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- 1. DataCity1997 Median Price1997 Change1998 Forecast1993-98 Annualized ChangeAlbany,N.Y.$109,3332.412.31.9Albuquerque$128,2004. 99.26.9Allentown,pa.$98,15512.57.72.1Anchorage,Alaska$142, 93034.41.99.7Ann Arbor,Mich.$152,32717.313.49.2Atlanta$111,34610.513.96.719 97 Median PriceAustin,Tex.$116,6627.88.66.8Baltimore$119,25668.12.2M ean122343.62Baton Rouge,La.$88,0140.47.74.6Standard Error4358.7350178596Bergen and Passaic Counties,N.J.$204,3072.88.61.9Median112393.5Billings, Mont.$114,628- 3.38.11.7ModeERROR:#N/ABirmingham,Ala.$115,8351.47.75S tandard Deviation43587.3501785956Boise,Idaho$105,8824.70.95.1Samp le Variance1899857095.59152Boston$184,3114.53.24Kurtosis5.07 0322278Buffalo$85,7363.65.93.1Skewness2.046653093Burlingt on,Vt.$102,7208.310.4- 0.3Range240031Casper,Wyo.$92,9248.177.6Minimum70464Cha rleston,W.Va.$90,3510.113.55.7Maximum310495Charlotte,N.C. $120,3913.27.83.7Sum12234362Chicago$157,9365.110.34.6Cou nt100Cincinnati$112,0277.19.26.6Cleveland$117,8365.65.56.4 Columbia,S.C.$98,7906.39.64.8Columbus,Ohio$120,02811.211. 87.9Dallas$110,7307.29.15.6Dayton$98,3773.98.66.2Denver$14 4,4438.49.68.8Des Moines$96,2224.29.76.2Detroit$120,9859.110.39El Paso, Tex.$73,699-3.1-3.1-0.1Fargo, N.D.$85,8123.38.74.6Flint, Mich.$102,35114.26.86.6Fort Lauderdale,Fla.$120,4037.10.23.2Fort Wayne, Ind.$95,93265.13.6Fresno, Cal.$157,3830.73.80.4Gary, Ind.$95,0720.14.43.8Grand Rapids$94,7898.79.16.2Harrisburg, Pa.$117,58313.18.34.4Hartford$140,3410.97.82.2Honolulu$310 ,495-70-
- 2. 2.8Houston$90,2386.810.34.3Indoanapolis$102,0894.354.4Jack son, Miss.$97,693-3.90.43.5Jacksonville. Fla.$89,3591.37.34.6Kansas City, Mo.$96,207-2.6- 3.22.3Knoxville, Tenn.$101,3612.65.14.6Las Vegas$119,4220.85.73.2Little Rock, Ark.$87,1514.29.63.8Los Angeles$174,24326.9-0.9Louisville, Ky.$97,4336.67.37.1Manchester, N.H.$124,04213.49.33.5Memphis$104,7528.975.3Miami$115,0 651.7-5.22Milwaukee$127,2407.17.95.8Minneapolis- St.Paul$117,4812.38.25.4Mobile,Ala.$84,0141.25.85.5Nashville $116,3863.48.26.9Nassau and Suffolk counties, N.Y.$167,7165.19.62.9New Have, Conn.$140,0485.613.92.3New Orleans$88,4061.75.24New York City$179,1571.73.81.5Newark, N.J.$191,937-0.13.81.6Norfolk, Va.$106,766-1.66.82.9Oakland, Cal.$232,8642.38.83.2Oklahoma City, Okla.$70,464- 5.21.42.1Omaha, Neb.$84,213-4.21.53.6Orange County, Cal.$229,2557.49.73Orlando$93,3721.33.31.4Peoria,Ill.$77,890 5411.26.6Philadelphia$135,24812.133.5Phoenix$112,7607.18.7 6.6Pittsburgh$88,5004.75.62.8Portland, Maine$132,3531.78.42.1Portland, Ore.$152,1977.78.99.5Providence, R.I.$122,3164.17.52.5Raleigh-Durham, N.C.$149,84410.647.6Richmond$115,3926.512.56.8Riverside, Cal.$115,134011.9- 0.9Rochester,N.Y.$87,7792.27.12.2Sacramento,Cal.$115,7830.7 9-0.5St. Louis, Mo.$89,513-1.6-1.30.9Salt Lake City$122,212- 0.32.78.3San Antonio$85,9811.47.63.9San Diego$184,5945.88.72.6San Francisco$289,02399.64.8San Jose, Cal.$247,2254.810.64.6Sarasota, Fla.$102,7380.57.94.1Scranton, Pa.$98,27914.774.2Seattle$173,1105.37.54.5Sioux Falls, S.D.$90,9404.110.86.2Springfield, Mass.$105,9570.99.20.7Syracuse, N.Y.$79,6270.911.71Tampa$82,5781.55.13.1Toledo$89,1075.9 13.47.1Tucson, Ariz.$104,324-0.94.84.6Tulsa$78,363-
- 3. 4.31.22.2West Palm Beach, Fla.$130,7073.44.43.7Washington,D.C.$170,5686.513.64.2Wich ita, Kan.$84,1254.112.65.9Wilmington,Del.$137,27944.710.3 Descriptionfile: Home-Prices.xlsx 1997 median price of existing single-family homes in 100 of the largest metropolitan areas in the U.S. Also included are the 1997 change in price and the 1998 forecast. Finally, the data shows the annualized change in the median home price for each metropolitan area for the period 1993 to year end 1998. Source: The numbers were supplied by Standard & Poor' DRI and reported in Kiplinger ONLINE http://kiplinger.com/magazine/archives/1998/January/homprice. html Course Syllabus History 2030 Tennessee History Instructor: Pamela Bobo Office: Crouch Hall 208 Office Hours: Wed.9:00-2:00 Phone: 963-2573 Email: [email protected]
- 4. Fax Number: 963-5497 Students are required to use the above mentioned email. Elearn will only be used to submit assessments. Also, and equally important, students are required to show proof of a syllabus, and will be tested, during the first week of class or after admission into the course. Course Description A survey of the geographical background, peoples, political life, and economic and social development of the state. This development traced from the earliest beginnings of the state to the present. Course Purpose/Rationale History 2030 is part of the General Education Core. The history component of the Core consists of six semester hours and is normally completed by taking History 2010 and History 2020. History 2030 may be substituted for one semester of the American History survey. It is also required for students seeking teacher certification. Course Audience History 2030 is a sophomore level course required for teacher education majors. Students attempting the course must have completed all remedial and development requirements. No prior courses in History are required. Course goals The general goals and objectives of History 2030 are: 1) to work together with other General Education courses in realizing the University’s Philosophy of General Education; 2) to foster a historical perspective, including chronology,
- 5. continuity and change over time, and a understanding of the present in its relationship to the past; 3) to identify important historical events 4) to develop skills in critical analysis 5) to demonstrate basic research techniques used by historians 6) critique the merits of secondary resource materials 7) to promote global responsibility through an understanding of Tennessee/ American History in an international context 8) to foster an understanding of history as interpretation Learning Resources Textbook: Bergeron, Paul H., et al. Tennesseans and Their History. Knoxville: University of Tennessee, 1999. Lamon, Lester C. Blacks in Tennessee 1791-1970. Knoxville: University of Tennessee, 1981. Additional reading documents will be posted on elearn, under the content section. The textbooks are available at the university bookstore. Along with the textbook, students may be required to purchase additional materials. Students should consult the syllabus supplement for their specific section of the course to determine whether additional materials are required. Learning Outcomes Student completing History 2030 should be able to: 1. analyze historical facts and interpretations;
