paper due in this class. Here in Week Four, you must submit a draft of this paper. The draft should include an introduction, thesis, the information you provided in the Interview Description you submitted in Week Two, and be at least three to five pages in length (plus a title page and a reference page) at this time. The draft must utilize the course text and at least three scholarly sources, at least one of which you obtained from preliminary research in the Ashford University Library. The draft must be in paragraph form, properly formatted in APA style, and include an updated reference list of sources you intend to use in the final paper.
Final Paper: Oral History Interview Paper
Throughout the course, you will be exploring various aspects of culture and intercultural communications. Your final assignment in this course will be to
conduct an extensive oral history interview with a person who is somewhat older than you and from a culture or subgroup that you are not a member of.
This person can be a relative or acquaintance who is from a different generation. It can be someone who immigrated to this country either recently or some time ago. Or, it can be someone who belongs to a different subgroup from you and whose cultural experiences you believe would be very different from your own. Obtain permission from the person you are interviewing to record the conversation (either an audio or a video and audio recording) or to take handwritten notes during the interview.
Your overarching goals during the oral history interview are as follows:
1.
To learn more about the culture and subcultures to which your interview subject belongs.
2.
To determine what issues they encountered in terms of intercultural communications.
3.
To relate concepts you have studied in this course to the experiences of this person.
After you have conducted the interview, review your recording or your notes and write a six- to eight-page paper (excluding a title page and a reference page), in which you discuss aspects of this person's culture and/or subcultures and communication issues related to his or her cultural identity. In the paper, you must also include the following:
1.
The name of the person and his or her relationship to you.
2.
The interview subject's cultural background and the culture and/or subcultures to which he or she belongs.
3.
At least six questions from the following list. You may add additional questions or other questions not on this list, if you wish. Remember, though, that the focus of your paper must be on intercultural communication issues.
·
How far back in time can the person remember? What is his or her first childhood memory? (Consider how it reflects the interview subject's culture or subculture?)
·
What does the person remember of the experience of being an immigrant or a subgroup member in that time?
·
Which impressions or experiences f.
Black Politics Syllabus - Spring 2009.doc- Williams College
1. Williams College
Department of Political Science
Black Politics
Spring 2009
Professor: Bernard Moore Office Hours: Tues 7:00-9:45 p.m.
Office: South Academic Building 227 Telephone: 413-597-4771
Email: Bernard.moore@williams.edu
Course Focus
The scope of participation by African Americans in the dominant American political system will
be examined in the context of understanding the special forms of participation characteristic of
black politics. At the same time, the range of political ideologies associated with black politics
and American race relations will be examined. The historical evolution of socioeconomic
conditions will also be explored. A primary goal of this course is to develop reliable concepts of
black politics in the United States. The course is designed for advanced sophomore, juniors and
seniors.
Course Requirements
Grades
Your grade in the seminar will be based on the following components:
Seminar Participation (20% of seminar grade): Participation is critical to a successful seminar
so I am requiring you to lead one seminar discussion of assigned readings over the course of the
semester (to be arranged on first day). Discussion leaders should be prepared to initiate an
engaging/critical discussion of the week’s readings to start the meeting. I will occasionally resort
to the Socratic Method to facilitate participation, and take note of your contributions to
discussions generally.
Precises (40% of precises) Each student will be required write 3 short papers (precises) on these
readings on selected readings. Most of the students will read the common week, but three will
1 | P a g e
2. read books for the individual readings. These three students will be required to give oral
presentations and write precises on their individual readings. They also will be expected to hand
out copies of precises to the rest of the class. The other students, who choose to write on that
week’s readings, will write on the common readings. A précis is normally three to four pages in
length. It is a synopsis (not a critique) of the reading. All precises are due at the beginning of
class and extensions normally will not be given.
Term Paper (40% of seminar grade): The core requirement of the seminar is a 20 to 25 page
term paper integrating theory and data (likely secondary) to address a topic at the intersection of
Black Politics. To facilitate development of quality papers, and opportunity to for constructive
feedback, I am requiring that you complete the paper in two stages (each graded separately).
1. Research Paper Proposal and Annotated Bibliography (10% of final paper grade):
You are required to produce a paper proposal which states the problem or issue you
plan to address, provides an abstract and/or outline detailing the approach you intend
to take, and includes an annotated bibliography of seven to ten key references and/or
sources. Due week 8 (You will be asked to discuss your proposal in class that week).
