This document provides an overview of an Ethnic Studies course on race, space, and segregation. The course will examine how these concepts intersect and impact communities of color through both historical and current case studies. Students will analyze topics like housing segregation, the school-to-prison pipeline, borders, gentrification, and environmental racism. The goal is for students to understand how social and institutional forces have created and maintained racialized spaces over time in the United States. The course will improve students' skills in critical analysis, examining sources, and presenting arguments. Grades will be based on attendance, participation, weekly journals, in-class assignments, and a final creative project.
Trinity Kings World Leadership: Family Franchising Systems: Classroom/Family ...Terrell Patillo
1 Peter 5:2-3
Easy-to-Read Version (ERV)
2 take care of the group of people you are responsible for. They are God’s flock.[a] Watch over that flock because you want to, not because you are forced to do it. That is how God wants it. Do it because you are happy to serve, not because you want money. 3 Don’t be like a ruler over those you are responsible for. But be good examples to them.
1 Corinthians 14:40
Easy-to-Read Version (ERV)
40 But everything should be done in a way that is right and orderly.
PAGE
1
HUM 220.03
Instructor: Shawn Taylor
Values and Culture
email [email protected]
W 1810p-2055p
Office HUM 219
Humanities Room# HUM 115
Office hours: W. 2100p-2200p
Schedule Number: 4220
(GE C2: Humanities)
This syllabus is not set in stone and is subject to change at any time.
Course Description: This is a discussion-based course that will interrogate: the future, technology, sports, popular culture, and media. You will be using your selves as maps through our shared culture. We will explore how speculation can be a form of creative inquiry. We will watch films, listen to music, read books (it is university, you kind of have to read), and have conversations to make the argument that one of the best ways to know the world is to imagine it.
What do you get?: In exchange for your full participation, you will develop the skills to think critically about what you receive through all of your senses and sense-making apparatus. Thinking critically means that you can call “B.S.” when you see or hear it. You will learn how to formulate and defend written and spoken arguments; along with being able to see past the surface explanation of things. This means that when you call “B.S.”, you’ll be able to explain “why” you think this, as well as offer up information to bolster your point.
Learning Objectives:
(a) Students' papers consider questions of how values intersect with/influence/diverge from culture as they are addressed in a range of literary and visual texts produced across the globe.
(b) Students' papers require close reading of written texts and close examination of images, and articulation of the student's own understanding of them, while acknowledging the possibility of multiple interpretations.
(c) Papers require in-depth analysis of works and ideas, and attention to appropriate methods of inquiry in the humanities.
(d) Papers and course discussions require comparisons between works representing various global communities past and present, which ensures that students will gain understanding of other value systems and ways of life.
(e) Papers require close engagement with the works under study, stimulating students' appreciation of literature and the arts and laying an indispensable foundation for their active cultivation.
Course Requirements: Class participation is a must. If you want a good grade, you have to participate. We only meet 150 minutes per week, but if you work hard, I’ll work even harder.
Attendance: Come to class. It isn’t algebra. Show up, you learn and earn a grade. If you don’t show up, you miss out and your grade is negatively impacted. You get three (3) absences. After that, you lose two (5) points for each subsequent absence.
3x5 index cards: A 3x5 index card with your name, date, and a question about the current material is due at the start of each class period. These cards will be used as prompts to help engineer our class discussion. They are also a secondary attendance check.
Cell .
Trinity Kings World Leadership: Family Franchising Systems: Classroom/Family ...Terrell Patillo
1 Peter 5:2-3
Easy-to-Read Version (ERV)
2 take care of the group of people you are responsible for. They are God’s flock.[a] Watch over that flock because you want to, not because you are forced to do it. That is how God wants it. Do it because you are happy to serve, not because you want money. 3 Don’t be like a ruler over those you are responsible for. But be good examples to them.