- 6. 2. recognize and identify persons, institutions and events in Tennessee History from prehistoric era through the present; 3. recognize and articulate the diversity of human experiences in the history of Tennessee; 4. discuss major themes in the development of Tennessee politics, society, and culture; 5. analyze and compare political, geographic, economic, social, cultural, religious and intellectual institutions across a range of historical periods and cultures; 6. recognize and critically evaluate historical interpretations; and 7. construct well written research papers using primary and secondary sources. Instructional Methodology 1. Guided Reading: The regular reading of the textbook and substitute materials to the course schedule is essential in learning History 2030. The textbook
- 7. provides fundamental knowledge for lectures and class discussion. Students are responsible for preparing for class by reading the Textbook. 2. Lectures: Lectures in History 2030 build on the content of the textbook by exploring issues of significance and interpretations. Notetaking is an essential part of the class given that all lectures are narratives
- 8. In addition, outside resources will be used. 3. Class Discussion: Class discussion is a vital part of learning History 2030. Times for discussion may be incorporated into lectures. Students are encouraged to participate in class, introducing questions, and expressing their own viewpoints. 4. Research: Students in History 2030 develop writing skills through research. Instructions in grammar, organization, clarity, and effectiveness is provided by the instructor. Evaluation Procedures The mastery of learning outcomes of History 2030 will be evaluated based on: examinations, research assignments, and oral presentations. 1. Examinations: The examinations for History 2030 may be comprised of multiple
- 9. choice questions, identifying, maps and short answers. Test questions will afford students the ability to demonstrate knowledge of familiar people, institutions and governmental policies in Tennessee (Learning outcome #5). 2. Research Assignments: Research assignments assess student’s proficiency in using historical documents. The out of class assignments will assess the ability of students to think and reason, to organize and to communicate their ideas effectively and in their own words. Students will also utilize library and other research sources. The Individual assignment will consist of no less than five 1 ½ spaces pages and a reference page. (Learning outcome #6&7). Course Schedule
- 10. Week/Date Midterm Exam Topics Textbook Reading Wk 1: January 15-17 Tennessee’s Beginnings Wk 2: January 22-4 Frontier Times – Syllabus Test January 4th Wk 3: January 29-31 Frontier Times/ Southwest Territory Quiz I January 31st Wk 4: February 5-7 Early Statehood Friday. February 8th- Nashville Conference on African American History Avon Williams Campus
- 11. Wk 5: February 12-14 Antebellum Politics, Economy, and Society Lamon, Chapter 1 Wk 6: February 19-21 Antebellum Politics, Economy, and Society Andrew Jackson Research Assignment 2/21 Lamon, Chapter 1 Wk 7: February 26-28 The Civil War/Reconstruction Midterm Week (test 2/28) Lamon, Chapter 1 Wk 8: March 12-14 The New South/The Era of Reform Wk 9: March 19-21 The New South/The Era of Reform Museum Assignment Due 3/21/19
- 12. Wk 10: March 26-28 Modern Times/Depression and War Lamon, chapter 2 Wk 11: April 2-4 Modern Times/ Depression and War Lamon, Chapter 3 Wk 12: April 9-11 The Civil Rights Era Wk 13: April 16-18 The Civil Rights Era Bi-Centennial Park Assignment 4/18 Lamon Chapter 4 Wk 14: April 23-25 The 1960s to Century’s End Lamon Chapter 4 Wk 15: April 23-25 The 1960s to Century’s End Lamon, Chapter 4
- 13. Final Exams Period (Examination schedule is published on TSU website) No two students should have the same topics. Topics (1) are to be selected from a list generated by the instructor. Assignments will be included five references, with only two from internet data base sources. Assignments that do not comply with MLA or APA will be given a grade of F and will not be allowed to resubmit. Students are required to attend the Writing Center for assistance with their research before submission. Research assignments, regardless of grade, will be uploaded into eportfolio. Examples of parenthetical citations and reference pages are included at the end of this document. All writing assignments will be submitted via elearn. The final examination will be administered at the date and time indicated by the University. The schedule is printed in the class schedule book each semester and is also available on the University’s web site. If changes to this document are needed because of scheduling conflicts, students will be informed in advance.Attendance Policy The attendance policy for History 2030 is based on the policy stated in the University’s Undergraduate Catalog. Students are expected to attend class punctually and regularly, and those arriving after the beginning of class may, at the instructor’s discretion, be counted absent and/or asked to remain outside the classroom until the end of the lecture. Students who arrive more than 30 minutes late, or not at all, are counted absent. Five (5) tardies are equivalent to one (1) unexcused absent. In accordance with the attendance policy for all courses at the University, students, who incur three absences in a class meeting twice per week must withdraw from the course or received a mandatory grade of F.