2. Final Research Paper (30% of final paper grade): Due on May 4, 2009.
Black Politics and students will be expected to present their research in class on May
.4, 2009
Students with Disabilities. If you have a documented disability and anticipate needing
accommodations in this course, please make arrangements to meet with the professor the first
week of class. At that time, we will discuss any accommodations necessary for your successful
participation in the course.
Optional Journal/Portfolio
Students can complete a journal/portfolio of entries pertaining to race in criminal justice, racial
disparities and racial profiling, based on events and experiences that occur during this semester.
Journal/portfolios should consist of copies of articles from the New York Times/Washington
Post relevant to concepts in the readings, lectures and other course activities; and typewritten
responses of approximately one to two double-spaced pages to each article. Journals will be
evaluated in terms of their ability to integrate and extend class concepts in depth and detail. As
a general rule, portfolio must include at least seven entries. Up to two entries may relate to
conversations or experiences students have had relevant to the course materials. Portfolios
should be neat and well organized; unprofessional work will be marked lower. For extra credit
toward the final grade may be earned from this assignment. Optional journal/portfolios are due in
class on Monday, May 11, 2009.
Guidelines for Written Assignments
2 | P a g e
3. All papers shall be typed in the following format: double spaced with 1 inch margins all around,
and a 10 or 12 point font, stapled once in the top left hand corner (no binders, folders, etc.).
Papers should be printed in a standard font (Arial, Courier, Times, Bookman, etc.) and NOT in
any particularly creative fonts (e.g., Comic Sans MS).
Make-up Assignments
There will be no make-up assignments for unexcused absences. Acceptable excuses (medical or
personal emergencies and college-related business) must be provided to the instructor before the
assignment is due and in writing to be considered. Students who are unable to complete an
assignment for legitimate reasons that do not qualify as excused under college guidelines, and
who notify the instructor before the assignment is due, may, at the discretion of the instructor,
turn in late assignments for partial credit.
Penalties for Late Assignments
Assignments turned in on the day they are due but after assignment were collected in class will
face five-percent penalty. Each additional late day will accrue an additional ten percent
deduction. Electronic submission of assignments will not be accepted except at the discretion of
and by the invitation of the instructor.
Electronic Communication:
If you wish to send a message to me please include a recognizable subject line. Doing so allows
me to instantly recognize your message as important and distinguishes it from the many
messages from strange e-mail addresses that arrive on a daily basis, and facilitates a prompt
response from me. If you send me an e-mail message and do not receive a prompt response,
please do not hesitate to send a follow-up. While I try to answer each e-mail, it can be easy to
accidentally overlook any particular message.
Students are responsible for monitoring and contributing to class electronic communication.
Text
3 | P a g e
4. Hanes Walton and Robert C. Smith, American Politics and the African American Quest for
Universal Freedom (Longman, 2000)
Required Readings
It is important that you do the readings assigned for each class meetings in advance. So that you
can actively participate in the discussions. This is a seminar so you will be expected to have
given the material some thought and come to class prepared to raise issues and ask questions.
The will come from materials on mainly on reserved book in the College Library.
An Overview of Black Politics in America
Week 1
February 4 A. General Perspectives:
Hanes Walton and Robert Smith, American Politics and the African American
Quest for Universal Freedom, Ch. 3 and 4.
John Powell, H. Jeffries, D. Newhart and E. Stiens, “Towards a Tranformative
View of Race,” ed.
Marguerite Barnett & Hefner, Public Policy for the Black Community, Ch.1:
“Theoretical Perspectives….”
Selected Readings for Precises
Henry, Chares. The Political Culture of the United States.
Fendrich, James Max. Ideal Citizens
Harris, Fredrick. Something Within: Religion in African American Political
Activism.
4 | P a g e
5. Lincoln, Eric C., and Lawrence Mamiya. The Black Church and the African
American Experience.
Week 2
February 9 B. Political Science Concepts
Walton and Smith, American Political and African American Quest for
Universal Freedom
Michael Dawson, Black Vision, Ch. 1
Mack Jones, “Political Science and the Black Political Experience: Issues in
Epistemology and Relevance”. National Political Science Review” Vol. 3,
25-39.
Week 3 C. Concepts of Race in Political Behavior and Ideology
February 16
Robert Smith, We have No Leaders, Ch. 1.
Walters, Ron, “Barack Obama and the Politics of Blackness,” Journal of Black
Studies 38, 1 (Sept. 2007): 7:29
Claudine Gay, “Putting Race in Context,” American Political Science Review 98,
4 (Nov. 2004): 547-562.
Walton and Smith, American Politics and American Quest…, Ch. 5.