1 Corinthians 14:40
Easy-to-Read Version (ERV)
40 But everything should be done in a way that is right and orderly.
PAGE
1
HUM 220.03
Instructor: Shawn Taylor
Values and Culture
email [email protected]
W 1810p-2055p
Office HUM 219
Humanities Room# HUM 115
Office hours: W. 2100p-2200p
Schedule Number: 4220
(GE C2: Humanities)
This syllabus is not set in stone and is subject to change at any time.
Course Description: This is a discussion-based course that will interrogate: the future, technology, sports, popular culture, and media. You will be using your selves as maps through our shared culture. We will explore how speculation can be a form of creative inquiry. We will watch films, listen to music, read books (it is university, you kind of have to read), and have conversations to make the argument that one of the best ways to know the world is to imagine it.
What do you get?: In exchange for your full participation, you will develop the skills to think critically about what you receive through all of your senses and sense-making apparatus. Thinking critically means that you can call “B.S.” when you see or hear it. You will learn how to formulate and defend written and spoken arguments; along with being able to see past the surface explanation of things. This means that when you call “B.S.”, you’ll be able to explain “why” you think this, as well as offer up information to bolster your point.
Learning Objectives:
(a) Students' papers consider questions of how values intersect with/influence/diverge from culture as they are addressed in a range of literary and visual texts produced across the globe.
(b) Students' papers require close reading of written texts and close examination of images, and articulation of the student's own understanding of them, while acknowledging the possibility of multiple interpretations.
(c) Papers require in-depth analysis of works and ideas, and attention to appropriate methods of inquiry in the humanities.
(d) Papers and course discussions require comparisons between works representing various global communities past and present, which ensures that students will gain understanding of other value systems and ways of life.
(e) Papers require close engagement with the works under study, stimulating students' appreciation of literature and the arts and laying an indispensable foundation for their active cultivation.
Course Requirements: Class participation is a must. If you want a good grade, you have to participate. We only meet 150 minutes per week, but if you work hard, I’ll work even harder.
Attendance: Come to class. It isn’t algebra. Show up, you learn and earn a grade. If you don’t show up, you miss out and your grade is negatively impacted. You get three (3) absences. After that, you lose two (5) points for each subsequent absence.
3x5 index cards: A 3x5 index card with your name, date, and a question about the current material is due at the start of each class period. These cards will be used as prompts to help engineer our class discussion. They are also a secondary attendance check.
Cell .
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%
.
1 Spring 2022 HISTORY 111 – WORLD HISTORY SINCE 1500 VannaJoy20
1
Spring 2022
HISTORY 111 – WORLD HISTORY SINCE 1500 (Gen. Ed., HS, DG)
University of Massachusetts Amherst
College of Humanity and Fine Arts, Department of History
University Without Walls
Instructor: Jorge Minella
[email protected]
COURSE DESCRIPTION
In this course, students are invited to explore the continuities, connections, trends, and
ruptures in world history from the late fifteenth century to the present. Throughout the
semester, we will investigate the historical processes that formed the modern world,
including cross-cultural interactions, capitalism, global migration, colonization and
decolonization, nationalism and imperialism, trade networks, revolutions, and war. The
course emphasizes the multiple perspectives and experiences that shaped world
history, including the determinant role played by non-European societies in making the
modern world. Course readings include a textbook and a set of primary sources that
provide a window into the diverse human experiences in history. Course assignments
include quizzes, primary sources and film discussion, and a final essay.
General Education (HS, DG)
General education courses aim to broaden the students’ minds and experiences by
equipping them to act thoughtfully and responsibly in society, make informed
judgments, and live lives dedicated to service, continued learning, and the joys of
intellectual pursuits for a lifetime. This specific course offers students an overview of
world history since 1500, broadening their cultural, historical, and philosophical
perspectives. Additionally, course assignments are designed to improve critical and
analytical skills essential to students’ intellectual and professional success. This course
fulfills the Historical Studies (HS) and Global Diversity (DG) requirements, as described
below.