- 14. In the event of an illness or emergency requiring absence from class, students should contact the Office of the Vice President for Student Affairs in order to obtain the documentation necessary to have the absence excused. Documentation of an excused absence must be submitted on the day of return. Attendance and punctuality are required. Final grades will reflect both participation and attendance. Leaving class before the class is dismissed is disruptive. If you must go to the rest room while class is in session, you should not return until the class session is completed. Cell Phones will not be tolerated. Accommodations for Disabilities The Department of History, Geography, and Political Science, in conjunction with the Office of Disabled Student Services, makes reasonable accommodation for qualified students with medically documented disabilities. The instructor acknowledges and embraces the fact that all individuals have different learning styles, physical, or mental conditions that may affect their ability to participate in class or course related activities. This instructor will strive to afford all students with appropriate and feasible opportunities to learn and excel in this class. Any student, who has a condition which might interfere with his/her class performance, may arrange for reasonable accommodations by contacting the office of Disabled Student Services. This office is located in room #117 Floyd Payne Student Center. The phone number is (615) 963-7400. You will be provided a document stating what type of classroom accommodations, if any, are to be made by the instructor. It is your responsibility to give a copy of this document to the instructor as soon as you receive it. Accommodations will only be provided AFTER the instructor receives the accommodation instructions from ODS; accommodations are not retroactive. DISABILITY ACCOMMODATION STATEMENT
- 15. TSU is committed to creating inclusive learning environments and providing all students with opportunities to learn and excel in their course of study. Any student with a disability or condition which might interfere with his/her class performance or attendance may arrange for reasonable accommodations by visiting the Office of Disability Services (ODS). ODS is located in Kean Hall, room 131 and can be reached at 963-7400 or www.tnstate.edu/disabilityservices . You will be required to speak with ODS staff and provide documentation of the need for an accommodation. If you qualify for an accommodation you will be provided with a document stating what type of classroom accommodations are to be made by the instructor. It is your responsibility to give a copy of this document to the instructor as soon as you receive it. Accommodations will only be provided AFTER the instructor receives the accommodation instructions from ODS; accommodations are not retroactive. You must follow this process for each semester that you require accommodations. SEXUAL MISCONDUCT, DOMESTIC/DATING VIOLENCE, STALKING TSU recognizes the importance of providing an environment free of all forms of discrimination and sexual harassment, including sexual assault, domestic violence, dating violence, and stalking. If you (or someone you know) has experienced or is experiencing any of these incidents, there are resources to assist you in the areas of accessing health and counseling services, providing academic and housing accommodations, and making referrals for assistance with legal protective orders and more. Please be aware that most TSU employees, including faculty and instructors, are “responsible employees”, meaning that they are required to report incidents of sexual violence, domestic/dating violence or stalking. This means that if you
- 16. tell me about a situation involving sexual harassment, sexual assault, dating violence, domestic violence, or stalking, I must report the information to the Title IX Coordinator. Although I have to report thesituation, you will still have options about how your situation will be handled, includingwhether or not you wish to pursue a formal complaint. Our goal is to make sure you areaware of the range of options available to you and have access to the resources youneed. You are encouraged to contact TSU’s Title IX Coordinator to report any incidents of sexual harassment, sexual violence, domestic/dating violence or stalking. The Title IX coordinator is located in the Office of Equity and Inclusion, McWherter Administration Building, Ste. 260 and can be reached at 963- 7494 or 963-7438. For more information about Title IX and TSU’s SART or policies and procedures regarding sexual, domestic/dating violence and stalking please visit: www.tnstate.edu/equity. If you wish to speak to someone confidentially, who is not required to report, you can contact the TSU Counseling Center, located in the basement of Wilson Hall, at 963-5611 or TSU Student Health Services, located in the Floyd Payne Campus Center room 304, at 963-5084. You may also contact the following off campus resources: Sexual Assault Center of Nashville at 1-800-879-1999 or www.sacenter.org or the Tennessee Coalition to End Domestic & Sexual Violence at 615-386-9406 or www.tncoalition.org . HARASSMENT & DISCRIMINATION Tennessee State University is firmly committed to compliance with all federal, state and local laws that prohibit harassment and discrimination based on race, color, national origin, gender, age, disability, religion, retaliation, veteran status and other protected categories. TSU will not subject any student to
- 17. discrimination or harassment and no student shall be excluded from participation in nor denied the benefits of any educational program based on their protected class. If a student believes they have been discriminated against or harassed because of a protected class, they are encouraged to contact the Office of Equity and Inclusion at McWherter Administration Building, Ste. 260, 615-963-7494 or 963-7438, www.tnstate.edu/equity. Class Conduct · All assignments submitted in the course must be the original work of the student. In cases of plagiarism or cheating, the instructor may assign an F on the assignment or an F in the course and is also advised to report such cases immediately to both the Vice President for Student Affairs and the Vice President for Academic Affairs. · Please come to class on time and leave only when class is over. Attendance and punctuality are required. Final grades will reflect both participation and attendance. Leaving class before the class is dismissed is disruptive. If you must go to the restroom while class is in session, you should not return until the class session is completed. · Students will be asked to leave with any form of disruptive behavior that includes excessive chatter, sleeping, or anything that may hinder the learning or opportunity of other students in the classroom. All electronic equipment, such as cell phones, ear plugs, CD players, and I-pods should be turned OFF during class time. No Cell Phones! · Eating and drinking are not permitted in the classrooms. · Learn the names of the other class members. · Student participation is expected and will be considered in the final grade process. · I will not discuss any grades or classroom performance with a