5 | P a g e
6. Michael Omi and H. Winant, “Postmodern Racial Politics…,” ed. Theodore
Rueter, The Politics of Race, Ch.4.
Pierre van de Berge, Race and Racism, Ch.1.
Amiri Baraka, “Malcolm As Ideology,” ed. Joe Woods, Malcolm X: In Our Own
Image, pp. 19-35.
Selected Readings for Precises
Dawson, Michael. Behind the Mule: Race and Class in African-American
Politics.
Kinder, Donald, and Lynn Sanders. Divided by Color: racial Politics and
Democratic Ideals.
Smith, Robert C., and Richard Seltzer. Contemporary Controversies and the
American Racial Divide.
The Emergence of Continuing Issues and Patterns of Behavior in Black Politics
Week 4 A. Historical Political Development of Black Institutions
February 23
Antibellum Political Organizing:
6 | P a g e
7. Walton and Smith, American Politics and the African American Quest, Ch. 2
Molefi Asante and A. Abarry, African Intellectual Heritage, Statements of F.
Douglass, N. Turner and D. Walker, pp. 609-640.
Alphonso Pinkney, In Red and Black……, “The Black Nationalist Tradition,”
Sterling Stuckey, Slave Culture, Ch. 3, “Garnett….” And Ch.4, “Identity”
John Hope Franklin, From Slavery to Freedom, Chs. 17 & 18 in 3rd
. (or two
Chapters on post-Civil War period in more recent editions).
Lerone Bennett, Black Power, USA, Ch. 5.
Mary Berry and J. Blassingame, Long Memory, pp. 92-113.
Eugene Genovese, Roll Jordan Roll.
Melville Herskovits, The Myth of the Negro Past, “Africanisms Religious Life.”
C. Van Woodward, The Strange Career of Jim Crow.
John Hope Franklin, Reconstruction After the Civil War.
Derek Bell, And We Are Not Saved, Ch. 1.
Selected Readings for Precises
7 | P a g e
8. C. Van Woodward, The Strange Career of Jim Crow.
John Hope Franklin, Reconstruction After the Civil War.
Curtis, Michael. No State Shall Abridge: The Fourteenth Amendment and the Bill
of Rights.
Noonan, John T. Narrowing the Nation’s Power: The Supreme Court Sides with
the States.
Week 5 B. The Emergence of Nationalist-Integrationist Controversy
March 2
S. Stuckey, Slave Culture, Ch. 5, “DuBois….”
M. Marable, Black Leadership, Ch. 3&4.
Harold Cruse, The Crisis of the Negro Intellectual pp. 3-88 and 171-180.
John White, Black Leadership in America, Chs. 3&4.
Meyer Winberg, W.E.B. DuBois, A Reader
Eugene Genovese, In Red and Black, Ch. 9.
Selected Readings for Precises
8 | P a g e
9. W.E.B. DuBois, The Souls of Black Folk, “Of Book T. Washington and Others.”
F. Broderick and A. Meier, Negro Protest Thought in the Twentieth Century,
“Booker T….,” and “Monroe Trotter…”
Alphonso Pinkney, In Red and Black….., “The Black Nationalist Tradition,”
Bernard Magubane, “Pan-Africanism,” The Ties That Blind.
Twentieth Century Black Nationalism
Week 6 A. The Garvey Movement
March 9
Amy J. Garvey, Philosophy and Opinions of Marcus Garvey, Vol. II, pp. 1-8.
Wilson J. Moses, Creative Conflict in African American Thought, Chs. 13&14.
M. Asante and Abarry, African Intellectual……, pp.402-8.
Walton and Smith, American Politics and African American Quest, Ch.8 pp.125-
133.
B. Modern Nationalists and Afrcentrists
C. Elaine Brown, A Taste of Power, Ch.1
“Farrakhan....,: Emerge (August 1990)
9 | P a g e
10. Vincent Franklin, Living Our Stories….,”Malcolm X…”
Theodore Vincent, Black Power and the Garvey Movement, Ch.1.
Selected Readings for Precises
Giddings, Paula. When and Where I Enter: The Impact of Black Women and
Race and Sex in America.
Smith, Robert C. We have No Leaders: African Americans in the Post-Civil
Rights Era.
Stuck, Sterling. The Ideological origins of Black Nationalism.
Civil Rights Movement and Voting Rights Politics
Week 7 A. The Organizing of the Movement and Protest
March 16
Aldon Morris, The Origins of the Civil Rights Movement, Chapter 1, 2, 3 and 6.
Manning Marable, Black American Politics, Ch.2, “The Marches….”.