Historical Studies (HS): The course’s readings, lectures, and assignments will expose
students to historically significant events, developments, or processes that formed the
modern world as a way of teaching them to understand the present and inquiry into the
future. The course assignments are centered on the collective discussion of historical
documents, allowing students to understand history as an exercise of rigorous research
and interpretation, rather than a collection of facts, dates, and names, or simply a matter
of opinion.
Global Diversity (DG): This course offers the opportunity to learn about societies,
cultures, and environments beyond the boundaries of the United States. The course
invites students to read about, discuss, and analyze a wide range of social, cultural, and
political perspectives that have shaped the modern world. By discussing global
historical processes, the course explores aspects of the histories of Asia, Africa, Latin
America, and Europe, focusing on the complex interaction among them from the late
2
fifteenth century onwards. The primary sources discussed in the assig ...
Course Syllabus: LSP 200-222 Seminar / Multiculturalism. Black, White, & Other. Winter 2015. Instructor: Nicole Garneau. Page 1
LSP 200-222
Black, White, & Other:
Racial Formations in
America
DePaul University
Winter 2015
O’Connell Center, Room 436
Monday & Wednesday 9:40-11:10AM
Instructor: Nicole Garneau
Office: Room 563, Schmitt Academic
Center
Office Hours: Thursdays, 3-5pm and
by appointment
E-mail: [email protected]
Photo from Chicago’s “Brown Friday” Demonstrations by Sarah-Ji Fotógrafa
Course Description:
People in America often consider race in stark black and white terms. In part, this is because African
Americans and white Americans have particular and distinct histories that give blackness and whiteness
unique status in the United States. However, American racial formations are organized along a complex
matrix that involves much more than these two categories account for. In this class, we will explore the
entire construction of the idea of race. We will examine the cultural and political-economic construction
of race in the United States and analyze how races are reproduced, maintained, and challenged. How has
race been defined in relation to notions of color, race, class, gender, sexuality, ethnicity, nation, language,
and non-white perspectives? We will consider how racial groups that are neither black nor white, like
Asians, Latinos, and multiracial peoples, are fundamentally involved in the ways race, identity, and power
are understood and mobilized in America. Furthermore, we will consider how gender, sexuality, class,
and nationality are all involved in shaping ideas of race so that all racial categories, black, white and
otherwise, are formed by and through ideas of gender, sexuality, class and nationality.
LSP 200 Learning Outcom es:
1. By the end of this class, students will identify key debates in the history of multiculturalism. As
students understand the debates and values of multiculturalism in theory, they will be able to
apply them beyond the classroom into practice by developing and using reasonable guidelines for
prioritizing important values – including respect for differences, equality, and social justice.
2. Through the use of self-reflection and critical analysis, students will be able to identify and
understand their place in their own historical context. They will also be able to articulate
assumptions and explore connections to alternative interpretations and perspectives on history
and culture other than their own.
Course Syllabus: LSP 200-222 Seminar / Multiculturalism. Black, White, & Other. Winter 2015. Instructor: Nicole Garneau. Page 2
3. Student will critically analyze multiple sources of information (from, for example, relevant
databases and other reference works, primary and secondary sources, community knowledge,
etc.) in order to form clear, concise arguments about multicultural issues and to interpret evidence
from a varie.
a)Intercultural Communication Project Students in teams of 2 .docxrhetttrevannion
a)
Intercultural Communication Project:
Students in teams of 2 or 3 will research a community that is ethnically, culturally and/or religiously different from their own group.
Students partnering on the project need to contribute equally to it
. Presentation of the research will be done together with your partner(s). However, each student will write up his/her own final research paper individually and submit their own write up at the end of the semester. Be creative with the project and your presentation.
Make it interesting and informative!
You could choose one of the following methods to study this group:
1)
Conduct
interviews
with one or more members of the group and analyze their responses to your interview questions (narrative analysis)
OR
2)
Participate
in a culturally significant event or ceremony of the group (i.e. religious ceremony, wedding, cultural festival or celebration) and provide a detailed report of the observed event, its cultural/religious significance, historical background and current meaning (participant-observation/ethnography)
(Other methods of research can be used but need to be approved by the professor in advance)
The ultimate goal of this project
is to increase your (and your classmates) understanding of the group and its culture so as to promote intercultural understanding and dialogue.