- 18. parent or spouse unless the student is present. I will also not discuss grades over the telephone, in the hallway or immediately before and after class. · Extra credit, if given, will not be allowed for students with excessive absences, and disruptive behavior. · If you, the student, cannot follow classroom rules, please withdraw from the class.Make-Up Examinations Students, who are officially excused from absence on the date of examination, may complete a make-up examination on a date scheduled by the instructor. *See attendance policy for acceptance of excused absenses. Grading Policy Grades will be determined by the instructor’s evaluation of the learning outcomes for the course as reflected on examinations, writing assignments and student involvements. The final grade for the course is determined according to the following points: One class test 100 pts. Research Assignment 100 pts. Museum Assignment 100 pts. Midterm Examination 100 pts. Final Examination 100 pts Final letter grades will be based on the following: 500-401 A; 400-301 B; 300-201 C; 200-101 D; 100-0 F. According to the attendance policy, midterm and final grades will reflect said
- 19. attendance. Attendance will be reflective in the final grade. Reference Materials Online Databases Tennesseeencyclopedia.net Tngenweb.org/maps/tenn America: History and Life (citations and abstracts only) Infotrac Expanded Academic ASAP (some full text) Historical Journals America Historical Review, E 171 .A 57 Tennessee Historical Quarterly, F431 .T 285 (articles on Tennessee History) Journal of Southern History, F 206 .J68 (articles on the history of the South) West Tennessee Historical Society Papers Components of the rubric · Statement of Purpose The student is able to distill a primary purpose into a single, compelling statement. · Organization The student is able to order major points in a reasonable and convincing manner based on that purpose.
- 20. · Analysis and Argument The student is able to develop ideas using appropriate rhetorical patterns (e.g., narration, example, comparison/contrast, classification, cause/effect, and definition) in response a specific rhetorical situation. · Grammar and Mechanics The students is able to employ standard diction, syntax, usage, grammar, and mechanics. · Use of Sources The student is able to manage and coordinate basic information gathered from multiple sources. Additional Research Information Research must include five (5) pages of content and a separate reference page; margins set at1 ½; using a 12 or 14 font. Students will choose an individual or state from a list generated by the instructor. Biographies should also include a reference page, with no fewer than five references. Also, only two internet and/or data base sources will be allowed. Papers that exceed the required amount of internet or data base citations will drastically reduce in points. All papers must include in-text citations as described in MLA or APA. Papers not having proper citations and references will receive a failing grade, with no exceptions. There will be no do over assignments for students who do not comply the first time. Below are a few examples of in-text citations as they should be included in the body of the
- 21. paper. In Mississippi, one of the post-war Black codes restricted land ownership by Negroes and the state legislature reinstated a pre- emancipated code declaring that Negroes had no rights a white man had to respect (Ayers, 1998). The Jim Crow Movement was the single most influential factor that led to the immobilization of the black population in America from 1865-1950 (Painter, 1998). This movement was a technique on the part of southern landowners, to get around the assurance of rights for blacks. This movement contributed to the invisibility of blacks in white society. The reference page is not to be counted in the actual research paper. References must be alphabetized and as follows: Ayers, Edward L. (1998). An American Nightmare. New York Times Book Review 05/03/98, vol. 147 Issue 51146, p.14 Gilmore, Glenda Elizabeth. (1996). Gender and Jim Crow: Women and the Politics of White Supremacy in North Carolina, 1896-1920. North Carolina: University of North Carolina Press. As noted above, references for journals and books are not the same. Refer to materials in the library or bookstore for proper usage. ***Students are encouraged and required to visit the writing center, in the LRC for assistance and clarity. Students can schedule an appointment with the writing center at http://tnstate.mywconline.com Please do not wait or hesitate to make an appointment. The center works on a first come basis.
- 22. Students who receive a failing grade because they fail to include proper writing techniques, will not be allowed to do the assignment over. No exceptions. Bibliography Bergeron, Paul. Paths of the Past. Knoxville, Tennessee: The University of Tennessee Press. 1979. Bond, Beverly. Memphis in Black and White. Charleston: Arcadia Publishing. 2002. Chattanooga African American Museum. Black America Series: Chattanooga. Charleston: Arcadia Publishing. 2005. Corlew, Robert. Tennessee: A Short History. Knoxville, Tennessee: University of Tennessee. 2003. Country Music Foundation. Night Train to Nashville. Music City Rhythm and Blues, 1945-1970. Nashville: Country Music Foundation Press. 2004. Crabb, Alfred. Nashville: Personality of a City. The Bobbs- Merrill Company, Inc. 1960. Crutchfield, James. On This Day: a Brief History of Nashville and Middle Tennessee. Franklin, Tennessee: Cool Springs Press. 1995. Doyle, Don. Nashville Since the 1920s. Knoxville, Tennessee: The University of Tennessee Press. 1985. Doyle, Don. Nashville in the New South: 1880-1930. Knoxville, Tennessee: The University of Tennessee Press. 1985. Dykeman, Wilma. Tennessee: A History. Newport, Tennessee: Wakestone Books. 1984 Egerton, John. Visions of Utopia. Nashoba, Rugby, Ruskin, and the “New Communities” in Tennessee’s Past. Knoxville: The University of Tennessee Press. 1977. Ely, James. A History of the Tennessee Supreme Court.