Robert Smith, We Have No Leaders, Ch.2, “National Black Political
Convention.”
Yvette Alex-Assensoh and Karin Stanford, “Gender, Participation and the Black
Urban Underclass,” ed. Cathy Cohen et al., Women Transforming Politics.
10 | P a g e
11. Peter Eisinger, “Racial Differences in Protest Participation,” American Political
Science Review 75, 2 (June 1974), pp. 595-606.
Martin L. King, “Letter from a Birmingham Jail,” in Why We Can’t Wait.
S. Carmichael and C. Hamilton, Black Power, Chapter 4&6.
F. Broderick and A. Meier, Negro Protest Thought in the Twentieth Century.
Andrew Hacker, Two Nations, Ch.1.
Selected Readings for Precises
Yvette Alex-Assensoh and Karin Stanford, “Gender, Participation and the Black
Urban Underclass,” ed. Cathy Cohen et al., Women Transforming Politics.
L. King, “Letter from a Birmingham Jail,” in Why We Can’t Wait.
Stuck, Sterling. The Ideological origins of Black Nationalism.
Week 8
March 23 Spring Recess
Week 9
March 30 Spring Recess
Week 10
April 6 Voting Rights
11 | P a g e
12. Chandler Davis, Minority Vote Dilution, Ch. 1&2
L. Barker, Jones and Tate, African Americans…..Ch.8
Lani Guinier, “What Color Is Your Gerrymander?....” ed. T. Rueter, The Politics
of Race.
Hanes Walton, Black Political Parties, Ch.4
Voting Behavior and Electoral Politics
Week 11 A. Patterns of Black Voting
April 13
Katherine Tate, Black Faces in the Mirror, Ch.1.
Melissa Harris-Lacewell, Barbershops, Bibles and BET, Ch. 3, “Black Talk……”
Walton and Smith, American Politics and African American Quest, Ch.10.
Norman Nie, Verba and Petrockik, The Changing American Voter, Ch.2&3
Lawrence Bobo and Franklyn Gilliam, “Race, Socio-Political Participation, and
Black Empowerment,” American Political Science Review, 84, 2 (June 1990).
Stuck, Sterling. The Ideological origins of Black Nationalism.
Edward Carmines and J. Stimson, “……Kennedy to Reagon,” ed. T. Rueter, The
Politics of Race.
12 | P a g e
13. Selected Readings for Precises
Frymer, Paul. Uneasy Alliances: Race and Party Competition in America.
Guinier, Lani. The Tyranny of the Majority.
Walters, Ronald. Black Presidential Politics: A Strategic Approach.
Walton, Hanes, Jr. “Black voting Behavior in the Segregationist Era.
Week 12 B. Presidential Politics
April 20
Manning Marable, Black American, Chapter 5, “Rainbow Rebellion.”
TBA
Week 13 C. Local Political Participation
April 27
Georgia Persons, “Black Mayoralities….,” in Persons, Dilemmas…, Ch.10
Walton and Smith, American Politics and African American, Ch.9
M. Davis and A. Willingham, “Andrew Young….,” in Persons, Dilemmas, Ch. 8.
T. Rueter, The Politics of Race, Chs. 21-23 by R. Sonenshein, J. Sleeper and B.
Bradley.
Civil Rights and Interest Group Politics
13 | P a g e
14. Week 14 A. Desegegration and Affirmative Action in Education
May 4
Hanes Walton, African American Power…., Ch. 5, pp. 77-86 and Ch. 9, pp. 154
75.
Martin Carnoy, Faded Dreams, Ch. 7
Lorenzo Morris, Elusive Equality, Ch. 1 & 7.
Selected Readings for Precises
Bowles and Bok, The Shape of the River Introduction & Conclusion.
Derrick Bell, Race and Racism in American Law.
Gail Thomas, ed. Black Students in Higher Education.
Race and Social Class
Week 15 A. Empirical of Analysis of Race and Class Factor
May 11
Melissa Harris-Lacewell, Barbershops, Bibles and BET, Ch.1
14 | P a g e
15. Michael Dawson, Behind the Mule, Chapter 1 and 2.
William J. Wilson, The Declining Significance of Race, Chs. 1&2.
Douglass Glasgow, The Black Underclass, Chapter 2.
Oliver C. Cox, Caste, Class and Race, pp. 567-583.
Richard Coward & F. Piven, The Politics of Turmoil, Part 3.
Selected Readings for Precises
Richard Allen, Black Awakening in Capitalist America.
Lawrence Otis Graham, Our Kind of People: Inside America’s Black Upper.
15 | P a g e