.
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.
This presentation was originally prepared for the Global Education online conference November 2011.
It was also presented as a workshop at iMoot11 in May 2011
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.
1.
Race,
Space,
and
Segregation
Ethnic
Studies
104
Summer
Session
I
2015
Instructor:
Christina
E.
Green,
PhD
Candidate
Email:
c2green@ucsd.edu
Class
Meets:
T/TH
2-‐4:50pm
HSS
2333A
Office
Hours:
T/TH
12-‐1pm,
SSB
243,
or
by
appointment
Course
Narrative
On
the
evening
of
Friday,
June
5,
2015,
police
were
called
to
the
Craig
Ranch
multi
captured
by
a
white
teen
in
attendance
the
public
would
come
to
discover
that
who
had
been
invited
to
the
community
pool
by
a
classmate
for
an
end-‐of-‐the-‐year
get-‐
together.
However,
instead
of
the
youths
celebrating
the
end
of
the
school
residents,
as
well
as
patrol
supervisor
Cpl.
Eric
Casebolt,
resulting
in
the
arrest
of
a
Black
young
man
and
the
sexual
assault
and
violent
attack
of
a
Black
young
woman.
What
would
cause
such
an
incident?
Several
youths
at
the
party
have
since
given
interviews
in
which
they
state
that
two
white
What
does
this
incident
reveal
to
us
about
the
intersections
of
race,
space,
and
segregation
in
our
current
day?
Why
were
the
Black
teens
viewed
as
outsiders,
as
not
belonging
to
the
tells
us
about
the
ways
in
which
space
is
racialized?
Course
Description
This
course
examines
the
intersections
of
race,
space,
and
segregation.
We
will
analyze
case
studies
of
institutional
racism,
such
as
the
one
above,
and
the
ways
US
communities
of
color
have
been,
and
continue
to
be,
impacted
by
dejure
and
defacto
segregation
through
acts,
laws,
and
policies.
We
will
analyze
and
discuss
varied
readings
on
social,
economic,
and
legal
exclusion.
2. For
instance,
we
will
discuss
housing
segregation,
the
school-‐to-‐prison
pipeline,
the
creation
and
implementation
of
borders,
urban
gentrification,
population
displacement,
and
environmental
racism,
to
name
a
few.
It
will
be
clear
as
we
progress
through
our
course
how
these
disparate
formations,
places,
and
spaces
are
all
socially
constructed
and
reproduced.
Course
Learning
Objectives
By
the
end
of
this
course
you
should
have
a
clear
understanding
of:
1. the
different
ways
(legal,
social,
structural)
in
which
race,
space,
and
segregation
impact
our
daily
lives
2. the
social
and
institutional
forces
that
created
racial
and
spatial
segregation
3. the
material
effects
of
race,
space,
and
segregation
on
peoples
lives
in
terms
of
educational
attainment
and
(in)equality,
economic
stability,
availability
of
housing,
and
carceral
punishment.
4. particular
historical
case
studies
of
institutional
racism
and
the
ways
US
communities
of
color
have
been,
and
continue
to
be,
impacted
by
dejure
(legal)
and
de
facto
(social)
racism.
Skill
Objectives
By
the
end
of
this
course
you
will
improve
your
skills
in:
1. critical
text
analysis,
writing,
reading,
and
interpretation
2. examining
secondary
sources
in
the
fields
of
ethnic
studies,
history,
and
urban
planning
3. examining
primary
source
documents
including
newspaper
articles,
images,
songs,
and
video
clips.
4. assessing
and
constructing
arguments
5. presenting
original
work
on
class
themes,
concepts,
and
ideas
to
a
group
of
your
peers.