- 23. Knoxville: The University of Tennessee Press. 2002. Fleenor, E. Michael. Images of America. East Nashville. Charleston: Arcadia Publishing. 1998. Foster, Austin. Counties of Tennessee: A Reference of Historical and Statistical Facts forEach of Tennessee’s Counties. Johnson City, Tennessee: The Overmountain Press. 1998. Foster, Dave. Tennessee. Territory to Statehood. Johnson City, Tennessee: The Overmountain Press. 2002. Freeman, Sarah Wilkerson and Bond, Beverly Greene. Tennessee Women: Their Lives and Times-Volume I. Athens: University of Georgia. 2009. Hoobler, James. Nashville andthe Collection of Carl and OttoGiers. Volume II. Charleston: Arcadia Publishing. 2000. Hubbard, Rita Lorraine. African Americans of Chattanooga: A History of Unsung Heroes. Charleston: The History Press. 2007. Ivey, Jennie. Tennessee Tales the Textbooks Don’t Tell. Johnson City: Overmountain Press. 2002. Johnson, Charles W., Sr. The Spirit of a Place Called Meharry: The Strength of Its Past to Shape the Future. Franklin, Tennessee: Hillsboro Press. 2000. Jones, James B. Every day in Tennessee History. Winston Salem, North Carolina: John F. Blair Publisher. 1996. Lamon, Lester. Blacks in Tennessee, 1791-1970. Knoxville, Tennessee: University of Tennessee Press. 1981. Long, Joanna. The Cost. Franklin, Tennessee: Hillsboro Press. 1996. Lovett, Bobby. The African American History of Nashville,
- 24. Tennessee, 1780-1930. Fayetteville: The University of Arkansas Press. 1999. Lovett, Bobby. The CivilRights Movement in Tennessee: A Narrative History. Knoxville: The University of Tennessee Press. 2005. Mansfield, Stephen and Grant, George. Faithful Volunteers: The History of Religion in Tennessee. Nashville, Tennessee: Cumberland House. 1997. Norton, Herman. Religion in Tennessee, 1777-1945. Knoxville: The University of Tennessee Press. 1981. Satz, Ronald. Tennessee’s Indian Peoples. From White Contact to Removal, 1540-1840. Knoxville: The University of Tennessee Press. 1979. Shapiro, Karen A. A New South Rebellion: The Battle Against Convict Labor in The Tennessee Coalfields, 1871-1896. Chapel Hill: University of North Carolina. 1998. Smith, Jessie Carney and Wynn, Linda T. Freedom Facts and Firsts: 400 years of the African American Civil Rights Experience. Detroit: Visible Link Press. 2009. Sullivan, Patricia. Lift Every Voice: The NAACP and the Making of the Civil Rights Movement. New York: The New Press. 2009. Vile, John and Byrnes, Mark. Tennessee Government and Politics. Democracy in the Volunteer State. Nashville: Vanderbilt University Press. 1998. West, Carroll Van. Tennessee History. The Land, the People, and the Culture. Knoxville: The University of Tennessee Press. 1998. West, Carroll Van. Trial and Triumph. Essays in Tennessee African American History. Knoxville: The University of
- 25. Tennessee Press. 2002. Whiteaker, Larry H. and Dickinson, W. Calvin. Tennessee: State Of The Nation. Australia: Thomson Custom Solution s. 2006 Wynn, Linda. Journey to Our Past: A Guide to African American Markers in Tennessee. Nashville: Tennessee Historical Commission. 1999. Young, Tommie. Black America Series:Nashville, Tennessee. Charleston: Arcadia Publishing. 2000. Zimmerman, Mark. Guide to Civil War Nashville. Nashville: Battle of Nashville Preservation Society. Zimmerman, Paul Coats. Tennessee Music. Its People and Places. San Francisco: MillerFreeman Books. 1998. Data52WK HIP- EMarket Value311915367163843532231294121812652424157348181529 28667888362217852032338636464399333526456421142044261 94150473444301916788015162734204177489153848141544521
- 26. 21177 DescriptionInvestmentFile: Investment.xlsxColumn A: Customer Number52-Week high stock priceColumn B: Pending Home Sales IndexP-E RatioColumn C:Market value DataYearGas PriceNatural GasElectricityS PricesIndex19931.076.168.3215.55100.00%19941.086.418.3815 .87102.06%19951.166.068.415.62100.45%19961.276.348.3615. 97102.70%19971.246.948.4316.61106.82%19981.076.828.2616. 15103.86%19991.186.698.1616.03103.09%20001.527.768.2417. 52112.67%20011.469.638.6319.72126.82%20021.397.898.4317. 71113.89%20031.609.638.7219.95128.30%20041.9010.758.942 1.59138.84%20052.3112.709.4324.44157.17%20062.6213.7310. 3726.72171.83%20072.8413.0810.6426.56170.80%20083.3013. 8911.2528.44182.89%b. 82.89%c.76.10% b. ((28.44 - 15.55)/15.55)*100 = 82.89% c. ((28.44-16.15)/16.15)*100 = 76.10% DescriptionPRICESFile:Prices.xlsxColumn A:yearColumn B:$/gallonColumn C:$/thou. cubic feetColumn D:cents/kilowatt hour DataCustomerCustomer Waiting Time (Seconds)Time of Day 1 - Breakfast 2 = Lunch 3 = Dinner12072217033129242453526536403722328482917021024
- 28. 79322099222112432227332231043224158222515112262651227 19212282673229190323013632312151232114223320712343912 35572236254223720722387012399522402172241113324271224 32543244163224516812462653247225124824632491452250532 25142325210612531842254193325512532566422573932581651 25923022602061261108326278226380226414112651442266185 32672103268207126915022701443271148127279127315222742 22327514112761352277121127818332791332280882281971282 13022831802284922285188228616022878932881321289265329 02213291913292194129388329418322952203296581297140129 81311299104330011323012223302248230312633042542305382 30617013071132308211330923613101721311215231277131314 21314224131551131619713179313189233196433201751321118 13222111323942324822325161232624713272503328116232991 13302603331722332230233310613342661335228133673133716 93338138133918823401762341121334222823431972344120334 57023462452347201234816123492251350103135113833521121 35320713542242355184335617033571042358182235914223608 1236124133621422 DataBrandMoldelClassSports Car 1=YesSUV 1 = YesWagon 1= YesMinivan 1 = YesPickup 1 = YesAll- Wheel Drive 1 = YesRear Wheel Drive 1 = YesSuggested Retail PriceDealer CostEngine Size (Liters)Cylinders (-1 = Rotary)HorsepowerCity MPGHighway MPGWeightWheel
- 49. 5$117.98$112.1710$33.45$37.98$36.3811$178.36$180.57$181. 3312$27.80$38.60$30.6513$62.08$69.52$64.9714$25.79$31.13 $28.9515$88.90$96.44$91.9216$47.90$49.33$50.8017$111.57$ 121.93$114.4418$102.22$102.54$105.5619$88.90$93.65$92.11 20$92.33$108.63$95.42 DescriptionTest for grocery prices at three chain storesFile: Grocery.xlsxColumn A: Shopper (each shopper has a different list of groceries to purchase)Column B: Cost of groceries on shopper's list at Store 1Column C: Cost of groceries on shopper's list at Store 2Column D: Cost of groceries on shopper's list at Store 3 DATANameRevenuesProfitsEmployeesCITICORP34697359193 700CHASE MANHATTAN CORP.30381370869033BANKAMERICA CORP.23585321077000NATIONSBANK CORP.21734307780360J.P.MORGAN & CO.17701146516943FIRST UNION CORP.14329189643933BANC ONE CORP.13219130656600BANKERS TRUST N.Y. CORP.1217686618286FIRST CHICAGO NBD CORP.10098152533962NORWEST CORP.9660135155729WELLS FARGO & CO.9608115533100FLEET FINANCIAL GROUP8095130332317U.S. BANCORP690983925858PNC
- 50. BANK6859105224814BANKBOSTON CORP.672787921500KEYCORP656891924595BANK OF NEW YORK CO.5697110416494WACHOVIA CORP.527059321652NATIONAL CITY CORP.515280729841MELLON BANK CORP.513477127500SUNTRUST BANKS458566721227MBNA452462317398CORESTATES FINAN. CORP.437981318847BARNETT BANKS410225521487REPUBLIC NEW YORK CORP.37384495900STATE ST. CORP.342838014199COMERICA317553011000BB&T CORP.25983609803SOUTHTRUST CORP.250330710311SUMMIT BANCORP23673718566HUNTINGTON BANCSHARES23242939485NORTHERN TRUST CORP.22673097553MERCANTILE BANCORP.22572059510FIRST OF AMER. BANK CORP.207831510622CRESTAR FINANCIAL CORP.19973108215FIFTH THIRD BANCORP19244016787REGIONS FINANCIAL19123009227FIRSTAR CORP.18932957755UNION PLANTERS CORP.17782097711MARSHALL & ILSLEY CORP.174324510227POPULAR17392108854AMSOUTH BANCORP.16442266400FIRST TENN. NATL.
- 51. CORP.16091978207FIRST SECURITY CORP.15032067673OLD KENT FINANCIAL CORP.13061806328FIRST EMPIRE STATE CORP.12581764781PACIFIC CENTURY FINANCIAL12501395114PROVIDIAN FINANCIAL12171913884SYNOVUS FINANCIAL CORP.12151657496COMPASS BANCSHARES11311565060FIRST NATL. OF NEBRASKA1047755200 DESCRIPTION Source: Fortune 1 Thousand Ranked Within Industries FORTUNE, April 27, 1998, pp. F-46 to F-47. Revenues are in $ million. Profits are in $ million. Employees are the number of employees. Data%FatAgeWeightHeightChestAbdomenHipThigh12.623154.2 567.7593.185.294.559.06.922173.2572.2593.683.098.758.724.6 22154.0066.2595.887.999.259.610.926184.7572.25101.886.410 1.260.127.824184.2571.2597.3100.0101.963.220.624210.2574.7 5104.594.4107.866.019.026181.0069.75105.190.7100.358.412.8 25176.0072.5099.688.597.160.05.125191.0074.00100.982.599.9 62.912.023198.2573.5099.688.6104.163.17.526186.2574.50101. 583.698.259.78.527216.0076.00103.690.9107.766.220.532180.5
- 53. D:Height (inches)Column E:Chest circumference (cm)Column F:Abdomen circumference (cm)Column G:Hip circumference (cm)Column H:Thigh circumference (cm) Demography The scientific study of population. U.S. Census Bureau Decennial Census collected every 10 years since 1790. Worlds largest data set. Determines the number of congressional representatives and allocation of federal funds. Census Form American Community Survey (ACS) sample that supplements the census with ongoing data gathering on additional topics (housing, education, occupation, etc.). Center for Disease Control (CDC) Data on diseases, life expectancy, drug use, obesity, behaviors, etc. Records vital stats (births, deaths, marriages & divorces) Pew Research Organization
- 54. Various surveys on such topics as immigration, personal finance, political affiliation, and attitudes. Demography Census: Topics, Population, Data, More Population Data CDC: Diseases and Conditions, Data Statistics, Vital Stats 2 Demography Issues with Census Data: Self enumerations may undercount specific groups Privacy issues, mistrust of government, and/or inability to locate may limit participation by minorities, inner city residents, homeless, and transients. Reduces political representation and funding. Prisoners count as residents of the prison Prisoners are disproportionally adult minority males, skewing geographical demographics. May add to political representation and funding in location of prison. Inter-census year data are estimates only Population changes are based on county birth and death data. County housing records are then used to allocate the population growth to individual cities within each county.