Grade
Breakdown
Attendance:
10%
Participation:
10%
Weekly
Critical
Journal
(4
total):
20%
(5
points
each)
Class
presentation/in-‐class
assignments:
15%
Creative
Project
(Final):
45%
3. Attendance
and
Active
participation
Because
summer
session
courses
require
a
large
amount
of
material
to
be
covered
in
a
short
amount
of
time,
it
is
important
that
you
attend
every
class
for
its
entirety.
In
addition
to
being
present,
you
must
come
to
class
having
read
the
materials
assigned
for
that
day
and
ready
to
engage
with
the
material,
your
peers,
and
myself.
In
order
for
active
engagement
and
participation
to
occur
I
am
requiring
that
each
student
submit
1-‐2
discussion
questions
every
Monday
and
Wednesday
by
5pm
via
TED.
Questions
must
be
related
to
the
weekly
assigned
readings.
These
questions
should
reflect
a
deep
engagement
with
the
readings.
Submitted
questions
will
count
towards
your
participation
grade.
Weekly
Critical
Journal
(4
total)
Each
student
is
required
to
complete
1-‐2
page
weekly
journals
to
be
submitted
on
TED
on
Thursday
by
12pm.
Response
papers
will
be
turned
in
every
Thursday
except
for
week
5.
For
these
journals,
students
must
critically
respond
to
the
assigned
readings,
which
can
be
done
in
number
of
ways
using
the
following
questions
as
a
guide:
1.) What
are
the
main
arguments
of
each
text?
2.) What
themes,
keywords,
concepts
connect
these
readings
to
one
another?
3.) What
are
some
ways
in
which
the
readings
connect
to
past
(historical)
and
current
events?
4.) What
do
these
readings
reveal
about
race,
space,
and
segregation?
Class
Presentations
Signups
for
presentations
will
begin
week
1,
and
presentations
will
start
during
week
2.
Each
class
meeting
2-‐3
students
will
give
a
30-‐
35
minute
presentation
on
the
readings
assigned
for
that
week.
Students
are
allowed
to
be
creative
with
presentations,
using
media
such
as
music,
video/film
clips,
historical
documents,
art,
4. photographs,
etc.,
in
relation
to
the
readings.
More
information
will
be
given
on
how
to
create
a
proper
presentation.
Creative
Project
(project
+
3-‐page
essay)
Creative
projects
are
due
on
Thursday,
July
30th
in
class.
Students
will
have
the
opportunity
to
think
and
work
creatively
on
a
final
project
using
the
content
and
materials
from
the
course.
Possible
formats
include
a
research
paper
(topic
must
be
approved
by
me.
Research
papers
must
be
5-‐6
pages
long
not
including
works
cited
page),
video
documentaries,
music
video,
a
written
play
or
short
story,
a
comic
book,
a
recorded
dance,
performance,
or
musical
piece
(if
performing
a
musical
piece
the
song
must
have
lyrics),
paintings,
sculptures,
etc.
This
is
not
an
exhaustive
list
of
creative
projects
that
can
be
done.
If
you
have
another
idea
of
something
you
would
like
to
do,
please
run
it
by
me.
In
addition
to
the
creative
project,
students
must
write
a
3-‐page
process
essay
discussing
why
you
chose
to
present
your
project
in
a
particular
form
and
how
it
relates
to
the
overall
themes,
concepts,
and
material
learned
in
the
course.
Contact
and
Correspondence
If
you
wish
to
contact
me
by
email,
please
do
so,
but
note
that
this
medium
is
best
used
for
scheduling
appointments
or
for
other
brief
communication.
Email
is
less
ideal
for
substantive
questions
about
course
material.
For
the
latter,
visit
office
hours
or
schedule
an
appointment
so
that
we
can
properly
address
the
matter.
I
will
answer
all
appropriate
correspondence
within
(1)
business
day
(barring
emergencies).
For
all
correspondence
by
email,
adhere
to
a
standard
courteous
format
such
as
the
following:
Dear
Ms.
[Last
Name]
appointment
to
discuss
race,
space,
and
segregation.