- 55. Creates large gaps between decennial headcounts relative to the prior year. Demography Issues with Census Data: Privacy Data is adjusted to preserve anonymity without sacrificing demographic patterns. Identities of respondents are removed. Income values are rounded off. Outliers are averaged together. Characteristics of respondents are swapped. Researching Undocumented Immigrants Lowest estimates come from surveys since many are hesitant to reveal their undocumented status out of fear of deportation. Medium estimates come from a residual approach that involves subtracting legal immigrants from the entire foreign-born population in the U.S. Highest estimates come from Border Patrol extrapolations measuring arrests at the border; however, these are biased since the same individual may be arrested multiple times. Accurate counts are critical!
- 56. Undocumented residents count for congressional apportionment Allows for better cost/benefit analysis of migrants and policy prescriptions. Demography Researching Race and Ethnicity Non-scientific conflations of biological, national origins, and/or linguistic traits. Census provides multiple categories of race but no “multi- racial” category. Who is “Black” or “African American” NAACP estimated that despite 70% of Blacks being multi- racial, only 3% checked more than one box. CDC’s Vital Statistics definition historically assigned the race of the non-white parent to the child; since 1989 they have used the mother’s race (led to an increase in black infant mortality rates). Race at death often involves a visual inspection of the body by a mortician or physician. Who is “Asian” Typically identified by country of origin. Write-in surveys are especially problematic for uneducated groups, causing an undercount.
- 57. Who is “Hispanic” Broader definition using cultural characteristics; has led to increased political power. Acquired an entirely separate question on Census form. Who is “Arab” or “Middle Eastern” No separate category in census. Summary Imbalances in political representation and funding for certain groups. Death rates often use mortician/physician evaluation of race in numerator but census evaluation in denominator. Inconsistent results, lack of clear definition cause people to often choose different categories at different times in their lives. Demography Researching LGBT Community 1948 Kinsey study contended 10% of the population is homosexual. Sample bias: males studied were incarcerated and included prostitutes and sex offenders. 1992 national opinion poll showed 2.8% (identify as gay), 6% (attracted to same sex), and 9% (had at least on homosexual experience since puberty).
- 58. Self-selection bias: volunteers may not have been representative of all consumers. 1993 Yankelovich Consumer Survey found 5.7% of respondents were gay. Self-selection bias: volunteers may not have been representative of all consumers. 2011 Researcher Gary Gates averaged four national and two state surveys conducted after 2000 and concluded about 3.5% self identify as Lesbian, Gay, or Bisexual. Sample bias: one of the surveys was in California (highest gay population in the U.S.) Summary Sample and self-selection biases limit the credibility of many studies. Surveys conducted in specific geographies may not be representative of the larger population. Personal nature implies survey method (online, phone, mail, personal interview) may yield inconsistent results. Phrasing: different interpretations of “Transgender”, “Bi”, “Homosexual”, “Gay”. Sexual behavior may differ from sexual orientation and gender identity.
- 59. Demography Researching Households Census identifies “Household” by the housing unit, not the relationship of inhabitants. “Family” vs. “Non-Family” households: family is two people or more people related by birth, marriage, or adoption and residing together. Recent rulings on gay marriage suggest Household composition may shift from “Non-family” to “Family”. Many research projects analyze “family households”, omitting young affluent, single, and/or cohabiting individuals. May bias income, housing, education, employment, and other key statistics. Demography Researching Marriage and Divorce Divorce & Marriage Since the 1980s divorces per 1000 people have fallen. Stat controls for population changes but not the number of
- 60. marriages. Over same time frame number of marriages has fallen too. Is the lower number of divorces because of lower marriages failing or just less marriages? Longitudinal studies estimate the marriage survival rate For marriages occurring in the 1970s the 25-year rate was 48% (typical media point that half of marriages fail) From 2006-2010 the survival rate for first marriages was: 10 year: 68% for women and 78% for men. 20 year: 52% women and 56% men. Details Matter Divorce rates are much lower for those that marry older relative to those that marry young. Cohabitation vs. Marriage Decline in married households is partly due to a substitution toward long-term cohabitation. In 2002 >20% of cohabitating couples had lived together for >5 years, suggesting a long-term arrangement. 8
- 61. Housing Housing Sources US Census American Housing Survey Compiles data on housing size and quality, neighborhood characteristics, home financing, and recently moved households. Conducted biennially in odd-numbered years. Building Permits Survey Provides data on housing permits, starts, and completions. Bureau of Labor Statistics (BLS) Shelter Index Consumer Price Index (CPI) subcategory of shelter costs. Conducted monthly National Association of Realtors Provides data on existing pending home sales, actual sales, price data to the county level, and housing affordability indexes. Conducted monthly
- 62. The Housing Bubble Shiller Index revealed high price volatility 240% ↑ from 1997-2006 and 120% ↓ from 2006-2009 Federal Housing Finance Administration was much less volatile Explanation: Shiller was a more comprehensive measurement and included sub-prime financed units. Housing data often too broad in scope Most data is at the metropolitan area or larger. Limited neighborhood, city, and county analysis. California and San Diego Association of Realtors provide more geographically specific prices. Predicting the housing bubble was challenging Housing prices change due to fundamental and speculative factors Fundamentals (less volatile): income, rental value, inflation, vacancies, demographics, etc. Speculative (highly volatile): buy low and sell high for a quick profit. Some researchers confused fundamental and speculative forces and failed to accurately predict the bubble.
- 63. Housing Both metrics only represent price data collected from sold homes, inadequately reflecting the value of homes that are not sold: particularly important for distressed sales. FHFA does provide data on appraisals for refinancing but this may overestimate values since the only homes that are likely refinanced are the ones that have sustained their value. 3 Homeownership Rates Rates increased to an all time high of 69% in 2004 and racial gaps had shrunk significantly. Formula: (owner-occupied households) ÷ (owner & renter occupied households) Rates can increase due to: Renters becoming owners Renters consolidate (move back home, take in roommates, etc.). Important: When the numerator and denominator are simultaneously changing, quick conclusions should not be made.
- 64. Mortgage Interest Deduction Largest federal subsidy for owner-occupied housing Touted as a “middle class tax break” Contention: middle class may be more likely to buy homes, itemize taxes, and in a higher tax bracket receiving a greater benefit (up to $750,000 debt cap) Data: suggests otherwise, benefit may go primarily to higher income households. See data in text. Housing 4 Quality of Housing Changes in housing prices may reflect quality changes. Shiller and FHFA control for many price influential variables by looking at the same home over time (lot size, square footage, neighborhood, schools, etc.) making adjustments upon each new sale. Downward skew in prices during housing bust due to greater short-sales and foreclosures. Units failed to represent the typical home (Sample Bias)
- 65. Geographical Units Important for detailed geographic issues and data consistency across time. “City”, “County”, “Rural Area” are often subjective and arbitrary. Census defines “Urban” as any incorporated place with more that 50,000 residents and “Built Up” characteristics. Census Blocks (11.5 million in U.S) Census Tracts (65,000 in U.S.) Metropolitan Statistical Area: Determined by the Office of Management and Budget (OMB) based on economically and socially linked geographies. 389 in the U.S as of 2018. Housing Best Places to Live Different studies use different variables (climate, crime, housing, culture, education, income, wealth, public transportation, etc.) Different studies use different weights despite using same variables. Hedonic Pricing: analyzing price differences to impute a value
- 66. for a qualitative variable. How much more would the same house sell for in San Diego vs. El Centro. Challenge is to determine which factors are causing the price differences (climate, crime, etc..) Affordability Qualifying Income Proportion able to afford a median priced home. Housing Homeless Estimates suggest anywhere from 500,000 to 3 million homeless in the U.S. Lower estimates: point-in-time head counts. Records people in shelters, transitional housing, and on the street. HUD reports 553,742 (0.17% of population) homeless people on one night in Jan. 2017 Fails to consider length of homelessness. Overestimates chronic homelessness since some individuals are only temporarily homeless. Underestimates the number of people that have been homeless at some time in their life.
- 67. Larger estimates: one year estimates. HUD reports 1.56 million people spent at least one night in a shelter from 2009-2010 Underestimate; does not include those on the streets. Highest estimates: extrapolation Point-in-time estimates ÷ population in poverty National Law Center on Homelessness and Poverty and the Urban Institute generate a range of 2.5-3.5 million based on their January 2015 report. Fails to consider that the proportion of those in poverty that are homeless may change over time. Housing Racial Discrimination 1975 Home Mortgage Disclosure Act (HMDA) required banks disclose lending practices in census tracts. Early data suggested “Redlining” but did not control for other pertinent characteristics (e.g. wealth, income, FICO). In 1990 the Boston FED controlled for other factors and found race remained a factor. FED Report has been contested: Omitted variables; however, they controlled for over 60. Similar default rates in minority and non-minority neighborhoods.
- 68. If standard is higher for minorities than default rates should be lower those neighborhoods. More recent studies have demonstrated that applicants identical in all respects except race receive less information and are quoted higher rates if Hispanic or Black. Discrimination may not carry through to application denial. Housing Segregation Typically measured by census track demographic data, obscuring neighborhood segregation. Dissimilarity Index The proportion of a group that would need to move in order to achieve perfect integration. 1970 to 2010 index suggests decreased dissimilarity (less segregation). May be due to movements of Asians and Hispanics rather that Blacks. Housing
- 69. Data Analysis Project 1 For this project each student will learn and demonstrate competency in researching economics; that is, creatively designing a research question, locating pertinent and credible data to support an answer, and presenting results in a professional and articulate manner. The skill set practiced in this project is highly valued in business and government occupations. Follow these steps to complete the project: 1. Using the data covered in the Demography and Housing slides, generate five research questions to study (e.g. “Have home prices in the U.S. increased since 2010?”, “What is the racial composition of U.S. males?”). You are to create two research questions from Demography, two from Housing, and one from either category. You are to use at least 3 different data sources (e.g. census, CDC, NAR, etc.) in the overall project. 2. Excel File: For each research question create an Excel sheet with your data set and one graph. You are to use each of the following graphs once in the overall project: · Bar chart(horizontal or vertical) · Pie chart · Histogram
- 70. · Frequency table, · Scatterplot (lined or unlined). 3. PowerPoint Presentation: For each question, create a PowerPoint slide containing one graph, up to three bullet points (optional), and hyperlinks to your data source website (make sure the links work and ). The PowerPoint should also contain an introduction slide (e.g. name, project #, and class). 4. Submission: Upload the Excel and PowerPoint file into the link provided in Blackboard by the due date (no e-mailed copies). 5. Grading: Project grade is weighted 50/50 for Excel/PowerPoint; however, both must be submitted to receive a score. Excel graphs must be derived from the data input in Excel. The PowerPoint is graded subjectively as a presentation to your fellow classmates so cosmetics, spelling, character size, color, creativity all matter. 6. Academic Integrity: Do not copy graphs from websites nor replicate another student’s work.