Do
you
have
Sincerely,
5. Your
Name
and
Your
Class
(e.g.,
ETHN
104)
PowerPoint
Policy
I
supplement
lecture
with
PowerPoint
slides,
but
I
do
not
post
these.
They
are
only
supplements
to
assist
in
note
taking;
they
are
not
the
substance
of
the
lectures.
Consideration
for
the
Learning
Environment
is
a
useful
guide
here.
Avoid
any
action
that
potentially
disturbs
the
learning
environment,
such
as
talking
in
lecture,
using
your
laptop
for
purposes
other
than
note-‐taking
which
may
distract
your
neighbors,
and
so
forth.
Attend
lecture
only
if
you
are
willing
and
able
to
pay
attention
and
respect
the
learning
environment.
In
case
of
doubt,
simply
consider
if
an
action
contributes
to
the
purpose
and
benefit
of
the
class
as
a
whole.
If
it
does
not,
avoid
it.
Turn
off
cell
phone
to
prevent
disrupting
the
class.
Exceptions
will
be
made
to
cover
emergency
medical
providers,
active
duty
military
personnel,
child-‐care
needs,
or
other
critical
Office
for
Student
Disabilities
Students
requesting
accommodations
and
services
for
this
course
due
to
a
disability
need
to
provide
a
current
Authorization
for
Accommodation
(AFA)
letter
issued
by
the
Office
for
Students
with
Disabilities
(OSD)
prior
to
eligibility
requests.
Receipt
of
AFAs
in
advance
is
necessary
for
appropriate
planning
for
the
provision
of
reasonable
accommodations.
OSD
Academic
Liaisons
also
need
to
receive
current
AFA
letters
if
there
are
any
changes
to
accommodations.
For
additional
information,
contact
the
Office
for
Students
with
Disabilities:
858-‐534-‐4382
(V);
959-‐534-‐9709
(TTY)
reserved
for
people
who
are
deaf
or
hard
of
hearing;
or
email:
osd@ucsd.edu.
OSD
Website:
http://disabilities.uscd.edu.
6.
Course
Schedule
Subject
to
change
**ALL
REAINGS
WILL
BE
MADE
AVAILABLE
THROUGH
TED
Week
One:
Setting
the
Stage:
Theories
of
Race,
Space,
and
Segregation
Tuesday
(6/30)
Introduction
to
the
course
themes
and
expectations
Semuels,
Alana.
"Where
the
White
People
Live."
The
Atlantic.
Atlantic
Media
Company,
10
Apr.
2015.
Web.
11
June
2015.
Savage,
David
G.,
and
Timothy
M.
Phelps.
"Supreme
Court
Upholds
Far-‐reaching
Racial
Discrimination
Rules
for
Housing."
Los
Angeles
Times.
Los
Angeles
Times,
25
June
2015.
Web.
25
June
2015.
Majoring
or
Minoring
in
Ethnic
Studies
Many
students
take
an
Ethnic
Studies
course
because
the
topic
is
of
great
interest
or
because
of
a
need
to
fulfill
a
social
science,
non-‐
contiguous,
or
other
college
requirement.
Often
students
have
taken
three
or
four
classes
out
of
interest
yet
do
not
realize
how
close
they
are
to
a
major,
a
minor,
or
even
a
double
major.
An
Ethnic
Studies
major
is
excellent
preparation
for
a
career
in
law,
education,
medicine,
public
health,
socialwork,
counseling,
journalism,
government
and
politics,
international
relations,
and
many
other
careers.
If
you
would
like
information
about
the
Ethnic
Studies
major
or
minor,
please
contact:
Daisy
Rodríguez,
Ethnic
Studies
Department
Undergraduate
Advisor
858-‐534-‐3277
or
d1rodriguez@ucsd.eduor
visit
www.ethnicstudies.ucsd.edu
7. In-‐class
Film:
Race:
Power
of
an
Illusion.
Thursday
(7/2)
Lipsitz,
George.
"The
Possessive
Investment
in
Whiteness."
American
Quarterly
47.3
(1995):
369-‐87.
JSTOR
[JSTOR].
Web.
Razack,
Sherene.
"When
Place
Becomes
Race."
Race,
Space,
and
the
Law:
Unmapping
a
White
Settler
Society.
Toronto:
Between
the
Lines,
2002.
1-‐20.
Print.
Week
Two:
A
Look
Into
Racial
and
Residential
Segregation.
Tuesday
(7/7)
Harris,
Cheryl
I.
"Whiteness
as
Property."
Harvard
Law
Review
106.8
(1993):
1707.
Web.
Presentations:
Thursday
(7/9)
Taylor,
Dorceta
E.
"The
Racially
Restrictive
Covenants."
Toxic
Communities:
Environmental
Racism,
Industrial
Pollution,
and
Residential
Mobility.
N.p.:
n.p.,
n.d.
192-‐227.
Print.
In-‐class
Film:
Crisis
in
Levittown,
PA
Presentations:
Week
Three:
Policing
the
Poor:
Racial
and
Spatial
Segregation
through
Gentrification
and
Urban
Renewal
8. Tuesday
(7/14)
Lees,
Loretta,
Tom
Slater,
and
Elvin
K.
Wyly.
"The
Birth
of
Gentrification."
Gentrification.
New
York:
Routledge/Taylor
&
Francis
Group,
2008.
3-‐38.
Print.
Freeman,
Lance.
"The
Evolution
of
Clinton
Hill
and
Harlem."
There
Goes
the
'hood:
Views
of
Gentrification
from
the
Ground
up.
Philadelphia,
PA:
Temple
UP,
2006.
N.
pag.
Print.
In-‐class
Film:
Do
The
Right
Thing
Presentations:
Thursday
(7/16)
Websdale,
Neil.
"Policing,
Society,
and
History."
Policing
the
Poor:
From
Slave
Plantation
to
Public
Housing.
Boston:
Northeastern
UP,
2001.
14-‐35.
Print.
Davis,
Mike.
"Fortress
L.A."
City
of
Quartz:
Excavating
the
Future
in
Los
Angeles.
London:
Verso,
1990.
N.
pag.
Print.
Presentations:
Week
Four:
The
School-‐to-‐Prison
Pipeline:
Unequal
Education
and
its
ties
to
the
Prison
Industrial
Complex
Tuesday
(7/21)
Street,
Paul
Louis.
"Still
and
Increasingly
Separate."
Segregated
Schools:
Educational
Apartheid
in
Post-‐civil
Rights
America.
New
York:
Routledge,
2005.
11-‐48.
Print.
9. Knefel,
Molly.
"The
School-‐to-‐Prison
Pipeline:
A
Nationwide
Problem
for
Equal
Rights."
Rolling
Stone.
N.p.,
07
Nov.
2013.
Web.
11
June
2015.
Presentations:
Thursday
(7/23)
Alexander,
Michelle.
"The
Lockdown."
The
New
Jim
Crow:
Mass
Incarceration
in
the
Age
of
Colorblindness.
N.p.:
n.p.,
n.d.
58-‐94.
Print.
In-‐class
Film:
The
House
We
Live
In
(Netflix)
Presentations:
Week
Five:
:
The
Protests
in
Ferguson
and
Baltimore
and
What
They
Tell
Us
About
Race,
Space,
and
Segregation
in
the
Present
Tuesday
(7/28)
Badger,
Emily.
"The
Long,
Painful
and
Repetitive
History
of
How
Baltimore
Became
Baltimore."
Washington
Post.
The
Washington
Post,
29
Apr.
2015.
Web.
11
June
2015.
Dickinson,
Elizabeth
E.
"Architecture's
Role
in
Baltimore."
Architect.
N.p.,
01
May
2015.
Web.
11
June
2015.
Lang,
Clarence.
"On
Ferguson,
Missouri:
History,
Protest,
and."
LAWCHA.
N.p.,
17
Aug.
2014.
Web.
11
June
2015.
Presentations: